外研版八年级下册《Module 8 Unit 2》公开课教案.docx
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外研版八年级下册《Module 8 Unit 2》公开课教案.docx
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外研版八年级下册《Module8Unit2》公开课教案
Book4Module8Timeoff
主备人:
审核人:
复备人:
____________
一、教学内容:
Unit2Wethoughtsomebodywasmovingabout.
二、课型:
Readingandwriting
三、教学目标:
1、能够正确使用以下单词和词组:
square,kilometers,shape,human,wake,somebody,path,pullwakeup,pulloff
2、能够读懂有关旅行经历的文章并获取有关张家界的信息.
3、能根据所给提示介绍旅游胜地以及能用所学知识介绍家乡名胜.
4、掌握宾语从句.
5.通过对自然风景的了解,增强学生的环保意识.
四、教学重难点:
1、能够读懂有关旅行经历的文章并获取有关张家界的信息.
2、能根据所给提示介绍旅游胜地以及能用所学知识介绍家乡名胜.
3、掌握宾语从句.…
五、教学准备:
本节课需准备:
PPT课件、挂图、录音机、课堂练习表格
六、教学过程:
教学
步骤
教师活动
学生活动
设计意图
StepOne
Warming-up(3’)
Leadin
1.Letthestudentslookatthepicturesandanswerthequestions.
(1)WhereisBeihaiPark?
(2)Canyouhearthebirdsinging?
(3)Whatcanyoudothere?
(4)What’sthebesttimetogo?
(5)Canwehaveapicnicthere?
1.Thestudentslookatthepicturesandanswerthequestions.
(1)WhereisBeihaiPark?
(2)Canyouhearthebirdsinging?
(3)Whatcanyoudothere?
(4)What’sthebesttimetogo?
(5)Canwehaveapicnicthere?
让学生看图答复以下问题,为下面学习文章内容埋下伏笔.
StepTwo
Pre-task(5’)
Task:
Learnthenewwords.
1.Showsomepicturesandthingstogetthestudentstosayoutthenewwords.
2.Askthestudentstoreadthenewwordstogether.
3.Letthestudentslookatthephotoandwritedownwordsthatcanbestdescribeit.(Activity1)
4.LetthestudentsworkinpairsandsaywhatdotheyknowaboutZhangjiajie?
〔Activity2〕
(1)Whereisit?
(2)Howlargeisit?
(3)Wherecanyoustay?
(4)Whatanimalscanyousee?
(5)Whatisthemostfamousthingtosee?
.
1.Seethepicturesandthingstosayoutthenewwords.
2.Readthenewwordstogether.
3.Thestudentslookatthephotoandwritedownwordsthatcanbestdescribeit(Activity1)
4.LetthestudentsworkinpairsandsaywhatdotheyknowaboutZhangjiajie?
〔Activity2〕
(1)Whereisit?
(2)Howlargeisit?
(3)Wherecanyoustay?
(4)Whatanimalscanyousee?
(5)Whatisthemostfamousthingtosee?
用ppt上的图片来学习单词和短语,训练学生的表达能力,通过图片、情景学单词,做到词不离句.Check完词汇后让学生根据所提的问题先了解一下张家界.让学生有一个表象的认识.
StepThree
While-task(20’)
Task1:
Reading
(1).AskthestudentstoreadtheemailandchecktheiranswerstoActivity2.
(2)Letthestudentsnumberthesentencesinthecorrectorder.Thechecktheanswers.
(3)Askthestudentstoreadthepassagewiththevideo.
(4).AsktheSstoworkwiththeirgroupstoreadthepassage.
(5)Letthestudentsfinish(Activity4),thechecktheanswersinparis..
Task2:
LearningtolearnletthestudentsreadandfindouthowBettystartsandfinishesheremailtohermumanddad.Nexttimewhentheywritetheiremail,theycanstartandfinishtheemailinthesameway.
Task3:
Solvethelanguagepoints
(1).Askthestudentstoshowoutsomedifficultlanguagepointsthattheyfound.
(2).Helpthestudentstosolvethedifficultpoints.
Task4:
Retellthepassage
AskstudentstrytoretellthepassageaccordingtoActivity7.
(1).ThestudentsreadtheemailandchecktheiranswerstoActivity2.
(2)Letthestudentsnumberthesentencesinthecorrectorder.Thechecktheanswers.
(3)Thestudentstoreadthepassagewiththevideo
(4)Readthepassageingroups.
(5)Thestudentsfinish(Activity4),thechecktheanswersinpairs..
ThestudentsreadandfindouthowBettystartsandfinishesheremailtohermumanddad.
(1).Studentsshowoutsomelanguagepoints.
(2).solvethedifficultpoints.withtheteacher’shelp.
ThestudentstrytoretellthepassageaccordingtoActivity7.
让学生去阅读邮件的内容答复Activity2的问题.一是让学生检查刚刚小组之间究竟对张家界的了解有多少;二是把学生循序渐进地引到课文内容去.
小组活动能通过学生间的自主、合作学习,让学生充分地实践运用语言,并培养团结合作精神.
通过让学生归纳邮件的表达法.这就再次复习稳固了以前所学的知识.做到温故而知新.
通过让学生找语言点,既培养了学生的胆量,又培养了他们自主学习的能力.
通过复述对话,加深对课文的掌握,同时也锻炼了口语.
StepFour
Post-task
(9’)
Task:
Dosomespeaking
(1)ShowtheHuizhou’sWestLakepictureandaskthestudentstotalkaboutitlikethis:
(图画附下表)
(1)Whereisit?
(2)Howlargeisit?
(3)Wherecanyousee?
(4〕Whatcanyoudothere?
(5)whatisspecial?
(2).HavetheSsactouttheirnewdialogues.
(1)Askstudentstodosome
Exercisesandthencheck.
(1).Makedialoguesingroupswiththeteacher’shelp.(图画附下表)
(2).Actoutthenewdialogues.
(3)Dotheexercises,thencheck.
通过做对话训练,让学生稳固本课的语言重点.同时锻炼学生的表达能力.
通过笔头练习,进一步稳固所学.
StepFive
Summary〔2’〕
1.Getthestudentstosumupthelanguagepoints.
T:
Whathavewelearnedtoday?
Ss:
……
1.Sumupthelanguagepoints.
引导学生归纳总结培养学生自主学习的良好学习习惯.
.
StepSix
Home-
work
〔1’〕
MakedialogueswithpartnersafterclasslikeActivity7.
Finishthehomework.
课后作业有助于学生稳固已学的知识,补充其他方面的锻炼.
板书
设计
七、
Module8Timeoff
t
八、Unit2Wethoughtsomebodywasmovingabout.
1.Wethoughtsomebodywasmovingabout.
2.Lingling’sunclesaiditwasananimal.
3.Wecameoutwithoutmakinganynoise,andfounditwasjustahungrymonkeylookingforfood.
4....,butlingling’sunclesaidthatitwaswrongtopullleavesoffplantsandthatweshouldprotecteverythinghere.
Book4Module4Seeingthedoctor
九、教学内容:
Unit2Wehaveplayedfootballforayearnow.
十、课型:
Listeningandspeaking
十一、教学目标:
1、能够正确使用以下单词和词组:
well,heart,active,pet,member,takepart(insth.),then,daily,weak,exercise
2、能读懂关于饮食和运动习惯的短文.
3、能够根据图片提示写关于健康生活的短文.
4、能够针对不健康的生活习惯或行为给出适当的建议和看法.
十二、教学重难点:
1、能读懂关于饮食和运动习惯的短文.〔重点〕
2、能够针对不健康的生活习惯或行为给出适当的建议和看法.〔难点〕
十三、教学准备:
课堂整体运用任务型教学模式,培养学生独立自主的学习能力.本课指导学生通过听说获取信息,培养学生的听说技能.在教学过程中,采用多媒体手段辅助教学,利用各种图片和习题任务贯穿整个教学过程.因此,本节课需准备:
PPT课件、挂图、课堂练习表格、奖品
十四、教学过程:
教学
步骤
教师活动
学生活动
设计意图
StepOne
Warming-up(3’)
Leadin
1.Freetalk(pairwork):
Havestudentsmakedialoguelikethis:
A:
HowcanIhelpyou?
B:
Myheadhurts.
1.Havestudentsactouttheirdialogue.
以旧引新,先引导学生进入本模块的主题.
StepTwo
Pre-task
(5’)
1.Freetalks:
Healthisreallyimportanttoallofus.There’saChinesesayinglike:
健康两字值千金.Sohowcanwestayhealthy?
Now,let’shaveatalkaboutthis.
2.Showstudentsapictureandask:
Lookatthispicture,whataretheydoing?
Andwhichisyourfavourite?
Thenshowthetitleofthelessonandlecturethenewwordsaswell.
eg:
well,heart,active,pet,member,takepart(insth.),then,daily,weak,exercise
Watchpictureslearnsomenewwords.
引导学生谈论图片,训练学生描述事情的能力.在描述的同时学习新单词和句型,做到词不离句,为学生扫清读的障碍.
StepThree
While-task(24’)
1.Scanning
(1)Askstudentstoscan
thepassage.
T:
Makethestudentsreadthepassageandanswerthequestion:
Howmanypeoplearethereinthepassage?
Whoarethey?
2.Skimming
AskstudentstoskimthepassageandmatchthepeoplewiththepicturesinActivity1.
3.Carefulreading.
(1)Paragraph1:
Thewholeclassreadtogetherandfinishthetable:
Anna
Problems
Advisefromthedoctor
Whathappenednext
HowAnnafeelsnow
②AskavolunteertoreadParagraph1inclassandtheotherstudentsfindoutdifficulties.
③Solvedifficulties:
1)Checkone’sheart
2)needsth.\needtodosth.
3)NowIgetexercisebytakinghimforawalkevery.
4)Ihavehadhimforthreemounthsnow…
T:
It’sluckyforAnnatobecomehealthynow.Nowlet’stakealookattheothergirl,WangWei,issheahealthygirl?
Howdoyoufeelabouther?
(2)Paragraph2:
1)①T:
Now,Iwantsomeonetoreadthepassageforus,andwefindout:
WhatisWangWeilike?
②Askastudenttobe“alittleteacher〞tochecktheanswers.
③Readbyyourselfandpointoutimportantpoints.
④Solvedifficulties.
1)Wehaveplayedfootballforayearnow.
2)takepartin…
3)Sheisinexcellentcondition.
incondition健康
outofcondition身体状况不佳
(3)Paragraph3:
①LetthestudentsanswerthesetwoquestionsafterreadingParagrap3
1)WhatwasThomas’problem?
2)WhatdidhedoinJanuary?
3〕Whathaschangedsincethen?
4)Howdoeshefeelnow?
②Studentsreadthisparagraphandfindoutdifficultpointsingroups:
1)Sincethen,Ihasbecomepartofmylife.
2)Iarriveatworkwithasmileonmyface.
(4)Paragraph4
①Askagroupofsixstudentstoreadparagraph4,thenfillintheblanks.
Richardwas1.______afteralong2_______,sohewantedto3._________.Butafterhestarted4._________aweekago,hefelteven5.________.Heistoo6.______todoanyexercise.Whatshouldhedo?
②Askthestudentstoreadthispartandfindoutkeyphrases:
(1)Whydon'twegoforarunbeforeschool?
(2)MylegshurtandIamhotallover.
(3)PerhapsIamtooweaktodoanyexercise.
1.Scanning
(1)Askstudentstoscan
thepassageandfindouttheanswer.
2.Skimming
AskstudentstoskimthepassageandfinishActivity1.
3.Carefulreading.
(1)Paragraph1:
①Readandfinishthetable.
②AskavolunteertoreadParagraph1inclassandtheotherstudentsfindoutdifficulties.
③Askalittleteachertosolvedifficulties:
(2)Paragraph2:
2)①Listentosomeonetoreadandfindoutthekeywordsthattheanswerstothequestion.
②Askastudenttobe“alittleteacher〞tochecktheanswers.
③Readbyyourselfandpointoutimportantpoints.
④Solvedifficulties.
(3)Paragraph3:
①LetthestudentsanswerthesetwoquestionsafterreadingParagrap3
1)WhatwasThomas’problem?
2)WhatdidhedoinJanuary?
3〕Whathaschangedsincethen?
4)Howdoeshefeelnow?
②Studentsreadthisparagraphandfindoutdifficultpointsingroups:
①Askagroupofsixstudentstoreadparagraph4,thenfillintheblanks.
②Askthestudentstoreadthispartandfindoutkeyphrases:
.
要求学生快速阅读文章,找到问题的答案.
通过学生快速阅读,培养学生获取主旨的能力,理清故事开展的顺序.并且从整体把握文章的内容,为进一步学习做好铺垫.
让学生带着任务〔问题〕去阅读课文,去找答案,有助于学生更加准确地获取信息,提高阅读效果和技能.学生通过分层次阅读文章,获取具体信息,把知识点和课文理解在分段学习得以突破.而小组活动能通过学生间的自主、合作学习,让学生充分地实践运用语言,并激发学生创造性思维的开展.
StepFour
Post-
task
(10’)
1.Reading
Havestudent
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- 关 键 词:
- Module 8 Unit 2 外研版八年级下册Module Unit 2公开课教案 外研版八 年级 下册 Module 公开 教案