八年级英语上册 Module 2 Experiences全模块教案 外研版.doc

Module 2 Experiences全模块教案
I. Teaching objectives 模块教学目标
Skill Focus
听
Listen for experiences described in present perfect tense
说
Talking and asking about experiences
读
Reading passages talking about experiences
写
Write about experiences
Language Focus
功能句式
Asking and talking about travel experiences
I’ve always wanted to …
…has / have flown all over the world.
…has / have never been to …
I’ve never …
—Have you ever …?—Yes, I have. / No, I haven’t.—Has he / she …?
—Yes, he / she has.
/ No, he / she, hasn’t.
词汇
重点词汇
Experience, ever, competition, airport, captain, country, before, wonderful, prize, sound, someone, kind, western, abroad, fantastic, anywhere, delicious, sandwich, sell, seat, beside, only, yet, stone, climb, palace, time, name
认读词汇
cabin, steward, reckon, brilliant, dream, Chinatown, Italian, pizza, musician, dagger, taste, roast, another, seafood, entertainment
短语
take off, come true, more than
重点句子
Sally has invited me to stay with her in England one day.
Has she visited China before?
No, she hasn’t. But I sent her a DVD and she’s watched it.
Have you ever entered a competition?
No, I haven’t.
语法
The present perfect tense
have / has been done

II. Teaching materials analyzing教材分析
Module 2以Experiences为话题, 将Tony 和Lingling准备参加报纸举办的竞赛并赢得去伦敦旅游的机会作为导入，让学生在听、说、读、写技能训练的过程中学会通过正确使用现在完成时询问并讨论有关经验、经历的话题，并能根据课文以及所给出的提示，结合自己的实际，写一篇有关自己经历的短文。
Unit 1以Have you ever entered a competition为话题， 通过听、读、说的技能训练让学生学会如何运用现在完成时讨论和询问自己和他人的经历。其中Listening and vocabulary包括6个Activities。 1&2 要求学生通过听力训练，结合图片掌握本单元的生词与表达。3以Tony 和Lingling准备参加报纸举办的竞赛并赢得去伦敦旅游的机会为载体，通过听读训练， 让学生熟悉运用现在完成时态询问并讨论与经验有关的话题。4要求学生通过填表格准确理解和把握阅读文章所提供的信息。5 要求学生根据课文内容运用现在完成时，就Lingling和Sally是否做过某事，结对询问。6要求学生根据所给问题的提示，通过回答问题，正确理解所给生词的意义。Pronunciation and speaking包括2个Activities。7&8通过听说训练，培养学生正确的语音、语调，学会如何询问经历。
Unit 2以Wei Ming has been all over China by plane为话题，通过读写训练让学生学会讨论自己和他人的经历；并能根据所学内容和提示，通过结对讨论，书写有关经历的内容。Reading and vocabulary 包括5个Activities。1 要求学生围绕所给主题：音乐会、西餐、梦想的实现、乘坐飞机、出国结对进行讨论。2呈现了5段有关经历的描述。3要求学生在正确理解课文内容的基础上在Activity 1中找出与Activity 2内容相匹配的问题。4要求学生通过阅读，正确理解划线部分代词所指代的事物。5 要求学生通过回答问题，正确理解所给生词的意义。Writing包括2个Activities。要求根据所学内容和提示，通过结对讨论，以书面形式呈现有关经历的讨论内容。
Unit 3 通过14个Activities的练习，对学生在模块2中所学内容进行复习巩固。1&2要求学生根据所给关键动词和图片以及提示，运用现在完成时态完成明信片。旨在训练学生运用现在完成时正确描述并询问经历。3&4要求学生就所给内容，运用提问经历的相关句型：Have you ever…? 完成一份调查报告，并在此基础上结对进行对话练习。5要求学生对所给单词进行分类，帮助学生归类记忆单词。6 &7通过听力活动培养学生运用英语获取细节信息的能力； 8让学生通过对话，熟练掌握询问别人经历的句型，同时学会正确运用have / has；9 要求学生在正确理解句意的基础上选填短语。Around the world为学生讲解了迪士尼乐园的概况；Mould task要求学生用问卷的形式完成对同学有关经历的调查。10 要求学生根据所提供的主题，运用现在完成时态对生活经历进行提问；11要求学生小组活动， 选出自己认为最佳的问题，培养学生合作学习的能力。这两个活动可以看作是小组活动的准备阶段；12要求学生根据所给提示完成一份问卷调查；13要求学生提问并记录下其他同学的经历。14要求报告调查内容，训练学生输出信息的能力。

III. Class types and periods 课型设计与课时分配
Period 1 Listening and reading
Period 2 Reading and writing
Period 3 Integrating skills (1)
Period 5 Integrating skills (2)

IV. Teaching plans for each period分课时教案

Period 1 Listening and reading
Language goals 语言目标
Key vocabulary 重点词汇和短语
experience, ever, competition, airport, captain, country, take off, before, problem, wonderful, prize, sound
Key structures 重点句式
Has she visited China before?
Take off from Beijing Capital Airport and land in London.
And Sally has invited me to stay with her in England one day.仙， Have you ever entered a competition?
Ability goals 能力目标
Enable students to get familiar with the words and expressions about experience
Enable students to know how to use the present perfect tense.
Teaching methods 教学方法
Listening, reading and discussing。
Teaching aids 教具准备
A tape recorder, a projector and some slides.
Teaching procedures and ways 教学过程与方式

Step I Lead-in & Speaking
Arouse students’ interests in talking about their experiences and some of the new words.
T: How is it going, everybody?
S: Fine!
T: Good! I think that is helpful for you to guess. Well, listen carefully. Here we go:
It is in London and very famous.
It was completed between 1858-59.
It is named probably after Sir Benjamin Hall.
It is a 320 foot high Clock Tower.
…
Show students the above items one by one. And make them to guess what it is according to the specific information given.
S: It’s Big Ben!
T: Great!
Show students the picture of the Statue of Liberty.

T: It’s Big Ben! It’s one of the most famous places of interest in London. And do you know any others?
S: Yes! The London Eye. / Buckingham palace. / Fleet Street. / Parliament House / Madame Tussauds & The London Planetarium. / Sunset House. / The London Dungeon / British Museum. / Tower of London. / Tate Modern. / Westminster Abbey. / Hampton Court Palace. / Dali Universe…
S: Cambridge and Oxford,
T: Great! London is such a beautiful place. And I hope one day all of you can visit there. And that will become your unforgettable experience (Show students the word.). So you see, traveling around the world is a kind of experience. Can you give me other kinds of experience?
Here give students some hints if necessary. For example: having a picnic, hiking, holding a party, joining a party, and even staying with parents during the weekend are kinds of experience. Encourage students to share theirs with other students simply and help improve their ability in communicating gradually and also further understand the word experience.
T: Good job! Can you tell me what your most exciting experience was?
Ask students to share their most exciting experiences with others using the past simple. Make them further understand what experience is and learn to talk about experience.
T: Wonderful! You have had so beautiful experience! So, here I’ll tell you my secret. Do you want to know? (Say to students secretly.)
S: Of course!
T: My favorite place is…
After a moment, ask students to concentrate and listen to the teacher carefully. And then show them a picture of Swiss.

T: Do you know where it is?
S: Swiss.
T: Great! Your geography must be perfect! (Show them the thumb to show your praise.) It is a very beautiful place! I want to go there in the day time. And even when I go to sleep (Act as if the teacher is sleeping.), I often dream about going there. It’s holiday of my dreams.
Repeat what the teacher has said or done to make sure that students understand the nature and meaning of dream. And then show the sentence: When you go to sleep, what do you dream about? Where do you want to go for your dream holidays? And ask them to say something about that.
T: Wonderful! I do hope someday your dream can come true! Well, some of you said that London is holiday of your dream, right?
S: Yes!
T: Do you know how to get there?
S: By plane. / By hot balloon! / By ship…
T: Marvelous! But Tony and Lingling have a different way. Do you want to know?
S: Yes!
T: OK. Next listen carefully!

Step II Listening
Get students to listen to the conversation for the first time and answer the following questions to get familiar with this conversation.
T: Now, close your books. Listen to the tape carefully, and then ask the following questions. Clear?
S: Yes!
Show students the following questions.
1. Who is Lingling’s pen friend?
2. What did Lingling send to her pen friend?
3. How can they go to London?
4. What’s Lingling’s problem?
Ask students not to pay much attention to the tense and words they don’t know, just listen for the detailed information.
T: Are you ready? … OK. Here we go.
Play the tape recorder. After listening, ask students to talk with their partners about these questions.
T: Well, next, tell me the answers.
Ask students to give the answers to these questions.
Sample answers:
Sally Maxwell
A DVD about China
Enter a competition
The problem is the prize of the ticket.
T: Well done! They can visit London by winning the competition. Well, in China, there are many competitions, like this one: show students the following picture.

T: If you win the game, or become No.1, (Show the forefinger which means number 1.) you’ll …get the prize ------ traveling abroad. (Here teacher should pause, in case some students know the answer. If not tell them the answer.)Clear?
S: …
If the students cannot understand at once, repeat or find other examples until they really understand that.
T: Well, what competitions are there on television, in newspaper or at school? And what kind of prizes are there for these competitions? Encourage students to talk about the competitions they are familiar with, interested in and even they have heard of. Teacher can guide them to answer in the following aspects:
Samples:
1. School: Sports meeting hold in winter or autumn; Talent competition for all kinds of subjects; Competition for hobby or strong suit, like creating, drawing, singing, dancing…
Television: Talent show, family competition, Super girl, Dream China…
Newspaper: writing, photograph, news…
Prize: Cash, certificate, chance of traveling, training, good post, higher salary...
T: From the conversation we know, Lingling’s problem is the price of the ticked. So, the price is expensive or cheap for her?
S: Expensive!
T: Right! Because of the high petroleum price, the price of a plane ticket is much higher at present.
2. Ask students to listen to the conversation again and complete Activity 4.
T: Lingling and Sally are so far away from each other, right?
S: Yes!
T: But they can share the experience with each other. Now, listen again and finish Activity 4. Ready?
First ask students to look through Activity 4 before listening. After that ask students to check the answers with their partner and then check the answers together.
T: Good! Now, close your book, I’ll check you, listen carefully: Has Sally visited China?
S: No, she hasn’t.
If students can not give the correct answer, guide them by showing them.
T: Well done! Now, look at Activity 4, practice with your partner, clear?
S: Yes!
Leave students enough time to practice this part, walk around and give them a hand if necessary. And then ask several groups to stand up or stand in front of the class to show their performance.

Step III Grammar
Explain the present perfect tense to students more detailed and help them prepare for reading and talking about experiences.
T: Now, read the conversation with your partners and then tell me what problems you have, clear?
S: Yes.
Allow students enough time to read this conversation. Walk around and give students a hand.
T: Well, stop now, who has problems?
S: I am sorry but I have a question. I can not clearly understand the first sentence: …has started some new competition. What does “has started” mean?
T: Good question! That’s exactly what we will learn today—the present perfect tense.
If necessary, speak it in Chinese. And then show the following to the students.
Name: the present perfect tense.
Usage: We can use the present perfect simple to talk about an action completed in the past which has some relevance to the present.
T: Have you got it?
S: Yes!
T: OK. Next, work with your partner, read the conversation again and find the sentences that use the present perfect tense. Clear?
S: Yes.
Give students enough time to do that, and then ask them to find out the formation rules of the present perfect tense.
T: Have you finished it?
S: Yes.
T: Well, who would like to tell us these sentences?
Ask some students to say the sentences they have found, if necessary show them to students to help them find the sentence structure for the present perfect tense.
T: Can you find some rules?
S: Yes!
Ask some students to answer this, and then show the following to them.
Form: …has / have + done
General question: Have / Has… +done…?
Confirmative answer: Yes, … have / has.
Negative answer: No, … haven’t / hasn’t.
T: Very good. You know we have learned the simple past form of the verbs, and next we’ll look at the past participle form of the words. Now, look at the form.
Show students the following form.
verb
Simple past form
Past participle form
visit

watch

enjoy

want

look

enter

T: Can you give the simple past form of these verbs?
S: Yes.
Ask some students to fill in chat of simple past form. And then ask them to glance at the conversation to find out the past participle form of these verbs. Then help them find the rule.
Sample answers:
verb
Simple past form
Past participle form
visit
visited
visited
watch
Watched
Watched
enjoy
Enjoyed
Enjoyed
want
Wanted
Wanted
look
Looked
Looked
enter
entered
Entered
T: So, you see, the two forms of these verbs are the same. The rule is…
S: Add –ed.
T: That’s it. However, there are also some irregular verbs, we will learn them later.

Step IV Pronunciation and speaking
Get students read after the tape recorder to pronounce properly. And then ask them to work in pairs to do Activity 7.

Step V Conclusion and Homework
Help students have a revision of what they have learned today, especially the present perfect tense. And assign them to complete Activities 8-10 in the workbook. And also remember the past participle forms of those irregular verbs.

Period 2 Reading and Writing
Language goals 语言目标
Key vocabulary 重点词汇和短语
western, abroad, fantastic, anywhere, delicious, sandwich, sell, seat, beside, come true, Chinatown, Italian, pizza, more than, musician, dagger
Key structures 重点句子
Have you ever been to…?
Is there anywhere she hasn’t visited?
I’m at home in Chinatown.
Yi Wen has tried western food in a hotel in Nanjing.
I’ve always wanted to meet her. It was my “dream come true”.
Ability goals 能力目标
Enable students to read and talk about experience using the present perfect tense
Enable students to write sentence about experience using the present perfect tense and the information given.
Teaching methods 教学方法
Talking, reading, listening, writing
Teaching aids 教具准备
A tape recorder, a projector, and some slides.
Teaching procedures and ways 教学过程与方式
在
Step I Revision and homework checking
Check the answers to Activities 8-10 in the workbook, and then help them review the basic knowledge of the present perfect tense.

Step II Speaking
Ask students to talk about their experience about the topics given in Activity 1 using the present perfect tense.
Play a popular song for students, and ask them to say who sings this some.
T: now, listen carefully, and I’ll show you a beautiful song.
Play the tape recorder.
T: Do you know who it is?
S: …
T: Well done! Have you ever been to his / her concert?
S: Yes. / No.
T: How do you think about the concert?
S: He / She sang beautiful songs.
S: The atmosphere there was exciting.
S: All the fans sang with him / her together.
S: …
T: It sounds brilliant! And tell me who sings best in our class?
S: …
T: Great! You sing so well, and I think you can be a musician (Show the word musician to students). Musician, do you know musician? ... Well, Liu Huan is a music