外研版八年级英语下Module_2Unit1教学设计.doc

MODULE 2 Unit1 Can you tell me where youre from? 教学设计与教学反思MODULE 2 Friendship Unit1 Can you tell me where youre from? 教学目标:知识目标：掌握本单元中的词汇短语。能力目标：能够在对话理解和总结新语法过程中培养合作和解疑能力。情感目标：培养学生建立正确的友谊观。重点难点：宾语从句的用法教学过程设计Step1 Lead-inBring two telephones or doll telephones to the class and present some short telephone conversations with several students. Help to point out the differences between making telephone calls in Chinese and in English.(设计意图：将学生置身于一个真实的语言环境中引入并导出相关话题，一方面可活跃课堂气氛，另一方面在特定的语言环境中呈现生词和句子，便于学生理解掌握，同时又为接下来的听力做语言上的铺垫。可以与几名学生课前准备好。)Step2 Listening (Activities 1&2)1. We know Sally is in China and now shes telephoning. Listen and answer who Sally wants to speak to and how many people you hear.2. Listen again and number the sentences you hear. Check answers in pairs, then the whole class. a. Is Chen Hua there?b. Is that Chen Huan speaking? c. Ill call back later. d. This is Sally Maxwell speaking. e. Whos calling, please? f. Hold the line , please. g. Sorry. He isnt here right now. h. Can I take a message? 3. Listen and repeat. Deliver the listening material to the Ss and ask them to read it aloud and then act it out in roles.(设计意图：在常规听力练习中进一步提高学生听的能力, 是一种听力输入活动。听完后将听力材料分发给学生让他们读并表演是因为本套教材在这个模块首次出现了用英语打电话，这个是重点，这样做学生能充分吸收语言，对电话内容和结构有个整体认识。)Step 3. Presentation Ask three questions: . Do you think what Chen Hua is? . What did Sally call Chen Hua for?.Chen Hua will interview Sally, do you think what personal questions will he ask Sally? (设计意图：本环节起到承上启下的作用，同时前两个问题可初步导出本模块的语法宾语从句，为第二课时作准备；另外第三个问题是一个开放的活动，可以把全班分成四组看哪一组猜得最多最接近事实。这活动能增加悬念，增强学生阅读对话的欲望。)Step 4. Listen and read (Activity 3)1. Students listen and try to get what personal questions Chen Hua asked and then present the four sentences.Can you tell me where you are from? .Ive heard that you play in your school orchestra. (That means: whats Sallys school orchestra getting along with?).Can I ask you if you miss the UK, or your relations?.What does China feel like? (That means: What do you think of China?)2. Students read the dialogue carefully and work in groups to find out the answers to the personal questions, students guess the meaning of the new words and phrases.3. Students read after the tape and help them overcome some difficulties about comprehension.（设计意图：学生通过个人理解, 组内交流, 全班汇总的方式理解对话内容。)Step 5. Read and practice (Activity 4& Unit 3Activity 4) 1 Read the dialogue aloud and keep books closed, check the true sentences in Activity 4 . Chen Hua has already met Sally. . Sally is waiting for Chen Hua to arrive. . Sally doesnt know who will come to their last public concert. . Sally thinks the word “foreigner” isnt friendly. . Chen Hua invites Sally and her friends to visit Radio Beijing. 2 Do Unit 3 Activity 4 individually, then discuss in pairs if they have any questions, check answers together and then read it aloud.（设计意图: 学生通过自我体验获取知识，通过练习巩固所学内容。） Step 6. Discussion1. Do you think whether Sally is happy or not in China? Why?2. Suppose you are in a strange place, no one knows who you are. What will you do to make you feel less lonely?(设计意图: 通过Q1讨论学生能更好的把握对话内容, Q2给学生设置了真实的情境,同时又为U2的学习做了铺垫。)Step 7. Homework 1. Workbook Exx 4, 5. 2. Revise Unit 1.(设计意图：通过笔头任务使本课的词汇和有关语言点贯彻到实处。)教学反思：一、要因材施教，让学生有机会说 ，时刻遵循四个原则的多层设计、学生参与，根据不同学生的英语水平合理利用教材中的听力素材和对话素材，让不同学习阶段的学生吃的了，吃的饱，吃的好。二、灵活设计教学活动，让学生有能力说在设计教学活动时，要根据具体的实际情况开展，给予学生更多的语言运用和交流的机会，让学生有能力说。三、采用多元化教学方法，让学生说多而不烦不断更新教学手段、优化英语教学设计，用不同的方式让学生反复操练，已达到突出重点，突破难点。4