八年级英语上册 Module 4 Education Unit 1 How long have you studied English教案 外研版.doc

外研版英语八年级上Module 4 Education Unit 1教案

Content：Module 4 Educ
ation [Junior 2, New standard English]
一、 题材内容
本模块以希望学校为话题, 向学生介绍各地的慈善机构。通过本模块的学习，学生可以了解希望工程,了解不同地区儿童的学习情况，了解各界人士的善举，有助于培养学生的民族意识以及对他人的关爱之情。学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动, 展示现在完成时以及 for和since表达行为持续时间的用法，让学生在使用语言的过程中学习语言,促使学生更有意识地自觉学习英语。语法难点仍是准确理解并运用现在完成时。教学中教师应随时随地灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。
教学目标
1） 语言知识：
语音
能够正确朗读 how long 开头的现在完成时特殊疑问句
词汇
study, teach, head, since, same, poor, project, still, raise, describe, drop, important, ill, pay, countryside, train, electricity, perhaps, nearly, luckily, point, organization, health, care, leaflet
词组
get on well with, hear about ,take part, drop out of school, look after, hear of
语法
能正确使用for和since的时间状语。
功能
能够介绍希望工程；能够谈论时间和数字。
话题
以“希望学校”为话题。
2） 语言技能：
听
能听懂有关学习经历的描述。
说
能够用现在完成时介绍行为持续的时间
读
能够通过阅读文章获取希望工程的信息。
写
能够用现在完成时写出有关希望工程的段落。
演示与表达
能够结合图片等手段介绍希望工程。
3)学习策略
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。
认知
联系，归纳，推测等技能。学习查词典,阅读报纸,提高自学能力。
调控
从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际
学习运用恰当词语介绍希望工程。
资源
通过阅读报纸等其他资源获取更多简单英语的有关希望工程的信息。
自学策略
能够根据自己的情况预习教材并进行拓展。
合作学习策略
制作希望工程招贴画时能够根据小组内同学的特长分工合作。注意学习策略共享.
4)文化意识：
文化意识
培养学生的民族意识以及对他人的关爱之情。
5)情感态度:
培养学生关爱他人的情感素质。参加各种英语活动,感受学习的乐趣，克服困难，在新环境中进一步树立准确的语言学习观。
6)任务:能够收集有关希望工程的信息制作招贴画。
教学重点和难点
重点：1．通过谈论希望工程训练学生的听、说、读、写能力，掌握使用for和since的时间状语。
难点： 掌握使用for和since的时间状语,养成正确使用现在完成时的能力。
教学方法
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
二、 教材处理
核心任务：能够运用所学句型结构谈论希望工程。三个环节如下：
pre-task：学生联系生活实际，激活背景知识，。
task –cycle：通过整个模块的听说读写的训练，强化现在完成时的表达能力，为完成任务做好铺垫
post-task：达成任务，展示成果，反馈学习情况
三、 教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Period 2: Reading and Vocabulary
Period 3: Writing& Around the world &Module Task
Period 4: Language in use
注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』
Title: Module 4 Education
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Teaching Content: Listening and Vocabulary and Pronunciation and Speaking
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary and phrases: study, teach, head, since, same, poor, project, still, get on well with, take part
Key structure: How long…? for…, since… (重点)
2. Listening skill: To understand conversations about what Project Hope has done. (难点)
3. Speaking skill: To talk about experiences with how long
4. Attitudes: We should help and care for each other.
Learning strategies:
Bottom –up approach and listening to the tape and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Recall what we have learned in the last Module.
Directions:
Step one: Label the pictures with the words and expressions.
(1). Read through the words and expressions in the box and have the Ss. Repeat them after you.
(2).Ask them to label them in the pictures on the screen.
(3).List some words which are connected with the journey to space. Ask students to speak out as many as they can.
Step two: Tell the story of your experiences
Ask students to speak out as many as they can.
Part II: Lead in:
Task: Learn something about Project Hope.
Directions:
Step one: Introduce Project Hope:
PROJECT Hope has brought hope to children over the past 10 years.
　　Project Hope, which was first launched in October 1989, is a nationwide educational project to help mainly school dropouts in outlying, poverty-stricken areas resume their schooling.
　　According to the latest statistics, Project Hope raised 1.78 billion yuan (US＄ 214 million) by June, 1999, which aided 2.209 million education-deprived children to go to school and 7549 Hope schools to be built.
　　 It is said that the past three years witnessed the largest amount of funds raised for Project Hope. The volume accounted for nearly half of the total raised in the last 10 years while the number of Hope schools built made up more than half.
　　Since last year, the strategic focus of Project Hope has gradually been shifted from the previous widespread aid to the cultivation of excellent students and follow-up support for Hope schools.
　　The main tasks of Project Hope in the future will concentrate on building more Hope schools, strengthening the training of teachers of these schools, equipping the schools with computers and related education software, and developing long-range education.
Step two: Talk about the picture. Ask the students to look at the pictures about Project Hope. Elicit what they can see. If there are any new words, add them to the list on the board.
Step three: Complete the passage with these words.
Step four: Let them check with a partner.
Step five: Then ask them to listen and check.
Part III: Listening
Task 1: Listen and match the years with the activities
Directions:
Step one: Ask the Ss to look at the years and the activities in activity 1 on page 26
Step two: Play the recording and have them listen.
Step three: Play the recording again and have them match years with the activities
Step four: Play the recording and have them check their answer with a partner
Step five: Call back the answer from the whole class.
Task2: Ss listen to the dialogue and answer 2 questions
Directions:
Step one: Give them the2 questions and make sure the Ss understand them all.
(1) How long have you known her?
(2) How long have you lived here?
Step two: Play the recording and have them listen to the recording and focus on the sentence structure first time through.
Step three: Play the recording again and have them get the answers, then check with a partner.
Step four: Then Call back the answers from the whole class.
(1) How long have you known her? For two years.
(2) How long have you lived here? Since 2004
Task 3: To understand the conversation.
Directions:
Step one: Ask the Ss to look at the questions in activity 4 on page 27
Step two: Play the recording and have them listen.
Step three: Play the recording again and have them answer.
Step four:. Play the recording and have them check their answer with a partner
Step five: Call back the answer from the whole class.
Task 4: Activity 6 on page 27.
Directions:
Step one: Have them listen and write the correct answers. Have them check their answers with a partner
Step two: Play the recording again .Have them check their answers with a partner
Step three: Call back the answer in a whole- class setting.( Collect the answers in complete sentences from the class.)
Task 5: Listen and read:
Directions:
Step one: Play the recording and ask the Ss. to listen and read the conversation.
Step two: Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.
Step three: Put the Ss. into groups of 2 to practise the dialogue.
Step four: They should repeat it several times, changing the roles each time.
Part IV: Pronunciation
Task 1: Listen and repeat in Activity 7 on page 27
Directions:
Step one: Ask the Ss to listen and repeat the sentences.
Step two: Play the recording again. Ask the Ss to pay particular attention to the intonation of the sentences.
Step three: Ask the Ss to listen and repeat chorally and individually.
Task 2: Complete the sentences so they are true for you
Directions:
Step one: Ask the Ss to complete this individually.
Step two: Ask the Ss to pay particular attention to the structure of the sentences.
Part V: speaking
Task: Ask and answer the questions in Activity 7
Directions:
Step one: Pair the Ss to ask and answer the questions.
Step two: Collect answers by getting several pairs to ask and answer the questions, paying special attention to the use of the present perfect tense.
Part VI: A test Do Ex 2 on page 124 in the WB.
Part VII: Homework:
Recite the dialogue as fluently as possible.