仁愛初中英語八上unit4topic3the internet makes world smaller

Topic3TheInternetmakestheworldsmallerSectionMaterialSectionB1a、2、4a4b1aJane,Michael,KangkangMaria得的信息，引出功能句“besure+that”結(jié)構(gòu)。2、3部分通過例子的形式，給學(xué)生提供操能句“besure+that”的機(jī)會。4a、4b重點(diǎn)復(fù)習(xí)/w/,/v/之間的區(qū)別并要求學(xué)sure+that”結(jié)構(gòu)，但是語音、語調(diào)一直都是被教師和學(xué)生所忽視的，所以在設(shè)計(jì)課堂TeachingaimsKnowledgeaims：能根據(jù)音標(biāo)正確朗讀出下列單詞：pizza,website,reporter能在老師的引導(dǎo)下分清/w/,/v/之間的區(qū)別，并能正確地發(fā)這兩個音；明白升、降能正確拼寫并運(yùn)用單詞表中的單詞,如：website,pizza,reporter能正確使用“besure+that能夠用“besure+that”結(jié)構(gòu)來談?wù)摯_定與不確定的話題。Skillaims：能正確朗讀的文本材料，能清楚模仿讀含有/w/,/v/的單詞，能根據(jù)談話Emotional能體會英語學(xué)習(xí)的樂趣，懂得在學(xué)習(xí)中遇到時可以通過網(wǎng)上查資料的形式自己解ThekeypointsanddifficultpointsKeypoints：學(xué)習(xí)“besure+that復(fù)習(xí)/w/,/v/的正確發(fā)音以及句子的升調(diào)、降調(diào)、連讀和重音。Difficultpoints：/w/,/v/Learning

在課堂上多用“besure+that”TeachingComputermultimediaprojector,mirrors,sketchTeachingStudentTeacher(5minutes)ThewholeclassworkThewholeclassworkThewholeclassworkPairontheAstudentreads TheInternethelpsustoinformationofEnglishlearning.AnditmakestheshopOtherreviewthisStudentslistentoevaluation.Tryto trytoevaluatethe thestructuresure+Getstudentsready abouttheadvantagesoftheInternet.Askastudenttoreadhis/hercompositioninTeacherevaluatesideasinalowvoicewhenstudentsareshowingtheirideas.Teacherevaluatesstudentsbysaying:“Iamsureyourideaisright./IamnotsureifthatisagoodProvidestudentswithminutestoreadtheirAndencouragethemto compositionwiththestructure“besureThewholeclasswork Studentslookatpicture,andtheycangettheanswerquickly.Becauseinthepicture.Studentslistentocarefullyandchecktheirpredictions.ingroups.Iftheycan’tworkouttheproblem,theycanasktheteacherforStudentsreadthewordstogetherandpayattentiontothepronunciationandintonation.StudentslistentoandfillintheChecktheanswersandreadtheafterthetape.Studentsfinish1candchecktheanswersingroups.Showthepicturein1atostudentsandaskstudentstopredict“Whataretalking(15Thewhole ThewholeclassworkThewholeclassworkGroupworkPlay1aandaskpredictions.Teachercanlthestudentslikethis:“Iguessyouranswersareallincludedinthecomputer.ButIamnotusethestructureofteninclass.Teacherasksstudentsreadthenewwordstogether,andchecktheirpronunciation.Finish1b.Showthein1btostudents,askagaincarefullyandfillinthetable.Checktheanswersandplay1asentenceby6.Finish1c.Show1ctostudents.AskstudentstorewriteStudentsworkingroups.Finishthepassagequickly.Chooseonestudentreadthegroupstrytoevaluatetheirpassagewiththeconversationinapassagebasedon1b.Finish1d.AskstudentstowriteapassagefromJane’spointofInviteagrouptotheirpassage.Othergroupstrytoevaluatetheirpassagewiththestructure“beThewhole GroupGroupGroupStudentsworkingroupsandysetheexample.Studentsworkingroupsandanswerthefourquestionsintheboxwiththe E.g.IamnotsureifeveryoneintheworldusestheInternetintheStudentsgiveanswerspracticethe A:Whatdidyousee/hearonthe C:Iamnotsure...D:Iamsure...AndStudentspresent FinishShowtheexampleof2students.Askstudentstoysethestructureingroups.Showtheboxin2tostudents.Askstudentstomakeconversationswiththesentencesinthebox.InvitestudentstotheirFinishAskstudentstomakeasurveyingroups.Interviewtheirgroup saworheardontheInvitetwogroupsto Give smilingfaces.theThewhole ThewholeclassworkThewholeclassworkThewholeclassworkGroupworkThewholeclassworkThewholeclassworkStudentslookatthreegroupsofwords.Pronounceindividually.Thencheckeachother.Trytofindthecorrectwaytopronouncethetwophoneticsymbols.Studentsobservethedifferencesbetween/w/and/v/,andimitatethesketchmap.Thestudentslookthemselvesfromthemirrors,andimitatethesketchmaportheteacher. afterthetape.Studentsreadingroups.CheckeachStudentscanfindanswerfromtheseaspects:liaison,form,stress,andStudentsread4bthetape.attentiontoTeachersays:“Iamnotsureifyoucan/w/,/v/well.Lookat4aandreadingroupsifyoucanpronouncethetwophoneticsymbolsthesame.Iamsureyouarewrong.”ShowthesketchstudentstoobservethesketchmapcarefullyandpayattentiontotheAskstudentstotaketheirmirrorsandcomparethemselveswiththesketchmaportheteacher.Playthetape.AsktolistenandShow4btostudentsaskstudentstoread4bbythemselves.Payattentionto/w/,/v/inthewords.Play4b.Andaskwhytherecordingsoundsbetterthanthemread.Play4b.Ask readafterthetapeandimitate.Thewholeclasswork ThewholeVolunteersread4bonebyone.Paymoreattentiontotheweakform,stressintonation.Thewhocanreadbestgetthemostiswinner.Andhe/sheinthisstudentstrytochallengehim/herStudentsreadallthewordscorrectly,knowingtheirmeanings.Theyhavetomemorizetheirspellingafterclass.Usethestructure“besure+that”PlayaFindthemostbeautifulsound.AskstudentstopreparefourpapersandwritedownA,B,C,D.Invitevolunteerstoread4binclass.OtherstudentsareTeachersummarizesWritedownthenewwordsonthe Writedownthe“besure+that”theIamsurethattherearemanyinterestingthingstoseeontheInternet.Iamnotsurewhetheritisgoodtoshoponline.3.(1)Read4bafterclassandrecordit ,record4bafterclass,payattentiontothepronunciationandSectionC.bringittoschoolnextdass.WriteashortpassageaboutwhatyousaworheardontheInternet.AndshowyourideaswiththePreparefortheofSectionThistopicisrelatedtostudents’life.Studentscanmasterthestructure“besure+that”wellafterpracticing.Butthepronunciationisstillaproblem.Moststud