2016年秋季學期教案設計

八年級上冊教案設計

Unit4OurWorld

Topic3TheInternetmakestheworldsmaller.

SectionB

I.Materialanalysis

SectionB的主要教學活動為la、2、4a和4b。

本節(jié)課中l(wèi)a通過Jane,Michael,Kangkang和Maria之間談論各自從互聯(lián)網(wǎng)上獲得的

信息，引出功能句“besure+that”結(jié)構。2、3部分通過例子的形式，給學生提供操練功

能句“besure+that”的機會。4a、4b重點復習/w/,/v/之間的區(qū)別并要求學生能夠正確地

讀出句子的升、降調(diào)以及連讀和重音。學生經(jīng)過大量的操練能夠掌握“besure+that”結(jié)構，

但是語音、語調(diào)一直都是被教師和學生所忽視的，所以在設計課堂方案的時候希望教師

能夠設計各種活動如模仿、觀察、觸摸、比賽等，來完善語音教學。

II.Teachingaims

Knowledgeaims：

1.能根據(jù)音標正確朗讀出下列單詞：pizza,website,reporter?

2.能在老師的引導下分清/w/,/v/之間的區(qū)別，并能正確地發(fā)這兩個音；明白升、降

調(diào)的作用，能正確地讀出句子的升、降調(diào)以及連讀和重音。

3.能正確拼寫并運用單詞表中的單詞，如：website,并能根據(jù)音標寫出pizza,reporter

等單詞。

4.能正確使用“besure+that”結(jié)構。

5.能夠用"besure+that”結(jié)構來談論確定與不確定的話題。

Skillaims：

1.能聽懂談論人們使用因特網(wǎng)獲得信息的話題。

2.能正確地表達自己使用因特網(wǎng)所做的事情、并能夠用“besure+that”結(jié)構來談論確定

與不確定的話題。

3.能正確朗讀課本的文本材料，能清楚模仿錄音讀含有/w/,/v/的單詞，能根據(jù)談話內(nèi)容

的需要讀出句子的重音、語調(diào)等.

4.能用書面形式描述自己如何利用因特網(wǎng)購物、學習等，并能夠用“besure+that”結(jié)構

寫出句子來表達確定與不確定.

Emotionalaims：

能體會英語學習的樂趣，懂得在學習中遇到困難時可以通過網(wǎng)上查資料的形式自己解決

問題。

UI.Thekeypointsanddifficultpoints

Keypoints：

1.學習學esure+that”結(jié)構。

2.復習/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/的正確發(fā)音。

IV.Learningstrategies

1.利用因特網(wǎng)在網(wǎng)上查找/w/,/v/之間的區(qū)別，可以幫助你在課堂上學習/w/,/v/的發(fā)音規(guī)則。

2.在課堂上多用"besure+thar結(jié)構來談論問題，這樣你可以很快掌握這個結(jié)構。

V.Teachingaids

Computermultimediaprojector,mirrors,sketchmap

VI.Teachingprocedures

Interaction

StepStudentactivityTeacheractivity

pattern

1.Thewhole1.Focusstudents'attention1.Getstudentsreadyfor

classworkontheteacher.learning.

2.Thewhole2.Astudentreadshis/her2.Checkstudents'homework

classworkcompositionlikethis:abouttheadvantagesof

andindividualTheInternethelpsustheInternet.Askastudent

worktofindinformationoftoreadhis/hercomposition

Englishlearning.Andinclass.

itmakestheshopping

cheaper.Otherstudents

reviewthisstructure.

3.Thewhole3.Studentslistentothe3.Teacherevaluatesstudents,

classworkteacher'sevaluation.ideasinalowvoicewhen

IntroductionTrytounderstandthestudentsareshowingtheir

(5minutes)meaningofthestructureideas.Teacherevaluates

“besure+thatM.studentsbysaying:"Iam

sureyourideaisright./I

amnotsureifthatisa

4.Studentsreadtheirgoodidea”.

4.Pairworkpartner9scomposition4.Providestudentswith2

andtrytoevaluatetheminutestoreadtheir

compositionwiththepartner'scomposition.

structure“besure+Andencouragethemto

that”.evaluatethecomposition

withthestructure“besure

+that”.

1.Thewhole1.Studentslookatthe1.Showthepictureinlato

classworkpicture,andtheycanstudentsandaskstudents

andgroupwoikgettheanswerquickly.topredict“Whatarethey

Becauseihere'satalkingabout?,,

computerinthepicture.

2.Thewhole2.Studentslistentola2.Play1aandaskstudentsto

classworkandcarefullyandchecktheirchecktheirpredictions.

groupworkpredictions.Study"Mars,Teachercantellthestudents

pizza,website,reporter,,likethis:"Iguessyour

ingroups.Iftheycan'tanswersareallincludedin

workouttheproblem,thecomputer.ButIamnot

theycanaskthesureifyouranswersareright.

teacherforhelp.Let'slistenanddieck”.Teacher

shouldusethestructure

ofteninclass.

3.Thewhole3.Studentsreadthenew3.Teacherasksstudentsto

classworkwordstogetherandreadthenewwords

payattentiontothetogether,andchecktheir

pronunciationandpronunciation.

Presentationintonation.

(15minutes)4.Thewhole4.Studentslistentola4.Finishlb.Showthetable

classworkandfillintheblanks.inlbtostudents,askstudents

andindividualtolistentolaagaincarefully

workandfillinthetable.

5.Thewhole5.Checktheanswers5.Checktheanswersand

classworkandreadtheplaylasentencebysentence.

conversationssentence

bysentenceafterthetape.

6.Groupwork6.Studentsfinish1cand6.Finish1c.Show1cto

andindividualchecktheanswersinstudents.Askstudentsto

workgroups.rewritetheconversationin

apassagebasedonlb.

7.Groupwork7.Studentsworkin7.FinishId.Askstudentsto

groups.Finishthewriteapassagefrom

passagequickly.Jane'spointofview.

8.Groupwork8.Chooseonestudentto8.Inviteagrouptoshare

readthepassage.Othertheirpassage.Other

groupstrytoevaluategroupstrytoevaluatetheir

theirpassagewiththepassagewiththestructure

structure'快sure+thaf,.“besure+thaf,.

Finish2.

1.Thewhole1.Studentsworkin1.Showtheexampleof2to

classworkandgroupsandanalysethestudents.Askstudentsto

groupworkexample.analysethestructurein

groups.

2.Groupwork2.Studentsworkin2.Showtheboxin2to

groupsandanswerthestudents.Askstudentsto

fourquestionsinthemakeconversationswith

boxwiththestructurethesentencesinthebox.

“besure+thaf,.

E.g.Iamnotsureif

everyoneintheworld

usestheInternetinthe

future.

3.Individualwork3.Studentsgivetheir3.Invitestudentstoshare

answersandpracticetheiranswers.

Consolidation

thestructure.

(8minutes)

4.Groupwork4.Studentsinterview4.Finish3.

theirgroupmembers.Askstudentstomakea

A:Whatdidyousurveyingroups.

see/hearontheInterviewtheirgroup

Internetlastnight?membersaboutwhatthey

B:Isaw/Iheard...saworheardonthe

C:Iamnotsure...IInternet.

watched...

D:Iamsure…AndI

found...

5.Groupwork5.Studentspresentthe5.Invitetwogroupsto

conversationonthepresentittotheclass.

platform.Givethemsmilingfaces.

Finish4a,4b.

1.Thewhole1.Studentslookatthe1.Teachersays:"Iamnotsure

classworkandthreegroupsofwords.ifyoucanpronounce/w/,

individualPronounceindividually./v/well.Lookat4aand

workThencheckeachother.readingroupsifyoucan

Trytofindthecorrectpronouncethetwophonetic

waytopronouncethesymbolsthesame.Iam

twophoneticsymbols.sureyouarewrong.”

2.Thewhole2.Studentsobservethe2.Showthesketchmap.Ask

classworkdifferencesbetweenstudentstoobservethe

/w/and/v/,andimitatesketchmapcarefullyand

thesketchmap.payattentiontothemouth.

3.Thewhole3.Thestudentslookat3.Askstudentstotakeout

classworkthemselvesfromthetheirmirrorsandcompare

mirrors,andimitatethethemselveswiththesketch

Practicesketchmaportheteacher.maportheteacher.

(10minutes)4.Thewhole4.Studentsreadafterthe4.Playthetape.Askstudents

classworktape.tolistenandfollow.

5.Groupwork5.Studentsreadin5.Show4btostudentsand

andindividualgroups.Checkeachaskstudentstoread4bby

workothers'pronunciation.themselves.Payattention

to/w/,/v/inthewords.

6.Thewhole6.Studentscanfindthe6.Play4b.Andaskstudents

classworkanswerfromthesewhytherecordingsounds

aspects:liaison,weakbetterthanthemread.

form,stress,and

intonation.

7.Thewhole7.Studentsread4bafter7.Play4b.Askstudentsto

classworkthetape.Payattentionreadafterthetapeand

totheliaison,weakform,imitate.

stressandintonation.

1.Thewhole1.Volunteersread4bone1.Playagame.

classworkbyone.PaymoreFindthemostbeautiful

andgroupwoikattentiontotheliaison,sound.Askstudentsto

weakform,stressandpreparefourpapersand

intonation.ThestudentwritedownA,B,C,D.

whocanreadbestandInvitevolunteerstoread

getthemost"A"isthe4binclass.Otherstudents

winner.Andhe/sheisarecommentators.

thestarofspokenEnglish

inthisweek.Other

studentstryto

challengehim/hernext

week.

2.Thewhole2.Studentsreadallthe2.Teachersummarizes:

classworkwordscorrectly,(1)Writedownthenew

knowingtheirwordsonthe

meanings.Theyhaveblackboard:website,

tomemorizetheirMars,pizza,reporter

spellingafterclass.(2)Writedownthestructure

Production

Usethestructure”be“besure+that"on

(7minutes)

sure+that“often.theblackboard.

Iamsurethatthereare

manyinterestingthings

toseeontheInternet.

Iamnotsurewhether

itisgoodtoshoponline.

3.Individual3.Studentsreadand3.Homework:

workrecord4bafterclass,pay(1)Read4bafterclassand

attentiontotherecorditwithyour

pronunciationandce