外研版初中英语八年级下册教案：Module 2 Friendship

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1、Module 2 Friendship一、教材内容分析本模块以友谊为话题，通过听力、对话和阅读文章使学生了解、掌握并会运用带宾语从句的复合句; 通过设计较真实的语境，教育学生去积极地对待生活，友善地对待身边的人, 同时引导学生慎重交友, 交真朋友, 正确对待朋友间出现的矛盾。教学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课时适当进行拓展，以丰富学生知识，拓展学生视野，同时对正处于青春期的学生进行有关友谊的教育。二、学情分析学生在第一模块已学习和掌握简单句六种基本句型的基础上, 本模块就开始涉及宾语从句的三种形式, 对学生来说难度很大, 所以教师在设计有关话题

2、和练习时要适当降低难度，循序渐进。但就本模块友谊这个话题来说，学生很感兴趣, 觉得它很贴近自己的生活。教师要预设一些生活化和学生感兴趣的话题，调动学生参与活动的积极性, 使得学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。三教学目标 1语言知识目标 功能能用英语进行电话会话,能用宾语从句讨论有关友谊的话题。语法了解和掌握的that, if/whether 和疑问词引导的宾语从句。词汇能够正确使用下列单词和短语:friendship, hold, hold the line, right now, if, whether, whetheror no

3、t, personal, classmate, in fact, public, a couple of, relation, close, foreigner, feel like, by the way, gift, far away, lonely, afraid, be afraid to do, make friends with, anyone, laugh, worry, worry about, usual, at the moment, pass, touch, bright, day by day, matter, believe, at first理解的短语：junior

4、 high school语音能够正确朗读带宾语从句的复合句, 做到语音语调和停顿正确。2语言技能目标听能听懂用宾语从句表述的意义。说流利地说出本模块的生词和短语；能够用带宾语从句的复合句来询问和表达友谊。读能够运用阅读策略获取信息，了解那个改变了作者一生的微笑的故事，并能理解作者要真正表达的意义。写能用宾语从句造句。演示与表达能够表达自己与朋友之间的友谊或你与朋友间发生过的印象深刻的事件。3文化意识目标生活在科学技术和信息技术日益发展的社会中的人们可以通过书信和网络等方式进行交友,人们可以在交友的过程中学习和享受生活。了解中西方打电话文化的差异。4情感态度目标引导学生积极地面对生活，真诚地对待

5、别人，跟朋友建立起真正的友谊。5学习策略目标自主学习 能够结合个人的情况预习教材和拓展。合作学习 能够与同学交流学习心得会，共享策略。学生利用学会的语言知识去真实的沟通和交际，从而使语言知识得以内化，真正做到学以致用。四、重点难点 1教学重点熟练掌握本模块中出现的词汇；掌握宾语从句并了解连接主句和从句的连词的语法功能；学会用宾语从句说一些句子；学会用英语打电话；教会学生掌握阅读技巧，培养学生阅读理解能力。 2. 教学难点掌握英语电话用语；掌握宾语从句；培养学生能够正确运用阅读策略获取信息。五、突破途径以话题为核心，整合教材，努力为学生创设真实和接近真实的语境，使学生在学中用，在用中巩固；. 本

6、模块的宾语从句则通过感知归纳巩固的方法加以突破。六、课时安排第一课时：Unit 1 Activities 1, 2, 3, 4, 5; Unit 3 Activity 4第二课时：Unit 1 Activity 6 & Unit 3 Activities 1, 2, 3, 5第三课时：Unit 2 第四课时：Unit 3 Activities 6, 7, 8, Around the world, Module task七、教学过程设计第一课时：Unit 1 Activities 1, 2, 3, 4, 5; Unit 3 Activity 4Step1 Lead-inBring two tel

7、ephones 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

8、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 Che

9、n 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 i

10、n 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 questio

11、ns 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，为第二课时做准备；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

12、 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

13、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

14、 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 invit

15、es 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. Supp

16、ose 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。) 第二课时：Unit 1 Activity 6 & Unit 3 Activities 1, 2, 3,

17、5Step1 Lead-inWatch a video and answer some questions: . Who does Jim want to speak to?. What do they talk about?(设计意图：通过观看录像激发学生兴趣并复习电话用语和中西方打电话的差异.)Step2. Activity 5 1. Do Activity 5 individually, check answers in pairs and then the whole class. Read them aloud.2. Work in groups, make telephone ca

18、lls in English. (设计意图：学生模拟真实的语言环境, 在真实的语言环境中交际, 在交际中巩固对目标语的掌握, 消除文化性错误。)Step3. Activity 31. Present a sentence with object clause on the Bb. eg: Do you think if Group 3 did the best?2. Activity 3 Match the questions with reasons for asking.(设计意图: 通过评价学生表演用英语打电话过渡到宾语从句, 感知句子要表达的意义。)Step4. Unit 1 Acti

19、vities 3 & Activity 61. Ask the SS to find sentences like those in Unit 1 Activity 3. Check the sentences in pairs. Present the sentences and ask the SS to analyze the sentence structures and summarize three kinds of object clauses with different conjunctions in groups.These sentences are:A: . Do yo

20、u know if Sally Maxwell has arrived? . I asked your secretary whether she could come or not? . Can I ask you if you miss the UK, or your relations? B: . Can you tell me where youre from? . I dont know who will come? C: . Ive heard that you play in your school orchestra. . I know that foreigners find

21、 China very different from their own countries. 2. Students read the sentences, Listen to the sentences in Unit 1, Activity 6. read after the tape and read the seven sentences aloud again.3. Do Unit 3 Activity 2, check answers and ask the SS the reasons.4. Practice (设计意图：通过学生观察-发现-讨论-归纳巩固的模式，掌握知识点的规

22、律。) Step5. InterviewHalf of the SS play our oral English teachers Anna or Shaun, and the other half play hosts or hostess to ask Anna or Mike some personal questions. Two Ss a pair or several Ss a group.Ask several pairs or groups to act out in front of the class.(设计意图: 基于交际智能的任务。学生在较为真实的语言环境中提口语水平、

23、学会使用语言。)Step6. Homework1. Wb Exx. 1, 3.2. If possible, the SS who play interviewers ask Anna or Mike the same personal questions and the SS who play interviewees compared the answers to what he/she expects. Write down the dialogue. If impossible, write down the dialogue theyve made in class.(设计意图: 我

24、们在使用好课程的核心资源教材的同时，充分挖掘身边可挖掘的资源，将英语课堂延伸到课外, 从而增强学生对英语的兴趣！而把采访整理成文落实到笔头, 可以全面检查学生的知识掌握情况和减少学生的语法错误。)教学反思：课外作业是课堂的延伸，是学生消化和运用所学知识的有效途径。而设计让学生在接近真实的情境中使用英语的课外作业能有效的激发学生的兴趣，在提高学生语言综合运用能力的同时充分发挥他们的创造性和实践能力，学生会很有成就感。第三课时：Unit 2 No one know who I was.Step1. Warming-up & Lead-in1. Enjoy a song. 2. Free talk:

25、 . Have you made close friends with your classmate since you came to your junior high school? If the answer is “yes”, do a guessing game. Ss guess like this: S1: Could you tell me whether your friend a boy or not? S2: I want to know if he/she wears glasses. S3: I guess he/she sits in Row 2, right? S

26、4: 2. . Do you tell her/him when youre happy and unhappy? Why?. Do you try to make your friend happy? How can you?(设计意图：以歌激趣，谈论学生自己的话题不仅可导入新课，解决部分词汇障碍, 还可以借助话题复习运用宾语从句。)Step2. Scanning Read the passage quickly and lets see who can find the answers to the questions quickly: Q1: Who is the writer? Q2:

27、 Who is in the photo?Q3: Why is it called A beautiful smile? (设计意图：学生快速阅读找出答案, 训练学生阅读速度。)Step3. Intensive reading Read carefully and try to answer the following questions: 1. What happened and when？2. Where she was and how she felt? 3. Why she felt that way?4. What happened one day? 5. What happened

28、 suddenly?6. What happened after this?7. What happened later?8. What she thinks now?(设计意图：让学生带着这个问题去精读文章，通过个人理解小组交流全班汇总的方式使学生对于文章有了进一步的理解。)Step 4 Enjoy reading Read the passage aloud together.Step 5 Memory challengeHave a competition between boys and girls to ask and answer questions.1. How old was

29、Zhang Bei at that time?Could you tell me how old Zhang Bei was at that time? Yes. She was 13 years old.2. What was the important gift? Could you tell me what the important gift was?Yes. It was a beautiful smile.3. Did Zhang Bei make friends with the boy or not?Could you tell me whether Zhang Bei mad

30、e friends with the boy or not?Yes. They became good friends.4. Was Zhang Bei lively at last?Could you tell me if Zhang Bei was lively at last?Yes. Zhang Bei was very lively at last.Step6. Ask and matchChange the sentences in Column A, and then match the answers in Column B A1. Why was the smile an i

31、mportant gift? 2. Why couldnt Zhang Bei talk to others?3. Why did the boy smile?4. How did the smile change her life?5. Where did her unhappiness come from? B.A. She was at a new schoolB. He was friendly and smiled at everyone.C. She began to make friends.D. From herself.E. It made Zhang Bei happy a

32、nd warm.(设计意图：通过以上两个活动使内容和语法双巩固，也就是说在话题中巩固语法，在语法操练中使学生对文章内容有了更深层的理解。)Step7. Discussion1. What do you learn from the story?2. Have you ever got a special present from your friend? Is there a story behind it? Ask each other questions and fill in the form, and then tell a story.Who What When Where Why

33、(设计意图：通过Q1的讨论使学生对文章有了评价性的认识而Q2的话题则跳出了教材，联系到了学生的实际生活，文章的学习变得更有意义。)Step8. Homework 1. Revise Unit 2, try to retell the story. 2. Write down their partners story about friendship.教学反思: 授人以鱼, 不如授之以渔，在阅读课教学中教给学生阅读的方法是非常重要。另外，现代英语阅读课的方法我们主张跨出句子平面走向篇章，要求更深层次的理解，甚至是评价性的理解, 努力形成“独立阅读, 合作交流,个性构建”的阅读教学模式。第四课时:

34、 Unit 3 Activities 6, 7, 8, Around the world, Module taskStep1. Warming-up Enjoy a song. Step2. Around the world1. How can we make friends? a. _ b. _ c. _d. . 2. Why do people make friends in different ways?(设计意图：先由歌曲热身，然后让学生讨论教朋友的途径和教朋友带来的益处。)Step3. DiscussionWatch a story about friendship and answ

35、er: (The story tells that two good friends went to a forest one day, but suddenly a bear came, one of them climbed up the tree and the other couldnt climb and they pretended to be dead, and at last the bear went away)1. Are they good friends?2. What does the story tell us?A friend in need is a frien

36、d indeed.（患难朋友才是真朋友）(设计意图：A thousand friends are few, one enemys too many.虽说是朋友多多益善，但是要交真朋友。)Step4. Free talk Show the Ss some pictures and get Ss to say whether its real friendship or not. Why? (设计意图：联系学生的生活实际，通过学生的讨论引导学生真正理解什么是真正的朋友和纯真的友谊。)Step5. Brain stormingWhat should a good friend be like?I t

37、hink that a good friend should bekindhappyfriendsfunnyniceablehumorouscleverinterestinghelpfulpolitebrightstronghonest(设计意图：利用头脑风暴法，学生各抒己见，运用所学知识畅谈好朋友的标准。)Step6. Activity 6 & 71. Free talk. Have you ever had any problems with your good friends? Describe them. What do you do when it happens?2. Activi

38、ty 6, listen and choose the problem the speaker is describing. a. “My best friend has found a new best friend.” b. “My long friendship with someone is coming to an end.” c. “I have moved to a new school and Im lonely.” d. My best friends parents dont like me.3. Work in pairs. Choose the best advice

39、for the problem above.4. Listen and number the advice in the order that you hear.a. Talk to your friend about the situation. b. Try to spend some time alone with your friend. Think about what was special about Sam, and try to find that special friendship again. c. Dont expect so much from one person

40、. Enjoy your friendship with Sam, but look for new friendships, too. d. Forget about Sam. Nothing stays the same all the time6. Share the Ss advice about solving the problem.(设计意图：从学生自己在实际生活中碰到的问题出发，到Charlie的碰到的困惑和他的朋友对他的建议，最后让学生谈谈对这个问题的建议和看法，又重新回到学生的实际生活。同时又引导学生：A friend without faults will never b

41、e found, Just remember to be kind to your friends and anyone else, then theyll be kind to you.)Step7. Module taskDiscuss in groups and write ideas.1. What makes a good friend? 2. Why do you need friends?_ _ _ _ 3. How do you say “thank you” to your friends?_ Step8. Homework Make a poster about friendship.教学反思:每个模块第三单元我们都感到是最难上的，除了通过书本上的练习帮助学生整理一个模块的语法点和一模块知识点的同时，我们是否能引导学生跳出教材，设计一些真实的，学生感兴趣的话题，让学生用所学的知识去解决问题，使所学知识得到进一步的内化。10