| 外研初二上Module 4教案Education (外研版八年级英语上册教案教学设计) |
||||
| 中学英语教学资源网 → 英语教案 → 教学设计 手机版 | ||||
I. Teaching objectives 教学目标 Skill focus 听 Listen for the times and events 说 Talk about questions about time 读 Read a passage about Project Hope for main ideas, matching words and meanings 写 Write a leaflet to raise money for the Hope Schools Write joining sentences using words like and, or, but Language Focus 功 能 句 式 Talk about periods of time and numbers How long have you known her? For two years. How long have you lived there? Since 2004. How long have you been a student at your school? I’ve been a student at my school since 2004./for three years. How long has Sally studied Chinese? She has studied Chinese for a year. Since 1989 Project Hope has built schools all over China. 词汇 1. 重点词汇: study, teach, since, same, poor, project, still, raise, describe, drop, drop out of school, important, ill, look after, pay, hear of, perhaps, nearly, luckily, point, health, care 2. 认读词汇 head teacher, get on (well) with, hear about, take part, countryside, train, electricity, organization, leaflet 语法 Present perfect with for and since 话题 education, Project Hope Ⅱ. Teaching materials analyzing 教材分析 本单元以Education为话题，设计了三个部分的内容。旨在通过单元教学使学生学会谈论自己上学的情况；了解关于希望工程的情况；学会表述时间与事件；能用关联词and, or, but连接两个句子；能用所学的知识制作希望工程传单。 Unit 1 结合时间谈论某个事件，尤其是和学校有关的话题，重点学习since和for在现在完成时中的用法。 Unit 2 练习数字的读法；学习关于希望工程的课文，继续学习现在完成时所表达的含义；学习本单元重点词汇；用关联词but, and, or合并句子。 Unit 3 在练习中复现本单元重点词汇、句型和语法；读关于Oxfam的文章；制作一张希望工程传单为希望学校募捐。 III．Class types and periods 课型设计与课时分配 Period 1 Listening and speaking (Unit 1) Period 2 Reading and writing （Unit 2) Period 3 Language in use (Unit 3) Ⅳ Teaching plans for each period分课时教案 Unit 1 How long have you studied English? Target language 目标语言 1. Words & phrases生词和短语 study, teach, since, same, poor, project, get on (well) with, hear about 2. Key sentences重点句子 How long has Ms. James been a teacher? Since 1998. How long have you studied Chinese? For a year. She’s studied it for a year. It is easier to learn a foreign language when you visit the country. In fact, since 1989 Project Hope has built schools all over China. Ability goals 能力目标 Learning ability goals学能目标 Help the students to learn how to listen to and talk about time and events, using the Present Perfect Tense. Teaching important/difficult points 教学重难点 How do students listen to and talk about time and events, using the Present Perfect Tense with since and for. Teaching aids教具准备 A projector or some pictures a tape recorder Teaching procedures and ways教学过程与方式 Step I Lead-in In this procedure, present the word since and the sentence how long…?by drawing a picture on the blackboard. Give the students a brief introduction to the sentence pattern and the word since in the present perfect. T: Hello. Boys and girls. Nice to see you again. S: Nice to see you. Draw a picture of a teacher on the blackboard to present the word since and how long…? T: Look at the blackboard, this is Mr. Li. He became an English teacher in 1998. He has taught English since 1998. Write the word since on the blackboard. Ask the students to repeat. Make sure the students understand the meaning of the word. T: What does since mean? It means from 1998 to the present time. Then ask the students: How long has he been a teacher? Help them to answer: He has been a teacher for eight years. Write the sentence on the blackboard. How long has he been an English teacher? He has been an English teacher since 1998./He has been an English teacher for eight years. Ask the students to read the sentences. Then check some pairs to read the sentences. Step 2 Pair work In this procedure, do pair work to make sure the students could practise the word since and how long…? by giving them some situations. Show another two pictures with a foreigner named Mr. James with 2001 and a student with 2002 on them. Ask the students to practice the word since and How long…? by doing pair work. First make a model with an individual. One sample conversation: T: How long has Mr. James lived in China? S: He has lived in China since 2001. The check some pairs to make up a conversation. Step 3 Listening and pair work In this procedure, students will learn to talk about the years and activities. Ask them to listen to the conversation and match the years and activities correctly. Pay attention to the present perfect tense and how long…? T: Boys and girls, how long have you studied English? S: We have studied English since 2002. T: Very good. Look at part one of your textbooks. You can see some years above and some activities below. Two people are talking about the years and the activities. Look at the first year 1995. What happened? Can you guess? Now I’ll play a recording. For the first tine, just listen. Then for a second time you can match the years and activities. Check the answers with some pairs. Then ask some pairs to repeat the six activities using the word since and how long…? One sample conversation: S1: How long has Ms. James been a teacher? S2: She has been a teacher since 1998./Since 1998. Step 4 Listen and read In this procedure, the students will listen and read a dialogue, then they will answer some questions and do some exercises to find further information. At the same time, they will learn some new words and expressions. (1) Present the new words poor, project, foreign, difficult, get on well with, really, etc. Stress these words when talking to the students. T: OK. Let me tell you something about my friend Sally. I have known her since 2004 for two years. I haven’t met her, but I get on well with her because we love the same things. She can speak Chinese a little, but it’s really difficult to learn a foreign language. Sally wants to visit a school of Project Hope, a school for poor children. Read slowly to make sure the students understand the meaning of each word and write the new words and expressions on the blackboard. Ask the students to repeat. T: Betty and Lingling are talking about my friend Sally. Let’s listen to the tape recorder and find out what they are talking about. Books closed. T: Have you got it? Now work in pairs, look at part 4, ask and answers questions, one ask and one answer. Then you’ll show your answers to the class. One sample answer: S1: How long has Lingling known Sally? S2: Lingling has known Sally for two years. S1: Does she still know her? S2: Yes, she does. Check some pairs of answers to these questions. Then come to Activity 6. There are some reasons in the dialogue. Read the passage and finish this part. T: Let’s look at part 6. Please read the passage again and complete these sentences. (A few minutes later) T: Have you finished? First, let’s check your answers with you partner. T: Let’s do chain work. You’ll read the sentence in order from line one to line six. S1: Lingling knows Sally quite well, but she hasn’t met her. S2: Sally and Lingling get on well because they like the same things. S3: Sally hasn’t been to China, so speaking Chinese is difficult for her. S4: Sally is coming to China because her school orchestra has some concerts. S5: She has heard about the Hope School, so she wants to visit a school in Gansu or Qingdao. S6: Since 1989 Project Hope has built schools all over China. Step 5 Discussion In this procedure, practice some words and expressions in Activity Five by having a discussion. T: We have known something about Sally in the dialogue. You must want to know something about your friend. Now let’s look at part five, imagine you are a reporter, you’ll ask your friend some questions. Work in pairs! One sample conversation: S1: What do you find difficult in learning English? S2: I find new words difficult in learning English. S1: How many foreign countries have you visited? S2: I have visited three foreign countries. … Check the answers. Ask some pairs to make up a dialogue. Step 6 Pronunciation and speaking In this procedure, revise the pattern in this unit and make sure the students pronounce the sentences properly. Try to make the students talk about themselves by using the sentences like how long…? and since, for. T: Today, we have studied the word since and the sentence how long…? Now, let’s come back. Look at Activity 7. You’ll listen to some sentences and repeat. Play the tape recorder twice, give the students a few minutes to read the sentences by themselves. T: Let’s do group work, ask and answer questions on your own activities. Work in four, one ask and one answer, then ask and answer in turn. One sample conversation: S1: How long have you studied English? S2: I have studied English for 3 years since 2003./Since 2003. How long have you lived here? S3: I have lived my hometown for 14 years since 1992. /Since 1992. How long have you been a student at our school? S4: I have been at this school for 2 years since 2005./Since 2005. How long have you known your best friend? S1: I have known my best friend for 4 years since 2002. … Check some groups. Then ask the students to complete Activity 8, using their answers. Homework: 1. Ask the students to learn the new words and expressions in this unit. 2. Ask the students to finish exercise on P124 in the workbook. Unit 2 Project Hope has built many schools Target language 目标语言 1. Words & phrases生词和短语 still, raise, describe, drop, drop out of school, important, ill, look after, pay, hear of, perhaps, take part, countryside, train, electricity 2. Key sentences重点句子 His parents have been ill and he has to look after them. With this money, Project Hope has built many schools and libraries. Most people in China have hear of Project Hope and have given money. Ability goals 能力目标 Enable students to talk about numbers and understand the passage. Learning ability goals学能目标 Help the students to read for main idea of the passage and match the proper word with its explanation. Teaching important/difficult points 教学重难点 How to read the numbers and read for main idea of a passage The Present Perfect and word explanations Teaching aids教具准备 A projector or some pictures and some small pieces of paper, a tape recorder Teaching procedures and ways教学过程与方式 Step 1 Revision and lead in In this procedure, revise something that was studied in unit 1 by doing a short game. After that, lead in Activity One of this unit. T: Yesterday we have known something about Sally and Betty and Project Hope. I have some small pieces of paper with some questions on them. I’ll give them to some students and they will read the questions. You will answer the questions as quickly as you can. One sample conversation: S1: How long has Sally known Lingling? S2: For two year. Ask some students to ask and answer, revising difficult points in Unit 1. Ask a question about Project Hope and lead in this unit. T: I ask you the last question. How long has the Project Hope built schools all over China? S: Project Hope built schools all over China for 15 years since 1989. T: Right. Do you want to know something more about Project Hope? S: Yes. T: OK. Let turn to page at 28 and look at Activity One. Step 2 Read the numbers In this procedure, students will learn to read the numbers to talk about some facts of Project Hope. Encourage the students to read the numbers by themselves. T: the Project Hope has raised much money for poor students. Write the word raise on the blackboard and tell the students its meaning. It means collect. T: Look at this form. Try to read these numbers. Ask some students to try to read them. Then help them to find out how to read numbers. T: How do you read 15, 500, 156? S: fifteen million, five hundred thousand, one hundred and fifty six. T: Well done. When you read numbers, you should first divide it into three figures as a group by using a comma. When you read the last three figures, add a thousand; the next three, add a million, and… Ask the students to read the numbers and then read the numbers together. Step 3 Pair work In this procedure, do pair work to practice Present Perfect tense and talk about numbers. T: These numbers tell us some facts about the Project Hope. Work in pairs, ask and answer questions according to this form. Pay attention to the tense. One sample conversation: S1: How much money have they raised? S2: They have raised 15, 500, 156 yuan. S1: How many students have they helped? S2: They have helped 4, 178 students. S1: How many schools have they built? S2: They have built 56 schools. S1: How many people have taken part? S2: 294, 006 people have taken part. Then ask the students to do pair work following the sample. Then check some pairs’ work. Step 4 Reading In this procedure, present the passage by using a picture. Then ask the students to read the passage to find the main idea. Make sure they will learn the new words and expressions. Read the passage carefully. T: The Project Hope has helped many poor students to go back to school. Let’s look at the picture on page 28. This boy had to drop out of school because his family are very poor. The Project Hope helped him and paid for their education. The Project Hope has built many schools and trained some teacher. Write the new words and expressions help, pay for, train, and drop out of school on the blackboard. T: OK. Do you want to know more about the Project Hope? Let’s come to the passage Hope for the future. Read the passage quickly. After reading, please choose the main idea and discuss with your partner. T: What is the main idea of the passage? S: Helping poor children go to school. T: You are right. When you want to find out the main idea, you should pay attention to the title and read the first paragraph or the last paragraph carefully, because the main idea often lies at the beginning or at the end of the passage. T: Books closed. Let’s listen to the passage to ask and answer questions Play the tape recorder once. The students ask and answer questions in pairs. One sample conversation: S1: Did Liu Sanzi finish studying? S2: Yes, he did. Then play the tape recorder again, then check their answers by themselves. Ask the students to read the passage for the third time and underline the new words and expressions. Do Activity 4 to match the words and phrases with their meanings. Have a short competition: T: I’ll read a word or an expression. If you know its meaning, please read the meaning as quickly as you can. T: drop out of school S1: to leave before you’ve finished studying … Ask the students to read the words and expressions and their meanings, make them familiar with the words and meanings. Step 5 Pair work In this procedure, do group work to make the students understand the words and expressions and use them correctly. T: Look at Activity 5. There are some new words and expressions in this passage. What do they mean? Please read the passage quickly and underline them. T: Read these sentences loudly and try to remember the words and expressions. Do group work to make the students use them correctly in real situations. T: Let’s work in pairs, ask and answer questions about your own activities. One asks and one answers, then exchange. One sample conversation: S1: Who looks after you when you’re ill? S2: My mother looks after you when you’re ill. Check some pairs. Step 6 Writing In this procedure, help the students learn the conjunctions like and, or and but. Make sure they know the functions of the three words. Help them make up some sentences using these three words. T: Sometimes we have to speak a long sentence. It’s necessary to join two sentences. At this time, we often use conjunctions like and, or and but. Let’s look at Activity 6 and read the sentences. T: When should we use these tree words? Help the students say the usage of these three words in Chinese. We use and in an affirmative sentence; or in a negative sentence; but shows the opposite. T: Now, work in groups of four. Let’s make up sentences with and, or and but. We’ll see which group can make up the most sentences. Sample sentences: I like play basketball and football, but I don’t like volleyball. I don’t like tennis or table tennis. T: Now, please write the sentences you have thought on your exercise books. Step 7 Discussion In this procedure, ask the students to talk about their own education. Then practise writing by joining these sentences together, using words like and, or and but. T: In this lesson, we have known something more about Project Hope. Now, let’s talk about your own education. Discuss the questions and answers in Activity 7. One sample conversation: S1: Have you learnt a lot of English? S2: No, I haven’t learned a lot of English. Work in groups, ask the students to ask and answer these questions. Then ask the student to try to write the answers together to form a short passage. Homework 1. Remember the new words and expressions. 2. Write some sentences using and, or and but. Unit 3 Language in use Target language 目标语言 1. Words & phrases生词和短语 nearly, luckily, point, health, care, organization, leaflet 2. Key sentences重点句子 How long have you studied Chinese? For a year. How long have you lived here? Since 2004. She’s studied it for a year. Since 1989 Project Hope has built schools all over China. Ability goals 能力目标 Enable the students to use Present Perfect with since and for. Learning ability goals学能目标 Talk about education, using Present Perfect with since and for; read an article and write a leaflet. Teaching important/difficult points 教学重难点 The usage of Present Perfect with since and for Teaching aids教具准备 Some pictures and a tape recorder Teaching procedures and ways教学过程与方式 Step 1 Revision In this procedure, check the homework of Unit 2 to make the students revise what they have learnt. Have a dictation of some new words and expressions. Ask some students to read sentences with and, or and but which they have made up. Step 2 Grammar In this procedure, revise the important points of this module. Do group and pair work to make up short conversations to practise speaking and then practise writing. T: Work in groups of six, ask and answer questions in Exercise One. You’d better choose a reporter and he will ask the rest of five some questions. The reporter will write the name and at last, he will make a report to the class. One sample conversation: S1: Wang Tong, have you been to England? S2: No, I haven’t. S1: Li Hui, have you been to England? S3: Yes, I have. S1: OK. I’ll write your name. Next question. Have you worn glasses for more than three years? S4: No I haven’t … Ask some groups to make a conversation. Then ask the reporter to make a report. S1: Wang tong hasn’t been to England, but Li Hui has been to England. Li Ming has worn glasses for more than three years…. T: Well done. In this module, we have learnt Present Perfect with since and for. (Show five pictures, which describe Exercise Four) Look at these pictures, ask and answer questions in pairs, using Present Perfect with since and for. (On the first picture is a teacher with known your teacher and the number 2003, three) One sample conversation: S1: How long have you known your teacher? S2: I have known my teacher for three years since 2003. Ask some pairs to ask and answer questions in front of the class. Then ask them to write the conversation down. Check the work with each other. Step 4 Listening In this procedure, ask the students to listen to the tape first, then answer the questions in Exercise 7. T: Books closed! We’ll listen to the taper recorder. Please listen carefully and answer some questions. After listening, ask some pairs to ask and answer the questions in Exercise 7. S1: How long has Charlie lived in Beijing? S2: Since…/For… Then listen again, and help the students check their answers. Step 5 Practice In this procedure, ask the students to do some exercises to make sure they have understood and grasped the important points of Present Perfect with since and for. Ask the students to do Exercise 2, 3 and 5. First do these exercises by themselves, then check answers with their deskmates. Ask some pairs to do some exercises before the class. Give the students suggested answers. Step 6 Words and expressions In this procedure, revise some important words and expressions, make sure the students know their meanings and spelling. Then do some practice. Go through the words and expressions in Exercise Six. Then do this exercise. Ask one student to write the answer on the blackboard. Then check the students’ answers. Step 7 Number In this procedure, revise how to read the number and do some exercises. Ask the students to revise how to read the number and then do Exercise 8 and Exercise 9. Step 8 Around the word In this procedure, ask the students to read the passage to know something about Oxfam. T: Oxfam is an organization. What will it do? Let’s read the article and find out the main idea of this passage. Give the students some minutes to read this passage and think about the main idea. Check the answers. Step 9 Module task In this procedure, ask the students to practise writing. Write a leaflet to raise money for the Hope Schools. T: We have known something about Project Hope. Do you want to do something for it? S: Yes. T: OK. Let’s write a leaflet. Write a leaflet according to the writing given on page 33. Ask the students to write a leaflet. Then choose a good article to read before the class. Homework 1. Revise this Module. 2. Do workbook Module 4 Teaching resources教学资源库 I. 重点知识详解 (1) 现在完成时中的for和since for和since是现在完成时重要的标志，这两个词区别在于：for后接表示一段时间的状语；since后接表示一个时间点的状语。 He has been a teacher for three years. He has been a teacher since 2003. 用介词“for+一段时间”时，谓语动词要用延续性动词，不可用非延续性动词。 He has lived here for three year. 不可说：He has moved there for three years. (2) 形式主语it 在it’s easier to learn a foreign language when you visit the country中，it是形式主语，真正的主语是后面的不定式。这是“it+形容词+to do”的句型。 It is important to study English. It is difficult for some foreigners to study Chinese. (3) get on well with get on/along well with表示“和某人相处很好”，可以用how来提问。Get on with sth.还有“……怎么样”的意思。 —How are you getting on with your classmates? 你和你班的同学相处如何？ —Quite well. 很好。 How are you getting along with your study? 你学习怎么样？ (4) 数字的读法 读数字时，要注意以下几点： ①只有百和十位数之间有and连接。 ②读比较长的数字时，先用逗号从后面开始把每三位数隔开；读一个成百的数字，然后在后面加thousand, million等即可。 234453667→234,453,667→two hundred and thirty four million, four hundred and fifty three thousand, six hundred and sixty seven 130458967500→130,458,967,500→one hundred and thirty billion, four hundred and fifty eight million, nine hundred and sixty seven thousand, five hundred II. 背景知识：希望工程 1989年10月开始启动的希望工程是中国青少年发展基金会发起并组织实施的一项社会公益事业。希望工程旨在通过动员海内外力量，资助中国农村贫困地区的失学儿童继续小学学业，改善贫困地区的办学条件，协助政府普及九年义务教育，积极推动中国社会向现代化迈进。这项被认为是20世纪中国最具影响力的公益事业，得到了政府的大力支持和海内外各界的踊跃参与。中国改革开放总设计师邓小平先生生前曾亲笔为“希望工程”题字。 自1989年10月实施以来，累计资助230万失学儿童重返校园，援建希望小学8000余所，培训希望小学和农村小学教师2300余名。科技部中国科技促进发展研究中心评估表明：希望工程已经成为我国20世纪90年代社会参与最广泛、最富影响的民间社会公益事业。 III. 补充练习 (1) 根据句意填单词 ①He has s______ music for three years. ②Tom and his brother work in the s______ factory. ③His family is poor, but l______, he can go to school with the help of a kind man. ④Did you h______ of him? He is a great man. ⑤My mother ______ ______ me when I am ill. ⑥It is i______ to train the teachers. ⑦I didn’t see her for many years, p______ it is Mr. Li. ⑧we are r______ money help the boy go to school (2) 用for 或since填空。 ①Jill has been in Ireland ______ Monday. ②Jill has been in Ireland ______ three days. ③My aunt has lived in Australia ______ 15 days. ④Margaret is in her office. She has been there ______ 7 o'clock. ⑤India has been an independent country ______ 1974. ⑥The bus is late. We've been waiting ______ 20 minutes. ⑦Nobody lives in those houses. They have been empty ______ many years. ⑧Mike has been ill ______ a long time. He has been in hospital ______ October. (3) 选择填空 ① Mother ______ me a new coat yesterday. I ______ it on. It fits me well. A. made…have tried B. has made…tried C. made…tried ② “He ______ to draw horses already”. “When ______ he?” “Last year “ A. learned…did B. has learned…has C. has learned…did ③ Tom ______ up into the tree. Look, he ______ high up there! A. has got…is B. has climbed…was C. got …was ④______ you ______ the text yet ? Yes, we ______ it two hours ago. A. Did…copy…did B. Have…copied…have C. Have…copied…did ⑤ “Why ______ she ______ angry?” “Because he ______ at her just now.” A. did…get…shouted B. has…got…shouted C. did…get…has shouted ⑥ My brother ______ college for over three years. A. has gone to B. has been in C. has been at ⑦ I ______ the way. I ______ here for quite many years. A. knew…have lived B. knew…live C. know…have lived ⑧______ the baby still ______? No, it ______ crying. A. Has…cried…has stopped B. Is…crying…has stopped C. Did …cry…stopped ⑨ You ______ me waiting for two hours. I ______ for you since five. A. kept…waited B. have kept…waited C. kept…have waited (4) 句型转换 ①I have been to Macau before. (改为否定句) I ______ ______ been to Macau before. ②He hasn't come to school because he's ill. (就划线部分提问) ______ ______ he come to school? ③He has learned English for 5 years. (就划线部分提问) ______ ______ ______ ______ learned English? ④I bought a new bike just now. (用just改写) I ______ ______ ______ a new bike. ⑤We began to learn English three years ago. (改为同义句) We ______ ______ English ______ three years. Keys: (1) ①studied ②same ③luckily ④hear ⑤look after ⑥important ⑦perhaps ⑧raising (2) ①since ②for ③for ④since ⑤since ⑥for ⑦for ⑧for, since (3) ①A ②C ③A ④C ⑤A ⑥C ⑦C ⑧B ⑨C (4) ①have not ②Why hasn’t ③How long has he ④have just bought ⑤has learned, for |
·语文课件下载
| |||
『 点此察看与本文相关的其它文章』『 搜索相关课件』
| ||||
| 【上一篇】【下一篇】 【教师投稿】 | ||||
本站管理员：尹瑞文 微信：13958889955