八年级下册外研版Module 1 Unit 2教案含反思.docx
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八年级下册外研版Module1Unit2教案含反思
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Module1 Feelingsandimpressions
Unit2IfeelnervouswhenIspeakChinese.
课 题
Module1Feelingsandimpressions
课时
Unit2IfeelnervouswhenIspeakChinese.
课型
New
教学目标
知识目标
1.学习并掌握下列词汇:
glasses,jeans,nervous,fair,pretty,proud,beproudof,stranger,message,sb.can’twait,hobby,atschool,in,mark,love
2.掌握以下句型:
①Itwasgreattohearfromyou,andIcan’twaittomeetyou.
②Thanksfortellingmeaboutyourhobbies.
③HowdoyoufeelaboutcomingtoChina?
④IfeelnervouswhenIspeakChinese.
能力目标
能够理解掌握人物外貌,爱好,感觉等不同内容的写作顺序,能进行仿写和表述。
能运用感官动词介绍个人感受。
情感目标
通过与他人之间关于感觉的表达与沟通,更好地理解别人,从而更懂得去理解别人和关心别人。
教学重点
1.Howtodescribeapersonincludinghisappearance,hobbiesandfeelings
2.Howtousesenseverbs.
教学难点
1.Usesenseverbstodescribesomeone’sappearance.
2.Usesenseverbstoexpresssomeone’sfeelings.
课前预习
Previewthenewwords
教学方法
Situationalapproach;Listeningandspeakingapproach;Communicativeapproach;
教学过程
教学环节
教师活动
学生活动
备课札记
Step1
Warmup
andActivity1
Warming-up
Playagame.
Organizeallofthemtostandupandplayagame:
SimonsaysTouchyournose
Thewholeclassplayagame.Touchtheirbodypartsastheteachergivesorders.
通过游戏的方式来调动学生的积极性,培养学生的兴趣,并巩固这些感觉器官的名称,顺利地导入本课话题。
Step2
Pre-reading
(Act.1)
Teachthenewwords.
1.Teachnewwordsaboutappearancewithsomepictures.(dark,fair,glasses...)(Activity1)
2.Playaguessinggame.(Activity4)
Teacher:
Ihavealittlegoodfriend,whatdoeshelooklike?
“Heisquitetallandstrong.Hehassmalleyesandshorthair.HeisinRow5.Andheiswearingglasses.Whoishe?
”Givethekeypointstodescribeaperson.
3.Organizethemtoreadthenewwordstogether.ThenplaythetapeofActivity1.
1.Learnnewwordsabout
appearance.(dark,fair,glasses...)
2.Trytoguessandsaytheanswer.Thenit’stheirturntodescribetheirclassmatesforthewholeclasstoguess.
3.Readthenewwordstogether.
通过图片引导学生谈论外貌,学习本课词汇,图片形象直观,容易调动学生积极性,迅速地把注意力转移到课堂之上。
学生以齐读的方式纠正自己的读音、强化记忆。
续表
教学环节
教师活动
学生活动
备课札记
Step3
FastReading
(Act.2)
1.Scanning(扫读)
HavestudentsreadfastandfindoutwhichisSally’sphoto.
2.Skimming(略读)
Letthemreadfastandmatchthemainideaswiththeparagraphs.(快读并匹配段落大意)
Paragraph2:
_________
a.HowSallylookslike
Paragraph3:
______
b.WhatSallylikesdoing
Paragraph4:
_______
c.WhatSallyfeelswhenshe...
1.ReadthepassagefastandfindoutwhichisSally’sphoto.
2.Readthepassageagainandmatchthemainideaswiththeparagraphs.
通过让学生快速阅读来了解文章的主旨大意。
Step4
Careful
reading
(Act.2)
Carefulreading(细读)
(1)ReadParagraph1andtranslatethesentences.
Itwasgreattohearfromyou,andIcan’twaittomeetyou.
Keys:
收到你的来信太棒了,而且我等不及要和你见面。
(2)ReadParagraph2and3thencompletetheform.
Name
Height 身高
Hair
Face
Clothing
(3)AskthestudentstoreadParagraph3andchoose“T”or“F”.
①Sallyspendsalotoftimeplayingclassicalmusicwithherfriendsatschool.( )
②Sallyisproudofhersister.( )
③Sallythinkssheshouldworkharder.( )
(4)AskthestudentstoreadParagraph4carefullyandanswerthefollowingquestions.(Activity5)
HowdoesSallyfeelwhenshe...?
1)getsbadmarksatschool?
2)leaveshermumanddad?
3)iswithstrangers?
4)speaksChinese?
5)doessomethingwrong?
6)flies?
Readparagraph4andtrytofill.
通过设置详细阅读,设计判断正误、填空、表格等不同题型,层层深入,让学生利用细读来加深对文章的理解。
续表
教学环节
教师活动
学生活动
备课札记
Step5
Reading
(Act.3)
Letthestudentswatchavideoandreadwithit,thenletthemreadloudlyingroups.
Watchavideoandreadwithit,thenreadloudlyingroups.
通过跟读来学习正确的语音语调,通过小组朗读来互相学习,培养合作精神。
Step6
Exercise
(Act.6)
Exercises:
(Activity6)
Askthestudentstocompletethepassagewiththecorrectformofthewordsinthebox.
Makesuretocheckthecorrectanswersandreadthepassageloudly.
通过阅读巩固,加深对短文的理解。
Step7
Language
points
1.Organizestudentstoreadthepassageagainandfindthelanguagepoints.Letthemdiscussingroupsandsolvetheirproblems.
2.Askthreelittleteacherstohelpthestudentssolvetheirproblems.
1.Readthepassageagainandfindthelanguagepoints.Discussingroupsandsolvetheirproblems.
2.Littleteacherscometothefrontandhelpotherstudentssolvethelanguagepoints,theotherstudentslistencarefullyandnote.
小组合作探究,共同完成学习任务,培养他们合作学习的能力。
通过小老师讲解语言点,让学生更有兴趣进一步理解课文内容。
Step8
Postreading
1.Askstudentstomakeasurveyabouttheirnetpals.
Whatdoesyournetpallooklike?
Howdoeshe\she...feelwhenhe/she...?
Andfillintheform.
2.Retelling.
Organizethestudentstoretellthepassage.
Makeasurveyinpairsandthengiveareport...
Possibleanswer:
Mynetpalhasshortblackhair.Healwayswearsglasses...Whenhetalkstogirls,heoftenfeelsnervous.
通过复述课文,让学生更进一步理解并熟练运用所学知识进行创新。
Step9
Writing
Writeamessagetoyourpenfriendanddescribeyourself.Say:
1.Whatyoulooklike
Ihaveshortblackhairand...
2.Whatyourhobbiesare
Ilikeplayingbasketballand...
3.Howyoufeelwhen...
Ifeelnervouswhen...
Writeapassageanddescribewiththesenseverbs.
通过写作来加强对语言的运用。
Step10
Summarize
1.Getstudentstosumupthelanguagepoints.
T:
Whathavewelearnedtoday?
Ss:
...
2.Letstudentschoosethebestgroupinthislesson.
Sumupthelanguagepoints:
(1)Howdoyoufeelwhen...?
Ifeelnervous/proud/stupid/angry/excited...
(2)Describeaperson:
Whatdoesshe/helooklike?
(3)Phrases:
Thanksfor+n./v.-ing
引导学生对这节课的总结,让学生做自由发言,培养学生自主学习、自主总结的良好学习习惯。
续表
教学环节
教师活动
学生活动
备课札记
Step11
Consolidation
教师设置巩固检测练习:
Ⅰ.1.Ifyouwanttogetgood_________(分数),youshouldworkharder.
2.His_________(业余爱好)iscollectingstamps.
3.—Excuseme,couldyoutellmehowIcangettotherailwaystation?
—Sorry,Iamas_________here.
4.WhenJimmywinsthegame,hefeels_________(骄傲的).
5.Mymotherisn’tin,canItakea
_________(信息).
Ⅱ.用所给动词的适当形式填空。
1.Thankyoufor_________(have)abirthdaypartyforme,Mum.
2.Whentheboysawtheboxofthepresent,hecouldn’twait_________(open)it.
3.It’sveryrelaxing_________(watch)anexcitingfootballmatchonTV.
4.Timshouldn’tspendlotsoftime_________(play)computergameseveryday.
5.Ifyoudon’tknowhow_________(copy)thepictures,askmeforhelp.
Keys:
Ⅰ.1.marks 2.hobby
3.stranger 4.proud
5.message
Ⅱ.1.having 2.toopen
3.towatch 4.playing
5.tocopy
独立完成检测练习,进行自我评价。
通过检测练习,便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step12
Homework
1.Copythenewwordsandexpressions.
2.Recitethetextoftheunit1.
板书设计
Unit2 IfeelnervouswhenIspeakChinese.
1.Newwords:
glasses,jeans,nervous,fair,stranger,message,pretty,hobby,mark,love
Senseverbs:
feel,look,sound,smell,taste+adjectives
Phrases:
beproudofsb.;can’twait
2.Sentences:
①Itwasgreattohearfromyou,andIcan’twaittomeetyou.
②Thanksfortellingmeaboutyourhobbies.
③HowdoyoufeelaboutcomingtoChina?
④IfeelnervouswhenIspeakChinese.
教学反思
读写课,我是按“读前——读中——读后”进行设计的。
从阅读能力层面看,目前学生阅读心理机制没有形成。
获取和处理信息的能力较弱。
以后在加强阅读理解方面应加大学生的阅读量。
提升学生的阅读能力。
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