8b chapter4a dangerous servant.docx
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8bchapter4adangerousservant
教学设计说明
本课通过Daisy一家人之间的对话，谈论了什么是电以及电是如何进入平常人家的这一话题。
本课的课文内容不难，词汇不多，而且学生已在7BElectricitytoday中了解了电的重要性，特别对各种家用电器的名字非常熟悉。
教师利用这点将两课进行了衔接，自然地导出新课的主题。
在Reading中教师用记忆游戏的竞赛形式，复习上学期的电器名称，活跃了课堂气氛，也引出了新词汇。
通过几个问题让学生进一步了解电的知识，导出新课。
接着教师分别用略读、分段阅读、概括文章大意等不同的阅读形式，加上在其中穿插朗读和表演，排序，改错，听后填空等方法，让学生更深入地理解课文，学习阅读技巧，以及掌握剩余的新词汇。
作业安排的目的是让学生对新词汇和课文内容掌握得更扎实，对电更了解。
本课的language是情态动词can/may/must以及它们的否定式在不同情境中的运用。
教师首先用词汇游戏的方式调动学生的积极性，复习了上一课学的新词汇，充分体现了在乐中学，在学中乐。
然后通过与课文主题有关的问题引出情态动词的运用，承上启下。
Can,may和must的引出方式是一样的。
从利用问题引出基本句型，到学生学会说句型，到学生运用所学知识写的过程，教师用了层层递进的方式，让学生逐步掌握几个情态动词在不同情境中的运用。
在speaking这一环节中，主要是让学生学会如何在图书馆中借书时区分不同种类的书，尤其是fictionbooks和non-fictionbooks。
到图书馆找书对学生来说是非常熟悉的事，但恐怕很少有学生重视书的分类的问题，因此学生对本课内容很感兴趣。
还是通过课文的主题electricity用提问的方式来引出本课的内容。
让学生通过阅读书上的对话，回答三个关键的问题，了解如何在图书馆借书时区分科幻或非科幻书。
再以小组的形式通过真实生活中的实践，检验学生是否真正掌握了所学方法。
教师把listening与writing进行了重新整合，主要是运用must/mustn’t来谈论安全和规则。
预备班时学生就学过rules与must/mustn’t的运用，教师用学生熟悉的交通规则的图片引出本课内容。
给一张办公室的图片来让学生操练句型，虽然学生对办公室的情况不熟悉，但因为旁边有词组，所以做起来难度不大。
给一张教室内的图片，让学生在没有词汇帮助的情况下，尽可能多地用must/mustn’t造句。
这是学生熟悉的场景，因此课堂气氛很热烈，学生的思维也得到了拓展。
接着，让学生通过听对话及讨论，了解没电会给生活带来很多麻烦，并以小组竞赛的形式，讨论如何节约用电，增强学生节约能源的意识。
在四个Period的教学过程中，教师利用各种问题让学生用英语思考，并强调了以说为主的教学方式，培养了学生运用所学英语表达自己观点以及运用英语与同学老师交流的能力。
8BChapter4Reading:
ADangerousServant
Period1P44,45
Languagetarget
Tolearnthenewwordsandexpressions.
Abilitytargets
1.Toimprovereadingskillsbyhelpingthestudentstounderstandthewholetext.
2.Toknowsomeinformationofelectricity.
Emotiontargets
1.Toarousethestudents’interestinlearningEnglish.
2.Tolearntobecarefulwithelectricity.
Difficultpoints:
thepronunciationofnewwords
Materials:
1.Themulti-mediasystem
2.Students’Book8Bpage44,45
Teachingprocedures:
Procedure
Contents
Activities
Purpose
I.Warming-up:
Agame
Dividestudentsintosomegroupsthenshowthemsomepicturesandaskthemtokeepthemasmanyaspossibleintheirmind.Thegroupwhichcangetthemost
willwinthematch.
Attractthestudents’attention.
Tohelpstudentsbefamiliarwithsomewords.
Arousethestudents’interestinEnglish.
II.Pre-chapteractivities:
Learnthenewwords
Askstudentstolearnthenewwordsinthetextandsomeotherswhichmeantheelectricalappliances.
Toteachthestudentssomenewwordsandmaketheirvocabularyricher.eg:
iron,ricecooker,torchetc.
III.
While-taskprocedure
1.Readandthink
2.Askandanswerquestions
3.Learnparagraph1-3
4.readparagraph4-8
1.Askstudentstoreadthetestinashorttimeandthenanswerquestionsaboutthetext
eg:
Whatiselectricity?
/Whatcanwechangeitinto?
/Iselectricitysafeordangerous?
2.Askstudentssomequestions.eg：
Whoweretalkingaboutelectricity?
2.WhatdidBennywanttobuy?
1）Tolistentoparagraph1.2.3carefully.
2）TopractisereadingoutwhatBennysaid
3） Toinvitesomeofthestudentstoreadouttoseewhoreadsbest.
1）Tothinkaboutthequestions“Whatdoeselectricitylooklike?
”
2）Finishtheexercises
HelpSstobefamiliarwiththetext
Tousesomequestionstocheckhowwellthestudentsunderstandthetext.
Toarousestudents’abilityoflisteningandspeaking.
Trytohelpstudentsunderstandhowelectricitycometoourhomes.
IV.Post-taskactivity
Groupdiscussion
Whatelectricalappliancesdoweusuallyuseathome?
/intheoffice?
Whatgooddotheseelectricalappliancesdotous?
Toarousethestudents’interestsoflearningEnglishandgivethemthechancetousethelanguage.
V.Consolidation
1.Readandcopythenewwords
2.Readthetextfluently
Studentsarerequiredtorememberthenewwordstheyhavelearnedandreadthetext.
Tomakethestudentspracticethe
newwordsandthetext.
8BChapter4Reading:
ADangerousServant
Period2P45,46,47
Languagetarget
Tolearnthewholetext
Abilitytargets
1.Toimprovereadingskillsbyhelpingthestudentstounderstandthewholetext.
2.Toknowsomeinformationofelectricity.
Emotiontargets
3.Toarousethestudents’interestinlearningEnglish.
4.Tolearntobecarefulwithelectricity.
Difficultpoints:
Tounderstandthewholetextbetter.
Materials:
1.Themulti-mediasystem
2.Students’Book8Bpage,45
Teachingprocedures:
Procedure
Contents
Activities
Purpose
I.Warming-up:
Agameaboutwords
Teachersaysthemeaningofthiswordandstudentsshouldsayouttheword
Attractthestudents’attention.
Tohelpstudentsbefamiliarwithsomewords.
II.Pre-chapteractivities:
Revision
1）Askandanswerquestionsaboutthesixparagraphsstudentslearnedthedaybefore.
2）Askstudentstoretellthetextintheirownwords.
Torequirestudents
tobemorefamiliarwiththetextbyusingquestions.
Toarousethestudents’abilityofspeaking.
III.
While-taskprocedure
1.Toreadparagraph9-13
2.Toreadparagraph14---21
3.Readthewholetext
1）Toreadandthinkaboutthequestion“Howdoeselectricitycometoourflats?
”
2）Exercise：
Putthesentencesintherightorder
3）Groupdiscussion
1）Tothinkaboutthequestion,“Wholookedfoolishatlast?
”
2）Exercise:
Trueorfalse
Studentsreadthewholetexttogether.
Helpstudentstounderstandbetterabouthowelectricitycomestoourflats.
Toarousestudents’abilityofunderstandingthe
text.
Trytohelpstudentstogetthemainideaofthetext.
IV.Post-taskactivity
Freetalk
Askthestudentstotalkwiththeclassmateshowelectricitycomestoourclassroomswiththehelpofthepicture.
Toarousethestudents’interestsoflearningEnglishandgivethemthechancetousethelanguage.
V.Consolidation
1.Readthetextfluently.（Atleastthreetimes）
2.CompleteExC/DonPage46/47.
Studentsarerequiredtodosomeexercisestoconsolidatewhatthey’velearnt.
Tomakethestudentsputwhattheyhavelearntintopracticaluse.
8BChapter4Reading:
ADangerousServant
Period3P49,50,51
Languagetarget:
Tolearntousemodalverbs:
can/must/may.
Abilitytargets:
ToenablethestudentstospeakEnglishbyusingcan/must/may
Emotiontargets:
1.Tostimulatestudents’interestinlearningEnglish
2.TocultivatethecapabilityofthinkingandspeakingEnglish.
Difficultpoints:
Themodalverbs
Materials:
1.Themulti-mediasystem
2.Students’Book8Bpage,49,50
Teachingprocedures:
Procedure
Contents
Activities
Purpose
I.Pre-taskpreparation
Agameaboutwords
Commentsonthehomework
Freetalk
Toletstudentsplayawordgameandhelpthemreviewthewords.
Whatdoyouthinkofelectricity?
Attractthestudents’attention.
TohelpstudentspracticetheiroralEnglish
II.While-taskprocedure
1.Learncan/cannot/can’t
2.Learnmay/maynotandcompare“can/may”
3.Learnmust/mustn’t
1）Askstudentsanswerthequestionbyusingmodalverbs
2）givestudentssomesentencesandtellthemhowtouse“can”indifferentsentences.
3）Togivestudentssomephrasesandletthemsaywhattheycanorcan’tdonow.
4）TocompleteEx.A2/
A3onPage49ofSB.
1）Totellstudentswealsouse“canormay”toaskforandgivepermission.
2）Togivestudentssomemodelsandtellthemhowtouse“canormay”inthedifferentsentences.
3）Togivestudentssomephrasesandaskthemtomakesentenceswith“CanI/weorMayI/we”.
4）TocompleteEx.ConPage52.
1）TogivestudentssomesentencesandtellthemWeusemust/mustn’t（+infinitive）whenit’sveryimportantforsomeonetodoornottodosomething.
2）Togivestudentssomepicturesandletthemsaywhattheymustdoormustn’tdo.
3）TocompleteEx.B2onPage51ofSB
Torequirestudents
tobemorefamiliarwiththeuseofmodalverbs:
can
（tellstudentstheexpression:
beableto）
Toarousethestudents’abilityofspeaking.
Torequirestudents
tobemorefamiliarwiththeuseofmodalverbs:
may
Torequirestudents
tobemorefamiliarwiththeuseofmodalverbs:
must
（tellstudentstheexpression:
haveto）
III.
Post-taskactivities
Makingdialogues
1.ToaskstudentstocompleteEx.BonPage53withthepartners.
2.Toletstudentsactouttheirdialogues.
Toencouragestudentstoactoutdialoguesbravelyinfrontofotherstudents.Totrainthestudents’abilityofspeaking.
V.Consolidation
1.Toretellthetext.
2.TocompleteEx.EonPage24ofGB.
Studentsarerequiredtodosomeexercisestoconsolidatewhatthey’velearnt.
Tomakethestudentsputwhattheyhavelearntintopracticaluse.
8BChapter4Reading:
ADangerousServant
Period4P54,55
Languagetarget
1.Tolearnhowtofindbooksinthelibrary.
Abilitytargets
1.Toimprovetheskillsoftellingwhichofthebooksarefictionornon-fiction.
2.Tohelpstudentsknowhowtofinddifferentkindsofbooksinthelibrary.
Emotiontargets
5.Toarousethestudents’interestinlearningEnglish.
6.Todevelopteamspirit.
Difficultpoints:
fictionbooksandnon-fictionbooks
Materials:
1.Themulti-mediasystem
2.Students’Book8Bpage,54,55
Teachingprocedures:
Procedure
Contents
Activities
Purpose
I.Warming-up:
Oralcomposition:
Electricity
Asksomestudentstotalkaboutthenaturalelements:
Electricity
Totrainthestudents’abilityofspeakingEnglish
II.Pre-chapteractivities:
Revision
1）Retellingthetext
2）Commentsonthehomework.
3）Askandanswer
1）Togivestudentssomephrasesandasksomestudentstoretellthetext.
2）Checkthestudents’homework
3.Questions:
Doyouwanttoknowmoreaboutelectricity?
Howcanyouknowmoreaboutelectricity?
TomaketheSsbeabletospeakwhatthey’velearntinthepassage.
III.
While-taskprocedure
1.ReadthedialogueonPage54
1）ToletstudentsreadtheconversationonPage54.
2）Toaskstuden
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