外研版英语八下《Module 10 My perfect holiday》word教案一.docx

外研版英语八下《Module 10 My perfect holiday》word教案一.docx

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外研版英语八下《Module10Myperfectholiday》word教案一

课型

Listeningandspeaking

教学目标

Knowledge:

Tounderstandtheconversationwithregardtoimaginarysituations;todescribewhatonewoulddoinimaginarysituations.

Tomastersomevocabularies.

Keyvocabulary:

perfect,board,flight,gate,silly,outdoor,so…that…

2.Ability:

Canusesomestructurescorrectly.

Keystructure:

would/wouldn’tdosth;so…that…;although

Tounderstandtheconversation

Todescribewhatonewoulddoinimaginarysituations.

3.MoralEducation:

Toloveourcountry,tohelpeachother

教学重点

1.Tomastersomevocabularies.

Keyvocabulary:

perfect,board,flight,gate,silly,outdoor,so…that…

2.Canusesomestructurescorrectly.

Keystructure:

woulddosth;

教学难点

Tounderstandtheconversation

Todescribewhatonewoulddoinimaginarysituations.

教学方法

PWPCommunicative

教学用具

Multi-Media（orTaperecorder,OHP）

教学过程

Module10Myperfectholiday

Unit1IwouldgotoLondon.

步骤

教师活动

学生活动

设计思想

Step1

Leadin

Showsomepicturesandask,“Imagineyoucouldhaveenoughmoney,whatwouldyoudo?

”

Talkaboutthepicturesonthescreen.

“Iwould…”

用贴近生活的图片引入主题:

1.描述想象的生活2.“would”的用法

Step2

Learningnewwords.

Askthestudentstoreadnewwordsaccordingphoneticsymbols.→Askthestudentstoreadnewwords.→Askthestudentstoread

sentencesandtranslatethem.

Chooseanyonetoread.

通过音标→单词→句子，让学生对生词不断复现，以加强记忆。

Step3

Listening

Playtherecordingandhavethemlistencarefully.

Showthetable,askthestudentstofinishitafterlistening.

Listencarefullyandfillinthetable.

将课本听力内容进行整合，一是为了降低听力难度，二是为了适应中考题型。

Step4

Learningthedialogue.

Playtherecordingandhavethemlisten.

Afterlistening,askthe

studentstosay,“What

informationcanyouget?

”

Justlistenandfindoutsomeusefulinformation.

让学生有意识地听,找出所听到的内容,

“无任务听力法”往往使学生的精力比较放松,容易找到语言的突破点并达到尊重个体差异的目的.

Letthestudentstosaysomethingaboutthedialogueandgetthemtoknowsomefriends.

Talkabouttheusefulinformation.

将学生听到的信息加以整理,对话中人物较多,帮助学生梳理每个主要人物对理解对话是个关键点.

Playagame:

“Whosaidthesentence?

”

Trytofindoutwhosaidthesesentences.

通过一个小游戏帮助学生对对话中包含有”would”的句子初步了解.以达到大致了解对话主要内容的目的.

Asksomestudentstoreadthedialogue.

Somestudentsreadthedialogue,thenfinishexercises.

通过阅读和做习题让学生进一步了解对话主要内容

Playtherecodingandaskthestudentstofollowit.

Listencarefullyandrepeat.Thenfindsomeusefulsentences.

学生跟读课文主要让学生模仿原声,同时找对话中能”为我所用”的句子以突破难点.

Step5

Speaking

Askthestudentstomakeupadialogueaccordingsomeinformation.

Makeupadialogueingroups.

用编对话的形式检查学生对would用法,并培养学生的爱国情感.

BlackboardDesign:

Module10Perfectholiday

Unit1IwouldgotoLondon.

Usefulsentences:

（根据学生课上总结版书并笔记）

课后小结:

Unit2Wewouldn’tknowwhattodo.

课型

Readingandwriting

教学目标

Knowledge:

Tounderstandthereadingpassageandfindspecificinformationfromit;todescribeaperfectholiday.

Keyvocabulary:

business,empty,stomach,burn,enough,everything,college,living,simple,properly,

Keystructures:

would/wouldn’tdosth;not…atall…

Ability:

Readingforspecificinformation

Express“would/wouldn’tdosth”practicallyandcoherently.

MoralEducation:

Howtospendaperfectholiday.

教学重点

Keyvocabulary:

business,empty,stomach,burn,enough,everything,college,living,simple,properly,

Keystructures:

would/wouldn’tdosth;not…atall…

教学难点

Keystructures:

would/wouldn’tdosth

教学方法

PWPCommunicative

教学用具

Multi-Media（orTaperecorder,OHP）

教学过程

Step1Revisionandcheckthehomework

1.Revisetheuseof“so…that…”.Makesentenceswhilelookingatthepictures.

2.Presentthehomeworkofstudents.“Ifyouareateacher…”

ShowtheirhomeworkbyOHP,havethestudentpresentatthefrontoftheclass.

设计意图：

这个环节既可以检查学生的回家作业情况，又是对所学内容的复习。

在学生有所准备的情况下，一些优良学生的陈述将会是可以有所期待的。

Step2Discussion（pairworkorgroupwork）

1.Discussion1:

The2008OlympicGamesiscoming.Studentswillhavefinishedtheirexambythen.Havethemdiscuss:

Howwouldyouwatchthegames?

WouldyougotoBeijingtowatchgames?

…

2.Discussion2:

Askstudent:

“Haveyoueverseenthefilm‘HomeAlone’?

”Ifyourparentsarenotathome,wouldyoulookafteryourself?

Wouldyourlifebeok?

设计意图:

通过两个讨论，目的之一是为了在前一节课的基础上，学生由已经会说would句型，到让学生能较自由地表达，表达追求准确和流畅。

目的之二是承上启下的作用，第二个由《小鬼当家》引出的话题所讨论的内容是书本阅读材料的相关内容，这样可以起到pre-read的作用。

Step3Readandlearn

Let’shavealookattwostudents-ZhengChengyuandSimaYige,whatabouttheirhomealone?

1.Studentsscanthepassage,helpthemfindoutthebestsummaryofthispassage.

2.Listentothepassage,andthentrytoanswerthequestionsofactivtty3.

3.Checktheanswerwiththestudents.

4.Givesomeexplanationswherenecessary.

设计意图：

首先浏览全文，对全文有个大概印象，然后对全文进行精读，理解全文内涵。

学生学习相关的阅读策略。

Step4write

1.Writedowninthetable,whatyouwoulddo?

Whatyouwouldn’tdo?

Andwritedownafewsentences.Studentscanfinishitbydiscussingwiththeirdeskmates.

设计意图：

由说进入到句子的书写，力图循序渐进。

Step5Discussion

1.Yourparentshavedonemuchforyouinyourlife.Imagine:

Whenyougrowup,whatwouldyoudoforthem?

2.（option）Introduceabook,RobisonCrusoe,（maybemoststudentsarefamiliarwiththecontentofthisbook）.Thenhaveagroupdiscussion:

Imagine:

Ifyouwillliveonanislandaloneforamonth.1.whatthreethingswouldyoutake?

2.whatwouldyoudowiththethreethings?

设计意图：

在讨论“你想父母做什么”的过程中，即进行知识的教育，同时进行情感教育。

Step6Homework

1.FinishWBEx4.

2.FinishUnit3Ex4,5,7,10.

3.Supposeyouwillrunforthemonitoroftheclass,prepareforyourlecture.Usingwould,wouldn’t,so…that…,although

设计意图：

进一步巩固would结构，进入到书写阶段。

Unit3Languageinuse

课型

Revisionandapplication

教学目标

Knowledge:

Tosummariseandconsolidatewould/wouldn’tforimaginarysituations;

topractisetheuseofalthough,but,so…that…;

tolearnthephrase:

seeoff;

tolearnabouttheicehotelinSweden;

towriteaboutone’sperfectholiday.

Ability:

Learntouse:

would/wouldn’tdosth;so…that…;though/but

MoralEducation:

Spendtheholidayhappily.

教学重点

Tosummariseandconsolidatewould/wouldn’tforimaginarysituations;

Topractisetheuseofalthough,but,so…that…;

Tolearnthephrase:

seeoff;

TolearnabouttheicehotelinSweden;

Towriteaboutone’sperfectholiday.

教学难点

Writeaboutyourperfectholiday.

教学方法

Formalandinteractivepractice

教学用具

Multi-Media（orTaperecorder,OHP）

教学过程

Step1Warming-upandrevision

1.Runforthemonitor!

Havesomestudentstothefronttogivealecture,otherstudentslistentothemandthenmadeavote,decidewhowillbeournextmonitor?

Step2summary

1.Makeasummaryofthe“would/wouldn’t”,finishactivity1and2.

2.Revisethestructure“although/but”,finishactivity5.

3.Makeaconsolidationof“so…that…”,finishactivity7.

Step3Listening

1.Listenandcheck.

Listenforthefirsttimetofinishthetableofactivity8.

2.Listenandrepeat

Step4Activity4

1.Finishthepassageandchecktheanswerwiththestudents.

Step3Activity10

Studentshavefinisheditthenightbefore,sotheteacherjustneedtochecktheanswerwiththestudents.

Step5Aroundtheworld

1.Showsomepicturesoftheicehotel.Letstudentsguesswhereitis.

2.Askquestionsabouttheicehotel.Havethemscanthepassageofaroundtheworld.Answerthequestions.

3.Showanothergroupofpicturesofasafariholiday.ReadWBEx10.

设计意图:

把后面的阅读练习提到前面,和书本的背景知识一起呈现给学生,形成一种对比与选择,为后面的写作打下基础;同时也可以完成这部分的阅读任务,提高课堂效率。

Step6ModuleTask

1.Lookupamapanddecidewhereyouwouldliketogo.

2.Lookupfactsabouttheplace.Findoutaboutitshistory,howlongittakestogetthere,howtogetthere,whattheweather’slikeandwhatyoucandothere.

3.Planyourpassage-lookatthepassageinunit2ifyou’dlikesomehelp.Don’tforgettouse“would”.

4.Includesomepictures.

设计意图：

通过前面的几个课时，学生从说到写简单的句子，最终形成一篇完整的出游计划。

但是这篇文章只能在课堂上形成一个雏形，或想法。

可以引导学生利用更多的网络资源来丰富自己的作文，并且可以做适当的装饰与美化。

在班级的适当位置可以将优秀作品进行张贴或采取其他的反馈与激励措施。

Step7Homework:

Finishyourholidayplan