新科普版八年級(jí)英語(yǔ)上冊(cè)《Topic3TheInternetmakestheworldsmallerSectionB》課教案8

1、八年級(jí)上冊(cè)教課設(shè)計(jì)設(shè)計(jì)Unit4OurWorldTopic3TheInternetmakestheworldsmaller.SectionB.MaterialanalysisSectionB的主要教課活動(dòng)為1a、2、4a和4b。本節(jié)課中1a經(jīng)過(guò)Jane,Michael,Kangkang和Maria之間討論各自從互聯(lián)網(wǎng)上獲取的信息，引出功能句“besure+that”構(gòu)造。2、3部分經(jīng)過(guò)例子的形式，給學(xué)生供給演練功能句“besure+that”的時(shí)機(jī)。4a、4b要點(diǎn)復(fù)習(xí)/w/,/v/之間的差別并要修業(yè)生能夠正確地讀出句子的升、降調(diào)以及連讀和重音。學(xué)生經(jīng)過(guò)大批的演練能夠掌握“besure+that

2、構(gòu)造”，可是語(yǔ)音、語(yǔ)調(diào)向來(lái)都是被教師和學(xué)生所忽略的，因此在設(shè)計(jì)講堂方案的時(shí)候希望教師能夠設(shè)計(jì)各樣活動(dòng)如模擬、察看、觸摸、競(jìng)賽等，來(lái)完美語(yǔ)音教課。.TeachingaimsKnowledgeaims：1.能依據(jù)音標(biāo)正確朗誦出以下單詞：pizza,website,reporter。能在老師的指引下分清/w/,/v/之間的差別，并能正確地發(fā)這兩個(gè)音；理解升、降調(diào)的作用，能正確地讀出句子的升、降調(diào)以及連讀和重音。3.能正確拼寫(xiě)并運(yùn)用單詞表中的單詞,如：website,并能依據(jù)音標(biāo)寫(xiě)出pizza,reporter等單詞。能正確使用“besure+that”構(gòu)造。能夠用“besure+that”構(gòu)造來(lái)討論

3、確立與不確立的話(huà)題。Skillaims：能聽(tīng)懂討論人們使用因特網(wǎng)獲取信息的話(huà)題。2.能正確地表達(dá)自己使用因特網(wǎng)所做的事情、并能夠用“besure+that”構(gòu)造來(lái)討論確立與不確立的話(huà)題。3.能正確朗誦課本的文本資料，能清楚模擬錄音讀含有/w/,/v/的單詞，能依據(jù)講話(huà)內(nèi)容的需要讀出句子的重音、語(yǔ)調(diào)等。4.能用書(shū)面形式描繪自己怎樣利用因特網(wǎng)購(gòu)物、學(xué)習(xí)等，并能夠用“besure+that”構(gòu)造寫(xiě)出句子來(lái)表達(dá)確立與不確立。Emotionalaims：能領(lǐng)會(huì)英語(yǔ)學(xué)習(xí)的樂(lè)趣，懂得在學(xué)習(xí)中碰到困難時(shí)能夠經(jīng)過(guò)網(wǎng)上查資料的形式自己解決問(wèn)題。.ThekeypointsanddifficultpointsKeyp

4、oints：學(xué)習(xí)“besure+that”構(gòu)造。復(fù)習(xí)/w/,/v/的正確發(fā)音以及句子的升調(diào)、降調(diào)、連讀和重音。Unit4Topic3SectionB1Difficultpoints：/w/,/v/的正確發(fā)音。.Learningstrategies利用因特網(wǎng)在網(wǎng)上查找/w/,/v/之間的差別，能夠幫助你在講堂上學(xué)習(xí)/w/,/v/的發(fā)音規(guī)則。在講堂上多用“besure+that”構(gòu)造來(lái)討論問(wèn)題，這樣你能夠很快掌握這個(gè)構(gòu)造。.TeachingaidsComputermultimediaprojector,mirrors,sketchmap.TeachingproceduresInteractionS

5、tepStudentactivitypatternTeacheractivityIntroduction(5minutes)1.Thewhole1.Focusstudentsattentionclassworkontheteacher.2.Thewhole2.Astudentreadshis/herclassworkcompositionlikethis:andindividualTheInternethelpsusworktofindinformationofEnglishlearning.Anditmakestheshoppingcheaper.Otherstudentsreviewthi

6、sstructure.3.Thewhole3.Studentslistentotheclassworkteachersevaluation.Trytounderstandthemeaningofthestructure“besure+that”.4.Pairwork4.Studentsreadtheirpartnerscompositionandtrytoevaluatethecompositionwiththe1.Getstudentsreadyforlearning.2.CheckstudentshomeworkabouttheadvantagesoftheInternet.Askastu

7、denttoreadhis/hercompositioninclass.3.Teacherevaluatesstudentsideasinalowvoicewhenstudentsareshowingtheirideas.Teacherevaluatesstudentsbysaying:“Iamsureyourideaisright./Iamnotsureifthatisagoodidea”.4.Providestudentswith2minutestoreadtheirpartnerscomposition.Andencouragethemtostructure“besure+that”.e

8、valuatethecompositionwiththestructure“besure+that”.Unit4Topic3SectionB2Presentation(15minutes)1.Thewhole1.Studentslookatthe1.Showthepicturein1atoclassworkpicture,andtheycanstudentsandaskstudentsandgroupworkgettheanswerquickly.topredict“WhataretheyBecausetheresatalkingabout?”computerinthepicture.2.Th

9、ewhole2.Studentslistento1a2.Play1aandaskstudentstoclassworkandcarefullyandchecktheirchecktheirpredictions.groupworkpredictions.Study“Mars,Teachercantellthestudentspizza,website,reporter”likethis:“Iguessyouringroups.Iftheycantanswersareallincludedinworkouttheproblem,thecomputer.ButIamnottheycanaskthe

10、sureifyouranswersareright.teacherforhelp.Letslistenandcheck”.Teachershouldusethestructureofteninclass.3.Thewhole3.Studentsreadthenew3.Teacherasksstudentstoclassworkwordstogetherandreadthenewwordspayattentiontothetogether,onation.4.Thewhole4.Studentsliste

11、nto1aclassworkandfillintheblanks.in1btostudents,askstudentsandindividualtolistento1aagaincarefullyworkandfillinthetable.5.Thewhole5.Checktheanswers5.Checktheanswersandclassworkandreadtheplay1asentencebysentence.conversationssentencebysentenceafterthetape.6.Groupwork6.Studentsfinish1candandindividual

12、checktheanswersinstudents.Askstudentstoworkgroups.rewritetheconversationinapassagebasedon1b.7.Groupwork7.Studentsworkingroups.Finishthewriteapassagefrompassagequickly.Janespointofview.8.Groupwork8.Chooseonestudentto8.Inviteagrouptosharereadthepassage.Othertheirpassage.Othergroupstrytoevaluategroupst

13、rytoevaluatetheirtheirpassagewiththepassagewiththestructurestructure“besure+that”.“besure+that”.Unit4Topic3SectionB31.Thewhole1.Studentsworkinclassworkandgroupsandanalysethegroupworkexample.2.Groupwork2.Studentsworkingroupsandanswerthefourquestionsintheboxwiththestructure“besure+that”.everyoneinthew

14、orldusestheInternetinthefuture.Individualwork3.StudentsgivetheiranswersandpracticeConsolidation(8minutes)thestructure.4.Groupwork4.Studentsinterviewtheirgroupmembers.A:Whatdidyousee/hearontheInternetlastnight?B:Isaw/Iheard.C:Iamnotsure.Iwatched.D:Iamsure.AndIfound.5.Groupwork5.Studentspresenttheconv

15、ersationontheplatform.Finish2.Showtheexampleof2tostudents.Askstudentstoanalysethestructureingroups.Showtheboxin2tostudents.Askstudentstomakeconversationswiththesentencesinthebox.Invitestudentstosharetheiranswers.Finish3.Askstudentstomakeasurveyingroups.Interviewtheirgroupmembersaboutwhattheysaworhea

16、rdontheInternet.Invitetwogroupstopresentittotheclass.Givethemsmilingfaces.Unit4Topic3SectionB4Finish4a,4b.1.Thewhole1.Studentslookatthe1.Teachersays:“Iamnotsureclassworkandthreegroupsofwords.ifyoucanpronounce/w/,individualPronounceindividually./v/well.Lookat4aandworkThencheckeachother.readingroupsif

17、youcanTrytofindthecorrectpronouncethetwophoneticwaytopronouncethesymbolsthesame.Iamtwophoneticsymbols.sureyouarewrong.”2.Thewhole2.Studentsobservethe2.Showthesketchmap.Askclassworkdifferencesbetweenstudentstoobservethe/w/and/v/,andimitatesketchmapcarefullyandthesketchmap.payattentiontothemouth.3.The

18、whole3.Thestudentslookat3.Askstudentstotakeoutclassworkthemselvesfromthetheirmirrorsandcomparemirrors,andimitatethethemselveswiththesketchPracticesketchmaportheteacher.maportheteacher.(10minutes)4.Thewhole4.Studentsreadafterthe4.Playthetape.Askstudentsclassworktape.tolistenandfollow.5.Groupwork5.Stu

19、dentsreadin5.Show4btostudentsandandindividualgroups.Checkeachaskstudentstoread4bbyworkotherspronunciation.themselves.Payattentionto/w/,/v/inthewords.6.Thewhole6.Studentscanfindthe6.Play4b.Andaskstudentsclassworkanswerfromthesewhytherecordingsoundsaspects:liaison,weakbetterthanthem.form,stress,andint

20、onation.7.Thewhole7.Studentsread4bafter7.Play4b.Askstudentstoclassworkthetape.Payattentionreadafterthetapeandtotheliaison,weakform,imitate.stressandintonation.Unit4Topic3SectionB51.Thewhole1.Volunteersread4bone1.Playagame.classworkbyone.PaymoreFindthemostbeautifulandgroupworkattentiontotheliaison,so

21、und.Askstudentstoweakform,stressandpreparefourpapersandintonation.ThestudentwritedownA,B,C,D.whocanreadbestandInvitevolunteerstoreadgetthemost“A”isthe4binclass.Otherstudentswinner.Andhe/sheisarecommentators.thestarofspokenEnglishinthisweek.Otherstudentstrytochallengehim/hernextweek.2.Thewhole2.Stude

22、ntsreadallthe2.Teachersummarizes:classworkwordscorrectly,(1)Writedownthenewknowingtheirwordsonthemeanings.Theyhaveblackboard:website,tomemorizetheirMars,pizza,reporterProductionspellingafterclass.(2)WritedownthestructureUsethestructure“be“besure+that”on(7minutes)sure+that”often.theblackboard.IamsurethattherearemanyinterestingthingstoseeontheInternet.Iamnotsurewhetheritisgoodtoshoponline.3.Individual3.Studentsreadand3.Homework:workrecord4bafterclass,pay(1)Read4bafterclassandattention