八年級(jí)下冊(cè)初中英語(yǔ)《Unit 3 Language in use》優(yōu)質(zhì)課教學(xué)設(shè)計(jì)外研版-八年級(jí)英語(yǔ)教案

Module9FriendshipUnit3Languageinuse教材分析本課為Module9的第三單元，主要是對(duì)重點(diǎn)單詞和詞組的鞏固和運(yùn)用，以及通過(guò)小組互助模式探究和研討由whether、if以及特殊疑問(wèn)詞引導(dǎo)的賓語(yǔ)從句，再結(jié)合第八模塊的內(nèi)容對(duì)賓語(yǔ)從句的相關(guān)知識(shí)進(jìn)行歸納總結(jié)；對(duì)于話題方面，本單元是考察學(xué)生對(duì)朋友之間、同學(xué)之間情感的態(tài)度傾向，設(shè)計(jì)了制作板報(bào)的活動(dòng)，利用小組探究活動(dòng)來(lái)討論對(duì)于初中生來(lái)說(shuō)哪些方面是交朋友、培養(yǎng)友誼的著重點(diǎn)，樹立正確的朋友觀，結(jié)交適合自己的朋友。教學(xué)目標(biāo)知識(shí)目標(biāo)：1,掌握重點(diǎn)詞匯：separate,explain,mention,introduce,refuse,treat,etc.2,總結(jié)并歸納whether/if及疑問(wèn)詞引導(dǎo)的賓語(yǔ)從句相關(guān)語(yǔ)法點(diǎn)，并注意時(shí)態(tài)問(wèn)題。技能目標(biāo)：積極參與重點(diǎn)詞匯和單詞的復(fù)習(xí)過(guò)程，并能夠運(yùn)用賓語(yǔ)從句解決相應(yīng)重點(diǎn)題型；能夠利用小組探究合作做出一份海報(bào)，頭腦風(fēng)暴收集大家對(duì)友誼的看法。情感態(tài)度目標(biāo)：通過(guò)小組制作板報(bào)的活動(dòng)，并結(jié)合自身經(jīng)歷，能夠深刻意識(shí)到友情需要珍惜，也需要重視，明白真朋友的真諦，結(jié)交適合自己的好朋友。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)：1,重點(diǎn)短語(yǔ)和單詞的掌握，以及相應(yīng)習(xí)題的練習(xí)。2,賓語(yǔ)從句的靈活運(yùn)用以及會(huì)做相應(yīng)習(xí)題。教學(xué)難點(diǎn)：制作板報(bào)：MyDreamFriendship課前準(zhǔn)備PPT課件、微課（小視頻）、課堂練習(xí)教學(xué)過(guò)程Step1Leadin1,Readtwostudyobjectivestogetherthatshouldfinishinthisclass.Tosummarizeandpractisetheuseoftheobjectclausewithif,whether,who,what,how,why,where&when.Tolearntomakeaposteraboutfriendship.2,Forthefirstpart,dosomerevisionsaboutnewwords,phrases,andgrammar.Step2Reviewthenewwords1,Checkthenewwords:onegroupreadthewordsontheleft,theothertranslatethem.2,Teamcompetition:fillthesentencesandspellthewordscorrectly.(Activity5)Letme__________(介紹)myselffirst.Mymathteacherisp________witheverystudents.Don't________(提及)ittoher,orshewillbeangry.Willyouplease_______(解釋)whyyouarelate?Shehasalreadymadeabirthdaycakebyh______.Marydidn't_________(后悔)herdecisions.(Tounderstandtheusageofthenewwordsandspellthemcorrectly.)Step3Reviewthephrases1,Discussingroup,writedowntheresultsonapaperandchecktheanswers.2,Playagame:asktwopairstomakeadialogue.Themorephrasesareused,themorescoresyouwillget.(Notonlytoapplythekeystructurestopairdialogues,butalsotocultivatestudents’creativityandsituationalpractice.)3,Finishtheactivity6,andaskonestudenttowriteontheblackboard.(Tocultivatestudents’competitionconsciousness.)Step4Reviewthegrammar(objectclausewithwhether/ifandinterrogativewords)1)Iwasn't

sure

whether/ifyouwouldlikeit.2)I

doubt

whether/ifit'll

work.1,Readandtranslatethesesentencesanddiscussinpairstheuseof“whether”and“if1)Iwasn't

sure

whether/ifyouwouldlikeit.2)I

doubt

whether/ifit'll

work.(Toincreasestudents’summarizingskills.)1）Pleasetelluswhethertogoorstayhere.2）Idon’tknowwhetherornotIcancome.3）Weworriedaboutwhetherhewasingoodhealth.2,Watchtheexamplesandthendiscussingrouptheconditionsthatonlyuse“whether”ratherthan“if1）Pleasetelluswhethertogoorstayhere.2）Idon’tknowwhetherornotIcancome.3）Weworriedaboutwhetherhewasingoodhealth.(Toexplorethegrammarbyteamworkandthenconcludeteamresults.)3,Playaguessinggamebyfillingthesentenceswithinterrogativewords.(Trytobethefirstpersontoanswer,theaimistoarousestudents’enthusiasmofansweringthequestions.)Thenunderstandthesummaryofinterrogativewords.4,Readtherulesofobjectclausefromtense,orderandguidewordsinanunderstandingway.主句若為現(xiàn)在時(shí)，從句時(shí)態(tài)隨句意;主句若為過(guò)去時(shí)，從句也要用過(guò)去。語(yǔ)序要用陳述序，切莫照般疑問(wèn)句;that引導(dǎo)陳述句，省與不省沒(méi)關(guān)系。從句若表“是否”時(shí)，if、whether均可以;特殊疑問(wèn)作賓語(yǔ)，仍用原來(lái)疑問(wèn)詞。(Tomakeiteasiertounderstandthekeypointsofobjectclauses.)Step5Doingpractices(Teamcompetition)Task1,Lookandanswer.(Lookatthreepicturesandanswerthequestions.)Q1:Whatdoesthedogaskthebear?Q2:WhatdoesMimiaskMiaomiao?Q3:WhatdidMimiaskMr.Dog?(Tobeabletochangedirectspeechtoindirectspeechandpayattentiontothetense.)Task2,Trueorfalse.(Eachgroupcorrectsonesentenceandsharesthereason.)Canyoutellmewhereareyou?DoyouknowifCindyhasarrivedornot.Canyoutellmethatyournameis.Myteachersaidtheearthwentaroundthesun.Shedidn'tknowwhatshehaseatenforsupper.IwonderhowcanIgetthere.(Tomakesureeachgrouptakesanactivepartintheteamcompetitionandhasatry.)Task3,Choosetherightanswers.(Activity2)Askonestudenttoreadthedialoguewithmeandtherestofstudentspointouttheiranswerssecretly.(Tocheckstudents’abilitytoreactandselfproblem-solving.)Step6Makeaposteraboutfriendship1,Presentthreepicturestoshowtheword“poster”meaning.(Toimprovetheirabilityofguessinganewword.)2,Admireavideoandthenthinking:Whatdoyouthinkisimportantaboutfriendship?(Brainstorm,toenlightenthemtothinkandknowaboutstudents’ideasaboutfriendship.)3,Makeyourposterwithyourgroupmembersbysharingyourownopinionsandtakingthebestadvicefromteammembers.Writeaboutyourownexperienceanddrawsomepictures.(Toimprovetheirorganizingabilityandassistthemtofinishthisdesign.)4,Presentyourpostertotherestoftheclass.(Toimprovestudents’spokenEnglishandencouragethemtopresentinthefront.)Step7Homework1,Writeashortpassageaboutyourbestfriend,usingobjectclauses.(Activity9)(Advice:Goingthroughrelatedreference