八年级英语上册Friendship-PPT.ppt

1 教材内容分析教材内容分析 学情分析学情分析 教学目标教学目标 教学重点、难点教学重点、难点 突破途径突破途径 课时安排课时安排 教学过程设计教学过程设计2一教材内容分析一教材内容分析 本模块以友谊本模块以友谊为话题为话题，通过听力、对话和阅读文，通过听力、对话和阅读文章使学生了解、掌握并会运用带宾语从句的复合章使学生了解、掌握并会运用带宾语从句的复合句句;通过设计较真实的语境，教育学生去积极地面通过设计较真实的语境，教育学生去积极地面对生活，真诚地对待身边的人对生活，真诚地对待身边的人,同时引导学生慎重同时引导学生慎重交友交友,交真朋友交真朋友,正确处理朋友间出现的矛盾。教正确处理朋友间出现的矛盾。教学中应结合学生实际情况，灵活调整教学内容学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课（或增加，或删除，或前后调整），合理设置课时适当进行拓展，以丰富学生知识，拓展学生视时适当进行拓展，以丰富学生知识，拓展学生视野，同时对正处于青春期的学生进行有关友谊的野，同时对正处于青春期的学生进行有关友谊的教育。教育。3二学情分析二学情分析学生在第一模块学习和要求掌握简单句六种基本句学生在第一模块学习和要求掌握简单句六种基本句型型,而本模块就马上出来宾语从句的三种形式而本模块就马上出来宾语从句的三种形式,在在JEFC教材中这个语法是出现在九年级教材中这个语法是出现在九年级,而且是分而且是分3个个单元来学习的单元来学习的,所以对学生来说难度很大所以对学生来说难度很大,这就要求这就要求教师在设计话题和练习时要降低难度并循序渐进。教师在设计话题和练习时要降低难度并循序渐进。但就本模块友谊这个话题来说，学生很感兴趣但就本模块友谊这个话题来说，学生很感兴趣,觉得觉得它很贴近自己的生活。教师要预设一些生活化和学它很贴近自己的生活。教师要预设一些生活化和学生感兴趣的话题生感兴趣的话题,调动学生参与活动的积极性调动学生参与活动的积极性,使得使得学生有话可说学生有话可说,乐于合作分享。这样就有利于他们更乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的好的运用课本知识，达到提高综合运用语言能力的目的。目的。4三教学目标三教学目标 1 1语言知识目标语言知识目标 功功能能能用英语进行电话会话,能用宾语从句讨论有关友谊的话题。语语法法了解、掌握和会运用that,if/whether 和疑问词引导的宾语从句。词词汇汇能够正确使用下列单词和短语:friendship,hold,hold the line,right now,if,whether,whetheror not,personal,classmate,in fact,public,a couple of,relation,close,foreigner,feel like,by the way,gift,far away,lonely,afraid,be afraid to do,make friends with,anyone,laugh,worry,worry about,usual,at the moment,pass,touch,bright,day by day,matter,believe,at first理解的短语：junior high school语语音音能够正确朗读带宾语从句的复合句,做到语音语调和停顿正确。5三教学目标三教学目标 听听能听懂用宾语从句表述的意义。说说流利地说出本模块的生词和短语；能够用带宾语从句的复合句来询问和表达友谊。读读能够运用阅读策略获取信息，了解那个改变了作者一生的微笑的故事，并能理解作者要真正表达的意义。写写能用宾语从句写有关友谊的对话和短文。演示与表达演示与表达能够表达自己与朋友之间的友谊或你与朋友间发生过的印象深刻的事件。2 2语言技能目标语言技能目标6三教学目标三教学目标 3 3文化意识目标文化意识目标 生活在科学技术和信息技术日益发展的社会中的人生活在科学技术和信息技术日益发展的社会中的人们可以通过书信和网络等方式进行交友们可以通过书信和网络等方式进行交友,人们可以在人们可以在交友的过程中学习和享受生活。交友的过程中学习和享受生活。了解中西方打电话文化的差异。了解中西方打电话文化的差异。4 4情感态度目标情感态度目标引导学生积极地面对生活引导学生积极地面对生活，真诚地对待别人，跟真诚地对待别人，跟 朋友建立起真正的友谊。朋友建立起真正的友谊。75 5学习策略目标学习策略目标三教学目标三教学目标 自主学习自主学习 能够结合个人的情况预习教材和拓展。能够结合个人的情况预习教材和拓展。合作学习合作学习 能够与同学交流学习心得会，共享能够与同学交流学习心得会，共享 策略。策略。学生利用学会的语言知识去真实的沟通和交际，从学生利用学会的语言知识去真实的沟通和交际，从而使语言知识得以内化，真正做到学以致用。而使语言知识得以内化，真正做到学以致用。8大家有疑问的，可以询问和交流大家有疑问的，可以询问和交流可以互相讨论下，但要小声点可以互相讨论下，但要小声点可以互相讨论下，但要小声点可以互相讨论下，但要小声点9四重点、难点四重点、难点 1.1.教学重点教学重点 熟练掌握本模块中出现的词汇；掌握宾语从熟练掌握本模块中出现的词汇；掌握宾语从句并了解连接主句和从句的连词的语法功能；句并了解连接主句和从句的连词的语法功能；学用宾语从句描述友谊；学会用英语打电话；学用宾语从句描述友谊；学会用英语打电话；教会学生掌握阅读技巧，培养学生阅读理解教会学生掌握阅读技巧，培养学生阅读理解能力。能力。2.2.教学难点教学难点 宾语从句；培养学生能够正确运用阅读策略宾语从句；培养学生能够正确运用阅读策略获取信息。获取信息。10五突破途径五突破途径、以话题为核心，整合教材，努力为学生、以话题为核心，整合教材，努力为学生创设真实和接近真实的语境，使学生在学中创设真实和接近真实的语境，使学生在学中用，在用中巩固；用，在用中巩固；、本模块的宾语从句则通过感知归纳、本模块的宾语从句则通过感知归纳巩固的方法加以突破。巩固的方法加以突破。11六课时安排六课时安排第一课时：第一课时：Unit 1 Activities 1,2,3,4,5;Unit 3 Activity 4第二课时：第二课时：Unit 1 Activity 6&Unit 3 Activities 1,2,3,5第三课时：第三课时：Unit 2第四课时：第四课时：Unit 3 Activities 6,7,8,Around the world,Module task12Unit 1 Can you tell me where youre from?七教学过程设计七教学过程设计Period 113vvStep1.Step1.Lead-inLead-invvBring two telephones or doll telephones to the class Bring two telephones or doll telephones to the class and present simple telephone conversations with and present simple telephone conversations with several students.several students.vvExpressions of making telephone calls in English:Expressions of making telephone calls in English:vv Hello,can I speak to?Is that speaking/there?Hello,can I speak to?Is that speaking/there?vv This is (speaking).Hold the line,please.Etc.This is (speaking).Hold the line,please.Etc.vv vv 设计意图：将将学学生生置置身身于于一一个个真真实实的的语语言言环环境境中中引引入入并并导导出出相相关关话话题题，一一方方面面可可活活跃跃课课堂堂气气氛氛，另另一一方方面面引引导导学学生生比比较较,体体会会中中西西方方打打电电话话文文化化的的异异同同,这这有有助助于于增增强强学学生生对对目目标标语语文文化化内内涵涵的的了了解解,同同时时为为接接下下来来的的听听力力做做语语言言上上的的铺铺垫垫。可以与几名学生课前准备好。可以与几名学生课前准备好。14vvStep2.Step2.Listening Listening vvWe know Sally is in China and now shes telephoning.We know Sally is in China and now shes telephoning.Listen and answer who Sally wants to speak to and how Listen and answer who Sally wants to speak to and how many people you hear.many people you hear.vvListen again and number the sentences you hear.check Listen again and number the sentences you hear.check answers in pairs,then the whole class.answers in pairs,then the whole class.vvListen Listen and repeat.Deliver the listening material to the and repeat.Deliver the listening material to the Ss and ask them to read it aloud and then act it out in Ss and ask them to read it aloud and then act it out in roles.roles.v设计意图：在常规听力练习中进一步提高学生听的能力在常规听力练习中进一步提高学生听的能力,是是一种听力输入活动。听完后将听力材料分发给学生让他们读一种听力输入活动。听完后将听力材料分发给学生让他们读并表演是因为本套教材在这个模块首次出现了用英语打电话，并表演是因为本套教材在这个模块首次出现了用英语打电话，这个是重点，这样做学生能充分吸收语言，对电话内容和结这个是重点，这样做学生能充分吸收语言，对电话内容和结构有了整体认识。构有了整体认识。15vvStep 3.Presentation Step 3.Presentation 1.Do you think what Chen Hua is?1.Do you think what Chen Hua is?2.What did Sally call Chen Hua for?2.What did Sally call Chen Hua for?3.Chen Hua will interview Sally,3.Chen Hua will interview Sally,do you think what personal questions do you think what personal questions he will ask Sally?he will ask Sally?设计意图：本环节起到承上启下的作用，同时前两个问题可本环节起到承上启下的作用，同时前两个问题可初步导出本模块的语法宾语从句，为第二课时作准备；另外初步导出本模块的语法宾语从句，为第二课时作准备；另外第三个问题运用第三个问题运用“头脑风暴法头脑风暴法”，这是一个开放的活动，可以，这是一个开放的活动，可以把全班分成四组看哪一组猜得最多最接近事实。这活动能训练把全班分成四组看哪一组猜得最多最接近事实。这活动能训练学生的发散性思维，又增强学生阅读对话的欲望。学生的发散性思维，又增强学生阅读对话的欲望。16vvStep 4.Listen and read Step 4.Listen and read vvStudents listen and try to get the questions and then Students listen and try to get the questions and then present the four sentences.present the four sentences.1.Can you tell me where you are from?1.Can you tell me where you are from?2.Ive heard that you play in your school orchestra.2.Ive heard that you play in your school orchestra.3.Can I ask you if you miss the UK,or your relations?3.Can I ask you if you miss the UK,or your relations?4.What does it feel like?4.What does it feel like?vvStudents read the dialogue carefully and work in groups Students read the dialogue carefully and work in groups to find out the answers to the personal questionsto find out the answers to the personal questions，students infer the meaning of the new words and students infer the meaning of the new words and phrases through the context.phrases through the context.17vvAnswer the questions in Activity 5.Answer the questions in Activity 5.Ask Ss answer individually and they may discuss if they Ask Ss answer individually and they may discuss if they have different opinions.have different opinions.vvStudents read after the tape,underline some phrases Students read after the tape,underline some phrases and help Ss overcome some difficulties about and help Ss overcome some difficulties about prehension.设计意图：学生通过个人理解学生通过个人理解,组内交流组内交流,全班汇总的方式理全班汇总的方式理 解对话内容。解对话内容。18vvStep 5.Read and practice Step 5.Read and practice vv Read the dialogue aloud and keep books closed,Read the dialogue aloud and keep books closed,check the true sentences.check the true sentences.1.1.Chen Hua has already met Sally.Chen Hua has already met Sally.2.Sally is waiting for Chen Hua to arrive.2.Sally is waiting for Chen Hua to arrive.3.Sally doesnt know who will come to their last public 3.Sally doesnt know who will come to their last public concert.concert.4.Sally thinks the word“foreigner”isnt friendly.4.Sally thinks the word“foreigner”isnt friendly.5.Chen Hua invites Sally and her friends to visit Radio 5.Chen Hua invites Sally and her friends to visit Radio Beijing.Beijing.vv Unit 3 Activity 4 Unit 3 Activity 4 设计意图:学生通过自我体验获取知识，通过练习巩固所学学生通过自我体验获取知识，通过练习巩固所学 词汇和内容。词汇和内容。19vvStep 6.DiscussionStep 6.Discussionvv 1.Do you think whether Sally is happy or not in China?1.Do you think whether Sally is happy or not in China?Why?Why?vv 2.Suppose you are in a strange place,no one knows 2.Suppose you are in a strange place,no one knows who you are.What will you do to make you feel less who you are.What will you do to make you feel less lonely?lonely?设计意图:通过通过Q1讨论学生能更好的把握对话内容讨论学生能更好的把握对话内容,Q2给学给学生设置了真实的情境生设置了真实的情境,同时又为同时又为U2的学习做了铺垫。的学习做了铺垫。vvStep 7.Homework Step 7.Homework vv 1.Workbook1.Workbook ExxExx 4,5.4,5.vv 2.Revise Unit 1.2.Revise Unit 1.设计意图：通过笔头任务使本课的词汇和有关语言点贯彻到通过笔头任务使本课的词汇和有关语言点贯彻到实处。实处。教学反思教学反思:本单元有本单元有17个单词和词组个单词和词组,同时用英语打电话是首同时用英语打电话是首次出现。基于这些第一课时以内容和词汇教学为主次出现。基于这些第一课时以内容和词汇教学为主,为第二课时开为第二课时开展活动打基础展活动打基础.20Unit 1 Activities 6&Unit 3 Activities 2,3,5七教学过程设计七教学过程设计Period 221vvStep1.Step1.Lead-in Lead-invvWatch a video and answer some questions:Watch a video and answer some questions:vv 1.Who does Jim want to speak to?1.Who does Jim want to speak to?vv 2.What do they talk about?2.What do they talk about?v 设计意图：通过观看录像激发学生兴趣并复习电话用语通过观看录像激发学生兴趣并复习电话用语和中西方打电话的差异和中西方打电话的差异.vvStep2.Step2.Activity 5 Activity 5 vv1.Do Activity 5 individually,check answers in pairs 1.Do Activity 5 individually,check answers in pairs and then the whole class.Read them aloud.and then the whole class.Read them aloud.vv2.Work in groups,make telephone calls in English.2.Work in groups,make telephone calls in English.v 设计意图：学生模拟真实的语言环境学生模拟真实的语言环境,在真实在真实v的语言环境中交际的语言环境中交际,在交际中巩固对目标语的在交际中巩固对目标语的v掌握掌握,消除文化性错误。消除文化性错误。22vvStep3.Activity 3Step3.Activity 3vv1.Present a sentence with object clause on the Bb.1.Present a sentence with object clause on the Bb.vveg:Do you think if Group 3 did the best?eg:Do you think if Group 3 did the best?vv2.Activity 3 Match the questions with reasons for 2.Activity 3 Match the questions with reasons for asking.asking.v 设计意图:通过评价学生表演用英语打电话过渡到宾语从通过评价学生表演用英语打电话过渡到宾语从句句,感知句子要表达的意义。感知句子要表达的意义。vvStep4.Step4.Unit 1 Activities 3&Activity 6 Unit 1 Activities 3&Activity 6vvAsk the Ss to find sentences like those in Unit 1 Activity Ask the Ss to find sentences like those in Unit 1 Activity 3.Check the sentences in pairs.Present the sentences 3.Check the sentences in pairs.Present the sentences and ask the Ss to analyze the sentence structures and and ask the Ss to analyze the sentence structures and summarize three kinds of object clauses with different summarize three kinds of object clauses with different conjunctions in groups.conjunctions in groups.23These sentences are:These sentences are:A:A:1.Do you know if Sally Maxwell has arrived?1.Do you know if Sally Maxwell has arrived?2.I asked your secretary whether she could come or 2.I asked your secretary whether she could come or not?not?3.Can I ask you if you miss the UK,or your relations?3.Can I ask you if you miss the UK,or your relations?B:B:1.Can you tell me where youre from?1.Can you tell me where youre from?2.I dont know who will come?2.I dont know who will come?C:C:1.Ive heard that you play in your school orchestra.1.Ive heard that you play in your school orchestra.2.I know that foreigners find China very different from 2.I know that foreigners find China very different from their own countries.their own countries.vvStudents read the sentences,listen to the sentences in Students read the sentences,listen to the sentences in Unit 1,Activity 6.read after the tape and read the seven Unit 1,Activity 6.read after the tape and read the seven sentences aloud again.sentences aloud again.vvDo Unit 3 Activity 2,check answers and ask the SS the Do Unit 3 Activity 2,check answers and ask the SS the reasons.reasons.24设计意图：通过学生观察通过学生观察-发现发现-讨论讨论-归纳归纳巩固的模式，掌巩固的模式，掌握知识点的规律。握知识点的规律。vv Practice Practice25vvStep5.InterviewStep5.Interview Half of the Ss play our oral English teachers Anna or Half of the Ss play our oral English teachers Anna or Shaun,and the other half play hosts or hostess to ask Shaun,and the other half play hosts or hostess to ask Anna or Shaun some personal questions.Two Ss a pair Anna or Shaun some personal questions.Two Ss a pair or several Ss a group.or several Ss a group.Ask several pairs or group to act out in front of the class.Ask several pairs or group to act out in front of the class.设计意图:基于交际智能的任务。学生在较为真实的语言环基于交际智能的任务。学生在较为真实的语言环 境中提口语水平、学会使用语言。境中提口语水平、学会使用语言。26vvStep6.HomeworkStep6.Homeworkvv 1.Wb Exx.1,3.1.Wb Exx.1,3.vv 2.If possible,the Ss who play interviewers ask Anna or Shaun 2.If possible,the Ss who play interviewers ask Anna or Shaun the same personal questions and the Ss who play interviewees the same personal questions and the Ss who play interviewees compared the answers to what he/she expects.Write down compared the answers to what he/she expects.Write down the dialogue.If impossible,write down the dialogue theyve the dialogue.If impossible,write down the dialogue theyve made in class.made in class.设计意图:我们在使用好课程的核心资源我们在使用好课程的核心资源教材的同时，充教材的同时，充分分挖掘身边可挖掘的资源挖掘身边可挖掘的资源，将英语课堂延伸到课外，将英语课堂延伸到课外,从而增强从而增强学生对英语的兴趣！而把采访整理成文落实到笔头学生对英语的兴趣！而把采访整理成文落实到笔头,可以全面可以全面检查学生的知识掌握情况和减少学生的语法错误。检查学生的知识掌握情况和减少学生的语法错误。教学反思：课外作业是课堂的延伸，是学生消化和运用教学反思：课外作业是课堂的延伸，是学生消化和运用所学知识的有效途径。而设计让学生在接近真实的情境所学知识的有效途径。而设计让学生在接近真实的情境中使用英语的课外作业能有效的激发学生的兴趣，在提中使用英语的课外作业能有效的激发学生的兴趣，在提高学生语言综合运用能力的同时充分发挥他们的创造性高学生语言综合运用能力的同时充分发挥他们的创造性和实践能力，学生会很有成就感。和实践能力，学生会很有成就感。27Unit 2 No one knows who I was.七教学过程设计七教学过程设计Period 328vvStep1.Step1.Warming-up&Lead-in Warming-up&Lead-invvEnjoy a song.Enjoy a song.vvFree talk:Free talk:vv 1.1.Have you made close friends with your classmates Have you made close friends with your classmates since you came to your junior high school?If the since you came to your junior high school?If the answer is“yes”,do a guessing game.Ss guess like this:answer is“yes”,do a guessing game.Ss guess like this:vv S1:Could you tell me whether your friend a boy or S1:Could you tell me whether your friend a boy or not?not?vv S2:I want to know if he/she wears glasses.S2:I want to know if he/she wears glasses.vv S3:I guess that he/she sits in Row 2,right?S3:I guess that he/she sits in Row 2,right?vv S4:S4:vv 2.Do you tell her/him when youre happy and 2.Do you tell her/him when youre happy and unhappy?unhappy?vv Why?Why?vv 3.Do you try to make your friend happy?How can 3.Do you try to make your friend happy?How can you?you?v设计意图：设计意图：以歌激趣，谈论学生自己的话题不仅可导入新课，以歌激趣，谈论学生自己的话题不仅可导入新课，解决部分词汇障碍解决部分词汇障碍,还可以借助话题复习运用宾语从句。还可以借助话题复习运用宾语从句。v29vvStep2.Scanning Step2.Scanning vvRead the passage quickly and lets see who can find the Read the passage quickly and lets see who can find the answers to the questions quickly:answers to the questions quickly:Q1:Who is the writer?Q2:Who is in the photo?Q3:Why is it called A beautiful smile?设计意图：设计意图：学生快速阅读找出答案学生快速阅读找出答案,训练学生阅读速度。训练学生阅读速度。30vvStep3.Intensive reading Step3.Intensive reading vv Read carefully and try to answer the following Read carefully and try to answer the following questions:questions:1.What happened and when 1.What happened and when 2.Where she was and how she felt.2.Where she was and how she felt.3.Why she felt that way.3.Why she felt that way.4.What happened one day.4.What happened one day.5.What happened suddenly.5.What happened suddenly.6.What happened after this.6.What happened after this.7.What happened later.7.What happened later.8.What she thinks now.8.What she thinks now.设计意图：让学生带着这个问题去精读文章，通过个人理解设计意图：让学生带着这个问题去精读文章，通过个人理解小组交流全班汇总的方式使学生对于文章有了进一步的理小组交流全班汇总的方式使学生对于文章有了进一步的理解。解。312.What was the important gift?2.What was the important gift?Could you tell me how old Zhang Bei was at that time?Could you tell me how old Zhang Bei was at that time?Could you tell me what the important gift was?Could you tell me what the