八年級英語下：Module 10 My perfect holiday全模塊教案外研版

Module 10 My perfect holiday一.教材內(nèi)容分析 本模塊話題相對分散，主要是談?wù)摷倩蛳胂蟮脑掝}。語法現(xiàn)象主要是用would/wouldnt表達對事情的想象，學(xué)生不但要具備并熟練地掌握would /wouldnt表示假設(shè)的技巧，并且要會運用這一技巧進行對出游計劃的描述。教學(xué)中應(yīng)結(jié)合學(xué)生實際情況，調(diào)整教學(xué)內(nèi)容，合理設(shè)置課時。適當(dāng)進行拓展，以激發(fā)學(xué)生的學(xué)習(xí)興趣，拓寬學(xué)生視野。二、學(xué)情分析1.本模塊的主要篇章所涉及的內(nèi)容是學(xué)生所熟悉的（如假設(shè)家長不在家），但是沒有很鮮明的特色，也沒有激發(fā)學(xué)生求知欲的信息溝。所以在處理教 材的過程中需要多設(shè)置一些令學(xué)生有談?wù)撚脑掝}。 2.would/wouldnt do sth結(jié)構(gòu)本身比較簡單,學(xué)生掌握起來難度不大,只要教師稍加指點就行。三教學(xué)目標(biāo) 1 語言知識目標(biāo) 詞匯核心詞匯：perfect, board, flight, gate, silly, business, empty, stomach, burn, enough, everything, college, simple, properly,see off, notat all,掌握:outdoor,living,manage日常用語Hey, you lot! You must be joking! Sounds great! Not bad. Were off to Come on. Better get going.語法1.Would/wouldnt 表“想象”用法2. sothat 表示程度結(jié)果的狀語從句3. although 引導(dǎo)的讓步狀語從句話題以天氣為中心，介紹不同地方的各種天氣情況，以及去這些地方的最佳時候。2語言技能目標(biāo) 1 / 12聽聽懂有關(guān)出游假設(shè)的簡短對話，提高學(xué)生實際交談能力。說能利用核心詞匯在不同的場景下表達自己的想象；流利地說出本模塊的生詞、日常用語。讀能閱讀表示想象的的文章。進行簡單的閱讀技能訓(xùn)練。寫1能用核心詞匯寫出簡短的表示想象的句子；2能形成完整的計劃性文章。演示與表達能向全班做有關(guān)出游計劃的發(fā)言與展示。3學(xué)習(xí)策略目標(biāo)認知聯(lián)系，歸納，想象，推測等技能。調(diào)控從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改交際學(xué)習(xí)運用恰當(dāng)詞語介紹自己的想法；學(xué)習(xí)在討論中表述自己的觀點資源通過其他資源獲取更多世界旅游的信息。自學(xué)策略能在大量的語言運用環(huán)境中總結(jié)出核心詞匯及句型的用法。合作學(xué)習(xí)策略關(guān)心他人的生活狀態(tài)，學(xué)習(xí)換位思考，能互相討論形成自己的獨立觀點。4文化意識目標(biāo)了解不同地方的旅游資源，互相交流不同國家的文化，對學(xué)生進行不同文化意識的滲透。同時讓了解其他國家風(fēng)景，增加學(xué)生的背景知識。培養(yǎng)學(xué)生具有一定的責(zé)任意識和關(guān)愛他人之心。5情感態(tài)度目標(biāo)1） 通過課文教學(xué)引導(dǎo)學(xué)生關(guān)注文化，關(guān)注社會，關(guān)注身邊的時事和優(yōu)秀人物。2） 通過學(xué)習(xí)送行分別時所用的交際用語，學(xué)會與人友好相處。3）通過談?wù)摬煌募僭O(shè)場景，激發(fā)學(xué)生的內(nèi)在情感,學(xué)習(xí)換位思考，進行情感教育。4）能在小組活動中積極與他人合作，相互幫助，共同完成學(xué)習(xí)任務(wù)。 四重點難點1. 教學(xué)重點以談?wù)摷僭O(shè)的話題為中心，談?wù)摳鞣N情況下的可能性。2 教學(xué)難點1）表達猜想的詞匯及它們在句中的正確運用。2）能用恰當(dāng)正確的英語介紹個人的旅游計劃。3. 突破途徑以話題為核心，通過個人思考、小組及班級活動等不同途徑，在聽、說、讀、寫中使句型以不同的形式反復(fù)出現(xiàn)，在足夠的輸入中，達成有效的語言輸出，并通過交流獲取更多的信息。五、教材處理1、任務(wù)核心任務(wù)：能夠運用所學(xué)句型結(jié)構(gòu)向朋友介紹所去旅游的地方的具體情況以及行程的安排。三個環(huán)節(jié)如下：pre-task： 學(xué)生聯(lián)系生活實際，激活思維。Task-cycle：通過整個模塊的聽說讀寫的訓(xùn)練，強化“假設(shè)和想象”的表達能力，為完成核心任務(wù)做好鋪墊。post-task：達成任務(wù)，展示成果，自我評價，反饋學(xué)習(xí)情況。2、課時安排Period One: Unit 1 Period Two: Unit 2Period Three: Unit 3 (Activity 1,2,5,7,8)Period Four: Unit 3 (Activity4,10,around the world)六教學(xué)設(shè)計第一課時：Unit 1一.Teaching Aims and Demands:1. Language Knowledge Key vocabulary:perfect, board, flight, gate, silly, outdoor, sothatKey structure:would/wouldnt do sth; sothat; although2. Listening skill:understand what are Sally and her friends going, help students to be familiar with some words.3. Speaking skill :practice the structure of “ would/wouldnt do sth”; express correctly.二.Teaching Aids: Multi-Media (or Tape recorder, OHP)三.Teaching Procedures:Step 1 Revision and Leading in1.Revise the heroes and heroines mentioned in last module.Ask : “Who are they?/What are they?”2.Ask student “What would you like to be?”設(shè)計意圖：復(fù)習(xí)前一模塊所學(xué)的內(nèi)容,回憶一些英雄人物,由What would you like to be?引出本模塊的would的用法;因為這個句型學(xué)生比較熟悉,由所學(xué)過的句型引出將要學(xué)的結(jié)構(gòu),學(xué)生會感覺比較自然,比較好接受。Step 2 Practice1. Show a picture of Helen Keller, introduce one of her books Three Days to Me.2. Have the students talk in pairs.Suppose: If you are like Helen, you have three days to see, what would you do?/ What wouldnt you do? Give an example to help them express themselves with “ would/wouldnt”.3. Practice orally: What would you do for the coming holiday?設(shè)計意圖:通過英雄人物而引出海倫凱勒，介紹她的一本書，給學(xué)生設(shè)置了一個假設(shè)的狀態(tài)，從而可以進行would句型的操練；同時在情感教育上，給學(xué)生豎立學(xué)習(xí)的榜樣，同時能夠意識到自己的幸運，要把握好眼前的學(xué)習(xí)和生活。再接著又可以轉(zhuǎn)換到第二個假設(shè)：在即將到來的假期，你該如何渡過。從而進入到該句型的大量口頭練習(xí)。Step 3 listening practice（Activity 12）1. Show a picture of Sally. Sallys holiday is coming.Ask questions about the picture.2. Students listen to the conversation and answer the questions.設(shè)計意圖:通過談?wù)摷偃?，轉(zhuǎn)換渡假人物，設(shè)置圖片相關(guān)的問題，既是設(shè)置懸念，又做好聽力練習(xí)前的準(zhǔn)備和鋪墊工作。學(xué)生可以學(xué)習(xí)有的放矢的聽力方法。Step 4 Listen and read 1. Ask: “ Where will Sally go?” and “Where would Sallys friends go?”2. Show the table, ask the students to finish it after listening.3.Finish activity2 and 3,check the answers with the students.Discuss when necessary.4.Finish the table.Students ask and answer in pairs.設(shè)計意圖Step 5 practice1. Make clear the difference between “will” and “would” by pictures.2. Practice the use of “sothat”.3. Practice the use of “although/but”, pay special attention that these two words mustnt be used in one sentence.設(shè)計意圖:這是第一節(jié)課向?qū)W生呈現(xiàn)would的用法,要使得學(xué)生能夠區(qū)別will與 would.但是用語言直接表述并不合適,所以利用圖片進行處理,讓學(xué)生在真實的語言環(huán)境中體會兩個詞所傳達的語意的不同。在so.that.句型和although句型切換時采用同一幅圖，使過渡比較自然，同時能培養(yǎng)學(xué)生的發(fā)散性思維。Step 7 Homework 1.Workbook page133,Ex2,5.2.Finish Unit3 activity1,2 on your book.3.Preveiw Unit2. Finish page82 Ex2,3.4.Suppose if you are a teacher. What would you do? /What would not you do?設(shè)計意圖：扎實基礎(chǔ)，完成書本關(guān)于本節(jié)課的相關(guān)練習(xí)。學(xué)習(xí)換位思考，假設(shè)你是老師，你會做些什么，不做什么。也是老師從學(xué)生中間吸取一些有意義的建議的機會。第二課時：Unit 2一.Teaching Aims and Demands:1. Language Knowledge Key vocabulary:business, empty, stomach, burn, enough, everything, college, living, simple, properly, Key structure: would/wouldnt do sthnotat all2. Reading skill: Reading for specific information3. Speaking skill : express “would / wouldnt do sth” practically and coherently.二.Teaching Aids: Multi-Media (or Tape recorder, OHP)三.Teaching Procedures:Step 1 Revision and check the homework 1. Revise the use of “sothat”. Make sentences while looking at the pictures.2. Present the homework of students. “If you are a teacher”Show their homewok by OHP, have the student present at the front of the class.設(shè)計意圖：這個環(huán)節(jié)既可以檢查學(xué)生的回家作業(yè)情況，又是對所學(xué)內(nèi)容的復(fù)習(xí)。在學(xué)生有所準(zhǔn)備的情況下，一些優(yōu)良學(xué)生的陳述將會是可以有所期待的。Step 2 Discussion(pair work or group work)1. Discussion 1: The 2008 Olympic Games is coming. Students will have finished their exam by then. Have them discuss: How would you watch the games? Would you go to Beijing to watch games? etc.2. Discussion 2: Ask student: “Have you ever seen the film Home Alone?” If your parents are not at home, would you look aftre yourself? Would your life be ok?設(shè)計意圖:通過兩個討論，目的之一是為了在前一節(jié)課的基礎(chǔ)上，學(xué)生由已經(jīng)會說would句型，到讓學(xué)生能較自由地表達，表達追求準(zhǔn)確和流暢。目的之二是承上啟下的作用，第二個由小鬼當(dāng)家引出的話題所討論的內(nèi)容是書本閱讀材料的相關(guān)內(nèi)容，這樣可以起到pre-read的作用。Step 3 Read and learn Lets have a look at two students-Zheng Chengyu and Sima Yige, what about their home alone?1. Student scan the passage, help them find out the best summary of this passage.2. Listen to the passage, then try to answer the questions of activtty3.3. Check the answer with the students.4. Give some explainations where necessary.設(shè)計意圖：首先瀏覽全文，對全文有個大概印象，然后對全文進行精讀，理解全文內(nèi)涵。學(xué)生學(xué)習(xí)相關(guān)的閱讀策略。Step 4 write1.Write down in the table, what you wold do? What you woldnt do? And write down a few sentences. Students can finish it by discussing with their deskmates.設(shè)計意圖：由說進入到句子的書寫，力圖循序漸進。Step 5 Discussion1. Your parents have done much for you in your life.Imagine:When you grow up, what would you do for them?2. (option)Introduce a book,Robison Crusoe,(maybe most students are familiar with the content of this book). Then have a group discussion: Imagine: If you will live on an island alone for a month.1.what three things would you take? 2.what would you do with the three things?設(shè)計意圖：在討論“你想父母做什么”的過程中，即進行知識的教育，同時進行情感教育。Step 6 Homework1.Finish WB Ex4.2.Finish Unit3 Ex4,5,7,10.3.Suppose you will run for the monitor of the class,prepare for your lecture.Using would, wouldnt, sothat, although設(shè)計意圖：進一步鞏固would結(jié)構(gòu)，進入到書寫階段。第三課時：Unit 3 (Activities 1,2,5,7,8)一.Teaching Aims and Demands:1. Language KnowledgeKey structure: would/wouldnt do sth; sothat; though/but;2. Speaking skill:3. Writing skill :二.Teaching Aids: Multi-Media (or Tape recorder, OHP)三.Teaching Procedures:Step 1 Warming-up and revision 1. Run for the monitor!Have some students to the front to give a lecture, other students listen to them and then made a vote, decide who will be our next monitor?Step2 summary1. Make a summary of the “would/ wouldnt”,finish activity 1and 2.2. Revise the structure “although/but”, finish activity 5.3. Make a consolidation of “sothat”,finish activity 7.Step3 Listening1.Listen and check.Listen for the first time to finish the table of activity8.2.Listen and repeatstep4 Homework1.WB Ex3,6,10.第四課時：Unit 3 (Activities 4,10,around the world)一.Teaching Aims and Demands:1. Language Knowledge Key vocabulary:see off, manage2. Foundation information:learn about different kinds of holidays around the world.3. Writing skill :Form a draft of each students holiday plan.二.Teaching Aids: Multi-Media (or Tape recorder, OHP)三.Teaching Procedures:Step 1 Warming up and Leading-in1. Revise the text of unit 2Step 2 Activity41. Finish the passage, check the answer with the students.Step 3 Activity 10Students have finish it the night before, so the teacher just need to check the answer with the students.Step 4 Around the world 1. Show some pictures of the ice hotel. Let students guess where it is.2. Ask questions about the ice hotel.Have them scan the passage of around the world.Answer the questions.3. Show another group of pictures of a safari holiday.Read WB Ex10.設(shè)計意圖:把后面的閱讀練習(xí)提到前面,和書本的背景知識一起呈現(xiàn)給學(xué)生,形成一種對比與選擇,為后面的寫作打下基礎(chǔ);同時也可以完成這部分的閱讀任務(wù),提高課堂效率。Step 5 Module Task 1. Look up a map and decide where you would like to go.2. Look up facts about the place. Find out about its history, how long it takes to get there, how to get there, what the weathers like and what you can do there.3. Plan your passage-look at the passage in unit 2 if youd like some help.Dont forget to use “ would”.4. Include some pictures.設(shè)計意圖：通過前面的幾個課時，學(xué)生從說到寫簡單的句子，最終形成一篇完整的出游計劃。但是這篇文章只能在課堂上形成一個雛形，或想法?？梢砸龑?dǎo)學(xué)生利用更多的網(wǎng)絡(luò)資源來豐富自己的作文，并且可以做適當(dāng)?shù)难b飾與美化。在班級的適當(dāng)位置可以將優(yōu)秀作品進行張貼或采取其他的反饋與激勵措施。Step6 Homework:1.Finish your holiday plan 希望對大家有所幫助，多謝您的瀏覽！