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八年級(jí)上冊(cè)教案設(shè)計(jì)
Unit 4 Our World
Topic 3 The Internet makes the world smaller.
Section B
Ⅰ. Material analysis
Section B的主要教學(xué)活動(dòng)為1a、2、4a 和4b。
本節(jié)課中1a通過(guò)Jane, Michael, Kangkang和Maria之間談?wù)摳髯詮幕ヂ?lián)網(wǎng)上獲得的信息，引出功能句“be sure +that”結(jié)構(gòu)。2、3部分通過(guò)例子的形式，給學(xué)生提供操練功能句“be sure +that”的機(jī)會(huì)。4a、4b重點(diǎn)復(fù)習(xí)/w/, /v/之間的區(qū)別并要
2、求學(xué)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)大量的操練能夠掌握 “be sure +that”結(jié)構(gòu)，但是語(yǔ)音、語(yǔ)調(diào)一直都是被教師和學(xué)生所忽視的，所以在設(shè)計(jì)課堂方案的時(shí)候希望教師能夠設(shè)計(jì)各種活動(dòng)如模仿、觀察、觸摸、比賽等，來(lái)完善語(yǔ)音教學(xué)。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根據(jù)音標(biāo)正確朗讀出下列單詞：pizza, website, reporter。
2. 能在老師的引導(dǎo)下分清/w/, /v/之間的區(qū)別，并能正確地發(fā)這兩個(gè)音；明白升、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. 能正確拼寫并運(yùn)用單詞表
3、中的單詞, 如：website, 并能根據(jù)音標(biāo)寫出pizza, reporter等單詞。
4. 能正確使用“be sure +that”結(jié)構(gòu)。
5. 能夠用“be sure +that”結(jié)構(gòu)來(lái)談?wù)摯_定與不確定的話題。
Skill aims：
1. 能聽懂談?wù)撊藗兪褂靡蛱鼐W(wǎng)獲得信息的話題。
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“be sure +that”結(jié)構(gòu)來(lái)談?wù)摯_定
與不確定的話題。
3. 能正確朗讀課本的文本材料，能清楚模仿錄音
4、讀含有/w/, /v/的單詞，能根據(jù)談話內(nèi)容
的需要讀出句子的重音、語(yǔ)調(diào)等。
4. 能用書面形式描述自己如何利用因特網(wǎng)購(gòu)物、學(xué)習(xí)等，并能夠用“be sure +that”結(jié)構(gòu)
寫出句子來(lái)表達(dá)確定與不確定。
Emotional aims：
能體會(huì)英語(yǔ)學(xué)習(xí)的樂趣，懂得在學(xué)習(xí)中遇到困難時(shí)可以通過(guò)網(wǎng)上查資料的形式自己解決問題。
Ⅲ. The key points and difficult points
Key points：
1. 學(xué)習(xí)“be sure +that”結(jié)構(gòu)。
2. 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。
Difficult point
5、s：
/w/, /v/的正確發(fā)音。
Ⅳ. Learning strategies
1. 利用因特網(wǎng)在網(wǎng)上查找/w/, /v/之間的區(qū)別，可以幫助你在課堂上學(xué)習(xí)/w/, /v/的發(fā)音規(guī)則。
2. 在課堂上多用“be sure +that” 結(jié)構(gòu)來(lái)談?wù)搯栴}，這樣你可以很快掌握這個(gè)結(jié)構(gòu)。
Ⅴ. Teaching aids
Computer multimedia projector, mirrors, sketch map
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher a
6、ctivity
Introduction
(5 minutes)
1. The whole
class work
2. The whole
class work
and individual work
3. The whole
class work
4. Pair work
1. Focus students’ attention
on the teacher.
2. A student reads his/her
composition like this:
The Internet helps us to f
7、ind information of English learning. And it makes the shopping cheaper. Other students review this structure.
3. Students listen to the
teacher’s evaluation. Try to understand the meaning of the structure “be sure +that”.
4. Students read their
partner’s composition and try to evaluate the
8、 composition with the structure “be sure + that”.
1. Get students ready for
learning.
2. Check students’ homework
about the advantages of the Internet. Ask a student to read his/her composition in class.
3. Teacher evaluates students’
ideas in a low voice when students are showing the
9、ir ideas. Teacher evaluates students by saying: “I am sure your idea is right. / I am not sure if that is a good idea”.
4. Provide students with 2
minutes to read their
partner’s composition.
And encourage them to evaluate the composition with the structure “be sure + that”.
Presentation
(1
10、5 minutes)
1. The whole
class work
and group work
2. The whole
class work and group work
3. The whole
class work
4. The whole
class work
and individual work
5. The whole
class work
6. Group work
and individual
work
7. Group work
8. Group wo
11、rk
1. Students look at the
picture, and they can get the answer quickly. Because there’s a computer in the picture.
2. Students listen to 1a
carefully and check their predictions. Study “Mars, pizza, website, reporter” in groups. If they can’t work out the problem, they can ask the teacher for
12、 help.
3. Students read the new
words together and pay attention to the pronunciation and intonation.
4. Students listen to 1a
and fill in the blanks.
5. Check the answers
and read the
conversations sentence by sentence after the tape.
6. Students finish 1c and check the answer
13、s in groups.
7. Students work in
groups. Finish the passage quickly.
8. Choose one student to
read the passage. Other
groups try to evaluate their passage with the structure “be sure +that”.
1. Show the picture in 1a to
students and ask students to predict “What are they talking about?”
14、
2. Play 1a and ask students to check their predictions. Teacher can tell the students like this: “I guess your answers are all included in the computer. But I am not sure if your answers are right. Let’s listen and check”. Teacher should use the structure often in class.
3. Teacher asks studen
15、ts to
read the new words together, and check their pronunciation.
4. Finish 1b. Show the table
in 1b to students, ask students to listen to 1a again carefully and fill in the table.
5. Check the answers and
play 1a sentence by sentence.
6. Finish 1c. Show 1c to
students. Ask student
16、s to rewrite the conversation in a passage based on 1b.
7. Finish 1d. Ask students to
write a passage from Jane’s point of view.
8. Invite a group to share
their passage. Other groups try to evaluate their passage with the structure “be sure +that”.
Consolidation
(8 minutes)
1. The whol
17、e
class work and group work
2. Group work
3. Individual work
4. Group work
5. Group work
1. Students work in
groups and analyse the example.
2. Students work in
groups and answer the four questions in the box with the structure “be sure+th
18、at”.
E.g. I am not sure if everyone in the world uses the Internet in the future.
3. Students give their
answers and practice the structure.
4. Students interview
their group members.
A: What did you
see/hear on the
Internet last night?
B: I saw /I heard...
C: I am not sure... I
watc
19、hed...
D: I am sure... And I
found...
5. Students present the
conversation on the platform.
Finish 2.
1. Show the example of 2 to
students. Ask students to analyse the structure in groups.
2. Show the box in 2 to
students. Ask students to make conversations with the sentences in the b
20、ox.
3. Invite students to share
their answers.
4. Finish 3.
Ask students to make a
survey in groups.
Interview their group
members about what they
saw or heard on the
Internet.
5. Invite two groups to
present it to the class. Give them smiling faces.
Practice
(1
21、0 minutes)
1. The whole
class work and
individual
work
2. The whole
class work
3. The whole
class work
4. The whole
class work
5. Group work
and individual work
6. The whole
class work
7. The whole
class work
1. Students look at the
three grou
22、ps of words. Pronounce individually. Then check each other. Try to find the correct way to pronounce the two phonetic symbols.
2. Students observe the differences between /w/ and/ v/, and imitate the sketch map.
3. The students look at
themselves from the mirrors, and imitate the sketch map or
23、the teacher.
4. Students read after the tape.
5. Students read in
groups. Check each
others’ pronunciation.
6. Students can find the
answer from these aspects: liaison, weak
form, stress, and
intonation.
7. Students read 4b after
the tape. Pay attention to the liaison, weak form, s
24、tress and intonation.
Finish 4a, 4b.
1. Teacher says: “I am not sure
if you can pronounce /w/, /v/ well. Look at 4a and read in groups if you can pronounce the two phonetic symbols the same. I am sure you are wrong.”
2. Show the sketch map. Ask
students to observe the sketch map carefully a
25、nd pay attention to the mouth.
3. Ask students to take out
their mirrors and compare themselves with the sketch map or the teacher.
4. Play the tape. Ask students
to listen and follow.
5. Show 4b to students and
ask students to read 4b by themselves. Pay attention to /w/, /v/ in the words.
26、
6. Play 4b. And ask students
why the recording sounds better than them read.
7. Play 4b. Ask students to
read after the tape and imitate.
Production
(7 minutes)
1. The whole
class work
and group work
2. The whole
class work
3. Individual
27、
work
1. Volunteers read 4b one
by one. Pay more
attention to the liaison,
weak form, stress and
intonation. The student
who can read best and
get the most “A” is the
winner. And he/she is
the star of spoken English
in this week. Other
students try to
chall
28、enge him/her next
week.
2. Students read all the words correctly, knowing their meanings. They have to memorize their spelling after class. Use the structure “ be sure +that” often.
3. Students read and
record 4b after class, pay
attention to the pronunciation and intonation. Wr
29、ite a passage and preview Section C.
1. Play a game.
Find the most beautiful sound. Ask students to prepare four papers and write down A, B, C, D. Invite volunteers to read 4b in class. Other students are commentators.
2. Teacher summarizes :
(1) Write down the new
wor
30、ds on the
blackboard: website,
Mars, pizza, reporter
(2) Write down the structure
“be sure +that” on
the blackboard.
I am sure that there are
many interesting things to see on the Internet.
I am not sure whether it is good to shop online.
3. Homework:
(1) Read 4b after class and recor
31、d it with your cellphone, and bring it to school next dass.
(2) Write a short passage about what you saw or heard on the Internet. And show your ideas with the structure “be+sure that”.
(3) Prepare for the learning
of Section C.
Teaching Reflection
This topic is related to students’ life. Stud
32、ents can master the structure “be sure+that” well after practicing. But the pronunciation is still a problem. Most students can read the words well. But in a sentence, it is difficult for them to read the liaison, weak form, stress and intonation.
Ⅶ. Blackboard design
Unit4 Our World
Topic3 The Internet makes the world smaller.
Section B
Be sure +that G1 G2 G3 G4
I am sure that there are many interesting things to see on the Internet.
I am not sure whether it is good to do shopping online.
仁愛版八年級(jí)英語(yǔ)上冊(cè)：Unit 4 Our world Topic 3 Section B 教案精修版
