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

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1、 Module 10 My perfect holiday 一.教材內(nèi)容分析 本模塊話題相對分散，主要是談論假或想象的話題。語法現(xiàn)象主要是用would/wouldn’t表達對事情的想象，學生不但要具備并熟練地掌握would /wouldn’t表示假設的技巧，并且要會運用這一技巧進行對出游計劃的描述。教學中應結(jié)合學生實際情況，調(diào)整教學內(nèi)容，合理設置課時。適當進行拓展，以激發(fā)學生的學習興趣，拓寬學生視野。 二、學情分析 1.本模塊的主要篇章所涉及的內(nèi)容是學生所熟悉的（如假設家長不在家），但是沒有很鮮明的特色，也沒有激發(fā)學生求知欲的信息溝。所以在處理教 材的過程中需要多設置一些令

2、學生有談論欲望的話題。 2.would/wouldn’t do sth結(jié)構(gòu)本身比較簡單,學生掌握起來難度不大,只要教師稍加指點就行。 三．教學目標 1． 語言知識目標 詞匯 核心詞匯：perfect, board, flight, gate, silly, business, empty, stomach, burn, enough, everything, college, simple, properly,see off, not…at all, 掌握:outdoor,living,manage 日常用語 Hey, you lot! You must b

3、e joking! Sounds great! Not bad. We’re off to… Come on. Better get going. 語法 1.Would/wouldn’t 表“想象”用法 2. so…that… 表示程度結(jié)果的狀語從句 3. although 引導的讓步狀語從句 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 1 / 12 聽 聽懂有關(guān)出游假設的簡短對話，提高學生實際交談能力。 說 能利用

4、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．學習策略目標 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 學習運用恰當詞語介紹自己的想法；學習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。 合作學習

5、 策略 關(guān)心他人的生活狀態(tài)，學習換位思考，能互相討論形成自己的獨立觀點。 4．文化意識目標 了解不同地方的旅游資源，互相交流不同國家的文化，對學生進行不同文化意識的滲透。同時讓了解其他國家風景，增加學生的背景知識。培養(yǎng)學生具有一定的責任意識和關(guān)愛他人之心。 5．情感態(tài)度目標 1） 通過課文教學引導學生關(guān)注文化，關(guān)注社會，關(guān)注身邊的時事和優(yōu)秀人物。 2） 通過學習送行分別時所用的交際用語，學會與人友好相處。 3）通過談論不同的假設場景，激發(fā)學生的內(nèi)在情感,學習換位思考，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，共同完成學習任務。

6、 四．重點難點 1. 教學重點 以談論假設的話題為中心，談論各種情況下的可能性。 2． 教學難點 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 核心任務：能夠運用所學句型結(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： 學生聯(lián)系生活實際，激活思維。 Task-

7、cycle：通過整個模塊的聽說讀寫的訓練，強化“假設和想象”的表達能力，為完成核心任務做好鋪墊。 post-task：達成任務，展示成果，自我評價，反饋學習情況。 2、課時安排 Period One: Unit 1 Period Two: Unit 2 Period Three: Unit 3 (Activity 1,2,5,7,8) Period Four: Unit 3 (Activity4,10,around the world) 六．教學設計 第一課時：Unit 1 一.Teaching Aims and Demands: 1. Language Kn

8、owledge Key vocabulary:perfect, board, flight, gate, silly, outdoor, so…that… Key structure:would/wouldn’t do sth; so…that…; although 2. Listening skill:understand what are Sally and her friends going, help students to be familiar with some words. 3. Speaking skill :practice the structure

9、of “ would/wouldn’t do sth”; express correctly. 二.Teaching Aids: Multi-Media (or Tape recorder, OHP) 三.Teaching Procedures: Step 1 Revision and Leading in 1.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?”

10、設計意圖：復習前一模塊所學的內(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;因為這個句型學生比較熟悉,由所學過的句型引出將要學的結(jié)構(gòu),學生會感覺比較自然,比較好接受。 Step 2 Practice 1. 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

11、to see, what would you do?/ What wouldn’t you do? Give an example to help them express themselves with “ would/wouldn’t”. 3. Practice orally: What would you do for the coming holiday? 設計意圖:通過英雄人物而引出海倫﹒凱勒，介紹她的一本書，給學生設置了一個假設的狀態(tài)，從而可以進行would句型的操練；同時在情感教育上，給學生豎立學習的榜樣，同時能夠意識到自己的幸運，要把握好眼前的學習和生活。再接著又可以轉(zhuǎn)換

12、到第二個假設：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。 Step 3 listening practice（Activity 1＆2） 1. Show a picture of Sally. Sally’s holiday is coming.Ask questions about the picture. 2. Students listen to the conversation and answer the questions. 設計意圖:通過談論假日，轉(zhuǎn)換渡假人物，設置圖片相關(guān)的問題，既是設置懸念，又做好聽力練習前的準備和鋪墊工作。學生可以學習有

13、的放矢的聽力方法。 Step 4 Listen and read 1. Ask: “ Where will Sally go?” and “Where would Sally’s 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 ans

14、wer in pairs. 設計意圖 Step 5 practice 1. Make clear the difference between “will” and “would” by pictures. 2. Practice the use of “so…that…”. 3. Practice the use of “although/but”, pay special attention that these two words mustn’t be used in one sentence. 設計意圖:這是第一節(jié)課向?qū)W生呈現(xiàn)would的用法,要使得學生能夠區(qū)別will

15、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?

16、/What would not you do? 設計意圖：扎實基礎，完成書本關(guān)于本節(jié)課的相關(guān)練習。學習換位思考，假設你是老師，你會做些什么，不做什么。也是老師從學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/

17、wouldn’t do sth not…at all… 2. Reading skill: Reading for specific information 3. Speaking skill : express “would / wouldn’t 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 th

18、e use of “so…that…”. 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. 設計意圖：這個環(huán)節(jié)既可以檢查學生的回家作業(yè)情況，又是對所學內(nèi)容的復習。在學生有所準備的情況下，一些優(yōu)良學生的陳述將會是可以有所期待的。 Step 2 Discussion(pai

19、r 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

20、 parents are not at home, would you look aftre yourself? Would your life be ok? 設計意圖:通過兩個討論，目的之一是為了在前一節(jié)課的基礎上，學生由已經(jīng)會說would句型，到讓學生能較自由地表達，表達追求準確和流暢。目的之二是承上啟下的作用，第二個由《小鬼當家》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 Let’s have a look at two students-Zheng Chengyu and Si

21、ma 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. 設計意圖：首先瀏覽全文，對全文有個大概

22、印象，然后對全文進行精讀，理解全文內(nèi)涵。學生學習相關(guān)的閱讀策略。 Step 4 write 1.Write down in the table, what you wold do? What you woldn’t do? And write down a few sentences. Students can finish it by discussing with their deskmates. 設計意圖：由說進入到句子的書寫，力圖循序漸進。 Step 5 Discussion 1. Your parents have done much for you in your lif

23、e.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 woul

24、d you do with the three things? 設計意圖：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 Homework 1.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, wouldn’t, so…that…, although 設計意圖：進一步鞏固would結(jié)構(gòu)，進入到書寫階段。 第三課時：Unit

25、3 (Activities 1,2,5,7,8) 一.Teaching Aims and Demands: 1. Language Knowledge Key structure: would/wouldn’t do sth; so…that…; 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 f

26、or 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 summary 1. Make a summary of the “would/ wouldn’t”,finish activity 1and 2. 2. Revise the structure “although/but”, finish activity 5.

27、 3. Make a consolidation of “so…that…”,finish activity 7. Step3 Listening 1.Listen and check. Listen for the first time to finish the table of activity8. 2.Listen and repeat step4 Homework 1.WB Ex3,6,10. 第四課時：Unit 3 (Activities 4,10,around the world) 一.Teaching Aims and Demands: 1. Language

28、 Knowledge Key vocabulary:see off, manage 2. Foundation information:learn about different kinds of holidays around the world. 3. Writing skill :Form a draft of each student’s holiday plan. 二.Teaching Aids: Multi-Media (or Tape recorder, OHP) 三.Teaching Procedures: Step 1 Warming up and L

29、eading-in 1. Revise the text of unit 2 Step 2 Activity4 1. Finish the passage, check the answer with the students. Step 3 Activity 10 Students 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 o

30、f 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. 設計意圖:把后面的閱讀練習提到前面,和書本的背景知識一起呈現(xiàn)給學生,形成一種對比與選擇,為后面的寫作打下基礎;同時也可以完成這部分的閱讀任務,提高

31、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 weather’s like and what you can do there. 3. Plan your passage-look at the passage in unit 2

32、if you’d like some help.Don’t forget to use “ would”. 4. Include some pictures. 設計意圖：通過前面的幾個課時，學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W生利用更多的網(wǎng)絡資源來豐富自己的作文，并且可以做適當?shù)难b飾與美化。在班級的適當位置可以將優(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！