外研版八年级英语(下)Module-3全模块教案

外研版八年级英语（下）Module3全模块教案Content：Module3Ontheradio[Junior2,NewstandardEnglish]一、题材内容本模块以广播为话题,具体涉及对电台的简单介绍收听广播和播音员的职业生活等。要求同学们通过学习本模块,能够粗略了解播音节目的制作过程和播音员的生活，同时明白只有从小立志,努力学习,勇于实践,才能实现理想,实现人生价值。语法重点是动词的(to)+v.或v.-ing形式作宾语。通过操练,使学生在掌握语言结构的同时,既学习语言知识,感悟语言功能,又能了解广播知识。教学中教师应随时随地以与广播有关的知识吸引学生，灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。教学目标1）语言知识：语音能够了解连读规则。词汇win,newsreader,report,reporter,score,everybody,mention,prepare,goal,hate,ssh,explain,voice,seem,listener,weekly,article,microphone,glass,sound,check.词组lookoutfor,Don’tmentionit.lookdown,askfor,closedown.语法能够掌握宾语此句(2);能掌握动词后接(to)+v.或v.-ing的形式功能能够提建议和警告谈论回忆。话题以“广播”为话题。2）语言技能：听能听懂简单的英文广播节目,抓住细节并进行推断。说能谈论自己收听广播节目的情况。读能读懂谈论个人过去经历的文章，并抓住文章的中心思想;培养预测下文和评论文章的能力。进行简单的阅读技能训练。写能够写清楚过去经历的事,包括重要事件和背景铺垫。演示与表达能说出自己收听广播的一些情况。3)学习策略学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。认知联系，归纳，推测等技能。观察并归纳现在完成时的用法,提高自学能力。调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改交际学习运用恰当词语介绍有关广播的知识。资源通过广播这种途径获取更广泛的英语信息。自学策略能够根据自己的情况预习教材和拓展。了解记叙文的叙述方式:倒叙。合作学习策略能积极与他人合作，互相学习，取长补短，共同完成学习任务.4)文化意识：中外对比了解中外传媒的发展历史，拓展知识面。5)情感态度:培养和强化学习兴趣,参加各种英语活动，锻炼克服困难的意志，通过不断努力,实现理想。6)任务:做一期校内广播节目。教学重点和难点重点：1．通过了解广播知识训练学生的听、说、读、写能力，掌握宾语此句(2);能掌握动词后接(to)+v.或v.-ing的形式的用法。难点：进一步掌握动词后接(to)+v.或v.-ing的形式的用法。教学方法基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。二、教材处理核心任务：能够收集有关资料，运用所学知识做一期校内广播节目。三个环节如下：pre-task：学生联系生活实际，激活背景知识，。task–cycle：通过整个模块的听说读写的训练，强化介绍广播知识的表达能力，为完成任务做好铺垫post-task：达成任务，展示成果，反馈学习情况三、教材安排根据学生学习英语的特点和规律，我们把本模块划分为4课时：Period1:ListeningandVocabulary&PronunciationandSpeakingPeriod2:ReadingandVocabularyPeriod3:Writing&Aroundtheworld&ModuleTaskPeriod4:Languageinuse注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。『教学设计』Title:Module3OntheradioPeriod1:ListeningandVocabulary&PronunciationandSpeakingTeachingContent:ListeningandVocabularyandPronunciationandSpeakingTeachingAimsandDemands:1.LanguageKnowledgeKeyvocabularyandphrases:win,newsreader,report,reporter,score,everybody,mention,prepare,goal,hate,ssh,lookoutfor,Don’tmentionit.Keystructure:Verbsfollowedbyv.-ingformor(to)+v.(重点)2,Listeningskill:Togetthespecificandmaininformationthroughlisteningtotheconversations.(难点)3.Speakingskill:Totalkaboutone’sownlisteningexperienceabouttheradiowiththewordslearntinthisunit.4.Attitudes:Weshouldtakeanactivepartintheactivitiesaroundus.Learningstrategies:Bottom–upapproachandlisteningtothetapeanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:RecallwhatwehavelearnedinthelastModule.Directions:Stepone:Labelthepictureswiththephrases.(1).ReadthroughthephrasesintheboxandhavetheSs.Repeatthemafteryou.(2).Askthemtolabeltheminthepicturesonthescreen.(3).Makesomesentenceswiththephrases.Askstudentstospeakoutasmanyastheycan.Steptwo:Reviseobjectclauses.Eg.•Iknow(that)foreignersfindChinaverydifferentfromtheirowncountries.•Idon’tknowwhowillcome.•I’veheardthatyouplayintheschoolorchestra.•Iaskedyoursecretarywhethershecouldcomeornot.•DoyouknowifSallyMaxwellishereyet?•Canyoutellmewhereyou’refrom?…Askstudentstospeakoutasmanyastheycan.PartII:Leadin:Task:Introducethemtothenewwords.Directions:Stepone:Introducethenewwordsofthisunit.Andlistthemontheboard.Steptwo:Readaftertheteacher.Stepthree:Practisereadingthewords.Stepfour:Askthestudentstolookatthepictures.Elicitwhattheycansee.Ifthereareanynewwords,addthemtothelistontheboard.Stepfive:Makesomesentencesusingthenewwordsfromthewholeclass.Task:Introductionofworld’sradiostationsPartIII:Listening1.Task:Matchtheradioprogrammeswiththewordsinthebox.inActivity1onpage18.andthenanswerthequestionsinActivity2onpage18.Directions:Stepone:Readthroughthewordsintheboxandhavethemrepeatchorallyandindividually.Steptwo:LettheSstalkaboutthewords.Playtherecordingandhavethemlistentotherecordingandmatchtheradioprogrammeswiththewordsinthebox.Stepthree:ReadthroughthequestionsinActivity2onpage18.andmakesuretheSsunderstandthemall.Playtherecordingagainandhavethemanswerthequestions,thencheckwithapartner.Stepfour:ThenCallbacktheanswerfromthewholeclass.Stepfive:PlaytherecordingagainfortheSstocheckandconsolidate.2.Task:Tounderstandconversations.Directions:Stepone:AsktheSstolookatthethequestionsinActivity4onpage19.Steptwo:Playtherecordingandhavethemlisten.Stepthree:Playtherecordingagainandhavethemanswerthequestionsindividually.Stepfour:Callbacktheanswerfromthewholeclass,havingonestudentaskaquestionandanotheranswer.3.Task:activity5onpage19.Directions:Stepone:HavethemcompletethepassagewiththecorrectformofthewordsinActivity1individually.Steptwo:HavethemchecktheiranswerswithapartnerStepthree:Callbacktheanswerinawhole-classsetting.4.Task:Languagepoints.Directions:Stepone:Letthestudentsunderlinesomedifficultsentences.Steptwo:Discussthemwitheachother.Stepthree:Theteachercanexplainsomeofthem.1.We’dliketothankyoufortakingusaroundRadioBeijing.(Unit1,P18)(1)wouldliketodosth.“愿意做某事”,如:Iwouldliketospeakafewwords.我想讲几句话”(2)wouldlikesth.“愿意要某东西”,如:Wouldyoulikeacupoftea?I’dlikeanapple.我想吃个苹果(3)thankyoufor(doing)sth.“因为…而感谢你”,如:Thankyouforyourhelp感谢你帮