外研社英语NSE八年级下册模块教案

外研社英语N S E八年级下册模块教案

集团标准化工作小组 [Q8QX9QT-X8QQB8Q8-NQ8QJ8-M8QMN]

New Standard English 8B

Module 10 My perfect holiday

嘉兴实验初级中学陈蔚娟

一.教材内容分析

本模块话题相对分散，主要是谈论假或想象的话题。语法现象主要是用would/wouldn’t表达对事情的想象，学生不但要具备并熟练地掌握would

/wouldn’t表示假设的技巧，并且要会运用这一技巧进行对出游计划的描述。教学中应结合学生实际情况，调整教学内容，合理设置课时。适当进行拓展，以激发学生的学习兴趣，拓宽学生视野。

二、学情分析

1.本模块的主要篇章所涉及的内容是学生所熟悉的（如假设家长不在家），但是没有很鲜明的特色，也没有激发学生求知欲的信息沟。所以在处理教材的过程中需要多设置一些令学生有谈论欲望的话题。

wouldn’t do sth结构本身比较简单,学生掌握起来难度不大,只要教师稍加指点就行。

三．教学目标

3．学习策略目标

了解不同地方的旅游资源，互相交流不同国家的文化，对学生进行不同文化意识的渗透。同时让了解其他国家风景，增加学生的背景知识。培养学生具有一定的责任意识和关爱他人之心。

5．情感态度目标

1）通过课文教学引导学生关注文化，关注社会，关注身边的时事和优秀人物。2）通过学习送行分别时所用的交际用语，学会与人友好相处。

3）通过谈论不同的假设场景，激发学生的内在情感,学习换位思考，进行情感教育。

4）能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。

四．重点难点

1.教学重点

以谈论假设的话题为中心，谈论各种情况下的可能性。

2．教学难点

1）表达猜想的词汇及它们在句中的正确运用。

2）能用恰当正确的英语介绍个人的旅游计划。

3. 突破途径

以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出，并通过交流获取更多的信息。

五、教材处理

1、任务

核心任务：能够运用所学句型结构向朋友介绍所去旅游的地方的具体情况以及行程的安排。三个环节如下：

pre-task：学生联系生活实际，激活思维。

Task-cycle：通过整个模块的听说读写的训练，强化“假设和想象”的表达能力，为完成核心任务做好铺垫。

post-task：达成任务，展示成果，自我评价，反馈学习情况。

2、课时安排

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．教学设计

第一课时：Unit 1

一.Teaching Aims and Demands:

1. Language Knowledge

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 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

the heroes and heroines mentioned in last : “Who are they/What are they”

student “What would you like to be”

设计意图：复习前一模块所学的内容,回忆一些英雄人物,由What would you like to be引出本模块的would的用法;因为这个句型学生比较熟悉,由所学过的句型引出将要学的结构,学生会感觉比较自然,比较好接受。

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 : If you are like Helen, you have three

days 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

设计意图:通过英雄人物而引出海伦﹒凯勒，介绍她的一本书，给学生设置了一个假设的状态，从而可以进行would句型的操练；同时在情感教育上，给学生竖立学习的榜样，同时能够意识到自己的幸运，要把握好眼前的学习和生活。再接着又可以转换到第二个假设：在即将到来的假期，你该如何渡过。从而进入到该句型的大量口头练习。

Step 3 listening practice（Activity 1＆2）

1.Show a picture of Sally. Sally’s holiday is questions about the

picture.

2.Students listen to the conversation and answer the questions.

设计意图:通过谈论假日，转换渡假人物，设置图片相关的问题，既是设置悬念，又做好听力练习前的准备和铺垫工作。学生可以学习有的放矢的听力方法。

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.

activity2 and 3,check the answers with the when necessary.

the ask and answer in pairs.

设计意图

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.

设计意图:这是第一节课向学生呈现would的用法,要使得学生能够区别will与would.但是用语言直接表述并不合适,所以利用图片进行处理,让学生在真实的语言环境中体会两个词所传达的语意的不同。在so...that..句型和although 句型切换时采用同一幅图，使过渡比较自然，同时能培养学生的发散性思维。Step 7 Homework

page133,Ex2,5.

Unit3 activity1,2 on your book.

Unit2. Finish page82 Ex2,3.

if you are a teacher.

What would you do /What would not you do

设计意图：扎实基础，完成书本关于本节课的相关练习。学习换位思考，假设你是老师，你会做些什么，不做什么。也是老师从学生中间吸取一些有意义的建议的机会。

第二课时：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/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 the 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.

设计意图：这个环节既可以检查学生的回家作业情况，又是对所学内容的复习。在学生有所准备的情况下，一些优良学生的陈述将会是可以有所期待的。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

设计意图:通过两个讨论，目的之一是为了在前一节课的基础上，学生由已经会说would句型，到让学生能较自由地表达，表达追求准确和流畅。目的之二是承上启下的作用，第二个由《小鬼当家》引出的话题所讨论的内容是书本阅读材料的相关内容，这样可以起到pre-read的作用。

Step 3 Read and learn

Let’s have a look at two students-Zheng Chengyu and 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.

设计意图：首先浏览全文，对全文有个大概印象，然后对全文进行精读，理解全文内涵。学生学习相关的阅读策略。

Step 4 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.

设计意图：由说进入到句子的书写，力图循序渐进。

Step 5 Discussion

1.Your parents have done much for you in your :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 three things would you take would you do with the three things

设计意图：在讨论“你想父母做什么”的过程中，即进行知识的教育，同时进行情感教育。

Step 6 Homework

WB Ex4.

Unit3 Ex4,5,7,10.

you will run for the monitor of the class,prepare for your would, wouldn’t, so…that…, although

设计意图：进一步巩固would结构，进入到书写阶段。

第三课时：Unit 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 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 summary

1.Make a summary of the “would/ wouldn’t”,finish activity 1and

2.

2.Revise the structure “although/but”, finish activity 5.

3.Make a consolid ation of “so…that…”,finish activity 7.

Step3 Listening

and check.

Listen for the first time to finish the table of activity8.

and repeat step4 Homework

Ex3,6,10.

第四课时：Unit 3 (Activities 4,10,around the world)

一.Teaching Aims and Demands:

1. Language 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 Leading-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 of the ice hotel. Let students guess where it

is.

2.Ask questions about the ice them scan the passage of around the

the questions.

3.Show another group of pictures of a safari WB Ex10.

设计意图:把后面的阅读练习提到前面,和书本的背景知识一起呈现给学生,形成一种对比与选择,为后面的写作打下基础;同时也可以完成这部分的阅读任务,提高课堂效率。

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 th ere, what the weather’s like and what you can do there.

3.Plan your passage-look at the passage in unit 2 if you’d like

some ’t forget to use “ would”.

4.Include some pictures.

设计意图：通过前面的几个课时，学生从说到写简单的句子，最终形成一篇完整的出游计划。但是这篇文章只能在课堂上形成一个雏形，或想法。可以引导学生利用更多的网络资源来丰富自己的作文，并且可以做适当的装饰与美化。在班级的适当位置可以将优秀作品进行张贴或采取其他的反馈与激励措施。Step6 Homework:

your holiday plan