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Module9教学设计
单元目标 Theme : It’s about friendship Function: be able to describe feelings and impressions Structure: Be able to master sense verbs: feel, look, sound, smell, taste and some adjectives Objectives: 1.To be able to use sense verbs correctly. 2. To be able to use adjective to express one’s feelings and moods. 3. To be able to talk about one’s likes and dislikes with adjective and sense verbs. 4.learn about and experience the different cultures
单元内容 This module is something about friendship Friendship is an important part of teenage life. In this lesson, we have two dialogues, one small one and the other, big. In the dialogue, Lingling has a problem and wants to talk to her best friend Betty, but Betty is not at home. Betty's mother recommends the help hotline, which leads to the following dialogue. In the big conversation, Lingling turns to a help hotline for help. The experts guide Lingling to describe her problems and give advice. The purpose of this lesson is to explore students' confusion and solutions to friendship problems, so that students can realize the importance of friendship and actively explore the right way to get along with friends. In addition, object clauses introduced by if, whether and question words are also the grammar focus of this lesson. Therefore, this class pays more attention to cultivating students' ability to skillfully use the knowledge they have learned. The design of each part of this class is from simple to complex, from easy to difficult.
学情分析 After more than a year of junior high school English learning, grade eight students have accumulated a certain vocabulary and language functions, have a certain basic Knowledge of English and listening and speaking ability, is gradually reading, writing transition. At the same time, he is active in thinking, good at communication, willing to express himself, eager to get praise from classmates and teachers. The topic of friendship is introduced into a new lesson in class, and comprehensible language input is provided by setting tasks, carrying out activities and practicing students, so as to fully stimulate students' interest in learning and gradually achieve the teaching goal of the course.
教学策略 Unit1 Use situational language teaching to help lead the topic Use communicative language teaching to pass one topic to another topic Use Tasked-based approach to line up the passage Unit2 Task-based approach, PWP(Pre-learning, While learning, Post- learning)
课时分配 Unit1 2 periods New lessons Unit2 2 periods New lessons + 1 periods for the Analyze of homework Unit3 1 period New lesson +1 period for the Analyze of homework Take a test 1 period + 1 period for the Analyze of the test
课时教案格式
课题 Unit 2 I believe that the world is what you think it is.
教学目标 Language Ability goals: 1. Students are able to use the following words and phrases: in silence, bright, the touch of something ,hidden treasure. Students are able to infer the meaning of the words by recognizing the logical word and understanding the meaning from the context. Learning Ability goals: 1.Students are able to understand how the smile changed the writer’s life by comparing her behavior in the past with current behavior. 2.Students are able to use a flow chart to note down what happened to her in three different periods , then retell and share the whole story in groups and then in the whole class. Culture Ability goals: Students are able to appreciate themselves and show active attitude towards friendship and the world. Students can raise their awareness of being kind to others and they learn to cherish their friendship with classmates.
重点难点 Teaching important points: 1.Students are able to understand how the smile changed the writer’s life by comparing her behavior in the past with current behavior. 2.Students are able to use a flow chart to note down what happened to her in three different periods , then retell and share the whole story in groups and then in the whole class. Teaching difficult points: 2.Students are able to use a flow chart to note down what happened to her in three different periods , then retell and share the whole story in groups and then in the whole class.
教学方法 1.Reading task-based 2.Student-oriented teaching method 3.Scaffolding Method
教学过程 活动设计 设计意图
Teaching procedures: Pre-reading Ⅰ.Lead-in Show students a short video about smiles and ask them to use one word to describe the smiles. Ask them the following questions: Do smiles make you happy Any other feelings (Let them compete to guess the words to make them get words ready and have a good feeling to start the lesson.) Predict Lead them to study the picture and heading carefully and look through the first paragraph to predict the main characters and the main idea of the passage. While-reading Ⅱ.Fast reading Let students skim the passage and answer the following questions. Who is the writer Where did the story take place When did the story happen (Try to understand the passage by analyzing 5 Wh—who, when, where, what, how questions. ) Ⅲ. Careful reading For careful reading, I plan to have five steps. Lead them to analyze the Structure, guess the Meaning of the passage, Learn some Inspiration from the passage, enjoy the beautiful Language and then they can get a big smile. (1)Let students find out more detailed information about what happened to the writer according to the sequence of time. (2) Lead students compare the different behaviors and feelings after she met the girl. Lead them try to understand how the smiles changed her life. (3)Analyze the structure of the passage (4)Guess the meaning by focusing on the logical words and the meaning in the context. (5)Inspiration Set two questions for students to think about what To shorten the distance between the teacher. To help students master a reading skill—prediction by reading titles and pictures. Set answers to check whether they can predict. Set five steps for careful reading. By analyzing the structure, guessing the meaning, looking for inspiration, enjoy the beautiful language and an emoji of smile, we can go deeper into the passage.
they can learn from the passage. ①Why couldn’t she remember the smile ②Do you agree with her The purpose is to raise their awareness of the friendship and active attitude towards the world. (6)Language. Read Paragraph 5 and 6 and let them compete to read the sentence to enjoy the beautiful language. So the first letter of the followed words, Structure, Meaning, Inspiration, Language, Emoji ,make up a big smile. Ⅳ.Post reading Retell the passage according to the scaffold (Complete the table with the information about a beautiful smile to conclude what students have learnt in the class.) Ⅴ.Summary Exercises: 1.Ask students to read the dialogue by themselves. 2.Let students read in pairs. 3.Choose some students to act out the dialogue. Pair work: 1.Offer some useful material or expressions; 2.Invite some students to act it out. 3.Invite others to make comment about their conversation. Ⅵ.Group work & Role play Two students: 1.Tell us what happened 2. Change your lines according to the text. Another two students: 1.Act out what was happening without any words. 2.Pay attention to the body language. The other students: 1.Say what they learnt from the passage. 1.To raise their awareness of being kind to other people and have an active attitude to face the world. 2.To have a better understanding of the passage.
板书设计 Module 9 Friendship Unit 2 I believe that the world is what you think it is. Goals: 1.To get basic information about the story by reading strategies. 2.To retell the whole story and then act out what was happening to them.
作业设计 A:作业本+最后的思考题，以书面行书 B:作业本 C:作业本+单词巩固
作业批改 典型问题 基础较差的学生对阅读抵触较大。
辅导形式 （√）集体讲评 （√）个别辅导
辅导学生
教学反思 课堂任务的跟进还是要落实好，课堂活跃度较好。

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