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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 Unit3 Language in use
教学目标 Knowledge aims: use object clauses in speaking and writing under the real context in a communicative way. Ability aims: 1.read and undersatnd the outline of Charlie and Sam’s friendship experiences and analyze the important things as well as the most important thing in their friendship; 2.work in groups and discuss more important things in students’ own friendship experiences and show their opinions meanwhile realizing how important a friendship is; Emotional aims: 1.write experiences and opinions about friendship and draw pictutes that represent the most important things in their friendship in order to make a friendship poster; 2. predict, listen and get the imformation about Charlie’s problem in his friendship，give possible suggestions and tell reasons;
重点难点 Teaching important points: The teaching focus is that after discussion, students will make a friendship poster by writing experiences and opinions about friendship. Teaching difficult points: Students may find it difficult to use object clauses correctly in speaking and writing, so in the work-sheet before class, students are required to do some exercises about object clauses.
教学方法 Task-based method.
教学过程 活动设计 设计意图
Teaching procedures: Ⅰ. Doing a survey The teacher does a survey about how many students choose mostly A, B or C, then shows students if they are a good friend and what kind of friends they are... Ⅱ.Lead-in The teacher invites students to make a big poster for International Day of Friendship and brainstorm how to make a poster. Ⅲ. Listening Predict: What is Charlie’s problem in friendship Listen and choose a) My best friend Sam has found a new best friend. b) My long-lasting friendship with Sam is changing and may come to an end. c) I have moved to a new school and I’m lonely. d) My best friend’s parents don’t like me. 3. Free talk: What should Charlie do Should he make new friends or try to get his friendship back again Ⅴ.Reading Fast reading: What will Charlie do ①Talk about feelings. ②Try to spend some time with Sam. Do something that is special to both of them. ③Forget about Sam. Nothing stays the same. Careful reading ① How did their friendship start ②How did their friendship develop ③How will they keep on their friendship Thinking ①What is important in Charlie’s friendship ②What is the important in Charlie’s friendship ...live close to tell students the results and let them reflect on their roles in the friendship. to create a real context for making a friendship poster and introduce the 3 factors: pictures, experiences and opinions. to develop students’ predicting, listening and problem-sloving skills and pave the way for reading. to develop students’ reading skills. Students will have a clear understanding about how Charlie and Sam’s friendship started, developed and will keep going on in the
...go to school together ...always help each other ...encourage each other ...have fun together ...spend more time together ...share school life with each other Ⅵ.Discussion Students discuss: What is important in a friendship Then the teacher make a summary of her understaning of friendship: A good friend often makes me feel happy. He can reach for my hand and inspire me when I face challenges. He can excuse me if I make mistakes and be with me whenever I need. He can make me develop. Feel, Reach, Inspire, Excuse, Need, Develop makes the friend! future. to provide students a chance for sharing their own understanfing about friendship, including opinions and experiences.
板书设计 Module 9 Friendship Unit 3 Language in use Friendship encourage have fun together help each other spend time together go to school together share school life live close
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 宾语从句的语序和时态问题。
辅导形式 （√）集体讲评 （√）个别辅导
辅导学生
教学反思 虽然有了前面的课程作为基础，学生对于这个单元的把握还是不好，尤其是后面仿写的时候，很多同学在时态和语序问题错误较多。

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