外研版八年级下册英语 Module 3 教学设计.doc

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1、教案序号7课题M3U1课型Listening and speaking课时1教学目标1. To understand Present perfect with already, just and yet.2. To understand the conversation about the space mission to Mars.3. To understand the difference between have been to and have gone to.教学重难点1. Key vocabulary: earth, moon, news, planet, reach, yet,

2、 just, model, spaceship, project, no problem, latest, on, discover, astronaut, space travel2. Key structures: Present perfect with already, just and yet.教具准备ppt教学过程Step 1 Lead-in 1. Word map construction Show students a video about humans landing on the moon, and ask students to say out the things t

3、hey see. Help students to answer: astronauts, spacecraft, the moon and so on. Then ask students to work in groups of four. Try to think out more related words like: earth, scientists, stars, space shuttle, sun, planet, universe, space station, air, space and so on. （设计说明：这个环节的设置旨在培养学生的自主学习、合作学习与发散思维

4、的能力。学生在观看录像之后，说出已知的单词，并尝试联想相关词汇。学生通过合作探究，自学新的知识，若在反馈中出现错误，老师可适当纠正。这些都为下面的听力环节解决了语言上可能出现的困难。） 2. Ask students to answer some questions about this video. . How did the astronauts go to the moon? . How many spacecrafts has America sent to the moon by now? . Have they discovered life on the moon? . Have

5、 the scientists sent spacecrafts to Mars yet? . Have they discovered life on Mars yet? 设计说明：此环节可以帮助学生更深入地了解人类登月的历史。最后的两个问题，很自然的将讨论的话题由登月过渡到火星探索方面，由此引出了接下来的内容，起到承上启下的衔接作用。另外，这些问题的设置很自然的引出该堂课的重点句型：Have they yet? Yes, they have just / already. No, not yet. / No, they havent yet.） Step 2 Listening (Acti

6、vities 1 & 2) 1. Tell students to listen to a piece of news about the travel mission to Mars and find the answer to the question “Have they discovered life on Mars yet?” and finish Activity 1: Listen and number the words as you hear them. 2. Listen again and finish Activity 2: Check the true sentenc

7、es. Step 3 Listening and reading (Activities 3, 4, 5) 1. Tell students Da Mings friend Tony has made a model of a space station, and now they are talking about the model. Ask students to listen and read the dialogues, then try to answer three questions: . Has the spacecraft to Mars arrived yet? . Ha

8、ve many astronauts been to the moon recently? . How do the astronauts go back to the earth from the space station? 2. Ask students to read the dialogue again and finish Activities 4 and 5. 3. Students read after the tape and then act out the dialogue. （设计说明：通过这一环节的学习，学生们对火星探索计划的了解更为透彻了。而朗读与表演对话则能使教学

9、内容得到进一步的巩固与提高。） Step 4 Tasks (Activity 6) 1. Show students a video and some pictures of space stations, and introduce the basic structures of a space station. Then ask students to discuss in groups of four to find the differences between the life on earth and the life at a space station. They may us

10、e “We can but we cant.” （设计说明：这个活动为学生展开丰富的想象提供了充分的空间，同时，还兼顾了学科之间的渗透。学生可以利用已掌握的科学知识，大胆地想象，甚至可以提供创造性的答案。这都有利于学生逻辑思维能力与创新能力的培养。另外，这个活动还为下一活动的开展作了较好的铺垫。） 2. Information gap Ask students to suppose: one of the classmates is an astronaut in a space station, now he is talking to his son / daughter through

11、TV about what they two have done recently. Then tell students to work in pairs and finish the sheets. (表格见附录 Page7，Page8 ) Step 5 Writing competition (Activities 8 & 9) Show students the photos of Chinese famous astronauts Yang Liwei, Fei Junlong and Nie Haishen. Ask students to talk in groups of fo

12、ur about what we Chinese have already done about the space travel and what we havent done yet. First, students work by themselves in three minutes, then share his / her ideas with the workmates in three minutes, finally the groups show their ideas before the whole class. The one who has the longest

13、list will win the competition. （设计说明：本环节的活动是上一环节活动的延续。以航空为话题强化学生对现在完成时的运用能力。在活动中将学生自主学习与小组合作活动相结合，旨在培养学生独立自主的学习能力及分享观点，相互协作的能力。） Step 6 Homework 1. Pronunciation and speaking. (Activity 7) 2. Search the Internet, and try to find some materials about the nine planets of the sun. 3. Finish workbook Pa

14、ge 120 Exercises 2 & 5 个性教学这有利于学生发散思维能力的培养; 若涉及未学过的词汇，学生可以通过小组互助合作查找出来，改变了由老师教，学生学的传统的单词教学的模式。设计说明：本活动为听力基本能力训练，是一种听力输入理解活动。听力的相关内容对火星探索计划作了简单的介绍，为学生能更好的理解下一环节中的对话内容作了铺垫。设计说明：在这个环节中，通过创设信息差，吸引学生积极参与课堂活动。在传统的教学模式中，我们常用生生之间一问一答的方式，操练与巩固句型。但由于缺乏特定的情境，这样的活动只操练句型，而忽略意义，无法调动学生的兴趣。而信息差的创设可以使原有的活动变得有意义。学生必须

15、使用目标语言来获得想要的信息，实现了“用英语做事情”这一教学基本目标。反馈矫正On todays news, Tony has heard that scientists have (1) _ a spaceship to Mars and it has (2) _ on the (3) _ after a journey of several months from the earth. Scientists have not (4) _ life on Mars (5) _. And no astronaut has ever been to Mars because it is very

16、 far away. 教学设计Unit2 We have not found life on any other planets.教材分析课文介绍了一些太空的知识和科学家们所付出的努力，描述了我们所居住的太阳系和一些其他的星系。告诉学生我们取得一些成就和现在仍然存在的一些疑惑。提出其他星系是否还有人类居住的问题，能引起学生学习的极大兴趣。从而引出一个重要的语法现在完成时，同学们对课文感兴趣的同时，能很好的理解初中这一语法项目。充分体现了寓教于乐。教学重点与难点1. Structure: Present perfect with already, just and yet.2. To under

17、stand the difference between have been to and have gone to教学辅助Tape recorder, OHP, video教学方法PWP approach教学内容教学活动设计意图教师活动学生活动Step 1: Warming upShow some pictures to review the text of Unit 1.Show some pictures.复习与导入，引起学生兴趣Step 2: Work in pairsEnjoy News Report. Show some pictures to talk about somethi

18、ng about Shenzhuo -9 Ask the students to look at the picture in Activity 1.Shenzhou-9 is a manned spaceship.小组讨论，增强学生的话题意识Step 3: ReadingPlay the recording and listen to the tape carefully.Choose the best title for it.Ask the students to read through the passage.Read the text together.培养学生的听力和阅读能力。注

19、意发音，找出最佳标题Step 4Read quicklyAsk the students to read paragraph1,and fill in blanks 锻炼阅读能力和注意重点的能力。Step 5Read carefullyAsk the students to read paragraph2 and 3 check ( ) the true sentence.让培养学生注意细节问题的能力。巩固所学内容Step6Read in silenceAsk the students to read paragraph4and 5 ,answer the questions.让学生自学，培养

20、自学能力，Step7Complete the passage.Ask the students to read through the passage in Activity Complete the passage with the words and expression in the box.Check with a partner让学生读课文，培养学生阅读家庭作业：Making a poster about space travel.板书设计：Module 3 Unit 21. Grammer and language points 2.New words and phrases.第三

21、课时第三课时教学设计Unit 3 Language in use.教材分析本单元主要复习already，just，yet在现在完成时的运用，而这一时态在本册书中占有重要位置，在整个初中阶段中，也是一个重要的语法内容，本课有大量的练习题，可以让学生进行大量的训练。课时教学目标1. 体验课文经典例句，进一步感知现在完成时的用法。2. 明确一般过去时与现在完成时的区别；熟知并运用现 在完成时的标志词并熟练运用。3. 学以致用，完成相应练习。教学重点与难点现在完成时的标志词：yet, already等的用法。教学辅助Tape recorder, OHP, handouts教学方法本单元主要采用练习法和

22、复习法,指导学生自学和合作学习。教学内容教学活动设计意图教师活动学生活动Step 1: RevisionShow some pictures to review the text of Unit 1 and Unit 2 对本模块所学词汇进行巩固，并尽快让学生回想起模块内容。Step 2: Language practice1. Read through the example sentences in the box with the whole class.2.Translate them.复习already,just，yet用法，并确保学生真正理解句子。Step 3: 1. Gramma

23、r在现在完成时的句子中，already(已经)、just(已刚刚)常用于肯定句，放在have和has的后面，yet(还、尚、仍然)常用于否定句和疑问句，（放在have和has的后面也可放在句末）。2. Complete the news with already, just and yet.3. Ask the students to check with a partner.4. Check the answers: 进一步加深学生already,just,yet用法的理解。Step 4: 1. Grammar: have/has been to与have/has gone to的区别2 A

24、sk the students to look at these sentences in Activity 2.3. Now choose the correct answer.4. Ask the students to check with a partner.5. Check the answers: 让学生进一步明确have/has been to与have/has gone to的区别Step5 Complete the sentences with the expressions in the box.1. Ask the students to read through the

25、 expressions in the box in Activity 3.have / has been have/ /has gone2. Ask the students to read through the sentences in Activity 3.3. Complete the sentences with the expressions in the box.4. Check with a partner.5. Call back the answers from the whole class.对have/has been to与have/has gone to的用法进行

26、巩固练习，加深学生对它们用法的理解。Step6 Complete the conversation.1. Ask the students to read through the conversation.2. Complete the conversation with the correct form of the verbs in brackets.3. Ask the students to check with a partner.4. Check the answers: 5. Read the conversation together.6. Work in pairs. Rol

27、e play the conversation in Activity 4.提高学生的交际能力及综合理解能力。Step7Complete the email.1. Ask the students to read the words in the box in Activity 6.2. Ask the students to read through the email in Activity 6.3. Complete the passage with the words in the box.4. Check with a partner.5. Call back the answers

28、 from the whole class.练习学生对篇章的理解及对现在完成时的运用。Step8Listening practice.1. Ask the students to read through the notes in Activity 7.2. Play the tape.3. Listen and complete the notes. 4. Ask the students to check with a partner.5. Check the answers: 训练学生提取信息的能力，尤其是数字。Step91. Ask the students to read throu

29、gh the words and expressions in Activity 8. 2. Complete the word map with the words and expressions in the box.3. Ask the students to check with a partner.4. Check the answers: 5. Now add more words about space to the word map and write five sentences.通过本活动让学生掌握思维导图在词汇学习中的作用。Step101. Ask the student

30、s to read the words in the box in Activity 9.2. Ask the students to read through the passage in Activity 9.3. Complete the passage with the correct form of the words in the box.4. Check with a partner. 5. Call back the answers from the whole class.6. Read the passage together.考查学生的理解能力和语言运用能力，及对中国重要

31、成就的了解。Step11 Around the world: Names of the days of the week1. Ask the students to look at the picture and discuss what they can see.2. Read through the information with the whole class.3. Talk something about “Names of the days of the week”.让学生了解天文与日常生活的关系。家庭作业：1.完成Module task 2.做互动Module3自我检测题板书设计

32、： Module 3 Journey to space Unit 3 1.Ive just made a model spaceship.2.Has it arrived yet?3.Astronauts have already been to the moon.4. we have not found life on any other planets yet.模块整体教学反思：教学过程中比较满意的地方，以及自己的教学不足。在教学过程中，我采用了小组合作立足根本，从学生的实际出发，注重培养学生兴趣和长远的发展。一、 语法方面虽然目前英语教学淡化语法的地位，但在实际操作过程中，这一部分不可或

33、缺。在本单元中，首次出现了现在完成进行时的用法。（1）现在完成时态的含义（2）现在完成时态的结构（3）现在完成时态中的常见副词(4)常与现在完成时态搭配的时间状语等几个方面着重讲解，效果非常好。后来在进行课文教学部分时，事实证明对教材内容的补充，特别是语法方面的补充，极大地帮助了学生对课文内容的理解，并在课后练习时对时态的运用也轻松很多。目前学生在进行阅读训练时，常常会碰到这种时态，解决了这个问题，也帮助他们阅读分析短文，事半功倍。二、 口语交际方面在平时的教学中，我十分重视听说训练，尝试让学生在口语运用中学会表达他们的个人意见，抒发个人情感。这与学生的个人生活息息相关，只要引导得当，极易激发学生的兴趣，开展关于这一话题的讨论。三、 分层方面。1. 通过这样的学习分层， 可以最大限度地照顾全体学生， 让每一位同学都有一个学习目标。在分层教学中，掌握学生现有的认知水平， 做到有的放矢， 发挥每一位学生的能动性，实现有效的教学。 2.在教学中注意提问的分层，鼓励的分层，课后练习的分层等方面，实施分层教学，照顾到每一位学生的成长。 总之，教学有法，但教无定法。无论实行什么方法，都是为了学生学会，对英语感兴趣。