1、外研版英語八年級上名師精編優(yōu)秀教案教案Module 4 Education Unit 1Content：Module 4 Education Junior 2, 一、題材內(nèi)容New standard English 本模塊以期望學校為話題 , 向同學介紹各地的慈善機構；通過本模塊的學習,同學可以明白期望工程 ,明白不同地區(qū)兒童的學習情形,明白各界人士的善舉,有助于培育同學的民族意識以及對他人的關愛之情；同學可以環(huán)繞這一話題進行大量的聽、說、讀、寫方面的語言實踐活動 , 展現(xiàn)現(xiàn)在完成時以及 for 和 since 表達行為連續(xù)時間的用法,讓同學在使用語言的過程中學習語言,促使同學更有意識地自覺學

2、習英語；語法難點仍是精確懂得并運用現(xiàn)在完成時；教學中老師應隨時隨地敏捷利用各種素材組織教學過程和內(nèi)容；充分調(diào)動同學的積極性；教學目標1） 語言學問：語音能夠正確朗讀 how long 開頭的現(xiàn)在完成時特別疑問句詞匯study, teach, head, since, same, poor, project, still, raise, describe, drop, important, ill, pay, countryside, train, electricity, perhaps, nearly, luckily, point, organization, health, care,

3、leaflet 詞組get on well with, hear about ,take part, drop out of school, look after, hear of 語法能正確使用for 和 since 的時間狀語；名師精編 優(yōu)秀教案功能能夠介紹期望工程； 能夠談論時間和數(shù)字；話題以“ 期望學校” 為話題；2） 語言技能：聽 能聽懂有關學習經(jīng)受的描述；說 能夠用現(xiàn)在完成時介紹行為連續(xù)的時間讀 能夠通過閱讀文章獵取期望工程的信息；寫 能夠用現(xiàn)在完成時寫出有關期望工程的段落；演 示 與 能夠結合圖片等手段介紹期望工程；表達3學習策略學習肯定程度形成自主學習,有效交際、信息處理、英語

4、思維才能；認知 聯(lián)系,歸納,估計等技能；學習查詞典 ,閱讀報紙 ,提高自學才能；調(diào)控 從同伴處得到反饋,對自己在表達及作文中的錯誤進行修改交際 學習運用恰當詞語介紹期望工程；資源 通過閱讀報紙等其他資源獵取更多簡潔英語的有關期望工程的信息；自學策略 能夠依據(jù)自己的情形預習教材并進行拓展；合 作 學 習 制作期望工程招貼畫時能夠依據(jù)小組內(nèi)同學的特長分工合作；留意學習策略 策略共享 . 4文化意識：文化意識 培育同學的民族意識以及對他人的關愛之情；5情感態(tài)度 : 培育同學關愛他人的情感素養(yǎng)；參與各種英語活動 環(huán)境中進一步樹立精確的語言學習觀；,感受學習的樂趣,克服困難,在新6任務 :能夠收集有關期

5、望工程的信息制作招貼畫；教學重點和難點重點： 1通過談論期望工程訓練同學的聽、說、讀、寫才能,把握使用 for 和 since 的 時間狀語；難點：把握使用 for 和 since 的時間狀語 ,養(yǎng)成正確使用現(xiàn)在完成時的才能；教學方法基于課程改革的理念及“ 其次語言習得論”,培育實現(xiàn)人的可連續(xù)進展和人的主體精神的自我完善和進展所必需的才能和素養(yǎng),運用任務型教學途徑,環(huán)繞核心任務, 設定小任務,開展和諧愉悅的課堂活動,強調(diào)愛好第一的原就 ,初步設計“PTP” 自主學習立體模式：pre-task task-cycle post-task；二、教材處理名師精編 優(yōu)秀教案核心任務：能夠運用所學句型結構

6、談論期望工程；三個環(huán)節(jié)如下：pre-task：同學聯(lián)系生活實際,激活背景學問,；task cycle：通過整個模塊的聽說讀寫的訓練,強化現(xiàn)在完成時的表達才能,為完成任務做好鋪墊post-task：達成任務,展現(xiàn)成果,反饋學習情形三、教材支配依據(jù)同學學習英語的特點和規(guī)律,我們把本模塊劃分為 4 課時：Period 1: Listening and V ocabulary &Pronunciation and Speaking Period 2: Reading and Vocabulary Period 3: Writing& Around the world &Module Task Peri

7、od 4: Language in use 注：教學時應依據(jù)同學的學習水平、用、調(diào)整及挑選；教學設計生活實際水平、 接受程度及課堂顯現(xiàn)的暫時狀況進行運Title: Module 4 EducationPeriod 1: Listening and Vocabulary & Pronunciation and Speaking Teaching Content: Listening and Vocabulary and Pronunciation and Speaking Teaching Aims and Demands: 1. Language Knowledge Key vocabular

8、y and phrases: study, teach, head, since, same, poor, project, still, get on well with, take part Key structure: How long . for , since重點2. Listening skill: To understand conversations about what Project Hope has done. 難點 3. Speaking skill: To talk about experiences with how long 4. Attitudes : We s

9、hould help and care for each other. Learning strategies: Bottom up approach and listening to the tape and do some exercises. Teaching Aids: Mu lti-Media Tape recorder, video, OHP, handout Teaching Procedures: Part I: Revision Task: Recall what we have learned in the last Module. Directions: Step one

10、: Label the pictures with the words and expressions. 1. Read through the words and expressions in the box and have the Ss. Repeat them after you. 2.Ask them to label them in the pictures on the screen. 3.List some words which are connected with the out as many as they can. journey to space. Ask stud

11、ents to speak 名師精編 優(yōu)秀教案Step two: Tell the story of your experiences Ask students to speak out as many as they can. Part II: Lead in:Task: Learn something about Project Hope.Directions: Step one: Introduce Project Hope: PROJECT Hope has brought hope to children over the past 10 years. Project Hope, w

12、hich was first launched in October 1989, is a nationwide educational project to help mainly school dropouts in outlying, poverty-stric ken areas resume their schooling. According to the latest statistics, Project Hope raised 1.78 billion yuan US 214 million by June, 1999, which aided 2.209 million e

13、ducation-deprived children to go to school and 7549 Hope schools to be built. It is said that the past three years witnessed the largest amount of funds raised for Project Hope. The volume accounted for nearly half of the total raised in the last 10 years while the number of Hope schools built made

14、up more than half. Since last year, the strategic focus of Project Hope has gradually been shifted from the previous widespread aid to the cultivation of excellent students and follow-up support for Hope schools. The main tasks of Project Hope in the future will concentrate on building more Hope sch

15、ools, strengthening the training of teachers of these schools, equipping the schools with computers and related education software, and developing long-range educ ation. Step two: Talk about the picture. Ask the students to look at the pictures about Project Hope. Elicit what they can see. If there

16、are any new words, add them to the list on the board. Step three: Complete the passage with these words. Step four: Let them check with a partner. Step five: Then ask them to listen and check. Part III: Listening Task 1: Listen and match the years with the activitiesDirections: Step one: Ask the Ss

17、to look at the years and the activities in activity 1 on page 26 Step two: Play the recording and h ave them listen. Step three: Play the recording again and have them match years with the activities Step four: Play the recording and have them check their answer with a partner Step five: Call back t

18、he answer from the whole class Task2: Ss listen to the dialogue and answer 2 questions Di rections: 名師精編 優(yōu)秀教案Step one: Give them the2 questions and make sure the Ss understand them all. 1 How long have you known her. 2 How long have you lived here. Step two: Play the recording and have them listen t

19、o the recording and focus on the sentence structure first time through. Step three: Play the recording again and have them get the answers, then check with a partner. Step four: Then Call back the answers from the whole class. 1 How long have you known her. For two years. 2 How long have you lived h

20、ere. Since 2022 Task 3: To understand the conversation. Directions: Step one: Ask the Ss to look at the questions in activity 4 on page 27 Step two: Play the recording and have them listen. Step three: Play the recording again and have them answer. Step four:. Play the recording and have them check

21、their answer with a partner Step five: Call back the answer from the whole class. Task 4: Activity 6 on page 27. Directions: Step one: Have them listen and write the correct answers. Have them ch eck their answers with a partner Step two: Play the recording again .Have them check their answers with

22、a partner Step three: Call back the answer in a whole- class setting. Collect the answers in complete sentences from the class. Task 5: Listen and read:Directions: Step one: Play the recording and ask the Ss. to listen and read the conversation. Step two: Play the recording again and pause after eac

23、h phrase, asking the Ss. to repeat chorally and individually.Step three: Put the Ss. into groups of 2 to practise the dialogue. Step four: They should repeat it several times, changing the roles each time. Part IV: Pronunciation Task 1: Listen and repeat in Activity 7 on page 27 Directions: Step one: Ask the Ss to listen and repeat the sentences.Step two: Play