八年级英语-八年级英语上册Friendship-46页.pptxVIP

Module 2 Friendship; 教材内容分析;一．教材内容分析;二．学情分析;三．教学目标 ;三．教学目标 ;三．教学目标 ;5．学习策略目标;四．重点、难点 ;五．突破途径;六．课时安排;;Step1.Lead-in Bring two telephones or doll telephones to the class and present simple telephone conversations with several students. Expressions of making telephone calls in English: Hello, can I speak to…? Is that … speaking/there? This is … (speaking). Hold the line, please. Etc. 设计意图：将学生置身于一个真实的语言环境中引入并导出相关话题，一方面可活跃课堂气氛，另一方面引导学生比较, 体会中西方打电话文化的异同, 这有助于增强学生对目标语文化内涵的了解, 同时为接下来的听力做语言上的铺垫。可以与几名学生课前准备好。 ; Step2. Listening We know Sally is in China and now she’s telephoning. Listen and answer who Sally wants to speak to and how many people you hear. Listen again and number the sentences you hear. check answers in pairs, then the whole class. Listen and repeat. Deliver the listening material to the Ss and ask them to read it aloud and then act it out in roles. 设计意图：在常规听力练习中进一步提高学生听的能力, 是一种听力输入活动。听完后将听力材料分发给学生让他们读并表演是因为本套教材在这个模块首次出现了用英语打电话，这个是重点，这样做学生能充分吸收语言，对电话内容和结构有了整体认识。 ; Step 3. Presentation 1. Do you think what Chen Hua is? 2. What did Sally call Chen Hua for? 3. Chen Hua will interview Sally, do you think what personal questions he will ask Sally? 设计意图：本环节起到承上启下的作用，同时前两个问题可初步导出本模块的语法－宾语从句，为第二课时作准备；另外第三个问题运用“头脑风暴法”，这是一个开放的活动，可以把全班分成四组看哪一组猜得最多最接近事实。这活动能训练学生的发散性思维，又增强学生阅读对话的欲望。 ;Step 4. Listen and read Students listen and try to get the questions and then present the four sentences. 1. Can you tell me where you are from? 2. I’ve heard that you play in your school orchestra. 3. Can I ask you if you miss the UK, or your relations? 4. What does it feel like? Students read the dialogue carefully and work in groups to find out the answers to the personal questions，students infer the meaning of the new words and phrases through the context.;Answer the questions in Activity 5. Ask Ss answer individually and they may discuss if they have different opinions. Students read after the tape, underline