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2019-2020年八年級(jí)英語(yǔ)上冊(cè) Module 4《Education》教學(xué)設(shè)計(jì) 外研版 Unit1 How long have you studied English? 教 學(xué) 設(shè) 計(jì) 課型 Listening and speaking 教材 分析 This unit is the first part of this module. It presents a conversation in which the structure “How long have you…?” and “I have… for …” 教學(xué) 目標(biāo) To enable the students to get detail information in listening. To enable them to talk about their experiences with “How long have you …?”. 知識(shí) 與 能力 1. To master how to read the year “1995, xx…” 2. To get both main idea and details of the listening material. 3. To practice questions and answers about “How long …” and “for …& sice…”. 過(guò)程 與 方法 1. The students have already learned English for at least 4 fours; therefore, they can easily understand the answer to the sentence “How long have you studied English?” should be a period of time. And then lead them to practice “How long…?” and the answer “for…” 2. Let the students understand the difference between “for” and “since” and also let them know the sentence with “for” and the sentence with “since” can have the same meaning. 情感、 態(tài)度與 價(jià)值觀 To make the students know what Project Hope has done through learning the conversation between Betty and Lingling. 教 學(xué) 過(guò) 程 教 學(xué) 過(guò) 程 教 學(xué) 過(guò) 程 教學(xué)步驟 活動(dòng)目的 教師活動(dòng) 學(xué)生活動(dòng) 1. Warm up & Lead-in 1).To get students prepared for the topic of this unit and to revise the present perfect tense 2). To lead in the structure naturally: how long 3). To make Ss feel the difference between for and since 1) Ask: How long have you studied English? Let Ss answer the question by themselves firstly. If they cannot answer the question in correct English, tell them to use the structure “for …” 2) And then let the students practice “how long” and “for…” 1) the Ss try to answer the question, but maybe they do not know how to express themselves correctly 2) the Ss can use the structure “for…” after the teacher tell them the structure 3) the Ss try to make up sentences about “how long” and “for…” 2. Vocabulary Practice 1) To recognize the new words in Activity 1. 2) Test their short memories. 1) Lead students to read the words in the box in A1 2) Lead students to remember how to read the year “1995,xx,xx, xx…” 3) Act1. 4) Act2. 1) Students read the words. 2) Students remember the words quickly and close their books and recollect them. 3) Students do Act1. and check answers. 4) Act2. Students discuss it in pairs and give answers. 3. Listening & reading To find specific information through listening and reading. 1) Show some questions about the conversation on ppt. Ask Ss to listen and answer them. Then check the answers. 2) Play the tape again and ask Ss to do Part 4 while listening. 3) Take notes on the Bb and explain any difficulty. 1) Students listen and answer questions. 2) Do part 4 while listening. 3) Ss raise problems to the teacher and take notes in notebooks. 4. Grammar focusing 1) To tell the rules of how to use “for…” and “since…” 2) To pare the difference between “for…” and “since…” 1) Enable the Ss to read in characters. Underline the sentences with “for…” and “since…” 2) Act 5. Make sure Ss pronounce correctly. 3) Show more pictures and ask Ss to practice the structure “how long …”. 1) Ss underline the sentences with”for…” and “since…”while reading. 2) Ss ractice reading in pairs. 3) Practice “how long” according to the pics given. 4) Try to tell the difference “for…” and “since…” 5. Vocabulary Practice Consolidate the new words in the conversation 1) Lead reading and make sure they know the meaning of each word. 2) Ask Ss to discuss the questions in groups. Make a report. 1) Read after teacher. 2) Discuss the questions in groups. Report the result of your group. 6. Pronunciation speaking To make Ss get familiar with the pattern “have long” Ask Ss ask and answer in pairs. Encourage them to make new sentences. Students make similar conversations and act it out in class. 板書(shū) 設(shè)計(jì) Module 4 Education Unit 1 How long have you studied English? Vocabulary: study teach since same poor project still Key Structure: How long …? For … Since … Notes: I get on well with… … a little Really? Tell me more. 作業(yè) 布置 Recite the new words and dialogue of this unit WB P124 Ex 1-3 Preview Unit 2 Underline all the past participles in unit1 and recite the irregular forms 教學(xué) 反思 Unit 2 Project Hope has built many schools. 教 學(xué) 設(shè) 計(jì) 課型 Reading and writing 教材 分析 This unit is the second part of Module 4. It presents further target grammar, the Present Perfect Tense, through reading. It includes further vocabulary items related to the overall theme of the module, Education. 教學(xué) 目標(biāo) To get information from reading material about Project Hope and Hope Schools. To match words with meanings. To join sentences with and, or, but. 教學(xué) 重點(diǎn) Key vocabulary — raise, describe, drop, important, ill, pay, countryside, train, electricity, perhaps, take part, drop out of school, look after, hear of Numbers — billion, million, two point five 知識(shí) 與 能力 1. To enable the students to know something about Project Hope through reading. 2. To grasp the useful information in reading. 3. To write sentences using and, or, but. 過(guò)程 與 方法 1. To get the useful information from scanning to intensive reading. 2. Task-based learning. 情感、 態(tài)度與 價(jià)值觀 To help students learn what Project Hope has done and show sympathy for the poor children, meanwhile to call on everyone to help them. 教 學(xué) 過(guò) 程 教 學(xué) 過(guò) 程 教 學(xué) 過(guò) 程 教學(xué)步驟 活動(dòng)目的 教師活動(dòng) 學(xué)生活動(dòng) 1. Lead in To get the students to know that they’re going to learn something about Project Hope today, and to make preparation for the following activity. 1) Introduce the pictures to the students by asking some questions briefly: Do you know the girl? What experience does she have? ... 2) Show the introduction of Su Mingjuan. 1) Students answer the questions. 2) Students read the introduction. 2. Vocabulary learning To get the students to know the new words before reading. It will help them to understand the passage better. 1) Ask the students to read the words in Act. 4 and match them with their meanings. 2) Learn the words in Act. 5. 1) Students match them with their meanings. 2) Students read the sentences in Act. 5 and then make up sentences with the words. 3. Reading To train the students to find the main idea of the passage by scanning. Ask the students to find the main idea. Students read through the different main idea before reading. Then read and choose the right one. To learn the details of the passage. 1) Ask the students to answer the questions in Act. 3. 2) Ask the students to find the information of the children in the passage. 3) Ask the students to plete the short passage. 1) Students listen and read the passage. Then ask and answer in pairs. Share the answers in class. 2) Students read the passage and then fill in the form. Say something about each child after the exercises. 3) Students read again and then write out the missing words with books closed. To retell the passage. 1) Ask the students to find out the main idea in each paragraph. 2) Help the students retell the passage with the following: Liu Sanzi ... because.... Li Yinming ... because.... Project Hope has .... 1) Students discuss in groups to find out the main idea in each paragraph and then write them on the blackboard. 2) It’s an individual activity. Students can choose anyone to retell in different ways. 4. Writing To learn to use and, or, but. 1) Ask the students to read through Learning to learn and the models in Act. 6. 2) Ask the students to do WB 12. 1) Students read the sentences firstly, speak out more sentences and then write them down. 2) Students join the sentences. 5. Numbers learning To get the students to know how to read the numbers. Present some numbers to ask the students to read. See if they can read them correctly. Students practice saying numbers in Act. 1 & WB. 5-6. 作業(yè) 布置 Make an investigation by group work to practice Have you done...? in Act. 1 of Unit 3. 板書(shū) 設(shè)計(jì) Unit 2 Project Hope has built many schools. Su Mingjuan — Project Hope — helping poor children go to school Patterns for retelling: Liu Sanzi ... because.... Li Yinming ... because.... Project Hope has.... and, or, but (for the students’ sentences) Numbers: 2.2 4,178 15,500,156 教學(xué) 反思 Unit 3 Language in use 教 學(xué) 設(shè) 計(jì) 課型 Revision and application 教材 分析 This unit is focused on the exercise of grammar and new vocabulary. It is to see if Ss are able to put what they’ve learned in use. 教學(xué) 目標(biāo) To summarize and consolidate “how long” and the new vocabulary 知識(shí) 與 能力 1. To enable the students to master the new vocabulary and “how long” 2 To enable them to put the grammar and language items in use. 過(guò)程 與 方法 Interactive exercising is necessary. Module task is of great help in encouraging Ss use language to do sth 情感、 態(tài)度與 價(jià)值觀 To conclude one’s experiences by asking and answering “how long” and “for/since…” 教 學(xué) 過(guò) 程 教 學(xué) 過(guò) 程 教 學(xué) 過(guò) 程 教學(xué)步驟 活動(dòng)目的 教師活動(dòng) 學(xué)生活動(dòng) 1. Grammar focus To conclude the usage of “how long” 1) Ask Ss to do EX4 in WB. Ask Ss to pay attention to the words ”recently” and “ago” 1) Ss do EX4 in WB. 2) Try to tell the differences between past tense and present perfect tense after making conversation. 2. Writing & speaking Make sure Ss can write and talk correctly with “how long” 1) Ask the Ss to work in groups of six. Make questions to ask everyone in the group and try to find a different name to write for each answer in Act 1 2) Write questions using “How long have/ has…” in Act 2 3) Act3.&5 4) Act4. pairwork. 1) Ss work in groups to make conversations about the questions and find the name that has done what the question asks. 2) Make sure Ss can use the correct part participle of the verbs in the questions 3) Act3&5. Do in pairs. 4) Ask and answer about “How long have you …” 3. Vocabulary To practise and consolidate the vocabulary 1) Act6. make sure Ss remember them well. 1) Ss do Act6 and check with each other. 4. Listening Improve listening skills 1) Act 7 Go through questions before listening. Play the tape twice. After the first time, Ss grasp the general idea. Play the 2nd time for them to do Act7 for details. 2) Check answers. Play the tape again if they make mistakes. 1) Ss go through the questions with teacher before listening. 2) Listen with purpose and do Act7. 3) Check answers and raise questions. 5. Numbers To practice the expression of numbers 1) Let the Ss match the words with the numbers in Act 8 by themselves 2) Tell Ss how to read numbers 3) Practice in Act 9 1) Try to plete Act 8 2) Check the answers while learn how to read the numbers 3) Replace the numbers in the passage with words in Act 9 6. Around the world Give some background knowledge about Oxfam through reading. Raise Ss’ interest. 1) Ask Ss who know other global organisation 2) Show more pictures about Oxfam and give an introduction. 1) Answer questions and talk about the function of Oxfam 2) Listen to the introduction and they may ask questions about it. 7. Module task To put language into use. 1) Monitoring their task. 2) Have them work in groups of 3-4. 1) Cooperate in groups and share one’s opinion with each other. 2) Make a questionnaire together as required. 3) Report their questionnaire. 板書(shū) 設(shè)計(jì) The Structure of “How long” and “for/since…” How long have/has … done …? Sb. has/has done … for …/ since…. How to read the numbers: 6.2 1,000,000,000 9.43 4,000 12.36 320 5,000,000 作業(yè) 布置 1. Finish off all the relevant exercises. 2. Design a new questionnaire about past experiences using “how long” for other groups 教學(xué) 反思