教案课件是老师需要精心准备的，大家在仔细设想教案课件了。只有写好教案课件计划，这对我们接下来发展有着重要的意义！你们会写一段优秀的教案课件吗？下面是小编为大家整理的“外研社八年级(下)MODULE1TEACHINGPLAN”，供大家参考，希望能帮助到有需要的朋友。

外研社八年级(下)MODULE1TEACHINGPLAN

一、重点难点

1、重点：

(1)、通过谈论兴趣与爱好训练学生的听、说、读、写能力，掌握使用简单句表达兴趣爱好以及对兴趣爱好的简单评析。

(2)、了解句子基本成份(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)。

2、难点：

(1)、句子成份的辨析(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)

(2)、英语简单句的五种基本句型和Therebe句型。

Module1Hobbies

Period1:ListeningandVocabularyPronunciationandSpeaking

TeachingAimsandDemands:

1.Languageknowledge:

Keyvocabulary:collect,collection,tidy,tidyup,doll,fan,stamp,untidy,least,takeup,allthetime,beinterestedin,interview

2.Listeningskill:Tounderstandconversationsinvolvingtalkingaboutone’shobbies.Improvethestudents’listeningability.

TeachingAids:Multi-Media(orTaperecorder,OHP)

TeachingProcedures:

Step1Warmingupandleadin（2’）

1.Greeting.Talkaboutthewintervacation.

Howwasyourwintervacations?

Whatdidyoudoduringthevacation?

Areyouinterestedin…?

Whatdidyourfather/motheroftendo?

Didhe/shedoitallthetime?

Sohis/herhobbyisto….

设计意图：寒假回校第一节课，从学生的寒假生活入手，谈论假期生活，逐步引入主题，并导入部分新单词和词组。

Step2Listing(5’)

1.Listthehobbiesofthefamilymembers’.

2.Guesswhathobbiestheteachershave.Inthiswayshowthenewwords“stamp,doll,fan”.

3.Talkaboutthehobbies:

Whichhobbyisexpensive?

Whichhobbytakesuptheleastspace?

Whichhobbyisgoodforusstudents?

Whichhobbydoyoulikebest?

设计意图：通过列举家庭成员和猜测教师的兴趣爱好，完成新单词的教学。对兴趣爱好的简单问题，既对列举的部分兴趣爱好有一基本的评价，也为下面的听力作好铺垫。　

Step3Listening(5’)　

1.ReadthechartandpredictTony’shobbies.

2.Listenandcompletethechart.

3.Listentothetapeagainandanswerthequestionsaboutthetape.

WhydoesTony’smumwanthimtotidyuphisroom?

Whosehobbyisexpressive?

Whichhobbydoyouthinktakesuptheleastspace?

4.Callbacktheanswersfromthewholeclass.

设计意图：在常规听力练习中进一步提高学生听的能力。

Step4Listenandread(13’)

1.Showthefollowing.

Lingling’shobbymusic

Daming’shobbyfans

Sally’shobbygoingtoRadioBeijing

Sally’splan.tickets

2.Listentothetapeoftheconversationandmatch.(Activity4)

3.Listenandrepeattheconversation.

4.GettowritedowntheanswersinActivity4.

5.Readtheconversationtogetherloudly.Showsomecomprehensionquestions.

WhatdoesLinglingneedtodo?Andwhy?

WhatmadeSallysointerestedinmusic?

WhendidSallyhaveherfirstviolinlesion?

WhatisSallygoingtoRadioBeijingtodo?

6.Readinagroupof3.

设计意图：通过对话的听读操练，增强对目标语的输入，在大输入量的基础上，为后续的输出做准备。匹配题和问题的设置帮助学生能较好的完成Activity45。

Step5Who’swho?(4’)

1.AsktheSstochooseacharacterfromtheconversation.

2.Workinpairs,geteachofthemtofindoutwhichcharacterhis/herpartnerselects.

A:Whatisyourhobby?

B:Myhobbyalwaystakesupalargespace.

A:YoumustbeSally.

A:Whatisyourhobby?

C:…

设计意图：通过不同角色的猜测，让学生使用不同问句，并在提问过程中加深对对话的理解，在完成“找人”的活动中，加强目标语的训练和加大语言的输入和输出量。

Step6Whoismygoodfriendinthegroup?(10’)

1.Dividetheclassroominto3or4groups.AsktheSsineachgrouptomakeconversationsonebyonetofindoutwhoisagoodfriendofhis/hers.

2.Makeconversationstofindoutwhohasthemosthobbiesorhasthesameopinionsabouthobbies.

3.Makeconversationswiththeonesinthegrouplikefollowing:

A:Doyouhaveahobby?

B:Yes,Ido.

A:What’syourhobby?

B:Myhobbyistoreadbooks.

A:Whendidyoustartdoingit?

B:IstarteddoingitwhenIwassevenyearsold.

A:Howoftendoyoureadbooks?

B:IreadbookseverydaywhenIamfree.

A:Wheredoyoureadbooks?

B:Ireadbookseverywhere,intheclassroom,bedroom,libraryandparkandsoon.

A:Whydoyouenjoyyourhobby?

B:Ithinkreadingcanmakemehappyandknowalotabouttheworld.

A:Doyouwanttochangeyourhobbywhenyougrowup?

B:Idon’tthinkso.Readingisimportantandrelaxing.

4.Makesuretheonewhohasthesameopinionabouthobbiesorwhohasthemosthobbiesasyouisyourgoodfriend.

5.Areportaboutyourgoodfriendliketheexamplegiven.(TheSsmaysubstitutetheunderlinedpartswiththeirownneeds)

Ihaveaclosefriendinmygroup.HeisEric.Wehavethesamehobby--Reading.Ericstatedreadingwhenhewassevenyearsoldandnowhereadsbookseverydaywhenheisfree.Heoftenreadsintheclassroom,inhisbedroom,inthelibraryoreveninthepark.Hethinksreadingcanmakehimhappyandknowalotabouttheworld.Healsothinksreadingisveryimportantandrelaxing.Sohewillcontinuereadinginthefuture.

设计意图：通过小组内对话，完成寻找好友这一任务，让学生运用有关“兴趣爱好”句型，在用中巩固。非单调地反复，而是有意义地使用，体现“做中学”的理念。通过让学生口头报告自已好友这一活动，让学生产生有意义的输出，并使语言的运用最终落实于篇章之中。

Homework

1.Writeacompositionaboutyourgoodfriend.

2.Oralwork:ReadtheconversationofActivity3.

3.FinishActivity6onpage8.

Period2:Vocabularyandreading

TeachingContent:Vocabularyandreading

TeachingAimsandDemands:

1.Languageknowledge:

Newwords:as,mountain,volleyball,sailing,creative,lazy,useful,develop,skill,camp,aswellas,activity,suchas,workshop,professional,imagine,senior,teenage,teenager,comeout,result,asaresult,enjoyment,success,should

2.Readingskill:

(1).Getinformationaboutone’shobbiesinreading.

(2).Improvethestudents’readingabilitytounderstandthepassage.

3.Attitudes:Weshouldestablishgoodhobbies.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

Step1GuessingGame(6’)

1.ShowpartofmanypicturesofdifferentkindofhobbiesandasktheSstoguesswhathobbyitis.

2.Whileguessing,makesimplecommentoneachhobby,like:

Ilikemountainbikingbecauseitisexciting.

Ilikepaintingbecauseitiscreative.Youcandraweverythingyouimagineinyourmind

Ilikegrowingflowersandvegetablesbecauseitcanbringmeenjoymentandsuccess.

Ilovesingingverymuch,asaresult,IknowmanyprofessionalsingerssuchasLiuHuan,MichaelJackson.

Manyteenagerslikereading.Becausetheythinkitisusefulandrelaxing.

Manypeoplelikeplayingvolleyballbecausetheythinkthisactivitycandeveloptheirskills

Idon’tlikesailingbecauseIamnotagoodswimmerandIdon’thavegoodswimmingskills.

设计意图：利用学生所喜爱的猜测游戏，将学生导入篇章学习，激发学生对篇章的喜爱，同时对不同的兴趣爱好作简单评述，将生词教学放入适当语境之中，训练学生对生词的猜测技能，也为后续的篇章教学扫除词汇障碍。

Step2Talkabutthehobbies(2’)

1.Workinpairs,talkaboutthepictures.

A:Whathobbiescanyouseeinpicture…?

B:Icansee…

A:Howdoyouthinkofthehobbies?

B:Ithink…iscreative/relaxing/useful…

A:Isitausualactivityintheschool?

B:Yes,itisalsoausualactivityonasummercamp.

设计意图：通过半控制性的两人小组活动，进一步让学生操练对不同的兴趣爱好的评价，同时对生词时行必要的巩固。

Step3Scanningandskimming(2’)

1.GettheSstoreadthepassageasquicklyaspossible.

2.Findout:

Whoseisthespecialhobby?

Whatisthespecialhobby?

3.Callbacktheanswersfromthewholeclass.

设计意图：通过top-down式的阅读，让学生对全文有一总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。

Step4Readingforspecificinformation(5’)

1.Presentsometrueorfalsequestionsaboutdetailedinformationfromthepassage.

DavidSmithlikeswriting.(T)

Helearnedwritingduringasummercampof2000.(T)

Therewasaprofessionalwriteronthecamp.(T)

Davidwroteastoryabouthislifeinseniorhighschool.(F)

David’sfirstbookcameoutin2003.(T)

Hisbookwasverypopular.(T)

Writingwashisonlyhobbyinhisfreetime.(F)

Daviddecidedtowritemorebooksinthefuture.(F)

2.Readthepassagebythemselves.Andasktofinishthetrueorfalseexercises.

3.Checktheanswerswiththewholeclass.

设计意图：第二次阅读篇章，旨在使学生掌握篇章是的细节信息，并通过正误判断题来检查学生对篇章的初步理解程度。

Step5Readingforcomprehension(15’)

1.GettheSstolistenandrepeatthepassagesimultaneously.

2.Presentthefollowingquestions:

HowmanyhobbiesdoesDavidhave?

Whichisheinterestedinmost?

WhendidDavidbecomeasuccessfulwriter?

WhyhasDavidbeenverylucky?

WhatisDavid’splanabouthismainhobby?

Haveanyofyourhobbiesbroughtyourgreatsuccess?

Whatskillshaveyoulearntthroughyourhobbies?

3.Getthestudentstodiscussthequestionsinpairs.

4.Callbacktheanswersfromthewholeclass.

5.Languagepointsinthepassage.

Manystudentshavehobbiessuchas…

Hobbiescanmakeyougrowasaperson,developyourinterestsandhelpyoulearnnew…

Aswellastheusualactivities,…

Sheaskedustoimaginethatwewereinastory.

Davidwroteastoryaboutteenagelife,anditcameout…

…,andasaresult,Davidhas…

Ispendsomeofmyfreetimeplayingvolleyball…

MaybeI’llwritemorebooksinthefuture,butI’mnotsure

设计意图：听录音，意在防止和纠正学生在朗读过程中的语音错误。第三次读篇章，意在对篇章加深理解。

Step6Readingforfurthercomprehension(5’)

1.GettheSstoreadthepassagetogetherloudly.

2.Discussthefollowingquestionsingroups.

WhatshouldwelearnfromDavid’sattitudetowardshishobby?

Whydopeopleusuallyhavehobbies?

3.Sharetheideas.

设计意图：第四次大声齐读，加强对语言的暴露。同时通过四次不同形式的阅读，帮助学生深层次的理解篇章的主旨，并结合自身，进行拓展。

Step7Debate(5’)

1.DividetheSsintotwogroups.

2.Debate:DoyouthinkDavidshouldwritemorebooksinthefuture?

GroupAFortheopinion

GroupBAgainsttheopinion

设计意图：最后就David是否应继续他的写作作为辩论材料，让学生抒发对此类现象的不同感想，也可以此联系到“韩寒”现象所引起的盲从，引导学生理性地对待个人的兴趣爱好。

Homework

1.Writeashortpassage.Introduceyourownhobbyandwhatithasbroughttoyourlife.

2.CompleteActivity3onpage7.

3.Oralwork:Readthepassage.

Period3:Writing,AroundtheworldModuleTask

TeachingContent:WritingAroundtheworldModuleTask

TeachingAimsandDemands:

1.Writingskill:Writeaboutone’shobby.Improvethestudents’writingability.

2.Tolearnaboutthechangingofhobbiesindifferenttime.

3.Attitudes:Sayinggoodbyetothebadorunhealthyhobbies.

Learningstrategies

Top-downandInteractiveapproachanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

Step1Revision(5’)

1.Brainstorming.Presentthequestionsoneafteranother.

Whatdoyouliketodoinyourfreetime?

Howdoyouthinkofyourhobby?

Whatkillshaveyoulearntfromyourhobby?

Hasyourhobbyoftenbroughtyousuccess?

Whatotherthingsdoyouliketodo?

设计意图：通过头脑风暴的形式，让学生复习课文中所学的重点单词。在问答中复习，使学习更有意义，同时为下面的Writing做好准备。

Step2Writingsentences(6’)

1.LookatthesentencesofActivity6.

2.Rewritethesentencesusing“aswellas,suchas,orasaresult”.

3.Writenewsentencesaccordingtotheexamplesindividually.

4.Sharethesentencesinpairs.

设计意图：通过对句子的仿写和造句，加强对目标语的操练，提高目标语运用的正确性，为后面的书面表达做铺垫。

Step3Myclassmate’shobbies(5’)

1.Chooseapartnerfromadifferentgroup.

2.Makeasurvey.Askandlistasmanyhobbiesheorshehasaspossible.Usingthefollowingconversationasanexample.(Substitutetheunderlinedpartsastheywish)

A:Whathobbiesdoyouhave?

B:Myhobbiesareplayingfootball,listeningtomusic,watchingmovies,reading,playingchess,playingcomputergamesandtraveling.

A:Whichonedoyoulikebest?

B:Ofallthesethings,Ilikeplayingfootballbest.

A:Whydoyoulikeitbest?

B:BecauseIstayatschoolallthetime.AndIcanoftenplayfootballinmyfreetime.

A:Whoisthebestfootballplayeryouadmire?

B:Beckham.

A:Whichteamdoyoulikebest?

B:Italy,ofcourse.ButIalsolikeBrazilandGermany.Theyareallgoodteams.

A:Whichhobbydoyouthinkcanbringyousuccess?

B:Reading.Byreading,IcangetmoreknowledgeandIcandobetterinmystudy.

3.Writeashortpassagecalled“Myclassmate’shobby”.Use“aswellas,suchasorasaresult”.

设计意图：围绕中心话题，用两人对话的形式，就个人的兴趣爱好作进一步的了解，列举尽可能多的兴趣爱好，提高目标语运用的熟练程度。

Step4HobbiesRecognition(8’)

1.ListthehobbiestheSsmentionedintheircompositionsorthattheyoftenseeontheboard.

2.Pairwork:(Alsotheycanlookatthepictureonpage7ofActivity4forsomehints.)

Whicharethemostcreative?

Whichofthemdoyouthinkyouhavetheskillfor?

Whichisthemostusefulskilltolearn?

Whichdoyouthinkwouldbemostinterestingforteenagerstodo?

3.Classifythehobbiesindividually.

Foradults

Forteenagers

Creative

Skillful

Goodforstudy

Badforstudy

Goodforhealth

Badforhealth

设计意图：利用教材资源，就学生真实的情况开展讨论，对兴趣爱好作再认识，提高语言运用的真实性，也为完成模块任务作好铺垫。

Step5Moduletask—Sayinggoodbyetobadhobbies(10’)

1.Aletterofsponsorship---Sayinggoodbyetobadhobbies.

Chooseanobjecttowritealetterofsponsorship.(Toteenagers/adults/teachers/parents)

a)Choose1-3badhobbies.

b)Listthebadpoints.

c)Accordingtothebadpoints,writealetterindividually.

d)Sharethelettersinagroup.

e)Choosethebestonetoimprove.

2.Sharethebestonefromeachgroupinclass.

设计意图：通过对已列举的兴趣爱好的分类，对有关的兴趣爱好做出甄别，通过给不同的对象写倡议信的形式，提出对兴趣爱好的正确有价值取向，告别陋习。

Step6Aroundtheworld(5’)

1.Readthepassage“Aninterestinhistory”.

2.Mentionthedifferenceofsomehobbiesinthepast.

3.Discusswhatwecanlearnfromthesehobbiesinthepast.

Ausefulwebsite:http:///ebi/article-202069

Somefamousproverbs:

Nopains,nogains!不劳无获。

Anidleyouth,aneedyage.少壮不努力，老大徒伤悲。

Onegoodturndeservesanother.行善积德。

Readingenrichesthemind.开卷有益。

Theearlybirdcatchestheworm.早起的鸟儿有虫吃。

Thereisnoroyalroadtolearning.书山有路勤为径，学海无涯苦作舟。

Workmakestheworkman.勤工出巧匠。

设计意图：通过对人们兴趣与爱好的变迁，引导学生正确对待过去的生活，了解过去的文化，吸收传统文化的精髓，弘扬具有民族精神的优秀的传统文化。

Homework

1．Finishthelettersofsponsorshipingroupsandputontheboardasanexhibitionintheclass.

2．Oralwork:ReadthepassageofDavid’sspecialhobbyandgetreadytoretellthepassageinyourownwords.

Period4:Languageinuse

TeachingContent:Languageinuse

Keystructures:

TeachingAimsandDemands:

1.Tounderstandthesentencecomponents.(难点）

2.Topracticethenewvocabularyandexpressions.(重点)

3.Towritesimplesentenceswiththefivesentencepatterns.

Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.

TeachingAids:Multi-Media(video,OHP,handout)

TeachingProcedures:

Step1Revision(5’)

1.RetellthepassageofDavid’sspecialhobbies.Usingthewordsgivenashints.

hobbies,suchas,relaxing,creative,interesting,useful,makeyou…,developyour..,helpyou…,aspecialhobby,aswellas,aprofessionalwriter,inseniorhighschool,in2003,difficulttoremember,shouldtryto…

设计意图：通过对课文内容的复述，进一步对课文内容和语言点的巩固，并使语言点的运用落实在篇章之中，使运用更具意义。　

Step2　Listening(6’)

1.Predict.ReadthefivequestionsofActivity7onpage8.Predicttheanswer.

2.Listentothetapeandchoosetherightanswers.

3.Listenagaintocheck.

4.Callbacktheanswersfromthewholeclass.

5.Handoutthelisteningmaterial.Read.

设计意图：采用预测等听力技巧，提高听力的有效性，对听力材料的朗读，增大语言的输入。

Step3　Completethesentencesandpassage(10’)

1.Lookattheanswerstothelisteningpracticeandmakeasmanysentencesaspossibletocompletethesentences

Playingfootballisthemostpopularhobbywithboys,asaresulttheboys…

Boysenjoycollectthingsaswellas…

Teenagershavemanyhobbiessuchas…

Growingvegetableshelpsotherpeoplebecause…

2.Completethesentenceswiththewordsinthebox.

(1).PairtheSstocheckwitheachother.

(2).Sharetheanswersintheclass.

3.GettheSstoconductActivity5onpage8.

(1).Readthepassagefirst.

(2).Asktocompleteitwiththewordsintheboxindividually.

(3).Callbacktheanswersfromthewholeclass.

(4).Readthepassage.

设计意图：利用续写句子，使学生能在一定的情景中操练目标语，并提高目标语使用的正确率，再由句子与语篇，层层递进，使不同程度的学生都能较好的掌握目标语。

Step4　FunnyTime(6’)

1.Sentencemaking.

(1).Readthesentence:Theysenthimletters.

(2).Asktomakesimilarsentenceswith“show,give,buy,tell,bring”etc.

(3).Funnytime:Eachgroupchooseapartofasentencetoformacompleteone.

GroupA:Selectaperson.

GroupB:Selectaverb.

GroupC:Selectaperson.

GroupD:Selectsomethings.

(4).Makesure:S+V+IO+DO

2.Whatmakesushappy?

(1).Brainstorming

Whatmakesyouhappy?Goodmarksmakeushappy.

Whatmakesyousad/…?Badmarksmakeussad.

Whatkeepsyouexcited/…?

Playingcomputergameskeepsmeexcited.

Butparentsoftenaskustoplayless.

(2).Gettoknowthesentencepattern:S+V+O+OC

设计意图：利用FunnyTime的活动以及造句练习，侧重于学生对句型的使用，把语法点的操练融于无意识之中，先帮助学生S+V+IO+DO，和S+V+O+OC这两种比较难掌握的句型有一个理解，为学生掌握简单句基本句型降低难度。

Step5Languagepractice(12’)

1.ReadthroughtheexampleswiththeSs.

2.Classifythesentences

(1).sbbe

(2).Therebe

(3).Sb+V+sth.

(4).sb+V.

(5).sb+V+sb+sth/sb+V+sthtosb.

(6).sb+V+sbtodosth

3.AsktheSstoputthewordsandphrasesinthecorrectorderaccordingtothesentencepatternsgivenaboveindividually.

4.Checktheanswerswiththem.

5.Makesurethepartofspeechineachsentence.

(1).sbbe…

S+V+P

(2).Therebe+n.+prepphrase

Therebe+S+adverbial

(3).sbdoessth.

S+V+O

(4).sbdoes.

S+V

(5).sbdoessbsth/sbdoessthtosb.

S+V+IO+DO

(6).sbdoessbtodosth

S+V+O+OC

6.WritesimilarsentenceswiththemodelsofActivity2.

(1).Readthesentencesfirstandmakesurewhichsentencepatternseachbelongsto.

(2).Writesimilarsentences.

(3).ShareinpairsandasksometopresentthesentencesontheBb.

设计意图：采用归类比较的方法，使学生更加明了的掌握句子的不同成份。在提供句式的基础上供学生仿写，发挥学生的自主性，也保证了正确性。

Homework

1.Finishoffworkbookexercises.

2.Self-assessmentonpage103.

相关知识

八年级英语上册Module10Unit1导学案（2013新外研社）

每个老师在上课前需要规划好教案课件，大家在细心筹备教案课件中。只有写好教案课件计划，才能促进我们的工作进一步发展！你们到底知道多少优秀的教案课件呢？以下是小编为大家收集的“八年级英语上册Module10Unit1导学案（2013新外研社）”但愿对您的学习工作带来帮助。

Module10Unit1导学案No：31

1.记住M10U1中cloud、snow等23个单词、comeon等9个短语,灵活运用表达天气的句型。
2.通过自主探究和小组合作，能够对照天气示意图，听懂天气预报，并且能够谈论和描述天气情况。3.激情投入，阳光展示，了解世界各地的天气情况。
1.将unit没有掌握的单词用红笔标出来，并强化记忆。2.在课文中将重点短语划出来。

一．Self-check
1.多云的_______________2.多雨的______________3.多雪的_____________4.晴朗的_______________
5.多风的_________6.暴风雨_________7.厚的__________8.开玩笑___________9.温度______________
10.零下的______________11.度数___________12.尽管______________13.湿的____________
14.也不____________15.可怕的____________16.希望____________17.可能____________
二．Listeningpractice
1.Listenandcheck(√)thecorrectinformationinthetable.
2.Listenandchoosethebestanswer.
(1).WhatareLinglingandBettygoingtodo?()
A.Theyaregoingtotheparktoskate.B.Theyaregoingtotheparktohaveapicnic.
(2)Whatisthetemperature?()
A.Itisbetween-8and-2.B.Itisbetween2and8.
(3)What’stheweatherlikeinAmerica?()
A.Ithascoolwintersandwarmsummers.B.Ithascoldwintersandhotsummers.
三.从课文中找出下列短语，并写在下列横线上
1.去公园滑冰___________________________
2.你开玩笑吗？_________________________
3.温度是多少？_____________________________________
4.在-8到-2度之间_____________________________________
5.美国的天气怎么样？_____________________________________
6.听起来棒极了！_____________________________________
7.也；又_____________________________________
8.加油_____________________________________
9.变得暖和_____________________________________

1.认真阅读P133语法部分，回答问题。
情态动词表示说话人对有关行为或事物的态度和看法，认为其___________、_____________或____________等。我们学过的_____________________________都属于这类词。情态动词__________(有/无)人称和数的变化。后面接的动词需用_______________,否定式时在情态动词后面加______________.
小试牛刀：
①Bringamapbecauseyoumay____________(want)totravelaround.
②Shelikesdoingsportsandshe_________playbasketballwell.
A.cansB.canC.couldD.can’t
③Theremaybeafewshowerstomorrow.(否定句)
There_______________________________afewshowerstomorrow.
2.---What’stheweatherlike?
---It’ssnowyinNewYorkinwinter.
描述天气的形容词有：
名词wind风rain_________________云_________雪_______太阳
形容词windy有风的______有雨的_________________________________晴朗的
(）1.---______________?
---It’ssunny.
A.What’stheweatherB.What’stheweatherlike
C.HowistheweatherlikeD.Whatdoyouliketheweather
()2.Thereisaheavy__________,andtodayis__________.
A.wind;windB.windy;windyC.windy;windD.wind;windy
3.It’sbetweenminuseightandminustwodegrees!在零下8度到零下2度之间。
between为介词，意为______________.通常用于固定搭配between…and…在…和…之间
读下列句子，并总结规律：
①WednesdayisbetweenTuesdayandThursday.周三在周二和周四之间。
②Lucyisthebeststudentsamongallthestudents.Lucy是所有学生中最优的。
between用于_____(两者/三者或三者以上)之间，among用于_____________（两者/三者或三者以上）。
小试牛刀：
（）Johnisstanding_______GinaandJim.
A.atB.duringC.betweenD.among

一、单项选择：
（）1._________manychildrenlikeKFC,Ithinktheyhadbettertrynottoeatiteatittoomuch.
A.BecauseB.WhenC.AlthoughD.If
（）2.Thissentence______right.Pleasewriteitdown.A.feelsB.soundsC.tastesD.smells
（）3.____heworkedhard,______hestilldidn’tpasstheexam.
A.Although;butB.Although;/C.Because;soD.Because;/
（）4.Theprojectwillcost_______eight______tenmilliondollars.
A.between;andB.from;toC,between;toD.too;to
（）5.---IamgoingtoXi’anforaweek.---That______interesting.
A.listensB.hearsC.soundsD.Listensto
（）6.---WhereisJane?---Iamnotsure.She_____bedoingherhomeworkinherbedroom.
A.needB.mightC.mustD.can
（）7.---Fiftydollarsforsuchamobilephone!Areyou_____?
---Iamserious.Itisaniphone5S.
（）8.---________!Theyarewaitingforus.---Iamcoming.
A.HelloB.ComeonC.ThankyouD.Great
二.完形填空
IamanAmericanboy.Iamthirteen.I__1__inNo.14MiddleSchoolinShanghai.
Ioftengetup__2__halfpastsixfromMondaytoFriday.Ioftenhaveacupoftea,aneggandsomebreadformy__3__.Igotoschoolathalfpastsevenandgettherebeforeeighto’clock,and__4__startateight.Wehavefourlessonsinthe___5__andtwointheafternoon.Athalfpastthree,we__6__games.Istudyhardandstudywell.IlikeEnglishandIamgoodatit.Mikeismygoodfriend.Wegohometogether.Idomyhomeworkathome,but__7__atschool.Ilike__8__TVverymuch,butIcanonlywatchiton__9__andSunday.Ioftengoto__10__ataboutnineo’clock.
()1.A.workB.studyC.liveD.stay
()2.A.withB.inC.onD.at
()3.A.breakfastB.lunchC.dinnerD.supper
()4.A.filmsB.worksC.lessonsD.concerts
()5.A.afternoonB.morningC.eveningD.night
()6.A.makeB.playC.watchD.see
()7.A.sometimesB.alwaysC.usuallyD.often
()8.A.seeingB.watchingC.lookingD.lookingat
()9.A.MondayB.SaturdayC.FridayD.Tuesday
()10.A.schoolB.classC.bedD.movies
三.阅读理解
Ourteacherhasmanypictures.Everymorningsheshowsthosepicturestous.Shewantsustolearnsomethingfromherpictures.Inoneofherpictures,weseeaboyatwork.He’scleaningtheroom.Inanotherpicture,agirliswriting.Sheisdoingherhousework.Inotherpictures,weseeothersdoingdifferentthings.Oneisthinking,anotherismakingcakesandtheotherfourareplayingcards.Welookatourteacherandherpictures.WetalkinEnglishandourteacherlistenstous.Welearnfromourteacherandherpictures.Ourteacherlikesus,becausewecantalkinEnglishfreely.Welikeherandherlessons,too.
()1.Fromthepassage(短文),weknowourteacherteachesus.
A.ChineseB.JapaneseC.EnglishD.Counting
()2.Ourteachershowsuspicturesbecauseshewantsustolearn.
A.somethingaboutcleaningB.somethingaboutmakingcakes
C.somethingaboutwritingD.somethingaboutEnglish
()3.Inoneofthepictures,aboyis.
A.cleaningtheroomB.runningwithakiteC.writingD.makingcakes
()4.Ourteacherlikesusbecause.
A.WelikedrawingB.WecantalkinEnglish
C.WelookattheblackboardD.Wecanplaycards
()5.Inotherpictureswesee.
A.somepeopleareplayingcardsB.agirlisflyingakite
C.aboyiswritingD.agirliscleaningtheroom

MODULE12TEACHINGPLAN

一般给学生们上课之前，老师就早早地准备好了教案课件，大家应该要写教案课件了。用心制定好教案课件的工作计划，才能更好的在接下来的工作轻装上阵！有哪些好的范文适合教案课件的？下面是小编为大家整理的“MODULE12TEACHINGPLAN”，欢迎您阅读和收藏，并分享给身边的朋友！

外研社初三上册MODULE12TEACHINGPLAN

Content：Module12　SummerinLA

[Junior3,NewStandardEnglish]

一、题材内容

本模块以“暑期学习班”为话题，要求学生能够听懂、读懂并能够描述这样的学习班。通过本模块的学习，学生能够正确掌握主谓一致的用法，并能够描述某一课程情况。学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,促使学生更有意识地自觉学习英语。语法难点能够正确掌握主谓一致的用法。教学中教师应随时随地灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。

教学目标语言知识：

语音能够正确划分意群，朗读句子。

词汇host,accommodation,shorts,sunglasses,vacation,headteacher,lady,gentleman,each,course,studio,silly,memory,well-trained,experienced,weekly,progress,friendship,arrange,various,organize,application,rest,book,baggage,straight

词组makeprogresswith,checkin

语法能够正确掌握主谓一致的用法。

功能能够描述某一课程情况。

话题以“暑期学习班”为话题。

1）语言技能：

听能听懂包含主谓一致描述的对话；能填对话完成表格。

说能够谈论去某地出游的计划。

读能够读懂介绍暑期英语班的文章；理解语篇主题和细节。

写能够描写一个学习班的情况。

演示与表达能够结合自己设计的广告，向大家介绍课程班的情况。

3)学习策略

学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。

认知联系，归纳，推测等技能。学习查词典,阅读报纸,提高自学能力。

调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改

交际学习运用恰当词语介绍自己的暑期学习班。

资源通过阅读报纸等其他资源获取更多简单英语的有关暑期学习班的信息。

自学策略能够根据自己的情况预习教材并进行拓展。

合作学习策略能够根据小组内同学的特长分工合作，共同完成学习任务。注意学习策略共享.

4)文化意识：

文化意识通过了解其他国家暑期培训班、夏令营等相关信息，拓展视野。

5)情感态度:

培养学生合作互助的情感素质。参加各种英语活动,感受学习的乐趣，克服困难，在新环境中进一步树立准确的语言学习观。

6)任务:能够就暑期课程班的话题展开讨论。

教学重点和难点

重点：1．通过谈论自己的暑期学习班，训练学生的听、说、读、写能力，能够正确掌握主谓一致的用法，并能够描述某一课程情况。

难点：能够正确掌握主谓一致的用法，并能够描述某一课程情况。

教学方法

基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。

二、教材处理

核心任务：能够运用所学句型结构谈论自己的暑期学习班。三个环节如下：

pre-task：学生联系生活实际，激活背景知识。

task–cycle：通过整个模块的听说读写的训练，强化正确使用主谓一致的用法，并能够描述某一课程情况，为完成任务做好铺垫

post-task：达成任务，展示成果，反馈学习情况

三、教材安排

根据学生学习英语的特点和规律，我们把本模块划分为4课时：

Period1:VocabularyandListeningPronunciationandSpeaking

Period2:ReadingandVocabulary

Period3:WritingAroundtheworldModuleTask

Period4:Languageinuse

注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

『教学设计』

Title:Module10　Myperfectholiday

Period1:VocabularyandListeningPronunciationandSpeaking

TeachingContent:VocabularyandListeningandPronunciationandSpeaking

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabulary:host,accommodation,shorts,sunglasses,vacation,headteacher,lady,gentleman,each,course,studio,silly,memory,well-trained

Keystructure:Thesubjectandobjectagreement.(重点)

2.Listeningskill:Tounderstandconversations(难点)

3.Speakingskill:Toaskandanswerquestionsaboutatriptosomeplace

Learningstrategies:

Bottom–upapproachandlisteningtothetapeanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

Task:RecallwhatwehavelearnedinthelastModule.

Directions:

Stepone:Labelthepictureswiththewordsandexpressions.

(1).ReadthroughthewordsandexpressionsintheboxandhavetheSs.Repeatthemafteryou.

(2).Askthemtolabeltheminthepicturesonthescreen.

(3).Listsomewordswhichareconnectedwithpopulation.Askstudentstospeakoutasmanyastheycan.

Steptwo:Talkabouttheproblemsaboutpopulation.

Askstudentstospeakoutasmuchastheycan.

PartII:Leadin:

Task:Learnsomethingaboutpictures.

Directions:

Stepone:Askthefollowingquestions:

1)Aretheyattheairport?

2)Whatarethepeopledoing?

3)Whataretheywearing?

4)Wherearetheygoing?

Steptwo:Introducethenewwords.

PartIII:Listening

Task1:Listenandanswerthequestions

Directions:

Stepone:AsktheSstoreadthroughthequestionsinactivities1onpage96sotheyknowwhattolistenfor.

Steptwo:Playtherecordingwhiletheyjustlistenandfocusonthequestions.

Stepthree:Playtherecordingagainandhavethemanswerthequestions.

Stepfour:Playtherecordingandhavethemchecktheiranswerwithapartner

Stepfive:Callbacktheanswerfromthewholeclass.

Task2:Sslistentothedialogueandcompletethetable.

Directions:

Stepone:Givethemthetableinactivity4onpage97andmakesuretheSsunderstandthemall.

Steptwo:Playtherecordingandhavethemlistentotherecordingandfocusonthesentencestructurefirsttimethrough.

Stepthree:Playtherecordingagainandhavethemgettheanswers,thencheckwithapartner.

Stepfour:ThenCallbacktheanswersfromthewholeclass.

Task3:Tounderstandtheconversation.

Directions:

Stepone:AsktheSstolookatactivity5onpage97

1.Steptwo:Playtherecordingandhavethemlistenandfindsentencesintheconversationwhichsuggestthat…

1)Thefourfriendswanttolooktheirbest.

2)Tonyisalittlenervous.

3)TheheadteacherlikesCrazyFeet.

4)BeckyWanghasgoodmemoriesoftheschooldays.

5)Tonywantstolookcoolattherecordingstudio.

Stepthree:Playtherecordingagainandhavethemanswer.

Stepfour:.Playtherecordingandhavethemchecktheiranswerwithapartner

Stepfive:Callbacktheanswerfromthewholeclass.

Task5:Listenandread:

Directions:

Stepone:PlaytherecordingandasktheSs.tolistenandreadtheconversation.

Steptwo:Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.

Stepthree:PuttheSs.intogroupsof5topractisethedialogue.

Stepfour:Theyshouldrepeatitseveraltimes,changingtheroleseachtime.

PartIV:Pronunciation

Task:ListenandrepeatthesentencesinActivity7onpage97

Directions:

Stepone:AsktheSstolistenandrepeatthesentences.

Steptwo:Playtherecordingagain.AsktheSstopayparticularattentiontothepausebetweeneachsensegroup.

Stepthree:AsktheSstolistenandrepeatchorallyandindividually.

PartV:speaking

Task1:TalkaboutwhatBetty,Tony,LinglingandDamingaregoingtodoinLA.

Directions:

Stepone:Workinpairs.LookatthenotesinActivity4andtalkaboutwhatBetty,Tony,LinglingandDamingaregoingtodoinLA.eg.

They’regoingtoLA.TheyflytoLAatthebeginningofAugust.Their…

Steptwo:Askthemtosayaboutit.

Stepthree:Askthemtoworkinpairstosharetheirdescriptions.

Stepfour:Callbacksomeexamplesinawhole-classsetting.

Task2:AskandanswerquestionsaboutyourtripstoLA.

Directions:

Stepone:Imagineyou’regoingtoLA.Makenotesaboutyourplans.

Steptwo:Nowworkwithanothergroup.AskandanswerquestionsaboutyourtripstoLA.

---HowlongwillyoustayinLA?

----We’respendingaweekinLA…

Stepthree:Callsomepairstoactitout.

PartVI:AtestDoEx2onpage156intheWB.

PartVII:Homework:

Recitethedialogueasfluentlyaspossible.

Period2ReadingandVocabulary

TeachingContent:ReadingandVocabulary

TeachingAimsandDemands:

1.Languageknowledge:

Newwords:experienced,weekly,progress,friendship,arrange,various,organize,application,rest,book,baggage,straight，makeprogresswith,checkin

Keystructures:Thesubjectandobjectagreement.(重点)

2.TogetinformationfromthereadingmaterialaboutanEnglishcourse.(难点)

3.Tounderstandwhereapassagecomesfrom.

Learningstrategies:Communicativeapproach.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

HelpstudentstorevisewhatwaslearntinPeriodoneofthismodule.

Showthemsomepictures.HavetheSs.talkaboutthem.Eg.

1)Wherearethey?

2)Whatarethepeopledoing?

3)Whataretheywearing?

4)Wherearetheygoing?

PartII:Preparation

Task1:Learnthenewwords.

Directions:Labelthepictureswiththewords.

(1).Readthroughthewordsonthescreen.HavetheSs.Repeatthemafteryou.

(2).Readthewordsseparatelyandhavethemrememberthem.

(3).Makesomesentenceswiththewords.

(4)Callbacktheanswersfromthewholeclass.

Task2:LookattheslidesaboutLosAngelesandtalkaboutthem.

Directions:

(1).LookattheslidesaboutLosAngelesonthescreen.HavetheSs.discussthem.

(2).Callbacksomecommentsfromthewholeclass.

PartIII:ScanningandSkimming

1.Task:Readthepassageandchoosethebestanswer.

Directions:

Stepone:TheteacherasktheSstoreadthepassage.

Steptwo:Ssreadthepassageandchoosethebestanswer,givingreasonsforthechoicegiven.

Stepthree:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswer.

2.Task:Matchthetitleswiththeparagraphs.

Directions:

Stepone:AsktheSstodotheactivityonthescreenindividually.Thencheckwithapartner.

Steptwo:Callbacktheanswersfromthewholeclass.

3.Task:Answerthequestionsinactivity4onpage99.

Directions:

Stepone:ReadthroughthesentencesandmakesuretheSsunderstandwhattodo.Ssdoactivity4onpage99individuallyandcheckwithapartner.

Steptwo:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers

PartIV:Dealingwithexpressions:

1.课文原句：Youcanchoosebetweensmallgroupsoftwoorthree,orlargergroupsofupto15.

Note:upto在这里表示“直到，至多”。如：

Wecaninviteupto65people.

Uptotenpeoplecansleepinthistent.

Everyonehashisparttoplay,fromtheofficeboyuptothePresident.

2.课文原句：AswellaslearningEnglish,wewantyoutoexperiencelifeintheUSA.

Note:aswellas表示“而且，还，也”。如：

MydaughterBeibeiwantstovisitAmericaaswellasAustraliathissummer.

Ourmonitorissmartaswellasfriendly.Everybodylikeshim.

3.课文原句：Everydaywehaveactivitieswhichtakeplaceafterclass.

Note:takeplace表示“发生”，如：

TheconcerttakesplacenextThursday.

Whenisthetrainingcoursetakingplace?

4.课文原句：Ifyouareinterested,pleasefillinourapplicationformwhereyouwillalsofindourlistofprices.

Note:fillin表示“填上；把……补齐”。如：

Pleasefillintheformandsignit.

Theteacheraskedustofillintheblanks.

PartV:Languageuse

Task:Completetheformwithyourdetailsandyourchoicesinactivity5onpage99.

Directions:

Stepone:Imagineyou’replanningtoattendasummercourseinLosAngeles.CompletetheformwithyourdetailsandyourchoicesinEx.5onpage99.

Steptwo:Let’sseewhocanfinishitassoonaspossible.Thendiscussinpairsandfinallyharetheiranswerswiththeclass.

Stepthree:Givethestudentssometimetorecallwhatthey’velearnedinthisclass.

PartVI:Atest:Exercise11onpage158intheWB.

PartVII:Homework:.Retellthetext.

Period3:WritingAroundtheworldModuleTask

TeachingContent:WritingAroundtheworldModuleTask

TeachingAimsandDemands:

1.Writingskill:Towriteadescriptionofacourse.Improvethestudents’writingability(难点).

2.Tolearnaboutsummercamps.(重点)

Learningstrategies

Top-downandInteractiveapproachanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

Task:Helpstudentstorevisewhatwaslearntinlastmodule.

Directions:

(1).Revisethewordsandphrases.

(2).LettheSs.retellthetext.

PartII:Writing.

Task:WriteaboutacourseforstudentslearningChineseinyourtownorcity.

Directions

StepOne:AsktheSsrunthroughthenotesinActivity6onPage99andmakenotes.

Steptwo:WriteaboutacourseforstudentslearningChineseinyourtownorcity.

Stepthree:Callbacktheanswersfromthewholeclass,havingindividualsreadtheirsentences.

PartIII:Aroundtheworld

Task:Learnsomethingaboutsummercamps.

Directions

StepOne:AsktheSs.tolookatthedifferentpicturesaboutsummercamps.

TelltheSs.someknowledgeaboutthem.

Steptwo:ReadthetextandansweranyquestionstheSshave.

PartIV:ModuleTask

Task:Havingaclassdiscussionaboutsummercourses.

Directions:

1.AsktheSs.todoActivity9onpage103.Thinkaboutyouranswerstothequestionsandwritenotes..

2.Thinkaboutwhatyouwanttosayandhowyouwanttosayit.

3.Speakloudlyandclearlysoeveryonecanunderstandwhatyousay.

4.Listenpolitelytowhattheotherstudentssayandaskquestions.

5.Drawconclusions.

6.Circulateandmonitortheirproduction.

PartV:Recalling

Recallwhatwehavelearnedtoday.

PartVI:Atest

DoEx.12onpage155andhandinimmediately.

PartVII:Homework:DotheSelf-assessmentonpage155.

Period4.Languageinuse

TeachingContent:Languageinuse

Keyvocabulary:rest,book,baggage,straight,heckin

Keystructures:Thesubjectandobjectagreement.(难点）

TeachingAimsandDemands:

1.Tosummariseandconsolidatethefunctionitem-agreementofsubjectandpredicate.

2.Topractisethewordsandexpressions.(重点)

Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.

TeachingAids:Multi-Media(video,OHP,handout)

TeachingProcedures:

PartIRevision

Helpstudentstorevisewhatislearntin3periodsofthismodule.

PartIILanguagepractice

Task1:Tosummarizeandconsolidatethesubjectandobjectagreement.

Directions

(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseofthesubjectandobjectagreement.

(2).AsktheSs.torepeatthesentencesinthebox.

(3).Ask“Canyoumakeothersimilarexamples?”

(4).FocustheSs’attentiononthewaysinwhichtheyareused.

Task2:Completethesentenceswiththecorrectformofthewords.

Directions:

(1).DoActivity1andActivity2onpage100individually.

(2).AsktheSs.tocheckwithapartner.

(3).AsktheSs.toreadoutthesentences.

(4).Summarize:thesubjectandobjectagreement

Task3:Interviewyourpartner.

Directions:

(1).AsktheSs.todoActivity5onpage101individually.WecanalsodoActivity3atthistime.

(2).Circulateandmonitortheirproduction.

(3)Calltheanswersbackfromsomestudents.

Task4:Completethepassageusingthecorrectformofthewordsandexpressionsinthebox.

Directions:

(1).AsktheSs.tocompletethepassageusingthecorrectformofthewordsandexpressionsintheboxinActivity5andActivity6.

(2)Calltheanswersbackfromsomestudents.

Task5:Practiselistening

Directions:

(1).AsktheSs.tolistentotheconversationanddoActivity7andActivity8onpage102individually.

(2).Listenagainandcheckwiththeirpartners.

(3)Calltheanswersbackfromtheclass.

PartIII:Atest

Talkaboutyoursummer.

PartIV:Homework:

FinishalltheexercisesintheWB.

八年级上册英语Module4Unit2教案（2013外研社英语）

教案课件是老师上课中很重要的一个课件，大家正在计划自己的教案课件了。各行各业都在开始准备新的教案课件工作计划了，未来工作才会更有干劲！你们知道多少范文适合教案课件？以下是小编为大家精心整理的“八年级上册英语Module4Unit2教案（2013外研社英语）”，仅供参考，欢迎大家阅读。

外研社英语八年级上Module4Unit2

教学设计

年级八年级

课题ProjectHopehasbuiltmanyschools.

ProjectHopehasbuiltmanyschools.

一、教材分析

本节课是八年级上册module4unit2,以希望工程、希望学校为话题，围绕希望工程对贫困儿童求学的救助活动开展教学，培养学生的民族意识以及关爱他人的情感素质，并同时向学生介绍各地的慈善机构。教材在介绍希望工程时会继续用到现在完成时，是对模块2和模块3的承接和复习巩固，并展示本模块的语法重点。

二、教学目标

1.知识目标：能够正确使用下列单词和词组：raise,takepart,describe,drop,dropoutofschool,important,ill,lookafter,pay,countryside,train,electricity,hearof,理解下列单词和词组：hearabout

2.能力目标：通过本节课的学习，能够通过阅读文章获取希望工程的信息，培养阅读能力；能够结合图片等手段介绍希望工程。

3.情感目标：培养学生的民族意识以及关爱他人的情感素质。

三、重难点

1.重点：语法：现在完成时have/has+动词的过去分词

重点句型：It’simportantforsbtodosth.

ProjectHopehasbuiltschoolsandtrainedteachers.

Sb.have/hasdonesth.

2.难点：学会运用现在完成时来描述事情

3.关键点：现在完成时have/has+动词的过去分词

四、课型

Readingandwriting

五、Teachingmethods教学方法

Task-basedlearning.

六、Teachingaids教具准备

Aprojectorandsomepictures

七、Teachingproceduresandways教学过程与方式

课前热身

Warming-upandleadin

Playavideoaboutchildreninpoorareas.

Talkaboutit，andthenshowtheirideas.

Usesomepicturestoshowthewordsandphrases:

Poor,dropoutofschool,stopgoingtoschool,can’tgetaneducation,

aschoolwithnoelectricityandafewbooks

Accordingtothissituation,whocanhelpthem?

通过看视频材料，让学生来了解贫穷地区的孩子们的教育现状,谈谈自己的感受；并结合图片教学展示本课的主要内容,帮助学生理解文章，同时话锋一转，针对如此现状，进而导入课题：ProjectHopehasbuiltmanyschools.这样不仅可以活跃课堂气氛，激发学生的兴趣，而且使学生在很短时间进入状态。

走进文本

TaskOneFastreading

Leadthestudentstoreadthetext.

PartOneThesituationofthetwostudents

PartTwoWhathasProjectHopedone?

PartThreeWhatcanwedo?

Readthetextquicklyandmatchthesubjectswiththeparagraphs.

快速阅读文本，把课文分为三大部分，让学生整体感知语篇，培养其迅速处理文章大意的能力，同时降低了文本学习的难度。

TaskTwoCarefulreading

Letthestudentsreadthetextcarefully.

1.ReadPartOneandanswerthequestions.

①DidLiuSanzifinishstudying?

②WhydidLiYinmingstopgoingtoschool?

③Whendidhestopgoingtoschool?

2.ReadPartTwoandfillintheblanks,andthenretellit.

Inthelast15years,ProjectHope,childrencouldgotoschool.Thisprojectandtheeducationofpoorstudents.PeopleinChinaandabroad,itmanyschoolsandlibrariesanditandstudentstohighschools.

此环节是分层阅读中的细读环节，再次阅读文章，把握细节内容，深层挖掘文本信息，把本课主要单词及语法融汇于内，加深印象。同时根据课标中的四级阅读目标，把文章分为三部分，通过完成不同的阅读任务，教给学生不同的阅读策略，训练学生不同的阅读技巧。此环节采用问题和填空的形式出现，有意识地为学困生适当降低知识起点，让“学困生”也能跨进新知识的门槛，感到自己能学；而且创设能充分展示学习成果的机会，让他们在自主学习中享受到成功的快乐，从而帮助他们树立起学习的自信心，积极参与到自主学习的活动中来。

TaskThreeDiscussion

PlayavideoaboutProjectHope,leadthestudentsknowmoreaboutit.

ReadthetableandtalkaboutProjectHopeaccordingtothetable.

WhatProjectHopehasdoneinaprovincein2005

Moneytheyhaveraised15,500,156yuan

Studentstheyhavehelped4,178

Schoolstheyhavebuilt56

Peoplewhohavetakenpart294,006

1.Howmuchmoneyhavetheyraised?

2.Howmanystudentshavetheyhelped?

3.Howmanyschoolshavetheybuilt?

4.HowmanypeoplehavetakenpartinProjectHope?

此环节通过问题形式不仅进一步展示了希望工程为贫穷地区的人们所做的贡献，而且贯穿练习了本课的语法，又给学生打了一针强心剂—我也要为她们做点什么。很自然地为下文情感的升华做了铺垫。

知识升华，情感渗透Writing

1.Letthestudentscomparetheireducationwithchildren’sinthepoorareas.

2.ShowsomepicturesaboutProjectHopeandvolunteers.

Supposeyouareavolunteer,sayoutwhatyoushoulddotohelpthem,andthenwriteashortpassage.

本环节为知识的输出阶段，可先通过对比自己与贫穷地区的孩子的教育，激发起孩子们的关爱心，志愿做一个帮助他人的好学生。这个任务的设计是为了在学生进行了说和读的训练后，进一步进行写的技能的巩固训练。通过关注身边发生的事情，让学生了解社会热点，感受人与人之间的关爱。

板书设计

Unit2ProjectHopehasbuiltmanyschools.

WordsSentencesGrammar

raise,takepart,describe,drop,dropoutofschool,important,ill,lookafter,pay,countryside,train,electricity,hearof,

1.It’simportantforsbtodosth.

2.ProjectHopehasbuiltschoolsandtrainedteachers.

3.Sb.have/hasdonesth.

现在完成时have/has+动词的过去分词

文章来源：http://m.jab88.com/j/83975.html

更多