还剩2页未读，
继续阅读
初中英语外研版 (新标准)八年级下册Module 10 On the radioUnit 3 Language in use教案
展开
这是一份初中英语外研版 (新标准)八年级下册Module 10 On the radioUnit 3 Language in use教案，共4页。教案主要包含了教学目标，教学重点及难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。
教学设计
一、教学目标
1. 复习并掌握本模块的重点单词和短语。
2. 复习宾语从句的用法，掌握宾语从句的三要素：连接词、语序、时态。
3. 能够听懂简单的时刻表介绍并从中获取有效信息。
4. 培养学生坚持不懈、勇于追求梦想的精神。
二、教学重点及难点
重点：
1. 掌握本课重点单词和短语。
2. 掌握宾语从句的引导词和时态：
I hpe that yu can jin us ne day.
When it’s n, it means we’re n air.
It seemed that they were speaking t me in persn.
Just tell me what yu had fr breakfast.
难点：
熟练掌握宾语从句三要素：连接词、语序、时态。
三、教学准备
教学课件。
四、教学过程
Step Ⅰ Revisin
Retell the passage in Activity 2 in Unit 2 accrding t the key wrds.
设计意图：引导学生进行思维整合和口语输出，复习上节课的内容。
Step Ⅱ Presentatin
Language practice
Read the sentences alud and understand what the underlined structures mean.
Grammar
1. T explains the grammar pints—tense f bject clauses.
宾语从句中时态的变化
(1) 当主句是一般现在时时，宾语从句的时态不作限制，可以根据句子的意思来使用需要的任何一种时态。
Jill fund the jb in 2013.
he is gd at playing the pian.
I knw (that) she will cme tmrrw.
Jim has been t Lndn twice.
(2) 当主句是一般过去时的时候，宾语从句必须运用相应的过去的某一种时态。
He will g t Hng Kng.
He is sick.
He is reading a bk.
He has finished his wrk.
he wuld g t Hng Kng?
he was sick?
Wh knew (that) he was reading a bk?
he had finished his wrk?
(3) 当宾语从句说明的是客观存在的事实或真理时，仍是用一般现在时态。
He tld me (that) Summer is after Spring.
We knew (that) the sun is much bigger than the mn.
The teacher tld us (that) light travels faster than sund.
设计意图：以本单元的句子为引子，总结宾语从句的时态的用法。
Step ⅡI Practice
Grammar Exercises
D sme exercises frm the senir high schl entrance examinatin and then heck the answers in the whle class.
设计意图：通过让学生做近年中考题巩固宾语从句的时态这一重要语法点，检查学生对该语法点掌握情况的同时，也在体验中考题型的过程中加深对该语法点的巩固。
Activity 1
Match the tw parts f the sentences and then chse sme pairs t say ut their answers.
设计意图：通过句子匹配的练习，巩固宾语从句的用法。
Activity 2
1. Read the six cnjunctins and cnversatin t get the main idea f the cnversatin.
2. Cmplete the cnversatin with the wrds in the bx.
3. Read the cnversatin again and check the answers.
设计意图：通过选词填空的练习，考查学生是否能够正确选择宾语从句的引导词。
Activity 3
Read the cnversatin in Activity 2 and cmplete the diary. Then read and check the answers.
设计意图：进一步帮助学生巩固宾语从句，考查学生对对话的理解。
Activity 4
Cmplete the passage with the crrect frm f the expressins in the bx. Then read and check the answers.
设计意图：通过练习，强化学生对that, whether/if及疑问词引导的宾语从句的理解，并结合语篇练习，运用本模块的重点短语。
Activity 5
Listen and chse which f the three jbs is crrect. Then check the answers.
设计意图：考查学生理解听力材料中主要信息的能力。
Activity 6
1. Read the timetable t get t knw mre abut the cnversatin.
2. Listen again and cmplete the timetable. Then check the answers.
设计意图：进一步考查学生理解听力材料中主要信息和获取细节信息的能力。
Step = 4 \* ROMAN IV Cnslidatin
Cmplete the sentences with the wrds in the bx.
hw that what when whether wh
1. Why d yu think _____ the he isn’t hnest?
2. It’s time fr us t g. Have yu decided _____ we shuld take?
3. Nbdy knws _____ will be the next presenter?
4. Culd yu tell _____ we g t the z by bus?
5. The map shws _____ we can get t the studi.
6. Can we decide _____ we sing this sng r nt?
设计意图：随堂检测学生对本课时内容的掌握程度。
Step = 5 \* ROMAN \* MERGEFORMAT V Summary
I hpe that yu can jin us ne day.
When it’s n, it means we’re n air.
It seemed that they were speaking t me in persn.
Just tell me what yu had fr breakfast.
设计意图：回顾本课时的主要内容。
Step = 5 \* ROMAN \* MERGEFORMAT VI Hmewrk
1. Write five sentences using the bject clause with that, whether/if and wh-wrds.
2. Gather infrmatin abut the histry f radi r the relatinship between radi and peple.
设计意图：巩固课上所学，为下节课的内容做准备。
五、板书设计
Mdule 10 On the radi
Unit 3 Language in use (1)
I hpe that yu can jin us ne day.
When it’s n, it means we’re n air.
It seemed that they were speaking t me in persn.
Just tell me what yu had fr breakfast.
教学设计
一、教学目标
1. 复习并掌握本模块的重点单词和短语。
2. 复习宾语从句的用法，掌握宾语从句的三要素：连接词、语序、时态。
3. 能够听懂简单的时刻表介绍并从中获取有效信息。
4. 培养学生坚持不懈、勇于追求梦想的精神。
二、教学重点及难点
重点：
1. 掌握本课重点单词和短语。
2. 掌握宾语从句的引导词和时态：
I hpe that yu can jin us ne day.
When it’s n, it means we’re n air.
It seemed that they were speaking t me in persn.
Just tell me what yu had fr breakfast.
难点：
熟练掌握宾语从句三要素：连接词、语序、时态。
三、教学准备
教学课件。
四、教学过程
Step Ⅰ Revisin
Retell the passage in Activity 2 in Unit 2 accrding t the key wrds.
设计意图：引导学生进行思维整合和口语输出，复习上节课的内容。
Step Ⅱ Presentatin
Language practice
Read the sentences alud and understand what the underlined structures mean.
Grammar
1. T explains the grammar pints—tense f bject clauses.
宾语从句中时态的变化
(1) 当主句是一般现在时时，宾语从句的时态不作限制，可以根据句子的意思来使用需要的任何一种时态。
Jill fund the jb in 2013.
he is gd at playing the pian.
I knw (that) she will cme tmrrw.
Jim has been t Lndn twice.
(2) 当主句是一般过去时的时候，宾语从句必须运用相应的过去的某一种时态。
He will g t Hng Kng.
He is sick.
He is reading a bk.
He has finished his wrk.
he wuld g t Hng Kng?
he was sick?
Wh knew (that) he was reading a bk?
he had finished his wrk?
(3) 当宾语从句说明的是客观存在的事实或真理时，仍是用一般现在时态。
He tld me (that) Summer is after Spring.
We knew (that) the sun is much bigger than the mn.
The teacher tld us (that) light travels faster than sund.
设计意图：以本单元的句子为引子，总结宾语从句的时态的用法。
Step ⅡI Practice
Grammar Exercises
D sme exercises frm the senir high schl entrance examinatin and then heck the answers in the whle class.
设计意图：通过让学生做近年中考题巩固宾语从句的时态这一重要语法点，检查学生对该语法点掌握情况的同时，也在体验中考题型的过程中加深对该语法点的巩固。
Activity 1
Match the tw parts f the sentences and then chse sme pairs t say ut their answers.
设计意图：通过句子匹配的练习，巩固宾语从句的用法。
Activity 2
1. Read the six cnjunctins and cnversatin t get the main idea f the cnversatin.
2. Cmplete the cnversatin with the wrds in the bx.
3. Read the cnversatin again and check the answers.
设计意图：通过选词填空的练习，考查学生是否能够正确选择宾语从句的引导词。
Activity 3
Read the cnversatin in Activity 2 and cmplete the diary. Then read and check the answers.
设计意图：进一步帮助学生巩固宾语从句，考查学生对对话的理解。
Activity 4
Cmplete the passage with the crrect frm f the expressins in the bx. Then read and check the answers.
设计意图：通过练习，强化学生对that, whether/if及疑问词引导的宾语从句的理解，并结合语篇练习，运用本模块的重点短语。
Activity 5
Listen and chse which f the three jbs is crrect. Then check the answers.
设计意图：考查学生理解听力材料中主要信息的能力。
Activity 6
1. Read the timetable t get t knw mre abut the cnversatin.
2. Listen again and cmplete the timetable. Then check the answers.
设计意图：进一步考查学生理解听力材料中主要信息和获取细节信息的能力。
Step = 4 \* ROMAN IV Cnslidatin
Cmplete the sentences with the wrds in the bx.
hw that what when whether wh
1. Why d yu think _____ the he isn’t hnest?
2. It’s time fr us t g. Have yu decided _____ we shuld take?
3. Nbdy knws _____ will be the next presenter?
4. Culd yu tell _____ we g t the z by bus?
5. The map shws _____ we can get t the studi.
6. Can we decide _____ we sing this sng r nt?
设计意图：随堂检测学生对本课时内容的掌握程度。
Step = 5 \* ROMAN \* MERGEFORMAT V Summary
I hpe that yu can jin us ne day.
When it’s n, it means we’re n air.
It seemed that they were speaking t me in persn.
Just tell me what yu had fr breakfast.
设计意图：回顾本课时的主要内容。
Step = 5 \* ROMAN \* MERGEFORMAT VI Hmewrk
1. Write five sentences using the bject clause with that, whether/if and wh-wrds.
2. Gather infrmatin abut the histry f radi r the relatinship between radi and peple.
设计意图：巩固课上所学，为下节课的内容做准备。
五、板书设计
Mdule 10 On the radi
Unit 3 Language in use (1)
I hpe that yu can jin us ne day.
When it’s n, it means we’re n air.
It seemed that they were speaking t me in persn.
Just tell me what yu had fr breakfast.
相关教案
初中英语外研版 (新标准)八年级下册Unit 1 I hope that you can join us one day教案： 这是一份初中英语外研版 (新标准)八年级下册Unit 1 I hope that you can join us one day教案，共5页。教案主要包含了教学目标，教学重点及难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。
初中英语外研版 (新标准)八年级下册Unit 2 It seemed that they were speaking to me in person教案设计： 这是一份初中英语外研版 (新标准)八年级下册Unit 2 It seemed that they were speaking to me in person教案设计，共6页。教案主要包含了教学目标，教学重点及难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。
初中英语外研版 (新标准)八年级下册Unit 1 I hope that you can join us one day第1课时教案设计： 这是一份初中英语外研版 (新标准)八年级下册Unit 1 I hope that you can join us one day第1课时教案设计，共3页。教案主要包含了教学重点，教学难点等内容，欢迎下载使用。
