初中外研版 (新标准)Unit 2 I believe that the world is what you think it is示范课ppt课件

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Module 9　FriendshipUnit 2 I believe that the world is what you think it is.    知识目标单词silence, bright, treasure, trust,  glue, include, circle, stick suggestion, in silence, day by day, smile at, circle of friends, every time句型①It made me feel happy,  lively and warm. ②I believe that the world is what you think it is.  技能目标1. 能理解故事中的事件顺序和人物行为并根据上下文猜测生词的含义。2. 能够根据所给的提示描述改变自己生活的人或事的短文。 情感目标通过对友谊这个话题的探讨, 让学生学会宽容、理解他人。理解小小善行的意义, 友好对待身边的人或物, 让世界更美好。 1. To learn about some expressions in the passage. 2. To learn about the object clauses.1. To get information from the article. 2. The use of “lonely and include”.教学环节教师活动学生活动备课札记Step 1Leading-in(Act.  1)1. Greetings. 2. Share a song:  Friends by Zhou Huajian. 3. Free talk: T:  Now,  tell me,  please. Do you have a best friend?  And what do you think a best friend should be like?  Let’s have a talk about this. You may begin like this: I think that a good friend should be. . . 4. Then work in pairs and answer the questions in Activity 1. 1. Greetings. 2. Enjoy the song and sing together. 3. Free talk:  Work in pairs. I think that a good friend should be helpful. . . 4. Then work in pairs and answer the questions in Activity 1. 通过对话练习, 也能从说句子中考验学生对Unit 1过去完成时知识的掌握程度, 还训练了学生的反应。并在无形中培养学生大胆说英语的习惯。Step 2Pre-readingShow students some pictures about Pyramids,  check and teach the new words. 1. Follow the teacher look at the pictures of new words and say as quickly as possible. 2. Read the new words together and recite them. 通过图片引导学生谈论外貌, 学习本课词汇, 图片形象直观, 容易调动学生学习的积极性。Step 3FastReading(Act.  2)Scanning(扫读)Have students read the passage fast and answer the following questions quickly. ①What is the passage about? ②When did the story happen?  ③Where did the story happen? ④Who are characters in it? Read the passage fast and answer the questions. ①It is about two girls’ friendship. ②In autumn. ③At a new school. ④Zhang Bei and her best friend. 通过让学生快速阅读来了解文章的主旨大意和每段的主要内容。教学环节教师活动学生活动备课札记Step 4Carefulreading (Act.  2)Careful reading(细读)1. Paragraph 1: Ask students to read the Paragraph 1 and answer the questions. ①Who gave the writer an important gift?  ②What is it? 2. Paragraphs 2、3: Let students say “T” or “F” to the sentences after reading paragraphs 2、3. ①The writer was in a new school.  (　　)②It happened in summer.  (　　)③I felt happy when I heard the other students talking and laughing. (　　)3. Paragraphs 4、5、6、7: Let them read Paragraphs 4、5、6、7 and fill in the blanks. Then one day,  a girl looked at me and ①,  I felt ②______,  lively and warm.  It was like a hidden ③.  The smile ④ _________my life.  And the girl has ⑤_________ my best friend now.  4. Paragraph 8: Ask a group of six students to read Paragraph 8,  the other students try to find out: ①What does the writer believe?  ②And do you agree with her?  ③Why or why not? 1. Read Paragraph 1 and answer the questions. Keys: ①A girl. ②A smile. 2. Read Paragraphs 2、3 and say“T” or “F” to the sentences. Keys: ①T　②F　③F3. Read Paragraphs 4、5、6、7 and fill in the blanks: Keys: ①smiled　②happy③treasure　④changed⑤become4. A group of six students to read Paragraph 8,  the other students try to find out:  Keys: ①She believes that the world is what you think it is. ②Yes,  I agree with her. ③Because when you smile at the world and it will smile back. 通过详细阅读, 设计回答问题, 判断正误、填空等不同题型, 层层深入, 让学生利用细读来加深对文章的理解、获取信息。Step 5Reading(Act.  3)Get students watch a video and read with it,  then let them read loudly in groups. 1. Read the passage in groups. 2. Practise reading. 通过跟读来学习正确的语音、语调, 通过小组朗读来互相学习, 培养合作精神。 Step 6Exercise(Act.  3)Exercise:  (Activity 3)Ask students to complete the sentences. Complete the sentences according to the passage in Activity 2.  (Activity 3)通过复述课文来巩固加深对短文的理解。Step 7Languagepoints1. Organize students to read the passage again and find the language points.  Let them discuss in groups and solve their problems. 2. Ask three little teachers to help the students solve their problems. 1. Read the passage again and find the language points.  Discuss in groups and solve their problems. 2. Little teachers come to the front and help other students solve the language points,  the other students listen carefully and note. 小组合作探究, 共同完成学习任务, 培养他们自主学习的能力。通过小老师讲解语言点, 让学生更有兴趣进一步理解课文内容。Step 8Exercise(Activity 4)Ask students to complete the sentences with the words in the box. Complete the sentences with the words in the box. Check the answers. 通过练习让学生更好的运用知识点。教学环节教师活动学生活动备课札记Step 9WritingEncourage students to write a passage about someone or something that changed their life according to Activity 5. Try to write a passage about someone or something that changed your life according to Activity 5. 通过写作来加强对语言的运用。Step 10Summarize1. Get students to sum up the language points. T: What have we learned today? Ss: . . . 2. Let students to choose the best group in this lesson. Sum up the language points: ①New words: silence　bright　treasure. . . ②Phrases: be afraid to;  feel lonely. . . ③Sentences: It made me feel happy,  lively and warm. 引导学生对这节课的总结, 让学生做自由发言, 培养学生自主学习, 自主总结的良好学习习惯。Step 11Consolidation教师设置巩固检测练习: Ⅰ. 根据句意及所给汉语提示写出所缺单词1. On my sister’s face I saw a(n) _________(欢快的) smile.  2. This museum has got many art _________(珍宝).  3. In the past Dave _________(信任) his sister but now he doesn’t.  4. My job _________ (包括) making coffee for the manager every morning.  5. He has fun at school because he has a large _________(圈子) of friends there.  Ⅱ. 用所给词的适当形式填空1. Ms Hand always _________(pass) my house when she goes to work.  2. Could you give me some _________(建议)on learning English?  3. Be careful,  Jeff!  There’s some _________(glue) on your chair.  4. Mr Wang _________(stick) the stamp onto the postcard just now.  5. There is some _________(hide) treasure underground.  Keys: Ⅰ. 1. bright　 2. treasure3. trusted　 4. includes5. circle   Ⅱ. 1. passes　　2. suggestions3. glue　　4. stuck5. hidden    独立完成检测练习, 进行自我评价。通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。 1. Copy the new words and expressions. 2. Write a story between you and your best friend. 在整个课堂设计中, 所有的活动都是在围绕学生的友谊展开的。在阅读中采用扫读、略读、细读等环节, 让学生由浅入深地研究课文, 形成框架。从而有利于学生对生活中的小故事展开描述。