初中英语外研版 (新标准)八年级上册Unit 3 Language in use .教案设计

这是一份初中英语外研版 (新标准)八年级上册Unit 3 Language in use .教案设计，共7页。教案主要包含了课后反思等内容，欢迎下载使用。

教学设计
教学设计
教学内容：外研版《新标准英语》初二年级上册Mdule 11 Unit3 Language in use.
二、课后反思
本节课是一节复习课，授课对象为初二的学生，学到第十一模块已经初步具备一定的口语交流表述能力，有了一些常用语的词汇储备，能表达与自己生活贴近的话题并参与讨论，已经学习过M11U1,U2已经对中外文化差异做到积极有效的概述和讨论。步入初中的初二年级学生，活泼好动，好奇心强，乐于表达，但思维模式还处于形象思维主导阶段。因此笔者设计了大量的音形义相结合的教学活动，以视频动画导入新课，营造了轻松愉快地学习氛围。
本堂课以给去中国和英国旅行的两位同学建议为主线，通过复习中国习俗，英国生活各方面习俗，最后总结中英文化差异，把情态动词的应用练习融入到本模块对生活方式的讨论和给别人建议的教学任务中去。复习旧知，又融入跨文化交际教学，教学任务由浅入深，由简单到复杂，使学生一步步在教师的引领下，愉快高效的完成了学习任务，教学效果显著。
教学目标（知识、技能、策略、情感、文化）
1.掌握词汇 immediately, accept, fish and chips, afternn tea, chclate, dictinary, chess set, stand in line, take away以及句型 shuld, need, must, had better, can d.
2.学会运用带情态动词来表述生活方式
3.热爱和中美朋友做英语交际，体会国家习俗，领会国家文化前提下学习语言。
4.能够清晰的用带情态动词的语句来给外国友人提建议表达规则。
5.能够用英语对中英文化差异进行总结表达
教具准备
主要包括点读笔、网络下载视频和ppt教学课件。
教学过程与方法
核心环节1 导入 Lead in
头脑风暴标题，播放文化差异视频，导入生活方式话题，激活背景知识。
T: The tpic fr this week is way f life. What ways f life can yu think abut?
let’s enjy a vide.
S: traffic, eating, teaching.
T: D yu understand the vide? What des the vide talk abut?
English peple eat up all the fd, why des he d s?
S: Englishmen believe that if yu clear the plate, the hst will be happy and it is plite t d s. But T: What is Chinese pinin? They think that if they give the guests enugh fd, it will shw they are generus.
Is this a cultural difference?
when we g t a freign cuntry, is it imprtant t knw abut the cultural differences.

[设计意图] 通过欣赏一段有趣的视频来导入本课话题，使学习在轻松愉快地氛围中开始展开。有效激发学生的学习动机，同时激活学生已有的背景知识及话题相关的语言基础。为接下来的文化差异的导入做好铺垫，为新知识的传授打下基础。
核心环节2 Experience （语言体验）
1.引入情景，问答练习，补充表格。
T：Next week, Wang hui is ging t take a trip in England, but he desn’t knw the rules f English life. Can yu give any advice t him ?
T: When he arrives in England, he will meet peple, but hw can he greet them?
Firstly, when he meet them fr the first time, what must he say?
S：He must say Mr r Mrs when he meets them fr the first time.
T: When he knws them well what can he say?
T: Hw can WH call peple?
T: After calling peple, d yu knw what tpic they can talk abut in England?
What tpic mustn’t they talk abut? Can he say hw ld are yu? Can he ask hw much mney d yu make?
[设计意图]在这一环节中，教师通过表格复习建立本模块U2关于问候别人的旧知，并扩充跨文化知识，操练学生口语。
小组对话
T：Nw make a dialgue with yur partner? Suppse yu are Wanghui, and ask yur neighbur fr advice. Make a dialgue t talk abut rules f greeting.
[设计意图] 该环节为学生语言的学习提供了一个真实的练习情境，使学生在真实应用中体会到所学知识的用法，使重点知识朗朗上口，为接下来难度更大的学习任务打好基础，为培养综合语言的运用能力提供支持。
引入下一个关于饮食的情景，巩固U2英国饮食文化知识。
T: After greeting each ther, they will g t the restaurant t have sme fd and drink? He needs t knw abut English diet habit.
D yu knw what’s the traditinal fd in England? Hw abut in China? Hw can he buy/eat it?
S: fish and chips.
T: What d Englishmen usually have in the afternn?
S：afternn tea.
T: What is afternn tea?
What is the drink? What can he drink during the afternn tea? What is fd? What can he eat in the afternn?
小组对话Wrk in pairs.
T：Nw make a dialgue with yur partner. Suppse yu are Wanghui, and ask yur neighbur fr advice abut eating habits.
S: Wrk in pairs
[设计意图] 该环节为学生语言的学习提供了一个关于饮食的练习情境，使学生复习用情态动词讨论英国的饮食文化。
问答练习，引入下一个关于交通的情景，巩固U2英国交通规则知识。
T：After having the meals, they are ging hme. There are tw chices. If he drives the car, what rules n the rad d yu knw?
On which side f the rad must he drive? What abut china?
T：The secnd chice is by bus. D yu knw the rules at the bus stp? What mustn’t he d? What need he d? Why shuld he d s?
S：It’s plite t stand in line t wait fr...
Wrk in pairs.
T: Talk abut the traffic rules in England. Yu can design yur wn beginning f the dialgue.
[设计意图] 该环节为学生语言的学习提供了一个关于选择交通规则的练习情境，使学生复习用情态动词讨论英国的公交车和驾驶规则，充分体现了跨文化交际教学。
总结英国的生活习俗
T：Just nw we’ve talked abut English ways f life in many pints. D yu remember them?
Abut wanghui’s trip t England, can yu give him advice n English ways f life?
Give yur presentatin a beginning and ending.
S：discuss by themselves.
T: If we g t England, is it necessary fr us t keep in mind these rules?
[设计意图]在这一环节中，通过听巩固所学情态动词，培养学生在总结英国习俗的表达过程中加深强化情态动词的练习，达到归纳和复习的目的。
设定情景引入中国习俗的讨论
T：Tny is als having a trip t China during the SF, and he knws it is the mst imprtant festival in China, but he desn’t knw the traditins f the festival, culd yu tell him mre? What must r mustn’t he d?
What traditinal fd need he eat during the festival? During the festival, maybe Chinese friends give him present fr the new year, hw shuld he accept it?
Hw abut the traffic rules in China?
Culd yu give advice t Tny n Chinese traditins?
[设计意图]在这一环节中，通过引入Tny去中国旅行的情景来展开对中国习俗和各种生活方式的复习和讨论，使得复习U1中国习俗的背景知识和运用情态动词说明规则融会贯通，再次巩固复习了情态动词的用法。
核心环节3 Express (情景表达)
1.讨论中英文化差异
T：Is it the same in England? Hw abut in England? What’s the traditinal festival in England? Hw d Englishmen accept gifts?
They are different in many pints, right?
Are there many cultural differences between China and England? Nw discuss it with yur..
S：have a discussin f cultural difference between China and England.
[设计意图]在这一环节中，通过听巩固所学情态动词，培养学生感受中外文化差异，在对比中复习语法知识。
通过歌谣chant总结情态动词用法
T：Every cuntry has its rules, when we talk abut rules, what kinds f wrds shuld we use? These kinds f wrds are called mdal wrds!
When we give rules, yu must fllw the rules. There is a chant fr yu t knw the imprtance f fllwing the rules. Let’s sing it tgether. Everybdy stand up, ready?
[设计意图]借助视频歌谣来让知识的传授更加简单直观，简单易懂的chant, 随着伴奏，使学生更加愉快地突破本课重难点-情态动词的掌握，激发学生表达的兴趣。同时对所学重点词汇短语进行复习巩固，为下面的长对话理解做铺垫。
核心环节4 Evaluate （展示成果）
1.创设情境, 学生根据所复习的中外文化习俗来情景表演。
【设计意图】: 这个环节是让学生对本课所学内容进行综合运用的过程，也是检验教师教学目标是否达成的一个途径。学生通过本课学习, 从用情态动词谈论英国的习俗, 中国的习俗, 中英习俗差异， 由浅入深, 一步一个台阶的掌握了讨论社会规则，生活方式的常用表达方法。 最后, 小组成果展示, 一是为了学以致用, 小组竞赛的课堂组织形式可以大大提高不同层次学生参与学习的热情, 也有效培养了学生的合作学习能力. 更加高效的实现了本课的教学目标。二也是为了体现本课话题的跨文化语用性, 让学生懂得在文化了解中自然习得语言。
2.作业布置
A: d the exercises f M11U3
B: write the culture difference between China and the west
【设计意图】对课堂所学进行复习巩固的同时，感受总结跨文化交际差异。真正实现语言的实践综合运用。