初中英语仁爱科普版八年级上册Topic 3 The Internet makes the world smaller.获奖课件ppt
展开科普版英语八上
Unit4 Topic3 Section D教学设计
Ⅰ.Material analysis
该部分是本话题的最后一节课。主要通过Grammar、Functions的小结来巩固“Subject+Vt.+Object+Object complement”的结构以及复习功能句“be sure”的用法和复习形容词的比较级和最高级形式。通过本节课的复习和总结检测学生对于宾补、be sure+that结构以及形容词比较级和最高级形式的掌握情况，最终实现对于这些结构的综合使用。在总结和复习的时候应该特别强调“Subject+Vt.+Object+Object complement”和形容词比较级的练习。本节课还通过短文的形式向学生介绍了在网上学习英语的方法，引导学生正确使用因特网。
Ⅱ.Teaching aims
Knowledge aims：
1. 能根据音标正确朗读以下单词：result, grammar, dictionary, expensive。
- 复习和总结本话题的黑体词，并能正确地书写下列单词及短语: result, grammar, look up等。
- 复习“Subject+Vt.+Object+Object complement”的结构。
- 能够正确使用“be sure”的结构来谈论确定与不确定的话题。
- 复习形容词的比较级和最高级形式。
Skill aims：
- 能听懂有关谈论使用因特网学习英语的文章，并能够听懂用“be+sure+that”的结构来谈论确定与不确定的文章。
- 能够将本单元所学内容和以前所学知识相结合，能用英语简述自己利用因特网学习英语的故事。
- 能够读懂跟课文水平相当的文章，能够读懂介绍通过因特网学习英语的文章。
- 根据所学内容写出利用因特网学习英语的文章。
Emotional aims：
1. 培养学生利用不同的渠道学习英语的能力。
2. 培养学生体会学习英语的乐趣以及从生活中积累知识的能力。
Ⅲ.The key points and difficult points
Key points：
1. 巩固“Subject+Vt.+Object+Object complement”的结构。
2. 复习功能句“be sure”的用法。
3. 复习形容词比较级和最高级的用法。
Difficult points：
准确地使用“Subject+Vt.+Object+Object complement”的结构。
Ⅳ.Teaching aids
Computer multimedia projector
V.Teaching procedure
Step | Student activity | Teacher activity | Design Intention |
Part1 Lead-in (7 minutes) |
1.Focus their attention on the teacher.
2.The students finish Grammar and Function.
3.Students review the rulers of direct speech and indirect speech. |
1.Get students ready for learning.
2.Teacher asks students to finish Grammar and Function.
3.Teacher leads the students to make summaries of direct speech and indirect speech. |
通过复习的方式导入课堂，能够帮助学生巩固上节课所学的重点知识。
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Part2 Presentation (8minutes) | 1.Students listen to the teacher. Feel the structure of “be sure” and understand the meaning. And say I don’t like to learn English on the Internet.
2.Students listen to the teacher carefully and try to understand the meanings of the new words. Study the new words in groups. Try to read and remember their spellings.
3.Students read these words together.
4.Students read through the passage and complete the passage. Then check the answers in groups.
5.Students check the answers in class.
6.Students listen carefully and finish the tasks on screen. And take notes.
| 1.Teacher leads in the part 1 by some transitional sentences. E.g. I am sure all of you are good students. And I am sure you like to study. But I am not sure if you like to learn English on the Internet.
2.Teacher says: “The result is that most students like to learn English on the Internet. On the Internet, you can improve your skills. You still can look up new words with an online dictionary. Some difficult grammar can be explained clearly on it. Write down the new words on the blackboard while speaking.
3.Invite students to read these new words. And then teach the new words.
4.Show the box on Page 104 to students. Ask students to choose the correct expressions and complete the passage.
5.Invite students to share their answers in class.
6.Teacher explains the key phrases and language points.
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按照predication，skimming,scanning,detail reading的阅读策略，循序渐进，培养学生的阅读能力。
新课的读包括至少三遍读：第一遍一句句跟读；第二遍跟录音同步读；第三遍齐读。足够的跟读练习能够让学生感知和体验标准的发音。
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Step | Student activity | Teacher activity | Design Intention |
Part3 Consolidation (10 minutes) | 1.Students work in groups. Change these adjectives into their comparative degrees. Check answers in groups and review the rules.
2.Students review the rules and write down the comparative degrees of these adjectives.
3.Students fill in the blanks. Review the structure of “Subject+Vt.+Object+Object complement” and comparative degrees of adjectives.
4.Students check the answers in groups. Pay attention to the answers that is different from others.
5.Students discuss in groups. Practice the structure: “Subject+Vt.+Object+Object complement”, e.g. People use robot to do boring jobs.
6.Students show their answers in class.
| Finish 2. 1.Show these words on the screen: “small, easy, few, make, cheap, health, useful, many, expensive”. Ask students to work in groups and review the rules of comparative degrees of the adjectives.
2.Invite students to review the rules according to their answers.
3.Show part 2 to students. Ask students to fill in the blanks individually.
4.Give students 2 minutes to check the answers in groups.
5.Show the pictures in Project. Ask students to discuss what they can do for us. Then show the phrases in the box and the example.
6.Invite students to share their answers.
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选择合适的练习能够帮助学生及时运用所学的知识。 |
Part4 Practice (10 minutes) |
1.Students finish the exercise on screen.
2.Students report their news. First, they should pay attention to the elements to make their news clear. Second, they should pay attention to the pronunciation and intonation. Try to report the news like the announcers do.
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1.Teacher shows some exercise on screen and asks students to finish.
2.Invite students to share their news in class.
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通过小组活动，让学生生生互动，互相纠错，并能在真实语境中运用新知。
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Part5 Production (8 minutes) |
1.All the students should know the meaning of the summary.
2.Students write a passage about “Our world”.
3.Students finish the exercise book of U4T3SD. |
1.Teacher summarizes what the students have learned today. Some important languages points are shown on the computer screen.
2.Teacher asks students to write a passage about “Our world”.
3.Teacher assigns the students finish the exercise book of U4T3SD. |
布置复习的作业，能够帮助学生养成良好的学习习惯。 |
Ⅵ.Blackboard design
Unit 4 Our World Topic 3 The Internet makes the world smaller. Section D
G1 G2 G3 G4 Grammar Subject+Vt.+Object+Object complement The Internet makes the world smaller. It also helps us to find information much faster. The Internet makes the world smaller. The Internet helps make our lives easier. Functions I’m sure the Internet will be more and more important to us. I am sure the Internet is very important to us. I am not sure...
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Ⅶ.Teaching reflection
This class provides students with many chances to practice the structure “Subject+Vt.+Object+Object complement”. Students can use the structure well. But how to make every student speak English in group work is a big problem. I think teacher should pay more attention to students’ feelings.
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