SectionB教学案例(1)

1、八年级上册教案设计Unit 4 Our WorldTopic 3 The Internet makes the world smaller.Section B. Material analysisSection B的主要教学活动为1a、2、4a 和4b。本节课中1a通过Jane, Michael, Kangkang和Maria之间谈论各自从互联网上获得的信息，引出功能句“be sure +that”结构。2、3部分通过例子的形式，给学生提供操练功能句“be sure +that”的机会。4a、4b重点复习/w/, /v/之间的区别并要求学生能够正确地读出句子的升、降调以及连读和重音。学生经过大

2、量的操练能够掌握 “be sure +that”结构，但是语音、语调一直都是被教师和学生所忽视的，所以在设计课堂方案的时候希望教师能够设计各种活动如模仿、观察、触摸、比赛等，来完善语音教学。. Teaching aimsKnowledge aims：1. 能根据音标正确朗读出下列单词：pizza, website, reporter。 2. 能在老师的引导下分清/w/, /v/之间的区别，并能正确地发这两个音；明白升、降调的作用，能正确地读出句子的升、降调以及连读和重音。 3. 能正确拼写并运用单词表中的单词, 如：website, 并能根据音标写出pizza, reporter等单词。 4.

3、 能正确使用“be sure +that”结构。 5. 能够用“be sure +that”结构来谈论确定与不确定的话题。Skill aims：1. 能听懂谈论人们使用因特网获得信息的话题。2. 能正确地表达自己使用因特网所做的事情、并能够用“be sure +that”结构来谈论确定与不确定的话题。 3. 能正确朗读课本的文本材料，能清楚模仿录音读含有/w/, /v/的单词，能根据谈话内容的需要读出句子的重音、语调等。 4. 能用书面形式描述自己如何利用因特网购物、学习等，并能够用“be sure +that”结构写出句子来表达确定与不确定。Emotional aims：能体会英语学习的乐趣

4、，懂得在学习中遇到困难时可以通过网上查资料的形式自己解决问题。. The key points and difficult pointsKey points：1. 学习“be sure +that”结构。2. 复习/w/, /v/的正确发音以及句子的升调、降调、连读和重音。Difficult points：/w/, /v/的正确发音。. Learning strategies1. 利用因特网在网上查找/w/, /v/之间的区别，可以帮助你在课堂上学习/w/, /v/的发音规则。 2. 在课堂上多用“be sure +that” 结构来谈论问题，这样你可以很快掌握这个结构。. Teaching

5、aids Computer multimedia projector, mirrors, sketch map. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(5 minutes)1. The whole class work2. The whole class work and individual work3. The whole class work4. Pair work1. Focus students attention on the teacher.2.

6、 A student reads his/her composition like this:The Internet helps us to find information of English learning. And it makes the shopping cheaper. Other students review this structure.3. Students listen to the teachers evaluation. Try to understand the meaning of the structure “be sure +that”.4. Stude

7、nts read their partners composition and try to evaluate the composition with the structure “be sure + that”.1. Get students ready for learning.2. Check students homework about the advantages of the Internet. Ask a student to read his/her composition in class.3. Teacher evaluates students ideas in a

8、low voice when students are showing their ideas. Teacher evaluates students by saying: “I am sure your idea is right. / I am not sure if that is a good idea”.4. Provide students with 2 minutes to read their partners composition. And encourage them to evaluate the composition with the structure “be s

9、ure + that”.Presentation(15 minutes)1. The whole class work and group work2. The whole class work and group work3. The whole class work4. The whole class work and individual work5. The whole class work6. Group work and individual work7. Group work8. Group work1. Students look at the picture, and the

10、y can get the answer quickly. Because theres a computer in the picture.2. Students listen to 1a carefully and check their predictions. Study “Mars, pizza, website, reporter” in groups. If they cant work out the problem, they can ask the teacher for help.3. Students read the new words together and pa

11、y attention to the pronunciation and intonation.4. Students listen to 1a and fill in the blanks.5. Check the answers and read the conversations sentence by sentence after the tape.6. Students finish 1c and check the answers in groups.7. Students work in groups. Finish the passage quickly.8. Choose o

12、ne student to read the passage. Other groups try to evaluate their passage with the structure “be sure +that”.1. Show the picture in 1a to students and ask students to predict “What are they talking about?”2. Play 1a and ask students to check their predictions. Teacher can tell the students like thi

13、s: “I guess your answers are all included in the computer. But I am not sure if your answers are right. Lets listen and check”. Teacher should use the structure often in class. 3. Teacher asks students to read the new words together, and check their pronunciation.4. Finish 1b. Show the table in 1b t

14、o students, ask students to listen to 1a again carefully and fill in the table.5. Check the answers and play 1a sentence by sentence.6. Finish 1c. Show 1c to students. Ask students to rewrite the conversation in a passage based on 1b.7. Finish 1d. Ask students to write a passage from Janes point of

15、view. 8. Invite a group to share their passage. Other groups try to evaluate their passage with the structure “be sure +that”.Consolidation(8 minutes)1. The whole class work and group work2. Group work3. Individual work4. Group work5. Group work1. Students work in groups and analyse the example.2. S

16、tudents work in groups and answer the four questions in the box with the structure “be sure+that”.E.g. I am not sure if everyone in the world uses the Internet in the future.3. Students give their answers and practice the structure.4. Students interview their group members.A: What did you see/hear o

17、n the Internet last night?B: I saw /I heard.C: I am not sure. I watched.D: I am sure. And I found.5. Students present the conversation on the platform.Finish 2.1. Show the example of 2 to students. Ask students to analyse the structure in groups.2. Show the box in 2 to students. Ask students to make

18、 conversations with the sentences in the box.3. Invite students to share their answers.4. Finish 3.Ask students to make a survey in groups. Interview their group members about what they saw or heard on the Internet.5. Invite two groups to present it to the class. Give them smiling faces.Practice(10

19、minutes)1. The whole class work and individual work2. The whole class work3. The whole class work 4. The whole class work5. Group work and individual work6. The whole class work7. The whole class work1. Students look at the three groups of words. Pronounce individually. Then check each other. Try to

20、 find the correct way to pronounce the two phonetic symbols.2. Students observe the differences between /w/ and/ v/, and imitate the sketch map. 3. The students look at themselves from the mirrors, and imitate the sketch map or the teacher.4. Students read after the tape.5. Students read in groups.

21、Check each others pronunciation.6. Students can find the answer from these aspects: liaison, weak form, stress, and intonation.7. Students read 4b after the tape. Pay attention to the liaison, weak form, stress and intonation.Finish 4a, 4b.1. Teacher says: “I am not sure if you can pronounce /w/, /v

22、/ well. Look at 4a and read in groups if you can pronounce the two phonetic symbols the same. I am sure you are wrong.”2. Show the sketch map. Ask students to observe the sketch map carefully and pay attention to the mouth.3. Ask students to take out their mirrors and compare themselves with the ske

23、tch map or the teacher.4. Play the tape. Ask students to listen and follow.5. Show 4b to students and ask students to read 4b by themselves. Pay attention to /w/, /v/ in the words.6. Play 4b. And ask students why the recording sounds better than them.7. Play 4b. Ask students to read after the tape a

24、nd imitate.Production(7 minutes)1. The whole class work and group work2. The whole class work3. Individual work1. Volunteers read 4b one by one. Pay more attention to the liaison, weak form, stress and intonation. The student who can read best and get the most “A” is the winner. And he/she is the st

25、ar of spoken English in this week. Other students try to challenge him/her next week.2. Students read all the words correctly, knowing their meanings. They have to memorize their spelling after class. Use the structure “ be sure +that” often. 3. Students read and record 4b after class, pay attention

26、 to the pronunciation and intonation. Write a passage and preview Section C. 1. Play a game. Find the most beautiful sound. Ask students to prepare four papers and write down A, B, C, D. Invite volunteers to read 4b in class. Other students are commentators. 2. Teacher summarizes :(1) Write down the new words on the blackboard: website, Mars, pizza, reporter(2) Write down the structure “be sure +that” on the blackboard.I am sure that there are many interesting things to see on the Internet.I am n