Module 9 Unit1第一课时教学设计 外研版英语八年级下册

基于课程标准的“教学评一体化”设计课时备课课题八下Module9FriendshipUnit1CouldIaskifyou’vementionedthistoher?（第1课时）日期课时1课型听说授课教师目标确立依据课标分析课标摘录义务教育《英语课程标准》语言技能四级标准：有明确的学习需要和目标，对英语学习表现出较强的自信心。能在所设日常交际情境中听懂对话和小故事，能用简单的语言描述自己和他人的经历，能表达简单的观点。(听)能读懂常见文体的小短文和相应水平的英语报刊文章，能合作起草和修改简短的叙述、说明、指令、规则等。（读）能互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中能注意到中外文化的异同。课标分解1.能通过听对话，选择或说出对话的主题、获取友谊问题相关的关键信息；2.能通过阅读对话，找出对话中的具体人物、问题的原因、建议等信息；能选出或说出对话的主要内容；3.能在语境中猜出生词的意思，不妨碍听和阅读的理解。教材分析本模块以友谊为话题，探讨学生在友谊问题上的困惑及解决办法，引导学生学着妥善处理友谊问题。Unit1的对话围绕玲玲向友谊热线求助而展开，其中听力素材和听力对话之间内容紧密联系，自然衔接，本单元旨在培养听说能力，学生应听懂关于友谊的对话，正确使用宾语从句针对他人的友谊问题提出建议；本单元的学习又分为两个课时完成，第一课时侧重听说练习，第二课时进行词汇、句型的操练和语法总结。学情分析知识经验：学生在上一模块已学习了由that引导的宾语从句，这就能为类比学习本模块由if/whether及特殊疑问词引导的宾语从句做好了知识铺垫。策略经验：经过一学年的听力训练，已掌握捕捉关键词、关键句的听力能力，能听懂简单的故事情节。生活经验：友谊是青少年生活的重要组成部分，在日常生活中学生有相关经历，可利用这部分学生的信息资源，带动全班学生的学习热情和兴趣。教学目标通过本课时教学，让学生能够：1..在语境中理解并认读下列词汇：friendshiphelpline,getseparated,refusetolisten,feelverysureofherself...；2.通过听素材，听懂电话形式的文本，捕捉并获取关键信息；3.通过听对话，了解大意、听辨并记录关键信息；4.阅读对话，获取细节信息并借助提示简述对话内容；5.通过探讨在友谊问题上的困惑及解决办法，认识到友谊的重要性并积极探讨与朋友相处的正确方法。评价任务评价标准1.听后选择,听后填词并角色扮演（指向目标2）在有生词的情况下，不影响听力、阅读任务的完成；准确地选出，流利地说出2..听后选择，听后判断，听后选词（指向目标3）准确选出3.问题链、追问，学生结合自己的实际生活回答友谊相关的问题（指向目标1、3，5）从文本中找出正确语句并说出；较为流畅地表达自己的想法4.在听、读中理解语块，分辨词块在具体语境下的含义（指向目标1，3，4）准确地选出5.借助表格，填空并简单复述对话内容（1，3，4）较为准确、流畅地说出教学过程教学环节教学活动评价要点Step1PresentationStep2Listening(SBA.2)1.T:Doyouhaveanyfriends?Whatshouldagoodfriendbelike?(Showsomepictures)Ithinkthatagoodfriendshould(be)...(Showthesentencepattern)S:Ithinkthatagoodfriendshould(be)...2.T:Haveyoueverhadproblemswithyourfriends?Whowouldyouaskforadviceatthattime?S:...T:Maybeyouwouldaskforyourfamilyoryourteacherwhenyouhaveproblemswithyourfriends.Butinthislessonwe’llfindoutanewway.Doyouwanttoknowwhatitis?Listenandanswer:WhyisLinglingcalling?A.Becauseshewantstovisithergrandmother.B.Becauseshewantstoaskforhelp.C.Becauseshewantstoplaywithherfriend.2.Listenandchoosethecorrectanswer:LinglingwantstospeaktoBetty/MrsKing.Bettyisin/out.Betty’sfriend/MrsKing’sfriendworksontheFriendshipHelpline.学生能说出与图片信息相关的词汇；借助已学句型，学生能准确并较为流畅地说出友谊相关的对话能选出对话主旨大意，理解玲玲打电话的原因。能选出关键信息Step3Dialogue(SBA.3)3.Listenandcompletethesentences.MrsKing:Hello!Lingling：Hello!①CouldIspeaktoBetty,please?MrsKing:I’msorry,she’snotin.Lingling：IsthatMrsKing?MrsKing:Yes,thisisBetty’smother.CanItakea②message?Lingling:Yes,please.③ThisisLingling.Ihavea④problemwithmybestfriendandIneedherhelp.MrsKing:Oh,I’msorrytohearthat,Lingling.Maybeyoucantry⑤callingmyfriend.SheworksontheFriendshipHelpline.Lingling:Thankssomuch,MrsKing.MrsKing:Noproblem,Lingling.You’rewelcome.4.Talkingafterlistening(Role-play).Role-playtheconversationabovewiththepartner.1.Listenandanswer.Whataretheytalkingabout?ThenewschoolHernewfriendFriendshipproblem2.Listenandcheck.Linglingandherbestfriendarenowinthesameschool.()Linglingishappytoseeherbestfriendatthesameschool.()Linglingishavingahardtimeinthenewschool.()Linglinggetshelpfromthehelpline.()3.Listenandcompletethetable.能获取关键词并写出空白处所缺单词能流利地表达出听力素材的内容能选出文章的主旨大意能获取关键信息并判断对错lonelyintroducejoinherselfexplainpatientlonelyintroducejoinherselfexplainpatientFriendshipHelplineApossiblereasonMaybeshedoesn’tfeelverysureof①herselfinthenewschool.AdvicefromthehelplineTrytofindoutwhethershefeels②lonelywithoutyou.

Youshouldbe③patientwithherand④explaintoherthatshecanmakefriendswithyourotherfriendstoo.Tryto⑤introducehertothem.Encourageherto⑥joininmore.温馨提示：1.猜测词义和词性2.边听边写3.自主检查（听力策略）4.Readandcomplete(1)Answerthefollowingquestionsaccordingtothedialogue.Doweknowwhoherbestfriendis?Why?CanyoutellusthechangesofLingling’sfeelings?Howdoyouknowit?WhatadvicecanyougiveforLingling?Why?Whatwillyoudoifyouhaveproblemswithyourfriends?Willyouaskforhelpfromthehelplineinthefuture?Why?(2)Choosethecorrectanswer.Helplinemeansamessage/atelephoneservicetogivesomehelp.Getseparatedmeanspeoplearetogether/nottogether.Refusetolistenmeansapersonwouldliketolisten/wouldn’tliketolisten.Feelverysureofherselfmeansshefeelsveryconfident/doesn’tfeelveryconfident.Regrethurtingyoumeansapersonfeelssorry/thankfulaboutmakingyousad.Bepatientwithhermeanssomeoneisangry/isn’tangrywithher.Encouragemeansmakingsomeonefeelmore/lessconfidenttodoathing.Explainmeanstellingsomethingandmakingiteasy/difficulttounderstand.Mentionmeansasking/tellingsomething5.Gooverthedialogue,completethetableandthenretellthemaincontentwiththepartner.Linglinghasaproblemwithherbestfriend.They’vebeenfriendsforfiveyears...FriendshipHelplineLingling’sproblemwithherfriendLastterm:Theygotseparatedwhentheywenttodifferentschools.Thisterm:Theyareinthesameschoolnow.Linglingwassohappy,butherfriendwassodifferent.Shedoesn’tlikeLinglingtoseeotherfriends.Linglingmentionedthistoher,butsherefusedtolisten.ApossiblereasonSheprobablytreatsLinglinglikethatbeccauseshedoesn’tfeelverysureofherselfinthenewschool.Advicefromthehelpline1.Youcantryto