八年级英语下册 Module 3 On the radio教案 外研版.docx
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八年级英语下册 Module 3 On the radio教案 外研版.docx
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八年级英语下册Module3Ontheradio教案外研版
Module3Ontheradio教案
模块Module3
单元教学内容分析
本模块以“Ontheradio”为话题,重点学习动词不定式和现在分词的用法,并通过对话部分的学习,让学生了解电台广播节目的制作流程;通过阅读一个十五岁孩子的电台求职经历了解电台工作所需要的技能,最后完成一个设计、制作学校电台广播节目的任务。
语言知识目标
Giveadviceandwarnings
…butremembertolookoutfortheredlight…
…andstoptalking!
Sokeepstudying,andmaybeonedayyoucanjoinus.
…Quiet,please.
Ssh!
1.重点词汇
winreportreporterscoreeverybodymentionpreparegoalhateexplainvoiceseemweeklyarticleglasssoundcheck
2.认读词汇
newsreadersshlistenermicrophone
3.短语
lookoutlookdownDon’tmentionitaskfor
Verbsfollowedby–ingformorinfinitive
1.We’dliketothankyoufortakingusaroundRadioBeijing.
2.Sokeepstudying,andmaybeonedayyoucanjoinus.
3.Ididthisbylookingoutofthewindow.
4.Evenintinyvillageswhichhadnoelectricity,orformsofcommunication,peoplebegantolistentotheradio,notonlyforentertainment,buttoeducatethemselves,too.
语言技能目标
听Listentopeopletalkingaboutradioprograms
说Giveadviceandwarnings
Talkaboutmemories
Askandanswerabouttheradioprograms
读Readastoryaboutaskingforajobonradio
写Writeaboutimportanteventsinthepastandbackgroundinformation
Makeaposteraboutfriendship
学习策略
1.了解记叙文的叙述方式:
倒序
2.积极与他人合作,共同完成学习任务。
3.通过广播这种途径获取更广泛的英语信息。
文化意识
增强对新闻传媒的了解。
情感态度
培养和强化学生的学习兴趣,锻炼克服困难的意志。
通过不断努力,实现理想。
任务
做一期校内广播节目。
学情分析
经过一半年的学习,学生对英语已有初步的了解。
许多人对英语感兴趣,他们渴望多听,多说,更渴望有良好的学习方法。
八年级的学生有较强的记忆力和逻辑思维能力。
八年级的学生易产生两极分化,英语教师更要注重学生积极学习情绪的培养及学生个性差异的分层教学。
课时的分配
第一课时:
ListeningandVocabulary&PronunciationandSpeaking
第二课时:
Vocabularyandreading
第三课时:
Writing,Aroundtheworld&ModuleTask
第四课时:
Languageinuse
分课时教案
Period1Listeningandspeaking
Languagegoals语言目标
1.Keyvocabulary重点词汇
winreportreporterscoreeverybodymentionpreparegoalhate
2.Keystructures重点句式
We’dliketothankyoufor...
Sokeepstudying,and...
Abilitygoals能力目标
Enablestudentstolistentoandtalkaboutplantingtrees.
Teachingmethods教学方法
Listeningandspeaking.
Teachingimportant/difficultpoints教学重难点
Howtotalkaboutplantingtrees
Teachingaids教具准备
Taperecorder,aprojectorandacomputer.
Teachingproceduresandways教学过程与方式
StepⅠWarmingupandlead-in
Talkaboutradioprogramswithstudents.
T:
Mostofteenagersarenotusingradionow.YouhaveMP3s,youhavewalkmans.Butradioisstilloneofthemostimportantmediainthemodernworldtoday.Peoplegetnews,music,educationandinformation…ontheradio.Peoplecanlistentotheradioonthebus,athome,whendoingotherthings.Todaywearegoingtotalkaboutradioprograms.Whatradioprogramsdoyouknowof?
S:
Newsreport.
S:
Musicradio.
S:
Sports.
S:
Weatherreport
…
T:
Good.Canyoumatchtheseprogramsandthewordsinthebox?
Askstudentstolistentotherecordingandchecktheanswers.
StepIIListeningandreading
Askstudentstolistentotherecordingandanswerthequestionsinactivity2.
T:
Mostpeoplehopetogetthelatestnewsontheradio.Whatisthelatestnews,doyouknow?
S:
Thelatestnewsisthenewspublishedmostrecently.
T:
Alsowecangetinformationabouttheweather,thesportsresultsandsomepeopleontheradio.Nowlistentotherecordingandfindtheanswerstoactivity2.
Checktheanswersbyaskingstudentstolistentotherecordingagain.
Askstudentstolistentotheconversationinactivity3andanswerthequestionsinactivity4.
Sampleanswerstoactivity4:
1.ChenHuanfindsitenjoyabletotakethemaround.
2.Becausetheyarefromdifferentcountries.TonyisfromEngland.
3.Ithinkthefriendsfeelthevisitinggreatandhelpful.
Reading
Askstudentstoreadtheconversationanddoactivity5.
Checktheanswersbyaskingsomestudentstoreadthecompletedpassage.
Thenaskstudentstofindoutthesentenceswhichshowadviceandwarning.
T:
DuringthevisittotheRadioBeijing,ChenHuanhasgiventhefriendssomeadviceandwarnings.Whatarethey?
Nowreadagainandfindout.
Samplesentences:
Warnings:
…butremembertolookoutfortheredlight…
…andstoptalking!
OK,seetheredlight?
Quiet,please.
Shh!
Advice:
Sokeepstudying,andmaybeonedayyoucanjoinus.
Afterthis,askstudentstoroleplaytheconversation.
StepIIISpeaking
Pronunciation
Askstudentstolistentothesentenceandlearntoreadsyllablestogether.
T:
Whenwereadsomesentences,weoftenreadsomesyllablestogether,especiallywhenwereadthewordsendinginaconsonantandthewordsbeginningwithavowelinasensegroup.Nowlistenandrepeatthesentencesaftertherecording.Thenreadthesentencealoudbyyourselves.
Pairwork
Inthisprocedure,studentswilltalkabouttheradioinpairs.
Sampledialogue:
A:
Yousaidyoulikelisteningtotheradio?
Sowhatdoyoulikelisteningto?
B:
I’dlikelisteningtothesportsnews.
A:
Andwhatdoyouhatelisteningto?
B:
Well,Ihatelisteningtothebusinessnews.
A:
Whatprogramdidyoulistentothelasttimeyouturnedontheradio?
B:
IlistenedtoEnglishLearning.
A:
Whatdoyouneedtodoifyouwanttobeanewsreader?
B:
IneedtospeakEnglishwell.
A:
Whatmustyoukeepdoingtoworkonradio?
B:
Keepstudying.
A:
Doyouoryourparentsdecidewhattolistentoandwhentolistentotheradio?
B:
Idecide.Myparentssometimesgivemesomeadviceonwhattolistento.
StepIVHomework
Askstudentstofinishactivities5—9onpages105and106.
Period2Readingandwriting
Languagegoals语言目标
1.Keyvocabulary重点词汇
explainvoiceseemweeklyarticleglasssoundcheck
2.Keystructures重点句式
WhenIwas…Iremember…
OnceaweekI…
Abilitygoals能力目标
Enablestudentstowriteapassagedescribinganimportanteventinthepastandsomebackgroundinformation.
Teachingimportant/difficultpoints教学重难点
Howtowriteapassagedescribinganimportanteventinthepastandsomebackgroundinformation.
Teachingmethods教学方法
Readingandwriting.
Teachingaids教具准备
Aprojectorandacomputer.
Teachingproceduresandways教学过程与方式
StepIRevisionandlead-in
Checkthehomework.
T:
Lastperiodwelearnthowaradioprogramworks.Whatisthefirststepofmakingtheprogram?
S:
Collectingthelatestnewsandwritingthereports.
T:
Whatshouldwedothen?
S:
Thenwedecidewhattolistento…andwhattosee.
T:
Good.TodoaradioprogrameveryoneinthestationneedstospeakEnglishwell.SowecanseeEnglishissoimportantthatwemustworkhardandstudyitwell.Andwhatdoyouthinkyoushouldhaveifyouwantajobinradio?
S:
Weshouldhavegoodvoice.
T:
Right.Itisaveryimportantqualityforaradiopresenter.Todaywe’llreadastoryaboutateenager’searlycareer.Beforethat,lookatthepictureonthetoprightofpage20.Whatdoesthepictureshowus?
S:
Itshowsusaworkingsceneofworkersonaradioprogram.
S:
Someoneisreportingthenews.Andsomearediscussing.
…
StepIIReading
Inthisstep,studentswillreadthepassageandlearnhowtodescribethingsinthepast.
T:
Doanyofusliketoworkonaradioprogram?
S:
Yes,I’dlikeifIcould.
T:
Canyoutellusthereason(s)?
S:
Yes.Ilovetheradio.Ioftenlearntomakerecordingsofmyselfinmyfreetime,andbydoingthis,IlearntoimprovemyspokenEnglishandmyvoiceofspeakingEnglish.
T:
Verygood.GoodEnglishandgoodvoicearebothimportant.Nextpleasereadthepassageandanswerthequestionsinactivity2.
Asksomestudentstoanswerthequestionsafterreading.
Sampleanswers:
1.Afifteen-year-oldteenager.
2.Thestoryisaboutthehowthewriter’scareerinradiobegins.
3.Maybehewroteitforamemory.
Thendiscussthestorywithstudentstomakesuretheyunderstandtheorderoftheevents.
T:
Whatisthewriterdoinginthestory?
S:
Thewriterisaskingforajobinradio.
T:
Butthewriterstopsthestorysuddenlywhenhe/shebeginsrecallinghis/herstoryintheearlierpast.Whatdidthewritertellus?
Nowreadthefollowingparagraphsandfindout.
Afterseveralminutes.
T:
Fromthestory,weknowthewriterhasalwayslovedtheradio.Whatdidthewritersayabouthis/herloveforradio?
S:
Fromveryyoung,thewriterbegansittingclosetotheradiointhelivingroom,listeningtofavoriteprogrammesandtothevoicesoffavoritepresenters.
S:
Thenthewriteraskedforjobsinsmallradiostations.
S:
Thewriterlearnttoplaymusicfromcomputertolisteners,talkedaboutlifeatschool.
S:
Thentogetherwithfriends,theypreparedtheweeklyprogrammes,articlesaboutmusic,sportsnews,jokesandtheweatherreport.
T:
Thenthestorywenton.Andthewriterwonthejobfinally.Whatdoyouthinkisthemostimportantreasonforthewritertogetthejob?
S:
Thewriter’strueloveforradio.
S:
Maybethewriterhasagoodvoice.
…
T:
InthestoryofhisaskingforthejobinWXBN,thewriterputsinalongdescriptionofhis/herearlierpaststory.Doyouthinkitnecessary?
Whydidthewriterwritethestorythisway?
S:
Yes,it’snecessary.Thelongdescriptionexplainswhythewriterasksforthejobinsteadofstayingatschool.
S:
Bywritingthisway,thestoryismoreinteresting.
Afterthis,askstudentstoreadthestory(aloud)andfinishactivities3and4.
Sampleanswerstoactivity4:
1.Becausethewriterthinksthequestionisdifficulttoanswer.Itistruethatateenageroffifteen-year-oldshouldbeatschool,butitisnottruetothewriter.He/shelovestheradiofromveryyoung.He/shewantstoworkontheradioatsuchaschoolage.He/Shefindsitdifficulttotellthemanagertherealreason.
2.Hisfriendshelpedhim.
3.Thewriterpreparedprogrammesaboutt
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