模块八unit2教案

模块八unit2教案（精选5篇）

模块八unit2教案 篇1

Unit2 Ready for Your Campus Life

一、教学目标 1.谈论人名。2.谈论来自何处。3.介绍自己所在班级。

4.掌握“主—系—表”结构和“there be”句型。5.掌握代词和介词的基本用法。6.学会如何发前元音［i:］与［i］

二、教学向导 语言功能

·介绍自己的个人信息 ·谈论来自何处

语 言 目 标

能用下列交际用语进行简短对话： What is his name? His name is….Where is he from? He is from….语言结构

“主—系—表”结构和“There be”句型

重点词汇

ready, campus, beautiful, search, important, practice, adapt, concern, repair, Russia, America, Britain, handsome

三、课文讲解

（一）Warm-up 1.老师首先用英语向全班学生作自我介绍，并提出新学习阶段的英语学习要求。例如： Hello, everyone.My name is….I’m your English teacher this year.Let’s do our best together to improve our Learning of English.Now at the beginning of this term, I would like to advise you to plan your time carefully.Be sure to have enough time to recite the new words and useful expression, to listen to enough English tapes, to read many English articles, to do oral practice as much as possible and to finish your homework on time.Second, I advise you to make good use of your time in class.Listening carefully in class really means less work later.Taking notes will help to remind you what the teacher said.Another important suggestion is that you should develop a good attitude towards your English reading, listening, speaking and writing.Don’t be afraid of making mistakes when you are speaking English.Just try your best to say what you want in English every time.I’ll do my best to help you and I hope everyone will get a great progress in the shortest possible time….此外，还可以设计一些常用口令、手势、规定一些纪律，以便在以后的教学中，形成良好的习惯，达成默契。

2.Warm-up 部分应在10分钟内完成。

3.Warm-up 部分的练习可以鼓励学生在课前独立完成，然后在课上检查，也可以在课上引导学生集体做。

4.除了将卡片上的信息补充完整外，教师还可根据具体情况，补充一些简单的问题。如： What’s your English name? Where are you from?

Which school were you at before you came here? 5.有奖励机制。例如：赏识性语言。无论回答情况怎样均应给予鼓励，建立说英语的自信心。6.最好能在开课前布置并引导和鼓励学生预先自学、预习并记忆本单元的生词和短语，在Warm-up中涉及一些。

（二）Listening and Speaking以及Reading and Writing--边讲边练习学会介绍自己及自己的班级。

（三）Grammar 例如：

再举例让学生自己划分。复习“be”动词的用法。“我用am,你用are, is跟着他/她/它。单数is，复数are。”

语法：按照本单元中Grammar的内容，举例讲解“主—系—表”结构和“there be”句型的用法。以及常用代词和介词的用法。例如：I am a teacher.I am not a doctor.Are you a student? 回答应是 肯定：Yes, I am.否定：No, I am not或No, I’m not There is a picture on the wall.墙上有一幅画。

There are seven days in a week.一个星期有七天。

Is there a map on the wall? 回答应是 肯定：Yes, there is.否定：No, there isn’t.口头完成语用练习。

Unit2 This is My Family Picture

一、教学目标

1.谈论家庭成员的姓名和关系 2.学会介绍他人应注意的问题 3.掌握冠词和名词的基本用法 4.学会如发前元音［e］与［æ］

二、教学向导 语言功能

·介绍自己的家庭成员 ·打电话常用语

语 言 目 标

能用下列交际用语进行简短对话： This…, …

Hello, … Nice to meet you.Nice to meet you, too.Morning, this is… speaking.May I speak to…? Hold on, please.He is hot available right now.语言结构

one...the other one 的用法

重点词汇

introduce, daughter, husband, wife, children, China, Japan, real, parent

三、课文讲解

（一）Warm-up 1.课前布置或在课上引导学生根据图片的内容，在相应的横线上填上相应的词。2.课上进行提问,有赏识性语言。

（二）Listening and Speaking以及Reading and Writing--边讲边练习介绍自己的家庭成员

语言运用要求：理解和正确朗读课文“FATHER”，完成课后练习中规定的任务。复习：举例复习人称代词的用法： She does not study hard.They are from China.语法：根据本单元Grammar的内容讲解冠词和名词的用法。He is a student.An English teacher teaches the students how to learn English.I bought an English-Chinese dictionary this moring.The dictionary is very good.I want to play the violin.There are some maps on the wall These babies are very lovely.注意：

1.定冠词“the”的用法，要求学生牢记。2.可数名词由单数变成复数的规则。3.前元音［e］与［æ］的读法。Unit3 Every Day

一、教学目标

1.掌握询问别人在什么时间做什么事情的基本会话。

2.掌握谓语动词的几种时态：一般现在时，一般过去时，一般将来时，现在进行时 3.学会发后元音[ɔ:]和[ɔ]

二、教学向导 语言功能

掌握询问别人在什么时间做什么事情的基本会话

语言目标

能用下列交际用语进行简短对话： When does she go to the supermarket? She goes to the supermakert every Saturday.When do you go to the supermarket? I go to the supermarket every….语言结构

掌握谓语动词的几种时态:一般现在时，一般过去时，一般将来时，现在进行时。用when来提问的疑问句

重点词汇 check, make, supermarket, famous, popular, support

三、教学建议

角色扮演（ROLE PLAY）

1.明确口语活动的任务，要求学生仔细阅读图片。必要时可做简单的对话示范。2.成对活动，轮流作SpeakerA和SpeakerB。

3.学生教师巡视全班，聆听学生对话，并解答学生提出的问题。4.挑出几个学生在班上表演。

5.总结学生的表现，必要时纠正学生中带普遍性的错误。

6.在黑板上写上January，Sunday，today，tomorrow,在每一个单词的第一个字母下面划线并指出一年中的月份和一星期中的每一天的单词首字母都要大写，而表示别的时间的单词不用大写。

语法：按照本单元中GRAMMAR的内容讲解一般过去时的方法。此外还可以参照以下内容进行更细致的讲解。一般过去时表示：

(1)过去某个特定时间发生，并且一下子就完成了的动作(即：非持续性动作)，也可以表示(2)过去习惯性的动作。一般过去时不强调动作对现在的影响，只说明过去。(1)I had a word with Julia this morning.今天早晨，我跟朱丽亚说了几句话。

(2)He smoked many cigarettes a day until he gave up.他没有戒烟的那阵子，烟抽得可凶了。一般过去时常与表示过去的时间状语或从句连用，如：yesterday，last week，in 1993，at that time，once，during the war，before，a few days ago，when 等等。

句子中谓语动词是用一般过去时还是用现在完成时，取决于动作是否对现在有影响。Have you had your lunch? 你吃过午饭了吗？(意思是说你现在不饿吗？)Yes，I have.是的，我已经吃过了。(意思是说已经吃饱了，不想再吃了。)When did you have it? 你是什么时候吃的？(关心的是吃的动作发生在何时。)I had it about ten minutes ago.我是大约十分钟以前吃的。

used to do something 表示过去常做而现在已经停止了的习惯动作。I used to work fourteen hours a day.我过去常常一天干十四个小时。一般过去时的基本用法：

1.带有确定的过去时间状语时，要用过去时

如：yesterday(昨天)、two days ago„(两天前„„)、last year„(去年„)、the other day(前几天)、once upon a time(过去曾经)、just now(刚才)、in the old days(过去的日子里)、before liberation(解放前„)、When I was 8 years old(当我八岁时„)Did you have a party the other day？前几天，你们开了晚会了吗？ Lei Feng was a good soldier.雷锋是个好战士。

※注意：在谈到已死去的人的情况时，多用过去时。2.表示过去连续发生的动作时，要用过去时

这种情况下，往往没有表示过去的时间状语，而通过上下文来表示。The boy opened his eyes for a moment, looked at the captain, and then died.那男孩把眼睛张开了一会儿，看看船长，然后就去世了。

3.表示过去一段时间内经常或反复的动作常与always，never等连用。Mrs.Peter always carried an umbrella.彼得太太过去老是带着一把伞。(只是说明她过去的动作，不表明她现在是否常带着伞。)Mrs.Peter always carries an umbrella.彼得太太老是带着伞。(说明这是她的习惯，表明她现在仍然还习惯总带着一把伞)I never drank wine.我以前从不喝酒。(不涉及到现在，不说明现在是否喝酒)4.如果强调已经终止的习惯时要用used to do He used to drink.他过去喝酒。(意味着他现在不喝酒了。喝酒这个动作终止了)I used to take a walk in the morning.我过去是在早晨散步。(意味着现在不在早晨散步了)I took a walk in the morning.我曾经在早晨散过步。(只是说明过去这一动作)5.有些句子，虽然没有表示过去确定时间的状语，但实际上是指过去发生的动作或存在的状态的话，也要用过去时，这一点，我们中国学生往往出错，要特别注意！I didn’t know you were in Paris.我不知道你在巴黎。(因为在说话时，我已经知道你在巴黎了。这句话指的是说话之前，所以只能用过去时表示。实际上，这句话暗指：But now I know you are here.)I thought you were ill.我以为你病了呢。

(这句话应是在说话之前，我以为你病了。但是现在我知道你没病)辨别正误：

Li Ming studied English this morning 把此句变为一般疑问句(×)1.Did Li Ming studied English this morning？(动词应该用原形)(×)2.Does Li ming Study English this morning？(时态应该用原句子的时态)(×)3.Was Li Ming studied English this morning？(应该用一般动词，而不是be动词)(√)4.Did Li Ming study Enghish this morning？一般过去时的句子的谓语形式有： 肯定① be 分为was,were② v+ed 否定① was/were not ②didn’t+v 疑问① was/were+主②did+主+v 一般将来时和现在进行时初中已经有所涉及，教师可以根据书上的内容做简单复习。Unit4 Would You Like to Go Shopping with Me?

一、教学目标

1.谈论服装(颜色、尺寸、喜欢和不喜欢)2.谈论要求服务或向别人提供服务。3.掌握金钱数额的表达方法。4.掌握形容词和副词的三个等级 5.掌握元音的正确发音方法

二、教学向导 语言功能

谈论服装(颜色、尺寸喜欢和不喜欢)掌握金钱数额的表达方法 购物时的简单对话

语言目标

能用下列交际用语进行简短对话 Do you want a jacket? Yes，I do.Do you want a white jacket? No,I don’t.I want a blue one Here is a nice blue jacket

语言结构

形容词和副词的三种形式

重点词汇

enough, money, want, enjoy, change, different, opinion, towards, allow, without, other, service

三、教学重点

学会简单的购物交际用语

四、教学建议

角色扮演(ROLE PLAY)1.教师可根据初中学过的知识丰富谈话的内容，例如 A: May I help you? B: Yes, please.These shoes are too small A: Oh，I’m sorry.Do you have the receipt? B: No，I’m sorry.It’s at home A: I need a shirt, please B: Ok.What size? A: Small.And do you have this jacket in medium? B: Yes, I think so 2.明确口语活动的任务，要求学生仔细阅读图片。必要时可做简单的对话示范。3.学生成对活动，轮流作SpeakerA和SpeakerB。

4.教师巡视全班，聆听学生对话，并解答学生提出的问题。5.挑出几个学生在班上表演。

6.此外还可以通过做游戏来训练学习的口语表达能力，例如;让学生以小组为单位或全班一起做一次连锁游戏，在这个游戏中每一个学生必须在I’m looking for 这个句子后添加内容，例如：教师说：“I’m looking for a green shirt”这个穿绿体恤的学生就来说“I’m looking for„”以此类推。或者是教师在黑板上图表中的NAME下画一个问号，描述班级内一个同学的服装。把它写在CLOTHING下面，让全班的同学猜一猜他是谁。7.总结学生的表现，必要时纠正学生中带普遍性的错误。语法：按照本单元中GRAMMER的内容讲解形容词和副词的三种形式的用法。此外还可以参照以下内容进行更细致的讲解。

1.very，so，quite，too，as 后只能用原级。2.没有比较用原级。

3.as原级as“和„一样„” The tree is as

as that building John runs as

as Tom 4.not so/ as 原级 as“和„不一样„，„不如„” He doesn’t have as many books as I have.5.比较级是两者进行比较，句中常出现 than(比)„, „or„(2者选择)6.比较级前常用的修饰语：

a little/a bit(一点)，much/a lot(非常), even /far/any等词语表示程度。例如: ① She is a little taller than I(me)② Who is much more careful，Ann or Elisa? 7.最高级前常用的修饰语：the 8.the+最高级+ of/in(三者及以上范围的)„ My mother is the busiest in my family.9.the + 序数词 + 最高级 + 名词 + in/of The Yellow River is the second longest river in China.10.one of the + 最高级 + 名词复数 + in/of Shenzhen is one of the biggest cities in China.11.This is the+最高级+名词(that)I meet/know/„ This is the most beautiful city that I have ever visited 注意：

(1)the+比较级+ of the two “两个中比较„的这一个”

Lucy is the

(高)of the twin sisters.My hat is the

(漂亮)of the two.(2)比较级and比较级相同表示“越来越„” It is getting

and

.Our country is becoming

and

.(3)The 比较级„，the 比较级„“越„越„” The

the

.The

he is, the

he feels.(4)„数量 + 比较级 than „

My father is three years older than my mother 使用形容词和副词比较级和最高级应注意事项

1.形容词的最高级前必须有the，而副词的最高级前the可以省略。2.在进行比较时，必须是同类事物相比较。① His ruler is longer than I.(×)② His ruler is longer than mine(√)3.以不发音的e结尾时加-r/-st.eg.: fine—finer—finest 4.重读闭音节结尾的词,如末尾是一个辅音字母,双写这个辅音字母,再加-er/-est.eg.: big→bigger→biggest 5.不规则adj的比较级与最高级如下: 原级

比较级 最高级

good/well

better best

bad/badly

worse

worst

many/much

more

most

old

older/elder

oldest/eldest

far

farther/further

farthest/further

little less least

注：older 一般比年龄，新旧；

elder指长幼关系(一般修饰名词);elder brother/sister farther指距离更远；

further指抽像的.I want to study English further.练习：

用形容词的正确形式填空

1.Which do you like

best

(well)，apples，pears or bananas? 2.I think this story is

more interesting(interesting)than that one.3.In the morning he is early(early).His father is earlier(early)than he.His mother is the earliest(early)of the three.4.The Yellow River is the second longest(long)river in China.5.He thinks his corn is

the most delicious(delicious)of all the food.6.I feel math is more difficult(difficult)than Chinese.句型转换

1.Tom is tall.Jim is short.(比较级合并)Tom is

taller than

Jim.2.My hair is long.Mary’s hair is longer.(合并成一句)Mary’s hair

is longer

than mine.3.Pedro is thinner than Sam.(改为同义句)Sam is fatter/heavier

than

模块八unit2教案 篇2

world.ⅠTeaching model Reading and writing.ⅡTeaching method Top-down approach ⅢTeaching aims（教学目标）

1.Read to learn about Liu Xiang and how he became a sports hero.2.To be able to complete a timeline 3.To learn some key words and useful expressions Ⅳ Teaching Objectives  Key vocabulary:

ability

race

record

method

Japan

break Asian suffer courage pride ⅤTeaching aids Recorder, OHP, video ⅥTeaching Steps（教学步骤）

Ⅰ.Leading in.（情 境 导 入）Step 1。Warming-up（Ⅰ情境导入--1.师友对话）

1.Show some pictures about Liu Xiang,then introduce him.2.Review the text of Unit 1.3.Read the words after the teacher.4.Introduce the new words.（师傅学友明确学习任务：师傅注意纠正学友的发音）Step 2 Reading and vocabulary.（Ⅰ情境导入--1.教师导入）

1.Look at the picture and the title of the passage in Activity 2.☺Who is he? ☺ When and where did he get his Olympic gold medal? ☺ What was his feeling at the moment? ☺ Has he ever suffered from injury or defeat? 2.Look at pictures in Activity 1 carefully.3.Show some phrases: first place stop sb.(from)doing sth.take pride in suffer from Ⅱ.Reading comprehension（阅 读 理 解）

Step 3。Reading.（Ⅱ阅读理解--1.师友阅读）

友情提示：师友独立完成任务，再互助交流 Task 1 Read and answer(Activity2)

1.Play the recording.2.Ask the students to read through the passage.3.Check with a partner.4.Call back the answers from the whole class.5.Read the text together.（Ⅱ阅读理解--1.师友朗读）

友情提示：请朗读，师傅注意学友的语音语调.Task 2 Read paragraphs 1&2 and try to find out the past simple passive voice.6.Learning to learn.Task 3.Read paragraph 4 and find out the two most important prizes that Liu Xiang has won.(Activity3)Task 4 Read the passage and check the answers.(Ⅱ阅读理解--2.教师点拨)教师引导学生找出课文中重点短语和句子。

Ⅲ.Consolidation（梳理巩固）Step 4。Words Master Ⅲ梳理巩固--1.师友互查 Task 1:单词记忆 ability race record method Japan break Asian suffer courage pride 友情提示：师友先读背单词，师傅再对学友提问

Ⅲ梳理巩固--1.师友互查 Task 2:重点短语 first place stop sb.(from)doing sth.take pride in suffer from Task 3:重点句子 1.First, he was invited to competitions around the world.2.Liu was encouraged at first to train for the high jump.3.In 2001, a special programme was set up to help young sportsmen and sportswomen.友情提示：师友先互助查找，再师傅检查学友 Ⅳ.Extension（拓展提高）做一做，看你学得怎么样

Step 5.Quiz I.根据提示完成句子。

1.Xu Wei was so excited because his horse came second in the __(比赛).2.His ______(记录)in the high jump is 1.80 metres.3.I realized he _____________(正经受)from shock.4.In Lily’s opinion, traditional teaching _______(方法)have many disadvantages.5.Almost everyone has some musical ______(能力).II.根据提示写句子。

1.那个鞋厂建于二战前。(set up)

2.贝蒂上高中时常胃疼。(suffer from)3.哈利得了一枚金牌，因此我们都为他感到自豪。(take pride in)4.朱丽叶，你为什么阻止他上楼？(stop sb from doing sth)

Step 6.Writing.Write a passage about Zhang Yining.Use the sentences you have written in Activity 6 to help you.Zhang Yining was noticed by Coach Wang Biling.She was asked by Wang Biling to go to Beijing Shichahai Sports School.A lot of Zhang Yining’s time was taken up by her training programme, but Zhang Yining was advised by her mother to study as well as train hard.师友先独立完成，师傅再帮助学友完善作文。Ⅴ.Summarize.（总 结 归 纳）说一说，你这节课有哪些收获？ Ⅴ总结归纳--1.师友梳理 本课重点词组和句型： 1.suffer… from 2.stop sb.(from)doing sth.3.take pride in 4.First, he was invited to competitions around the world.5.Liu was encouraged at first to train for the high jump.6.His races were recorded, and he was compared with the world’s best sports stars.（师傅要帮助学友完善笔记哦）Ⅴ总结归纳--2.教师总结 Reading strategies（阅读策略）Try to find the key words quickly.(快速寻找关键词)Step8.Homework

1.Try to search for more information about Liu Xiang and retell his story to your classmate.5

三年级英语八模块教案 篇3

Unit 1 It’s on your desk

Julia

Shuikou primary school 教学内容分析：

本单元通过找礼物，学习方位介词in, on, under, behind的用法，并学习如何运用英语表达物品所在的位置。

教学目标：

1、知识目标：

（1）学生能听、说、读“, toy, for, behind, under, bedroom, box,”五个单词。（2）能熟练表达“It‟s in the box.” “It‟s on the box.” “It‟s under the box.” “It‟s behind the box.”

2、能力目标：

（1）能够听懂并辨别他人所描述的事物位置；（2）能够自己描述事物的具体位置。

3、情感目标：

（1）激发并保持学生对英语的兴趣；

（2）培养学生的方位感和准确描述事物具体位置的能力。

教学重难点：

1、教学重点：

（1）能掌握、运用介词in, on, under, behind（2）能掌握功能句来描述物品的位置：It‟s in the box.It‟s on the box.It‟s under the box.It‟s behind the box.2、教学难点：

在实际生活中能熟练运用所学单词和语句表达物品的位置。

教具准备：

多媒体课件，单词卡片，礼物，盒子

教学时间：

一课时

教学过程： Step 1 Warming up T: Hello, boys and girls!I am Julia.Hello!Ss: Hello, Julia!T: Wow, so many teachers!Say “hello” to the teachers!Ss: Hello, teachers!T: Now, we need four groups.You‟re group1.You‟re group2.You‟re group3.You‟re group4.Are you clear? Ss: Yes!T: Ok.Hello, group1.I love you!

Hello, group2.I love you!

Hello, group3.I love you!

Hello, group4.I love you!T: Now, I will introduce a friend for you!Guess, who? Today is Daming‟s birthday.Let‟s sing a song for Daming, ok? Ss: Ok.(T plays the birthday song.)T: Happy birthday, Daming!Step 2 Presentation T: A present for you!

(T teaches the sentence “A present for you”)(T teaches the word “present”)(You can pass the present for her/him.And say “ A present for you.”)T: Guess!What for‟s meaning?

(T shows the word “ for”)T: Now ,let‟s play a game.Pass the present for your group member, and say “ A present for you!” Which group pass the present is the best and fastest? Are you clear? One by one, ready? Go!T: ______ is the winner!Congratulations!T: Now, look at this present.I will help Daming to open it.Wow!What‟s this? Ss: It‟s a box.(T shows the word “ box”, and teaches the word.)T: Guess!What is in the box?

Now, let‟s open the box!Wow, it‟s a dog.And it‟s a toy, too(T shows and teaches the word “toy”)T: Oh, where‟s my toy? Where‟s my dog? Who tell me? Ss: It‟s in the box.(T teaches the sentence and teaches the word “ in”)T: Where „s my toy? Where‟s my dog? Who tell me? Ss: It‟s on the box.(T teaches the sentence and teaches the word “ on”)T: Oh, where‟s my toy? Where‟s my dog? Who tell me? Ss: It‟s behind the box.(T teaches the sentence and teaches the word “ behind”)T: Oh, where‟s my toy? Where‟s my dog? Who tell me? Ss: It‟s under the box.(T teaches the sentence and teaches the word “ under”)Step 3 Practice.1、Find and answer the question: Where is the panda? Then fill the blanks.The panda is _____ the cap.The panda is _____ the cap.The panda is _____ the cap.The panda is _____ the cap.2、Find and answer the question: Where is the monkey? Then fill the blanks.The monkey is _____ the box.The monkey is _____ the box.The monkey is _____ the box.The monkey is _____ the box.3、Listen and answer the questions.This is Daming‟s bedroom.（T teaches the word “bedroom”）

听力材料： His toy is in the bedroom.His football is under the chair.His apple is on the desk.His basketball is behind the door.His banana is on the desk.Where is Daming‟s toy?

It is in the bedroom.Where is Daming‟s football?

It is under the chair.Where is Daming‟s apple?

It is on the desk.Where is Daming‟s basketball?

It is behind the door.Where is Daming‟s banana?

It is on the desk.Step 4 Production

T: Let‟s sing a song.Where is my present? Where is my presen? It‟s _____ the box.It‟s _____ the box.Where is my present? Where is my present? It‟s _____ the box.It‟s _____ the box.Step 5 Homework.Draw a picture about your bedroom and describe with “in, on, under, behind.”画一张关于自己卧室的图片，并用“in, on ,under, behind.”来描述。

Step 6

八年级上册英语unit2课件 篇4

学习目标【Learning objectives】

1.熟练掌握下列单词:housework, hardly, ever, hardly ever

2.掌握频率词汇及询问活动频率;熟练运用一般现在时态.

3.能听懂并熟读文中的对话:

A:What do you usually do on weekends?

B:I often go to the movies.

A: Do you go shopping?

B:No, I never go shopping.

重点和难点【Important and difficult points】

1.重点:能熟读并拼写单词housework, hardly, ever, hardly ever以及一些频度词汇。

2.难点:初步学会谈论活动的频率。

预习内容【Preview contents】

自主预习并完成Section A 1a-1c的.导学单，为上课做好准备。

学习过程【Learning process】

一、 预习反馈，明确目标【Preview feedback, Clear objective】

Ⅰ.翻译:

1.家务劳动 ____________ 2.几乎没有______________3.在任何时候，曾经______________

4.几乎从不 ______________ 5.有时 _______________ 6. never_________________

7. 总是_________________ 8. Often_________________ 9. Usually________________

Ⅱ. 通过预习，你们能又快又准确翻译下列句子吗?

1.你多久去运动?_____________________________________________________________

2.你周末通常干什么?_________________________________________________________

3.我通常去看电影?___________________________________________________________

4.你通常去购物吗? __________________________________________________________

5.我从来都不去购物。_________________________________________________________

6. 我经常帮助妈妈做家务。____________________________________________________

7. 我几乎从不看电视。________________________________________________________

二、创设情境，自主探究【Create situations, Self inquiry】

Finish 1a and 1b.

三、展示交流，点拨提升【Display communication, Coaching to enhance】

Pairwork 1c.

四、师生互动，拓展延伸【Teacher-student interaction, Development】

Grammar Focus:

频率副词及相关的百分比。

1. 频率副词，表示动作发生间隔的副词。它们主要是:always; usually ; often ; sometimes; hardly ever; never等。always意为 “总是”, 表示动作的重复或状态的延续。usually意为 “通常”, 表示很少有例外。often意为 “经常”, 表示动作的重复, 但不如usually那么频繁, 中间有间断。sometimes意为 “有时”, 表示动作偶尔发生。hardly意为 “几乎不”, 常和ever连用表示强调。never意为 “从未”。

2. 频度副词的比率大概是:

always (100%) usually(80%) often (30-50%)

sometimes (20%) hardly ever(5%) never (0%)

3. 频度副词的位置:通常在主语后，实义动词前面。但Sometimes也可在句首。如:They often go swimming in summer. He never speaks Japanese.

4. 对句中的频度副词提问，使用How often(多久)， 如:

She hardly ever watches TV on weekends.

How often does she watch TV ?

五、达标测评, 巩固提高【Evaluation standards，Consolidation and improvement】

( )1.I like English very much,so I ______ listen to the tape in the morning.

A.usually B.hardly ever C.never

( )2.-What does your father do in the evening? -He usually ____________.

A.watch TV B.exercises C.read books

( )3.“____________give up,then you can be successful(成功) .”

A.Always B.Sometimes C.Never

( )4.-Doctor,_______ should I take this medicine?

A.what time B. How much C. How often

( )5.Though he has studied _______ at Russian for ten mouths, he can still ____speak it.

A. hard; hardly B. hardly; hardly C. hardly; hard

作业布置: A(必做):

模块八unit2教案 篇5

汕头市六都中学 陈秀君

1.Ability goals:

Enable the Ss.to describe cloning:

What is the advantages of cloning?

What is the problems or dangers of cloning?

What is your opinion of cloning?

2.Learning ability goals:

Help the Ss.learn how to describe cloning.

(1)Teaching important points

How to describe cloning.

(2)Teaching difficult points.

Help the Ss. analyze the writing techniques of the article.

(3)Teaching methods

Skimming,task-based method and debate method

(4)Teaching aids

A recorder, a projector ,multi-media.

Teaching procedures and ways

Step 1 lead in

T:Do you know what is cloning?

Let the Ss. look at pictures:

Which ones are natural clones and which ones are man-made.

Explain how they differ.

Step2 pre-reading

What benefits can humans gain from cloning?

What problems may arise when humans are cloned?

Step 3 reading

skimmimg

What’s the text mainly about?

scanning

para 1

How do gardeners clone plants?

Main idea:

Para 2

What two major uses do cloning have?

How many femal sheep participate in the cloning of a new sheep.

Main idea:

Para3

What problems do Dolly have?

Main idea:

Para4

What the effect of Dolly?

Main idea:

Para5

Main idea:

careful reading

(1)give the order of procedure.

(2)fill in the chart

Problems or dangers of cloning

Advantages of cloning

(3)discuss

What is your opinion of cloning?Give reason.

Step 4 Language points

1. Firstly ,gardeners use it all the time to produce commercial quantities of plants.

quantities of 许多，大量的。既可修饰可数名词又可修饰不可数名词。

拓展：a large /good/great number of+可数名词复数

a great /good deal of+不可数名词

a great /good many +可数名词复数

many a +单数名词(谓语用单数)

more than one +单数名词(谓语用单数)

2.cloning scientists were cast down to find that Dolly’s illnesses ……

cast down ：discourge 使沮丧

be cast down:feel discourged 灰心，沮丧

词汇：cast about/around for 到处寻找，试图找到

cast away 抛弃，遭船难

cast aside 抛弃，丢一边

cast off 放弃，脱掉

3.On the other hand,Dolly’s appearance raised a storm of objections and …….

objection:不赞成，反对，异议

have an objection to (doing) sth. 反对干某事

raise /voice an objection 提出反对意见

object vi. 不赞成，反对

object to sth./doing sth.反对做…

4.It suddenly opened everybody’s eyes to the possiblility…..

open one’s eyes to sth.使某人明了，对…开了眼界。

5.The fact that she seemed to develop normally……

that 引导同位语从句，说明fact 的内容，that不做成分。

6.Then came the disturbing news that Dolly had become seriously ill.

倒装句型：表方位或方式的副词或介词短语，如：here,there

,now,then,up,down,in,away,off,out,in the room,on the wall等，置于句首时，句子倒装。

将下列各句变为倒装句。

1. The plane flew away.

2. Thousands of Ss.waited in the lecture hall.

3. Your turn to recite the passage comes now.

Step5 summary (2m)

综合评价意见

本课是阅读课，在阅读中主要采取skimming, scanning, timing reading 等阅读方法。阅读前的讨论是围绕即将阅读的材料提出话题或问题，通过讨论唤起学生的背景知识和阅读兴趣，使学生对所要阅读的材料有一定的心理准备，然后带着目的去阅读。阅读后的讨论一是为了检查学生对文章的理解情况，并进行交流，让学生充分发挥想象力。教学过程中以学生为中心，突出学生的主体作用。在课堂上，每个学生都是课堂教学的中心。讨论式教学能为学生提供运用语言的语境与机会能协助学生在语言实践中把语言知识和技能主动转化为交流能力。并且学生在讨论中思维活跃，发言积极。

陈秀君老师在教学过程中谈笑风生，时常与学生开展对话讨论，表现了良好的师生关系，表现了她良好的教学组织能力和灵活机智。