外研版八年级英语上Module 2 Unit 2 Cambridge is a beautiful city in the east of England教学设计

Module
2
Unit
2
Cambridge
is
a
beautiful
city
in
the
east
of
England
(外研版
初二上册)
一、课型
Reading
and
writing
二、教材分析
本模块以家乡为主题，要求学生理解、掌握本模块中关于方位、位置等语言现象。本节课是一节阅读课，本单元是整个模块教学的第二单元。从话题上讲，第一单元让学生初步谈论了有关城市的有关话题。第二单元承接了这一话题并在深度和广度上做了进一步的延伸和扩充。通过课文教学，本课进一步谈论有关城市方位、人口、特色建筑等方面内容。从语言功能上讲，本模块训练的是形容词的比较级。第一单元已经对该语法功能项目进行了教授，第二单元则进行进一步的训练和强化，巩固第一单元所学的语法知识，同时为第三单元的综合语言知识的复习和运用以及综合语言能力的培养作好铺垫。通过阅读本课使学生了解有关英、美国家主要城市及建筑物等相关知识。
三、教学对象分析
本课授课对象是八年级学生，他们有着丰富的想象力和好奇心，对家乡话题充满兴趣。我在预设的任务中，充分调动学生参与活动的积极性,使学生达到提高综合运用语言能力的目的。
四、教学目标
1.语言知识目标
⑴词汇掌握13个单词(east,
south,
north,
west,
university,
building,
church,
million,
coast,
region)基本含义并学会在特定的语境中运用单词来描述家乡；
⑵短语掌握
be
famous
for,
in
the
south
of,
bigger
and
busier
than,
on
the
River
Thames，a
region
of等等，并会用其描述家乡。
⑶语法
能够进一步掌握形容词比较级，并运用比较级描述不同的城市。
2.
语言技能目标
①听:能听懂课文中关于家乡介绍的语言表达;
②说:能依照课文所学语言表达方式，口头简单介绍自己的家乡；
③读:能够读懂有关家乡介绍的文章，并会获取有用信息；
④写:能够模仿课文的结构及句式，写自己家乡的短文。
3.
学习策略
(1)
培养学生的阅读能力、逻辑思维能力、发现细节信息理解文章的能力。
(2)
掌握家乡介绍的方法。
4.
情感目标
通过阅读扩充学生对英、美国家的了解，培养其对英语学习的文化底蕴及学习兴趣。同时培养学生对自己国家、家乡了解及热爱。
5.
文化意识
了解英国、美国的主要城市、河流，开阔学生的视野。
6.
教学重点和难点
根据课程标准要求及本课在教材中所处的地位及作用，我确定本课的重、难点如下：
⑴重点：掌握家乡的词汇，并能用它们来描绘自己的家乡。
⑵难点：方位介词及形容词比较级的灵活使用.
『教学过程』
Step1:
lead--in
1.
Enjoy
a
song
about
hometown
2.
Warming-up:
Let
Ss
enjoy
some
beautiful
pictures
about
Dalian
and
lead
them
in
the
new
topic
“Module5
My
hometown
and
country.”
Eg.
T:
Are
they
beautiful?
Ss:
Yes,
they
are.
T:
Where
is
it?
Ss:
It’s
Dalian.
T:
Is
it
your
hometown?
Ss:
Yes,
it
is.
T:
Ok
,Dalian
is
our
hometown.
I
like
it
very
much.…
[设计意图]：本活动属于热身运动，通过听音乐吸引学生的注意力，让学生想起自己的家乡和祖国的美好。再看图片和回答问题,创设英语氛围，活跃课堂气氛，调动学生积极性，自然地将学生引入本课话题。
Step2:
Revision
Help
students
to
revise
what
has
been
learnt
in
Period
one
of
this
module.
Show
them
some
pictures
about
Shanghai
and
Hong
Kong.
Eg:
T:
Which
city
is
it?
Ss:
It’s
Shanghai.
T:
Can
you
say
sth
about
it?
Ss:
Shanghai
is
a
big
city.
The
Bund
is
1.5
kilometres
long.…
T:
Which
city
is
hotter,
Shanghai
or
Hong
Kong?
Ss:
Hong
Kong
is
hotter
than
Shanghai.
[设计意图]用此方式来复习上课学过计量的表示法及形容词的比较级知识，为本课学习做好铺垫。
Step3:
Presentation
1.Show
a
map
of
China.
Let
Ss
talk
about
other
cities
in
China
with
key
phrases
(in
the
north
of…,in
the
east
of…,in
the
west
of……).
Eg.
T:
Where
is
Dalian?
Ss:
It’s
in
the
east
of
China.
T：Ask
students
in
pairs
to
ask
and
answer
like
this.
2.Show
a
map
of
England.
T:
Do
you
know
the
cities
of
England?
Ss:
Yes.
It’s
Manchester.
It’s
Cambridge.
It’s
Bristol.
It’s
London.
Let
Ss
make
a
short
dialogue
in
pairs.
[设计意图]
通过看中国地图和英格兰地图，使学生灵活掌握四个方位词的表达方法,突破本课难点。同时为课文扫清地名读音障碍。
3.show
a
map
of
China
to
teach
some
key
phrases
。
Eg.
(1)the
capital
of:
T:
What’s
the
capital
of
China?
Ss:
Beijing
is
the
capital
of
China.
T:
Shenyang
is
the
capital
of
Liaoning.
Guess
the
meaning
of
capital.
T:
What’s
the
capital
of
the
UK?
What
about
the
USA?
[设计意图]让学生在一定的语境中掌握capital的两个意思。通过各个国家
首都的问答，激发学生的兴趣，扩充学生的知识。
(2)be
famous
for:
T:
What’s
Dalian
famous
for?
Ss:
Dalian
is
famous
for
football.
…
(3)
a
region
of:
Dalian
is
a
region
of
Liaoning.
…
[设计意图]
通过此时创造的语境来呈现这单元里出现的新单词和重要词组。以情景来引导学生掌握好新单词和词组，使学生印象深刻，容易掌握，同时为学生听课文并进一步理解课文打下一定基础。
4.show
some
pictures
to
introduce
some
famous
places
in
London
or
in
Cambridge.
Eg.
T:
In
London,
what
famous
places
do
you
know?
Ss:
we
can
see
Big
Ben,
Tower
Bridge,…
[设计意图]通过图片展示，让学生先理解课文中将要介绍的London和
Cambridge的名胜地方，激发学生的求知欲。同时也扫除学生听力中地名读音的障碍。
Step4:
Scanning
and
Skimming
1.
Let
Ss
come
to
the
text.
At
first
let
them
listen
to
the
whole
passage
carefully
and
fill
in
the
blanks.
Eg：①
Tony’s
hometown
is_____.
②His
country’s
capital
is
_______.
③Are
there
many
lakes
and
mountains
in
the
north
of
England?
[设计意图]
培养学生听中捕捉细节信息的能力，同时也对文章内容进行初步感知。
2..Let
Ss
read
the
passage
quickly
and
match
each
paragraph
with
its
main
idea.
Paragraph1
sth
about
Cambridge.
Paragraph2
sth
about
London.
Paragraph3
sth
in
the
north
and
west
of
England.
Paragraph4
the
weather
of
England.
[设计意图]
培养学生信息归纳能力，连线方式找各段的main
idea降低难度，帮助学生在整体上进一步理解文章内容。
Step5:Detail
the
text
I
use
different
ways
to
help
Ss
to
understand
every
paragraph
Eg.Paragraph1:
Let
Ss
read
loudly
and
make
an
introduction
of
Cambridge.
T：①Where
is
Cambridge？
②How
is
it?(big/
small)
③What
is
in
Cambridge?
④What’s
it
famous
for?
Paragraph2:read
and
fill
in
the
blanks.
Where:
How:
Population:
Age:
Be
famous
for:
Paragraph3：T：①What’s
in
the
north
of
England?
②What’s
in
the
west
of
England?
Ss:
There
are…
Paragraph4：let
Ss
fill
in
the
blank
England
is
区)
Britain,
and
Britain
is
an________(岛屿).
Weather:
[设计意图]培养学生发现细节信息能力，同时融自主学习与团结协作为一体。每段不同的细化方式为复述提供方便，更为日后的写作奠定基础。
Step6:Do
some
exercise
1.
Describe
Cambridge/London
with
the
help
of
the
informationon
the
form.
Two
cities
Cambridge
London
where
east
south
river
the
River
Cam
the
River
Thames
population
100,000
7,000,000
Be
famous
for
Cambridge
University
Big
Ben,
Tower
Bridge…
For
example:
Cambridge
is
in
the
east
of
England,
but
Londonis
in
the
south
of
England.
[设计意图]：反复操练和巩固本课所学知识，不断提高学生“说”的能力。同时也为下面学生谈论自己的家乡做好铺垫。
2.Do
some
exercises.
Eg.
①
the
population
London?
It
has
about
(七百万人口).
②.Washington
DC
is
(首都)
the
USA.
③.England
is
(区)
Britain.
④.London
is
(大)
and
(繁忙)
than
Cambridge.
⑤.Hong
Kong
is
a
region
of
China__
a
small
population.
A.
has
B.
with
[设计意图]：设计一些与本单元重点相关的且难易适中的练习，让学生对知识点进行深化和运用，让学生在练习中体会成功感,帮助教师掌握学生的学习情况
Step7:
Talk
about
our
hometown
Teacher
shows
some
beautiful
pictures
and
gives
some
information
to
help
Ss
to
talk
about
our
hometown.
Then
let
students
discuss
our
hometown
in
a
group,
and
then
ask
them
to
show
their
work
to
the
students.
Eg：My
hometown:
Dalian
Where:
in
the
east
of…
a
region
of…
Population:
about
5.9
million
How
:
beautiful,
modern…
Be
famous
for:
seafood,
Xinghai
Park,
International
fashion
festival…
Weather:
never
very
hot
in
summer
or
very
cold
in
winter
Ss:I’m
from
Dalian.
It’s
in
the
east
of
China.
…
[设计意图]:
让学生模仿课文谈谈自己的家乡,使所学知识与真实语境联系到一起。在这一个环节里，学生通过组内交流的方式，培养学生的合作精神和合作意识。用课文所学的语言表达形式来展示自己的成果，既激发了他们的竞争意识，又让他们对家乡的话题有更感性的认识。
Step8:
Homework
Write
a
composition
about
our
hometown.
[设计意图]：对本课的学习内容加以复习和巩固；对所学的内容进行写的训练，锻炼学生的写作能力。
板书设计
教学流程
歌曲欣赏——图片导入——复习旧知——新授(地图教授方位词)——整体感知
课文(带问题泛听，连main
idea)——细化课文——表格对比复述课文——
课堂检测——模仿课文谈论家乡——图片情感升华——布置作业
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