八年级上册教案设计
Unit
4
Our
World
Topic
3
The
Internet
makes
the
world
smaller.
Section
B
Ⅰ.
Material
analysis
Section
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。
Ⅱ.
Teaching
aims
Knowledge
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.
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，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。
Ⅲ.
The
key
points
and
difficult
points
Key
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。
Ⅳ.
Learning
strategies
1.
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。
Ⅴ.
Teaching
aids
Computer
multimedia
projector,
mirrors,
sketch
map
Ⅵ.
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction(5
minutes)
1.
The
whole
class
work2.
The
whole
class
work
and
individual
work3.
The
whole
class
work4.
Pair
work
1.
Focus
students’
attention
on
the
teacher.2.
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
teacher’s
evaluation.
Try
to
understand
the
meaning
of
the
structure
“be
sure
+that”.4.
Students
read
their
partner’s
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
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
partner’s
composition.
And
encourage
them
to
evaluate
the
composition
with
the
structure
“be
sure
+
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
work
1.
Students
look
at
the
picture,
and
they
can
get
the
answer
quickly.
Because
there’s
a
computer
in
the
picture.2.
Students
listen
to
1a
carefully
and
check
their
predictions.
Study
“Mars,
pizza,
website,
reporter”
in
groups.
If
they
can’t
work
out
the
problem,
they
can
ask
the
teacher
for
help.3.
Students
read
the
new
words
together
and
pay
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
one
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
this:
“I
guess
your
answers
are
all
included
in
the
computer.
But
I
am
not
sure
if
your
answers
are
right.
Let’s
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
to
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
Jane’s
point
of
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
work
1.
Students
work
in
groups
and
analyse
the
example.2.
Students
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
on
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
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
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
work
1.
Students
look
at
the
three
groups
of
words.
Pronounce
individually.
Then
check
each
other.
Try
to
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.
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/
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
sketch
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
read.7.
Play
4b.
Ask
students
to
read
after
the
tape
and
imitate.
Production(7
minutes)
1.
The
whole
class
work
and
group
work2.
The
whole
class
work3.
Individual
work
1.
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
star
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
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
not
sure
whether
it
is
good
to
shop
online.3.
Homework:(1)
Read
4b
after
class
and
record
it
with
your
cellphone,
and
bring
it
to
school
next
dass.(2)
Write
a
short
passage
about
what
you
saw
or
heard
on
the
Internet.
And
show
your
ideas
with
the
structure
“be+sure
that”.(3)
Prepare
for
the
learning
of
Section
C.
Teaching
Reflection
This
topic
is
related
to
students’
life.
Students
can
master
the
structure
“be
sure+that”
well
after
practicing.
But
the
pronunciation
is
still
a
problem.
Most
students
can
read
the
words
well.
But
in
a
sentence,
it
is
difficult
for
them
to
read
the
liaison,
weak
form,
stress
and
intonation.
Ⅶ.
Blackboard
design
Unit4
Our
WorldTopic3
The
Internet
makes
the
world
smaller.Section
B
Be
sure
+that
G1
G2
G3
G4I
am
sure
that
there
are
many
interesting
things
to
see
on
the
Internet.I
am
not
sure
whether
it
is
good
to
do
shopping
online.(共26张PPT)
Unit
4
Our
world
Topic
3
The
Internet
makes
the
world
smaller.
Section
B
From
Section
A,
we
knew
something
about
the
uses
of
the
Internet.
We
can
do
shopping
at
home.
From
Section
A,
we
knew
something
about
the
uses
of
the
Internet.
The
Internet
can
help
us
find
the
way.
From
Section
A,
we
knew
something
about
the
uses
of
the
Internet.
We
can
enjoy
movies
on
the
Internet.
From
Section
A,
we
knew
something
about
the
uses
of
the
Internet.
We
can
study
on
the
Internet.
From
Section
A,
we
knew
something
about
the
uses
of
the
Internet.
We
can
chat
with
our
friends.
From
Section
A,
we
knew
something
about
the
uses
of
the
Internet.
We
can
listen
to
music
to
relax.
From
Section
A,
we
knew
something
about
the
uses
of
the
Internet.
We
can
read
books
we
like.
From
Section
A,
we
knew
something
about
the
uses
of
the
Internet.
We
can
learn
to
cook.
Jane
and
her
friends
are
talking
about
the
things
they
did
on
the
Internet
last
night.
What
did
each
of
them
do
last
night
?
Listen
to
1a
and
complete
the
table.
Name
What
they
saw
or
heard
online
Jane
saw
a
new
______
of
______
Michael
studied
pictures
of
______
Kangkang
heard
that
_________
could
put
little
computers
right
into
our______
Maria
watched
a
_______
photo
Mars
birds
scientists
heads
movie
1b
Rewrite
the
conversation
into
passage
based
on
1b
.
Last
night,
Jane
____________________________
________
and
Michael
also
____________________
for
his
science
lesson.
Kangkang
visited
his
favorite
website
and
heard
a
reporter
said
that
__________
________________________________________.
He
was
not
sure
if
that
was
a
good
idea.
Maria
_______
_________
online
and
she
was
sure
no
scientist
was
going
to
put
a
computer
into
her
head.
saw
a
new
photo
of
Mars
on
the
Internet
looked
at
photos
online
scientists
could
put
little
computers
right
into
our
heads
watched
a
movie
1c
Write
another
passage
from
Jane’s
point
of
view.
You
can
begin
like
this
:
Last
night,
Maria,
Michael
and
I
…
Read
and
act
out
the
conversation
in
pairs.
I’m
sure
you
can
find
lots
of
information
on
the
Internet
now.
be
sure
(
that
)
+
句子
确信……
;
肯定……
I’m
not
sure
if
that
is
a
good
idea.
be
not
sure
if/whether
+
句子
不确定……是否……
Eg
:
我确信他会来参加我的生日晚会。
I
_______________
he
will
come
to
my
birthday
party.
他不确定他是否去我的生日晚会。
He
____________________
he
will
go
to
my
birthday
party.
am
sure
(
that
)
is
not
sure
if/whether
Work
in
pairs
and
make
up
conversations
with
the
sentences
in
the
box.
Example
A:
I’m
sure
there
are
many
interesting
things
to
see
on
the
Internet.
B:
I’m
not
sure
whether/if
it
is
good
to
shop
online.
2
Will
everyone
in
the
world
use
the
Internet
in
the
future
?
Are
there
any
good
movie
websites
online
?
Can
we
find
interesting
books
on
the
Internet
?
Will
people
have
computers
in
their
bodies
some
day
?
将来
将来某天
Discuss
in
groups
about
what
you
saw
or
heard
on
the
Internet.
Then
make
a
report
and
present
it
to
the
class.
A:
I
saw/looked
at/watched…
B:
I’m
sure
…
C:
I
visited
the
website
and
a
reporter
said
…
D:
I’m
not
sure
if/whether
…
…
3
Read
the
pairs
of
words
and
pay
attention
to
the
difference
between
/
w
/and
/
v
/.
/
w
/
-
/
v
/
:
wet-
vet
west-
vest
wine-
vine
4a
Listen
to
the
sentences,
paying
attention
to
the
liaison,
weak
form,
stress
and
intonation.
Then
read
after
the
tape
and
imitate.
1.’Good
’morning
.
’Good
’evening.
2.Will
’everyone
in
the
’world
’use
the
’Internet
in
the
’future
?
3.Well.
’Some
people
’watch
’TV
’online.
4.Do
you
know
’how
to
’protect
’ourselves
from
the
’earthquake?
4b
5.’Really?
’Which
was
the
’most
’serious
?
6.
A
’reporter
said
’scientists
could
’put
’little
’computers
’right
into
our
’heads.
7.
The
’Internet
’makes
our
life
’easier
and
’more
interesting
The
rising
tone
is
often
used
in
general
questions,
greetings
and
requests.
Choose
the
best
answer.
Computers
are
very
useful
to
us,
but
students
shouldn’t
____
too
much
time
___
them.
A.
spend;
in
B.
cost;
/
C.
spend;
on
D.
take;
to
2.
We
can
shop
___
the
Internet
____
going
to
the
shops.
A.
on;
without
B.
in;
without
C.
in;
for
D.
on;
with
3.
–
We
can
use
QQ
to
chat
online.
--Really
?
Could
you
please
show
me
______
it
?
A.
what
to
do
B.
how
to
do
C.
when
to
do
D.
why
to
do
4.
I’m
_____
sure
_____
computers
can
work
in
our
heads
well
.
A.
/;
whether
B.
not;
that
C.
not;
if
D.
quite;
whether
We
master
the
drills
:
be
sure
that
+句子
be
not
sure
if/whether
+
句子
1.
收集更多网络在我们日
常生活当中的用途。
2.
背诵1a。
