八年级下>Module 10 My perfect holiday>全模块教学设计

.第十模块
一.教学内容分析
本模块话题相对分散，主要是谈论假日或想象的话题。讲了度假的不同交通方式，通过听力、对话和阅读材料的学习介绍了would和状语从句。讲到了自己一个人在家时是怎么样的，这与学生自身经历相关引发了一系列的问题。如日常生活的技能，独立生活能力。使学生认识到提高提高独立生活能力，掌握基本生存技能的重要性。
二 教学目标
1． 语言知识目标
词汇 核心词汇：perfect, board, flight, gate, silly, business, empty, stomach, burn, enough, everything, college, simple, properly,see off, not…at all,
掌握:outdoor,living,manage
语法 ①.Would/wouldn’t 表“想象”用法
②. so…that… 表示程度结果的状语从句
③. although 引导的让步状语从句
2．语言技能目标
听;听懂有关出游假设的简短对话，提高学生实际交谈能力。
说 能利用核心词汇在不同的场景下表达自己的想象；
流利地说出本模块的生词、日常用语。
读 ;能阅读表示想象的的文章。进行简单的阅读技能训练。
写;①．能用核心词汇写出简短的表示想象的句子；
②．能形成完整的计划性文章。
演示与表达 ; 能向全班做有关出游计划的发言与展示。
3 情感态度目标：
通过对此课文的理解，让学生知道掌握基本生存技能的重要性，以及适当做家务减轻家长负担的必要性。
三．重点难点
1. 教学重点
would表 “想象”以及状语从句
2． 教学难点
So…that… although引导的状语从句
四 教学形式
1，利用图片或多媒体让学生在生动形象的画面中感受语言，发挥想象.在合作学习、游戏竞赛等活动中巩固要点。
2，整合教材对教材内容进行适当的删减，调整，补充。
课时安排
Period One: Unit 1
Period Two: Unit 2
Period Three: Unit 3
五．教学设计与教材处理
第一课时：Unit 1
一.Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary:perfect, board, flight, gate, silly, outdoor, so…that…
Key structure:would/wouldn’t do sth; so…that…; although
2. Listening skill:understand what are Sally and her friends going, help students to be familiar with some words.
3. Speaking skill :practice the structure of “ would/wouldn’t do sth”; express correctly.
二.Teaching steps:
Step 1 Warming up
1.We know there are many beautiful cities in china ,like Beijing .Shanghai and so on and ask students:.Do you like those cities Would you like to go Where would you go Why would you go there What would you do Hong long would you do How would you go Who would you take
2. Ask and answer these questions with your partners.
3..Collect imformation about“ would”and write them down on the blackboard.
设计意图：有熟悉句型引出本模块的would的用法;因为这个句型学生比较熟悉,由所学过的句型引出将要学的结构,学生会感觉比较自然,比较好接受。
4.Show a picture of Helen Keller, introduce one of her books Three Days to Me.
5.Have the students talk in pairs.Suppose: If you are like Helen, you have three days to see, what would you do / What wouldn’t you do Give an example to help them express themselves with “ would/wouldn’t”.
6. Practice orally: What would you do for the coming holiday
设计意图:通过英雄人物海伦﹒凯勒，介绍她的一本书，给学生设置了一个假设的状态，从而可以进行would句型的操练；同时在情感教育上，给学生竖立学习的榜样，同时能够意识到自己的幸运，要把握好眼前的学习和生活。再接着又可以转换到第二个假设：在即将到来的假期，你该如何渡过。从而进入到该句型的大量口头练习。
Step 2.Learn new words
1.Show some pictures with pronunciation to try to pronunce the words.If necessary, the teacher helps them .
2.Read and remember
Step 3.Read and answer the questions of Activity 1,2.
Show a picture of Sally. Sally’s holiday is coming.
Step 4. Listen to the conversation and choose the best answer of Activity 4.
Step 5. Listen and read
1. Ask: “ Where will Sally go ” and “Where would Sally’s friends go ”
2. Show the table, ask the students to finish it after listening. 3.Finish the table.Students ask and answer in pairs.
Step 6.Read and act
Step 7.Some language points:
⑴flight ---- flight number / What’s your flight number
⑵board ---- blackboard / aboard (同根词)
n. get on the board (上飞机;上船……)
v. board the ship /board the plane /board the bus ……(上船;上飞机;上车……)
⑶gate ---- Gate 12 -----Gate Twelve
⑷silly ---- Don’t be silly .
⑸perfect ---- Everybody will make mistakes , so we can say Nobody is perfect .
Practice makes perfect.
⑹stay in touch=keep in touch
⑺Have a safe trip .--- 一路平安.Have a nice trip / Have a good journey.)
⑻would --- I would have two wings and fly to the Moon .
I would go to Canada to enjoy the beautiful scence everyday.(人们的幻想,想象自己在未来可能做什么,这种时候其中的一种方式就是用would 来表达,)
⑼.So would I.我也是=I Would like to go with you,too.在英语中“so+助动词/be动词/情态动词+主语”表示“。。。也。。。”，及上面所说的事也适用于另外一个人或物。
I am going to wisit Paris. ---So am I.----I like English, so does he
although 引导的让步状语从句
although 相当于汉语的“尽管…,(但是)…”。
注意：在英语中although与but是不能同时
使用于一个句子中的，只能用其中一个。
Eg: Although she wants to go to Paris, she doesn’t want to fly. =She wants to go to Paris, but she doesn’t want to fly.
Although she can’t go to school,she still want to study=She can’t go to school, but she
still want to study.
so…that…引导的结果状语从句
当我们要表示“他太兴奋了，晚上睡不着”这样的意思时，可以用so…that…从句。so后接形容词或副词，表示程度that后接从句，表示这一程度会造成影响。Eg: He was so excited that he couldn’t go to sleep that night. He got up so late that he missed the first bus.
Step9 Practise
Step 10 Group work
Imagine you are at the airport, your friehd is going for a holiday and say goodbye toyour friends make a new dialogue with “How long would you stay？。。。”。
Step 11Homework
1.Workbook page133,Ex2,5.
2..Suppose if you are a teacher.
What would you do /What would not you do
设计意图：扎实基础，完成书本关于本节课的相关练习。学习换位思考，假设你是老师，你会做些什么，不做什么。也是老师从学生中间吸取一些有意义的建议的机会。
第二课时：Unit 2
一.Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary:business, empty, stomach, burn, enough, everything, college, living, simple, properly,
Key structure: would/wouldn’t do sth
not…at all…
2. Reading skill: Reading for specific information
3. Speaking skill : express “would / wouldn’t do sth” practically and coherently.
二Teaching Procedures:
Step 1 Revision and check the homework
1. Revise the use of “so…that…”. Make sentences while looking at the pictures.
2. Present the homework of students. “If you are a teacher…”
Show their homewok and have the student present at the front of the class.
设计意图：这个环节既可以检查学生的回家作业情况，又是对所学内容的复习。在学生有所准备的情况下，一些优良学生的陈述将会是可以有所期待的。
Step 2 Discuss(pair work or group work)
1. Discussion
As we know summer holiday is coming, I think each of us would have a good time. What would you do in your summer holiday Where would you go What would you eat
(Ask the students to discuss about it)(Four students a group, one of them should report to the class after discussion)
Ask some volunteers to report to the whole class.
Imagine: When you are no holiday, your parents are away on business, you have to stay at home alone. Would you still have a perfect holiday What would happen Would you cook by yourself Would you wash on your own Do you have all these skills
(Discuss the questions, and report to the class.
设计意图:通过两个讨论，目的之一是为了在前一节课的基础上，学生由已经会说would句型，到让学生能较自由地表达，表达追求准确和流畅。
Step 3 Read and learn
Now let’s come to the text, and learn something about Zheng chengyu and Sima yige . Would they have a perfect holiday when their parents are away on business
1.Show some pictures with pronunciation to try to pronunce the words.If necessary, the teacher helps them and read and remember.
2.Fast Reading. Students answer questions:.Who are mentioned in the passage …What does Zhang Chengye think of basic life skills ..Can Sima look after himself when he lives alone then help them find out the best summary of this passage.
3.Careful Reading . Try to answer the questions of Activity3.
4.. Check the answer with the students.
5. Give some explainations if necessary.
设计意图：首先浏览全文，对全文有个大概印象，然后对全文进行精读，理解全文内涵。学生学习相关的阅读策略。
Step 4 write
Write down in the table, what would you do What wouldn’t you do And write down a few sentences. Students can finish it by discussing with their deskmates.
设计意图：由说进入到句子的书写，力图循序渐进。
Step5.Languane points
1.on business 出差。2.some simple dishes 一些简单的饭菜 wash dishes 洗碗。 3.be around 在旁边 4 fill…with../be filled with/be full of 5.enough practice.adj/adv+enough.enough+n. 6.as soon as 7.depend on 8.dress sb.dress yourself .9.something important .10not…until..I won’t leave until he comes back.11 prepare sth 准备某物/prepare的宾语是食物之类的东西时，为制，做。Prepare dinner .prepare sb sth给某人准备某物12.tidy up13 not …at all 根本不 Not at all=Youuuu are welcome.
Step 6 Practice
Step 7 Discuss
Your parents have done much for you in your life.Imagine:When you grow up, what would you do for them
设计意图：在讨论“你想父母做什么”的过程中，即进行知识的教育，同时进行情感教育。
Step 6 Homework
1.Finish WB Ex4.
2. After school, do some cooking for your parents. Try to wash clothes for your parents and write your feeling.
第三课时：Unit 3
一.Teaching Aims and Demands:
1. Language Knowledge;
Key vocabulary:see off, manage .
Key structure: would/wouldn’t do sth; so…that…; though/but;
2. Foundation information:learn about different kinds of holidays around the world.
3. Writing skill :Form a draft of each student’s holiday plan.
三.Teaching Procedures:
Step 1 Warming-up and revision
Revise and have a competition.:If you are in a lonely sland.1.What would you take 2.What would you do there 3. What would you feel？
Step2 Summary
1. Make a summary of the “would/ wouldn’t”,finish Activity1,2. would/wouldn’t +do 涉及想象自己在未来可能会做什么的句型。2. Revise the structure “although/but”, finish activity 5..although 相当于“尽管” although+从句，不与but合用。3. Make a consolidation of “so…that…”,finish activity 7.so …that..表示程度结果的状语从句。So+adj/adv+that从句。
Step3 Listening
Listen and check.
Listen for the first time to finish the table of activity8.
Step 4 Around the world
Listen and fill in the black,then read again and understand the meaning.
Step 5.Language points
1.be afraid of sth/doing2.take off 3.see…off表示“为…送行”I went to the airport to see him off. See off 赶走某人3.manage to do sth.设法做成某事强调结果try to do 努力做某事。强调动作4.be made of /in /from 成品+be made of +材料（不变质）/from+材料（变质）。/in+地点名称。The house is made of wood.Wine is made from grapes.
Step 5 Writing
1. Look up a map and decide where you would like to go.
2. Look up facts about the place. Find out about its history, how long it takes to get there, how to get there, what the weather’s like and what you can do there.
3. Plan your passage-look at the passage in unit 2 if you’d like some help.Don’t forget to use “ would”.
4. Include some pictures.
设计意图：通过前面的几个课时，学生从说到写简单的句子，最终形成一篇完整的出游计划。但是这篇文章只能在课堂上形成一个雏形，或想法。可以引导学生利用更多的网络资源来丰富自己的作文，并且可以做适当的装饰与美化。在班级的适当位置可以将优秀作品进行张贴或采取其他的反馈与激励措施。
Step6 Homework:
1.Do Exercises 4,10. 2..Finish your holiday plan