Section B 3a —4 Self check教案评析

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。

Unit 4

Topic 3

Section B 1

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 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”. Teacher activity 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”. 1. The whole

class work 2. The whole

class work

and individual work

3. The whole

class work Introduction

(5 minutes)

4. Pair work Unit 4

Topic 3

Section B 2

1. The whole

class work

and group work

2. The whole

class work and group work

3. The whole

class work

Presentation (15 minutes) 4. The whole

class work

and individual work 5. The whole

class work

6. Group work

and individual

work

7. Group work

8. 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”. Unit 4

Topic 3

Section B 3

Consolidation (8 minutes)

1. The whole

class work and group work

2. Group work

3. Individual work

4. Group work

5. 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. Unit 4

Topic 3

Section B 4

Practice (10 minutes)

1. The whole

class work and

individual

work

2. The whole

class work

3. The whole

class work

4. The whole

class work 5. Group work

and individual work

6. The whole

class work

7. 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.

7. Play 4b. Ask students to

read after the tape and imitate. Unit 4

Topic 3

Section B 5

Production (7 minutes) 1. The whole

class work

and group work

2.

The whole

class work

3. Individual

work

1. Volunteers read 4b one

1. Play a game.

by one. Pay more

Find the most beautiful attention to the liaison,

sound. Ask students to weak form, stress and

prepare four papers and intonation. The student

write down A, B, C, D. who can read best and

Invite volunteers to read get the most “A” is the

4b in class. Other students winner. And he/she is

are commentators. the star of spoken English

in this week. Other

students try to

challenge him/her next

week.

2. Students read all the

2. Teacher summarizes : words correctly, (1) Write down the new

knowing their words on the

meanings. They have blackboard: website,

to memorize their Mars, pizza, reporter spelling after class. (2) Write down the structure

Use the structure “ be “be sure +that” on

sure +that” often. 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. Students read

and

3. Homework: record 4b after class, pay

(1) Read 4b after class and attention to the record it with your pronunciation and cellphone, and bring it intonation. Write a to school next class. passage and preview (2) Write a short passage Section C.

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. Unit 4

Topic 3

Section B 6

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 World Topic3

The Internet makes the world smaller. Section B

Be sure +that

G1

G2

G3

G4 I 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. Unit 4

Topic 3

Section B 7