初中英语北师大版八年级下册Lesson 5 Meeting People优质教学设计

这是一份初中英语北师大版八年级下册Lesson 5 Meeting People优质教学设计，共8页。

本课是北师大版《初中英语》八年级下册教材第二单元的第五课，话题为人际交往。本课是一节听力课，内容涉及单元话题cmmunicatin中的face t face cmmunicatin这一子话题。本课的听力材料是关于某班学生和老师谈论如何接待外国访问学生的内容，其中包含了对中外文化差异的讨论。
本课的教学设计分为两个课时。第一课时采取任务型教学模式，学生首先通过阅读校园网上有关外国学生和老师来访的新闻了解任务，结合自己的已知进行头脑风暴思考如何接待外国客人。在学生感到完成此任务有困难时，运用记笔记的听力策略获取文章中的有关该班学生计划如何接待外国学生的信息。而后，运用预测等听力策略，小组讨论有关接待时需要注意的内容并通过勾选信息验证预测，在这个过程中重点训练学生听材料直接获取信息和筛选信息的能力。最后学生参考从课文中听出的信息，结合自己想法完成设计接待外国客人的任务。
第二课时通过了解本节课设计gdbye party的任务，引入本课的语法内容—反身代词，通过观察和分析例句，发现并总结反身代词的形式以及它们的表意功能。通过补全句子的练习，进一步体会反身代词的表意功能。在完成该任务进行小组讨论的过程中，引入本课的重点语法内容—询问意见、表达意见的功能句。通过阅读第一课时录音原稿发现并总结询问、表达意见的功能句。最后，在完成任务进行小组讨论的过程中运用这些功能句。
教学内容
话题：人际交往
词汇：culture, themselves, perhaps, anybdy, shy, crrect, thugh, treat, myself, urselves, yurself, yurselves, himself, herself, itself, lcal
语法：反身代词
功能：征求及提出意见
第一课时
First Perid
教学目标：
在本课学习结束时，学生能够：
运用记笔记、利用关键词、利用上下文等听力认知策略，听录音并选出该班学生接待外国学生时想做的事情，如微笑打招呼、握手、谈论天气等；
运用预测等听力技能，听录音说出老师所建议的接待过程中需要注意的事项；
根据所听到的例文，具体写出最终接待外宾时要做的事情；
在设计如何接待外宾的真实交际过程中，避免不恰当的言行，尊重文化差异。
教学过程
第二课时
Secnd Perid
教学目标：
在本课学习结束时，学生能够：
发现并总结询问及提出意见的功能句；
运用询问及提出意见的功能句进行对话，讨论有关gdbye party的计划；
体会文化差异如何体现在与外国友人的交流并懂得尊重文化差异。
教学过程
教学活动
设计意图
互动模式&时间
Pre-task
Step 1
Lead-in
Ss read a piece f news n the website f ur schl.
通过校园网上关于外国学生来访的通知，引入本课话题。
CW
IW
1’
Step 2
Task intrductin
Ss read the task n their wrksheet:
Schl News
A grup f English students and their teacher are ging t visit ur schl next week. Let’s d smething t give them an unfrgettable experience in ur schl. We are lking frward t yur participatin.
学生阅读任务并以头脑风暴的形式思考以什么活动形式接待外国学生。
CW
IW
5’
Step 3
Brainstrm
Ss brainstrm what they want t d t welcme the students frm England.
Q: What can yu d when yu meet them n the first day?
(T writes dwn the key phrases f what Ss mentin n the blackbard.)
While-task
Step 1
Listen fr what the students want t d.
1. Ss listen and try t get what the students want t d. Ss write dwn the key wrds they hear n their wrksheet.
2. Check in class.
3. Ss listen and tick the ideas Ss mentined in the listening material n the bk.
4. Ss check in class by answering the questin.
Q: What d they want t d?
5. Ss srt the infrmatin abut what they want t d int different categries.
6. Grup discussin
(1) Ss frm grups f 4 and decide what they want t take charge f.
(2) Ss listen t the tape again and write dwn the key infrmatin their grup needs.
学生运用记笔记、利用关键词等听力中的认知策略，听录音获取有关该班学生在接待外国学生的过程中想做什么的信息。
并将获取到的信息进行归类。
IW,
CW
7’
Step 2
Listen and find ut what they shuldn’t d.
1. Ss discuss and predict what they shuldn’t d.
2. Ss listen and check their predictin by circling the things Ss shuldn’t d n the bk.
3. Ss check in class.
4. Task preparatin 2:
Ss discuss and write dwn what they shuldn’t d accrding t the different grups.
5. Ss talk abut and predict the reasn why they shuldn’t d thse things in pairs.
6. Ss listen again and check their predictins.
学生预测、听录音获取该班学生需要注意、不能做的事情及原因。
IW,
PW,
CW
8’
Task presentatin
Make the plan f hw t welcme the freign students.
1. Grup discussin:
(1) Ss discuss in grups and write dwn the key wrds abut what else they can d accrding t their duty.
(2) Ss decide the duty f each ne in the grup.
2. Ss share the ideas in class.
学生通过小组活动制定本组的接待计划并全班展示。
IW
GW
CW
10’
Hmewrk
写下并修改本组的接待计划。
教学活动
设计意图
互动模式&时间
Pre-task
Step 1.
Lead-in
Ss read the reprt abut their task frm the schl website and answer the questin.
A grup f students and teachers frm England will cme t visit ur schl n Nv. 25th. Class 3 Grade 8 made a wnderful plan t welcme them. They had many great ideas, including intrducing themselves, shwing the guests arund schl, and playing basketball with them, etc. It impressed the guests a lt. After reading their plan, ne f the English students said, “I appreciate their hard wrk because they planned everything by themselves. After reading it, I’m really lking frward t the trip. I’m sure we’ll enjy urselves there. Actually, I have already learned sme Chinese by myself. I can’t wait t talk t them in Beijing.”
Questin: D they like yur plan?
学生了解本节课任务及规则。
CW
PW
2’
Step 2.
Language preparatin-- reflexive prnun
1. Ss circle the reflexive prnuns in the passage.
2. Ss fill in the table f ex. 4 n their textbks.
3. Ss sum up the usage f reflexive prnun.
4. Ss fill in the blanks f ex. 5 n their textbks.
学生通过回答问题，发现任务中的反身代词并归纳其用法及表意功能。
While-task
Step 1
Brainstrm the things they can d and frm different grups
1. Ss brainstrm what they shuld d t hld the gdbye party.
2. Ss frm grups and chse the duty f their grup: preparatin grup; decratin grup; activity grup.
学生通过小组讨论的形式确定本组内小组的职责。
IW,
PW,
CW
5’
Step 2
Language preparatin—
Functinal sentences
1. Ss list the sentence structure they may use in the discussin rally.
2. Ss read the script f perid 1 and Ss underline the sentence structure f asking fr ideas /circle the sentence structure f giving ideas.
3. Ss check in class.
4. Ss sum up the sentence structure they may use during the grup discussin.
学生通过感知、发现、体验，学习有关询问和提出建议的功能句，并运用这些功能句在小组内讨论如何进行gd-bye party的计划。
IW,
PW,
CW
5’
Step 3
Cntent preparatin
1. Ss list the things they are ging t d in grups n their wrksheet.
2. Ss decide the duty fr each ne in the grup and write it dwn in the table.
3. Ss think abut mre details abut their duty individually and take ntes if necessary.
Q: What are yu ging t d?
Hw can yu d it? And why?
4. Ss share their ideas in grups and revise it if necessary.
学生运用所学功能句进行小组讨论，制定本组的接待计划。
IW,
PW,
CW
13’
Task presentatin
Presentatin
Ss intrduce their plan in class.
e.g.
Our grup is … grup.
Tm is in charge f …
Tm: I think I shuld/can … by myself.
I am ging t …
学生在班级内介绍计划。
PW, CW
5’
Hmewrk
结合班级同学讨论出的计划，写出自己认为最合适的计划。