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初中英语外研版 (新标准)八年级下册Unit 2 I believe that the world is what you think it is教学设计
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这是一份初中英语外研版 (新标准)八年级下册Unit 2 I believe that the world is what you think it is教学设计，共6页。教案主要包含了教学目标，教学重点及难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。
教学设计
一、教学目标
1. 听懂并掌握下列词汇及常用表达：
silence, pass, bright, treasure, trust, include, circle, stick, glue, suggestin, in silence, day by day
2. 能掌握以下句型：
(1) I did nt knw wh she was.
(2) I asked her why she smiled at me that day.
(3) She said she culd nt remember!
(4) Nw I believe that the wrld is what yu think it is.
3. 能根据故事情节理解事件发生的顺序和人物的行为。
4. 能够根据上下文猜测词义。
5. 能够根据所给提示写一篇给自己的生活带来影响的某人或某事。
6. 能意识到友谊的重要性，同时树立正确的人生观和价值观，保持乐观积极的人生态度。
二、教学重点及难点
重点：
1. 掌握重点单词、短语和句型：
silence, pass, bright, treasure, trust, include, circle, stick, glue, suggestin, in silence, day by day
(1) I did nt knw wh she was.
(2) I asked her why she smiled at me that day.
(3) She said she culd nt remember!
(4) Nw I believe that the wrld is what yu think it is.
2. 能够根据故事顺序和人物观点复述课文。
难点：
理解文章结构，完成写作要求。
三、教学准备
教学课件
四、教学过程
Step I Warming-up
Greet and play the part f the sng Auld Lang Syne and let Ss feel it.
设计意图：结合学生应该熟悉的有关友谊的歌曲导入本课，调动学生的学习热情。
Step Ⅱ Pre-reading
New wrds and expressins
Learn sme new wrds and expressins.
silence n. 寂静；无声
in silence 安静地；沉默地
pass v. 经过；通过
bright adj. 欢快的；明亮的
treasure n. 珍宝；珍贵之物
trust v. & n. 信任；信赖
include v. 包括；把……列为一部分
circle n. （熟悉的、相关的人形成的）圈子
stick v. 粘；粘贴
glue n. 胶水
suggestin n. 提议；建议
设计意图：通过学习新词汇，为下面环节学生谈论友谊奠定基础。
Activity 1
Wrk in pairs and answer the questins in pairs.
设计意图：通过组对问答，激发学生的学习热情。
Step Ⅲ While-reading
Activity 2
1. Learn the tips abut reading a stry. And then let Ss scan the passage t answer the questins.
2. Read the passage accrding t different instructins and finish a series f tasks. Then check the
answers.
A. Read Paragraphs 1~3, and finish the exercises.
(1) At the age f thirteen, a girl gave me an imprtant gift. (从课文中找出该句的同义句)
(2) Why was the writer very lnely?
(3) Why didn’t she tell her parents abut her prblems?
B. Read Paragraphs 4~5, and finish the exercises.
(1) Wh was the girl? I did nt knw the girl.(合并为一句话表达)
(2) It made me feel happy, lively and warm. 本句中it 指的是 __________。
C. Read Paragraphs 6~8 and chse the best answer.
(1) Hw did the smile change her life?
a. She began t make friends.
b. She became best friends with the girl.
c. She became best friends with the by.
(2) Where des she nw think her feeling f unhappiness came frm?
a. Frm her ld schl.
b. Frm ther peple in the wrld.
c. Frm herself.
Activity 3
Read the passage and cmplete the sentences. Then check the answers tgether.
设计意图：通过技巧阅读，让学生带着问题去阅读课文并找答案，引导学生理清文章结构，
考查学生对故事顺序和人物观点的理解能力。
Step = 4 \* ROMAN IV Pst-reading
Retell
Retell the passage accrding t the key wrds.
设计意图：让学生根据关键词复述文章内容，帮助学生整体把握文章结构，加深对文章整体内容的理解。
Language pints
1. Every time I heard the ther students talking and laughing, I felt even mre lnely.每次听到其他同学有说有笑，我觉得自己更加孤单。
every time = each time 引导状语从句，意为“每次……”
the ther 后接可数名词复数，意为“其余的……”
any ther 后接可数名词单数，意为“其他任何一个……”
2. Day by day, I learnt t trust peple, and they included me in their circle f friends.我逐渐学会了信任他人，而他们也邀请我加入了他们的朋友圈。
day by day 一天天地，渐渐地（强调变化）
day after day 日复一日的（强调重复性）
trust v./n. 信任，相信
include v. 包括，把……列为一部分
设计意图：综合巩固本单元的重点词汇。
Activity 4
1. Read the wrds in the bx and the sentences. And then cmplete the sentences.
2. Chse sme Ss t read ut the whle sentences t check.
设计意图：引导学生回顾所学单词短语的含义，进一步巩固文章内容。
Activity 5-6
1. Read the passage in Activity 3 and find the paragraphs that describe the stages.
设计意图：引导学生梳理文章的写作思路，为接下来的写作活动做好准备。
2. Discuss smene r smething that changed their lives in grups and then write a passage abut it using the stages in Activity 5.
3. Chse tw Ss t read their passages.
设计意图：通过仿写练习，锻炼学生的逻辑思维能力和写作能力。
Exercises
Cmplete the sentences accrding t the wrds and phrases.
take a message regret at first day by day
right nw at the mment make friends jin in
1. Tny isn’t in _____________.
2. _____________ it was very ht, but then it gt cler.
3. I feel _____________ abut what I have dne.
4. Can I _____________ fr yu?
5. _____________ I learnt t trust peple.
6. I have _____________ in the schl.
7. Yu must leave _____________.
8. He started t sing and I _____________.
设计意图：通过练习，随堂检测学生对本课时内容的掌握程度。
Step V Summary
Vcabulary:
silence, pass, bright, treasure, trust, include, circle, stick, glue, suggestin, in silence, day by day
Sentences:
1. I did nt knw wh she was.
2. I asked her why she smiled at me that day.
3. She said she culd nt remember!
4. Nw I believe that the wrld is what yu think it is.
设计意图：回顾本课时的主要内容。
Step VI Hmewrk
1. Recite the key wrds and phrases.
2. Write a passage abut friendship between yu and ne f yur friends.
设计意图：课后作业巩固新知识。
五、板书设计
Mdule 9 Friendship
Unit 2 I believe that the wrld is what yu think it is.
Vcabulary:
silence, pass, bright, treasure, trust, include, circle, stick, glue, suggestin, in silence, day by day
Sentences:
1. I did nt knw wh she was.
2. I asked her why she smiled at me that day.
3. She said she culd nt remember!
4. Nw I believe that the wrld is what yu think it is.
教学设计
一、教学目标
1. 听懂并掌握下列词汇及常用表达：
silence, pass, bright, treasure, trust, include, circle, stick, glue, suggestin, in silence, day by day
2. 能掌握以下句型：
(1) I did nt knw wh she was.
(2) I asked her why she smiled at me that day.
(3) She said she culd nt remember!
(4) Nw I believe that the wrld is what yu think it is.
3. 能根据故事情节理解事件发生的顺序和人物的行为。
4. 能够根据上下文猜测词义。
5. 能够根据所给提示写一篇给自己的生活带来影响的某人或某事。
6. 能意识到友谊的重要性，同时树立正确的人生观和价值观，保持乐观积极的人生态度。
二、教学重点及难点
重点：
1. 掌握重点单词、短语和句型：
silence, pass, bright, treasure, trust, include, circle, stick, glue, suggestin, in silence, day by day
(1) I did nt knw wh she was.
(2) I asked her why she smiled at me that day.
(3) She said she culd nt remember!
(4) Nw I believe that the wrld is what yu think it is.
2. 能够根据故事顺序和人物观点复述课文。
难点：
理解文章结构，完成写作要求。
三、教学准备
教学课件
四、教学过程
Step I Warming-up
Greet and play the part f the sng Auld Lang Syne and let Ss feel it.
设计意图：结合学生应该熟悉的有关友谊的歌曲导入本课，调动学生的学习热情。
Step Ⅱ Pre-reading
New wrds and expressins
Learn sme new wrds and expressins.
silence n. 寂静；无声
in silence 安静地；沉默地
pass v. 经过；通过
bright adj. 欢快的；明亮的
treasure n. 珍宝；珍贵之物
trust v. & n. 信任；信赖
include v. 包括；把……列为一部分
circle n. （熟悉的、相关的人形成的）圈子
stick v. 粘；粘贴
glue n. 胶水
suggestin n. 提议；建议
设计意图：通过学习新词汇，为下面环节学生谈论友谊奠定基础。
Activity 1
Wrk in pairs and answer the questins in pairs.
设计意图：通过组对问答，激发学生的学习热情。
Step Ⅲ While-reading
Activity 2
1. Learn the tips abut reading a stry. And then let Ss scan the passage t answer the questins.
2. Read the passage accrding t different instructins and finish a series f tasks. Then check the
answers.
A. Read Paragraphs 1~3, and finish the exercises.
(1) At the age f thirteen, a girl gave me an imprtant gift. (从课文中找出该句的同义句)
(2) Why was the writer very lnely?
(3) Why didn’t she tell her parents abut her prblems?
B. Read Paragraphs 4~5, and finish the exercises.
(1) Wh was the girl? I did nt knw the girl.(合并为一句话表达)
(2) It made me feel happy, lively and warm. 本句中it 指的是 __________。
C. Read Paragraphs 6~8 and chse the best answer.
(1) Hw did the smile change her life?
a. She began t make friends.
b. She became best friends with the girl.
c. She became best friends with the by.
(2) Where des she nw think her feeling f unhappiness came frm?
a. Frm her ld schl.
b. Frm ther peple in the wrld.
c. Frm herself.
Activity 3
Read the passage and cmplete the sentences. Then check the answers tgether.
设计意图：通过技巧阅读，让学生带着问题去阅读课文并找答案，引导学生理清文章结构，
考查学生对故事顺序和人物观点的理解能力。
Step = 4 \* ROMAN IV Pst-reading
Retell
Retell the passage accrding t the key wrds.
设计意图：让学生根据关键词复述文章内容，帮助学生整体把握文章结构，加深对文章整体内容的理解。
Language pints
1. Every time I heard the ther students talking and laughing, I felt even mre lnely.每次听到其他同学有说有笑，我觉得自己更加孤单。
every time = each time 引导状语从句，意为“每次……”
the ther 后接可数名词复数，意为“其余的……”
any ther 后接可数名词单数，意为“其他任何一个……”
2. Day by day, I learnt t trust peple, and they included me in their circle f friends.我逐渐学会了信任他人，而他们也邀请我加入了他们的朋友圈。
day by day 一天天地，渐渐地（强调变化）
day after day 日复一日的（强调重复性）
trust v./n. 信任，相信
include v. 包括，把……列为一部分
设计意图：综合巩固本单元的重点词汇。
Activity 4
1. Read the wrds in the bx and the sentences. And then cmplete the sentences.
2. Chse sme Ss t read ut the whle sentences t check.
设计意图：引导学生回顾所学单词短语的含义，进一步巩固文章内容。
Activity 5-6
1. Read the passage in Activity 3 and find the paragraphs that describe the stages.
设计意图：引导学生梳理文章的写作思路，为接下来的写作活动做好准备。
2. Discuss smene r smething that changed their lives in grups and then write a passage abut it using the stages in Activity 5.
3. Chse tw Ss t read their passages.
设计意图：通过仿写练习，锻炼学生的逻辑思维能力和写作能力。
Exercises
Cmplete the sentences accrding t the wrds and phrases.
take a message regret at first day by day
right nw at the mment make friends jin in
1. Tny isn’t in _____________.
2. _____________ it was very ht, but then it gt cler.
3. I feel _____________ abut what I have dne.
4. Can I _____________ fr yu?
5. _____________ I learnt t trust peple.
6. I have _____________ in the schl.
7. Yu must leave _____________.
8. He started t sing and I _____________.
设计意图：通过练习，随堂检测学生对本课时内容的掌握程度。
Step V Summary
Vcabulary:
silence, pass, bright, treasure, trust, include, circle, stick, glue, suggestin, in silence, day by day
Sentences:
1. I did nt knw wh she was.
2. I asked her why she smiled at me that day.
3. She said she culd nt remember!
4. Nw I believe that the wrld is what yu think it is.
设计意图：回顾本课时的主要内容。
Step VI Hmewrk
1. Recite the key wrds and phrases.
2. Write a passage abut friendship between yu and ne f yur friends.
设计意图：课后作业巩固新知识。
五、板书设计
Mdule 9 Friendship
Unit 2 I believe that the wrld is what yu think it is.
Vcabulary:
silence, pass, bright, treasure, trust, include, circle, stick, glue, suggestin, in silence, day by day
Sentences:
1. I did nt knw wh she was.
2. I asked her why she smiled at me that day.
3. She said she culd nt remember!
4. Nw I believe that the wrld is what yu think it is.
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