1、中小学课堂教学资料设计Unit 1 Technology and the Future Lesson 1 Schools of the Future The School of TomorrowSchools keep changing. Every year, new inventions and products appear. Some of them are very helpful for students and teachers. Which of them will schools use? No one is sure, but here are some possible
2、developments.1. There will be robots in the schools of the future. Some people think that these robots will help students with their homework. The robots will have special software from the school. They will know what the students are studying and they will be able to help them solve problems easily
3、.2. Many teachers do not believe there will be traditional classes or classrooms. Each student in a class might study different materials at the same time. Classrooms might be in open areas and use large LCD screens.3. Many people believe schools will use less paper and fewer books. In the future, s
4、tudents may only need to bring an e-book to school. In fact, some schools are already doing this. The e-book will store all their school materials and students can write notes and answers on the screen. They can also search for information on the Internet. Most people think students will be happy to
5、 have lighter schoolbags.4. Teachers will give homework online in the future. This acn help parents follow their childs progress closely. They can check their childs work and their marks through the Internet. The system will also allow students to see teaching videos and notes online. Some people wo
6、nder if students will even need to go to school any more.Do you believe they will come true?Unit 2 Communication- Communication WorkshopCommunication Tools in My FamilyThirty years ago, my grandparents wrote letters to their friends and family. Grandpa worked in the city and Grandma lived in the cou
7、ntry, so they wrote to each other. It took one week to deliver the letter. When Grandma asked a question in her letter, it took her two weeks to get the answer! If there was anything urgent, they needed to send telegrams.The telephone became a popular communication tool in the early 1990s. But my da
8、ds family did not have a telephone until 1998. Although it was much faster than writing letters, it was still inconvenient. Once Dad arrived home late because he helped a granny on his way. My grandparents were so worried about him because he could not call them and tell them what happened. This nev
9、er happened again after my dad bought his first mobile phone in 2002.My favourite communication tool is the mobile phone. I have used it since my thirteenth birthday. My parents and friends can find me wherever I am. It is very convenient, but at the same time it is easy to get bothered especially w
10、hen I want to stay alone. Sometimes I have headaches after talking on the mobile phone for a long time.when, what, where, which, why, how, Read Paragraph1 and try to fill in the formWhoGood /bad things about it中小学课堂教学资料设计中小学课堂教学资料设计Good things:Bad things:WhoGood /bad things about itGood things:Bad t
11、hings:Read Paragraph2 and try to fill in the formWhoGood /bad things about itGood things:Bad things:Read Paragraph3 and try to fill in the formMeSincemyUsedmobileconvenienthaveheadachesthirteenthphoneaftertalking for abirthdaylongtimeWhoWhenHowGood /bad things about itGood things:My grandparentsThir
12、ty years agoWrotelettersBad things:took one week todeliver a letterMy dadIn 1998Usedtelephonemuch fasterwriting lettersthannotconvenientenoughHow to write a good composition?中小学课堂教学资料设计中小学课堂教学资料设计1.2.3.4.56WhoWhenHowGood /bad things about itGood things:Bad things:My grandparentsMy parentsMeWeIn thir
13、tyyearsThe first draft:Communication Tools in My Family中小学课堂教学资料设计签字要点（5 星）段落（5 星）语言（连词，语法）(5 星)总评（15 星）同伴 A:同伴 B:同伴 C:总计评价表格：The second draft:Communication Tools in My FamilyThe shining stars：Unit 2Communication Communication Workshop教材分析本课是北师大版初中英语八年级下册教材第二单元的最后一课，话题为人际交流。本课大约为本单元的第七到八课时， Lesson4
14、Animal Talk, Lesson5 Meeting people 和 Lesson6 The Texting Generation 分别介绍了动物界的交流方式，人类在交流时的一般礼貌以及短讯在人们生活中所扮演的重要角色。在这些知识讲授的基础上，本课重点介绍了 Betty 本人以及其家庭成员在通讯交流工具方面的变迁, 并为最后的单元写作话题做好了铺垫工作。本课的教学设计分为两个课时。第一课时侧重对课文的理解和学习。首先通过几张图片引入到本课时的话题：Communication Tools, 然后在相关话题的语境中简单讲解几个可能会给学生造成理解困难的单词(deliver，urgent,(i
15、n)convenient， wherever，bother)接着进入课文学习阶段。本课时的课文内容按照时间顺序分别叙述了 Betty 一家三代人使用通讯工具的情况。本课时也以课文的三个年代为划分， 从中心主旨到各个年代使用的通讯工具，再到各个段落的语言点，各个击破，分层展示。最后在对本篇课文进行结构总结的基础上进行第一稿的写作，也就是结合课文的信息和语言进行输出性活动。在第一课时，学生还要简要学习使用一些常见的连词词汇(and，but, so, because, although)来把句子有机的串联起来，使之更具有表现力。第二课时首先简单回顾第一课时所学到的内容，尤其复现写好一片作文所需要包含
16、的要素。然后出示简略的评价表格，进行四人一组的评改活动。在教师进行部分典型作文的点评后，进行第二次的写作。并安排部分学生上白板展示第二次写作的成果，以便清晰看到写作中的成长过程。也方便全班学生进行第二稿的欣赏和评价。最后由老师进行全面的点评。如果时间允许，可以进行有关未来通讯设备的视频和图片欣赏，以开拓学生视野。教学内容话题：通讯交流工具词汇：and, but, so, because, althoughdeliver，urgent,(in)convenient，wherever，bother 等策略：首先从课文中学习本话题的写作结构和词汇，然后借助于得到的知识完成学生自己的写作任务。语法：连
17、词的使用和少许的含有现在完成时的句子。第一课时First Period教学目标：在本课学习结束时，学生能够：1. 读懂课文所表达的大意，并准确理解一些细节问题；2. 正确使用一些常见的连词来组织句子；3. 从课文中总结出写作文所需要包含的重点要素，并使用在自己的写作活动中；4. 从家庭通讯工具的变迁中体会社会科技的进步。教学过程互动模式教学活动设计意图&时间Lead-in/pre-readingStep1l T: Letters are a kind of1. 通过讨论引入本课的话题：通讯CWcommunication tools,工具。PWwhat else do you know?2Whi
18、ch one is your2. 激活有关“通讯工具”的词汇，如favourite and why?letters, telegram, telephone, mobilel Ss think and answerphone 等。Step2l T shows four pictures of1. 教师借助图片，带领学生熟悉新CWthem and teaches some词汇deliver，urgent,PWdifficult words form the(in)convenient,wherever,bother 等。 3text.2. 在跟词汇结合的情景中出现和l Ss listen and
19、 match the运用新词汇，为下面的阅读做铺垫。words with the Chinesemeanings.While-readingStep 31st readingIW,l Ss read the passage to1. 快速阅读，捕捉课文中心大意。PW,find out the main idea of the passage.2nd readingl Ss read the passage the2. 细读课文，通过填写表格，获取CW 15second time and fill in the three forms following the teachers.T leads
20、 Ss to do the first one together to show how to do it.l Ss fill in the formsindividually and check the answers in the groups.3rd readingl Read the paragraphs one by one and find out the useful phrases and sentences then每个年代每个家庭成员的相关细节信息。3. 简单学习并体会文中的一些连词和句型的用法underline them in the passages.Post-read
21、ingStep 4l Ss work out how to write a good composition in pairs and make some notes.根据上面所学到的知识引导学生关注和总结出写好一篇作文所需要的要素。IW,PW,5WritingStep 5l Ss fill in a form about学生填写有关本人家庭的相关情况IW,their own familys communication tools as的表格，理清思路，备好写作提纲。 5Step 6an outline.l Ss write down a笔头检查和落实本课的写作教学目IWcomposition
22、 about their own familys communication tools according to the outline.标。15Homework：Finish the composition if they cant finish it in class.Self-examination :第二课时教学目标Second Period在本课学习结束时，学生能够：1. 完成一篇作文，描述自己的家人在通讯工具使用方面的情况。2. 在语境中体会和使用连词来更好的连接句子，从而更准确地表达自己的想法。3. 了解一篇好作文所需要包含的要素，并能够欣赏和评价同学的作品。教学过程互动模式教
23、学活动设计意图&时间ReviewStep 1l T reviews what they have回顾上节课所获取的信息，CWlearned yesterday. Make巩固强化构成一篇好作文的3sure they know the要素。points about a goodcomposition.EvaluationStep 2l Ss check, enjoy and四人一组，互相欣赏作文并GWcorrect the compositions纠正作文中的错误。随后老ofin the groups.师进行点评。fourl T chooses some of them12to show the
24、 right things.WritingStep 3l Ss rewrite the1.学生根据同伴和老师的点IWcomposition and put评进行改写活动。CWthem on the20whiteboards.2. 完成对于班级里其他同l Ss walk around in the学作品的欣赏和评价。class and draw red starson the compositions that they like.SummaryStep4l T presents something1. 老师对于本次写作活动CWimportant about writing.进行评价和总结。52
25、. 引导学生关注和总结文章的语言框架并强调和突出其中的语言点。Looking aheadStep 5l T shows a video about引导学生感受科技的发展给PW,the phones in the future人们带来的各种生活便利。CWfor the Ss to enjoy.5l T shows a lot of picturesof the phones in the future to lead the Ss to imagine what the phoneswill be like in the future.Homework：A composition about t
26、he phones in the future.Self-examination :Unit 2Lesson 4Animal talk教材分析本课是北师大版初中英语八年级上册教材第二单元，话题为“交流”。本课是本单元第一课，在承接 Get Ready 部分有关“Communication”话题的基础上， 本课重点介绍动物的交流手段和方式。本课的教学设计分为两个课时。第一课时侧重对课文的理解，首先通过头脑风暴激活学生已有的知识：你所了解的动物都有哪些交流方式。随后通过阅读，获取动物的三种主要交流方式。第二遍和第三遍阅读获取细节信息：课文中所提到的动物分别采用哪种交流方式；动物交流的目的是什么。最
27、后结合课文信息和 Get Ready 部分所讨论的话题内容进行语言输出活动：对比人类和动物的交流有什么不同。在本节课中还会渗透现在完成时的相关知识，主要从语用功能层面，使学生对现在完成时有初步的认识和了解。第二课时在复习课文内容的基础上，引入本课的重点语法内容现在完成时，通过观察和分析例句，发现并总结现在完成时的含义和句型结构。通过分层练习，进一步体会现在完成时的含义，以及与一般现在时的区别。第二课时的教学还包含对学生学习策略的指导既不知道词义的情况下可以查字典，而在诸多义项中选取恰当的词义还要回归上下文。教学内容话题： animal talk词汇： blog, face-to-face, s
28、ign language, text messageant, tail, interested, missing, discover, gentleman, invite, lady, human, mad, area, knowledge, since, hide策略：围绕“交流”的话题通过阅读获取相关信息，并在语境中观察学习语言知识，习得时态现在完成时。语法： 现在完成时第一课时First Period教学目标：在本课学习结束时，学生能够：5. 说出人与人交流的主要方式；6. 通过阅读找出不同动物交流方式的信息；7. 使用获取的信息阐述人与动物交流方式的区别；8. 体会交流的重要性以及人类
29、了解动物交流方式的必要性，尊重爱护动物；9. 初步体验和感知现在完成时的语用功能和含义。教学过程互动教学活动设计意图模式&时间Pre-readingStep1l Brain storm：ask Ss to1.激活有关“交流”的背景知识。 CWthink of how weIWcommunicate with each4other in our daily life?2. 激活有关“交流方式”的词l T shows pictures of汇 ， 如by email, by textdifferent ways ofmessage, by sign language等。communication
30、and asks Ssto talk about the way in each picture.Step2l Ss work in pairs to use the1. 在情景中复现和 运用新词CWkey words to describe these汇，为下面的讨论做铺垫。IWphotosin Get Ready Ex.1.62. 思考我们何时需要交流，为l Ss think about when they读后活动做铺垫。communicate with others.Step3l T shows pictures of some教师借助图片，带领学生熟悉CWanimals and ask
31、s Ss to think新词汇。并引发学生思考，激IWof the question:How do活学生关于动物交流方式的背3these animals景知识。communicate?T elicits Ss tosay sentences like this: I think ants communicate by body language.While-readingStep 41st reading1. 快速阅读，获取有关动物交CWl Ss read the passage to find out the 3 main methods of animal communication.l
32、 Ss check answers in class.2nd readingl Ss read the passage again and find out what methods these animals use to communicate.l Ss check the answers inclass.3rd readingl Ss read the passage again and find out for what purposes animals communicate.l Ss check the answers inclass.流方式的信息。IW 102. 细读课文，获取每
33、种动物交流方式的细节信息。3. 细读课文，获取每种动物交流目的的信息。Step5l T ask Ss to ask and answer1. 借助表格，同伴之间互相问CWin pairsaccording to the答，内化文章信息，IWinformation in the table5“how do antscommunicate?” and “Why do ants communicate?”2.模仿正确的语音语调，强化语言和信息。l Ss listen and read the textwith the recording.Post-readingStep6l Ss express t
34、heir own1. 在语言和信息方面检查和CWopinions about “How is落实本课的教学目标。IWhuman communication12different from animalcommunication”.l T leads Ss to think why2. 学生在存异中求同，感受动human should get to know物的交流除了食物、求偶等基the methods of animal本需求外，也有同人类一样的communication.情感需求。引导学生在思考和交流中体会了解动物交流方式对人类的意义，感悟到人类需要尊重爱护动物。同时初步感知现在完成时在句
35、子中的意义和用法。Homework1 Read the text aloud.2 Write down your opinion about “How is human communication differentfrom animal communication?”第二课时教学目标Second Period在本课学习结束时，学生能够：4. 使用字典查找生词信息，并根据上下文选择恰当的义项；5. 在语境中体会、发现和归纳现在完成时的用法和语意功能；6. 运用有关动物交流的信息和词汇，和同伴谈论自己所了解的animal communication 这一话题。教学过程互动模式教学活动设计意图&时
36、间ReviewStep 1l Ss think of the topic they回顾上节课获取的信息，复IW,talked about last period习上一课所学内容。CWand the ways of animal5communication.Step 2l T shows 3 words from对学生进行学习策略的指the text and asks Ss to导。不明词义时可以查字tick their correct典，而选择恰当的词义时要meaning in the text.回归上下文，结合语境判断。GrammarStep 3l T shows 3 questions a
37、nd1.在语境中进一步感知现在CWasks Ss to answer them完成时的用法和功能，为下IWwith the sentences in the一步主动观察和总结语法做6text.准备。l Ss focus on all theanswers and think of when the things happened and if weknow the exact time.2. 学生在教师的引导下, 发l Ss think of among the 3现和分析人称代词和物主代sentences which show词在上下文中的指代作用，that the past action
38、is still体会语法的表意功能。important now andwhich show that an action began in the past and continues into the future.l T asks Ss to find moresentences in present perfect tense in the text.Step 4l T summarizes the1.在体验的基础上总结现在IWmeaning of present perfect tense.l T asks Ss to complete thetable withhave or has
39、.l T checks the answers with the whole class.l T shows some sentencesin present simple in the text and asks Ss to think of the differences完成时的含义。CW 2.让学生自己体会和观察现9 在完成时结构。通过填写表格，总结和归纳现在完成时的形式。3. 让学生在语境中体会一般现在时与现在完成时的区别。Step 5between the 2 tenses.l Ss do Ex. 7 individually运用所学现在完成时，完成CW and then discu
40、ss in pairs.填词和单句层面的练习。进PWl T checks the answers.l Ss do Ex. 8 by discussing together.l T checks the answers.Grammar in Use一步体会现在完成时的结10 构、含义，以及与一般现在时的区别。为下一步在真实交际中使用做铺垫。Step 6l T talks with Ss about if1.在交流中为学生做示范，PW,they keep pets or what引导学生讨论动物交流的话CWthey know about animal题。10communication.l Ss t
41、alk to their partners2.创设真实情境，使学生运about if they keep pets用自己的背景知识以及课文or what they know about中获取的信息谈论动物的交animal communication.流。l T invites some Ss to talkabout what they know about animal communication.HomeworkWrite down what you know about animal communication.Unit 2Lesson 5Meeting people教材分析本课是北师大
42、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 communication 中的 face to face communication 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。中小学课堂教学资料设计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
43、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 goodbye 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
44、内容话题：人际交往词汇： culture, themselves, perhaps, anybody, shy, correct, though, treat, myself, ourselves, yourself, yourselves, himself, herself, itself, local语法：反身代词功能：征求及提出意见第一课时中小学课堂教学资料设计教学目标：First Period中小学课堂教学资料设计在本课学习结束时，学生能够：10. 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；11. 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；12. 根据所听到的例文，具体写出最终接待外宾时要做的事情；13. 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
