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1、rROOM CLASS 08翻转课堂教学设计Module9 Unitl学 科：英语年 级：八年级任课教师：于国林天津市宝垠区大钟庄镇初级中学天津市宝垠区大钟庄镇初级中学翻转课堂教学设计主备人：于国林课题Grade 8（下）Module9 Unit 1第1课时（总第3课时）nt,课型Listening and speaking教学媒体：多媒体课件、单机版网络教学光盘语百 知识 目标功能询问所需信息；谈论友谊语 法If, whether, who, how, why, where, when 弓I导的宾语从句词 汇Helpline, separate, explain, mention, refu
2、se, treat, herself, whether, lonely, regret, patiei introduce, encourage, join in, no problem, silence, in silence, pass, bright, treasure, day by day, trust, include, circle, stick, glue, suggestion语 音用句子重音表示强调语己 技能 目标听能听懂有关友谊的对话，能理解对话中的逻辑顺序说能提供个人信息、询问他人信息，并能提出建议读能理解故事中的事件顺序和人物行为，能根据上下文猜测生词的含义写能根据所
3、给提示描述改变自己生活的人或事运 用能向他人介绍自己的朋友，讲述对友谊的看法学习 策略自 学能够有意识地使用教师介绍的学习策略，提高学习效果合 作能够明确自己在小组活动中的责任和分工， 认真思考，积极发言，与同学相互学习。文化意识了解四方人的交友方式及国际笔友会的情况情感态度通过对友谊这个话题的探讨，让学生学会宽容他人和理解他人任务;讨论影响友谊的几个重要因素，制作关于友谊的招贴画教材分析本模块以友谊为话题，探讨学生在友谊问题上的困惑及解决办法，让学生意识到友 谊的重要性，并积极探寻与友人相处的正确方法。第一单元的小对话和大对话是相互衔接的，在小对话中，玲玲遇到了友谊方面的问 题，想找好朋友贝
4、蒂倾诉，但是贝蒂不在家，贝蒂妈妈推荐了帮助热线，这样才有 了大对话的内容。教学重点熟练掌握本单元的词汇：Helpline, separate, explain, mention, refuse, treat, herself,whether, lonely, regret, patient, introduce, encourage, join in, no problem（重点）教学难点能够听懂掌握本课的对话，理解并掌握If, whether, who, how, why , where, when引导的宾语从句的用法。学情分析知识掌握如何学习方法掌握教学对象是农村八年级的学生，他们抽象思维
5、能力较低，形象思维能力强。他们对 英语还保持着较浓厚的兴趣，但有很大不稳定性。他们具有强烈的竞争欲和表现欲， 喜欢将新学到的知识表达出来。他们具备f 的自主学习能力口谛言综合运用能 力。但是有的学牛学习习惯不好.学习缺乏.丰动性、积极性和持久性.作业比较施学习兴趣如何产生哪些问题如何解决难点拉，上课注意力分散，不能做到认真听讲。我准备从以下几个方面引导学生：1.从兴趣提升和自信心的建立去引导学生想学；2.从习惯培养开始引导学生怎么去学； 3.做好知识的补救和衔接工作，对于基础知识的过关做到紧盯W人，大力提倡小组 合作学习，发挥小组长的作用，负责每组组员基础过关的检查。教学策略教学活动力求以学生
6、为主体，以话题为线索，以活动为中心，让学生通过做事、思 考、合作来体验谛言，体验生活，体验学习的过程与快乐。本课在 Task-Based Language Teaching务型教学法的指引下，采用功能交际法和bottom-up阅读法，让学生在亲身体验中发展英语思维能力和提高谛言运用能力。教学方法TOP-DOWN 与 BOTTOM-UP 法TOP-DOWN的意思是说从上到下，从整体到细节。以阅读为例，也就是先理解文 章的主旨大意冉进行谱百细节。BOTTOM-UP止好相反，光增百细节，再到主旨大 意、作者语气、态度等的分析。因此，我们在处理文章的时候，要遵循这样的步骤： 先 todown ,首fe
7、e位于语篇的解读 （read for information）,从整体 （top） 卜来, 有助于学生在随后理解文章时将新旧信息联系起来，并建立信息链（ information chain）,进而深入对语篇的认识并加强整体意识。随后bottom-up,活动依次是readfor skill和read for language，在指导学生掌握略读、扫读、跳读和猜词等阅读技巧 的同时，让学生学习文章中的谛言知识。最后，着眼于文章寓意的分析，回到全篇， 扩大学生的知识面（包括文化知识），发展其思辨、想像等能力，使具状得全面发 展，也就是 “ read for critical thinkings”教学
8、思路本单元为听说课，通过听力专门技能的单项训练，培养学生的快速反应、准确辨别、 分析推理及记录和记忆等能力，使学生通过一定量关于口语练习，逐步培养和提高 学生用英语进行口头交际的能力。在听力训练结束之后，要进行对话表演等，从而 加强学生口语练习。我的基本教学思路是：课前口语活动，包才5 Free time; Tell story; Duty report; Look and say等；课中朗读，好的央语是读出来的，包括听录首模仿、 角色扮演、教师范读、小组内朗读；理解性背诵或复述，包括有选择性地背诵（语 言、情节）、填空式的复述（重点词）、图片引导式（图文结合）、概念图、变更性 复述（时态、人
9、称、体裁等）翻转课堂教学过程与方法（导入-准备-呈现-练习-应用-评价）课堂操练Stepl知识梳理测试Step2.listen and read听录音，学习本模块单词听录音，初读对话，了解对话大意。1 Lingingcalled to ask for advice about her schoolwork.2 Lingingand her best friend are now in the same school.3 Lingingis happy to see her best friend at the same school.4 Lingingis having a hard time
10、 in the new school.5 Linging gets help from the helpline.Key:235，看视频动画，精读对话，填空【弓“引d rifmriHirnu rniriWhen you get (1)from a friend, it may create problems for your friendship. She may not want you to see your other friends. If this is the case, she probably (2)you like that becauseshe does not feel
11、sure of (3). Try to find out whether she feels (4)without you. It is natural to feel like that. She probably (5)hurting you. Be (6)with her, (7)her to your other friends and (8)her to join in more.Key:1.separated 2.treats 3.herself 4.lonely 5.regrets 6.patient 7.introduce 8.encourage Step3.Grammarwh
12、ether/if引导的宾语从句如果我们要表达像 他不知道他们周六是否会去植树”或“我记不清以前是否见过他”这样的不确定的概念时，从句就要用whether或if来引导，不能用that。e.g.He does not know whether they will plant trees on Saturday or not.He asks whether/if we will go fishing on Sunday.Tom wants to know whether/if he needs to come early tomorrow.注意：if与whether引导宾语从句时都有 是否”的意思，
13、一般情况下可以互换。但是在动词不定式之前、介词之后或者句尾有or not出现时，一般只能用whether。e.g. We haven t decided whether to go or not.The old woman asked me whether/if I knew the way to the bank.Step4翻转课堂达标检测一、单项选择1. Do you know Zunyi or not tomorrow?A. whether are they leaving for B. whether they are leaving forC. if they are leaving
14、 for D. if are they leaving for2. -What about going to the South Lake for a picnic next weekend?-OK. But I mt sore it will rain.A. whyB. where C. when D. whether3. -Is Tom still in New York or already back at home?-I m not sure. I ll call to make sure.A. how he will be backB. that he has come backC.
15、 why he has come back D. if he has been back4. They wonder robots will make humans lose their jobs or not.A. thatB. ifC. whether5. The good friends got when they went to different colleges.A. partB. separateC. separated6. Don t refuseto the new song, it s so wonderful.A. to listenB. listenC. listeni
16、ng7. My father oftenthe importance of study to me.A. mentionB. mentionsC. mentioned8. When others don t understand, you should be patientthem.A. toB. atC. withD. for二、用所给单词的适当形式填空1. I refuse(answer) that question.2. I encouraged her(work) hard.3. I regret(break) the cup.4. They say that they(be) in
17、this school for five years.5. Do you know if Sally Maxwell has( arrive )?6. Can you tell me when you(go) home yesterday?Key: 一、1.B 2.D 3.D 4.C 5.C 6.A 7.B 8.C 二、1.to answer 2.to work 3.breaking 4.have beei5.arrived 6.went课后反思天津市宝垠区大钟庄镇初级中学英语翻转课堂达标检测内容：Grade8 （下）Module 9 Unit 1姓名： 班级： 分数：一、单项选择1. Do
18、you know Zunyi or not tomorrow?A. whether are they leaving for B. whether they are leaving forC. if they are leaving for D. if are they leaving for2. -What about going to the South Lake for a picnic next weekend?-OK. But I m notes r it will rain.A. whyB. where C. when D. whether3. -Is Tom still in N
19、ew York or already back at home?-I m not sure. I ll call to make sure.A. how he will be backB. that he has come backC. why he has come back D. if he has been back4. They wonder robots will make humans lose their jobs or not.A. thatB. ifC. whether5. The good friends got when they went to different co
20、lleges.A. partB. separate C. separated6. Don t refuse to the new song, it s so wonderful.A. to listenB. listenC. listening7. My father often the importance of study to me.A. mentionB. mentions C. mentioned8. When others don t understand, you should be patient them.A. toB. at C. withD. for二、用所给单词的适当形式填空1. I refuse (answer) that question.2. I encouraged her (work) hard.3. I regret (break) the cup.4. They say that they (be) in this school for five years.5. Do you know if Sally Maxwell has ( arrive )?6. Can you tell me when you (go) home yesterday?