八年级仁爱英语unit6教案.docx
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八年级仁爱英语unit6教案
Topic2Let’sgoandexploretheMingTombs.
SectionA
SectionAneeds1-2periods.SectionA需用1-2课时。
Themainactivitiesare1aand2.本课重点活动是1a和2。
Ⅰ.Aimsanddemands目标要求
1.Learnsomenewwords:
receive,postcard,dialog,perfect
2.Learnusefulexpressions:
I’dliketospeaktoMichael.
Gladtoreceiveyourpostcard.
WouldyouliketocometoChinaforyourvacation?
WhynotexploreBeijingonourbicycles?
Itwouldbegreatfun.
I’mlookingforwardtomeetinghim.
3.Learntheusagesofadverbialclausesoftime:
Whileyouwereenjoyingyourtrip,Iwasbusypreparingformyexams.
Beforehecomes,wouldyouhelpmemakeaplantoexploreBeijing?
DarrenwasreadingRen’aiEnglishPostwhenMichaelcamein.
Ⅱ.Teachingaids教具
录音机/深圳世界之窗的图片/颐和园的图片/小黑板/幻灯片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:
8分钟)
复习电话用语,并导入新知识。
1.(设计电话对话:
你很想见自己的笔友,邀请笔友到自己家乡游玩。
通过这个对话导入
SectionA的目标语言。
)
T:
Doyouhaveagoodpenpal?
Doyoulookforwardtomeetinghimorher?
Wouldyouliketoinvitehimorhertovisityourhometownduringthevacation?
Makeatelephonecalldialogbetweenyouandhimorherwithyourpartner.Thephrasesandsentencesontheblackboardmayhelpyou.
(板书)
Gladtoreceiveyourpostcard.
Wouldyouliketocometomyhometownforyourvacation?
Youbet!
Whereshallwegothen?
Whynotexploremyhometownonourbicycles?
(explore+place考察/探险某地)
Itwouldbegreatfun.
Goodidea!
Seeyou.
Great!
(教学生词并对重要的句子进行必要的解释,要求学生掌握:
receive,postcard,youbet;了解bet和explore。
让学生尽量用所提供的例句组织对话。
)
T:
Nowpleaseactoutthedialoginpairs.
(对学生的表演多表扬、少批评,激发他们学英语的兴趣。
)
2.(结合Topic1的内容,师生问答导入新课。
)
T:
DoyouknowDarren?
Ss:
Yes,Ido.
T:
Whoishe?
Ss:
HeisMichael’sfriend.
T:
Whereishefrom?
Ss:
HeisfromtheU.S.A.
T:
DoesMichealwantDarrentovisitChina?
Ss:
Yes,hedoes.
T:
Now,DarreniscallingMichael.Whataretheytalkingabout?
Let’slistento1aandfindtheanswer.
Step2Presentation第二步呈现(时间:
7分钟)
呈现1a,学习时间状语从句。
1.(听1a的录音,回答问题。
)
T:
Pleaselistento1aandanswerthequestion“Whataretheytalkingabout”.
(鼓励学生回答。
)
T:
Whocantry?
S1:
Theyaretalkingaboutvacation.
S2:
TheyaretalkingabouttravelingtoBeijing.
S3:
Theyaretalkingaboutwheretovisit.
S4:
…
T:
Welldone!
Youareveryclever.TheyaretalkingaboutexploringBeijing.
2.(朗读1a,找出对话中表示邀请、建议、赞同、请求的句子。
)
T:
Read1a,andfindoutthesentencesaboutinvitation,suggestion,agreementandrequest.(为了让学生更好地理解这些指令,教师可以适当使用汉语。
)
(鼓励学生说出他们找到的句子。
学生边说,教师边板书。
)
S1:
WouldyouliketocometoChinaforyourvacation?
S2:
Youbet!
S3:
WouldyouhelpmemakeaplantoexploreBeijing?
S4:
…
(板书)
WouldyouliketocometoChinaforyourvacation?
Youbet!
WhynotexploreBeijingonourbicycles?
Itwouldbegreatfun.
Goodidea!
Great!
WouldyouhelpmemakeaplantoexploreBeijing?
HowaboutexploringtheMingTombs?
Thatwouldbeveryinteresting.
T:
Readthesesentencestogether.
3.(用小黑板/幻灯片出示1a中含有时间状语从句的句子。
)
Whileyouwereenjoyingyourtrip,Iwasbusypreparingformyexams.
Whenhearrives,I’dlikeyoutomeethim.
Beforehecomes,wouldyouhelpmemakeaplantoexploreBeijing?
(教师简单解释时间状语从句。
)
Step3Consolidation第三步巩固(时间:
10分钟)
巩固1a并完成1b。
(让学生分角色朗读1a,然后鼓励几组学生分角色表演。
)
1.T:
Readthedialogaloudin1a,andthenactitoutinpairs.
2.(活动,导出1b。
)
(展示深圳世界之窗的图片/颐和园图片。
)
T:
Lookatthispicture.Isitbeautiful?
Ss:
Yes,it’sbeautiful.
T:
ItistheWindowofWorldinShenzhen/theSummerPalaceinBeijing.
T:
S1,wouldyouhelpmeplanatriptoShenzhen/Beijing?
S1:
Yes,ofcourse.
T:
Couldyoucomealongwithme?
S1:
Yes,I’dloveto.
T:
(指着S1旁边的一名学生。
)Shallwetakehimthere?
S1:
Goodidea.
(板书画线部分。
)
would,could,shall
T:
Verygood.Thankyou.Now,boysandgirls,pleasemakedialogsaswedidjustnowinpairs.Butyou’dbetteruse“would”,“could”or“shall”.Becausetheywillmakeyourpartnerfeelthatyouareverypolite.
(学生热烈地对话。
)
T:
Nowpleaseactoutyourdialogs.
3.T:
Verygood.Pleasefinish1bquicklyaccordingtothedialogsyoumadejustnow.
(几分钟后)
T:
Let’scheckthem.(Theanswersare:
1.b,2.c,3.a.)
Step4Practice第四步练习(时间:
15分钟)
练习本课重点语法(时间状语从句),并完成2和3。
1.T:
Now,lookatPicture1in2.WhatisDarrendoing?
Ss:
Heishavingaclass.
T:
WhatisMichaeldoing?
Ss:
Heisclimbingamountain.
T:
Yes.DarrenishavingaclasswhileMichaelisclimbingamountain.Thatmeans:
WhileMichaelisclimbingamountain,Darrenishavingaclass.
T:
LookatPicture5.WhatwasDarrendoingwhenMichaelcamein?
Ss:
HewasreadingRen’aiEnglishPostwhenMichaelcamein.
T:
Youareright.Inanotherwaywecansay:
WhenMichaelcamein,DarrenwasreadingRen’aiEnglishPost.
(解释while/when的用法和注意事项。
)
T:
Pleaselookattherestpicturesin2andmakesimilarsentences.Thencheckthem.
2.(完成3。
)
T:
Boysandgirls,we’llhaveavisit.DoyouwanttogoonavisittoDalianorgocampingintheforest?
Whichonedoyouwanttochoose?
Why?
Pleasediscussingroupsoffour.
(给出目的地,让学生有方向性地探究,引导他们积极地思考。
)
T:
Now,pleasegivemeyouranswersandreasons.
GroupA:
WearegoingtoDalian.Therearebeautifulbeaches…
GroupB:
We’dliketogocampingintheforest.Therearemanybigtrees,birds…
…
(鼓励学生充分发挥想象力。
)
T:
Good.Nowlistentothedialogin3.Whataretheytalkingabout?
Firstlet’slearnthenewwords.
(板书并要求学生掌握生词。
)
dialog,perfect,camp
T:
Beforelistening,Ithinkit’sbettertoskimthroughthequestionsandchoicesin3.
(在听之前,让学生熟悉一下问题,以降低难度。
)
T:
Listento3carefullyandchoosethebestanswers.
(根据学生的实际情况,可以放1~2遍。
)
T:
Well.Let’schecktheanswers.
Step5Project第五步综合探究活动(时间:
5分钟)
进一步探究1a。
1.(方案一)(小组竞赛巩固本课语法。
)
(把学生分成几个小组。
让每个小组分别用while,when,before造句。
每组选一名代表读出他们所做的句子,正确句子最多的小组获胜。
)
(方案二)(接龙游戏。
合作探究本课重点语法。
)
T:
Look!
S1isstanding.
S1:
IamstandingwhileS2isreading.
S2:
IamreadingastorybookwhileS3istalking.
S3:
…
…
(学生可以发挥想象,注意使用正确的时态。
)
2.Homework:
(1)(编一个打电话的对话,要用到while/when。
)
(2)PreviewSectionB.Payattentiontotheexpressionsofdirection.
SectionB
SectionBneeds1period.SectionB需用1课时。
Themainactivitiesare1aand3a.本课重点活动是1a和3a。
Ⅰ.Aimsanddemands目标要求
1.
(1)Learnthenewwordsaboutdirections:
east,north,southeast,northeast,northwest
(2)Learnsomeothernewwords:
mark,camel
2.Learnusefulexpressionsaboutdirectionanddistance:
Theysurveyedtheareatomakesuretheirtombsfacedsouthandhadmountainsbehindthem.
QinglingistotheeastofYuling.
It’sinthesoutheastofChina.
It’sabouttwoandahalfhoursbybike.
3.Goonlearningtheusagesofadverbialclausesoftime:
Didmostemperorsstarttobuildtheirtombswhentheybecameemperors?
4.LearnabouttheMingTombs.
Ⅱ.Teachingaids教具
录音机/SectionA,2中的图片/十三陵的详图及各景点图片/介绍十三陵的扑克牌/幻灯片/3a中的图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:
5分钟)
复习SectionA,导入新课。
1.(学生对话,复习could,would,shall,will和can引导的表示请求、许可、建议的句子。
鼓励几组学生表演他们的对话。
)
T:
Pleasemakedialogsusing“could,would,shall,willandcan”,andthenactthemout.
S1:
CouldI…?
S2:
Yes,…
S3:
Wouldyou…?
S4:
No,…
…
T:
Good!
(教师及时提醒学生,注意使用正确的答语。
)
2.(教师出示SectionA,2中的图片,让学生用while/when看图说句子,复习时间状语从句。
)
T:
Lookatthepictures.Makesomesentencesusing“while”or“when”.
(教师出示第2幅图。
)
S1:
Kangkang’smotherwascookingwhileKangkangwasplayingcomputergames.
(教师用同样的方法完成其余的图片。
)
3.(师生对话,导入新课。
)
T:
Welldone!
Doyouliketraveling?
Ss:
Yes,ofcourse./No,Idon’t.
T:
DidyouvisitBeijing?
Ss:
Yes,…/No,…
T:
DoyouknowanyplacesofinterestinBeijing?
Ss:
Yes.TheSummerPalace,theGreatWall…
T:
Yes.TodaywewilllearnsomethingabouttheMingTombs.
Step2Presentation第二步呈现(时间:
10分钟)
呈现1a并教学生词。
1.(教师用幻灯片/3a中的图片介绍十三陵,教师边说边填充准备好的表格,同时解释生词。
)
T:
HereisamapoftheMingTombs.TheyareatthefootoftheTianshouMountains,inthenorthwestofBeijing.TheTombsspreadover…
TheMingTombs
Wherearethey?
AtthefootoftheTianshouMountains,northwestofBeijing.
Howbigarethey?
Overanareaof40km2.
WhatmarksthebeginningoftheSacredWaytotheTombs?
TheStoneArch.
What’sonbothsidesoftheway?
Stoneanimalsandstoneofficials.
Whobuiltthem?
Theemperors.
Whataretheirfeatures(特点)?
Facedsouthandhadmountainsbehindthem.
HowfarisitfromBeijing?
It’sabouttwoandahalfhoursbybike.
(要求学生掌握mark;理解northwest,beginning和official;了解arch;学习掌握It’s…表距离的句型。
)
2.(学生听1a的录音并跟读,标出生词。
)
T:
Pleaselistenandrepeat.Markthenewwordsatthesametime.
3.(板书并让学生了解生词。
)
sacred,survey
Step3Consolidation第三步巩固(时间:
15分钟)
巩固1a,完成1b和2。
1.(让学生分角色扮演1a,然后两人一组进行问答练习,完成1b。
)
T:
Role-play1a,andthenfinish1binpairs.
2.(让学生自读1a,找出时间状语从句和表距离的句子。
然后根据Step2,1中的表格用自己的语言介绍theMingTombs。
)
Example:
TheMingTombsareatthefootoftheTianshouMountains,inthenorthwestofBeijing.Theyspreadoveranareaof40km2…
3.(让学生更多的了解十三陵。
)
T:
TheMingTombsaresowonderful.Doyouwanttovisitthem?
Ss:
Yes.
T:
Doyouwanttoknowmoreaboutthem?
Ss:
Yes,ofcourse.
T:
Now,pleaselookatthesecards.
(把事先准备好的介绍十三陵的扑克牌/图片给学生传看,同时板书要求学生掌握的单词camel和了解的词汇prestige,并附有相关介绍。
如手里拿着Qilin的扑克牌/图片介绍,然后传给学生。
)
T:
Lookatthiscard.It’saQilin.It’sananimalinancientstory.
…
(给学生一定的时间去了解扑克牌/图片上关于十三陵的详细信息。
)
4.(引入2。
)
T:
Nowlet’slookatthepicturesin2.Doyouknowwhattheseanimalsstandfor?
S1:
Idon’tknow.
S2:
Idon’tknow.
S3:
…
(多数学生都不知道,也许有个别学生会用汉语说出一些。
)
T:
OK.Let’sreadthephrasesin2together.
(几分钟后)
T:
Pleaselistento2andfillinthenamesofthestoneanimals.
(根据学生的实际情况,可以放1~3遍。
)
(学生完成练习,教师核对答案。
)
5.(教师出示神道上的某一种动物图片,学生便立即说出该动物所代表的含义。
)
T:
Now,pleasetellmewhattheanimalstandsfor,Xiezhi.
Ss:
Itcantellthedifferencebetweengoodandbad.Itcankeepthebadaway.
T:
Qilin.
Ss:
…