资源简介

八年级英语备课组教案
Name Date Period 6
Topic Unit 6Topic 2 Class type new
Teaching aim 1. Learn some new words: receive, postcard, dialog, perfect 2. Learn useful expressions: I’d like to speak to Michael. Glad to receive your postcard. Would you like to come to China for your vacation Why not explore Beijing on our bicycles It would be great fun. I’m looking forward to meeting him. 3. Learn the usages of adverbial clauses of time: While you were enjoying your trip, I was busy preparing for my exams. Before he comes, would you help me make a plan to explore Beijing Darren was reading Ren’ai English Post when Michael came in.
Important points the usages of adverbial clauses of time While you were enjoying your trip, I was busy preparing for my exams. Before he comes, would you help me make a plan to explore Beijing Darren was reading Ren’ai English Post when Michael came in.
Difficult points the usages of adverbial clauses of time
Teaching steps Section A 备注
Teaching procedure Review 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Section A的目标语言。) T: Do you have a good pen pal Do you look forward to meeting him or her Would you like to invite him or her to visit your hometown during the vacation Make a telephone call dialog between you and him or her with your partner. The phrases and sentences on the blackboard may help you. 2. (结合Topic1的内容，师生问答导入新课。) T: Do you know Darren Ss: Yes, I do. T: Who is he Ss: He is Michael’s friend. T: Where is he from Ss: He is from the U.S.A. T: Does Micheal want Darren to visit China Ss: Yes, he does. T: Now, Darren is calling Michael. What are they talking about Let’s listen to 1a and find the answer.
Presentation 呈现1a，学习时间状语从句。 1. (听1a的录音，回答问题。) T: Please listen to 1a and answer the question “What are they talking about”. (鼓励学生回答。) T: Who can try S1: They are talking about vacation. S2: They are talking about traveling to Beijing. S3: They are talking about where to visit. S4: … T: Well done! You are very clever. They are talking about exploring Beijing. 2. (朗读1a，找出对话中表示邀请、建议、赞同、请求的句子。) T: Read 1a, and find out the sentences about invitation, suggestion, agreement and request.(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: Would you like to come to China for your vacation S2: You bet! S3: Would you help me make a plan to explore Beijing S4:…
Consolidation 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: Read the dialog aloud in 1a, and then act it out in pairs. 2. (活动，导出1b。) (展示深圳世界之窗的图片/颐和园图片。) act out your dialogs, finish 1b quickly according to the dialogs. Then check the answer.
Practice 练习本课重点语法(时间状语从句)，并完成2和3。
Project 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! S1 is standing. S1: I am standing while S2 is reading. S2: I am reading a story book while S3 is talking. 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)Preview Section B. Pay attention to the expressions of direction.
Homework The words of Section A 2.Exercise 3.Recite 1a
Thoughts after teaching
Teaching steps Section B 备注
Teaching procedure Review 复习Section A，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。) 2. (教师出示Section A, 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: Look at the pictures. Make some sentences using “while” or “when”. (教师出示第2幅图。) S1: Kangkang’s mother was cooking while Kangkang was playing computer games. (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: Well done! Do you like traveling Ss: Yes, of course. / No, I don’t. T: Did you visit Beijing Ss: Yes, … / No, … T: Do you know any places of interest in Beijing Ss: Yes. The Summer Palace, the Great Wall… T: Yes. Today we will learn something about the Ming Tombs.
Check the preview Students can read new words
Teaching the new lesson Presentation 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。) 2. (学生听1a的录音并跟读，标出生词。) 3. (板书并让学生了解生词。) Consolidation 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。) 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Step 2,1中的表格用自己的语言介绍the Ming Tombs。) 3. (让学生更多的了解十三陵。) (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。) (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: Now let’s look at the pictures in 2. Do you know what these animals stand for S1: I don’t know. S2: I don’t know. 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’s read the phrases in 2 together. (几分钟后) T: Please listen to 2 and fill in the names of the stone animals. (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。) Practice 练习并完成3a和3b。 1. (教师用方位图，以旧带新，教学生词east。) 教师帮助学生说出，并在“E”旁边板书east。) (用同样的方法教学其他方位名词：north, northeast, southeast, eastern。通过板书把3a中的方位示意图呈现在黑板上。为3a，3b活动提供图示，降低难度。) 2. (教师向学生介绍方向介词的区别，为导入3a做准备。) (板书)
3. (把十三陵的详细平面分布图挂在黑板上，导出3a。) (叫几名学生指着平面图上的各个陵墓的位置用方向词介绍，升华本活动。) 4. (导入3b。)
Project 探究巩固本课语言知识。 1. (教师让学生来当导游，根据下面图片的信息，向其他学生解说十三陵。) 2. (以4人小组为单位，讨论设计一张十三陵的门票或宣传广告。)
Homework Using“in/on/to”to write a passage, introduce the location of your hometown 2. new words 3. exercises
Thoughts after teaching
Teaching steps Section C 备注
Teaching procedure Review 复习Section B，导入1a。 1. (检查Section B的家庭作业，即用in/on/to介绍家乡的位置。) 2. (师生互动，复习明十三陵的相关内容。) 3. (教师设置悬念，激发学生的学习兴趣，引入1a。) T: Since there are so many interesting things in the Ming Tombs, do you want to explore the Ming Tombs Ss: Yes, I’d like to. / … (教师问S3。) T: S3, if you were in Beijing, how will you get there S3: I’ll go there by… … T: Well done! Different students have different ways to go there. Kangkang, Michael and Darren visited the Ming Tombs. Do you want to know about their experiences (过渡到下一步)
Check the preview Read the new words
Teaching the new lesson Presentation 呈现1a，处理1a中的重难点。 1. (让学生快速阅读1a，并标出文章下面四幅图的顺序。) 引导学生通过1a的一组图简单地描述出康康、迈克尔和达伦去十三陵旅游的经历。) 2. (让学生再读1a，找出含有时间状语从句的句子。) (师生共同核对含有时间状语从句的复合句。) (如果学生不能找出全部含时间状语从句的句子，教师可以提供帮助。) 3. (处理短文中的重难点。) (让学生仔细阅读课文，提出疑难问题，老师答题解惑。) tour, space, crowd, step, toe, push, direction, notice, sight, out of sight, beat, slowly, huge, beside, sadly
(要求学生掌握：tour, space, step, push, direction, notice, sight, out of sight, beat, huge, beside；理解：crowd, slowly, sadly；了解toe。) 4. (让学生根据1a完成1b。) (待学生完成后，核对答案。完成1b。) Consolidation 巩固1a中的重点词句，并复述1a。 Practice 练习并完成2和3。
Project 进一步探究本课重点话题。 1. (四人一组，讨论并决定去哪里旅行。) 2. (教师让学生自己制作一张旅行路线图，然后填写下面的表格。)
Homework 1.New words 2. Exercises 3. 1. Write a short story about one of your travel experiences and report it to the class. 2. Read P.122-P.123(状语从句 1.时间状语从句)。
Thoughts after teaching
Teaching steps Section D 备注
Teaching procedure Review 复习时间状语从句并导入1a。 1. (检查Section C的家庭作业，选几位学生读出各自的旅行经历，教师给出激励性评价。) 2. (创设情景, 复习时间状语从句。) T: From the passage in Section C, we know that three friends visited the Ming Tombs. And one of them was lost. Do you remember who was lost？ Ss: Darren. T: Yes, good! Did Kangkang and Michael find him at last Ss: Yes. T: You’re quite right. Now please look at the following questions and answer them. ( (让学生回答问题，教师给予肯定。如果学生回答有困难，可以参考Section C,1a.) 3. (导入新课。) T: Michael wrote a diary of his trip after they arrived home. Do you want to know more about the trip Ss: Yes. T: OK, let’s come to 1a on Page 39. (过渡到下一步。
Check the preview Check the new words.
Teaching the new lesson Presentation 呈现1a，处理生词并完成1b。 1. (教师指导学生快速阅读并标出时间状语从句。) 2. (学生认真阅读短文，完成1b。)(师生共同核对答案。) 3. (处理短文中的重难点词句。) Consolidation 巩固1a的知识。 1. (听1a的录音，学生跟读，注意语音和语调。) 2. (根据日志中的时间段，让学生分成4组读1a。) 3. (教师让学生参照教材第36页的图，和学生一起回顾Michael、Darren和Kangkang的旅游历程，尽量让学生表达。) Practice 练习巩固本话题中的语言点、语法点，掌握2a和2b。 1. (教师采用启发式问答，引导学生复习本话题的时间状语从句。) 2. (让学生听2a的录音并跟读，确保学生理解这些句子。完成2a。) 3. (让学生听2b的录音并跟读，确保学生理解这些句子的含义。) 4. (待学生没有疑问之后，教师用小黑板或幻灯片出示以下连线练习，检测学生是否真正会运用。)
Summary Read 2a and 2b by yourselves.
Homework Exercises 2.Review 3.Recite useful expressions.
Thoughts after teaching

展开更多......

收起↑