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Section A(3a-4c)
课　题 Unit 12　Life is full of the unexpected. 课时 第二课时Section A(3a-4c)
课型 New
教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇: block,worker, above, burn(burnt, burnt), alive, airport, till, west, cream, workday, bean, market, in line with, show up, by the end of 2.掌握以下句型: ①I was about to go up when I decided to get a coffee first. ②Before I could join the others outside to see what was going on, the first plane had already hit my office building. ③But by the time I got to the airport, my plane to New Zealand had already taken off. ④When I got to school, I realized that I had left my backpack at home. 3.能够运用所学的过去完成时态的句型叙述一些不幸事件
教学重点 Develop students’ abilities of listening and speaking.
教学难点 Use the structure to tell an unexpected thing.
课前预习 Preview the new words
教学方法 Situational approach;Listening and speaking approach; Communicative approach;Task-based Teaching Method
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up 1.Play a video of American terrorist attacks and a earthquake.Then tell students talk about it. 2.Ask students if they met the unexpected things and say what they are about. 1.Students watch the video and talk about it. Review words:unexpected, attack, be about to, earthquake etc. 2. Students say if they met the unexpected things and what they are about. 利用学生熟知的视频片段,复习学过的描述过去事件的词汇,为短文的学习作铺垫;引入意外事情的情景,学生通过情景来感知句型含义和所使用环境,让学生了解一些意外情况。
Step 2 Listening (3a) 1.Play the tape of 3a. 2.Ask students to pay attention to the pronunciation of the new words. 1.Students listen to the tape of 3a. 2.Students pay attention to the pronunciation of the new words. 使学生听力感知语言,进而运用所学语言。
续表
教学环节 教师活动 学生活动 备课札记
Step 3 Reading (3a&3b) 1.Let students read the passage and answer the questions. 2.Explain the difficulties. 3.Let students read the passage again and find words from the passage with opposite meanings to the words below in 3b. 4.Ask students to write a sentence with each word. 1.Students read the passage and answer the questions. 2.Students take notes about the difficulties. 3.Students read the passage again and find words from the passage with opposite meanings to the words below in 3b. 4.Students write a sentence with each word. 通过阅读,在语境中体会一些单词的含义以及过去完成时态的构成和运用。
Step 4 Oral Practice (3c) Let students read the passage again and retell one of the events to their partners. Students read the passage again and retell one of the events to their partners. 通过复述事件活动,对新学过去完成时态进行巩固训练,进一步领会过去完成时态的用法。
Step 5 Grammar Focus Explain the structure and usage of past perfect tense: 构成:助动词 had (用于各种人称和数) + 过去分词 用法:主要是表示在过去某个时间或动作之前已经发生或完成的动作,即过去的过去。 Students understand the structure and usage of past perfect tense 通过讲解过去完成时的结构和用法,使学生对过去完成时有一个整体感知。
Step 6 Practice (4a,4b&4c) 1.Let students make sentences using by the time or before in 4a. 2.Ask students to fill in the blanks with the correct forms of the words in the box in 4b. 3.Let students write two true statements and one false statement about their day yesterday. 1.Students make sentences using by the time or before in 4a. 2.Students fill in the blanks with the correct forms of the words in the box in 4b. 3. Students write two true statements and one false statement about their day yesterday and ask classmates to guess the false statement. 将各种任务结合起来不仅锻炼了学生的语言综合运用能力,还巩固了学生对目标语言的学习、识记和运用。
Step 7 Summarize Guide the students to the structure and usage of past perfect tense. 构成:助动词 had (用于各种人称和数) + 过去分词 用法:主要是表示在过去某个时间或动作之前已经发生或完成的动作,即过去的过去。 Summarize the structure and usage of past perfect tense. 培养学生探究、归纳和总结的能力。
续表
教学环节 教师活动 学生活动 备课札记
Step 8 Consolidation 教师设置巩固检测练习: Ⅰ.单项选择 1.—Why didn’t you go to the movie yesterday —Because I 　　　it before. A.had watched　　　B.have seen C.have watched D.had seen 【解析】选D。“看电影”要用动词see;再由yesterday可知答话者在昨天之前就已看过这部电影,即“过去的过去”,要用过去完成时。 2.By the end of last year, we 　　　about 2,000 English words. A.were learning B.have learnt C.learnt D.had learnt 【解析】选D。由时间状语By the end of last year可知应用过去完成时,即“had+过去分词”。 Ⅱ.完成句子 1.当他到达学校的时候,老师已经开始上课了。 By the time he got to school, the teacher had started teaching. 2.当我出来的时候,公交车已经开走了。 When I went outside, the bus had gone. 3.在她做完作业之前她的爸爸已经回来了。 Her father had been back before she finished her homework. 独立完成检测练习,进行自我评价。 通过检测练习,便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9 Homework 1.Recite new words and phrases. 2.Retell one of the events to your parents after class.
板书设计 Section A (3a-4c) 1.New words and phrases:block,worker, above, burn(burnt, burnt), alive, airport, till, west, cream, workday, pie, bean, market, in line with, show up, by the end of 2.Structures: ①I was about to go up when I decided to get a coffee first. ②Before I could join the others outside to see what was going on, the first plane had already hit my office building. ③But by the time I got to the airport, my plane to New Zealand had already taken off. ④When I got to school, I realized that I had left my backpack at home.
续表
教学反思 本节课的设计体现了阅读教学的特点,整堂课的设计注重了略读、精读、复述等环节,由易到难,逐层推进,逐步完成各个任务的顺序安排。整堂课学生进行了大量读写训练,所学功能句型都结合日常生活语言,因此课堂任务侧重了语言实际应用能力。作为一节阅读课,注重学生阅读能力的培养。自主学习和合作学习相结合,充分调动学生学习的积极性。
资料链接 2·22新西兰克莱斯特彻奇地震 2011年2月22日中午12时51分,新西兰第二大城市克莱斯特彻奇发生里氏6.3级强烈地震,震源深度距离地表仅有4千米。新西兰警方表示,地震共造成182人遇难,成为新西兰80年来死伤最为惨重的地震。 目击者称,地震发生时,部分建筑物倒塌,道路也发生扭曲。 地震发生后,新西兰紧急救援人员、警方和军队迅速投入救援。在场的所有幸存者立即成为救援者,他们很多人带着满脸的鲜血和泪水投入紧张的营救工作中,场面令人感动。得知地震消息后,约翰·基总理立即召开内阁紧急会议,商讨应急对策,并于下午3时飞往地震灾区。 此次地震的震中位于克莱斯特彻奇市区以南仅10千米的利特尔顿,其后发生多次余震,最大余震5.7级。地震的强度超出了许多现代建筑设计承受的能力。 约翰·基还表示,克莱斯特彻奇将从悲痛中重生。“虽然今天是非常黑暗的一天,但我们将克服困难,新西兰和克莱斯特彻奇都将重新振作。” 新西兰总理称其为“最黑暗的一天”。 新西兰全国3月1日默哀两分钟悼念地震遇难者。

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