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首页>英语>教案>重庆市梁平实验中学八年级英语下册教案:Unit 6 Enjoying Cycling Topic 2《How about exploring Tian’anmen Square》SectionA(仁爱版新)

重庆市梁平实验中学八年级英语下册教案:Unit 6 Enjoying Cycling Topic 2《How about exploring Tian’anmen Square》SectionA(仁爱版新)

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资料类别:  英语/教案 所属版本:  仁爱英语
所属地区:  重庆 上传时间:  2016/4/5
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Unit 6 Enjoying Cycling Topic2 How about exploring Tian’anmen Square?SectionA Ⅰ. Material analysis 本节课为该话题的第一节课,建议用1-2课时上完。主要活动为Section A 的1a和3。 本话题天安门为话题展开故事情节,是请,接着是对天安门描述引出方向及方位词谈论天安门各个物的位置关系来练习和方位介词。本还以日记形式旅行的感受学生热爱旅游积极探索热爱祖国的态度。 while, when, before, after, as, until 导时间状语本话题的重点。Section A 的1a,Michael 邀请arren来北京,并请求制定览计划,谈论考查,学习时间状语从句在设置了练习来巩固时间状语的用法。1. 学生能正确拼读并运用黑体单词。 2. 学生能自如地运用以下句式进行交流: I’d like to speak to Michael. Glad to receive your postcard. Would you like to come to China for your vacation? I’m looking forward to meeting him. That would be very interesting. 3. 学生能简单地掌握状语从句的用法。和的短文或对话,从中信息。英语他人谈论关于旅游的。 关旅游等方面的,并从中获取需要的信息。制订旅游计划. 具有参与课堂各种英语实践活动的兴趣。 2. 学生热爱旅游、积极探索热爱祖国的态度。 1. 谈论度假和旅游的话题。. 初步掌握从句的用法。掌握导的的用法strategies 善于创设情景,在情景中提高语言交际能力突显语言交功能。, the flash of the song, I love Tian’anmen Square of Beijing, a postcard. Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction (8 minutes) 1. The whole class work. 2. The whole class work. 3. The whole class work. 4. Pair work. 5. The whole class work. 1. Focus their attention on the teacher. 2. Students read the letters about the experience of their trip. 3. Students talk about exploring Beijing. Grasp the new word. 4. Students discuss the questions. Give out their own opinions. 5. Students observe the picture and know about the background of the conversation. 1. Greet the students and make them ready for learning. The teacher plays the flash of the song, I love Tian’anmen Square of Beijing. 2. The teacher asks the students to report the homework. Let the students read the letters about the experience of their trip. 3. The teacher shows some pictures of places of interest in Beijing. Lead the students to talk about exploring Beijing. Teach the new word explore by showing the word travel, which has the same meaning. 4. The teacher lets the students discuss the following questions in pairs to lead the learning of 1a: (1) What do you think of Beijing? (2) What do you know about Beijing? (3) Do you want to explore Beijing? 5. The teacher lets the students look at the picture of 1a, and leads to 1a by introducing the background of the conversation. Presentation (10minutes) 1. The whole class work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. The whole class work. 6. The whole class work. 1. Students watch the flash of 1a to catch the general idea of the dialogue. 2. Students check their answers with the teacher. 3. Students watch the flash for the second time, find out the new words and guess their meanings. 4. Students learn and grasp the new words. 5. Students listen to the recording and tick what they hear. 6. Volunteers report the answers. Students check the answers. 1. The teacher plays the flash of 1a. Ask the students to answer the following questions: (1) Where would Michael like Darren to go for his vacation? (2) Which city would Kangkang like Darren to explore? 2. The teacher asks two students to tell their answers. 3. The teacher plays the flash again. Ask the students to find out the new words, and guess their meanings with the help of the words around. 4.The teacher asks two students to tell the answers. Teach the new word postcard by showing a postcard to the students. Teach the new word receive by showing a situation of getting a letter. And teach the word vacation by showing a picture of traveling around. 5.The teacher plays the recording of 1a. Ask the students to tick what they hear in 1b. 6. The teacher asks two students to tell answers to 1b. Consolidation (10 minutes) 1. The whole class work. 2. The whole class work. 3. Group work. 4. The whole class work. 5. The whole class work. 6. The whole class work. 7. The whole class work and pair work. 8. The whole class work. 1. Students read the conversation after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students read the conversation by themselves and discuss in groups to find out the difficult points and sum up the main points. 4. Students underline in their books and make some notes. 5. Students find out the sentences about invitation, suggestion, agreement and request. 6. Volunteers tell their answers. 7. Students read 1a, grasp the notes, and find out the sentences containing adverbial clauses of time. 8. Students check their answers. Learn and grasp the usage of adverbial clauses of time. 1. The teacher plays the recording sentence by sentence. 2. The teacher plays the recording without stopping. 3. The teacher lets the students read 1a, and then asks them to learn in groups to find out the difficult points. At last let them sum up the main points of the conversation. 4. The teacher makes a summary to explain the key points and difficult points to the students: (1) receive the postcard (2) be busy doing sth. (3) (be) on vacation 5. The teacher asks the students to find out the sentences about invitation, suggestion, agreement and request. 6. The teacher lets two students tell their answers. 7. The teacher asks the students to read 1a and find out the sentences containing adverbial clauses of time in pairs. 8. The teacher asks the students to check their answers. Introduce and explain adverbial clauses of time briefly. Practice (10 minutes) 1. Individual work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. The whole class work. 6. Individual work. 7. The whole class work. 8. Individual work. 9. The whole class work. 10. Individual work. 11. The whole class work. 1. Students read the sentences of 1c alone, and number the sentences. 2. Students check the answers with the teacher. 3. Students read the sentences in the right order together. 4. Students retell the conversation. 5. Students read and match the sentences. 6. Students check the answers. 7. Students find out more similar expressions from 1a. 8. Students look at the pictures of 3, and then make sentences with while or when. 9. Students check the answers. 10. Students skim 4. And know about the word camp and grasp the phrase work out. 11. Students listen to the recording and choose the best answers. 1. The teacher asks the students to read the sentences of 1c alone and number the sentences. 2. The teacher lets two or three students tell their answers. 3. The teacher lets the students read the sentences in the right order together. 4. The teacher lets the students retell the conversation based on the sentences. 5. The teacher asks the students to read and match the sentences. Finish 2. 6. The teacher lets two students tell their answers. 7. The teacher asks the students to find out more similar expressions from 1a and practice with their partners. 8. The teacher asks the students to look at the pictures of 3, and then make sentences with while or when. 9. The teacher lets two students write down their answers on the blackboard. Check the answers. 10. The teacher lets the students skim the questions and choices in 4. 11. The teacher plays the recording and lets the students choose the best answers. Production (7minutes) 1. The whole class work and group work. 2. The whole class work. 3. Individual work. 1. Students discuss in groups and finish the passage. 2. Students summarize Section A with the teacher. 3. Students finish the homework after class. 1. The teacher offers the situation to the students: One of your friends will come to your hometown on vacation. Make up a plan for your friend, using the adverbial clauses of time as much as possible. (1) Ask the students to discuss the content of the plan in groups. (2) Ask them to write down the key words. (3) Ask them to finish the passage. (4) Choose a representative from each group to report their plan. 2. The teacher shows the summary to the students. 3.The teacher assigns homework: (1) Review the summary after class. (2) Ask the students to write a conversation about making a telephone call, using the words while/ when. (3) Preview Section B. Pay attention to the expressions of direction. Teaching Reflection The students like Beijing very much. They are interested in exploring Beijing. They can grasp the sentences about invitation, suggestion, agreement and request well. And they understand the usage of adverbial clause of time easily. Ⅶ. Blackboard design Unit 6 Enjoying Cycling Topic 2 How about exploring Tian’anmen Square? Section A 1. receive the postcard 2. be busy doing sth. 3. (be) on vacation 4. Darren was having a class while Michael was climbing a mountain. 5. work out 初中学习网,资料共分享!我们负责传递知识!www.czxxw.com

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