最新部编版八年级英语全套教案

最新部编版八年级英语全套教案

1 Unit 1 Lesson 1 Part 1-part 2 教学目标：在本课结束时学生能够： 1. 读熟有关电视节目的词和短语，知道它们的中文意思。 2. 用电视节目的短语回答书上 5 页和 6 页的问题。 3. 小组合作谈论自己在假期看到的节目，并谈论对节目的看法。 教学重难点： 重点： 电视节目的单词和短语。 难点： 谈论看过的电视节目及感想。 教学过程 教学步骤 教师活动 学生活动 设计意图 Step 1 words Teach ss how to remember the new words. Read them after the teacher. 帮助学生快速记忆学习 单词， 为下面的课文学习 打下基础。 Pre-reading Step2 warm-up 1. Ask ss to write down the meanings of ex.1 p5 2. Check the meanings. 3. Explain the example on p6 1. Write down the meanings of them. 2. Correct the mistakes. 3. Practice in pairs. 巩固所学的新单词 While-readi ng . Step 3 1. What TV programs are they? 2. What are they about? 3. Which one didn ’t the reviewer like? Why? 1. The first one is Game of the week. The second one is ⋯ 2. One was about a game between England and Germany. 3. Game of the Week . Because he/she didn ’t 设置的问题， 帮助学生 逐渐由浅入深的理解 文章。 2 like the result of the game. Step 4 Help ss finish the table of exercise 3 1. my dog Bobby: Movie World , about a man named Dan and his dog, it was funny 2. Nature: FTV 6 ; about the world of dinosaurs; interesting 3. Game of the week: RTV3; an important game ; boring 4. People: TBC; about a great mother; it was moving. 进一步深化课文的理 解，通过具体的问题的 分析， 将文章中的问题 化解。 After-reading 1. Explain the points. The first half; didn ’t like the result or the game;; adopt twelve deaf children; 1. Write down their meanings⋯ 分步回答课文的问题 后， 再回到文章中进行 整体的课文梳理。 在整 体感知的基础上， 再次 深化课文的理解， 增加 学生的语感。 2. Help them to retell the reviews. 3. Sum up about ing/ed. 4. review the past tense. 2. For example: There was a program in movie world. It was about a dog named Bobby. 3. The work is interesting/interest ing work This is a boring film. /The film is boring. 4. Finish ex.5-7 将所学的知识转化成 自己的语言， 做到学与 致用。训练学生的口 语。 3 Homework: 1. Copy ex.7 2. p82 A-C and translation Lesson 2 An Interview on TV 教学目标：在本课结束时学生能够： 1. 用一般过去时回答听力的问题。 2. 用一般过去时谈论英语学习的经历。 3. 独立完成书上 9 页的练习 6-7 教学重难点： 重点： 听懂练习 1-4 的听力内容 难点：借鉴听力材料叙述自己的英语学习经历 教学过程 教学步骤 教师活动 学生活动 设计意图 Pre-listening Step 1 1. Help ss read and understand the meanings of the words 2. check the answers 3. question: what is difficult about learning English? 1. Read in pairs and write down the meanings 2. correct their mistakes 3. answer using the key words 1. 巩固所学的单词，为下面 的学习做好准备。 2. 回答问题为完成 5 个填空 做铺垫。让学生知道，根 据不同的语境选择正确的 词语回答。 While- listening Step 2 1. ask ss to read China Today. Explain the passage and the questions. 2. check the answers. 3. play the tape. 4. Introduce the form in ex.3.then play the tape. 5. check the answers then play the tape. 6. Play the tape again. 1. read the short passage and the questions in ex.2 Then listen to the explanation. 2. answer the questions. 3. look at the tapescripts. 4. Listen and try to finish. 5. after listening and looking, correct the answers. 1. 2 个问题的设置让学生清 楚将要做的听力是关于什 么内容的学习。 2. 连续 2 遍的听力，让学生 在完整的语境中带着问题 去捕捉重点的信息。 3. 第三遍听力，可以根据问 题适当停顿。帮助学生完 成答案的书写。 4. 看着材料去听，将学生之 前没有听清楚的地方能清 楚。 4 7. give the correct answers 6. ss listen to the whole passage then finish ex.4 7. Look at the tapescripts ,corre ct the mistakes After-reading Step 3 Explain the example in ex.6 Finish the answers. 巩固学习的一般过去时和听 力的内容。 Step 4 expansion Finish ex.7 &8 Homework 1. Finish the white workbook 2. copy words. Ex.2 1. she came to Beijing in 2008. 3. yes, she did. 4. She did lots of listening, speaking and writing exercises. She played games and watched TV , too. Ex.3 In the US :Chinese characters looked interesting. Enjoyed it, helped him understand pinyin, grammar, pronunciation and simple conversation In China: learn to read long passages and Chinese character. Ex. 4 1. Tina 2.Tina 3. James 4. Tina &James 5 Lesson 3 The Big Games 教学目标 : 在本课结束时能够 1. 读熟本课单词，听写单词过关。 2。通过小组合作完成书上 1-4 题，获取有关评论电视节目 的信息。 3. 对于不同的语意用感叹句回应对方 教学重难点 重点：通过不同形式的练习，帮助学生理解文章的内容。 难点：练习 3 中寻找不同的人物和练习四中不同的运动选取不同的词语去表达。 教学过程 教学步骤 教师活动 学生活动 设计意图 Review Words Teach the ss the words Read after the teacher 为下面学习课文再次扫清障碍 Pre -reading Q： What sports do you like to watch? Why? Q: What are they doing? Think about them and answer. 通过学生谈论自己的爱好引入下面 关于运动的文章学习。 While-reading 1. Play the tape. 2. check the answers. 3. listen to their explanations about the sentences. 1.Listen and match the passages with the correct pictures. 2. choose the key sentences. 3.Say the meanings of the sentences. 1. 听磁带先进行整体感知，通过关键的 字词句找到每篇文章的正确图片。知道 每篇文章是关于哪项运动的。 1. Direct the students to find persons in the text. 2.Help ss understand ex.3 3.Play the tape. 4.Check the answers of ex.4 and add some new words. 1. They are Hill and Mccall, Wilson and Dan ,Chambers. 2. Say the meanings. 3. Finish ex.4 1. 学生对于文章中的名字就觉得很乱， 不好理解。这次先分出名字，分他们 的活动。为进一步完成练习 3 进行铺垫。 练习 4 是在文章有了真正的认识后， 抽出关键的词。 After-reading 1. The passages are about sports. So people often use exclamations. 2.Explain exclamations. 3. Finish some exercises about exclamations. Choose the sentences about exclamations. 1. What a great kick! 2. What a shame! 3. How exciting! 4. Can you believe that? 5. Are you kidding me? 在具体的语境中理解感叹句，不只是 停留在 what 、 how 的句型。让学生 将语言学活。 Homework 1.The textbook. 2. The white book. 6 Unit 1 Communication Workshop 教学内容 话题：电视节目 学习内容：阅读 Jack 的博客获取有关谈论自己喜爱的节目的信息； 阅读：通过使用不同的阅读策略，获取文本主要信息，关注文章结构和目标语言； 写作：模仿范文结构，列出提纲，进行写作、评价和修改； 口语表达：介绍自己最喜爱的电视节目并评价。 第一课时 First Period 教学目标 在本课学习结束时，学生能够： 1. 通过阅读范文，获取有关 Jack的最喜爱的电视节目信息； 2. 在范文中找出自己写作任务中所需要的内容语言，丰富自己的相关话题的表达语言； 3. 分析和归纳范文结构； 4. 列出写作提纲。 教学过程 教学环节 教学活动 设计意图 互动模式 & 时间 Warm-up Step 1 ·T shows Ss some pictures of TV programmes and asks them to say the names of them. ·T asks students to work in groups of four to talk about other TV programmes that they know. · T asks some students to say TV programmes in class. 引入话题并激活话 题词汇，为理解范 文和写作做铺垫。 引导学生通过小组 学习讨论丰富有关 电视节目的表达。 IW PW 6 ’ Reading Step 2 1 st reading: ·Ss read the passage and answer the question: What is the passage about? 2 nd reading: ·Ss read the first paragraph and answer the question : 引导学生第一遍阅 读获取文章大意。 引导学生阅读文章 第一段内容获取有 关 Jack喜欢的电视 IW CW 13’ 7 What kinds of TV programmes does Jack like? ·Ss read the second paragraph and answer the questions: Q1:What animals does Jack have at home? Q2:What does Jack like about Animal World? ·Ss read the third paragraph and answer the question: When did Jack become a fan of Animal World? 3 rd reading: T asks Ss to read the passage and then complete the list in pairs. Jack’s favourite TV programme is Animal World. His reasons: 1.______________ 2.______________ 3.______________ 4.______________ Ending:____________________________________ 节目等内容的相关 信息。 引导学生细读文章 小组合作完成列表 信息的填写。 Preparing for writing Step 3 · T helps Ss find out the structure of the text. T demonstrates. · T helps Ss find out the language that they can use in their writing. e.g., 1) I like/enjoy... 2) I like...best. 3) ...is my favourite. 4) That’s why... 5) It shows... 6) I hope... · Ss read the text and underline the describing words 帮助学生关注文章 结构。 引导学生关注文本 语 言 ,为学生 写作 提供语言支持。 IW CW 15’ 8 and sentences. Writing Step 4 · Ss make an outline of the writing. My fovourite TV programme is_______________ My reasons: 1.__________________ 2.__________________ 3.__________________ 4.__________________ · Ss work in groups and exchange their ideas of the writing. 学生完成写作提纲 内容。 学生通过讨论，互 相启发修改写作提 纲。 IW GW 11’ Homework 完善自己的写作提纲。 My favourite TV programme 1) I like/enjoy... 2) I like...best. 3) ...is my favourite. 4) That’s why... 5) It shows... 6) I hope... 9 Second Period 第二课时 教学目标 在本课学习结束时，学生能够： 1. 根据自己的写作提纲完成作文写作； 2. 在教师的引导下，就写作进行自评和修改； 3. 对写作的内容、语言和时态等几个方面进行互评； 4. 与同伴谈论自己的最喜爱的电视节目。 教学过程 教学环节 教学活动 设计意图 互动模式 & 时间 Writing Step 1 ·T asks Ss to review the outline of the writing. ·T asks Ss to write the passage according to their outlines and the sentences they have learnt from Jack’ favourite TV programme. 引导学生回顾自己的写作 提纲为写作做准备。 学生根据自己的写作提纲 和范文中的功能语句完 成写作。 IW 10’ Self-editing and Peer-editing Step 2 ·Ss check their own writings with the help of the Assessment Chart. ·Ss correct the passage according to the chart. 学生根据评价反馈表， 检查 自己的写作。 IW 8’ Step 3 · Ss peer-edit their partners’writing with the help of the Assessment Chart. 同伴互评， 根据评价表找出 有待修改的内容。 PW 4’ Step 4 ·Ss listen to their partners’ suggestions. ·Ss edit their passages. 听取同伴的修改建议并修 改文章。 PW IW 10’ Speaking Step 5 ·Ss work in groups of four and talk about their passages in turns. 在写作的基础上， 以小组为 单位， 应用本课目标语言进 行口语表达。 GW 5’ 10 Step 6 ·T invites Ss to come to the front and share their posters. 部分学生向全班同学展示 自己的写作成果。 CW 8’ Homework 依据同学对文章的修改建议和所学功能语句进一步修改与完善自己的作文。 Unit 2 Lesson 4 第一课时 教学目标： 在本课学习结束时，学生能够： 1.通过阅读，找出四个课堂项目对应的科目，同时 获取有关课堂规定的细节信息； 2.运用所获取的信息和语言， 针对四个课堂项目， 口头问答， 巩 固阅读信息，并能总结出应用与“规则”的情态动词； 3.引导学生养成遵守课堂纪律的习惯，做 一个文明的中学生。 教学过程 教学活动 设计意图 互动 模式 & 时间 Pre-reading Step 1 · T shows a photo about the class project and asks Ss “What are they doing? ” and leads in the title of this lesson Class Projects . · T shows photos and asks Ss “What can you see?” and elicits some words about the material and objects and makes Ss know the differences between them. Students repeat the new words after teacher. ※ T may ask Ss “When do we use these?” while they are talking about the words. · T asks Ss to write words in the table in Ex. 1. 1. 通 过 图 片 引 入本课话题： 课堂项目。 2. 激 活 学 生 已 知 有 关 手 工 制 作 用 品 的 词 汇 与 背 景 知识， 并根据 图 片 和 语 境 进 一 步 理 解 “ material, object” 的 意 思。 3. 通过追问， 帮 CW IW 7’ 11 助 学 生 开 阔 思路。引导学 生 逐 步 接 近 阅读情境， 做 好铺垫。 4. 通 过 单 词 分 类， 检查学生 掌 握 新 单 词 的程度，为后 面 的 阅 读 扫 清障碍。 While-reading Step 2 1st reading · Ss read the text and answer the questions . What is the passage about? How many classes are there? How many projects are there? 2nd reading · Ss read the four projects and match the projects with the classes (Ex. 2). Ss check answers in pairs and then in class. ※ Ss need to underline the key words that help them match. 3rd reading · T asks Ss to fi nd out some sentences about the rules in the passage. · T shows the modal verbs on the blackboard and help s Ss try to understand. 4th reading · T plays the recording and Ss read after it. · Ss read by themselves and try to understand. 1. 快速阅读课文， 捕捉标题， 段落 和表格， 获取文 章大意 2. 引 导 学 生 预 测 科目的特点。 3. 通过抓关键词， 匹 配 项 目 与 科 目。 4. 阅读课文， 获取 有 关 课 堂 规 则 的细节信息， 同 时 引 导 学 生 关 注情态动词。 5. 教 师 板 书 关 键 词，作为输出的 语言支撑。 6. 模 仿 自 然 的 语 音语调语流， 强 化信息和语言。 IW PW CW GW 23’ Post-reading 12 Step 3 · T chooses one of the projects in the reading and leads Ss to make a short dialogue according to the key structures. Ss practise by themselves. 1. 教 师 引 领 学 生 就 文 中 一 个课堂项目， 做 一 个 口 头 问答。 依据阅 读材料， 大部 分 学 生 都 能 就此结构， 进 行口头输出， 感 受 成 功 的 快乐。 GW PW CW IW 15’ Homework 1. 听录音并跟读课文。 2. 找出表达 rules 的句子摘抄在积累本上。 第二课时 The Second Period 教学目标 :在本课学习结束时，学生能够： 1.准确使用情态动词 can, must , have to，并完成不同 层次的练习活动； 2. 使用含有情态动词 can, must , have to针对具体问题，表述学校校规，班级 班规及课堂常规； 3.增强小组合作意识，养成遵守纪律的好习惯。 教学过程 教学活动 设计意图 互动 模式 & 时间 Review Step 1 · T shows a table with key words about the materials and objects that Ss learnt last period. · Ss try to say some rules in English class according to the key words in the table to review the information and language. 复习上节课 所学的 信 息和语 言，初步感知情态动词 can, must, have to的使用情境。 CW IW 10’ 13 Grammar Step 2 · Ss find examples (sentences) in the table reading with can/can ’tor have to/don ’t have to. Read them and know the meaning. T helps them understand the modal verbs. · T shows pairs of sentences and asks Ss to r ead the sentences and complete the school rules with can/can ’tor have to/don ’t have to. (Ex. 4. ) · T asks Ss to complete the traffic rules with must or mustn’t. (Ex. 5) · T asks Ss to give a summary of modal verbs. 1. 引 导 学 生 关 注 情 态 动 词 can , have to的使用，并理解 其表意功能。 2. 通过大量口语练习， 不断使 用情态动词 can, have to 表 述课堂常。 所提供的信息从 控制、到半控制，整合课本 中的活动 4。 3. 针 对 具 体 问 题 ， 情 境 用 must 表述交通规则 ,同学间 互相分享，开阔思路，此活 动整合了课本中的活动 . 4. 引导学生对情态动词的使 用情境及表意功能作出总 结，理解更透彻。 CW IW PW 20’ Speaking Step 3 · Ss work in pairs to read the phrases in the table and try to know the meaning. · Ss divide the phrases into different columns. Choose the correct modal verbs. ※Encourage Ss to describe more rules with “can, must, have to ”. They can get more points. 5. 创设真实情境， 鼓励学生用 含 有 情 态 动词 can, must, have to，根据学校的实际情 况，表述校规或班规，培养 口头表达能力。 IW PW CW GW 15’ Homework 1. 写出小组展示的 “school rules ” 至少 5 条。 2. 完成 workbook 14 Unit 2 Lesson 5 Teamwork 教学内容 话题：团队合作 词汇： together, politely, doing research, doing research alone, role, question, suggest, discussion, excellent, poor, participated, task ⋯ 策略：捕捉关键词抓主要信息 ;听前预测； 语法： like/love, hate, don ’t mind doing 第一课时 First Period 教学目标： 在本课学习结束时，学生能够： 1. 学生能够通过听力活动 ,获取有关 Adam、Luo Li 和 Rachel 的课题信息； 2. 学生能够根据表格和问题，完成对话复述； 3. 学生能够根据团队评分规则，评价对话中团队合作。 教学过程 教学活动 设计意图 互动 模式 & 时间 Pre-reading Step 1 Warm –up One. Look at picture and answer the questions. 1. What are they doing? 2. Are they in a team? Two. Show Ss the teaching aims. 通过图片引入本课话题：团队合 作。 学生明晰本节课任务及重点内容。 IW 1’ Step 2 Pre-listening One. Answer the question: T: What makes a good team? Ss: discuss in a team and then show the importance of the teamwork. T: Show them the answers. 通过小组合作的方式得出答案，在 合作中体会团队意识。 CW GW 3’ 15 Two. Practise the phrases. 1. Read the phrases after the teacher then in pairs. 2. Ss Report: I think it ’ s important to ⋯ in group discussions. 3. Ss: Match the sentences to the phrases. Then check in groups. 学生通过操练短语，熟悉哪些方面 在团队合作中重要，同时为听力创 设语境并对评价听力对话中的团 队合作做铺垫。 IW PW GW 7’ Three. Words about places of interests. 1. Read after the teacher. 2. Read in pairs. Prediction: Can you guess the topic of the dialogue according to the pre-listening? 学习有关著名建筑物的词汇，扫清 听力障碍。 根据听前活动，预测听力内容，培 养预测能力。 IW PW 3’ Step 3 While-listening One. Listen to the whole dialogue and choose the main idea of the dialogue. T: What’ s the passage mainly about? T: Play the whole dialogue. Ss: Listen and choose the correct answer. Ss: Check in pairs. 整体听对话内容的大意。 IW PW 3’ Two. Listen to the first part of the reading, and fill in the form. T: Go through the form in pairs. Ss: Read the phrases after the teacher. T: Play the first part of the dialogue. Ss: Listen and fill in the form. Adam likes/loves ⋯Rachel doesn ’ t mind ⋯ Luo Li doesn ’ t like/ hates ⋯ 听对话第一部分细节信息，操练目 标语言，为本课输出做准备。 PW IW 6’ 16 Three. Listen and answer the questions. T: Go through the questions in pairs and then play the second part of the dialogue. 1. What buildings are they talking about? 2. Why doesn ’ t Adam want to make the model of the Bird ’ s nest? 3. How many models do they need to make? 4. Which buildings do they need to find information? Ss: Listen and answer the questions and then check their answers in groups. 听对话第二部分细节信息，理解对 话内容，并为评价团队合作做准 备。 PW IW GW 6’ Four. Discussion: Which building are they going to choose as their project? Why? 扩展提高，表达学生自己的观点和 见解。 IW GW 1’ Post-reading Step 4 Post-listening One. Evaluate the teamwork. T: Go through the Evaluation Questionnaire in groups and learn the new words. Ss: Understand the form and then evaluate the teamwork in the dialogue. 学习词汇，评价他人的团队合作， 增强自己的团队意识。举例的题目 设置对于学生较难，故舍去。 GW PW CW IW 3’ Two. Read the passage. 1. Read along with the recording in a low voice. 2. Read by yourselves. 3. Check their reading. 根据课本录音学习朗读对话，模仿 语音语调。内化语言。 PW IW 6’ 17 Three. Ss can choose only one task to finish. 1. Retelling T: show Ss the form and questions which the Ss have completed in the last step. Ss: Retell the dialogue. (according to the form and the questions) 2. Making new dialogue. T: Show them the task. Ss: Ask and answer in pairs. 利用目标语言根据学生的自身情 况，有选择性的完成输出任务。 IW PW 7’ Homework 1’ Read after the tape 5 times at least. Retell the dialogue according to the form and the questions. Write down the retelling in the exercise book. 第二课时 The Second Period 教学目标 在本课学习结束时，学生能够： 1. 学生能够运用所学音标 /e/ 和 /?/ 朗读含有相关音素的绕口令； 2. 学生能够通过选词填空和完成评价表对词汇复习； 3. 学生能够通过观察、 发现、 操练、 应用完成 like/love doing, hate doing, mind doing 和 can’t stand doing 的应用； 4. 学生能够增强小组合作意识，培养合作意识。 教学过程 教学活动 设计意图 互动 模式 & 时间 Show the teaching aims T: Show them the teaching aims. Ss: Read and understand. 学生明晰本节课所要掌握 的内容。 IW 1’ 18 Step 1 Revise the dialogue Retell the dialogue according to the form and the questions. 检查作业， 复习词汇、 句型。 IW 3’ Step 2 Phonetics of /e/ and/?/ 1. T: Show Ss the phonetics and the words. Ss: Read after the teacher then check in pairs. T: Check their pronunciation. 2. T: Show them the tongue twister. Ss: Read after the teacher and then practise in pairs. Ss: Show to the others. Ss: Game: Listen and follow the lines on P21 Ex. 10 in groups. 用 tongue twister 的方式来 学习音标，激活学生兴趣， 同时活跃课堂气氛。 IW CW PW GW 8’ Step 3 Words Revision 1.T: Show them the evaluation questionnaire Ss: Fill in the blanks in the evaluation form. Ss: Check in pairs. 2. (Ex. 5 on page 21) Ss: Fill in the blanks with the words in the box. Ss: Check in groups. 1. 利用评价表在语境中复 习词汇。 2. 用方框选词的方式扩展 提高词汇的灵活应用。 IW CW PW GW 8’ Step 4 Language Focus 1. Find out the sentences. T: Give them example. Ss: Read the passage and underline the sentences which express love, hate and don’ t mind. 2. Work in groups to translate the sentences into Chinese. 3. Ss work in pairs to find out the structures about the sentences. 1.2 学生找出表达喜好的句 子，理解句子含义。 3. 小组合作找到句子的结 构。 4. 封闭性练习操练句子结 构，小组合作订正、讲解。 IW GW CW 17’ 19 4. Complete the sentences with the given words. T: Show them the exercises and go through the exercises. Ss: Finish the exercises and then check in pairs. 5. (Ex. 7 on page 21) Make sentences. T: Explain how to make a sentence. Ss: Make sentences and then check in pairs. 6. (Ex.8 on page 21) Write true sentences about themselves. T: Show them example. Ss: Write the true sentences about themselves. Ss: Report in groups. 5. 封闭性练习在句子层面 体会句型用法。 6. 半开放性练习，逐渐提 高语言的应用。 组内汇报互 相纠正并培养倾听意识。 Step 5 Language in use T: Show Ss the passage in Chinese. Ss: Discuss in groups and then write down the email. Ss: Report to the groups and check. 开放性练习， 创设情景完成语言应用。 IW GW CW 8’ Homework 1. 把你在课堂中完成的 Email 进行改写，然后发给你的同学或朋友。 （实际应用） 2. 请你再给 Tom 写一封 email，告诉他你在学校喜欢和不喜欢做的事情。 20 Unit 2 Lesson 6 A Special Team 教材分析 本课是北师大版《初中英语》八年级上册教材第 2 单元的第 6 课，话题为团队。本课为本 单元的第三课，主要讨论在地震这一特殊情况下人们是如何依靠团队的力量克服困难走出困境 的，为本单元最后的 Communication Workshop综合语言输出奠定语言基础。 本课的教学设计分为两个课时。第一课时侧重对阅读内容的理解，引导学生通过阅读获取 有关一个团队在地震中如何自救的信息。在阅读活动中，引导学生提取主要信息和细节信息， 并注意在描述一场地震时使用的相关词汇，最后结合语篇信息和语言进行输出活动。 第二课时在复习语篇内容和语言的基础上，加强对描述团队活动词汇的理解，并了解一些 带介词的短语的语用功能。在语境中进行多层面的练习，最后运用所学词汇来描述某个特殊团 队的活动。 教学内容 话题：团队 词汇： Getting Ready: special, couple, resort, earthquake, dark, heavily, ruins, blanket, flashlight, flash, etc. Lesson 6: shake, completely, call for one ’s attention, enough, divide, encourage, support, etc. 策略：读前预测；读中通过关键词获取主要信息；根据上下文语境猜词 第一课时 教学目标 :在本课学习结束时，学生能够： 1. 通过阅读短文，获取有关一个团队在地震中如何自救的信息； 2. 通过阅读， 在语境中了解 resort, flashlight 等词的语义；初步运用 call for one ’ s attention, encourage, support 等有关地震和团队的词汇； 3. 体会在地震这种特殊的时期团队的重要性。 教学过程 教学活动 设计意图 时间 Step1 · T shows the learning aims for Ss and ask a student to read it . · T shows a Web on PPT to tell Ss something happened. 1. 出示学习目标，让学 生明白本节课要学习 的主要内容。 2. 导入本单元话题，激 6’ 21 · T presents pictures on the screen and teaches new words. 发 学 生 对 话 题 的 兴 趣。 3. 预教词汇。用图片的 形式，生动地呈现词 汇，同时将新词放置 句子当中，帮助学生 根据语境理解词汇意 思。引导学生推测出 地震的发生。 Pre-reading Step 2 Warm - Up · T asks Ss to predict the main idea of the passage according to the picture and the title: What’s the passage mainly about? 读前预测。 通过预测， 激 发学生读的兴趣， 为学生 在读中捕捉关键词做准 备。 1’ While-reading Step 3 1st reading · Ss read the story quickly and choose the main idea of the story. · Ss read the story and finish Ex. 2 with correct numbers. · Ss check answers in class. · 2nd reading · T introduces the basic structure of a story: setting, development and ending. · Ss read the story and divide the passage into three parts. · 3nd reading · Ss read part by part and finish the exercises. · Part I (1-2) · WHEN? · WHERE? · WHO? · WHAT? · Ss finish the sequence of the event and learn some new words. 1. 通过第一遍读，核查 预测是否准确。引出 地震这一事件。 2. 通过第二遍读，获取 有 关 地 震 事 件 的 信 息。段落的划分帮助 学生梳理文章脉络： setting-development-e nding。 3. 通过逐部分阅读，不断 地追问加深对课文的理 解，并结合问题处理相 关生词。 4. 通过朗读，学生纠正 语音语调，进一步内 化对话信息和语言。 5. 小组之间互读，进一 步熟悉语言。班内的 读书展示，督促和鼓 励学生读书。 20’ 22 · Part II (3-5) · Ss complete the table according to the passage: · 1. Mr Lin decided to__________. He ______ everyone ’s attention. They _____ to the ruins to _______ food and blankets. 追问： 1) How many blankets did they find? 2) How did they solve the problem? 2. Mr Lin ______ the people ____ five groups. He also _______ all the mobile phones and ________ each group had one. The group leaders ______ their mobile phones to make everyone ________. 追问： 1) What did the group leaders do? 2) Why did they do that? 3. The people started to _____ the mountain. The journey was _____, but they _____ and _______ each other. 追问： 1) Was it easy? 2) How did they make it? · Part III (6) What was the ending like? · Ss check answers in pairs, then in class. 4th reading · Ss listen to and read the dialogue after the recording. · Read the story in groups. Post-reading Step 4 · T asks Ss to discuss the following question: Why did they feel lucky? 深化课文理解，突出 团队精神。 5’ 23 Step 5 Ask Ss to Complete the blanks according the passage and check what learned this class. Mr and Mrs were __1_________________ at a mountain __2_______. They were taking a walk when the ground started to _3______________. In Just two minutes, everything changed ___4_____________. They were in the middle of a very strong ____5___________. The Lins found 23 other people. Soon it was ___6_______, and it started to ___7_____________. At that _____8____, Mr Lin _____9________________ take the lead. He __10________the people _11________five groups and also _________12______all the mobile phones. They used them as _________13_______. Early the next morning, The people started to ______14__________ the mountain. The ____15_________was difficult, but they ______16____and ______17________each other. After twelve hours ’ walking, They finally got out _____18______. They felt ____19_____because they were part of a ______20_______ team. 1.联系上下文填出所缺 单词， 考察学生在本节课 对所读故事的理解， 也是 对所学新词的考察。 2.小组反馈检测成绩，并 填好自己的检测评价， 帮 助学生清楚自己本节课 学习任务的达成度。 Homework Listen to the tape of the passage and read it. Retell the passage and try to write it down. 板书 A special team Setting: shake, completely, lose hope Development: take the lead, call for attention, not enough ⋯for divide ⋯into, encourage, support Ending: safely 第二课时 教学目标 : 在本课学习结束时，学生能够： 1. 通过复习课文，在语境中运用描述团队活动的相关词汇： take the lead, call for one’s 24 attention, divide ⋯into ⋯, encourage, support, etc.； 2. 通过复习课文，在语境中发现和归纳介词在短语 on holiday, in just two minutes, at that moment, not enough ⋯for, divide ⋯into, use ⋯as中的语意和语用功能； 3. 运用本课所学词汇和介词短语，描述一个身边的特殊团队。 教学过程 教学活动 设计意图 时间 Step 1 · T asks Ss to recall the story they read in the last lesson. · T presents a task to Ss: an interview · 1. Ss work in pairs (one is a team member: Mr Lin, Mrs Lin or any other team member; the other is a journalist) · 2. Ss work individually first: · 1) The team member writes down what he did and how he felt in the earthquake. · 2) The journalist writes down the questions he wants to ask. · 3. Ss act out the interview. 1. 学 生 通 过 复 述 课 文，复习语言知识。 2. 学生以小组形式进 行问答采访，进一 步复习所学语言知 识。 15’ Step 2 · Ss finish the sentences in Ex. 5 and check answers in pairs. · T checks the answers with Ss and leads Ss to think about the important factors in a team by asking: What did Mr Lin do in the team? How did they solve this problem? Why did they divide the people into groups? How did they get out of the journey? What can we learn from this team? In this way, Ss can sum up what a good team is made up of.Then ask Ss: What should we do in daily life? Ss finish the sentences in Ex. 6 and discuss in what way the team is special. Encourage Ss to feel the meaning of the preposition in sentences. 1. 利用 Ex. 5 中的句 子，引导学生关注 影响“团队”的重 要因素，从而复习 与 团 队 相 关 的 词 汇。 2. 利用带有介词短语 的句子，引导学生 体 会 这 个 团 队 的 “特殊性” ，同时也 引导学生关注并体 会这些介词短语的 语义。 10’ Language in use Step 3 · T invites Ss to talk about the special teams 紧紧围绕“团队” 这一 12’ 25 they know and emphasizes the “special ” aspects in these teams. · Ss talk about the special teams around them. · T asks Ss to think about a special team they were in. · Ss discuss in groups: (1) Who are in the team? (2)What does the team do? (3)Why do you think the team is special? (4)What can you learn from this team? T invites Ss to talk about their special team. 话题，引导学生讨论身 边的特殊团队。 最后让 学生谈论他们所在的 某个特殊团队中的所 做所感， 从而达到语言 的综合运用。 Step 4 Have a test journey heavily resort completely enough ⋯ for support take the lead at that moment on holiday We were ___1_______________ Last Saturday. In the morning we went to a mountain ___2_____. At 4 p.m., the weather suddenly changed . It was dark and started raining _____3_____. There weren ’ t _____4________umbrellas ___5________us . Some of us were ______6_____ wet. Some girls cried. ____7_____, Mingming ___8___ and he decided we should go down the mountain at once . Although it was a difficult ______9____, we _____10_____and supported each other, and finally we got home safely. 检测， 帮助学生对自己 本节课所学内容的掌 握度了解清晰。 3’ Homework 1. Listen to the tape of the passage and read it again. 2. Listen to the tape of Pronunciation/ e/ /ei/. 3. Remember the vocabularies of Lesson 6. 板书 A special team Setting: Who ⋯? Where ⋯? When⋯? ⋯ Development: What problems ⋯?How⋯solve them? What⋯? Ending: How ⋯feel? Unit 2 Teams Communication Workshop 教学内容 话题：介绍自己参加的团队 26 词汇： several, everybody, cooperate, puzzle, discuss, band 策略：捕捉关键词抓主要信息、将感受与理由进行匹配 ; 列提纲，为写作进行铺垫； 同伴互评，提高写作水平。 语法： can, must, have to 第一课时 First Period 教学目标 在本节课结束的时候，学生能够： 1. 通过阅读短文，获取关于小组的相关信息； 2. 通过阅读，找出描述爱好以及原因的语言； 3. 列出关于自己参加小组的写作提纲。 教学过程 教学活动 设计意图 互动 模式 & 时间 Lead in Step 1 T asks students some questions: 1. Do you like teams？ 2. What team are you on? 3. Why do you join these teams? 4. 通过问题引入本课话题： 介 绍自己参加的团队。 5. 激活学生已知有关团队的 词汇， 并通过答语识记新词 汇： every- body, cooperate, discuss. CW IW 5’ Pre-writing Step 2 1st reading · Ss read the writing and answer the questions. 1. Who is the writer of the writing? 2. What’s the writing mainly about? 3．Which team is NOT in the photos? 6. 快速阅读课文，通过阅 读标题获取文段大意的 信息 。 7. 通过关键词汇获取关于 IW PW CW GW 25’ 27 2nd reading Ss read Luke’s writing again and match the feelings and the reasons. 3rd reading · Ss read Luke’s writing and underline the expressions that show Luke’s interests. · Ss check answers in groups, and then in class. 4th reading Ss role-play Luke and his friends. Ask Luke some questions. 团队的细节信息。 8. 通过抓关键词，匹配感 受与其原因。 9. 阅读课文 ,获取描述兴 趣爱好的语言。通过不 断的追问，引导学生进 一步理解课文内容 ,同 时对描述兴趣爱好的语 言进行内化。 10. 通过角色扮演提问，获 取 自 己 关 于 团 队 的 信 息，为后面的列提纲进 行铺垫。 While-writing Step 3 Ss fill in the list and the table 1. What teams are you in? 2. Why did you join the team? 3. What do you like and not like? Ss write a short passage about their teams. 1. 学生通过回答问题填写表 格， 获取自己关于团队的信 息，为写作进行铺垫。 2. 根据表中信息， 简单描述自 己的团队。 （也可以是列出 提纲，课后再完成写作。 ） GW PW CW IW 15’ Homework Write a passage about teams. 第二课时 Second Period 教学目标 在本课学习结束时，学生能够： 28 1. 通过阅读同伴作文，找出同伴作文的优缺点； 2. 通过进一步阅读范文，修改自己的作文。 教学过程 教学活动 设计意图 互动 模式 & 时间 Review Step 1 Ss ask the questions: 1. What teams are you in? 2. Why did you join the team? 3. What do you like and not like? 复 习 上 节 课 所 学 的 信 息 和语言， 激活 学 生 关 于 团 队 的 语 言 和 信息。 CW IW 5’ Assessment Step 2 Ss work in pairs and check their partners ’ writing with the help of assessment chart. Ss talk about their partners ’ writing in turns. 学 生 通 过 互 评， 找出同伴 作 文 中 的 优 缺点。 通过小 组合作， 初步 修 改 自 己 的 作文。 CW IW PW 25’ Re-writing Step 3 · Ss read Luke’s writing again and re-write their own writing. · Ss share their writing with their partners. 通 过 再 读 范 文，体会范文 的语言，进一 步 修 改 自 己 的作文， 使自 己 作 文 趋 于 完善。 通 过 展 示 自 己的作文， 进 一 步 发 现 问 题，同时也能 够 感 受 到 成 功的快乐。 IW PW CW GW 15’ 29 Homework Rewrite the passage about teams. Unit 3 Faster, Higher, Stronger Lesson 7 Time to exercise（第一课时） 教学内容 1. 话题：卫生与健康 —— 体育健身 2. 词汇：⑴按《义务教育英语课程标准（ 2011 年版）》的要求分类： 五级词汇： push-up, sit-up, race, rope, after-class, record, bit, sick, active, joke, weak, size 课标外词汇： average ⑵按照话题分类： Physical fitness and exercise: push-up, sit-up, race, record, rope Feelings and emotions: sick, weak 3. 策略：围绕话题进行词汇分类；听中记录关键词获取主要信息 4. 功能：比较级 第一课时 First Period 教学目标： 在本节课结束时，学生能够 1. 认读并说出有关运动的词汇。 2. 通过听对话，获取 David 和 Mike 本周要做的运动项目、原因等方面的信息，了解人物特征和性格。 3. 通过观察句子，初步感知比较级的形式和用法，并初步运用比较级谈论自己喜欢的运动。 4. 树立运动的意识。 教学重点： 通过听对话，获取 David 和 Mike 本周要做的运动项目、原因等方面的信息，了解人物特征和性格。 教学难点： 通过观察句子，初步感知比较级的形式和用法，并初步运用比较级谈论自己喜欢的运动。 教学资源： 教材、录音、 PPT、等。 教学活动 设计意图 Lead in Step 1 Lead in Lead to the topic of this lesson Ss make a guess and answer the questions. T: Today we ‘ re going to learn Unit 3, Lesson 7. Can you guess what are we going to talk about? 通过问答， 引入本课话题， 激起学生兴趣 C W I W 1 ’ Pre-listening 30 Step 2 Words study Learn and practice the new words. 1.Ss recall the words by brainstorming the sports they often do. T: What sports do you often do? 2.Students learn the new phrases with the help of pictures (1) Look at the pictures and tell the words (2) Read the words after T. 3. Ss talk about the sports. Q：Which sport is easy (hard) for you? Why? (1) T makes an example. (2) Ss discuss in pairs. (3) Ss share in class. 通过头脑风暴激活学生 已知的话题词汇。 学习本课未知话题词汇， 为听力扫清障碍 教师引导学生谈论已学 的运动，进一步练习新词 汇，熟悉话题，为听力做 准备。 C W IW PW 5’ While-listening Step 3 Listening 1st listening Ss get general information by answering the questions. Q1: Who are they? Q2: What do you think of them? T:Two of my friends are also talking about sports. Let ’s listen to the dialogue and try to find out the answers. (1) Ss listen, write down the names and circle the words that match each person. (2) Ss share answers and tell the reasons. T: Maybe we have different answers and opinions. That ’s OK. Don’ t worry. After we finish listening, we will go back to the question again. Don ’ t forget it. 2nd listening Part I 1. Ss listen to the first part of the dialogue and fill in the table. (1) What sports are they talking about? (2) Does David choose the sport or not? Does Mike choose the sport or not? (3) Choose the reasons or ideas for each person. 2. Ss listen for the second time and choose T or F for details (1) get the meaning of new phrases (2) help Ss get the mind map of the reasons for deep understanding. 3rd listening Part II 1. Ss listen to the second part of the dialogue and fill in the table. (1) What sports are they talking about? (2) Does Mike choose the sport or not? (3) Fill in the blanks to get the ideas of Mike and David. 2. Ss listen for the second time and choose the pictures for 通过第一遍听，学生获取 有关对话人物信息并初 步感知人物特征。学生可 根据自己听到的信息自 由谈论自己对人物的感 知。学生答案可能并不精 确，但没关系，在听完细 节信息后，教师会再度引 导学生了解人物特征。这 一活动也可以激发学生 求知欲，增强听力动机。 通过第二遍听，获取人物 选择运动项目的原因或 对于项目的态度。 通过教师设计的细节问 题，引导学生进一步了解 对话中的细节信息，并帮 助学生理清因果关系，形 成思维导图。 通过第三遍听，获取人物 对于运动项目的态度。 通过教师设计的细节问 题，引导学生深层理解人 物态度的原因，并体会人 IW CW PW 20’ 31 reasons. (1) Why is climbing a rope easy for David? T: What do you think of David? (2). Why does David think Mike is good at jumping? (3). Why can Mike jump higher than the table? T: What does Mike mean? Is he good at high jump? What do you think of Mike? 物特征。 Step 4 Analyze the persons Ss analyze the characters of Mike and David by discussing the questions. 1. Ss go back to the question and circle the words that match each person. Q: What do you think of Mike and David. 2. Ss share the answers and tell the reasons. 3. Ss discuss the questions Q1: Do you like Mike or David? Q2: What should we learn from David? Q3: What should Mike do to be faster, higher and stronger. 通过讨论，进一步了解人 物特征，树立运动的意 识。 CW 5’ Post-listening Step 5 Read and get the grammar Ss get the grammar by observing and concluding 1. Ss read with tape. 2. Ss read and complete the passage. (1) Ss fill in the blanks (2) Ss discuss about their answers in pairs. Then T invites individual S to share their answers. 3. Ss observe the sentences, the red words and get the grammar. Q1: What do these words have in common? Q2: When do we use them? 通过朗读，学生模 仿对话人物的语音 语调。 通过完成文章，引 导学生内化对话中 的 主 要 信 息 和 语 言，加深对文章整 体的理解 通过观察，学生初 步感知形容词比较 级的形式和用法 IW PW CW 6’ Step 6 Task Ss talk about what sports they are going to do this week. T: We are going to have a sports activity this week. What sports are you going to do? 1. Ss talk about what aspects they can talk about. 2. Ss fill in the table. (1) Tick the sports. (2) Write down the reasons. (3) Add more detail if they want. (4) T makes an example. 3. Ss share in pairs. 4. Ss share in class. 通过完成表格，学 生谈论他们选择去 做的运动和原因 CW PW IW 8’ Homework 1. 听录音跟读课文。 32 2. 运用比较级写下你的 sports rate 和原因。 板书设计 Unit 3 Faster, Higher, Stronger Lesson 7 Time to exercise 第二课时 Second Period 教学目标 :在本课学习结束时，学生能够： 3. 归纳并总结比较级的形式和用法； 4. 在语境中，初步运用比较级比较两个事物； 5. 通过讨论运动，树立多运动的观念； 6. 使用正确的语调朗读陈述句。 教学过程 教学活动 设计意图 互动 模式 & 时间 Review and language in use Step 1 · Lead in the topic. T: Do you still remember who they are and what they ’re talking about? · Ss rate the sports from 1 to 5 according to Mike. (1) Ss read after tape and underline the sentences. (2) Ss share the answers in class. (3) Ss read the sentences together. · Ss focus on the important words in the answers. 通过读并排序， 学 生 描 述 Mike 对于不同运动的 态度，复习对话 信息和有关运动 的词汇。 引导学生关注文 本中比较级的用 法。 CW IW 8’ Step 2 · Ss observe the sentences and conclude the use of comparatives. Q1: What do these sentences mean? 通过关注文本中 的含义，观察文 本的结构，体会 CW IW 20’ sports 33 Q2: What do they have in common? Q3: What does“than”mean? Q4: What do the red words mean? · Ss look at the examples and complete the table with comparatives. (1) Ss complete the table. (2) Ss conclude the forms of comparatives. · Ss write the correct form of the words to compare the sentences with and without comparatives. (1) Ss finish the task. (2) Ss share answers in class and talk about the reasons. · Ss complete the writing about sports with comparatives. 比较级的功能和 形式。 通过接触、 模仿， 学生自己归纳、 总结比较级的规 则变化规律。 通过比较，学生 体验比较级的用 法。 通过新的语境检 验 学 生 是 否 理 解。 Function and language in use Step 3 · Ss look at the table of two sports centers. · Ss write some sentences comparing the two sports centers. · Ss share the comparison. · Ss talk about which sport center she/he wants to join and the reasons. 创设语境，学生 进一步巩固比较 级的用法。 IW PW CW 10’ Pronunciation Step 4 · T leads Ss to focus on some statements of the topic, such as I often go skating etc. · Ss talk about how they can read this statement. · T helps Ss to get the correct pronunciation. · Ss listen to the sentences in Ex. 10 and try to repeat. · Ss practice with a partner T asks some of the Ss to read in front of the class. 帮助学生掌握陈 述句的语调。 学生在不断的听 读练习中，进一 步巩固发音。 CW PW IW 7’ Homework 1. 完成练习册 Lesson 7。 2. 使用本课所学的比较级，谈谈你想要选择的 sports center和原因。 34 Unit 3 Lesson 8 Olympic winners 第一课时 First Period 教学目标 :在本课学习结束时，学生能够： 1. 认读并理解有关奥运会的词汇。 2. 通过阅读填写表格， 获取运动员的个人信息以及比赛成绩 , 并能口头介绍运动员 个人信息。 3. 学习体会运动员坚持不懈的拼搏精神。 教学过程 教学活动 设计意图 互动 模式 & 时间 Warm-up Step 1 · T asks Ss to look at the pictures presented on the PPT and ask questions about 2008 Olympic games. · T presents pictures on the screen and teaches new words. New words: Olympic, diving, gymnastics ,horse-riding, weightlifting Questions： 1. What are the pictures about ? 2. What Olympic sports do you know ? 3. Which of these is NOT Olympic event? 6. 导入本单元话题，激 发 学 生 对 话 题 的 兴 趣。 7. 预教词汇。通过图片 和构词法学习词汇。 IW CW 4’ Fast reading Step 2 · T asks Ss to predict the main idea of the passage according to the headings and the texts on the webpage. New words：athlete Questions： What’s the passage mainly about? 读前预测。 通过预测， 激 发学生读的兴趣， 为学生 在读中捕捉关键词做准 备。 通过快速读， 将四个标题 和文章相匹配， 圈出文段 IW CW 6’ 35 · T asks Ss to read the webpage and match the headings with the text. T asks Ss to underline the textual evidences. · Ss listen and check answers. · T asks Ss to circle the name of the athlete and then presents the form. Questions： 1. Who was the oldest / youngest /tallest / shortest ⋯ athlete ? 2. What do they all have in common? Did they do the same sports ? 3. What sports did they do? Form : Name Sports Athletes The oldest Hiroshi The youngest Antoinette The tallest Yao Ming The shortest Deng Linlin Wang Xin The highest jump Andrey The longest jump Maurren The strongest and heaviest Matthias 中运动员姓名， 并呈现在 表格中， 为下一步细读做 好铺垫。 Detailed-reading Step 3 · Ss read the first paragraph and complete the form ，then check answers and answer the questions. Name Sports Athletes Age The oldest Hiroshi Horse- riding Horse- rider 67 The young- est Antoi-n ette Swim- ming Swim- mer 8 10 12 Questions about Hiroshi: 1. How old was he in 2008 Olympic games? 1.通过分段阅读， 完成表格填 写，获取文章细节信息。 2.通过不断地追问加深对课 文的理解和情感的渗透，并 结合问题处理相关生词。 IW PW CW 20’ 36 2. What did he do in 1964?( 学习 compete) 3. Is horse-riding easy for a 67-year-old man? Questions about Antoinette: 1. How old did she begin swimming ? ( 学习 at the age of ) 2. What did she do at the age of 10? (学习 national champion ) 3. How old was she in 2008? Was she older than you ? Can you do that like her ? What do you think of her ? · Ss read the second paragraph and complete the form， then check answers and answer the questions. Name Sports Athletes Height The tallest Yao Ming basket- ball basket- ball player 2.29m The short-e st Deng Linlin Wang Xin gym-n astics diving gym-n ast diver About 1.36m New words: gymnast, diver Questions about Yao Ming: Do you like playing basketball? Do you want to play with him? Why? Questions about Deng Linlin and Wang Xin: Are you taller than them? What do you think of them? · Ss read the third paragraph and complete the form ， then check answers and answer the questions. Name Sports Athletes How high/far The highest jump Andrey high-ju mp high-ju mper 2.36m The Mau-rre long-ju long-ju 7.04m 37 longest jump n mp mper New words: gold medal, meter Questions: How high can you jump? How long can you jump? What’s the record in your school sports game ? What do you think of them? · Ss read the fourth paragraph and complete the form，then check answers and answer the questions. Name Sports Athletes weight The heaviest and strong-e st Matthias Weight- lifting Weight- lifter 105kg New words: weightlifter Questions: Do you think he was a healthy man ? Whose photo was it in his hand? Why ?Do you want to know his story ? Questions about all the athletes in the text: What do you think of them? How did they make it? · Ss read after the recording. 通过朗读，学生纠正语音语 调，进一步内化语言 。 第二课时 Second Period 教学目标 在本课学习结束时，学生能够： 1. 通过复习课文及例句， 观察， 发现， 归纳总结规则形容词、 副词最高级的构成和御用功能。 2. 在语境中恰当地使用形容词、副词最高级来介绍运动员及身边的同学，包括年龄、体重、 38 游泳成绩等信息。 教学过程 教学活动 设计意图 互动 模式 & 时 间 Review Step 1 · T asks Ss to share their posters in pairs. Then have the individual student reads the poster aloud in class and ask others to guess the athlete ’s name. 1. Ss share in pairs. 2. One student reads the poster ,but without reading the athlete ’s name, asks the other ss to guess who is his/her favorite athlete . 学生通过分享 的形式核对家 庭作业，复习 语言知识，既 活跃了课堂气 氛，又提高了 学生使用语言 的积极性。 IW PW 10’ Language in learning Step 2 · Learn the function of the superlative. 1.T presents the form filled last class and asks Ss to compare their age. Then T writes this sentence on the board: Hiroshi Hoketsu is older than Antoinette Guedia. 2.Direct Ss to read the first sentence in Ex.2 and T writes it on the board . 3.T asks Ss to think about: 1)what are we comparing？ 2）How many things do we compare in this sentence? 4. Ss summerize the function of superlative. · Learn the form of the superlative. 1. T directs Ss to the table on P31, point out one of the comparatives , high/higher. 2. T directs Ss to the table Ex.5 on P33, point out the superlative, high/highest. 3.Ss complete the table with superlative in 通过复习比较 级，学习并总 结最高级的构 成、语用功能 及句型结构。 IW PW CW 15’ 39 Ex.5. 4.Ss check answers in class. 5.Ss summerize the form of superlative. · Learn the sentence structure of the superlative. 1. T asks Ss to read Ex.2. Ask them to find examples of superlatives in the reading. 2. Ss read the sentences and find out the sentence structure of superlative . Language in use Step 3 · EX.6 Read about the swimmers write sentences with superlatives about them. 1.T directs Ss to read the chart and explain the chart. 2. T asks Ss“What adjectives will you use to describe about the swimmers? (可补充 提供给学生 old young, heavy light, fast slow) 3.T gives an example. 4. Ss write sentences about the swimmers with superlatives. 5.Ss read their sentences in class. · EX.7 Speaking Pair work Talk about the classmates using the words in the box. 1. Ss read the words in the box and write down the superlative form of them. 2. T gives an example. 3. 3. Ss work in pairs. 4. Ss report in class. 通过口笔头谈 论运动员和身 边的同学，运 用形容词副词 最高级，达到 学以致用。 IW PW CW 20’ Homework 1.Workbook P96 A,B,C 2. Listen and repeat Ex.8. 板书 Lesson 8 Olympic Winners Hiroshi Hoketsu is older than Antoinette Guedia. 40 The oldest athlete was 67-year –old Hiroshi Hoketsu . Unit 3 Faster ，Higher ，Stronger Lesson 9 Never Give Up！ 教学内容 话题：运动精神 词汇： pole, give up, explorer, accident, artificial, expedition 策略：读前预测； Skimming and scanning；阅读获取信息； 第一课时 First Period 教学目标 : 在本课学习结束时，学生能够： 1. 通过阅读，找出主人公 Janek在南北极探险主要活动的信息； 2. 通过对主人公行为的梳理和归纳，思考并推理出主人公坚毅不拔的性格品质； 3. 运用文本信息并结合自身生活体验，以 My experience 为题进行演讲活动； 4. 通过体验主人公坚毅的性格品质，提升自身不轻言放弃、努力克服困难的意识和勇气。 教学重点 : 1. 通过阅读，找出主人公 Janek在南北极探险主要活动的信息； 2. 通过对主人公行为的梳理和归纳，思考并推理出主人公坚毅不拔的性格品质。 教学难点 : 运用文本信息并结合自身生活体验，以 My experience 为题进行演讲活动。 教学过程 教学活动 设计意图 时 间 Pre-reading Warm up Warm up and get ready for reading 4’ 41 1. Lead in by the title. Ss are going to activate what they have known with the help of the title and pictures. (1) Read the title together. (2) Learn the new word. (Pole) Q1: Where are they? Can you point them out on the map? Q2: How can we call them? (3) Activate the Ss’ vocabulary which are relevant to the topic. Q3: What do you know about the Poles? What’s the weather like there? 2. Brainstorm Ss are going to brainstorm some words related to the topic with the help of the pictures and questions. Q: Do you think it is difficult to go to the Poles? Why or why not? 根 据 题 目 和 图 片 ， 猜 测 Pole 词义，并用图片 核对答案， 拓展 南北极说法。 通 过 图 片 和 问 题，引起学生对 话题的兴趣， 并 激 活 已 知 词 汇 及信息。 While-reading 1st reading- Skimming and scanning Read for the general information 1. Skim Ss are going to skim the text and find out the main character. Q1: Who went to the poles? Q2: How do you find it? Q3: So what is he doing there? Q4: And he is the youngest explorer. So what does explorer mean? 2. Predict Ss are going to talk about what they want to know about the text. 通 过 找 寻 主 人 公 介 绍 进 行跳读训练。 通 过 问 题 和 语境，引导学 生 推 测 新 词 explorer。 根据题目， 引 导 学 生 思 考 自 己 想 了 解 7’ 42 Q: What do you want to know about it? 3. Scan Ss are going to scan the text and match the headings with the paragraphs and underline the reasons as well. (1) Learn the new words. (2) Order the headings. (3) Match the heading with the paragraphs. (4) Check the answers. (5) Check the reasons. 4. Focus on the structures. Ss are going to divide the passage into different parts according to their main ideas. Ss can have their own opinions. Reasonable is OK. 哪 些 相 关 信 息， 激发学生 阅读兴趣。 通 过 搭 配 小 标题的活动， 理 清 文 章 基 本脉络。 预 测 小 标 题 顺序， 发散学 生思维。 充 分 让 学 生 发 表 自 己 的 看法， 鼓励学 生思考。 2nd reading- intensive reading Read for the detailed information Ss are going to circle out the time and underline what happened to him and what he did. Focus on the facts. (1) Circle the time and underline what happened to him and what he did. (2)Check the answers. 通 过 圈 画 时 间和动作， 理 清文章脉络， 理解故事。 10’ 3rd reading- deep understandi ng Read for the feelings and opinions. Ss are going to find out Janek ’s different feelings in different period of time and the writer ’s opinions. 1. Draw the time line and focus on the language. 通 过 时 间 数 轴，理清故事 发展脉络。 43 (1)Learn the new word. (artificial) (2)Get the detail information. Q: What is the best answer? Did he accept the invitation? 2. Focus on the feelings. (1)Make an example. (2)Guess the how Janek felt. Q1: What did Janek do?/What happened to him? Q2: How did he feel at that moment? Q3: If you were him, how would you feel? 3. Focus on the writer ’s opinion. (1)Find out the writer ’s opinion. (2)Understand the writer ’s opinion. (3)Find out why the writer thinks so. 4. Focus on the logic. (1)Find out the difficulties he met. (2)Find out the result. (3)Find out how he did to get the result. 在 语 境 中 处 理生词。 阅读文本， 推 测 主 人 公 的 感受， 创设情 境，引导学生 体 会 主 人 公 的精神品质。 获 取 并 理 解 作者观点， 并 推 导 出 作 者 这 样 认 为 的 原因。 理 清 学 生 画 出 动 作 的 内 在 联 系 及 逻 辑关系。 4th reading- after the tape Read after the tape. Ss are going to read after the tape. 跟读训练。 3’ Post-reading Task 1. Interview and report Ss are going to make an interview in pairs. Task 1: 假设你是二十一世纪报的小记者， 现在你有机会采访 Janek，你想不想问他一些问题呢？ (1) Work in pairs. One is the reporter, the other is Janek. 通 过 小 组 采 访 和回报的方式， 将 本 课 知 识 进 行内化， 并表达 自己的看法。 18’ 44 (2) Make an interview. (3) Present in class. 2. I won ’t give up! Task 2: 学校为了号召我们学习 Janek 的坚毅品质，现举办 以“I won ’t give up ”为主题的演讲比赛，请你参赛。 到目前为止你遇到了哪些困难？读了这个故事之 后， 你将如何去面对困难呢？ ⋯⋯ 请你谈谈你的想法吧。 (1) List at least two difficulties. (2) List what you ’ll do to solve them. (3) Describe your feeling using adjectives（形容词） . (4) Make your speech logical by using conjunctions(连词 ), such as and, but, what ’s more, etc. (6) Practice by yourselves. (3mins) (7) Share in pairs. (3mins) (8) Present in class. (9) Finish the self-evaluation after class. 3. Sharing. Nothing is impossible to a willing mind. 有志者事竟成。 结合自身， 进行 话题下输出， 并 增 强 学 生 面 对 困难、 客服困难 的决心。 Homework: 1. Read the passage after the tape. 2. Write down your own experience on your handouts. 3. Share your experiences with your classmates. Unit 3 Faster ，Higher ，Stronger 45 Lesson 9 Never Give Up！ Second Period 教学目标 在本课学习结束时，学生能够： 7. 通过观察、分组、总结等方式，归纳出形容词副词比较级、最高级的变化规则并运用，理解 形容的表达作用。 8. 正确使用比较级、最高级描述本课练习五三个俱乐部的情况，并会回答相关问题。 9. 正确使用比较级、最高级描写小组内同学的活动表现。 10. 会运用正确语调进行朗读和提问（特殊疑问句和选择疑问句） 。 教学过程 教学活动 设计意图 时间 Prepare review Read the passage and answer questions. 回顾已学， 为新 知识做准备。 4’ Present Group the adjectives Step 1. Find out the adjectives and adverbs to describe him and the difficulties he and his friends met. answer questions: 1. Was it easier for them to explore the South Pole than they explored the North Pole? 2. What does the writer think of him? When a famous polish explorer asked him to go to the North and South Poles with him, he gave the best answer, he had his most important journey. Step 2. Ask the Ss to observe these adjectives and adverbs and find out the differences among them. Step 3. Group these adjectives with the help of the examples. 体会形 容词 作 用 6’ Present 46 Sum up the rules Step 1. Ask the Ss to observe the different patterns. Step 2.group the words. Step 3 Try to work out the patterns Step 4 Sum up the rules. Step 5. Ask the Ss to try some new words. (These four words are common used words, but they are not followed the regular patterns.) Step 6. Ask the Ss to fill in the blanks with the help of the rules they have just summed up. 学生分组、 总结 等方式，归纳出 形容词 副词 比 较级、 最高级的 变化规 则并 运 用规则 写出 一 些单词 的比 较 级和最高级。 IW 8’ Product activities 1.观察三个俱乐部的情况， 用比较级和最高级描述情 况并回答问题（见课件） 。 2.读句子并按实际情况回答问题。 3．新来的班主任想要了解一下班里各小组学生的基 本情况，请你用我们今天学习的比较级和最高级在 小组里设置问题进行调查 (问题可以自己创设，不一 定局限在 exercise 6)，并汇报。 4. 今天进行小组活动（板报小组，英语剧组，物理 实验小组，篮球队，升旗组，接力赛等）总结，在 小组活动中，一定有我们可以学习的榜样吧，或许 他 /她是画的最好的，说话最有礼貌的，又或是比较 细心，请你用今天学习到的语言知识，说说我们可 以向他们学习什么吧。 Step 1.give an example Step 2.get ready in groups Step3.introduce one of the members s. with comparative and superlative adjectives and adverbs. 在活动 中体 会 形容词 副词 比 较级和 最高 级 的用法。 PW CW 17’ Pronunciation 朗读练习 8 和练习 6 中的句子 体会特 殊疑 问 句和选 择疑 问 2’ 47 句语调 Homework 1’ 4.Challenge yourself. Try something new. 原形 比较级 最高级 far old much/many little 5.今天进行小组活动 （板报小组， 英语剧组， 物理实验小组， 篮球队， 升旗组， 接力赛等） 总结， 在小组活动中，一定有我们可以学习的榜样吧，或许他 /她是画的最好的，说话最有礼貌的，又 或是比较细心，请你用今天学习到的语言知识，说说我们可以向他们学习什么吧。 Tips： 适当的比较，会让你更加有说服力；结合实例，更容易使大家信服哦。 __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Unit 3 Communication Workshop 教学内容 话题：体育 学习内容： 根据一篇关于运动会年级比赛成绩的报道， 以报道本年级的体育比赛成绩为主题 进行仿写； 阅读：通过小组合作自主学习，理解文本主要信息，分析和归纳范文结构、主体内容和重 点的语言形式和意义。 48 写作：模仿范文结构及语言，进行写作、评价和修改。 口语表达：介绍各班体育比赛情况 第一课时 First Period 教学目标 在本课学习结束时，学生能够： 5. 通过阅读范文，获取、找出阅读中有关运动会年级比赛成绩的报道信息，归纳总结出自 己写作任务的内容； 6. 在范文中找出自己写作任务中所需的内容方面的语言支持，从而丰富自己的写作内容； 7. 通过报道本班和其他班级运动会成绩的真实对比情况，增强集体荣誉感，并学习运动员 们的奉献和拼搏精神。 教学过程 学生活动 设计意图 互动 模式 & 时 间 Lead-in Topic revision ? Ss review the topic of Unit 3 with pictures and questions. Q1: What did you learn in Unit 3? Q2: What is the recent sports competition at our school? ? Ss brainstorm four groups of words: sports events, players, prizes or medals, adjectives and adverbs to describe sports games. (两种方案供选，一是作为上节课作业， 激 活 本 单 元 话 题 通过 brainstorming 方 式 ， 以 word spider 的形式激活 主要词汇，为学生 笔 头 输 出 的 内 容 及 细 节 信 息 做 准 备。 CW IW 3’ 49 分类积累本单元主题词汇， 导入部分分 享；二是放在写作部分中选用，当学生 对词汇回忆有问题时， 呈现出来提供帮 助。 ) Pre-writing Step 1 Task presentation Step 2 Task understanding ? Ss read the task on worksheet and talk about what they are going to write. Task: The 30th No. 12 High School Sports Day was held on Sep. 30th. 12STV is inviting students to write reports about the competition results of each grade. Please hand in a report with more than 100 words. ? Ss share their understanding of the task by answering the questions. Q1: What is your writing task? Q2: What is it about? 任务驱动，真实任 务 激 发 学 生 写 作 动机。 归 纳 本 次 写 作 任 务主题和要点。 CW IW 5’ While-writing Step 1 Preparation for content and language 1. Ss brainstorm what should be included in the report. Q: How to write this report? What does it include? (T presents what Ss say on PPT by using the triggers.) 2. Ss read and find out what will be included in their writing. 1) Ss read the sample report quickly to find 1. 学生理解写 作 任务后，口头充分 表 达 自 己 在 此 话 题 下 的 观 点 和 想 法，激活已知。 2. 在发现运用 自 己 的 已 知 完 成 任 务 可 能 会 遇 到 困 IW CW PW 20’ 50 out what they didn ’t mention. 2) Ss share their understanding in class. (T presents what Ss say on PPT again by using the triggers.) Ss may be offered some help on how to sum up the aspects, like outstanding players and special moments. 3) Ss divide the text into three parts and get what each part is mainly about. Possible answers: ? General introduction: date, place, the name of the sports competition ? Results: teams, performances ? Other information: best players, special moments 3. Ss read and learn to write Part I—Introduction. 1) Ss try to write down Part I on their worksheets individually. 2) Ss share their sentence in class. 3) Ss compare theirs with the sample text. 4) Ss revise or improve their 1st part if needed. 4. Ss read and write Part II—Results. 1) Ss try to recall the results of each class on 29th No. 12 High School Sports Day and fill in the table on the worksheet. 2) Ss make sentences to compare the results 难时，学生通过有 目的的阅读，获取 范 文 每 段 的 写 作 内容，从而补充他 们的已知， 了解 从 哪 些 方 面 来 撰 写体育赛事报道。 为 写 作 任 务 的 内 容 和 细 节 描 述 打 下基础。 3. 以学生为主体， 用已知带出未知。 让 学 生 自 己 去 学 习、分享、体验、 提炼、再学习，从 阅读需求出发，培 养学生阅读动机， 让 范 文 发 挥 最 大 的作用，体现出阅 读文本的意义，即 服务于写作。 51 according to the table in class, others take notes if needed. 3) Ss read and underline the topic sentences in the text. 4) Ss write down the topic sentences of Part II on their worksheet. 5) Ss read the details and complete the table in Ex. 1. 6) Ss talk about the performance of each event in the information card in groups. 7) Ss make sentences comparing the classes ’ performances orally in class, others take notes if needed. 8) Ss write down the details on their worksheets. 5. Ss read and write Part III —Other Information 1) Ss read this part and get to know what it is about. 2) Ss think of the best players and special moments, and then talk freely in class. 3) Ss write down this part on their worksheets. 4) Ss share in class. Step 2 Preparation for language ? Ss learn to write the details in Part II logically by using conjunctions when necessary. 1) Ss discover the function of conjunctions 通 过 修 改 所 给 例 句，来体验连接词 的意义和用法，并 修改自己的文章， CW IW 3’ 52 by revising the sentences presented. ? They did the worst in the long jump. They had the fastest runners. 2) Ss revise the sentences they write. 体 现 句 与 句 之 间 的逻辑关系。 Step 3 Drafting Ss write their articles. 学 生 独 立 完 成 写 作任务。 IW 3’ Post-writing Writing presentation Ss present their writing in class. 学生展示写作。 CW 6’ Homework: Write down the report and design the report with words and photos. (T reminds Ss that the top six reports will be displayed on the board.) 第二课时 Second Period 教学目标 在本课学习结束时，学生能够： 11. 结合自己和教师的写作评价标准，就写作的结构、内容、语言等几个方面进行自评和互评； 12. 根据评价的反馈，修改写作内容； 13. 与同伴谈论自己和对方的运动会结果报道。 教学过程 教学活动 设计意图 互动 模式 & 时 间 Evaluation strategy Step 1 1. Ss recall the task. 2. Ss discuss the criteria of a good report by answering the question. 学生回顾任务，即 本 节 课 评 选 出 班 级 六 篇 最 好 的 报 CW IW 5’ 53 Question: “What kind of report do you think can be displayed? ” 道，激发学生的热 情和兴趣。由此， 学 生 讨 论 好 报 道 的评价标准。 Example evaluation Step 2 1. Ss read the evaluation chart silently. 2. Ss try to evaluate one classmate ’s example through the projector with the help of teacher. 学 生 在 老 师 的 帮 助 下 运 用 评 价 标 准 阅 读 并 评 价 同 学的文章，为自我 评 价 和 小 组 评 价 做铺垫。 Self-evaluation and revision Step 3 1. Ss evaluate their own writings with the help of the evaluation chart. 2. Ss revise their writing. 学 生 根 据 评 价 反 馈表，评价自己的 文章并修改。 IW 5’ Group-evaluation Step 4 1. Ss evaluate the writing of each other in groups of six. 1) Ss exchange their writings clockwise and evaluate every writing individually. 2) Ss find out the best writing in their group and discuss the strengths of it. 学生六人一组，阅 读 并 评 价 组 内 的 每一篇文章，选出 组 内 最 好 的 文 章 进行讨论。 PW CW 10’ Presentation Step 5 1. Ss share the best writing in their group in class. 2. Ss share the reasons of the top writing. 3. Ss offer some advice on how to improve it. 学 生 在 班 级 展 示 组 内 最 好 的 文 章 并说明理由，同时 提供建议，使文章 更加完善。从而培 养 学 生 的 自 信 心 CW 15’ 54 和成就感。 Homework: Polish your writing and hand it in the next day. 附录： Information card for the 30 th No. 12 High School Sports Day Name: ___________- Event Class 1 Class 2 Class 3 Unit 4 Lesson 10 Going to the Doctor 教学内容 话题：看病就医 词汇： Getting Ready: face Lesson 10: health, problem, cough, fever, headache, stomachache, toothache, runny, sore, throat, plenty, plenty of, dentist, matter, temperature, deep, breath, flu, serious, twice, patient, date, symptom, treatment, nearby, cold, once 策略：听前预测；听中通过关键词获取主要信息 功能：看病就医 第一课时 First Period 教学目标 在本课学习结束时，学生能够： 55 1. 通过听获取病人的简单信息及医生治疗方案的内容； 2. 认读并说出常见的疾病名称及简单的解决方法； 3. 依据获取的信息，口头描述病人的基本情况和需要注意的事项； 4. 纠正不良的健康习惯，树立正确的健康意识。 教学过程 教学活动 设计意图 互动 模式 & 时间 Getting Ready Step 1 · T asks Ss to look at the pictures on P41, and reminds them of the healthy habits they have already known. · T asks Ss to ask and answer the questions on P41 in pairs to see if they have some healthy habits. · T leads Ss to imagine what will happen if they don’t have such healthy habits in order to teach the new words and expressions about health problems in L10 by using some pictures, such as cough, fever, runny nose, headache, toothache, stomachache and sore throat. 8. 激活学生已有知识储备，了解学生已 有知识，为课堂最后的输出做准备。 9. 通过问答，帮助学生初步了解自己的 健康习惯。 10. 引入本课话题，教授新词汇。 CW IW PW 10’ Pre-listening Step 2 Warm- · T shows pictures about the health problems 1. 教师引导学生针对健康问题给出简 单的建议。 同时， 处理部分词汇， 如： IW PW 56 Up and pretends to have one of them to see what advice Ss may give to T. · T asks Ss to work in pairs and make a short dialogue about giving some advice according to their life experience. dentist, temperature, 为 听 力 扫 清 障 碍。 2. 继续熟悉话题，为听力做好准备。 CW 3’ Step 3 · T asks Ss to look at the two pictures on P42, and encourages them to guess what is wrong with the girl and who fills the form. And then Ss give their reasons. · T teaches Ss the new words: patient, symptom, treatment. 1. 听前预测。通过预测，激发学生听的 兴趣，为学生在听中捕捉关键词做准 备。 2. 进一步扫清听力的障碍。 CW 1’ While-listening Step 4 1st listening · Ss listen and check their prediction and tell how many people there are in the dialogue and who they are. 2nd listening · Ss listen to the first part and complete the information about the patient’s name and her symptoms in the form in Ex. 2. · Ss listen to this part again and answer two questions： 11. 通过第一遍听，核查预测是否准确， 并了解对话的大意。 12. 通过第二遍听， 获取关于病人的个人 信息以及其病情的细节信息。 13. 通过教师设计的细节问题， 引导学生 内化对话中的主要信息和语言， 并进 一步了解对话中的细节信息。 14. 通过第三遍听， 获取关于治疗方案的 细节信息。 IW PW CW 16’ 57 Does Xiaoli have a serious fever or a small fever? How does the doctor know that she has a fever? · Ss check answers in pairs and then in class. 3rd listening · Ss listen to the second part and complete the information about the treatments in Ex. 3. · Ss listen to this part again and answer two questions： Why does Xiaoli need a note for school? What should Xiaoli do if she wants to make her body strong and keep her away from flu according to the doctor? · Ss check answers in pairs and then in class. 4th listening · Ss listen and complete the text message from Xiaoli to her dad. · Ss discuss about their answers in pairs. Then T invites individual S to share their answers. 15. 通过教师设计的细节问题， 引导学生 内化对话中的主要信息和语言 ,并进 一步了解对话中的细节信息。 16. 通过听并完成小丽给爸爸的短信， 实 现对信息的进一步的理解。 17. 回答教师设计的细节问题， 引导学生 内化对话中的主要信息和语言， 并进 一步了解对话中的细节信息。 Post-listening 58 Step 5 · Ss listen and read the dialogue together. · Ss work in groups of 3 to read the dialogue by looking at the tape scripts with some missing information. · Ss role-play the dialogue, using the information from the form. ※Ss can use the form in the Ex. 2 as a reminder, but Ss are not allowed to look at the tape scripts of the dialogue when role-playing. · T asks Ss to act as Xiaoli ’s mother and they have to describe Xiaoli ’s symptom and the doctor’s treatment to Xiaoli ’s teacher who just calls. 3. 通过朗读，学生模仿对话人物的语音 语调语流； 4. 分角色朗读，为口语输出做铺垫。 5. 在对话练习中，操练关于健康问题和 治疗方案的语言，不断内化对话信 息。 6. 为学生创设真实语境，并以第三人称 形式叙述小丽的病情以及医生的治 疗方案。 CW GW PW 15’ Homework 1. 听录音并跟读对话。 2. 根据表格， 以小丽妈妈的口吻给老师写一张请假条， 要求： 描述小丽的病情和医生的治疗 方案。 第二课时 Second Period 教学目标 在本课学习结束时，学生能够： 14. 辨析 a lot of / lots of / a lot / plenty of 的语意和语用功能； 15. 在就医时，表达自己的身体健康问题； 16. 在别人遇到健康问题时，给出合理的建议； 59 17. 通过讨论健康问题及建议，培养自己健康的生活习惯和意识； 18. 正确读出辅音 /f/和 /θ/并辨析它们不同的发音部位，了解字母或者字母组合发 /f/和 /θ/音。 教学过程 教学活动 设计意图 互动 模式 & 时间 Review and language in use Step 1 · T asks Ss to listen to the dialogue again and answer some questions to remind them of what they learnt last period. What is wrong with Xiaoli? What is the treatment that the doctor gives to Xiaoli? Why does Xiaoli need a note for school? What should Xiaoli do if she wants to make her body strong and keep her away from flu according to the doctor? · Ss focus on the important expressions in the answers. 1. 通过听并回答问题， 学生 描述小丽的病情和医生 的治疗方案， 复习对话信 息和有关疾病和治疗的 词汇。 2. 引导学生关注答案中的 表达法。 CW IW 8’ Step 2 · T shows Ss some of the answers with the following expressions: a bit of / lots of / plenty of · T asks Ss to compare the sentences with and without these expressions. · T leads Ss to focus on the nouns after these expressions to see if they are countable or uncountable. · Ss choose the correct expressions in the sentences in Ex. 4. · T checks the answers with the whole 3. 通过关注和对比答案中 的表达法， 体会它们的语 意和语用功能。 4. 通过接触、 体验， 学生自 己归纳、 总结这些表达法 的用法并体会它们的语 用功能。 5. 通过新的语境检验学生 是否理解。 CW IW 10’ 60 class. Function and language in use Step 3 · T asks two Ss to read the dialogue quickly and tell who the doctor is and who the patient is. · Ss focus on the words of the doctor and try to find out what the doctor wants to know about the patient and how he can get the information. · Then Ss focus on the words of the patient and tell what he must do when he sees a doctor. · T asks Ss to read and complete the table. · Ss read the dialogue aloud. · T encourages Ss to think of more expressions that can help them when they see a doctor. · Ss make a dialogue by themselves according to the key information from the dialogue. 在与本课对话相关的实际情 景中，进一步关注就医时的 功能用语。 IW PW CW 10’ Step 5 · T shows some pictures and asks Ss to make another dialogue between a doctor and a patient by themselves. 创设语境，进一步巩固就医 时的常用表达法。 CW PW 10’ Pronunciation Step 6 · T leads Ss to focus on some key words of the topic, such as fever, toothache, etc. Ss find out the pronunciation of the letters “th”and “f”. · T helps Ss to get the correct pronunciation. · Ss listen to the tongue twister in Ex. 7 and focus on the two sounds. · Ss listen to the recording and try to 1. 回顾本课话题词汇， 并预 测将要练习的两个清辅 音。 2. 帮助学生掌握这两个清 辅音的正确发音方法。 3. 学生在不断的听读练习 中， 进一步巩固两个清辅 音的发音。 CW PW IW 7’ 61 repeat. · Ss practise with a partner and try to read it as fast as they can. · T asks some of the Ss to read in front of the class. Homework 3. 完成练习册 P100 Ex. B&C 。 4. 使用本课所学的常用表达法，描写一种病情并写出合理的治疗方案。 Unit 4 Lesson 11 Health Advice 教学内容 话题：健康建议 词汇： advice, soap, sleepy, smoke, harmful, example, time, air, should, earphone, volume, wonder 策略：捕捉关键词抓主要信息、匹配相对应的健康建议 ; 读前预测； 通过合成词、上下文语境猜测词义 语法： when 和 because引导的状语从句 第一课时 First Period 教学目标 在本课学习结束时，学生能够： 1.通过阅读，找出四人的问题，并与专家提出的相应健康建议进行匹配，同时获取有关建议 的细节信息； 2.运用所获取的信息和语言，针对上述健康问题，口头提出相应建议，并能运用所学对生活 中相关健康问题提出建议，表达自己的观点； 3.增强健康意识，养成健康习惯。 教学过程 教学活动 设计意图 互动 模式 & 时间 62 Pre-reading Step 1 · T shows the photo of Lin Xiaoli and asks some questions to review what they have learnt and leads in the title of this lesson Health Advice. Do you remember the girl? What was wrong with her? What did the doctor ask her to do? · T asks Ss “What healthy habits do you have?” · T shows photos and asks Ss “What healthy habits can you see? ” and elicits some phrases and new words soap and sleepy. Ss repeat the new words after teacher. ※ T may ask Ss “Why do people do these things? ” while they are talking about the habits. · T asks Ss to match the sentences (problems) with the photos in Ex. 1. ※While checking the answers, T should give a model how to check. If time allows, T can ask Ss to think about other ways to solve the problems. 11. 通过图片和问题，简单复习 上节课所学内容，引入本课 话题：健康建议。 12. 激活学生已知有关健康习惯 的词汇与背景知识，并根据 图片和语境进一步认读和识 记新词汇： soap, sleepy。 13. 通过追问，学生进一步建立 健康习惯与健康之间的逻辑 对应关系。 14. 通 过 匹 配 句 子 与 图 片 的 活 动，引导学生针对相应问题 找出解决方案，初步给出建 议。同时增强学生养成健康 习惯的意识。 15. 通过追问，帮助学生开阔思 路。 CW IW 7’ While-reading Step 2 1st reading · Ss read the first part of the text and answer the question. Who wrote the questions and what are their problems? · Ss read the four letters (questions), circle the names and underline their problems. 2nd reading 18. 快速阅读课文第一部分，通 过捕捉关键词句，找出提问 的人和各自的主要问题。 19. 引导学生 预测专家回复内 容。 IW PW CW GW 23’ 63 · T asks Ss how they would respond to the questions. · Ss read the text and match the questions with the correct health advice (Ex. 2). Ss check answers in pairs and then in class. ※ Ss need to underline the key words that help them match. 3rd reading · Ss read the second part and answer some questions. ※Ss should underline where they find the answers on their books. · Ss check answers in groups, and then in the class. When they give the answers, they should say where they find the answers. ※T should write down the key words on the blackboard while students are giving answers. 4th reading · T plays the recording and Ss read with it in a low voice. · Ss read by themselves and try to understand. 20. 通过抓关键词，匹配问题与 相应的健康建议。 21. 阅读课文第二部分，通过回 答问题（ 包括一 系列的 追 问） ，获取有关健康建议的细 节信息，并解决生活中的相 关问题，同时引导学生关注 合成词 earphone,帮助学生通 过上下文推测生词 harmful, air, volume 的意思。 22. 教师板书关键词，帮助学生 梳理信息，作为输出的语言 支撑。 23. 模仿自然的语音语调语流， 强化信息和语言。 Post-reading Step 3 · T shows some sentences and asks Ss to find out the sentences about the same problem. ※ T gives a model how to do that. After checking the answers, Ss read the sentences by themselves to consolidate. · T chooses one of the problems in the reading and leads Ss to give advice according to the key words in the 7. 再现提出健康建议的重要语 句，学生通过阅读归类，在 句子层面进一步内化信息和 语言。此活动从另一角度检 查了学生的读书情况。 8. 教师引领学生就文中一个问 题，提出建议。依据关键词， 大部分学生都能就此给出建 议，感受成功的快乐。 9. 教师引领学生就其他三个问 GW PW CW IW 15’ 64 table. Ss practise by themselves and give advice. · T shows a table with the other three problems and leads Ss to give advice with the key words. Then Ss work in pairs，role play to ask and answer the questions about health problems. ※ T can help Ss brainstorm what questions they can ask before they do the role-play. Then T gives a model how to do that. · T asks Ss to help English Salon to give replies to some Ss’ problems. Ss choose the problem, prepare by themselves for 3 minutes, and share in the group first and then in the class. ※ For some top Ss, they can choose other problems to talk about if they have enough time. T gives a model how to give the reply. 题提出建议，学生通过角色 扮演，模拟真实语境进行交 际，进一步内化信息和语言， 为口语输出做准备。 10. 教师预设学生操练过程中可 能遇到的问题，提前帮助学 生分解难点，同时引领示范 如何操作。 11. 创设语境，分层设计，运用 所获取的信息和语言，口头 提出相应建议，并能运用所 学对生活中相关健康问题提 出建议，表达自己的观点， 使不同层次学生都能够参与 活动，完成任务，培养口头 表达能力，增强健康意识。 Homework 3. 听录音并跟读课文。 4. 把你准备回复的信件内容整理在作业本上。 第二课时 Second Period 教学目标 在本课学习结束时，学生能够： 19. 在语境中理解由 when 和 because引导的状语从句的用法和表意功能，并完成不同层次 的练习活动； 20. 初步使用含有 when 和 because的状语从句， =针对具体问题，提出健康建议； 21. 正确读出辅音 /s/和 / θ/，听准并分辨出含有这两个发音的读音相似的单词和句子； 22. 增强小组合作意识，养成健康的生活方式。 65 教学过程 教学活动 设计意图 互动 模式 & 时间 Review Step 1 · T shows four pictures and leads Ss to recall their problems in the reading. · Ss give advice according to the key words in the table to review the information and language. 复习上节课所学的信息和语言， 初步感知 由 when 和 because 引导的状语从句。 CW IW 5’ Grammar Step 2 · T asks Ss to read the passage and underline the sentences with when and because. · Ss read the sentences aloud and know the meaning. T helps them to understand the adverbial clause with when and because. · T asks Ss to join the pairs of sentences using when or because. (Ex. 5) · T asks Ss to give health advice with when with the help of the information in two columns. · T asks Ss to give health advice with because with the help of the information in two columns. 4. 引导学生关注连词 when 和 because的 使用，并理解其表意功能。 5. 通过大量口语练习，不断使用 when 和 because提出健康建议。所提供的 信息从控制、到半控制、到开放，给 学生思维发展的空间。练习过程中涉 及到 harmful 时，简单举例动词、名 词加后缀 -ful 变形容词，整合课本中 的活动 4。 CW IW PW 15’ Speaking Step 3 · Ss complete the following sentences with their ideas. 6. 针对具体问题，发表观点，进一步体 会 when 和 because的用法， 谈论健康 IW PW 66 (Ex. 6). Then they share their answers in pairs and then in the class. · T prepares some health problems on small paper beforehand and asks each group to get one from her hand. They discuss in groups to give the advice and then share in the class. · T asks each group to write down one health problem and then they exchange their problems with another group. They discuss in groups to give advice to the other groups and then share in the class. ※ Encourage Ss to use “because ” and “when” as they give advice. They can get more points than those who don ’t use them. 建议。同学间互相分享，开阔思路， 此活动整合了课本中的活动 7。 7. 创设真实情境， 鼓励学生用含有 when 和 because的状语从句，针对教师和 同学的困惑，提出建议，培养口头表 达能力，同时引导学生养成良好的生 活习惯和健康的生活方式。 CW GW 20’ Pronunciation Step 4 · T shows some words with the sounds /s/ and / θ/, and asks Ss to read and find out the rules and identify the difference between the sounds /s/ and / θ/. · Ss first read the sentences by themselves and then listen to the recording and circle the sentences they hear. (Ex. 8) 8. 引导学生找出发音 /s/和 / θ/的字母和字 母组合，正确读出 /s/和 / θ/的发音。 9. 引导学生试读，在听的过程中辨别并 选出含 /s/和 / θ/发音的句子。 10. 听读训练，巩固含 /s/和 / θ/的发音。 CW IW PW 5’ 67 · Ss work in pairs, read to each other and guess which sentence it is. (Ex. 9) Homework 5. 完成练习册 P102-103。 6. 制作一张健康海报。 Unit 4 Lesson 12 Healthy Bones 教材分析 本课是北师大版《初中英语》八年级上册教材第 4 单元的第 12 课，单元话题为健康习惯。 本单元前两课学习内容包括如何看病就医和给他人提出健康建议。本课为本单元的第三课，是 一节阅读课，内容是谈论骨骼健康，是前两课话题的延续，为最终进行本单元的综合语言输出 奠定初步的语言基础。 本课的教学设计分为两个课时。第一课时侧重对文本内容的理解，首先利用人体骨骼的相 关知识激活学生已有知识，做话题和词汇准备。随后通过图片信息和略读文本信息获取文章大 意，然后通过细读获取有关骨骼的基本信息以及如何保持骨骼健康的信息，最后结合课文的信 息和语言进行基于本课内容的输出性活动。在第一课时，学生还要初步感知形容词及反义词和 状语从句的用法。 第二课时在复习课文语言和内容的基础上，引入本课的重点语法内容 —— 状语从句，通过 对比和观察例句，归纳、总结出状语从句的语用功能，在语境中进行多层面的练习，最后运用 状语从句和相关的形容词来谈论健康的生活习惯。 教学内容 话题：骨骼健康 词汇： 认读： blood, hold, although ,outside, inside ,waste, even , bone, 理解：nutrient, calcium, vitamin, solid, stair 策略：读前预测， 68 读中通过 skimming 获取大意信息，利用记笔记的策略梳理细节信息。 语法：状语从句 第一课时 First Period 教学目标 在本课学习结束时，学生能够： 1. 通过阅读，获取关于骨骼以及如何保持骨骼健康的信息； 2. 使用获取的信息和语言，介绍人体骨骼以及如何保持骨骼健康； 3. 体会骨骼健康的重要性，增强健康生活的意识。 教学过程 教学活动 设计意图 互动模式 & 时间 Pre-reading Step 1 · T shows Ss a picture of bones and asks them. What’s wrong with it? · Ss read the questions and discuss the answer. 1. How many pieces of bones are there in our body? A. 206 B. 207 2. Where is the smallest bone in our body? A. in our head B. in our ear 3. Who has more bones? A. a baby B. a twenty-year-old man 4. Whose bones stop growing around 25? A. women’s B. men ’s · T elicits Ss to say something about the bones. · Ss share more 1. 引入话题激活学 生已有的关于骨骼 方面的知识， 学习本 课的词汇。 2. 引发学生阅读的 兴趣。 IW PW CW 5’ 69 information about bones. · Ss look at the title and predict what the writer will talk about in the passage. While-reading Step 2 1st reading · Ss look at the pictures and skim the text, and choose the best title. · Ss check answers in pairs, and then check in class. 2nd reading Ss read the passage again then divide the passage into two parts and summarise the main idea of each part. 3rd reading · Ss read paragraph 1 and 2 to underline the information about bones and then answer the questions. · Ss read paragraph 3-5 and finish the table about how to keep bones healthy. · Ss check answers in pairs and then in class. 24. 通 过 快 速 浏 览 图片信息和各段段 首，获取文章大意， 检测预测结果。 25. 通过第二遍读， 引导学生关注篇章 结构， 通过归纳， 概 括，加深学生从整体 上对文章的理解。 26. 细读文章 1、 2 段，通过填空获取骨 骼的基本信息。 27. 细 读 文 章 3-5 段，通过填写表格， 获取如何保持骨骼 健康的信息。 IW PW CW 20’ Step 4 · Ss listen and read the text with the recording. 模仿正确的语音语 调，强化语言。 Post-reading 70 第一课时 (学案 ) First Period Read paragraph 3-5 and finish the table. What can we do to help keep our bones healthy? Why are they important? How can we get them? Get from milk, vegetables and other food Keep calcium work well Do exercise Step 5 · Ss work in pairs to ask and answer questions according to the handout. · Role play. Ss work in groups. One student asks questions and the other answers as a specialist. 1. 学生进行及时的 信息内化。 2. 通过有情境的问 答练习， 帮助学生强 化信息。 W IW 15’ Homework 5. 朗读课文。 6. 独立给家人描述一下骨骼健康的知识。 71 第二课时 Second Period 教学目标 在本课学习结束时，学生能够： 23. 在语境中体会、发现、归纳由 although、but、because、so 引导的状语从句的用法和表 意功能； 24. 运用 although、but、because、so 引导的状语从句给身边的老师和同学提出合理的健康 建议。 教学过程 教学活动 设计意图 互 动 模 式 & 时间 Review Step 1 · T asks Ss what they have learnt last period then finishes a summary together. 1. What are bones like? 2. Why are bones important? 3. How can we keep bones healthy? 回顾上节课获取的信息和语言。 CW IW 5’ Step 2 · T elicits Ss to find out adjectives and their opposites. e.g. hard-soft, inside-outside · T asks Ss to find more adjectives from the passage and discuss in groups to find right answers. · Ss read the passage to underline adjectives and then to share their answers in groups. 6. 归纳形容词及其反义词。 7. 充分利用文本，鼓励学生积累更多 形容词及其反义词。 CW PW IW 7’ 72 · Ss match adjectives and opposites, after that Ss work in pairs and use them to make sentences. Grammar Step 3 · T chooses two sentences that Ss get from the passage and asks them to observe the sentences to find out adjectives and opposites by although and but. For example, 1. Although they are light, bones are strong enough to support our weight. 2. Bones are hard on the outside, but they are soft on the inside. · T presents the two sentences with although and but missing. · Ss discuss which ones are clearer. · T presents the two sentences into different forms. · Ss observe and find the differences. · T asks Ss to find more sentences contain “although ” or “but ” from the passage and change them into different forms. · T directs Ss to find out that “because ” and “so” have similar function to make sentences clearer. 1. 引导学生关注 although 和 but 在句子 中所起的转折连词的作用。 2. 学生在老师的引导下，自己体会、观 察、发现语法现象。 3. 通过练习，让学生达到强化、巩固的 目地。 CW IW 17’ 73 · T asks Ss to finish exercise B on page 104 and then finish Ex. 5 on page 47. Grammar in use Step 4 · Ss do Ex. 6 individually and then discuss in groups. · T checks the answers. · Ss list teachers ’ and students ’ unhealthy behaviors and then give them some advice in groups. · T asks individual S to report the advice of his / her groups. 1. 引导学生根据自己的实际情况使用 本课所学的语法。 2. 创设真实情境，使学生能运用状语从 句发表个观点，解决实际问题。 3. 倡导健康生活方式。 IW PW CW 11’ Homework 7. 朗读课文。 8. 把课上提出的健康建议写在作业本上。 Unit 4 Lesson 12 Healthy Bones 教学内容 话题：骨骼健康 词汇：认读： blood, hold, although ,outside, inside ,waste, even , bone, 理解： nutrient, calcium, vitamin, solid, stair 策略：读前预测，读中通过 skimming 获取大意信息，利用记笔记的策略梳理细节信息。 语法：状语从句 第一课时 First Period 教学目标 在本课学习结束时，学生能够： 1. 通过阅读，获取关于骨骼以及如何保持骨骼健康的信息； 2. 使用获取的信息和语言，介绍人体骨骼以及如何保持骨骼健康； 3. 体会骨骼健康的重要性，增强健康生活的意识。 教学过程 74 教学活动 设计意图 互 动 模 式 & 时间 Pre-reading Step 1 · T shows Ss a picture of bones and asks them. What ’s wrong with it? · Ss read the questions and discuss the answer. 1. How many pieces of bones are there in our body? A. 206 B. 207 2. Where is the smallest bone in our body? A. in our head B. in our ear 3. Who has more bones? A. a baby B. a twenty-year-old man 4. Whose bones stop growing around 25? A. women ’s B. men ’s · T elicits Ss to say something about the bones. · Ss share more information about bones. · Ss look at the title and predict what the writer will talk about in the passage. 1. 引 入 话 题 激 活 学生已有的关于骨 骼方面的知识，学 习本课的词汇。 2. 引 发 学 生 阅 读 的兴趣。 IW PW CW 5’ While-reading Step 2 1st reading · Ss look at the pictures and skim the text, and choose the best title. · Ss check answers in pairs, and then check in class. 2nd reading Ss read the passage again then divide the passage into two parts and summarise the main idea of each part. 3rd reading · Ss read paragraph 1 and 2 to underline the information about bones and then answer the questions. · Ss read paragraph 3-5 and finish the table about how to keep bones healthy. · Ss check answers in pairs and then in class. 3.通过快速浏览图片 信息和各段段首，获 取文章大意，检测预 测结果。 4.通过第二遍 读，引导学生关注篇 章结构，通过归纳， 概括，加深学生从整 体上对文章的理解。 5.细读文章 1、2 段， 通过填空获取骨骼 的基本信息。 6.细读文章 3-5 段， 通过填写表格，获 取如何保持骨骼健 康的信息。 IW PW CW 20’ Step 4 · Ss listen and read the text with the recording. 模仿正确的语音语 调，强化语言。 Post-reading 75 第一课时 (学案 ) First Period Read paragraph 3-5 and finish the table. What can we do to help keep our bones healthy? Why are they important? How can we get them? Get from milk, vegetables and other food Keep calcium work well Do exercise 第二课时 Second Period 教学目标 在本课学习结束时，学生能够： 25. 在语境中体会、发现、归纳由 although、but、because、so 引导的状语从句的用法和表 意功能； 26. 运用 although、but、because、so 引导的状语从句给身边的老师和同学提出合理的健康 建议。 教学过程 教学活动 设计意图 互动模式 Step 5 . Ss work in pairs to ask and answer questions according to the handout. · Role play. Ss work in groups. One student asks questions and the other answers as a specialist. 1. 学 生 进 行 及 时 的信息内化。 2. 通 过 有 情 境的 问答练习，帮助学 生强化信息。 W IW 15’ Homework 7. 朗读课文。 8. 独立给家人描述一下骨骼健康的知识。 76 & 时间 Review Step 1 · T asks Ss what they have learnt last period then finishes a summary together. 1. What are bones like? 2. Why are bones important? 3. How can we keep bones healthy? 回顾上节课获取的信 息和语言。 CW IW 5’ Step 2 · T elicits Ss to find out adjectives and their opposites. e.g. hard-soft, inside-outside · T asks Ss to find more adjectives from the passage and discuss in groups to find right answers. · Ss read the passage to underline adjectives and then to share their answers in groups. · Ss match adjectives and opposites, after that Ss work in pairs and use them to make sentences. 8. 归 纳 形 容 词 及 其 反义词。 9. 充分利用文本， 鼓 励学生积累更多形容 词及其反义词。 CW PW IW 7’ Grammar Step 3 · T chooses two sentences that Ss get from the passage and asks them to observe the sentences to find out adjectives and opposites by although and but. For example, 1. Although they are light, bones are strong enough to support our weight. 2. Bones are hard on the outside, but they are soft on the inside. · T presents the two sentences with although and but missing. · Ss discuss which ones are clearer. · T presents the two sentences into different forms. · Ss observe and find the differences. · T asks Ss to find more sentences contain “although ” or “but ” from the passage and change them into different forms. · T directs Ss to find out that “because” and “so” have similar function to make sentences 1. 引 导 学 生 关 注 although 和 but 在句子 中所起的转折连词的 作用。 2. 学生在老师的引导 下，自己体会、观察、 发现语法现象。 CW IW 17’ 77 clearer. · T asks Ss to finish exercise B on page 104 and then finish Ex. 5 on page 47. 3. 通过练习，让学生 达到强化、巩固的目 地。 Grammar in use Step 4 · Ss do Ex. 6 individually and then discuss in groups. · T checks the answers. · Ss list teachers ’ and students ’ unhealthy behaviors and then give them some advice in groups. · T asks individual S to report the advice of his / her groups. 1. 引导学生根据自己 的实际情况使用本课 所学的语法。 2. 创设真实情境，使 学生能运用状语从句 发表个观点， 解决实际 问题。 3. 倡 导 健 康 生 活 方 式。 IW PW CW 11’ Homework 9. 朗读课文。 10. 把课上提出的健康建议写在作业本上。 Unit 5 Lesson 13 Helping Your Community 教学内容 话题：看病就医 词汇： Getting Ready: protect, environment, recycle, save, electricity, off, turn off, community Lesson 13: similar, ever, volunteer, helper, complete, clean-up, seem, can, piece, finished, litter, put up, notice, request, reply 策略：听前预测； 听中通过关键词获取主要信息 功能：请求与回答 第一课时 教学目标 在本课学习结束时，学生能够： 5. 通过听获取清扫海滩垃圾的信息； 6. 依据获取的信息，口头描述 Amy ，Bai Min 和 Jim 清扫海滩垃圾所做的事以及用到的工 78 具； 教学过程 教学活动 设计意图 时间 Getting Ready Step 1 · Ask Ss to think about the question: as students, what can we do to help our community? 激活学生已有知识储备，了解学生 已有知识，为课堂最后的输出做准 备。 5’ Pre-listening Step 2 Warm- Up · Ask Ss to read the poster and discuss the three questions in pairs. 引入本课话题， 学生讲述类似经历， 为听做准备。 3’ Step 3 · T asks Ss to look at the poster again and try to guess out some words related to different volunteer work. 1. 听前预测。 通过预测， 激发学生 听的兴趣， 为学生在听中捕捉关 键词做准备。 2 进一步扫清听力的障碍。 1’ While-listening Step 4 1st listening · Ss listen and tick out the volunteer work they do. 2nd listening · Ss listen and match the people with the pictures · Ss check answers in pairs and then in class. 3rd listening · Ss listen and complete the short passage on the worksheet. · Ss discuss about their answers in pairs. Then T invites individual S to share their answers. 1. 通过第一遍听， 了解对话的大意 , 并推断出学生们所做的志愿活 动。 2. 通过第二遍听，获取三人所带物 品的信息。 3. 通过第三遍听，获取关于清扫 海滩垃圾的细节信息。 19’ Post-listening 79 Step 5 · Ss read the passage we have just completed. · Pairs work: students try to perform the dialogue with the help of the tables. · Pair work: Ss suppose they are one of the three students, and tell the volunteer work to the teacher. · Ask some pairs to act out 1. 通过朗读，学生进一步学习关于 海滩清扫垃圾的内容。 2. 学生口头练习，试着复述三人海 滩清扫垃圾的对话。 3. 学生用转述的方式向他人描述这 次志愿者活动。 18’ Homework 1. 听录音并跟读对话。 2.根据文章对话， 以 Amy 的口吻写一篇短文汇报周六的志愿者活动。 要求： 写出做了什么， 用到什么工具。 第二课时 教学目标 在本课学习结束时，学生能够； 27. 在向他人提出请求时，能准确地表达自己的请求； 28. 在他人请求自己的帮助时，能准确给出回应。 教学过程 教学活动 设计意图 时间 Review the key phrases and the dialogue Step 1 1 Ask Ss to say out the key phrases. 2 Let Ss listen to the dialogue again and complete the dialogue. 1.复习在社区所做的 志愿者活动的相关词 组。 2 听原文， 复习上课所 学习的内容。 3 引导学生关注请求 与回答的功能句。 12’ Step 2 1 Let Ss find out how to ask and answer when needing help. 2 Let Ss work in pairs and say more sentences and 1 学习功能句。 2 激活旧知。 18’ 80 expressions when needing help. 3 Ss finish the exercise 7 on the book and check the answers. 3 两人一组小组练习 功能句。 Language in use Step 1 1 Ss work in pairs, choose one volunteer work, make a dialogue. 2 Act out their dialogues. 合作使用语言 15’ Homework 1.完成练习册。 2.写一篇短文，记录一次自己的志愿者活动 要求：写出做了什么 用到了什么工具 Unit 5 Lesson 14 Helping Each Other 教学设计 教学内容 话题：友情 词汇： fight, laugh at, polite, avoid, actually, step, without, lead, dare, copy, appear, surprise, from then on, present, public, in public, lie 策略：读前预测，猜测词义，捕捉关键词获取文章的主要信息和细节信息。 语法：过去进行时的肯定句、否定句。 第一课时 First Period 教学目标 在本课学习结束时，学生能够： 1. 通过阅读文章，获取有关一个女孩转学的第一天的经历的信息。 2. 通过阅读， 在语境中理解 actually 和 dare 等词的语义；初步运用 finally, event, nervous,dare 等有关互助的词汇和短语；初步体会过去进行时的表意功能。 3. 体会人与人之间的真情，关注需要帮助的同学和朋友，真诚的给予帮助。 教学过程 教学活动 设计意图 时间 Warm-up Step1 Show Ss some pictures and ask: Q: 1. What are the people doing? 导入本单元话题，激发学 生对话题的兴趣。 1’ 81 2. What do you think of the people who help others? Show the Ss some sentences and ask them to judge which are helpful. 加强对 helpful 的理解，学 习词汇，同时培养学生分 辨是非的能力，提醒学生 要对人和善。 4’ Pre-reading Step2 T asks Ss: Q:1.If you are new students in a new school, what is your feeling on your first day at new school? 2.If there is going to be a new student in our class, what will you do? 读前预测。通过预测，学 生体会故事中人物的真实 情感。为学生理解故事情 节做铺垫。 2’ While-reading Step3 1st reading · Ss read the story and order the events. （Ex. 2） · Ss check answers in class. 2nd reading · Ss read the story again and complete the sentences. （Ex. 3） · Ss check answers in class. 3rd reading · Ss read part by part and finish the exercises. · Para1 · Ss read Para1 and write T for true and F for false. · Ss check answers in class. · Ss retell Para1. · Para2 · Read Para2 and answer questions. · Ss check answers in class. · Ss retell Para2. · T asks Ss： · Q：At last ，what happened？ 4th reading 1.通过第一遍读， 获取文章 主要信息，对文章整体理 解。 2.通过第二遍读， 获取细节 信息。学习重点词汇。 3.通过逐部分阅读， 判断正 误、回答问题加深对课文 的理解，并通过逐段复述 课文，学生对文章内容进 行内化。 4. 学生 体会人 与人之 间的 真 情，提高互助意识。 5.通过朗读， 学生纠正语音 语调，进一步内化对话信 息和语言。 20’ 82 · Ss listen to and read the story after the recording. Post-reading Step4 · T asks Ss to retell the story in pairs. · T asks some Ss to retell the story in front of the class and choose the best storyteller . 以 讲 故 事 比 赛 的 形 式 引 导 学 生 回 忆 课文内容， 并 加深理解， 实 现语言输出。 18’ Homework Read the story loudly and try to tell it to others. Underline the sentences with “ was/were+ ving”. 第二课时 Second Period 教学目标 在本课学习结束时，学生能够： 1. 通过复习课文在语境中复习、运用相关的词汇。 2. 通过在语境中体会、发现和归纳过去进行时的肯定句、否定句的用法和表意功能，并完 成不同层次的练习。 3. 运用过去进行时的肯定句、否定句表述信息，并从他人语言中获取信息。 教学过程 教学活动 设计意图 时间 Review and language in use Step 1 · T asks Ss to recall the details of the story they read in the last lesson. · T asks Ss to complete the sentences with the words. 学生通过复述课文， 复习 语言知识。 通过练习深化对重点词 汇的印象。 8’ Grammar and language in use Step 2 · T asks Ss to complete the sentences according to the story. 聚焦过去进行时， 通过对 文中的句子分析、归纳、 7’ 83 · Ss check the answer and summarize the uses of the Past Continuous. 总结理解过去进行时的 用法。 Step3 · T shows some pictures to Ss,and ask Ss to answer questions according to the pictures. · T presents a task to Ss: an interview · T asks Ss to ask and answer in pairs to know what others ’ family members were doing when he or she got home yesterday afternoon. · · Ss act out the interview. · T asks Ss to make short dialogues. · Ss show their dialogues. · · T asks Ss to play a game together . 通过练习进一步理解过 去进行时的用法。 创设语言环境，进一步巩 固过去进行时态的意义 及用法。 学生展示，增强学生自 信。 发散思维， 拓展过去进行 时的语境使用。 激发学生兴趣， 进一步巩 固目标语言。 20’ Step 4 · T asks Ss to do some exercises. · Ss check the answer . 通过机械训练检验学生 目标语言掌握情况。 5’ Pronunciation Step 5 T helps Ss to get the correct pronunciation. Ss listen to the sentences in Ex.9 and fill in the table. Ss listen to the recording and repeat. Ss read the sentences to their partner . 学生通过听、 读、 分辨两 个音标的读音， 并在练习 中巩固目标音标的发音。 5’ Homework Read the sentences of exercise 9 loudly. Make sentences with the Past Continuous. Unit 5 Helping Lesson 15 A Young Hero 教学内容 84 话题：安全与救护 词汇： hero, tsunami,bubble, warn, because of 策略：读前预测； Skimming and scanning；阅读获取信息； 第一课时 First Period 教学目标 : 在本课学习结束时，学生能够： 8. 通过阅读，找出主人公帮助他人躲避海啸故事的一些基本信息； 9. 通过阅读，理解故事事件发生的先后顺序，思考并推理出主人公沉着勇敢的品质； 3. 通过阅读，运用文本信息描述主人公帮助他人躲避海啸故事的经过。 4. 通过体验主人公勇敢、沉着的品质，提升自己丰富紧急意外情况自救知识的意识。 教学重点 : 1. 通过阅读，找出主人公帮助他人躲避海啸故事的一些基本信息； 2. 通过阅读，理解故事事件发生的先后顺序，思考并推理出主人公沉着勇敢的品质； 教学难点 : 通过阅读，运用文本信息描述主人公帮助他人躲避海啸故事的经过。 教学过程 教学活动 设计意图 时间 Pre-reading Warm up Warm up and get ready for reading Lead in by the pictures and learn some new words in the context . Ss are going to guess the meaning of some new words and predict today’s topic with the help of the pictures. (1)Show the contrast of the pictures of Maikhao Beach in Thailand and motivate the students to speak out the word “tsunami”. (2) Show the cause of tsunami and guide the students 利用图片对比，创 设情境，启发学生 猜 测 tsunami 词 义，引起学生对话 题的兴趣，并向学 生 介 绍 海 啸 的 形 成 , 启发思考海啸 的前兆，教授新单 词，积累相关的背 4’ 85 to speak out the sign of tsunami. (3) Read the title and think what the girl in the picture did. (4) Learn the new words. (tsunami,bubble,hero,because of ). 景知识 . While-reading 1st reading-skimm ing Read for the general information Skim Ss are going to skim the text and fill in the basic information. ( When, Where, Who, What ) 通过找寻故事发生 的时间、地点，人 物、事件进行跳读 训练。 7’ 2nd reading- intensive reading Read for the detailed information Ss are going to read the text paragraph by paragraph and learn about the structure of the text. (1) Read Paragraph 1 and answer the question. How important to learn our subjects well! (2) Read Paragraphs 2-4 and answer the questions. Keep calm! (3) Read Paragraph 5 and fill in the blanks. She is really a young HERO! (4) Read and Match. 学生分段阅读，完 成 不 同 的 阅 读 任 务， 理清文章脉络。 阅读文本，在阅读 任务中思考和推理 主人公的品质。 17’ 3rd reading Focus on the logic. Ss are going to read the text again and be more clear about how Tilly saved the people. 1. Read and order the sentences. 关注事件发生的先 后顺序，培养逻辑 思维。 6’ 86 2. Read the text and fill in the timeline. 4th reading- after the tape Read after the tape. Ss are going to read after the tape. 跟读训练。 3’ Post-reading Task Internalize the information obtained in the text Ss are going to describe the process of saving people and show their own opinions . 1. Try to describe how Tilly saved people according to the diagram. 2. What do you think of Tilly? 3. What should we do in face of disaster,such as tsunami, earthquake, fire etc.? 将本课知识进行内 化，并表达自己的 看法。 结合自身，进行话 题下输出，提升自 己丰富紧急意外情 况 自 救 知 识 的 意 识。 8’ Homework: 1. Write down how Tilly saved people in the tsunami in Thailand. 2. Make a poster about how to protect ourselves in front of disaster(灾难 ) ，such as tsunam earthquake, fire ？(Choose one is OK!) Second Period 教学目标 在本课学习结束时，学生能够： 29. 通过观察、分析、总结等方式，归纳出 because ,because of 的用法。 30. 正确使用比较级、最高级描述本课练习五三个俱乐部的情况，并会回答相关问题。 31. 正确使用比较级、最高级描写小组内同学的活动表现。 32. 会运用正确语调进行朗读和提问（特殊疑问句和选择疑问句） 。 87 教学过程 教学活动 设计意图 时间 Prepare Review Try to describe how Tilly saved people according to the diagram. 回顾已学， 为新 知识做准备。 4’ Present Observe the sentences and summarize the usage of “because and because of ” Step1. Observe the sentences and summarize . Step 2. Ask the Ss to do some exercises to check themselves. 观察、 归纳、 练 习、巩固。 10’ Present Grammar Focus (past continuous and short answers) Step 1. Ask the Ss to do a guessing game. Step 2.Ask the Ss to practice the dialogues. Step 3.Summarize the structure of the past continuous and short answers. Step4. Ask the Ss to do Exercise6. 15’ Product Activities Step 1. Ask the Ss to do Exercise7 according to the examples Step 2. Ask the Ss to do Exercise8. 在活动 中体 会 形容过 去进 行 时的用法。 13’ Pronunciation 朗读练习 9 和练习 10 中的句子 体会组 合的 发 音规则 2’ Homework 1’ 88 Unit 5 Communication Workshop 教学内容 话题：叙述自己特殊的一天 词汇： shake hands show...around to one’s surprise get on delicious teddy bear gift sunglasses statue title 策略：按事件的时间发展顺序，或逻辑顺序，叙事。分析归纳文章结构，语言 列提纲，为写作进行铺垫；小组合作，共同提高。 第一课时 First Period 教学目标 在本课学习结束时，学生能够： 1. 通过阅读范文，获取有关 Emma 的特殊的一天的信息包括所做所遇到的事件及 对这些事件的感想； 2. 在范文中找出自己写作任务中所需要的内容语言，丰富自己在帮助话题下表述感 想，原因和叙述过去事件的语言。 3. 分析和归纳范文结构； 4. 仿写范文列出草稿。 教学过程 学生活动 设计意图 互动 模式 & 时 间 Lead-in Topic revision Ss review the topic of Unit5 with questions. Q1: What did you learn in Unit 5? Q2: What are the titles of the lessons? Q3: What do you often do to help others? Q4: What do you think of helping others? 激 活 本 单 元 话 题 通过 brainstorming 方 式 ， 以 word spider 的形式激活 主要词汇，为学生 笔 头 输 出 的 内 容 及 细 节 信 息 做 准 CW IW 3’ 89 备。 Pre-writing Step 1 Task presentation Step 2 Task understanding Show some titles to Ss Ss read the task on worksheet and talk about what they are going to write. Ss share their understanding of the task by answering the questions. Q1: What is your writing task? Q2: What is it about? 任务驱动，真实任 务 激 发 学 生 写 作 动机。 归 纳 本 次 写 作 任 务主题和要点。 CW IW 5’ While-writing Step 1 Preparation for structure and contents Step 2 Preparation for language 1. Ss brainstorm how to design the composition according to the task. Q: How to write this composition? What does it include? 2.Ss read the sample text to get the structure of the text to compare it with theirs.and then to learn another writing structure.，at the same time to get to know the contents of each part. T demonstrates. It was a very special day because.... 1.________________ ________ 2.________________ ________ 3.________________ ________ 4.________________ ________ Help Ss write the first part 1. Help Ss get the details of part1 by answering questions. Q1 Why was it a special day for you ? Q2 What happened on that day? 1. 学生理解写 作 任务后，笔头列出 写 作 结 构 及 每 部 分的写作要点。 2.学生通过阅读范 文 分 析 范 文 整 体 写作结构，并和自 己 的 作 文 结 构 进 行对比，学习新的 写作结构，为仿写 进行铺垫。同时把 写 作 要 点 分 配 到 各部分中去。 1．通过和同伴讨 论 获 取 自 己 的 第 一部分写作语言。 2.帮助学生改进自 IW CW PW 20’ 90 2. Help Ss improve the languages of part 1 by reading the sample text and discussion 3.Finish the exercise to consolidate the language about expressing the reasons. Help Ss write the second part 1.Help Ss get the details of part2 by answering questions. Q1 What did you do? Q2 How did you feel ? 2. Help Ss improve the languages of part 2 by reading the sample text and discussion 3.Finish the exercise to consolidate the language of expressing the events and feelings a. Help Ss find the rules of expressing events (the time order: after, before ,then,finally) b.Help Ss find the funniest or the most helpful events to describe .Then show the example for them. c.Help Ss find out some sentences about feelings to compare with theirs e.g., It was a special day because... Everyone was very excited. He was so nice. We were having a great time! It was just like a dream. I will never forget this wonderful day. Arrive , join, show ...around, 己 的 写 作 语 言 通 过 阅 读 范 文 和 讨 论。 3.填表格运用自己 已 知 信 息 完 成 任 务 1.自我思考激发自 己已知信息。 2. 在发现运用 自 己 的 已 知 完 成 任 务 可 能 会 遇 到 困 难时，学生通过有 目的的阅读，获取 范 文 每 段 的 写 作 语言，从而补充已 知，为进一步叙事 打下基础。 3.帮助学生通过问 答 练 习 感 知 过 去 进 行 时 的 表 意 功 能。丰富自己文章 的时态运用。 4. 以学生为主体， 用已知带出未知。 让 学 生 自 己 去 学 习、分享、体验、 提炼、再学习，从 阅读需求出发，培 91 To our surprise 3.Help Ss get the special language from the text by pairs work.(过去进行时的运用 ) 4.Ss recall the sample text and all the things they have learned in the class to finish their own articles. 养学生阅读动机， 让 范 文 发 挥 最 大 的作用，体现出阅 读文本的意义，即 服务于写作。 Step 3 Drafting Ss write their articles. 学 生 独 立 完 成 写 作任务。 IW 6’ Post-writing Writing presentation Ss present their writing in class. 学生展示写作。 CW 6’ Homework: Rewrite the article to be the best one Second Period 第二课时 教学目标 在本课学习结束时，学生能够： 3. 在教师的引导下，就写作进行自评和修改； 2. 对写作的内容、语言和时态等几个方面进行互评； 3. 与同伴谈论自己的特殊记忆 教学过程 教学环节 教学活动 设计意图 互动模式 &时间 Improving Step1 Step 2 To help Ss recall the sample text and talk something about it T asks Ss to review the outline of the writing. T asks Ss to write the passage according to their outlines and the sentences they have learned from last lesson. 回顾所学范文， 巩固知识 引导学生回顾自己的写 作提纲为写作做准备。 根据自己的写作提纲和 范文中的功能语句完成 写作。 IW 2’ 8’ 92 Self-editing and Peer-editing Step 3 Ss check their own writings with the help of the Assessment Chart. Ss correct the passage according to the chart. 学生根据评价反馈表， 检 查自己的写作。 IW 8’ Step 4 Ss peer-edit their partners’ writing with the help of the Assessment Chart. 同伴互评， 根据评价表找 出有待修改的内容。 PW 4’ Step 5 Ss listen to their partners’ suggestions. Ss edit their passages. 听取同伴的修改建议并 修改文章。 PW IW 10’ sharing Step 6 Ss work in groups of four and talk about their passages in turns. 在写作的基础上， 以小组 为单位， 应用本课目标语 言进行口语表达。 GW 5’ Step 7 T invites Ss to come to the front and share their articles. 部分学生向全班同学展 示自己的写作成果。 CW 8’ Homework 依据同学对文章的修改建议和所学功能语句进一步修改与完善自己的作文。