英语人教版八年级下册Unit5 SectionB（1a-1d）.doc

Unit5 SectionB（1a-1d）教学设计本溪市第十三中学 徐秀娟1.0 Teaching Analysis教情分析 1.1 Teaching objectives 教学目标1.1.1 Language targets 语言目标1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: realize, make ones way, at the event, by the side of, walk by, cheer you on 1.1.1.1.2 For comprehending: Animal Helpline1.1.1.2 Sentence Structures1) When I got to the bus stop, I realized that my bag was still at home.2) But why didnt you just go home to get your bag?3) I know how much you love animals.4) No wonder you didnt make it to the competition.5) Im sorry I wasnt there to cheer you on, but Im happy that your team won.1.1.1.3 Grammar FocusNo wonder you didnt make it to the competition. （这个句子省略了一些成分，完整的句子是It is no wonder that you didnt make it to the competition. make it to the competition，表示“成功地参与比赛”，make it 表示“做成某事”。）1.1.2 Ability goals 能力目标1.1.2.1 帮助学生通过记笔记的方式记录听力中的关键词。1.1.2.2 引导学生帮助Kate想出应对困难的方法。1.1.2.3 引导学生发现和关注他人的困难与不便。1.1.3 Emotional goals 情感目标1.1.3.1 通过帮Kate出主意，教师引导学生能积极地调节和管理自己情绪。1.1.3.2 通过Kate帮助小动物，教师鼓励学生有同理心，关心周围人和事物。1.2 Important and difficult teaching points 教学重难点1.2.1 帮助学生理解听力中的重难点句子。1.2.2 教会学生以记录关键词的方式理解听力内容。1.2.3 帮助学生通过合作将对话改写为一个独白故事。2.0 Student analysis学情分析2.1 Fundamental State基本情况通过Section A的学习，学生能够积极的交流分享过去发生的事件，同时学生强化了对过去进行时的运用能力，逐步形成了辩证地看待过往经历的意识。在本课型1a-1d的学习中，听力材料描述了Kate错过学校篮球比赛这一事件，材料旨在引导学生积极调试自己的情绪，并以一颗同理心来对待周围的人和事物。听力材料内容真实，结尾给学生以想象空间，教师可以积极引导学生，将自身置于Kate的位置，打开脑洞，积极探讨如何做到“帮助小狗”和“赶往球赛”二者兼顾。2.2 Knowledge Reserve知识储备通过Section A的学习，学生能够熟练运用过去进行时来表达过去“难忘的事件”发生的时间、地点、人物及影响，学生能够真实地分享自己对这些事件的体悟。其中，Section A 1a-2c的听说练习与本课型的话题一脉相承，均为描述过去的经历，且都为不愉快事件，为学生的听力练习进行了充分的话题预热。同时，Section A 3a讲述了一场暴风雨使社区居民更紧密地团结在一起，基于该文本的3c为开放式探讨题，为本课型学生进行审辨性思考提供了有效范式。2.3 Class Data本班实际本班学生善口头表达，但听力能力有待提升。本课型的听力材料中，有许多学生并不熟悉的表达，如why werent you, making my way to school, it was hurt, the Animal Helpline, No wonder等。为降低学生在听力练习过程中所遇困难难度，教师可以在听前创设合理情景，预热听力话题，铺垫听力材料词汇，帮助扫清词汇和表达障碍，使大多数学生能够较为轻松地完成听力任务。3.0 Teaching methods教法建议3.1 Communicative approach交际法3.2 Question and answer method问答法3.3 Exercise method练习法4.0 教学辅助blackboard and chalk, computer, PPT, tape recorder5.0 Teaching procedures 教学进程5.1 Leading-in and warming-up 引入与激趣活动5.1.1 Greet students and arouse their interest with a funny story. The Reason of Being LateTeacher: Johnny, why are you late for school every morning?Johnny: Every time I come to the corner, a guidepost says, “School - Go Slow.”5.1.2 Then get Ss to have a discussion. T can write the following questions on the blackboard: Can you think of a time when you were late for class? When was that? What happened to you? What did your teacher say to you? Why do you remember the teachers words so clearly?5.2 New points input 新知输入（贴标签）5.2.1 Activity 1a Think of a time when you were late for or couldnt go to an event. What was the event?What was the reason why you were late or couldnt go? Please tell your partner about the story.5.2.2 T can give an example of being late for a meeting or school. At the same time, present the new words and phrases in this part.Tom usually goes to school by bike, but today he had to go to school on foot instead of biking as his bike was broken. On the way to school he picked up a wallet. He realized that the loser must be very worried so he wanted to take it to the police. But he didnt know where the police station was. With the help of an elderly man, he finally found the police office and handed the wallet in. After that, he made his way to school but he was still late for school. However, he was very happy because he did the right thing to help others.5.3 Listening practice 听力训练5.3.1 Pre-listening 听前指导Guide Ss to make a prediction before listening based on the questions in 1b and the pictures in 1c on page 37.5.3.2 While-listening 听中任务Activity 1bT may ask Ss to listen and write short answers to the questions. First, T can ask Ss read the three questions carefully and underline the key words of each questions. Then, T can remind the Ss to write down the key words based on the three questions. The answers:1. There was a school basketball competition yesterday.2. Kate missed the event.3. Johns team won at the event. Activity 1cGuide Ss to listen and number the events in the order they happened.The answers: 4,2,6,1,5,35.3.3 Post-listening 听后任务Play the recording and get Ss to imitate the pronunciation and intonation.5.4 Oral output口语输出Activity 1d 5.4.1 Ask Ss to work in pairs. Talk about why Kate missed the school basketball competition. Student A begins a sentence with “while” or “when”. Student B completes the sentence.5.4.2 Get students to work in pairs and make up a story according to the information in the conversation.5.5 Sentence interpretation 难句理解5.5.1 When I got to the bus stop, I realized that my bag was still at home.当我到达公交车站的时候，我意识到我的包还在家里。此句中有两个从句，一个由when 引导的时间状语从句，另一个是由that 引导的宾语从句。5.5.2 But why didnt you just go home to get your bag?但你为什么不回家去拿包呢？这是一个特殊疑问句的否定句，表示一种反问的语气。5.5.3 I know how much you love animals.我知道你有多喜欢动物。本句的主句是I know, 后面是一个由how much引导的宾语从句，how much在宾语从句中做程度状语。5.6 Sentence applying 好句运用5.6.1 I know how much you love animals. P101【原句翻译】_【仿写造句】. how much _5.6.2 Why didnt you just go home to get your bag? P101【原句翻译】_【仿写造句】Why didnt you do? _5.6.3 No wonder you didnt make it to the competition. P101【原句翻译】_【仿写造句】No wonder _5.5 Summary5.5.1 Guide students to imagine themselves being Kate. Ask them to tell the rest of the class what happened that day. They may begin like this:I am Kate. Today, I left home early 5.5.2 Get sev