初中英语人教新目标 (Go for it) 版八年级下册Section B教案设计
展开教学设计
一、教学内容：Unit 10 Section B (1a-1d)
二、教学课型：听说课
三、教学课时：1课时
四、教学用具：多媒体、黑板、卡纸
五、教学目标：
- 语言能力目标：
⑴学生熟练掌握和运用“for”“since”。
⑵学生能够流利地介绍家乡。
- 学习能力目标：
⑴学生能够掌握课堂所用的举例法，运用到日常语言学习中。
⑵学生做听力前，学会预览问题，抓取关键信息。
⑶学生运用笔记缩写法，用于听力时速记。
- 思维品质目标：
引导学生为外地游客合理规划行程，避免拥堵又体验重庆特色。
文化品格目标：
引导学生热爱家乡，为家长的发展变化自豪。
六、教学步骤：
Steps | Teacher’s Activity | Students’ Activity | Aims |
Greetings | Teacher asks about the hot apps and the hottest city.
What kind of apps do you use mostly? Which city is the most popupar one on Douyin? | Students brainstrom the hot apps and the hottest city -chongqing | ①Encourage students to talk actively in class.
②Lead out the topic of chongqing. |
Pre-listening | ①Teacher plays the information on wechat from Martin and asks students to find out the task.
Where is Martin now? What does he want me to help with? | Students listen and find out the thing Martin wants us to do for him.
He’s in Jenny’s hometown.
Design a two-day trip for Marin | Find out the tasks for today.
Task 3: Design a two-day trip for Marin Task 2: What does Marin likes to do and see? Task 1: Things to do and things to see in Chonqing? |
②Teacher ask students to talk about hot places in Chongqing.
What are the hot places is Chonqing?
| Students brainstorm the hot places in Chongqing.
(Hongya Cave, Monument of Liberation, Ciqikou Ancient Twon, Liziba Light Rail Station, Qiansimen Bridge...)
| Guide students to talk about the special places in Chongqing. Prepare for the pair-work. | |
③Teacher asks students to talk about how much they know about the places mentioned above.
| Students match the information with the special places. | Let studetns get familar with the target language- “for” and “since”. | |
④Teacher asks students to paraphrase the sentences mentioned above.
| Students paraphrasing the sentences by matching the information. | Test whether the studetns understand the target language- “for” and “since”. | |
⑤Teacher lists some of the special places and asks students to do a pair-work. | Students using the target language to make a short dialogue with partners. | Let students to make conversations with the target language. | |
While-listening | ① Teacher plays the listening and asks students to asnwer the questions in 1b.
| Students listen and anwer the questions in 1b. | Students learn to scan the questions for informaion before listening and listen for main idea. |
②Teacher plays the listening again and asks students to fill-in the chart in 1c.
| Students listen and fill-in the chart in 1c. | Students listen for the detail information with taget language.
Students learn to write the abbreviations for key information while listening.
| |
③Teacher asks students to summarize the things Martin likes to see and do. | Students listen and summarize the things Martin likes to see and do. | Summarize the information and find out the things Martin likes to see. | |
After-listening | ①Teacher asks students to discuss the two-day schedule for Martin as a group of four.
| Students discuss the two-day schedule for Martin as a group of four.
The whole group present the trip togeter. | Encourage the studetns to use the target language to discuss with the group members. |
| ①Teacher invites studetns to prensent their trip. | Students presnt the two-day schedule for Martin as a group of four. | Studetns describe Chonqing as a group. |
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