北师大版八年级上册Lesson 6 A Special Team优质课表格教案

学习过程

学习意图

互动模式&时间

Getting Ready

Step 1

·    T asks Ss to look at the website presented on the PPT and tells Ss something big happened.

·    T presents pictures on the screen and teaches new words. Meanwhile, T asks Ss to take a guess what might happen in the text.

   New words: ruins, earthquake, special, couple, resort, on holiday, take a walk, heavily, flashlight, blanket

Q：1. What are the people doing?

   2. What happened?

1.    导入本单元话题，激发学生对话题的兴趣。

2.    预教词汇。用图片的形式，生动地呈现词汇，引导学生推测出地震的发生。

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4’ 

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?

New word: special

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。

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1’ 

While-reading

Step 3

1st reading

·    Ss read the story and finish Ex. 2 with correct numbers.

·    Ss check answers in class.

·    T asks Ss to choose the main idea of the story.

New words: last, divide…into

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.

·    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?

New words: take the lead, call for…attention, enough

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?

New words: divide…into

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?

New words: encourage, support

·    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.

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-ending。
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。

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20’ 

Post-reading

Step 4

·    T asks Ss to discuss the following question:

 Why did they feel lucky?

·    T asks Ss to finish Mr. Lin’s diary with the help of the outline.

 Mr. Lin’s diary got wet in the heavy rain. Please finish the diary with the information we read in the passage.

·    T asks Ss to retell the story one by one.

1.    深化课文理解，突出团队精神。
2.    以日记的形式引导学生回忆课文内容，并加深理解，实现语言输出。

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15’ 

Homework

思考为什么这是一个“特别的”团队。

学习过程

学习意图

互动模式&时间

Review

Step 1

·    T asks Ss to recall the details of the story they read in the last lesson.

·    T presents a task to Ss: an interview

·    1. Ss work in pairs

·    2. Ss choose the roles randomly (one is a team member: Mr. Lin, Mrs. Lin or any other team member; the other is a journalist)

·    3. 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.

·    4. Ss act out the interview.

学生通过复述课文，复习语言知识。

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15’ 

Step 2

·    T leads Ss to think about the reasons why it is called “a special team”.

·    T asks Ss to discuss about “team” first:

 What have they done as a team?

·    Ss finish the sentences in Ex. 5 and check answers in pairs.

·    T collects answers from Ss and leads Ss to think about the important factors in a team by asking:

What can we learn from this team?

※In this way, Ss can summaries what a good team is made up of.

·    T asks Ss to discuss about “special” together:

1. Have they prepared for what happened?

2. Was it a difficult journey for them? Why?

·    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.

·    T presents a passage and asks Ss to fill in the blanks with proper words.

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。
3.    通过短文填空，实现对目标语言的机械操练。

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10’ 

Language in use

Step 3

·    T invites Ss to talk about the special teams 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. Setting: who, when, where and what?

2. Development:

What problems did you meet?

What have you done as a team: who took the lead; how did you encouraged and supported each other?

3. Ending:

·    T invites Ss to talk about their special team.

紧紧围绕“团队”这一话题，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。

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15’ 

Homework

1. 以“A Special Team”为题，描述你所在的某个特殊的团队。

2. 跟读录音，进行语音训练。