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初中英语北师大版八年级上册Lesson 17 True Stories?优秀表格教案设计
展开Unit 6 The Unexplained
Lesson 17 True Stories?
【第一课时】
【学习目标】
在本课学习结束时，学生能够：
- 运用形容词描述怪异的生物；
- 通过阅读，获取文中三段有关怪异生物的信息；
- 运用文本信息，在小组内分享自己感兴趣的怪异生物；
- 对神秘事物保持探索的兴趣。
【学习内容】
| 学习过程 | 学习意图 | 时间 | |
Pre-reading | ||||
Warm up
| Warm up and get ready for reading
T told a story to Ss to lead in the class. Q: Do you think the story is real or imaginary? 2. Know more things about unusual creatures. T shows some pictures and then asks Ss to describe using adjectives. 3. Discuss in groups. Did you hear of these unusual things? Do you think they are real? |
激发兴趣，导入本课话题和词汇。
|
5’ | |
While-reading | ||||
1st reading
| 1. Skimming the text and get the main idea of the story. Ss are going to skim the text and match the pictures with the stories. Story 1 Picture 1 Story 2 Picture 2 Story 3 Picture 3 2. Prediction Q: Are these unusual things real?
| 通过快速阅读、匹配图片，培养学生快速获取大意的能力。 |
2’ | |
2nd reading | What unusual things are mentioned? Get the Ss to read the second time and try to find what unusual things are mentioned in stories. Story 1：A strange man. Story 2：A strange creature in the water. Story3：A huge creature in the sea.
| 通过找出故事中提到的不寻常的事物，培养学生概括的能力。 |
3’ | |
3rd reading- deep understanding | Read the story 1 and fill in the blanks. Add more questions: Read the Story 2 Add more questions: Read the story 3 and fill in the blanks. Add more questions: |
通过细节阅读，帮助学生理清作者在介绍三个故事时的脉络、角度。同时通过追问的方式，帮助学生更好地理解故事信息。 |
20’ | |
4th reading- after the tape | Read with the tape. Ss are going to read with the tape. |
跟读训练。 |
2’ | |
Post-reading | ||||
Task | 1. Share one story you like in your group. T asks Ss to share a story in their group.
2. Discussion Do you think these unusual things are real? Why or why not? Go to page 121 to find more information.
4. Language points. ● He was something unusual. ● He took out his camera. take off 起飞；脱下；动身；匆匆离开 take on 承担；呈现；同…较量；雇佣 take over 接受；接管；借用 take down 记下；拆卸；记下来； take place 发生；进行；举行；产生 ● a bit/ a little 5. Summarize what they learnt. | 通过学生自己讲述喜欢的故事，内化课本内容。
鼓励学生在小组内讲故事，运用语言。
通过知识点小结，帮助学生区分易混词汇。
通过总结所学，再现本课重点。 |
12’ | |
Homework: Read the passage after the tape. | ||||
【第二课时】
【学习目标】
在本节课学习结束时，学生能够：
1．在情境中正确运用带有get的形容词进行问答练习。
2．总结出after, before, during 三个副词的用法，并能在小组中谈论含有这三个词的真实或假设的事物。
3．对神秘事物保持探索的兴趣。
【学习内容】
| 学习过程 | 设计意图 | 时间 |
Vocabulary | |||
Step 1 | Read the first story, and pay attention to the sentence “He got scared.” Then ask: Why did Peng Gensheng get scared?
| 通过引导学生读第一个故事，让他们感知get 的用法。
鼓励学生在故事中再发现一个含有get的句子，然后自己总结结构。
通过补充词汇，进一步感知get用法。
通过采访和汇报的形式，培养学生在情景中运用get+adj.
|
20mins
|
Step 2
| Get the students to find one more example in the stories. “One evening, it was getting dark.” get+ adjective | ||
Step 3 |
Look at the Sentence Builder. Say out more examples. E.g.: get wet, get sick, get nervous, get excited, get angry, get serious, get rich, get cold, get hot
| ||
Step 4 | Interview Interview your partner, and then do a report in groups and class.
1. When do you get nervous? 2. When do you get scared? 3. When do you get angry? 4. What time does it get dark in your town? 5. When does it get cold in your town? 6. When does it get hot in your town? Then do a report in class. My friend xxx gets nervous when he meets new people. He gets… | ||
Step 5 | Read the underlined sentences in the stories. Then complete the sentences with after, before or during.
| 通过让学生读三个故事中含有after, before, during 的句子，理解这三个词的用法。
总结三个词的用法，并通过练习，辅助学生掌握其用法。 |
6mins |
Step 6 | Summarize the usages of after, before and during. Then do some exercises.
| ||
Speaking | |||
Step 7 | Complete the sentences with real or imaginary things. 1. After our maths class, I … 2. Before the holiday, my mum … 3. Before the weekend, I … 4. During the lesson, my teacher … 5. After lunch, my classmate and I …
| 学生通过完成关于假设和真实事物的描述，运用before, after, during.
通过小组活动，在运用before, after, during的基础上，判断他们描述的真实性。 |
15mins |
Step 8 | Pair work Listen to your partner’s sentences from Exercise 8. Are their sentences real or imaginary?
| ||
Pronunciation: Sound changes 4mins
| |||
Homework | |||
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