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八下教案设计unit6. topic1. sectionA


八年级下册教案设计 Unit 6 Enjoying Cycling Topic 1 I have some exciting news to tell you. Section A 五三地区中学 贾智颖
Ⅰ. Material analysis 本节课为该话题的第一节课,建议用 1 课时上完。主要活动为 Section A 的 1a 和 3。 本单元教学内容主要围绕旅游和交通方面的话题展开。话题一主要让学生学习如何用英语谈论旅 游,如何用英语预订车票、房间,如何为旅游筹集资金、制订出行计划等。动词不定式是本话题的重 点语法项目。本课通过让学生掌握旅游地点、交通方式和所需费用等常识,掌握黑体单词和短语 field, proper,total, go on a visit to … 和 decide on…, 理解白体词汇 mount, vehicle, airline, partner 和 suitable, 掌握动词不定式的用法,同时教育学生要学会制订计划;培养学生热爱旅游、积极探索的态度。 Ⅱ. Teaching aims Knowledge aims: 1. 学生能正确拼读并运用黑体单词。 2. 学生能正确运用以下短语造句: go on a visit to …, make a decision, too…to…和 decide on… 3. 学生能自如地运用以下句式进行交流: I have some exciting news to tell you. We’re going on a three-day visit to Mount Tai. It will take us a few days to get there by bike. It costs … Let’s decide. We’ll decide on the best way to travel on our field trip. 4. 学生能简单地掌握动词不定式的用法。 Skill aims: 1. 能听懂有关旅游的短文或对话,并从中获取信息。 2. 能使用英语与他人谈论关于旅游的话题。 3. 能理解有关旅游、预订等方面的叙述,并从中获取需要的信息。 4. 能用英语制订旅游计划。 Emotional aims: 1. 具有积极参与课堂上各种英语实践活动的兴趣。 2. 培养学生热爱旅游、积极探索的态度。 Ⅲ. The key points and difficult points Key points: 1. 谈论旅游的话题。 2. 初步掌握动词不定式的用法。 Difficult points: 1. 掌握动词不定式的用法。 2. It takes /will take sb. +some time + to do sth. It costs sb. + some money +to do sth. Ⅳ. Learning strategies 善于创设情景,在情景中提高语言交际能力,突显语言交际功能。 Ⅴ. Teaching aids Computer multimedia projector, the flash of the song, I’d like to go to Guilin. Ⅵ. Teaching procedures

1

Step

Interaction pattern 1. The whole class work.

Student activity 1. Focus their attention on the teacher.

Teacher activity

2. Pair work.

Introduction (8 minutes)

3. The whole class work.

1. The whole class work.

2. The whole class work.

Consolidation (10 minutes)

3. Group work.

4. The whole class work.

1. Greet the students and make them ready for learning. The teacher plays the flash of the song, I’d like to go to Guilin. 2. The teacher shows some 2. Students complete the table beautiful pictures of some according to their field trips and their famous places of interest and partners’. Then ask and answer in leads to 3. The teacher teaches pairs, paying attention to the the new word partner by structure “ to + v.” pointing at the students’ groupmates. (1) The teacher asks the students to finish the table alone. (2) The teacher asks the students to write down the whole sentences: I plan to visit Harbin. Because it’s an interesting place. … (3) The teacher asks the students to ask and answer in pairs: A: Where do you plan to visit? 3. Students observe the B: I plan to visit Harbin. picture and talk about A: Why do you want to it with the teacher. visit it? B: Because it’s an interesting place. … 3. The teacher shows the picture of 1a on the screen, and leads to the new lesson. 1. Students read the 1. The teacher plays the recording conversation after the sentence by sentence. recording sentence by sentence. 2. Students try to follow the speed, 2. The teacher plays the paying attention to the pronunciation recording without stopping. and intonation. 3. Students read the conversation by themselves and discuss 3. The teacher lets the students read in groups to find out the difficult 1a, and then asks them to learn in points and sum up the main points. groups to find out the difficult 4. Students underline points. At last let them sum up the in their books and main points of the conversation. make some notes. 4. The teacher makes a summary to explain the key points and difficult points to the students: (1) go on a visit to … (2) It takes /will take sb. +时间
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5. The whole class work. 6. The whole class work. .

7. The whole class work and pair work. 1. Pair work.

+to do sth. It costs sb. + some money + to do sth. (3) make a decision (4) too…to… 5. Students find out the structures: to + (5) decide on… v. in the conversation. (6) to + v. 6. Volunteers tell their 5. The teacher asks the students to answers. The students grasp the find out the structure to + v. in the usage of the structure. conversation. 6. The teacher lets two students tell 7. Students read 1a, grasp the notes, and their answers, and then teaches then act out the conversation in pairs. the structure to + v. with the sentences of the conversation. 7. The teacher asks the students to read 1a, grasp the notes, and then act out the conversation in pairs. Encourage them to add more expressions learnt before. 1. Students work in pairs and make conversations. Pay attention to the form of the answers: It costs … 1. The teacher asks the students to work in pairs. Finish 2. (1) Teach the new word price by showing a ticket, and teach the new word total by showing two tickets. Ask the students to discuss the best way to travel by answering the questions: How much does it cost to get to Mount Tai by…? How long does it take to go there by…? (2) Ask the students to ask and answer in pairs. Let one student act as a tourist and the other student as an office worker of a tourism company. Ask them to make conversations about traveling. Finish 2. 2. The teacher lets the students read through the table of 4A. 3. The teacher plays the recording of 4. Let the students listen and complete the table of 4A.

Practice (10 minutes)

2. The whole class work. 3. The whole class work.

2.Students learn the new words and read through the table of 4A. 3. Students listen to the recording and complete
3

the table of 4A. 4. The whole class work. 5. The whole class work. 6. The whole class work. 7. Group work. 4. Students check the answers with the teacher.

4. The teacher lets two or three students tell their answers. 5. The teacher plays the recording of 4 again.

5. Students listen again and tick what the children will 6. The teacher lets two or three do in the park. students tell their answers. 6. Students check the 7. The teacher lets the answers with the teacher. students discuss what they 7. Students discuss the things they should should prepare before prepare before traveling. traveling in groups. 1. Students discuss in groups. They can add more useful expressions. 1. The teacher organizes the students to recommend places to travel. (1) Ask the students to discuss in groups to solve the following things: The best time to go there; the way to the place and the cost of going there. (2) Ask each group to send some members to other groups to collect information, using the sentence patterns in this section by asking and answering: A: What’s the best time to go to …? B: … (3) The teacher summarizes the information from each group and chooses “the best recommendation”. 2. The teacher shows the summary to the students. 3. The teacher assigns homework: (1) Review the summary after class. (2) Ask students to write a report according to the table of 4A. (3) Prepare Section B

1. The whole class work and group work.

Production (7minutes)

2. The whole class work. 3. Individual work.

2. Students summarize Section A with the teacher. 3. Students finish the homework after class.

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after class. Teaching Reflection The students are interested in traveling, and they can take an active part in all the activities. They finished the recommendation task well. But they can’t understand the usage of infinitives, so the teacher should design more learning activities for the students to grasp the structure.

Ⅶ. Blackboard design Unit 6 Enjoying Cycling Topic 1 I have some exciting news to tell you. Section A 1. go on a visit to … 2. It takes /will take + sb. +some time+to do sth. It costs sb. + some money +to do sth. 3. make a decision 4. too…to… 5. decide on… 6. to + v. 7. It costs …

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