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2022年外研版八年级上册《Module5 Unit2》公开课教案

更新时间:2023-05-06 08:12:06 阅读：评论：0

Module 5 Lao She Teahou

一、教学内容：Unit 2 It describes the changes in Chine society.

二、课型：Reading and writing

三、教学目标：

1、能正确运用本单元的单词和短语：act, show, common, twentieth, describe, society, head teacher, college, novel, name, if, magic

2、能读懂介绍作家老舍及其作品《老舍》为主要内容的短文. 能运用阅读策略获取信息, 以时间轴的形式记录事件发生的先后顺序.

3、能够仿照范文, 写一篇介绍自己最喜欢的戏剧、书或电影的短文. 同时培养学生对话剧等中国传统文化的兴趣和热爱, 增强其民族自豪感.

四、教学重难点：

1、能理解介绍作家老舍及其作品《老舍》为主要内容的短文

2、能够仿照范文, 写一篇介绍自己最喜欢的戏剧、书或电影的短文.

五、教学准备：

课堂整体运用任务型教学模式以及阅读课“四个阶段〞教学模式. 本课指导学生通过阅读获取信息, 培养学生阅读技能. 在教学过程中, 采用多媒体手段辅助教学, 利用各种图片和习题任务贯穿整个教学过程. 因此, 本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品.

六、预习要求：

1、根据音标自学本课新单词；

2、查找相关资料, 找出你认为本课较重要的语言点和短语.

七、教学过程：

教学步骤	教师活动	学生活动	设计意图
Step One Warming-up (5’)	1.Lead in (1). Let the students to e a short play, then answer the following questions. ①What’s the name of the short play? ( Teahou.) ②Who is the play’s writer? (Lao She.) (2).Let students look at some pictures and ask and answer the questions about Lao She. ① What do you know about Lao She? ②What are his most famous books and plays? ③What’s special about Lao She ‘s Teahou?	(1). To e a short play and the following questions. ①What’s the name of the short play? (Teahou.) ②Who’s the play’s writer? (Lao She) (2) Look at the pictures and learn something about Lao She .	通过短片与图片引导学生进入本单元的课文, 既可以活泼课堂气氛, .也能使学生对老舍先生有进一步的认识, 还训练了学生的反响. 并在无形中培养学生大胆说英语的习惯.
Step Two Pre- reading (5’)	1. Learn the new words Show students some pictures and check the new words.	Look at the pictures to say out some new words	引导学生谈论图片,训练学生描述物品物的能力. 在描述的同时学习新单词和句型, 为学生扫清阅读障碍.
Step Three While- reading (18’)	1. Scanning (Fast reading) (1)Ask students to scan the passage and answer: What does the passage talk about? 2. Skimming 1. Ask students to skim the passage and match the headings with the paragraphs.(Activity 2) 2. Let the students check the answers. 3. Careful reading. (1)Paragraph 1: ①Ask the students to read the Paragraph 1 and answer the following questions. 1. What is one of Lao She’s most famous plays? 2. What does the play show? 3. What does the play describe? ②Organize some students to come to the blackboard and show out some difficult language points that they found in this paragraph. (2)Paragraph 2: ①Prent some ntences to the students and ask them to read paragraph 2 and check the ntences. 1. Lao She’s mother nt him to a teacher’s school in 1913. ( ) 2. In 1924, Lao She became a head teacher of a primary school. ( ) 3. Lao She returned to China in 1929. ( ) 4. Lao She was named “the People’s Artist. ( ) ②Organize some students to come to the blackboard and show out some difficult language points that they found in this paragraph. (3)Paragraph 3 : ①Let the students read the Paragraph 3 and fill in the blanks. At Lao She Teahou today, customers can ___________ and eat delicious _________. You can enjoy __________, _________ or _________ if you like them. Lao She Teahou gives _________ to everyone from all over the world. ②Organize some students to come to the blackboard and show out some difficult language points that they found in this paragraph.	(1)Scan the passage and answer the question： (2) What does the passage talk about? (Talk about something about Lao She , his play Teahou and Lao She Teahou.) 2. Skimming 1. Skim the passage and match the headings with the paragraphs. (Activity 2) 2. Check the answers. ①Read paragraph 1 and answer the following questions. 1. What is one of Lao She’s most famous plays? 2. What does the play show? 3.What does the play describe? ②Some students come to the blackboard and show out some difficult language points that they found in this paragraph. ①Read Paragraph 2 and check the ntences. 1. Lao She’s mother nt him to a teacher’s school in 1913. ( ) 2. In 1924, Lao She became a head teacher of a primary school. ( ) 3. Lao She returned to China in 1929. ( ) 4. Lao She was named “the People’s Artist. ( ) ②Some students come to the blackboard and show out some difficult language points that they found in this paragraph . ①Read the Paragraph 3 and fill in the blanks. At Lao She Teahou today, customers can ___________ and eat delicious _________. You can enjoy __________, _________ or _________ if you like them. Lao She Teahou gives _________ to everyone from all over the world. ②Some students come to the blackboard and show out some difficult language points that they found in this paragraph.	要求学生快速阅文章, 答复以下问题, 帮助学生理解课文内容. 通过学生快速阅读, 培养学生获取主旨的能力. 并进一步理解文章的内容, 为进一步学习做好铺垫. 让学生带着任务〔问题〕去阅读课文, 去找答案, 有助于学生更加准确地获取信息, 提高阅读效果和技能. 学生通过分层次阅读文章, 获取具体信息, 把知识点和课文理解在分段学习得以突破. 而小组活动能通过学生间的自主、合作学习, 让学生充分地实践运用语言, 并激发学生创造性思维的开展.
Step Four Post- reading (10’)	1. Retell. Let the students complete the timeline with information about Lao She and retell the passage according to the timeline. 〔Activity 3〕 Ask the students to complete the passage with the word in the box . (Activity 4) ③ Call back the answers and ask two students to retell the passage. Let students talk something the play Teahou and talk something about their favourite play or film in groups. (Activity 5) Write a short passage that your favourite film Harry Potter according to the information.	Let the students complete the timeline with information about Lao She and retell the passage according to the timeline. 〔Activity 3〕 ②Complete the passage with the word in the box . (Activity 4) ③Call back the answers ,then retell the short passage . To talk something about the play Teahou and their favourite play or film in groups. (Activity 5) Write a short passage that your favourite film Harry Potter according to the information.	复述课文能使学生加深对课文内容的理解. 通过写作, 让学生稳固所学, 并增强写作能力. 适量的口头练习, 让学生稳固本课时的语言重点.
Step Five Summary〔1’〕	1.Get the students to sum up the language points. T: What have we learned today? Ss:…. 2. Let the students to choo the best team in this lesson.	1. Sum up the language points. 2. To choo the best groups.	引导学生对这节课的总结, 让学生做自由发言, 培养学生自主学习, 自主总结的良好学习习惯. 简短的评价使学生的课堂表现得到肯定并且可以鼓励学生的学习兴趣, 树立学习英语的信心.
Step Six Home- work 〔1’〕	Write a passage: My favourite film Harry Potter	Finish the homework.	课后作业有助于学生稳固已学的知识, 补充其他方面的锻炼. 写作是阅读的拓展, 让学生最终完全掌握语言, 实践运用语言.

八、板书设计：Unit 2 It describes the changes in Chine society.

one of… T1 T2 T3

finish doing sth

the People’s Artist

give a warm welcome

九、达标训练题

一、单项选择

( ) 1. － What do you think of the film you saw yesterday.

- Oh! It’s one of __________films I’ve ever en.

A. interesting B. more interesting

C. most interesting D. the most interesting

( ) 2. Lao She was one of the greatest Chine writers in _______ century.

A. the twentieth B .twentieth C. the twenty D. twenty

〔〕3.My cat _______ Mimi.

A .names B. is name C. named D. is named

〔〕4.The story ______ us a little girls school life in a poor area.

A. leaves B. teaches C. hopes D. shows

( )5. I finished _______ my homework an hour ago.

A. do B. did C. doing D. to do

二、根据中文提示, 完成以下句子.

1．英语是世界上最普遍〔使用〕的语言之一.

English is one of _______ _______ _______ languages in the world.

2. 如果明天不下雨, 我们就去购物.

If it ________ ________ , we ________ ________ shopping.

3. 请热烈欢迎我们的英语老师.

Plea _______ _______ _______ _______ ______ our English teacher.

4. 明天我们将要返回学校了.

We will _______ _______ our school tomorrow.

5. 这位伟大的作家出生在1989年5月2日.

The great writer _______ ______ ______ May 2nd, 1989.

Unit 1 While the lights were changing to red,

a car suddenly appeared.

教学目标

【知识目标】

1、能掌握本单元的单词和短语：bite, climb, hide, throw, fridge, pain, wor, medicine.

2. 掌握本单元中的常用句型.

【能力目标】

1、能根据图片预测下文；能理解作者通过故事要传达的信息；能够理解语篇中故事发生的顺序.

2、能够仿照范文, 用过去进行时对发生在周围的事故进行描述或报道.

【情感态度目标】

学习遇到突发事件时应沉着冷静, 尽量想方法自救的平安意识.

教学重难点

【教学重点】

过去进行时, when和while引导的时间状语从句.

【教学难点】

能运用过去进行时就意外事故这一话题进行讨论.

教学过程

Step 1 Lead-in

Ss look the pictures and fill in the blanks.

Step 2 Consolidate new words

Look and say. The teacher shows the pictures of new words and let the students to say the new words as quickly as possible.

Step 3 Say the meaning of the phras.

Work in pairs. Let Ss say the meaning of the phras as quickly as possible.

Step 4 Look at the pictures and say what’s happening

Look at the picture and u the words from the box to say what’s happening at that time.

Step 5 Listen to Activity 2 and read

1. The driver was/was not going fast.

2. The driver was/was not looking.

3. The driver was/was not talking on his mobile phone.

Step 6 Listen to the dialogue and answer the questions

Let Ss listen to the dialogue and answer the two questions. Then check in groups.

Step 7 Read the dialogue and answer the questions

1. What was the boy doing when he was riding his bike?

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