人教版英语八年级下册Unit5SectionB(2a-2e)名师教案

1、整理文本Unit5 SectionB (2a-2e)名师教案1.0 Teaching Analysis教情分析1.1 Teaching objectives 教学目标1.1.1 Language targets语 言目标Key Words and Chunks.1 For applying: passage,p upil, completely, silence, recently, date, tower, truth, in history, in American history, on this day, at that time, the rest of,

2、 in silence, more recently, take down.2 For comprehending: shocked, terrorist, World Trade Center Sentence Structures1) In America, for example, many people remember what they were doing on April 4, 1968.2) Although some people may not remember who killed him, they remember what they w

3、ere doing when they heard the news.3) I was so scared that I could hardly think clearly after that.4) I had trouble thinking clearly after that because I was very afraid. Grammar Focus1) More recently, most Americans remember what they were doing when the World Trade Center in New York was ta

4、ken down by terrorists. (此句中 was taken down 是一般过去时的被动语态，意思是“被 摧毁”。其中 take down表示将建筑物或高的物体“拆除”，此 处可以译为“摧毁”。 )2) This is a day Kate Smith will never forget.句 ( 中 Kate Smith will never forget 是一个省略了关系词 that 的定语从句， 修饰前面的先行词 a day。当关系词 that 在定语从句中做宾语时，可以省略。 )1.1.2 Ability goals 能力目标鼓励学生用所学单词和句型讨论过

5、去的事情。 帮助学生运用 when, while表达某动作、某事件发生的时间。 培养学生从文章大标题和每段首句中获取信息。1.1.3 Emotional goals 情感目标引导学生培养国际意识，了解国际重大历史事件。 引导学生关注人类面临的全球性挑战。1.2 Important and difficult teaching points 教学重难点1.2.1鼓励学生用所学单词和句型讨论过去的事情。1.2.2 培养学生从文章标题和每段首句中获取信息。1.2.3 帮助学生理解分析文中难句的含义。2.0 Student analysis学情分

6、析2.1 Fundamental State基本情况通过本单元前三个课型的学习， 学生能够自如地谈论自身生命中 “难 忘的事件” 。因此，教师可以引导学生由己及他， 由小入大，关心国际上， 历史上发生的重大事件，从而自然地过渡到 Section B 2b的学习。阅读文 本 2b 讲述马丁路德金遇害和 911 世贸大厦恐袭两件美国历史上的重大事 件，同时谈论了两名亲历者的经历和感受。学生在阅读的过程中，能够置 身其中，感同身受，关注人类面临的全球性挑战，激发自身作为世界公民 的忧患意识和责任意识。2.2 Knowledge Reserve知识储备本单元前面三个课型，围绕话题 Unforgetta

7、ble event，s 谈论了日常生 活中的一些难忘的经历 ,以听读的方式为学生做好了充足的语言知识和话 题知识储备。 本课型的阅读文本介绍美国历史上的两项重大事件， 文章结 构清晰，易于学生理解。2.3 Class Data本班实际本班学生关心时事，心系社会，对 2b 文本中谈论的马丁路德金遇害 事件和 911 世贸大厦恐袭事件已有背景知识了解。本课型的学习过程中， 教师应重点引导学生关注标题和各段首末句， 培养学生快速查找文章主旨 和结构的能力。同时，教师可以利用思维导图，引导学生提取文本关键信 息，把握文章主旨大意，并基于该思维导图，以口头或笔头方式复述文本 大意，强化理解，形成能力。3

8、.0 Teaching methods教法建议3.1 Thematic teaching method主题教学法3.2 Question and answer method问答法3.3 Discussion method讨论法4.0 教学辅助blackboard and chalk, computer, projector5.0 Teaching procedures教 学进程5.1 Leading-in and warming-up 引入与激趣活动5.1.1 Watch a videoTo lead in the topic of this passage, let Ss watch a p

9、iece of TV news about Chinese Women ' s Volleyball Team winning gold in the Rio Olympics.T can ask questions like:1. When did the event happen?2. What were you doing when Chinese Women' s Volleyball Team wonthe gold in the Rio Olympics?5.1.2 T provides background information about Martin Lut

10、her King, World TradeCenter and 911.5.2 Reading Practice阅 读训练5.2.1 Pre-reading 读前导入T can ask Ss to read the title and look at the pictures before they read thewhole text. T can ask Ss to choose what the passage is about.A. The passage will talk about the future events.B. The passage will talk about

11、the present events.C. The passage will talk about the past events.5.2.2 While-reading 读中理解SkimmingAsk Ss to read the first sentence of each paragraph to get the main ideaof the passage quickly.ScanningEncourage Ss to scan the passage to find out the two events, their dates,people '

12、 s acitievs and feelings.Read the passage again. Are the following statements true (T) or false (F), or is the information not given (NG)?The answers to 2d:1. F 2. F 3.T 4. F 5.T2d. Underline sentences from the passage with similar meanings to the ones below.The answers to 2d:1. Althou

13、gh some people may not remember who killed him, they remember what they were doing when they heard the news.2. We finished the rest of our dinner in silence.3. Even the dateSeptember 11, 2001 has meaning to most Americans.4. I was so scared that I could hardly think clearly after that.5.2.3 Post-rea

14、ding Activity 2e 读后提升T can ask students to work in pairs to test their partner how much they know about the events in the passage.Supply activity： True or False？1. Students write a statement based on their experiences on a piece of paper.2. Students hand in their paper. The teacher ask

15、s students to choose one piece of paper and judge if the statement is true or false.3. Then give the reasons why it is true or not.“ Xiao Ming wrote she met Martin Luther King while he was visiting Washington. ”It is false because Xiao Ming wasn' t born when Martin Luther Kingdied.5.3 New points

16、 interpretation 新知感悟(贴标签)5.3.1 Discovering chunks 语块发现Get Ss to read the text once again, and this time, Ss underline all the useful chunks in it.1) People often remember what they were doing when they heard the news of important events in history.2) In America, for example, many people remember wha

17、t they were doing on April 4, 1968.3) This was an important event in American history.4) On this day, Dr. Martin Luther King was killed.5) Robert Allen is now over 50, but he was a school pupil at that time.6) The news reporter said,Dr. King d1ie0d m juinsut tes ago. ”7) My parents did not talk afte

18、r that, and we finished the rest of our dinnerin silence.8) Even the date September 11, 2001 has meaning to mostAmericans.9) More recently, most Americans remember what they were doing when the World Trade Center in New York was taken down by terrorists.10) She remembers working in her office near t

19、he two towers.11) I didn ' t believe hiamt first.12) I was so scared that I could hardly think clearly after that.13) I had trouble thinking clearly after that because I was very afraid.5.3.2 Analyzing chunks 语块分析In America, for example, many people remember what they were doing on April

20、4, 1968. 比如说, 在美国, 许多人记得他们在 1968年 4月 4 日正在做什么。for example，介词短语，“例如” ，一般以同类人或事物中的 “一 个”为例，作插入语，用逗号隔开，可置于句首、句中或句末。 Noise, for example, is a kind of pollution.例 如，噪音就是一种污 染。Milk and eggs are healthy food, for example比. 如说 , 牛奶和鸡蛋是 健康食物。She remembers working in her office near the two towers. 她记得

21、当 时正在两座大楼附近的办公室里上班。remember doing sth. 是固定搭配，表示“记得曾经做过某事” ，其中 remember 表示“记得；想起”I don ' t remember meeting him anywhere last year.我不记得去年在什么地方见过他。She remembers having dinner with her family at the time of the rainstorm. 她记得在暴风雨来临时她正在和家人一起吃晚餐。I was so scared that I could hardly think clearl

22、y after that我. 是如此害 怕以至于那之后我几乎不能清楚地思考。句中 so that 引导的是结果状语从句，此处可以与 too to 结构转化 , 原句相当于 I was too scared to think clearly after that. My father was so tired that he fell asleep without having dinne我r. 爸 爸非常累，还没吃晚饭就睡着了。She was so sad that she couldn' t s她to是p 如cry此in伤g.心 以至于不停地哭泣。5.3.3 Using chunks

23、 语块运用Help Ss to make their new sentences using the new chunks in this passage. In America, for example, many people remember what they were doing on April 4, 1968. (P38)【原句翻译】仿写造句 】 , for example,Even the date September 11, 2001 has meaning t omostAmericans. (P38)【原句翻译】仿写造句 】 Even has

24、meaning toI had trouble thinking clearly after that because I was very afraid. (P39)【原句翻译】仿写造句 】 have trouble doing5.4 Practice and Consolidation练 习与巩固1) smart phones are only used by few people, but they are quitepopular now.A. So far B. At first C. As well D. After all2) Tom may not tell the (true) to us.3) My parents didn't say anything and had dinner in the living room in (silent).4) I had gr