八年级初二英语下册《SectionBPeriod3》教案教学设计
TeachingProcedures:SectionBPeriod3
StepⅠGreettheclassasusualandcheckthehomework.
StepⅡ
Showthenewwordsonthescreen.Askstudentstoreadthenewwordsfirst.Thencorrecttheirpronunciation.Readthenewwordstostudentsandaskthemtorepeatseveraltimes.
StepⅢSectionB1a
Firstaskstudentstolookatthepicture.Letstudentstellyouwhatthegirlisdoing.
Studentsmayanswer,Sheischoosingclothes.
Thenaskastudenttoreadthesentencestotheclass.
S:Theyareoriginal.
Theyarecomfortable.
Theyarethesameasmyfriends’clothes.
Theyareinexpensive.
Theyarecolorful.
Thenaskstudentstorepeatthesesentences.
Askstudentstoexplainintheirownwordswhateachsentencemeans.Givestudentsanexample.Forexample,
T:Whatdooriginalmean?Whocantellme?OK.Youplease.
Saifferentfromtheothers.Notthesame.
Tuiteright.Whensomethingisoriginal,itisnotlikealltheothers.Whocangiveusanexample?
Sb:Mywatchdoesn’thavenumbersonit.Ithaspicturesoffacesinsteadofnumbers.Somywatchisoriginal.
T:Verygood.It’sreallynotlikealltheothers.
(Showthewatchtotheclass.)
Encouragestudentstoexplainothersentences.
Pointoutthewrite-onlineinfrontofeachsentence.Thenpointtothesampleanswer.Tellstudentstowrite“VI”ifthestatementisveryimportanttoyou.Write“I”ifitissomewhatimportantandwrite“NI”ifitisnotimportant.
Talkabouttheanswerswiththewholeclass.Discusswhichanswersmoststudentsmarkedasveryimportant.
(Thisactivityintroducesmorekeyvocabulary.)
TeachingProcedures:
StepⅣ1bPairwork
HavestudentsusetheanswerstoActivity1atotalkwiththeirpartners.
Askstudentstoworkwithapartner.HavethemmaketheirownstatementsabouttheitemsinActivity1a.
Asstudentstalk,movearoundtheclassroomcheckingtheirwork.Offerlanguageandpronunciationsupportasneeded.
Thenaftertheypracticealittlewhile,askseveralstudentstosayoneormoreoftheirstatementstotheclass.Givethemlittlepresentsiftheydotheirworkbetter.
(Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.)
StepⅤ2a
Inthisactivityfirstaskastudenttoreadthethreeitems.
S:MyfriendhasnicerclothesthanIdo.
MyfriendwearsthesameclothesandhasthesamehaircutasIdo.
Idon’tlikemyfriendsclothesandhaircut.
T:We’lllistentoaradioadviceprogram.Peoplecallinforhelpwithaproblemandotherpeoplecallupwithadvice.Theywillbetalkingaboutoneoftheseproblems.Pleasechecktheproblemtheytalkabout.
Playtherecordingforstudents.Firsttimestudentsonlylisten.Andthenplaytherecordingforasecondtime.Astheylistentotherecordingthistime,askstudentstoputacheckinfrontoftheproblem.
Thenchecktheanswers.
StepⅤ2b
FirstaskstudentstolookatthechartinActivity2b.Pointtothethreelinesinthechartwiththecallers’namesonthelines.Tellstudentstolistentotherecordingagainandwritewhateachpersonsaidaftertheperson’sname.
Thenplaytherecordingagain.Allowplentyoftimeforstudentstowritetheiranswers.Ifstudentscan’tfinishwriting,playtherecordingmorethanonce.
Thencorrecttheanswers.
Answers
Kim:Tellyourfriendtogetdifferentclothesandadifferenthaircut.
Nicole:Behappythatyourfriendlikesyourclothesandhaircut.
Emilio:Findanewbestfriend.
(Thisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.)
StepⅦ2cPairwork
TeachingProcedures:
AskstudentstosaywhatErin’sproblemis.Theymaysay.Herproblemisthatherfriendwearsthesameclothesandhasthesamehaircutasshedoes.
ThenaskstudentswhattheythinkErinshoulddo.Givetheiradviceandsaywhy.
Askstudentstoworkwithapartner.Astheytalk,movearoundtheroomcheckingtheirwork.Tellthemtheycanusetheexampleinthesampledialogue.
Afterafewminutes,askseveraldifferentpairsofstudentstosaypartoftheirconversationtotheclass.
Encouragestudentswhoareshytosaytheirconversations.Givethemlittlepresentstopraisethemfortheirworknomatterhowtheirworkis.
(Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.)
Step
