Section B名师教学设计2

八年级英语下册教学设计

Unit6 Topic2 SectionB 韩愈中学 邵玉英

Step1 Review 第一步 复习(时间: 5分钟) 复习Section A，导入新课。

(学生对话，复习could, would, shall, will 和can引导的表示请求、许可、建议的句子。鼓励几组学生表演他们的对话。) T: Please make dialogs using “could, would, shall, will and can”, and then act them out. S1: Could I…? S2: Yes,…

S3: Would you…? S4: No, …

T: Good! (教师及时提醒学生，注意使用正确的答语。) (教师出示Section A, 2中的图片，让学生用while/when看图说句子，复习时间状语从句。) T: Look at the pictures. Make some sentences using “while”

or “when”. (教师出示第2幅图。) S1: Kangkang‘s mother was cooking while Kangkang was playing computer games. (教师用同样的方法完成其余的图片。) (师生对话，导入新课。) T: Well done! Do you like traveling? Ss: Yes, of course. / No, I don’t.

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T: Did you visit Beijing? Ss: Yes, … / No, …

T: Do you know any places of interest in Beijing? Ss: Yes. The Summer Palace, the Great Wall…

T: Yes. Today we will learn something about the Ming Tombs. Step2 Presentation 第二步 呈现(时间: 10分钟) 呈现1a并教学生词。

(教师用幻灯片/3a中的图片介绍十三陵，教师边说边填充准备好的表格，同时解释生词。) T: Here is a map of the Ming Tombs. They are at the foot of the Tianshou Mountains, in the northwest of Beijing. The Tombs spread over…

The Ming Tombs Where are they? At the foot of the Tianshou Mountains, northwest of Beijing. How big are they? What marks the beginning of the Sacred Way to the Tombs? What’s on both sides of the way? Who built them? What are their The emperors. Faced south and had mountains behind them. Stone animals and stone officials. Over an area of 40 km2. The Stone Arch. features(特点)? How far is it from Beijing? It’s about two and a half hours by bike. (要求学生掌握mark；理解northwest, beginning和official；了解arch；学习掌握It’s …表距离的句型。)

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(学生听1a的录音并跟读，标出生词。) T: Please listen and repeat. Mark the new words at the same time. (板书并让学生了解生词。) sacred, survey Step 3 Consolidation 第三步 巩固(时间: 15分钟) 巩固1a，完成1b和2。

(让学生分角色扮演1a，然后两人一组进行问答练习，完成1b。) T: Role-play 1a, and then finish 1b in pairs. (让学生自读1a，找出时间状语从句和表距离的句子。然后根据Step 2,1中的表格用自己的语言介绍the Ming Tombs。) Example: The Ming Tombs are at the foot of the Tianshou Mountains, in the northwest of Beijing. They spread over an area of 40 km2…

(让学生更多的了解十三陵。) T: The Ming Tombs are so wonderful. Do you want to visit them? Ss: Yes. T: Do you want to know more about them? Ss: Yes, of course. T: Now, please look at these cards. (把事先准备好的介绍十三陵的扑克牌/图片给学生传看，同时板书要求学生掌握的单词camel和了解的词汇prestige，并附有相关介绍。如手里拿着Qilin的扑克牌/图片介绍，然后传给学生。) T: Look at this card. It’s a Qilin. It’s an animal in ancient story. (给学生一定的时间去了解扑克牌/图片上关于十三陵的详细信息。) (引入2。) T: Now let’s look at the pictures in 2. Do you know what these

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animals stand for? S1: I don’t know. (多数学生都不知道，也许有个别学生会用汉语说出一些。) T: OK. Let’s read the phrases in 2 together. (几分钟后) T: Please listen to 2 and fill in the names of the stone animals. (根据学生的实际情况，可以放1～3遍。) (学生完成练习，教师核对答案。) (教师出示神道上的某一种动物图片，学生便立即说出该动物所代表的含义。) T: Now,please tell me what the animal stands for, Xiezhi. Ss: It can tell the difference between good and bad. It can keep the bad away. T: Qilin. Step 4 Practice 第四步 练习(时间: 10分钟) 练习并完成3a和3b。

(教师用方位图，以旧带新，教学生词east。) T: Where is “S”? Ss: It’s in the south. T: Where is “W”? Ss: It’s in the west. T: Where is “E”? Ss: It’s in the east.(教师帮助学生说出，并在“E”旁边板书east。) (用同样的方法教学其他方位名词：north, northeast, southeast, eastern。通过板书把3a中的方位示意图呈现在黑板上。为3a，3b活动提供图示，降低难度。) (教师向学生介绍方向介词的区别，为导入3a做准备。)

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(板书)

T: Look at the blackboard. Where is A? Ss: It’s in B. T: Yes. And C is on the west of D. C is very close to D, so we use “on”. E is a little far away from D. So E is to the east of D. Are you clear? Ss: Yes. T: Now. Where is F? Ss: It’s to the east of E. T: Where is D? Ss: It’s on the east of C. T: Very good. (把十三陵的详细平面分布图挂在黑板上，导出3a。) T: Look at the map carefully. Use the words of directions to introduce the Ming Tombs to us. Now, who would like to introduce it to us? S1: Changling is to the west of Jingling. S2:…

(叫几名学生指着平面图上的各个陵墓的位置用方向词介绍，升华本活动。) T: Please do 3a quickly. When you finish, please put up your hands at once. (表扬前三名学生。) (导入3b。)

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T: Now, look at the map in 3a and answer the questions. Where is Dingling? S1: It’s to the southwest of Kangling. It’s in the west of the Ming Tombs. T: Very good. Where is Xianling? S2: It’s to the west of Changling. It’s in the middle of the Ming Tombs. T: Excellent! Where is Zhaoling? S3: It’s to the north of Siling. It’s to the southwest of Dingling. T: Well done! Please ask and answer in pairs according to the example in 3b. Pay attention to the usages of “in/on/to”. Example: A: Where is Taiwan/Henan? B: It’s in the southeast of China. / It’s on the north of Hubei. Step 5 Project 第五步 综合探究活动(时间: 5分钟) 探究巩固本课语言知识。

(教师让学生来当导游，根据下面图片的信息，向其他学生解说十三陵。) T: Act as a guide and introduce the Ming Tombs to other students according to the following pictures. (以4人小组为单位，讨论设计一张十三陵的门票或宣传广告。) T: Design a ticket or an advertisement for the Ming Tombs in groups of four. Homework. (让学生用in/on/to写一篇短文来介绍自己家乡的位置。) Using“in/on/to”to write a passage, introduce the location of your hometown.

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Unit6 Topic2 SectionB的教学反思

这节课总的来说还是比较成功的。主要体现在教师对这一节课准备得很充分，主要体现在课件的编排方面，教学的每个环节很紧凑，教学的重、难点突出，能采用符合本班学生的实际办法进行教学，教学效果良好。在这一节课当中，教师设计了几个任务，操作简单，学生很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。学生在自主探索中，从“感性认识上升到理性认识”，经历知识的发生、发展、形成和应用的过程，提高获取知识的能力。寓素质教育于语言教学之中。但这一节课也存在有一些不足之处，如，有一部分学生的基础知识比较差，难于跟上老师的步调，学习热情不高，不自觉参与课堂活动，希望在今后的教学当中，老师要多点关注下层生和他们的学习，鼓励英语成绩好的学生帮助他们，以此达到共同学习，共同进步的目的。

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