Unit 1 How can we become good learners【人教新版八上英語授課典案+備課素材】

Unit1Howcanwebecomegoodlearners【人教新版八上英語授課典案+備課素材】/讓教學更有效___精品試卷|英語學科

SectionB

導入一:圖片導入

Showpicturesofdifferenttouristattractionsaroundtheworld,suchasRedSquareandAlexanderGarden.Meanwhile,say:“Lookatthesebeautifulpictures.Theyarefamousplacesindifferentpartsoftheworld.HaveyoueverbeentoanyoftheseplacesduringyourholidaysOrdoyouhaveanyunforgettableholidayexperiences"

導入二:小組討論導入

Dividestudentsintogroups.Letthemdiscusstheirmostunforgettableholidayexperiences,sharingwhattheydidandwheretheywentduringtheholidays.Afterafewminutes,invitegrouprepresentativestodescribetheirmostunforgettableholidayexperiences.Thensummarize:“Youallhavesuchinterestingholidayexperiences.Buthaveyoueverthoughtaboutwhatwecanlearnfromtheseexperiences”

導入三:提問導入

Directlyaskstudents:“DoyoulikeholidaysWhatdoyouusuallydoduringholidaysDoyouthinkholidaysarejustforrelaxationorcanwegainanythingmorefromthem"Afterstudents’freeanswers,furtherguidethem:“Asyousaid,holidayscanbefullofvariousexperiences.Andtoday,wewilldiscoverwhatvaluablethingswecanlearnfromtheseholidayexperiences.”

導入四:故事分享導入

First,shareyourownunforgettableholidayexperienceandwhatyoulearnedfromit,likelearningtobebraveenoughtotrynewthings.Thensay:“Thisismystory.Now,Ibelieveyoualsohaveyourownuniqueholidaystoriesandtellmewhatyou’velearnedfromthem."

活動設計_______________

活動1b,1c“時空拼圖大挑戰”

活動目標:通過趣味性的拼圖形式,加深學生對文本中時間節點和對應事件的理解,提高學生的信息提取和整合能力,同時增強小組協作意識。

活動過程:

將1c中的時間軸及相關內容制作成拼圖卡片,每個小組一套。一套拼圖包含不同時間節點(如7月17日的上午、中午、晚上,7月18日的上午、下午等)對應的事件卡片以及時間軸背景卡片。為每個小組準備一張大白紙用于粘貼拼圖。

1.分發材料(1分鐘):教師將制作好的拼圖卡片分發給各個小組,同時發放大白紙并告訴學生活動任務是將拼圖正確拼貼在大白紙上,還原完整的時間軸。

2.獨立閱讀與拼圖嘗試(3分鐘):學生再次仔細閱讀Vincent的日記,根據日記內容,嘗試將手中的拼圖卡片按照時間順序放在桌子上,初步完成時間軸拼圖。教師巡視,觀察學生遇到的問題,但不給予過多提示。

3.小組協作完善(3分鐘):小組成員之間相互交流各自的拼圖結果,核對答案,討論存在分歧的地方。通過再次閱讀文本,達成共識,將拼圖粘貼在大白紙上。教師鼓勵學生用英語交流討論,如“Ithinkthiseventshouldbehere,becauseinthediaryitsays…"

4.小組匯報展示(3分鐘):每個小組選派一名代表,拿著完成的拼圖向全班匯報他們的答案。介紹每個時間節點對應的事件,并簡要說明判斷依據。其他小組認真傾聽,如有不同意見,可以在匯報結束后提出。

閱讀突破_______________

突破一根據短文內容,選出正確選項(教材原文:SectionB1b)

()1.Whydidn’tVincentfeellikeeatingduringdinneron17July

A.Becausethefooddidn’ttastegood.

B.Becauseheatetoomuchicecreamatnoonandfeltsick.

C.Becausehewastooexcitedaboutthetrip.

()2.WhatdidVincentdoontheafternoonof18July

A.HevisitedtheVictoryMuseum.

B.HehadabigmealnearRedSquare.

C.HeplayedgamesandsangwithRussianstudentsataschool.

()3.WhatisthemainideaofVincent’sdiaries

A.TotellushowtotravelinMoscow.

B.TointroducethefamousplacesinMoscow.

C.TosharehisholidayexperiencesinMoscowandwhathethoughtaboutthem.

◎Key:1.B2.C3.C

突破二根據短文內容,回答下列問題(教材原文:SectionB1b)

1.Whatwastheweatherlikeon17JulyinMoscow

2.WhydidtheRussianpeoplebuildtheVictoryMuseum

3.HowdidVincentfeelabouttheMoscowMetro

4.WheredidVincenthavelunchon17July

5.IfyouwereVincent,whatwouldbethemostunforgettablepartofthistripandwhy

◎Key:1.Itwasfine.

2.TheybuiltittoremembertheirfightagainsttheNazisduringWorldWarⅡ.

3.Hethoughtthemetrostationswerereallybeautifulandsometimeshefeltlikehewaswalkinginsideapalace.

4.Hehadlunchatarestaurantnearthepark.

5.IfIwereVincent,themostunforgettablepartofthistripwouldbevisitingtheMoscowMetro.Becausethemetrostationsweresobeautiful.Theywerejustlikepalaceswithalltheamazingdecorations.Ihadneverseensuchbeautifulsubwaystationsbefore.ItmademefeellikeIwasinadifferentworld.AndIcouldimaginehowmuchtimeandeffortpeoplespentbuildingthem.Itwasreallyaneye-openingexperience./IfIwereVincent,thetimeIspentwiththeRussianstudentsattheschoolon18Julywouldbethemostunforgettable.Weplayedgamestogether,sanganddanced.Itwassomuchfuntocommunicatewiththemandlearnabouttheirlives.ImadesomenewfriendsandgottoknowmoreaboutRussianculture.ThatwasreallyspecialandIwouldalwaysrememberit.(答案不唯一)

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SectionA

導入一:個人分享導入

Starttheclassbysharingyourownholidayexperience.Forexample,“Lastsummer,Iwentonareallyinterestingholiday.Ivisitedabeautifulmountainandtriedsomelocalfoods.Itwasanunforgettabletime.Now,I’mcuriousaboutyourholidayexperiences.What’syourmostmemorableholidayWhatdidyoudoduringthatholiday”Theninvitesomestudentstosharetheirstories,leadingintothetopicofhowpeoplespendtheirholidays.

導入二:猜謎導入

Preparesomeriddlesrelatedtoholidayactivities.Forexample,“I’maplacewithancientwallsandtowers.Peoplecometovisitmetolearnabouthistory.WhatamI"Askstudentstoguesstheanswers.Aftertheyguesssomeriddles,say,“Theseriddlesareallaboutthingswemightdoorseeduringholidays.Now,let’sdigdeeperintohowpeoplespendtheirholidays.”

導入三:頭腦風暴導入

Writethesentence“Howdopeoplespendtheirholidays"ontheblackboard.Say,“Class,let’shaveabrainstorm.Justshoutoutsomeholidayactivitiesthatpopintoyourmind,nomatterhowbigorsmalltheyare.”Afterstudentssharesomeideas,thensay,“Therearesomanywonderfulwaystospendholidays.Today,wearegoingtolearnmoreaboutit."

導入四:實物展示導入

Bringsomeitemsrelatedtoholidaystoclass,suchasapostcardfromatouristattraction,asouvenir,oraphotoalbum.Showtheseitemstostudentsonebyoneandsay,“Lookatthesethings.Theyallremindmeofdifferentholidays.Eachitemhasastorybehindit.WhataboutyourholidaysDoyouhaveanythingspecialrelatedtoyourholidaysLet’sstartourclasstodayandtalkabouthowpeoplespendtheirholidays.”

活動設計_______________

活動1a“繽紛暑假,暢所欲言"假期活動分享會

活動目標:

1.提升學生的寫作水平,鼓勵自由創作。

2.鍛煉學生的口語交流與應變能力,使學生學會主動提問和應答。

3.激發學生的參與熱情,培養學生的團隊協作與傾聽習慣。

活動過程:

1.快速將學生分組,每組4—5人,確保小組內成員能夠充分交流。

2.學生對照1a選項,不限制思維,快速寫下暑假活動,想到什么寫什么,鼓勵添加個性化經歷。

3.小組成員按順序分享自己寫下的暑假活動,分享時盡量用完整句子表達。其他成員認真傾聽,可隨時針對不理解的地方提問,如“Wheredidyougoexactly”“Howdidyoufeelwhenyoudidthat"分享者需要即時回應。

4.小組內討論總結出最有趣、最特別的假期活動,后續可全班分享。

聽說訓練_______________

聽錄音,選出正確選項。(聽力原文:SectionA1b&1c)

()1.WheredidYaminggoonvacation

A.TotheUS.B.ToMountHuangshan.C.Toasummercamp.

()2.WhodidYaminggoonvacationwith

A.Hisfriends.B.Hisclassmates.C.Hisfamily.

()3.WhatdidEmmadointheUS

A.Shewenttoamusicfestival.

B.Shewenttoastrawberryfestival.

C.Shevisitedsomefamousmuseums.

()4.HowlongdidEmmastayathergrandparents’houseinSeattle

A.Forfivedays.B.Fortendays.

C.Fortwoweeks.

◎Key:1.B2.C3.B4.B

聽錄音,回答下列問題。(聽力原文:SectionA2a&2d)

1.HowlongdidPeterandhisfamilystayintheoldtownofLijiang

2.WhatspecialfooddidPeterandhisfamilyeatinYunnan

3.Ifyougoonaholiday,wheredoyouwanttogoandwhy

◎Key:1.Theystayedthereforafewdays.

2.Theyatesteamedchickensoup.

3.IfIgoonaholiday,IwanttogotoChengdubecauseI’mabigfanofpandas.Ican’twaittoseethosecutepandasinpersonatthepandabase.Besides,ChengduisalsofamousforitsdeliciousSichuanfood.Ireallywanttotastethespicyfoodthere.(答案不唯一)

語法探究_______________

復合不定代詞

【觀察】

Thereissomethingimportantinthenewspaper.報紙上有一些重要的消息。

Everyoneishere.Let’sbeginourclass!大家都到齊了,我們開始上課吧!

Wouldyoulikesomethingtoeat你想吃點兒東西嗎

Thereisnothingspecialintheroom.房間里沒有什么特別的東西。

Didyougoanywhereinteresting你去了什么有趣的地方嗎

【探究】

1.復合不定代詞的含義與構成

由some,any,no,every加上-body,-one,-thing構成的不定代詞叫作復合不定代詞。除了noone以外,其他復合不定代詞都寫成一個詞。

①something(某事,某物),somebody/someone(某人),一般用于肯定句,當希望得到肯定回答時,也可用于疑問句。

②anything(任何事,任何物),anybody/anyone(任何人),常用于否定句、疑問句和條件狀語從句。

③nothing(沒有什么),nobody/noone(沒有人),表達否定意義。

④everything(一切事物),everybody/everyone(每個人),強調整體概念。

2.語法功能

復合不定代詞相當于名詞,在句中用作主語、賓語或表語。

作主語時,謂語動詞用單數形式;也能作動詞或介詞的賓語。如“Everyonelikesmusic.”和“Ican’tfindanyonehere."。

3.修飾規則

形容詞修飾復合不定代詞時要后置;else與復合不定代詞連用時也后置,表示“別的,其他的”。如“somethingnew"和“someoneelse”。

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Unit1HappyHoliday

教材導學_______________

課標落實_______________

()

SectionAintroducesholidayactivitiesthroughpictures,listening

Theme:

andconversations.Studentscandiscusshowtheyspendtheir

Human

holidays,andcandescribepastholidayactivitiesandsharepast

Society

Thisunitis

holidayexperiencesandfeelingsusingkeyvocabulary,core

centredonthe

sentencepatternsandthesimplepasttense.Thegrammarsection

topic“Holidays'"

ispresentedintheformofdialoguesandexerciseswhichare

andbelongsto

closetoreallifeanduseindefinitepronounstodescribeholiday

the“History,

experiences,activitiesandsoon.

Societyand

Culture'”

thematiccluster

SectionBisanexpansionofthepreviouscontentwiththetheme

of“Peopleand

Unit1

"Whatcanwelearnfromholidayexperiences".Through

Society"".The

Happy

readingthetraveldiary,studentswilldeveloptheirreading

subthemesare

Holiday

comprehensionandabilitytoextractkeyinformation,andwill

s“Cultural

beguidedtothinkaboutthemeaningoftravelling.

practicesand

landscape,

holidaysand

celebrationsin

Projectstimulatesstudentstorecallandreflectontheirown

themain

holidayexperiences,developsstudents'abilitytodescribepast

countriesofthe

eventsinEnglish,andatthesametimemakesstudents

world".

experiencebeautifulmomentsinnatureandlifebydescribing

uniquepersonalholidayexperiences./讓教學更有效___精品試卷|英語學科

SectionA

第一課時[(1a-1d)&Pronunciation]

StudyoftheText_______________

What:1aasksstudentstoticktheactivitiestheydidduringthesummerholidays.1b&1caskstudentstolistentotheconversations,circletheholidayactivitiestheyhearin1a,andcompletethetwosummaries.1dasksstudentstotalkaboutYaming’sandEmma’sholidaysusingthetargetsentencepatterns.Thephonicssectionasksstudentstolearnaboutthecommonlettersandlettercombinationsinthephoneticsymbols/i/,//,/i/,/e/,//andpayattentiontotherhythm.

Why:Throughtheseactivities,studentscanacquirevocabularyandexpressionstodescribeholidayactivities,improvetheirlisteningcomprehensionaswellastheiroralexpressionskills,andatthesametimestimulatestudents’memoriesoftheirholidaylifeandtheirdesiretoshare,soastoenhancestudents’abilitytouseEnglishtodescribetheirholidayexperiencesinreal-lifesituations.

How:1aguidesstudentstothinkabouttheirownholidayactivities,pavingthewayforsubsequentdialogues.Then,1b&1callowstudentstogetinformationaboutotherpeople’sholidayactivitiesthroughlisteningtasks.Finally,1dconsolidateswhattheyhavelearntbyoutputtingitintheformofdialogues.Linguistically,thesimplepasttenseisusedtodescribepastholidayactivities.Atthesametime,dailycommunicationphrasesareintegratedintothedialogue,suchas“Howwasyourvacation”“Whatdidyouseethere",makingthelanguagenaturalandreal,closetothelifescene.

LearningObjectives_______________

Bytheendofthislesson,studentswillbeableto:

1.talkaboutholidayactivitiesandexperiences;

2.knowtherhythmofEnglishsentencesandtrytouseitinspeakingEnglish.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Totalkaboutholidayactivitiesandexperiences.Step1Lead-in1.Greetings.2.Listentoasongandanswerthequestions.Q1:What’sthissongaboutQ2:HowdopeoplespendtheirholidaysinthesongQ3:WhatotherholidayactivitiesdoyouknowStep2Workon1aLookatthepictures:Anna’ssummerholidayactivities(詳見課件資源)1.WhatdoyouthinkofAnna’ssummerholidaySomeadjectivesyoucanuse:wonderful,excellent,great,interesting,busy…2.Ticktheactivitiesyoudidduringthesummerholidays.Andthenclassifythem.Addmoreactivities.Step3Listening1.1b:Listentotheconversationsandcircletheholidayactivitiesyouhearin1a.◎Key:wenttothemountains;visitedsomeancientbuildings;wenttoafestival;visitedmygrandparentsListeningtips:①Graspkeywords.②Writedownkeywordswithsymbols(符號),icons(圖標),abbreviations(縮寫形式),etc.2.1c:Listenagainandcompletethetwosummaries.1)◎Key:family;Clouds;rocks;buildings2)◎Key:mum;sister;grandparents’;ate;grandparents;ten3.1d:TalkaboutYaming’sandEmma’sholidays.(詳見課件資源)Observestudents’perfor-manceinansweringquestionsandlearnabouttheirvocabularyforholidayactivitiesbasedontheiranswers.

Accordingtotheanswersgivenbythestudents,judgehowcomprehensiveandaccuratetheyareinobtainingandrecordingtheinformation.Observestudents’perfor-manceandgraspstudents’learningandinternalizationofkeylanguageexpressions.

(續表)

PurposeToactivatestudents’priorknowledgethroughsongsandpictures,andenablestudentstomastervocabularyandexpressionstodescribeholidayactivities.Toimprovestudents’listeningcomprehensionandoralexpressionskills,andstimulatestudents’memoriesoftheirholidaylifeandtheirdesiretoshare.

2.ToknowtherhythmofEnglishsentencesandtrytouseitinspeakingEnglish.Step4Pronunciation(詳見課件資源)1.Listenandrepeat.Addonemorewordtoeachgroup.◎PossibleKey:me;meet;meal;pin;happy;let;weather;at2.Listenandrepeat.Noticetherhythm.Observewhetherstudentscanrecognizethelettercombinationstheylearntodayandpronouncethemcorrectly.Observestudents’handlingoftherhythmtohelpthemimprovetheiroralfluency.

PurposeToguidestudentstofocusonphonicsknowledgeandmasterthecorrectpronunciationoflettercombinationsandthehandlingoftherhythmbyreadingaloud.

Homework:1.Basichomework:Listenandrepeatthewordsandsentencesinthepronunciationpart.2.Practicalhomework:Makeadialogueaboutyoursummerholidayactivitieswithyourpartner.3.Extendedhomework:Trytomakeavlogtointroduceyoursummerholidayexperience.

TeachingReflectio_______________

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第二課時(2a-2f)

StudyoftheText_______________

What:2aisaboutdiscussinghowpeoplespenttheholiday.2arequiresstudentstolistenandchoosethecorrectsentencestocompletetheconversation.2bisatable.Studentsareaskedtocompletethetableaccordingtothecontentoftheconversation.2crequiresstudentstocompletethesummaryoftheconversation.2dasksstudentstolistentotheconversationagainandrole-playit.2easksstudentstotickthewordsthatdescribetheirlastsummerholidayexperiences,asapreparationfor2f.2frequiresstudentstosharetheirholidayexperienceswithapartner.

Why:Thelisteningchoices,thetablein2bandthesummaryin2careallbasedonthetextfrom2a.Throughtheseexercises,studentscanimprovetheirabilitytocommunicateinthelanguageandtheirreadingskillsoforganizinginformation.Therole-playin2dallowsstudentstofurtherperceivethecontextinwhichthetargetlanguageisused.2e&2fformataskchain,inwhich2elaysthegroundworkforgeneratingdialoguein2f,andalsomakestudentssharetheirpastholidayexperiencesandfeelings.

How:Thisclassperiodusestheconversationfrom2aasascripttoteachstudentshowtosharetheirholidayexperiencesandfeelingswiththeirclassmates.Bylearningtheconversation,theultimategoaloftheclassistoachievetheoutputoftheconversation,combiningmulti-dimensionaltraininginlisteningandspeaking.

LearningObjectives___________

Bytheendofthislesson,studentswillbeableto:

1.talkaboutholidayactivitiesandexperiencesbyusingthesimplepasttense;

2.useretellingtotalkaboutothers’holidayactivitiesandexperiences;

3.lovetoshareholidayexperiencesandexpressfeelingsaboutholidays.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Totalkaboutholidayactivitiesandexperiencesbyusingthesimplepasttense.Step1Lead-in1.Freetalk.2.Lookandsay:HowaboutyourholidayWheredidyougoWhatdidyoudoHowdidyoufeel

Observestudents’levelofparticipationandenthusiasm,aswellastheirabilitytoaccuratelyusethetargetlanguagetodescribetheirholidayexperiences.

PurposeTointroducethetopicbyshowingpicturesandunderstandstudents’holidayexperiencesthroughdialogue,andstimulatetheirinterestanddesiretoshare.

2.Touseretellingtotalkaboutothers’holidayactivitiesandexperiences.Step2ListeningWorkon2a.Listentotheconversationandchoosethecorrectsentencestocompleteit.Tip:Read2aandA—Fbeforelistening.◎Key:BDEAFCStep3Reading1.Completethemindmapaccordingtotheconversation.(詳見課件資源)Tip:Underlineorcirclethekeywordswhilereading.2.Workon2b.Readtheconversationandcompletethetable.NameWheredidhego/stayWhatdidhedoHowdidhefeelPeterYunnanstayedintheoldtownofLijiang;visitedYulongMountain;triedYunnandishesenjoyedit;fantasticAdamhomeread;playedgames;relaxedfun

Step4Retelling1.Retelltheirholidayexperienceswiththehelpofthetable.Tip:Payattentiontothesimplepasttense.Speakincompletesentences:atleast6sentences.2.Workon2c.Completethesummaryoftheconversation.◎Key:fantastic;family;town;enjoyed;visited;tasted;anything;fun3.Workon2d.Listentotheconversationagain.Thenrole-playit.Observewhetherstu-dentscanselectivelylistenandidentifythecorrectsentencestocompletetheconver-sation.Observewhetherstu-dentscaneffectivelysortandintegrateinformation.

Payattentiontostu-dents’completionofthetableandthesummary,andgraspstudents’internaliza-tionoflanguageandinformation.

PurposeToenhancestudents’listeningskillsandreadingabilitytoorganizeinformation,andfurtherunderstandthecontextoftargetsentences.

3.Tolovetoshareholidayexperiencesandexpressfeelingsaboutholidays.Step5Workon2eTickthewordsthatdescribeyourlastsummerholidayexperience.Step6Workon2fShareyoursummerholidayexperiencewithapartner.Observewhetherstu-dentscanaccuratelyusetargetsentences.

PurposeTomakestudentsinternalizewhattheyhavelearned,integrateanduserelevantlanguagetosharetheirholidayexperiencesandletstudentsunderstandthemeaningoftravel,andlovelifemore.

Homework1.Basichomework:Listenandrepeattheconversationin2a.2.Practicalhomework:Trytowritedownascriptaboutyoursummerholidayexperience.3.Extendedhomework:Trytomakeavlogaboutyoursummerholidayexperience.

TeachingReflection_______________

第三課時(GrammarFocus)

StudyoftheText_______________

What:3ashowssentenceswithindefinitepronouns.3basksstudentstocompleteaconversationwiththecorrectindefinitepronouns.3casksstudentstofillintheblanks.

Why:Ithelpsstudentstomastertheusageofindefinitepronounsindifferentcontexts.Itimprovestheirabilitytoexpressthemselvesaccuratelybyusingindefinitepronounsinrealcommunication,andencouragesstudentstouseindefinitepronounsflexiblyintheirwriting,soastoenhancetherichnessandaccuracyoftheirlanguageexpressions.

How:Letstudentsperceivetheuseofindefinitepronounsthroughsentencesandcompleteaconversationandapassagebyfillingintheblankstoconsolidatetheusage.Studentsuseimaginationtowritestories.Students’masteryofindefinitepronounsandtheirabilitytousethemwillbegraduallyimprovedfromtheshallowesttothedeepest.Studentsusetheindefinitepronounstodescribeholidayexperiencessothattheycanlearnanduseknowledgeinafamiliarsituation.

LearningObjectives___________

Bytheendofthislesson,studentswillbeableto:

1.mastertheusageoftheindefinitepronouns;

2.sharesomethinginterestingwithclassmatesandknowmoreabouteachother;

3.knowtheimportanceofbeingthemselves.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tomastertheusageoftheindefinitepronouns.Step1Lead-in1.Greetings.2.Watchandthink.(詳見課件資源)Step2Workon3a1.Readthesentencesin3a.WhatareindefinitepronounsCanyouthinkofotherindefinitepronounsandadverbsyoulearnedinSectionA2.Trytofillintheblanksontheslide.Step3Let’sobserveWhataretheusagesofindefinitepronounsCanyoulistseveralusagesyouknow(1)some-通常用于肯定句。any-通常用于否定句或疑問句。在表示請求/建議或希望得到對方肯定回答的疑問句中要用some-。any-也可用于肯定句中,表示“任何……”。(2)復合不定代詞作主語,謂語動詞用單數形式。(3)復合不定代詞+adj./todo/else。Step4Let’spractiseWorkonpletetheconversationwiththecorrectindefinitepronouns.◎Key:anything;nothing;Everyone;anyone;somethingJudgewhetherstu-dentshavegraspedthetargetlanguageac-cordingtotheirper-formanceinreviewingandhelpthemenhancewhattheyhavelearned.

Accordingtotheusagesummarizedbystudents,evaluatetheirmasteryoftheuseofindefinitepronouns,andgivenecessaryguidance.

Gettoknowtheinternalizationoflanguageknowledgebasedontheircompletion.

PurposeToletstudentsmastertheusageofindefinitepronounsindifferentcontextsandimprovetheirabilitytouseindefinitepronounstoexpressthemselvesaccuratelyinrealcommunication.

2.Tosharesome-thinginterestingwithclassmatesandknowmoreabouteachother.Step5Let’slearnmore(詳見課件資源)DidyouknowothermeaningsoftheindefinitepronounsEverybodyissomebody.Nobodyisnobody.(人皆有光,各自閃耀。)Observewhetherstudentscanunder-standothermeaningsofsomebodyandnobody,andguidethemtoknowotherusesinthecontext.

PurposeToreinforcestudents’learningabouttheuseofindefinitepronounsandhelpthemusethemcorrectly.

3.Toknowtheimportanceofbeingthemselves.Step6PractisemoreWorkon3cCompletethepassagewiththecorrectindefinitepronouns.◎Key:everyone;noone;nothing;everything;something;someoneObservestudents’participationandexpressioninthestory,andinstructthemtousethegrammartheyhavelearnedinthislessoncorrectly.

PurposeInpracticalapplication,studentscaninternalizewhattheyhavelearnedandlaythefoundationforreal-lifecommunicationinthefuture.

Homework1.Basichomework:Readthesentencesin3a,focusontheindefinitepronounsinbold,anddiscusstheirusagewithclassmates.2.Practicalhomework:Practiseaconversationaboutholidayexperienceswithapartner,usingindefinitepronounscorrectly.

TeachingReflection_______________

()/讓教學更有效___精品試卷|英語學科

SectionB

第一課時(1a-1d)

StudyoftheText_______________

What:Firstly,picturesofRedSquareandAlexanderGardeninRussiaarepresentedtoarousestudents’knowledgeandinterest.1bisaboutVincent’sdiaryentries,whichrecordedhisexperiencesinMoscowon17Julyand18July.Intheend,thereweretaskssuchascompletingatimelinebasedonthediaryentriesandthinkingaboutwhathehadlearnedfromhistravelexperiences.

Why:Tobroadenstudents’internationalhorizonsandletthemlearnaboutfamousRussiansights,historyandculture.Throughreadingthediaryentries,studentsdeveloptheirreadingcomprehensionandtheabilitytoextractkeyinformation.Atthesametime,studentsareguidedtothinkaboutthemeaningoftravelling,respectdifferentcultures,andenhanceculturalawareness.

How:Theactivitiesonthetriparedescribedaccordingtothedates(17Julyand18thJuly)anddifferenttimesoftheday(morning,noon,afternoonanddinnertime),usingtimeasaclue.Usethesimplepasttensetodescribeexperiencesthathappenedinthepast.Thelanguageisvividandclosetolife,whichiseasyforstudentstounderstandandlearn.

LearningObjectives___________

Bytheendofthislesson,studentswillbeableto:

1.comprehendthecontentofVincent’sdiaryentries;

2.answerthequestions(what,where,when,who,why,how)accuratelybasedonVincent’sdiaryentriesthroughreadingandanalysis;

3.realizetheeducationalandculturalvalueoftravelexperiences,suchaslearningaboutacountry’shistoryandmakingnewfriends,anddevelopaninterestinexploringdifferentculturesthroughtravel.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.TocomprehendthecontentofVincent’sdiaryentries.Step1Lead-in1.Greetings.2.Gametime:Lookatthepicturesofsomelandmarksandguessthefamouscities.3.Freetalk:WhatplacesdoyouwanttovisitWhy

Step2Fastreading1.Observethetext.WhatisthetexttypeWhatisitabout2.ReadVincent’sdiaryentriesabouthisholiday.Question:WhatdidVincentwriteabout◎Key:Twodays’travelexperiencesinRussia.Tip:Skimming(略讀)istoreadquicklytogetthemainidea(主旨大意)insteadofreadingwordbyword.Observestudents’performanceandknowaboutwhethertheypreviewthelessonwell.Observewhetherstudentscanfindthemainideaquicklytoknowtheirskimmingskills.

PurposeTointroducethetopicthroughpicturestoraisestudents’interest.

2.Toanswerthequestions(what,where,when,who,why,how)accuratelybasedonVincent’sdiaryentriesthroughreadingandanalysis.Step3Carefulreading(詳見課件資源)1.Readthediaryentriescarefullyandanswerdetailedquestions.2.Readfordet