8a unit 9 period 2课件及教学过程设计意图.ppt

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1、Happy birthdayThank youUnit 9 When was he born?Period 2 Section A呈现课题 Do you still remember them?活动1 导入新知 课堂激趣（五分钟）12345677Whos that?What does heshe do?When was heshe born?When did he start?No.1 is_He is a _He was born _hiccupping69 years and 5 months1922192219901990 Charles Osborne hiccupping69 yea

2、rs and 5 monthsDo you know who holds the world record(世界纪录世界纪录)for hiccupping and sneezing?本环节首先通过问题 激活课堂，同时，通过复习降低听力材料的难度，以解决听力材料的生僻问题。Who hold the record for sneezingsneezing and hiccupping?When did heshe start?When did heshe stop?How long did?_holds the_ for _.SheHe started in on _SheHe stopped i

3、non _ he _ for _First read,then Listen and finish the exercises:Deng Yaping Born_196319801975Michael Jordan Born_Martina Hingis Born _David Beckham Born_ping-pong basketballtennisfootball1973 Do you still remember what they do and when they were born?1bListen _player_player_player_player活动2 引导观察 探究新

4、知（五分钟）listening 1Listening 2 本环节以学生原有的知识为切入点再次进入名人的生活经历，通过listening 引导学生回顾第一课时所学有关名人信息，为根据名人基本信息进行谈话作好过度。hiccuppingsneezing69 years and 5 monthsCharles OsborneDonna Griffiths2aListen and fill in the“How long”column in the chart.2bListen again and fill in the“Started”and“Stopped”columns in the chart

5、above.978 days19221981,1,1319901983,9,16Listen 活动3 变式训练 应用新知（25分钟）conversation 1A:Whos that?B:Thats Deng Yaping.She is a great Chinese ping-pong player.A:When was she born?B:She was born in 1973.Making conversation like these:1cDeng Yaping ping-pong playerBorn 1973Michael Jordan basketball playerBor

6、n 1963Martina Hingis tennis playerBorn 1980David Beckham football playerBorn 19751234Conversation 2Make a similar dialogue like these:A:How long did Donna Griffiths sneeze?B:He sneezed for days.A:When did he start to sneeze?B:He started to sneeze in _.A:When did he stop sneezing?B:He stopped in _.Pa

7、ir work2c9781981,1,131983,9,16Donna Griffiths978 days1981,1,13-1983,9,16sneeze流鼻涕流鼻涕A:How long did Charles Smith hiccup?B:He hiccupped for years and _ months.A:When did he start to hiccup?B:He started to hiccup in _.A:When did he stop hiccupping?B:He stopped in _.2c hiccup打喷嚏打喷嚏69 519221990Charles S

8、mith69 years and 5months1922-1990Conversation 3为进一步发展学生的英语学习的应用意识，通过大量speak练习，力求在合作中交际，在交际中互补，在互补中升华。同时通过过程性评价激发学生的交际欲望，体验到成就感和合作精神，从而突出本课的重点和难点，整合习得语感。You are never too young to start doing things.Tiger Woods started golfing when he was only 10 monthsold.Mozart started writing music when he was 4 y

9、ears old.Ronaldo the great Brazilian(巴西的巴西的)soccer player,played for his national team（国家（国家 队）队）when he was 17 years old.Read3aRead“YOU ARE NEVER TOO LATE TO START DONG THINGS”Retell:本环节通过conversation等任务型途径，拓展练习、强化新知，解决对听力材料吃不透的问题。鉴于学生在第一课时对you are never too late to start doing things已基本了解，retell就是

10、让学生们通过图文分解方式复述 课文,优化他们的学习过程。以两个环节重在通过不同的内容、不同形式、最终整合习得语感、强化新知和落实新知。Ronaldo Tiger Woods started golfing when he was only 10 months old.Mozart started writing music when he was 4 years old.Ronaldo the greatBrazilian(巴西的巴西的)soccer player,played for his national team（国家队）（国家队）when he was 17 years old.Th

11、en retell You are never too young to start doing things.3a活动活动4 归纳总结归纳总结 内化新知内化新知（5分钟）为使所学新知识尽快纳入已有的认知结构，帮助学生理清知识脉络，建构知识网络，小结采取学生自主小结与引导概括相结合。首先，以“谈收获、议困惑”的形式引领学生进行自主小结、反思、评价，然后，教师进行点睛式的概括总结。本环节通过summary描述过去的生活经历应注意动词形式的变化及一般过去时常带的时间状语使学生在语感的前提下，提升对一般过去时的理解。Tense Sb did sth in the past timePast form

12、s start play toursneezestophiccupbeginwinbecomeis amare dowasweredidstartedstoppedhiccupped sneezedplayedbeganwonbecametoured1规则变化规则变化2不规则变化不规则变化3特殊变化特殊变化Yesterday Last week3 days agoSummary分层作业 延伸新知（2分钟）根据本节课在单元学习中的地位和作用，特确定整合习得语言的作文训练和名人成长信息收录。本环节注重了对不同参差学生的关注。1.(For the best students)Writing a co

13、nversation according to the following information.Who?What did he do?When did he start?When did he stop?How long did he do it?2.(For the better students)collect the famous people and when he started.Homework name do a thingWhen to startShirleybecame a movie star3 years old情感目标爱的礼物爱的礼物You are never too young or late to start doing things.以上的教学过程以习得的语感为基础，以详细了解名人的生活经历为突破口，注重了对知识的拓展，尤其是对教材内容的取舍、循序的安排，有利于学生对课文的更深了解，优化了学生的学习方法；对听力材料的再处理，改变了传统方法对听力材料处理的不实在；对每一个教学活动的意义拿捏得很准，为整合语感起到了催化剂的作用；注重了以话题参悟语法，以语法带动话题，体现了新目标的语法观念。作业的设计 有利于不同参差的发展，再现了新课程的理念。