八年级英语上册《Module 8 Unit 3 Language in use》教学设计 （新版）外研版-（新版）外研版初中八年级上册英语教案.doc

Unit 3 Language in use
课型
Revision and application
教学目标
Knowledge:
To use the past continuous with some adverbial clauses correctly
To extract specific information while listening and reading
To write about an accident
教学重点
学习并掌握过去进行时
教学难点
用过去进行时描述事故
教学方法
Formal and interactive practice
教学用具
Multi-Media (or Tape recorder, OHP)
教学过程
Language practice
Preparation
* Read the sentences in the box with the whole class. Talk about each of them and review the new vocabulary from the context.
* Ask questions about the information in the box. Elicit the difference between "while" and "when".
1. Complete the sentences with when or while.
* Tell the students to read through the sentences and think about whether the action in the clause is continuous or not in each sentence.
* Ask them to decide, and complete the sentences.
* Ask the students to check and discuss their answers in pairs.
* Elicit answers in full sentences.
2. Look at what Tony did last Saturday. Complete the You cofumn.
* Ask the students to read the information in the table individually, so they are clear about Tony's activities.
* Have them work in pairs to ask and answer questions about what Tony did. For example:
--- What was Tony doing last Saturday morning?
--- He was playing in the park.
--- What was Tony doing at 12:30 pm last Saturday?
--- He was having lunch with his friends.
---When was Tony playing football last Saturday?
---He was playing football from two o'clock to four o'clock in the afternoon.
* When they have asked and answered all the questions about Tony, tell them to complete the You column about themselves.
* Ask them to ask and answer about their own activities in pairs. For example:
--- What were you doing last Saturday morning?
--- I was visiting my grandparents.
* Nominate some pairs to talk about their activities.
Now write sentences. Follow the example below.
* Ask the students to look at the information in
the table again and make sure they are clear about Tony's and then* own activities.
Tell them to focus on the example sentence for the writing activity and follow this model to write more sentences about themselves. Remind them of paying attention to the use of "while".
* Go around the class and monitor, correcting any mistakes if necessary. Tell them to pay attention to the spelling.
* Ask a few students to read their sentences aloud.
3. Complete the conversation with the correct form of the words in the box.
* Ask the students to look at the words in the box and check their meaning.
* Ask them to complete the conversation on their own.
* Tell them to check their answers with a partner by reading the conversation.
* Elicit answers with different pairs reading out the conversation.
* Ask the students to change roles and practise the conversation.
4. Complete the passage with the correct form of the expressions in the box.
* Read the expressions in the box with the class and elicit their meaning, (e.g. Revise "side by side" by having two students come up to the front and walk across the classroom next to each other. Then ask if they would cycle down the middle of the road side by side and why not.)
* Tell the students to complete the passage on their own.
* Ask them to check their answers in pairs.
* Elicit answers in full sentences from the whole class.
5. Complete the news report with the correct form of the words in brackets.
* Ask the students to read through the passage individually. Tell them to think about how the words in brackets need to be changed.
* Go through the first one with the students by eliciting all the possible forms of "fly" and write them on the board, i.e. fly --- flies --- flew --- was flying. Then ask them to choose the correct form of the word "fly" to fit the gap.
* Tell the students to complete the rest of the gaps in the same way individually and then check answers in pairs.
* Elicit answers in full sentences from the whole class.
6. Listen and complete the accident report.
* Tell the students to read the passage through first, so they have an idea of the story.
* Play the recording and ask the students to complete the report while they are listening. Tell them there may be more than one word in each gap, but if they write one word, it will also be right.
* Play the recording again to allow the students to check and finish their answers.
* Elicit answers by asking different students to read out the report line by line.
7. Read the passage and check (V) the true sentences.
* Read the sentences with the class. Ask what sort of person they think Jack is.
* Tell them to read the passage, check whether their guesses were correct and underline the key information about the statements.
* Ask them to read the sentences again and decide if they are true or false.
* Tell the students to check their answers in pairs.
* Ask the students to read the sentences and say if they are true or false and why.
Now choose the correct answer.
* Tell the students to read the questions and choose the right answer.
* Ask them to check their answers in pairs.
* Elicit answers from the class.
Around the world: An emergency landing
* Read through the information about the accident.
* Ask the students what they think about it.
* Give more information about the accident.
Module task: Writing a news report about an accident
8. Think about a recent accident you know of. Write notes.
* Tell the students to think about their accident stories or recent accidents they know of and choose one to write about.
* Ask them to look at the questions. Then put them into groups to describe the accident they chose by asking and answering the questions.
* Tell them to make notes of the answers.
9. Use your notes and write sentences for your news report about the accident.
* Ask the students to read the model structures and make clear how to report an accident.
* Ask them to follow the model structures and write sentences about the accidents they want to report. Tell them to use the notes they took in Activity 8 to help them.
10. Join the sentences you wrote in Activity 9 and write your report. Use when, while, so, because and then.
* Tell the students to write an accident report by joining up the sentences they wrote.
* Remind them of using the linking words to help them report the accident clearly and in the correct order.
* Tell them they can then draw pictures to illustrate their report.
* Circulate and monitor as they work.
11. Read out your report to the class.
* Ask individual students to read their reports aloud to the rest of the class.
* Let other students ask questions about their classmates' reports if they have any.
* Collect all the reports and make a class newspaper with them.