八上u4t2p3(參考版)
2024-11-27 00:16本頁面
【正文】 U4T2P3 12 / 12 VI. Blackboard design 第三課時(shí) (Section B— 1a, 1b, 1c, 2, 4) 1. New words. sad, level, calm 2. Use functions. — I’m sorry to hear that. — Is it serious? — Don’t worry. He’ll be OK. Remark： 善于利用網(wǎng)絡(luò)等資源拓寬知識面，提高語言實(shí)踐能力。 Stage 6（ 3mins） ： Summarizing and assigning HMK Step Teacher activity Student activity Designing purpose 1（ Class activity) Encourage the Ss to summarize the key points T: Class will be over soon. We should summarize what we have learned in this lesson. Let’s begin! Summarize what they have learned today. S1: We learned some new words. sad, level, calm S2:We learned how to express out fort and concern. — I’m sorry to hear that. — Is it serious? — Don’t worry. He’ll be OK. 培養(yǎng)學(xué)生歸納總結(jié)的能力 ，再次復(fù)習(xí)鞏固本節(jié)課的重點(diǎn)知識。 U4T2P3 10 / 12 suffer form natural disasters like earthquakes, rainstorms and so on. What’s your views of natural disasters? Make a survey in your groups. One is the reporter, the other three are interviewees. The pictures in 3 and the table may help you. T: Work in groups and write a short passage about your group’s survey result. T: Share your passage with the group next to you. You may learn form others. And of course, you can correct for them. T:Which group would like to show your passage and report it to the class? Ss:… Ss:… Ss:… G1:… snowstorm rainstorm typhoon flood drought forest fire example ☆☆☆ ☆☆ ☆ S1 S2 S3 U4T2P3 11 / 12 Remark： 與同學(xué)積極合作，參與課堂活動。 Remark： Stage 5（ 20mins） ： Post listening Step Teacher activity Student activity Designing purpose 1(Group work) Guide the Ss to practice 1a in pairs. T: Read the conversation after the tape. Pay attention to the stress and intonation. T: Then work in groups and read in roles. Act out 1a in roles. Ss:… U4T2P3 9 / 12 Ss:… 2(Pair work) Play the tape recording of
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