八年级下册英语M5U2

潍坊市育才学校英语学科教案（课时备课）
2015-2016学年下学期八年级备课教师：杨永芳
教案序号
14
课题
M5U2
课型
Readingandwriting
课时
2
教学目标
To train reading strategies including skimming, inferring, and reformulating.
To cultivate the sense of coherence,.
To identify information about cartoon heroes. To write about a cartoon.
To write about a cartoon.
教学重难点
重点TheArributive Clause. The points in this passage.
难点通过对本文的学习，能够活得一些写作的素材。
关键点Key vocabulary-The words,the phrases Key structures- The restrictive attributive clause with that,who and which
教具准备
multimmedia
StepⅡVocabulary
In this procedure, students learn the new words in the passage, and get some background knowledge of the passage.
StepⅢPre-reading (Activity 1 and 2)
T: Well done! Pair work: ask and answer in pairs in order to practice oral English and check the answers to Activity 5.
T: Read Paragraph 1 and ask and answer Question 1.
( )4. An artist invented Tintin in the 1980s.
( )5. Snoopyand his friends satisfy older people and children.
教
后
反
思
课堂教学重视学生的阅读能力和效率，不断反思自己的教学，积极转变教学观念，指导学生使用正确恰当的阅读策略，帮助学生在学习过程中掌握阅读理解技能，从而提高学生的阅读能力。
反馈矫正
请根据课文内容判断正(T)误(F)。
( )1. Nemo and Shrek are green animals.
( )2. The Monkey King has celebrated his 60th birthday.
( )3. The Monkey King is brave, humorous and clever.
A sample conversation is given as an example. (Activity 5)
Step IV Speaking and Interview (Activity 6)
In Activity 6, students form a group of four and make an interview about the form in Activity 7 and then sum up all the interviewed results and foster students to utilize the information to prepare for the writing practice.
Step IV Reading comprehension (Activity 3, 4&5)
In this procedure, students would be able to understand the passage better.
T: If you want to know more about the above characters in Activity 1, let’s come to the passage. Read the passage individually, then do Activity 3 alone. Check answers in class. In order to find out the main idea of the passage, you can use the content of Paragraph One and Two to help you. Ss: “a” is the answer.
StepⅥHomework
1. Read the passage and retell the passage. 11.
个性教学
There are some characters in Activity One, get the students to talk about them and answer the two questions in it.
Step V Writing In this procedure, students learn to use attributive clauses and sentence pattern to write a cartoon story based on group discussion.
T: Please look at the questions in Activity 10. Form a group and talk about the new cartoon character you will create. What he is like? What he looks like and what the story tells the readers. Choose a member of your group to draw the pictures for the story. Try to use the attributive clauses. A sample composition: In our group, I asked them what cartoons were their favorites. All the students said they liked The Monkey King which was an old cartoon story. I think they like it because the monkey is a hero in their hearts. The monkey who is very loyal to its leader shows great skills in fighting against enemies. He tries hard to overcome any difficulties. We must learn form him and try to be a hero at study.
In this procedure, students will search online beforehand and then use the information and the words in Activity 2 to help them to describe the cartoon characters in Activity One.
教
学
过
程
Step I Revision and lead-in
In this procedure, students review the right choice of relative pronoun “which” or “who” in attributive clauses by doing Exercise One in wb. Do individual work. T: Boys and girls. Open your workbook and turn to page 144 and have a look at the sentences in Exercise One. Choose the suitable relative pronoun for each attributive clause. You should judge which blanks can be filled either of who/which and that. If the relative pronoun is used as the object in the modified part of the sentence, the pronoun can be left out. For example, Lilei is the boy who I want to play with. Here, “who” can be deleted?
Ask students to master attributive clauses joined by who or which. In the meanwhile, they are trained to use the phrases in this period and they lay thefoundation for the students’later writing.