八年級下冊Unit6I’vebeenstudyinghistoryinChina

1、unit 6 reading:i vbeeen studying history in china1. analysis of the textbook:the topic of unit 6 is ” howlong hav e you been collecting shells. it is tal”kingabout" how long have you been doing things ".ss will learn to use the present perfect progressive, let students learn to talk about

2、and share one's own hobby and collections.the content of the lesson is related closely to students' actual life.the article is about a man, leo, who is interested in chinese history-learning. all designed activities in this period encouragestudents to use the reading strategies.this can help

3、 students improve their reading skills and abilityof understanding. students can learn some important and useful phrases and sentence structures as well.2. analysis of our students:students in my classeshave been studying english for more than fiveyears.they also keep strong interest in english stud

4、y.their attention can be scattered easily. this lesson plans to present the text through some activities,such as investigate, role-play, game or the cartoon, etc to strengthen students' interest and attention.3. focus points:1. how to use the reading strategies for comprehension.2. get the furth

5、er understanding of the article.4. difficult points:1. how to improve ssspoken language.2. comprehend and analyze of long and difficult sentences.5. teaching aims(1) knowledge aims:vocabulary：dynasty, character, jewish, emperor,capita，l russian, foreigner, certain.k ey expressions:be instyle, the mo

6、re, the more, live/be far from, certain/sure to do sth./ that+clause,(2) abilityaims:1. to masterthe skills of listening, speaking, reading and writing.2. to train students how to use the strategy of reading.3. tocultivatess abilitiesofmemory,observation, imagination,and analysis.6. sensibility and

7、value:to be interested in learning about chinese history and western history.7. learning strategies aims:by the means of guidance and cooperation1. focus onstudents self -learning2. select the useful information from the materials8. teaching methods：1. task-based teaching method2. audio-visual teach

8、ing method3、competition method.the main aim of learning english isto cultivate studentsfour sk ills and theirgood sense of the english language. so in this lesson i lml ainly use task-basedteaching method, and audio-visualteaching method. so i ll let the ss to get a betterunderstanding of the key st

9、ructure of the text and grasp the reading strategi.eis ll givethe ss some tasks and arrange five kinds of activities: discussion, role play, scanning for questions, watching cai, and having a competition.9. teaching aids:powerpointcardscomputerthe use of multimedia in teaching image is intuitive and

10、 easy to understand the picture. it can increase classroom capacity, inspire students to learn english and improve teaching effectiveness.10. teaching procedures:step1: duty reports1. greet the class as usual and check the homework.2. the student makes his/her duty report.goal: train the speaking an

11、d listening abilities of students according to the duty report. this can be feedback to check other students whether they grasp the language points we have learnt.step 2:revision and lead-in1. revisiona. revise the knowledge we have learnt by the means of activity survey. do you like collect coins.

12、snow globehow long have you been collecting coins.b. discuss the dynasties which the different coins belong to goal:ss may get familiar to the words“ dynasty ”2. list questions- competition(1). how many chinese dynasties can you think of.(2). how many famous characters from chinese history can you t

13、hink of. make a list. 3. can you think of famous characters from the history of other countries.make a list.ss may discuss the results in groups. then i make a conclusion by using ppt. at last we decide which group performs best. the winner may get a star forprize.goal:broaden their eyes on history

14、and culture learning. dealwith some new words and phrases.makethe class be active by the competitionduring the whole process.step3:readinginterview ss how they think of history1. scanning for the questions 1. where is the writer from.2. how long has the writer been teaching in china. 3. when did the

15、 first jews come to china.2. find out the new words. let them guess from the context.new words:jewish, emperor, european，capital，russian, foreigner, certain,finishthese questionsusing readingstrategy.tell students they can find information quickly without reading the whole text.this activity provide

16、s practice in“ scanning ” . read out the reading strategy forthis unit. let ss doa race. encourage them finish these questionsas quickly as they can. ss who do a good job will get a star.goal: put the reading strategy into practice and stress on the new key words.atlast, letstudents learn the articl

17、eand workoutallthequestions by self-learning method.step 4:re-reading1. true or false(1). some of the old buildings in harbin are in australian style. 2.but we usually studied australian or eastern history.(3). the writer was a russian, and his family is chinese.(4). the more i learn about chinese h

18、istory, the more i enjoy living in china. 5. the writer thinks that chinese history is very hard to understand.2. find the topic sentencethis allowsss finishthe task according to their understanding. atlast, we mayfind them out together.goal:get further understanding of the article.check their readi

19、ng results and thedeployment of the reading strategies. step 5:rewrite the articlefinish rewritten article only by listening to the tape.leo has been teaching inchinafor . heteaches inharbin,the of heilongjiang province.there issome european in harbin.since he came to china, he has been learning a l

20、ot about .when helived inaustralia,students usuallystudy orhistory.hisfriendsthoughtchinese history was to understand, but he doestnagree.invite some students from different groups to answer the questions. those whose answersare right will get a star for their groups.goal: cultivate ss abilities of

21、memory, observation, imagination, and analysis.step 6:drills1. the best interviewer-role playone isleo,and alloftheothers are interviewers.before the interview, theyshould make some preparations. this activityallowsss to prepare by askingsome questions. these questions are listebdy the form ofwhy“”

22、,“ what ” ,“，where ”“ how，”“ when ”at last, they make the role play in pairs to interview “l(fā)eo”.goal: let ss ask questions and learn by themselves.ss can practice their spoken language.2. “i am a little teacher”1. ss find out new words and difficult sentence patterns at first.2. the teacher adds som

23、ething they missing, such as key phrases, structures3. ss make a conclusion.goal: comprehend and analyze long and difficult sentences in english way. step 7: retell the article1. speak out the key words.2. try to retell the article in shortgoal: focus on their speaking ability and organization of ma

24、terial.step8:summaryss summarize what they have learnt and key points. make an assessment on each group. count all the stars and pick out the best group. emphasize the importance of group work and self-learning.“thisclass weve practicedsome reading and writing.andwevelearnedsomething about chinese h

25、istory and australian history.are you interested in history. which foreign countryare you interested in.i hope you learn something more about our history and study hard to make our country stronger and more beautiful in thefuture.”step9:homework1. make sentences by using new words and key sentence s

26、tructure.2. rewrite a story of reading.blackboard design:unit6 reading: i ve been studying history in china.key words:dynastycapitalstyleinfluencecharacterjewishemperorforeignercertain,sentence patterns1. be instyle2. more than/over3. the more, the more4. live/be far fromevaluation of this clas5s.:b

27、e certain/sure to do sth./ that+clausefeedback and evaluation：according to "the new curriculum standards", not only should we teach english, but also should we guide students how to learn knowledge. the new curriculum is reflected in the textbook. the goal of our textbook is to make language learning motivating and successful through a step-by-step progression