北师大版-英语-八上-Lesson 17 True Stories 教学设计 2

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八年级英语上册知识讲义-Unit 6 The Unexplained lesson 17 -北师大版

学习目标1. 掌握重点句型的用法；2. 阅读理解关于奇异动物故事的文章。

重点：1. When do you get nervous?2. Pang threw a stone at him.3. Most of the photos were not good.难点：most of与most的用法区别。

知识梳理一、重点句型【句型学习】1. When do you get nervous? 你什么时候变得紧张？get nervous 意为“变得紧张”。

句中get 为连系动词，结构为：get+形容词。

类似的有get scared 变得害怕；get angry变得生气；get dark变黑；get hot变热等等。

What time does it get dark in your town? 在你们那个城镇，天什么时候黑下来？主要考查get为连系动词，其后要跟形容词，而不是副词。

get的搭配。

1. get+ sb. (sth.) 叫来某人，弄到事物。

Please go and get him.去把他叫来。

2. get+ sb.+ sth.为某人弄到某事物。

Will you please get me a ticket for the football match? 请给我弄张足球赛门票好吗？3. get+ sth.+ adj.使某物处于某种状态。

We have got everything ready for the sports meet.我们已经为运动会做好了一切准备。

4. get+ sth.+ done让别人做某事(表示动作由他人完成，不是由主语自己完成)。

I’ll get my hair cut tomorrow. 我明天去理发。

（动作不是由主语自己完成的）5. get+ sb. (sth.)+doing让某人（物）行动起来。

Who can get the machine running?谁能启动这台机器？6. get+ sb.+ to do使某人做某事My idea is that we should get a porter to carry our luggage.我的想法是我们得请个搬运工来搬运行李。

北师大版-英语-八上-北师大版八上 Lesson 17 True Stories 教案

I don’t thinkthehuge snakeis true because…
1.There are many kinds of creatures in the sea.
2. ...near the boat...
3.
4.
5.
....
1. They didn’t have photos.
2. ...dark to see clearly.
1.Pang has a clear description of the man.
2. ... other wild men...
3.
4.
5.
....
1. Only Pang saw it.
2. ... too dark to see clearly...
ห้องสมุดไป่ตู้3.
4.
5.
....
I thinkthehuge snakeis true because…
Lesson 17 True stories?
一、Read and choose the main idea.
What is the passage mainly about?
A. Pang Gensheng found a strange man. B. A strange creature in the water.
C. A creature in the sea. D.Three unusual stories.
二、Read and answer the questions.
1.Did the writer write about “when, where, who, what happened” in Para 1?

北师大版-英语-八上-The Unexplained Lesson17 True Stories

1st Reading: Match the pictures with the stories.
Picture1 Story 3
Picture2 Story 2
Picture 3 Story 1
2nd reading: What unusual things are mentioned? A strange man.
How many kinds of savages (野人) do you know? Are you interested in wild men?
Savage in Shennongjia
Describe the picture and give your feelings.
Bigfoot
dangerous hairy huge tall …
初中英语北师大版八年级
Unit 6 The Unexplained
Lesson 17: True Stories? 第1课时
Warm up
Is it a man or an animal? What do we call it?
Bigfoot
Can you describe it?
It is hairy and has short legs, long arms, large hands and huge shoulders. It looks strong and tall and walks like a man.
A strange creature in the water.
A huge creature in the sea.
3rd reading: Read again and find more information.

Unit6Lesson17TureStories？(第二课时)教学设计八年级英语北师大版上册

Unit 6 Lesson 17 Ture Stories?（第一课时）Lesson Focus·Adjectives, expressions with get, adverbs after, before, during ·Talking about real and imaginary things·Sound changesVocabularyExercise 5Purpose: to help students know expressions with getDirect students to Story 1 in the reading. Read aloud the sentence“He got scared”“Why did Pang Gensheng get scared?”Elicit an appropriate response, for example, Because he saw something unusual / a strange man. Ask“Which adjective in the Key Words is similar to the word scared?”Elicit or provide scary. Write scary and scared on the board.Ask students to think of sentences for each, for example, The big man scared Peng Gensheng. The big man was scary. Then ask“Which sentence talks about how a person feels, and which sentence talks about the thing that causes the feeling?”Give students a few moments to think about this. Then elicit or provide The first sentence (with scared) describes how a person feels. The seeand sentence (with scary) talks about the thing that causes the feeling. If you feel your students are ready, you may skip this step.Direct students to the Sentence Builder. Read the examples aloud, orhave a student read them. Ask“What is the verb?”Elicit or provide get / gets. Ask students what part of speech the word in the righthand column are. Elicit or provide adjectives. Say“Find one more example in the stories”Write on the board He got scared. Elicit or provide that scared describes how Pang Gensheng felt. Point out the verb phrase got scared.Explain that we can use the verb get with many adjectives. Ask students to think about the sentence He got scared. Ask“Was he always feel scared, or did something happen that made his feeling change?”Elicit that something happened to make his feeling change. Explain that we often use get to show that something has changed. Ask students to find another example of get + adjective in the reading. If necessary, direct students to Story 3, One evening, it was getting dark. Point out that it changed from daytime, being light outside, to nighttime: It was getting dark.Encourage students to think of other expressions with get. Alternately, provide them or let your students use dictionaries. Some other examples are the following: get wet, get sick, get nervous, get excited, get angry, get dizzy, get serious, get rich, get cold, get hot. Be sure to go over the expressions that will appear in Exercise 6.Exercise 6Purpose: to help students ask and answer questions using expressions withgetAsk a more proficient student“When do you get nervous?”Elicit an appropriate response, for example, I get nervous when I meet new people. Alternatively, you may read the Example. If you feel your students are ready, you may skip this step.Direct students to the questions. Read them aloud, making sure students understand the meaning. Have students get into pairs. Say “Ask and answer these questions”. Monitor, offering help as needed.For more practice, switch pairs. Make a list of any errors you hear using expressions with get and have an anonymous feedback session at the end of the activity.Exercise 7Purpose: to help students understand the adverbs after, before and during Draw a timeline on the board. Write these three sentences in this order under the timeline. Do not include numbers. 1. Ridgway and Blyth were rowing across the Atlantic Ocean. 2. They saw many large fish. 3. It got dark. 4. Ridgway saw a huge creature. 5. The creature dived under the boat and came up on the other side. Write the words after, before and during on the board. Then ask the following question, stressing during and underlining it on the board:“What did Ridgway and Blyth see during their trip across the Atlantic Ocean?”Elicit or provide Many large fish. Then ask, stressing and underlining before,““What happenedbefore Ridgway saw the huge creature?”Elicit or provide It got dark.Finally, ask, stressing and underlining after,“What did the creature do after Ridgway saw it?”Elicit or provide It dived under the boat and came up on the other side. If you feel your students are ready, you may skip this step.Direct students to the Sentence Builder. Read the first sentence aloud and ask““Which was first, After a while or Pang threw a stone at him?”Elicit or provide after a while, explaining that it means some time had passed, if necessary. Ask about the second sentence, eliciting Some people knew about the monster. Ask the same question for the last sentence, insinuating that it's a "trick" question: Both were happening at the same time.Direct students to the sentences. Say“plete the sentences with after, before or during”. Monitor, offering help as needed. If students need support, have them work in pairs.Go over the answers, asking individual students to say them aloud. Answers1. After;2. During;3. BeforeSpeakingExercise 8Purpose: to help students plete sentences with real or imaginary thingsSay something real or imaginary about yourself, using one of thesentence starters, for example, “Before the weekend, I always finish my class preparation”. Ask““Do you think this is real or imaginary?”Don't have your students answer just yet; just direct them to the sentence starters. Say“plete the sentences with real or imaginary things”. Monitor, offering help as needed.Exercise 9Purpose:to help students decide if their partners' sentences are real or imaginarySay the statement about yourself again. This time, ask students to guess whether it's real or imaginary. Tell them which one it is. You may also read the Example dialogue, or have two students read it. If you feel your students are ready, you may skip this step.Say“Listen to your partner's sentences from Exercise 8. Are his or her sentences real or imaginary?”Monitor as students talk, offering help as needed. Pay attention to students' use of after, before and during, and expressions with get.e together as a class and have students volunteer to tell what they talkedabout with their partners.。

北师大版-英语-八上-北师大版八上 Lesson 17 True Stories

time
John and Chay. What …look like:
huge/ a huge snake.
Reading
1. 朗读时注意模仿语音、语调。 2. 注意连读、重音、停顿。
Reading
1. 自己大声朗读课文3分钟。 2. 注意语音、语调、连读、重音和停顿。
Is “the Loch Ness Monster” famous?
a strange creature saw_i_n_t_h_e_s_e.a
In the Atlantic
came to_w_a_r_d__the boat,
Ocean.
dive_d__u_n_d_e_r__it and
Two
Who: British
sailaorfse,w
came up on the minutesoltahteerr side_a_ft_e_r_s_o_m_ e
tall with long arms, dark eyes
and big teeth.
3rd Reading:
1. 阅读第二、三段，完成两个思维导图。
2. 只填写关键词。
3.6分钟时间。
12C.. a两可n人增yo一加u g组怪u讲物ess故外hH事貌oow。描wD写fre.W和lt:i/当lso事n 人fel的t a感t t受ha。t time?
think “the strange man” or “the huge snake” is true (or not true) .
man is true because…
1.Pang has a clear description of the man. 1. Only Pang saw it.

英语八年级上册《lesson17》教案

1.It’s the Ss’ turn todiscuss what other blessings do you know?.
2.make birthday cards.
step6.Summary(课堂小结)（2’)
New words: Some phrases:
Step7.当堂检测（5’）
学思练:基础达标和能力提升
初中20-20学年度第一学期教学设计
主备教师
审核教师
授课周次
授课时间
课题
Lesson17: Presents from Canada!
课型
新授课
教学目标
Teaching aims
nguage goals:
New words: tape ;post; yet; address; top; stamp
教学准备
PPt ,A tape recorder, some pictures
第一课时
课时数
5课时
课堂教学实施设计（教师活动、学生活动）
复备内容或集体备课讨论记录(标、增、改、删、调)
A.Greeting and lead- in（2’）
Step1: Lead-in and warm up
T: Have you ever sent a birthday card?
What do people usually write in birthday cards?
Ss: Yes,….
B. New lesson.
Step 1.Present learning -aims.(1’)
Step 2. New Words(3’)
Ask students to read the new words and do some exercises

八年级英语北师大版上册Unit6Lesson17TureStories(第二课时)优秀教学案例

3.为了让学生更好地投入课堂，我会设计一个简单的热身活动，如让学生自由讨论他们所知道的英雄事迹，活跃课堂气氛。
（二）讲授新知
1.在讲授新知环节，我会首先介绍本课的生词和短语，如“courageous”、“doctor”、“earthquake”等，并通过例句和情景展示，帮助学生理解和掌握这些词汇。
2.接下来，我会详细讲解本课所涉及的语法知识，如现在完成时和一般过去时的区别。通过举例和练习，让学生在实际情境中运用这些语法知识。
1.学生能够掌握本课ห้องสมุดไป่ตู้生词和短语，如“courageous”、“doctor”、“earthquake”等，并能运用到实际情境中。
2.学生能够理解并运用本课所学的语法知识，如现在完成时和一般过去时的区别，并在口语和书面表达中正确使用。
3.学生能够通过阅读故事，理解故事的主要情节和人物特征，提高阅读理解能力。
3.在评价过程中，我会注重学生的综合能力的培养，不仅关注他们的知识与技能的掌握程度，也关注他们的过程与方法的应用，情感态度与价值观的体现。
四、教学内容与过程
（一）导入新课
1.课堂开始时，我会通过播放一段关于英雄事迹的视频片段，引导学生关注英雄的伟大和勇敢，激发他们的学习兴趣。
2.随后，我会向学生介绍本节课的主题，即阅读关于真实故事的课文，并简要说明本节课的学习目标和学习内容。
4.反思与评价：引导学生进行自我反思和评价，培养学生的自我反思能力；同时，对学生的学习成果进行及时的反馈和评价，鼓励他们继续努力。
5.作业小结：布置与本节课相关的作业，让学生在课后巩固所学知识，提高实际运用能力；并对本节课的学习情况进行总结，表扬表现优秀的学生，鼓励他们继续努力，对表现不足的学生提出改进建议，帮助他们提高。

八年级英语北师大版上册Unit6Lesson17TureStories(第二课时)教学设计

3.阅读策略指导：引导学生运用预测、扫读、精读等策略，阅读教材中的真实故事，提高阅读理解能力。
（三）学生小组讨论，500字
在学生对新知识有了初步了解后，我将组织学生进行小组讨论。每组学生需要共同完成以下任务：
1.分享自己对故事的理解和感悟，讨论故事中的人物形象和情感态度。
2.运用所学词汇和语法，对故事进行复述和讨论。
2.利用多媒体教学资源，创设真实语境，让学生在情境中学习、体验英语，提高学习兴趣。
3.通过听力、阅读训练，引导学生运用不同的学习策略，如预测、扫读、精读等，提高学习效率。
4.鼓励学生大胆表达，积极参与课堂活动，培养他们的口语表达能力。
（三）情感态度与价值观
1.通过学习真实故事，培养学生关爱他人、勇敢善良的品质，让他们认识到助人为乐的重要性。
3.强调本节课的情感态度与价值观目标，鼓励学生在日常生活中践行所学品质。
4.对学生的学习成果给予充分的肯定和鼓励，激发他们继续学习的信心。
五、作业布置
为了巩固本节课的学习成果，确保学生对所学知识有深入理解和实际运用，特布置以下作业：
1.词汇练习：请学生结合教材中的词汇表，用新学的词汇和短语编写至少五个句子，每个词汇至少使用一次。通过这样的练习，学生能够加深对词汇意义的理解，并提高在实际语境中运用词汇的能力。
二、学情分析
八年级学生经过前一阶段的学习，已经具备了一定的英语基础，包括词汇、语法和阅读能力。在此基础上，他们对本节课的真实故事主题具有较高的兴趣和好奇心。然而，学生在实际运用英语方面仍存在一定的困难，如词汇量不足、语法运用不熟练、阅读技巧和方法有待提高等。
针对学生的实际情况，本节课的教学应注重以下几点：
1.激发学生兴趣，引导他们积极参与课堂活动，发挥主观能动性。

北师大版八年级英语上册Unit 6 Lesson 17 True Stories教案2

Unit 6 Lesson 17 True Stories？教学设计教学内容：北师大版英语八年级上册Unit 6 Lesson 17 True Stories？部分内容。

教学目标(Objectives)：1.确保学生认识和理解一些基本单词的意义和简单口头运用（To learn the meaning and simple usages of some words and phrases）。

2.学习使用本单元重点句型及表达（To use the typical sentences to express）。

3.鼓励学生大胆发言及表达（To encourage the students to express bravely）。

4.培养学生对英语学科的兴趣（To make the students interest in English learning)。

5.增强学生听说读写译的能力（To strengthen the ability of listening, speaking, reading, writing and translating)。

教学重点（Key Points)：在学习了单词的基础上，以单词为载体，进行主要句型的学习，并了解其中的语法现象，根据具体情境，学会交流对话，侧重句型语法学习，交际意向和课外拓展为重点。

运用文本信息，在小组内分享自己感兴趣的怪异生物。

教学方法：游戏，音频，情景教学法，Pair-work两人小组活动，Group-work小组活动，多媒体辅助教学。

教学难点：学生处于初中阶段，对英语有了初步了解，有了一定的词汇储备，对于八年级上学期学生的要求重点是在会读会说的基础上，能掌握一些基本单词的拼写和造句，了解一定的语法内涵，与人进行简单沟通交流。

教学准备：课件、照片素材、音频文件、教学道具。

教学设计：Step1. GreetingStep2.Warm-up/Leading（热身/课程导入）Warm-up QuestionLook at the key words. Which two words mean “very big”?Step3.Presentation(呈现新课）1.Words Learning!1)老师放映课件，用中文询问同学看到了什么？同学们会看到课件上呈现的图画。

最新北师大版八年级英语上册课件：Unit 6 The Unexplained Lesson 17 True Stories 第2课时

3. __A_f_te_r__ you think it over, please let me know what you decide.
最新初中英语精品课件设计
Translate the following sentences.
1.他在过马路前向两边看了看。 He looked at both sides before he crossed the road.
I get angry when I get low
marks.
最新初中英语精品课件设计
My friend xxx gets nervous when he meets new people. He gets……….
最新初中英语精品课件设计
Read the sentences in the stories
The sounds at the end of words can be different when they are in a sentence. They can be changed by the first sound of the next word.
I’m in bed. He ran past the shop. Have you seen the film “Rain Man”? “n” sounds like “m” before b, p, and m.
Exercise
Fill in the blanks using the words in the box.
before after
during
1. I went to see my aunt __d_u_r_in_g___ my stay in Beijing.
2. The train had already left _b_e_fo_r_e_ we got to the station.

八年级英语北师大版上册Unit6Lesson17TureStories(第一课时)优秀教学案例

（四）总结归纳
1.教师可以引导学生总结本节课所学的一般过去时的用法和特点，帮助他们巩固所学知识。例如，教师可以让学生用简洁的语言总结一般过去时的构成和用法。
2.教师可以对本节课的学习内容进行归纳和梳理，让学生明确一般过去时在实际生活中的应用场景。例如，教师可以总结一般过去时在描述过去事件、讲述个人经历等方面的运用。
3.教师可以关注小组合作过程中的学生个体差异，给予不同程度的学生适当的指导和支持，使他们在小组合作中充分展示自己，提高自信心。例如，在小组活动中，教师可以针对学生的不同需求，提供相应的帮助和指导，确保每位学生都能在小组合作中取得进步。
（四）反思与评价
1.教师可以引导学生进行自我反思，帮助他们发现自己的学习优点和不足，提高自我调控能力。例如，在课堂结束后，教师可以让学生回顾本节课所学内容，总结自己在课堂上的表现，并思考如何改进学习方法，提高学习效果。
四、教学内容与过程
（一）导入新课
1.教师可以通过展示一幅描绘过去场景的图片，如“old photos”、“historical places”等，引导学生关注过去时态，激发学生对过去时的好奇心。
2.教师可以提出一个与过去相关的问题，如“Can you remember something interesting that happened last week?”，让学生尝试用英语描述自己的过去经历，引发学生对过去时态的思考。
3.小组合作培养团队精神：教师组织学生进行小组合作学习，让他们在小组活动中，共同完成任务，提高团队协作能力。通过小组合作，学生不仅在语言运用方面取得了进步，还学会了关爱他人，培养了自己的跨文化交际意识。
4.反思与评价促进自我调整：教师引导学生进行自我反思，帮助他们发现自己的学习优点和不足，提高自我调控能力。同时，教师还组织学生进行同伴评价，让他们在评价过程中，相互学习，共同进步。这种反思与评价的方式，使学生在评价中不断提高自己的语言运用能力。

【最新】北师大版八年级英语上册Unit 6 Lesson 17 True Stories 优质课课件

注意：toward 只表示朝着目的地移动，而to则含有到达的意思。
例如：
We drove toward Tianjin.我们朝着天津方向开。
We drove to Tianjin. 我们开车去了天津。
（2）some
time 一段时间。

注意：sometimes, sometime以及some time 的区别。sometimes 有时；sometime某个时候；some time 一段时间。
Unit 6
Lesson 17 True Stories?
Text Learning
Notes to the Text
1. Pang said he was about two metres tall with long arms.庞（先生）说他大约两米高，胳膊长长的。 two metres tall 两米高。 tall, old , deep, high, long, thick, wide与“数量+ 名词” 连用时，放在后面。例如：
例如： I sometimes go to school by bus. 我有时乘公共汽车上学。
I saw him sometimes last year. 我是去年的某个时候见到他的。
She lived in Paris for some time. 她在巴黎住过一段时间。
after a while 过一会儿，不久；不一会儿。
例如： I turned back after a while, but he kept walking. 我过了一会就往回走了，但他还接着走。注意：after a while 与in a while 的区别（1）in a while立刻马上常用用于一般将来时，提问时用how soon。例：I will leave for Beijing in a while(我马上就去北京）（2）after a while=after a moment 一会儿以后，后来常用于一般过去时，提问时用when。例：After a while, we began to have a picnic。过不久，我们就开始野餐。

新版北师大版八年级上册英语全册教案教学设计版

新版北师大版八年级上册英语全册教案教学设计版一、导言本教案教学设计版适用于新版北师大版八年级上册英语全册教学。

教案旨在提供全面、系统的教学指导，帮助教师合理组织教学内容，提高教学效果。

二、教学目标1. 语言技能目标：培养学生听、说、读、写的能力，提升他们的英语综合运用能力。

2. 语言知识目标：通过教学，让学生掌握八年级上册所涉及的英语单词、词组、句型和语法知识。

3. 研究策略目标：引导学生培养良好的研究惯和研究策略，提高他们的自主研究能力和合作研究能力。

三、教学内容与安排1. 单元一：Unit 1 - School Life- 课文：阅读和理解有关学校生活的文章，研究并运用相关的词汇和表达方式。

- 听说任务：进行学校生活相关主题的口语训练，培养学生的听、说能力。

2. 单元二：Unit 2 - My Hobbies- 课文：研究描述个人爱好的词汇和句型，培养学生在话题上进行阐述的能力。

- 阅读理解：通过阅读理解题目，提高学生阅读能力，发展他们的阅读技巧。

3. 单元三：Unit 3 - Going Places- 课文：研究有关旅行的词汇和句子，让学生能够用英语描述自己的旅行经历。

- 写作任务：引导学生通过写作，表达自己对旅行的观点和感受。

4. 单元四：Unit 4 - At the Movies- 课文：研究关于电影的词汇和表达方式，提高学生的听力和口语技能。

- 听力训练：进行电影相关主题的听力训练，培养学生听取关键信息的能力。

5. 单元五：Unit 5 - Sports Events- 课文：研究有关体育赛事的词汇和句子，培养学生在口语和写作方面的综合能力。

- 小组讨论：组织学生进行体育赛事相关主题的小组讨论，培养他们的合作能力。

6. 单元六：Unit 6 - Technology- 课文：研究关于科技的词汇和句子，提高学生的听力和口语技能。

- 视听说任务：进行科技相关主题的视听说任务，培养学生运用英语进行表达的能力。

八年级英语北师大版上册Unit6Lesson17TureStories(第二课时)说课稿

3.情感态度与价值观：
（1）培养对英语阅读的兴趣，提高学习积极性；
（2）增强团队合作意识，培养沟通和表达能力；
（3）了解不同文化背景，提高跨文化交际能力。
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
1.教学重点：
（1）故事阅读和理解；
（2）关键词汇、短语和重点句型的掌握；
3.使用不同颜色、粗细的线条和符号，突出重点，增强视觉效果。
（二）教学反思
在教学过程中，我预见到以下可能的问题或挑战：
1.部分学生对故事背景和文化知识的了解不足，可能导致阅读理解困难；
2.在小组活动中，可能出现学生参与度不均的情况；
3.学生对新学语法点的掌握程度不一，需要个别辅导。
为应对这些问题，我将：
3.展示本节课的教学目标和内容，让学生明确学习任务，激发学习动机。
（二）新知讲授
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
1.通过PPT展示本节课的核心词汇和短语，让学生跟读、模仿，并尝试运用到句子中。
2.引导学生阅读课文，采用任务型教学法，设计不同难度的阅读任务，如填空、选择、问答等，帮助学生理解故事内容。
（3）阅读策略的运用。
2.教学难点：
（1）定语从句、宾语从句的运用；
（2）故事背景的了解和跨文化交际能力的培养；
（3）学生创作能力的激发和指导。
二、学情分析导
（一）学生特点
本节课面向的是八年级学生，这个年龄段的学生具有以下特征：好奇心强，对新鲜事物充满兴趣；思维活跃，具有一定的批判性和创造性；认知水平逐渐提高，能理解较为复杂的概念和知识；学习习惯方面，部分学生已经形成了良好的学习习惯，如按时完成作业、积极参与课堂活动，但仍有部分学生需要进一步培养学习自觉性和自律性。