江蘇省海安縣大公初級(jí)中學(xué)八年級(jí)英語(yǔ)上冊(cè)《8A Unit 2 School life》Period 7 Main task教案 牛津版

《江蘇省海安縣大公初級(jí)中學(xué)八年級(jí)英語(yǔ)上冊(cè)《8A Unit 2 School life》Period 7 Main task教案 牛津版》由會(huì)員分享，可在線閱讀，更多相關(guān)《江蘇省海安縣大公初級(jí)中學(xué)八年級(jí)英語(yǔ)上冊(cè)《8A Unit 2 School life》Period 7 Main task教案 牛津版（3頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、8A Unit 2 School lifePeriod 7 Main taskTitle(課題) School life(Main task)Type(課型)New新授課Period(課時(shí))7Supporting theories(理論支撐)1.任務(wù)型教學(xué)(Task-based Approach) 任務(wù)型教學(xué)是交際法(communicative approaches) 的一種新的形態(tài), 是交際法的發(fā)展。任務(wù)型教學(xué)強(qiáng)調(diào)教學(xué)過(guò)程, 力圖讓學(xué)生通過(guò)完成真實(shí)生活任務(wù)而參與學(xué)習(xí)過(guò)程, 而讓學(xué)生形成運(yùn)用英語(yǔ)的能力。因此, 任務(wù)型教學(xué)克服了以功能為基礎(chǔ)的交際教學(xué)法不重視過(guò)程的不足。任務(wù)型教學(xué)強(qiáng)調(diào)培養(yǎng)學(xué)生運(yùn)用

2、英語(yǔ)進(jìn)行交際的能力, 但從更廣泛的層面強(qiáng)調(diào)培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力。任務(wù)型教學(xué)強(qiáng)調(diào)以真實(shí)生活任務(wù)為教學(xué)中心活動(dòng), 修正了以功能為基礎(chǔ)的教學(xué)的活動(dòng)中存在的真實(shí)性不足的問(wèn)題。任務(wù)型教學(xué)活動(dòng)有利于學(xué)生學(xué)習(xí)語(yǔ)言知識(shí)、發(fā)展語(yǔ)言技能, 從而提高實(shí)際語(yǔ)言運(yùn)用能力、促進(jìn)以語(yǔ)言運(yùn)用能力為目的的語(yǔ)言知識(shí)教學(xué)。2.小組合作學(xué)習(xí)小組合作學(xué)習(xí)本身有著自己的理論基礎(chǔ)，維果斯基的“最近發(fā)展區(qū)”理論、馬斯洛的“需要理論”和卡夫卡的集體動(dòng)力理論。這種合作教學(xué)模式將對(duì)學(xué)生的學(xué)習(xí)成績(jī)、認(rèn)知水平、學(xué)習(xí)的能動(dòng)性、學(xué)習(xí)中的社會(huì)性產(chǎn)生顯著的影響，此模式在培養(yǎng)學(xué)生學(xué)習(xí)與人合作、與人競(jìng)爭(zhēng)，與人溝通的現(xiàn)代意識(shí)，形成良好的心理素質(zhì)方面起著不可估量

3、的作用。合作學(xué)習(xí)能突出學(xué)生的主體地位, 培養(yǎng)學(xué)生的創(chuàng)新能力和積極的情感因素, 培養(yǎng)學(xué)生的合作精神競(jìng)爭(zhēng)意識(shí)和集體榮譽(yù)感, 同時(shí)合作學(xué)習(xí)也能提高教學(xué)效率。Aims and demands(教學(xué)目標(biāo))B: Language skill (語(yǔ)言技能)a. To use persuasive language.b. To use some phrases to make sentences c. Improve the students writing abilities.C: Feeling (情感態(tài)度) Make the students learn happily and use freelyKe

4、y points and difficulties(教學(xué)重、難點(diǎn))1. Improve the students speaking and writing abilities2. Help the students to know more about the differences of the phrases, e.g.:“how long, how often, how soon” , “wear, put on, have on, dress”3. How to write an article about ones school life.Teaching Methods(教學(xué)方法)

5、 Task-based approach Situational Teaching MethodAids: 課前準(zhǔn)備（教具、活動(dòng)準(zhǔn)備等）1. PPT2. Some slides and pictures3. A tape recorder教 學(xué) 設(shè) 計(jì)課前延伸（預(yù)習(xí)） 1. Preview new words on Page 35, 36, and answer the questions on Page35.2. Do some exercises to test students master of the words.Teaching Plan(授課計(jì)劃)Studying Plan(學(xué)習(xí)

6、計(jì)劃)Aims(設(shè)計(jì)意圖)課內(nèi)探究課內(nèi)探究 學(xué)Step1 Lead-in 1. Preview the new words of this part and try to master the usage of them.2. Interview Students interview their partner about their own school life.1).What time does your school day start?2).Do you think this is too early or too late?3).What time does your school

7、 day finish?4). Do you think this is too late or too early?5).How long is your lunchtime?6). Do you do any after-school activities?7).What after-school activities do you do?8).Do you like to wear your school uniform?2. Describe their own or classmates ideal school.通過(guò)幫助學(xué)生復(fù)習(xí)已有知識(shí)自然引出本課主題；通過(guò)采訪讓學(xué)生漸漸進(jìn)入角色，

8、以學(xué)生為中心，體現(xiàn)了維果斯基的建構(gòu)主義學(xué)習(xí)理論。小組競(jìng)賽得分激發(fā)學(xué)生的競(jìng)爭(zhēng)意識(shí)。Step2Presentation(Part A1, Part A2)1. Read the questions, the names of subjects and explain unknown or difficult vocabulary on page 35.2. Discuss their choices.3. Brainstorm more subjects, sports and activities, see which group says the most.4. Write them on t

9、he blackboard.學(xué)生自主學(xué)習(xí)、探究、合作并找尋自己未能理解之處。小組合作、共同探索，小組競(jìng)賽更能激發(fā)學(xué)生的積極性。導(dǎo)Step3 Part B11. Tell the students to read Daniels article in Part B1.2. Help them identify the development of ideas and the type of information presented in each paragraph.3. Sample writing and mark the composition with each other, tryi

10、ng to find out partners mistakes.在學(xué)生自主學(xué)習(xí)探索的前提下，教師稍加點(diǎn)撥，可以讓學(xué)生們?cè)谟袔椭那闆r下更好的掌握規(guī)律，加深理解，提高能力;學(xué)生互評(píng)讓學(xué)生學(xué)中樂(lè)，樂(lè)中學(xué)，體現(xiàn)了加德納的多元智能理論。練Step4 Practice1. Discussion 1). How to write an article about their school 2). Each group prepares a small passage about their own school with a picture.2. Present their speeches and p

11、ictures, pick up the best one. 運(yùn)用小組討論激活學(xué)生原有知識(shí)并通過(guò)相應(yīng)練習(xí)進(jìn)行鞏固。小組合作準(zhǔn)備小作和圖畫(huà)能活躍課堂氣氛并激發(fā)學(xué)生的學(xué)習(xí)熱情。小組競(jìng)賽將課堂氣氛推向高潮。課后延伸Step 5Assignment1. Revise the passage we learned today.2. Write a small passage to describe you r ideal school.3. Finish the exercise.及時(shí)反饋，落實(shí)雙基, 通過(guò)自主復(fù)習(xí)鞏固課堂知識(shí)。板書(shū)設(shè)計(jì)computer science, table tennis, badminton, hide-and-seekGroup1Group2Group3Group43