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 6 Natural disasters》Period 6 Integ rated skills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 6 Natural disasters》Period 6 Integ rated skills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 6 Natural disasters》Period 6 Integ rated skills教案 牛津版（6頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、 《8A Unit 6 Natural disasters》Period 6 Integrated skills Title (課題) Natural disasters Integrated skills Type (課型) New 新授課 Period (課時(shí)) 6 Supporting theories 理論支撐 1. 建構(gòu)主義學(xué)習(xí)理論。皮亞杰為代表的建構(gòu)主義學(xué)習(xí)理論認(rèn)為，學(xué)習(xí)者的知識(shí)是在一定情境下，借助于他人的幫助，如人與人之間的協(xié)作、交流、利用必要的信息等等，通過(guò)意義的建構(gòu)而獲得的。本節(jié)課改變傳統(tǒng)的英語(yǔ)教學(xué)觀念，推進(jìn)“學(xué)—導(dǎo)—練”的教學(xué)模式，強(qiáng)調(diào)以學(xué)

2、生為中心，強(qiáng)調(diào)學(xué)生對(duì)知識(shí)的主動(dòng)探索、主動(dòng)發(fā)現(xiàn)和對(duì)所學(xué)知識(shí)在原有經(jīng)驗(yàn)基礎(chǔ)上的意義生成。 2.聽說(shuō)領(lǐng)先，培養(yǎng)學(xué)生的興趣，激發(fā)內(nèi)在動(dòng)力。聽說(shuō)領(lǐng)先，增加學(xué)生聽說(shuō)和學(xué)習(xí)語(yǔ)言材料的數(shù)量。聽說(shuō)領(lǐng)先，訓(xùn)練學(xué)生用英語(yǔ)思維，提高學(xué)生英語(yǔ)語(yǔ)言能力。聽說(shuō)領(lǐng)先，創(chuàng)設(shè)和諧、融洽的學(xué)習(xí)氛圍，促進(jìn)師生之間的情感交流。 3.以學(xué)生為主體、教師為主導(dǎo)、訓(xùn)練為主線，面向全體，分層教學(xué)。注重學(xué)生的能力培養(yǎng)，力爭(zhēng)課堂的優(yōu)質(zhì)高效。小組討論不僅給學(xué)生提供了大量的口頭操練的機(jī)會(huì)，而且是一個(gè)相互交流和學(xué)習(xí)的過(guò)程，學(xué)生們通過(guò)互相配合，培養(yǎng)了團(tuán)結(jié)協(xié)作精神，體會(huì)到了共同攻克難關(guān)，分享快樂(lè)的愉悅。 4.充分體現(xiàn)任務(wù)型教學(xué)理念，設(shè)計(jì)教學(xué)活動(dòng)從學(xué)生

3、實(shí)際出發(fā)，使學(xué)生的發(fā)散性思維活動(dòng)得到充分的解放。在完成任務(wù)的過(guò)程中，學(xué)生大腦始終處于一種激活狀態(tài)，他們獲得的不僅是語(yǔ)言知識(shí)，獲得了運(yùn)用語(yǔ)言的能力，培養(yǎng)了創(chuàng)新精神。 Aims and demands (教學(xué)目標(biāo)) A: Knowledge (語(yǔ)言知識(shí)) 1.To Recognize key expressions involved in an emergency call. 2. To know the main idea of listening. C: Feeling (情感態(tài)度) 1. To make the students love lives and kn

4、ow how to deal with a sudden accident. 2. To make the students more interested in English. Key points and difficulties (教學(xué)重、 難點(diǎn)) 1. To learn some new words, useful phrases and sentence patterns. 2. To talk about traffic accidents and natural disasters 3.To complete an accident report using

5、 the information through listening Teaching Methods (教學(xué)方法) Task-based Language Teaching , scene communication teaching method, role playing activities and TPR teaching method. Aids: 課前準(zhǔn)備（教具、活動(dòng)準(zhǔn)備等） 1. Get some information about an accident on the Internet. 2. Get some pictures about disa

6、sters ready. 3. Pre-listening and learn about the main ideas. 教 學(xué) 設(shè) 計(jì) 課前延伸 （預(yù)習(xí)） 1.聽磁帶，預(yù)習(xí)Listening部分的生詞。 （會(huì)拼寫、知詞義） 2.填充報(bào)告，了解大意。 3.解決疑難問(wèn)題。 （個(gè)人思考，小組討論，待課上求助） 4.查閱與Listening內(nèi)容相關(guān)的資料，以備課上合作交流。 讓學(xué)生通過(guò)課前自學(xué)，小組合作解決預(yù)習(xí)中的一些問(wèn)題，為上課做準(zhǔn)備 Teaching Plan (授課計(jì)劃) Studying Plan (學(xué)習(xí)計(jì)劃) Aims (設(shè)

7、計(jì)意圖) 課 內(nèi) 拓 展 學(xué) StepⅠWarming up 1. Show the students some pictures of natural disasters. 1.檢查課前預(yù)習(xí)：各組代表交流對(duì)natural disasters的了解情況，再提出組內(nèi)無(wú)法解決的疑難問(wèn)題。2. 老師設(shè)問(wèn)，導(dǎo)入新課。 Step II Presentation (Pre-listening

8、) 1. Teach the new words. Nouns: condition, caller, victim, arrival, mobile phone. Verb: cover, cause Adjectives: serious (With the help of some pictures.) 2.Give the students two minutes ,let them recite the words as quickly as possible. 3. Show a table and explain this table is a polic

9、e report. Ask students to look at it carefully and ask and answer questions about it with their partner. 4. Tell them there is also an accident report from the 110 hotline. Ask them to open their books at page 102, complete part of the accident report form in Part A1 with as much information as the

10、y can find in Part A2. Then check answers with the whole class. 1.通過(guò)單詞競(jìng)賽，檢查預(yù)習(xí)單詞情況，為接下來(lái)的環(huán)節(jié)做好鋪墊。（做好過(guò)程中激勵(lì)性評(píng)價(jià)） 2.采用相互問(wèn)答或?qū)υ挼男问?，在語(yǔ)境中運(yùn)用生詞，激發(fā)學(xué)生興趣，對(duì)Listening內(nèi)容有進(jìn)一步的感性認(rèn)識(shí)。 導(dǎo) Step III Practice ( While- listening) 1.Play the recording and ask students to listen to the phone call between Mr Su

11、 and the officer of the 110 hotline. Then fill in the missing information in the accident report form in Part A1. 2.If necessary, play the recording and ask students to listen again, pay special attention to the information they should write down. 3.Then Play the recording sentence by sentence an

12、d check answers with the whole class 4.Play the recording again for Ss to listen to the whole passage. 5.Ask students to do a pair work, one plays the role of Mr Su, and the other acts as the officer of the 110 hotline. Invite them to make a telephone call using the information in the accident re

13、port form. 1. 通過(guò)對(duì)學(xué)生的聽讀訓(xùn)練，培養(yǎng)其搜索有用信息的能力。 2. 強(qiáng)化聽說(shuō)訓(xùn)練，提高學(xué)生對(duì)文章細(xì)節(jié)的理解和推斷能力。繼續(xù)進(jìn)行過(guò)程性評(píng)價(jià)。 3聽說(shuō)領(lǐng)先，增加學(xué)生聽說(shuō)和學(xué)習(xí)語(yǔ)言材料的數(shù)量聽說(shuō)領(lǐng)先，訓(xùn)練學(xué)生用英語(yǔ)思維，提高學(xué)生英語(yǔ)語(yǔ)言能力。 練 Step IV Production (Post-listening) 1.Tell students that Sandy read about Mr and Mrs Su’s accident in the newspaper. She wants to tell her e-friend Vivien ab

14、out it. Ask them to help her complete her e-mail in Part A3 on Page 103. Then check answers together. 2.Students read the e-mail together. 3. Explain that a reporter from a TV station asked Su Ning to introduce what he and his wife experienced that day. Tell students: If you are Su Ning, please t

15、ell the audience about it using the topic ‘My experience during the snowstorm’. 尊重學(xué)生的個(gè)性差異，分層要求。在學(xué)生自學(xué)過(guò)程中，教師通過(guò)觀察、詢問(wèn)，有計(jì)劃地點(diǎn)撥學(xué)困生，鼓勵(lì)其大膽質(zhì)疑；有針對(duì)性地向優(yōu)生提出深層次的問(wèn)題，使他們的聰明才智得到充分發(fā)揮。 Step V Speaking 1. Say from Mr. Su’s story, we know bad weather can be really dangerous. Sometimes, it can even cause natural dis

16、asters. Ask students to listen to a conversation between Sandy and Amy. They are talking about such a natural disaster caused by bad weather. 2. Students listen to the tape and answer these questions. 3.Students read the conversation in pairs. Then invite some pairs to come forward and role-play i

17、t in front of the class. 4.Ask students if they have heard about the Taiwan earthquake in 1999. Go through some details about that earthquake with the class. 5.Ask students to tell their friend about that disaster. They can use Sandy and Amy’s conversation as a model and replace the underlined wor

18、ds with their own ideas. 6.Students can talk about any other natural disasters they have experienced or heard about with their partner. 培養(yǎng)學(xué)生的口語(yǔ)表達(dá)能力。以四二一小組為單位，合作交流，取長(zhǎng)補(bǔ)短，集思廣益，推優(yōu)向全班展示成果。（教師巡視、了解，點(diǎn)撥有困難的學(xué)生大膽開口，引導(dǎo)優(yōu)生發(fā)揮才智。充分體現(xiàn)面向全體學(xué)生，注重他們整體素質(zhì)的提高。） 練 Step VI Production I. Exercises (學(xué)案練習(xí)課內(nèi)訓(xùn)練) 學(xué)案練習(xí)鞏固本課所學(xué)重點(diǎn)內(nèi)容,將英語(yǔ)教學(xué)落到實(shí)處 課后提升 Step VII Assignment 1. Recite all the new words. 2. Find more information about natural disasters on the Internet. 3.Make a hand-copied newspaper about natural disasters. 控制作業(yè)量，既落實(shí)雙基，又重視知識(shí)面的拓寬和能力的提升。（關(guān)心學(xué)生的認(rèn)知發(fā)展） 6