八年级英语上Unit6 Welcome to the unit教学设计牛津译林版文档格式.docx
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八年级英语上Unit6 Welcome to the unit教学设计牛津译林版文档格式.docx
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中就不能充分调动他们的积极性,上课也不太愿意举手发言。
所以教
师应尽量创设贴切真实的语言环境和情境,组织、实施各种形式的课
堂活动,为学生创设自主、探究、合作的空间,把他们吸引到课堂中
,使他们积极参与课堂活动。
items
words&
phrases
atthemarket,longthinneck,15typesofcranes,wing,rare,
hen
Structure
Dialogue
Text
methods
Task-basedlanguageteaching
communicativelanguageteaching
objectives
Languageknowledge
Studentsareexpectedtoknowthecommonnamesandcharacteristicsofbirds.
Language
skills
Studentsareexpectedtodescribedifferentkindsofbirdsandtheircharacteristics.
application
Studentsareexpectedtodescribebirds’appearanceand
characteristics.
Emotional
attitudes
Studentsareexpectedtolearntheimportanceofprotectingnatureandbirds.
Learning
strategies
autonomiclearningstrategy
cooperativelearningstrategy
Importantpoints
Toknowthewordsandphrasesaboutbirds.
Difficultpoints
TotalkaboutbirdsfreelyandproperlyinEnglish.
Taskapplied
onestudentdescribeakindofbird,andtheothersguesswhatkindofbirditis.
二、Teachingprocedures
Time
Teachingsteps
Teacher’s
activities
Students’activities
Teachingpurpose
min
to
6min
Step1Lead-in
.Presentsome
beautifulpicturesofbirdsandplaythesongs“IbelieveIcanfly”.
2.Haveafreetalkwithstudents.
Doyouknowthe
nameofthesong?
Doyouwanttoflyfreelylikethesebirds?
Doyoulikethesebirds?
...
Doyouoftenwatchbirds?
whataretheydoing?
.Enjoythenicesongandbeautifulpicturesofbirds.
2.Takeanactivepartinfreetalksandanswerthequestions.
播放鸟的图片和
歌曲,很自然地
让学生了解到
这堂课的主题,这样既调动了课堂的气氛,同时也吸引了学生的注意力。
教师通过几个问题,和学生一起谈论歌曲,谈论鸟儿,从而自然而然地导入课单词的学习。
7min
Step2
Presentation
.Shareastorywithstudentsandpresentnewwords.
whilesharingthestory,asksomequestions.
Isthistheswan?
why?
Doyouknowthenameofthebird?
whathappenedtotheswanatlast?
canyoudescribetheswan’sappearance?
whatdoesacranelooklike?
.Listentothestorycarefullyandlearnsomenewwords.
oneday,abeautifulgirlwaswalkingalongthelake.Suddenly,alargebirdcaughtthegirlandturnedherintoabeautifulswan.Aprincesawthisswaninhisdreamandhelovedthisbeautifulswan.whathappened?
onhisway,hemetsomebirds.Buttheyaren’tswans.Atlast,hefoundthewhiteswannearSwanLake.
将所教内容融合在所编故事中。
在讲故事的过程中,多次设下悬念,并且运用夸张的语调,不仅可增加故事的感染力,而且能把学生吸引到故事中来。
这样激发了学生的学习兴趣和热情,培养学生的想象力,提高了学习的积极性和主动性,增强了学习的有效性。
17min
to28
Step3
Practice
.
checktheanswersandaskstudentstodescribebirds.
2.
organizestudentstoplayaguessinggame.
3.GuidestudentstolistentoAmyandSimon’sconversationandasksomequestions.
whatbirddoesSimonlikebest?
whatdocraneslooklike?
Howmanytypesofcranesarethereintheworld?
4.Nowlet'
stalkaboutyourfavouritebirdsinpairs.UsethepicturesonthescreenandthedialogueinPartBtohelpyou.Trytomakeasimilardialogue.
A:
what’syourfavouritebird?
B:
Ilike….
whatdo…looklike?
They….
Howmanytypes/kindsof…?
Thereareonly….
Theyarerarebirds.
.matchthepictures
withthedescriptionsinPartA)
2.Playaguessinggame.
onestudentdescribesakindofbird,andtheothersguesswhatkindofbirditis.
E.g.Iliveinthewetland.Iamverytall.Ihavelongbeak,longneckandlonglegs.Ihaveblackandwhitefeathers.whoamI?
3.StudentslistentoAmyandSimon’sconversationandanswersomequestions.
4.makeupadialoguetotalkaboutstudents’favouritebirds.
猜鸟活动的设计既强化了英语听
力的训练,又为
下面的对话练
习提供了依托。
在游戏中让学生对鸟进行描述,对学生而言是一次信息的输入,大量的输入使得
下面的输出变得更容易
些。
学生通过听,捕捉对话中的关键信息,又一次进行语言输入。
小组对话给学生搭建了说的平台,让每一个学生都有机会说、敢说、能说,让更多的学生参与到英语交际中,提高英语课堂教学的有效性。
29min
to34min
Step4
comicstrips
.Letstudentslistentothedialogueandthenasksomequestions.
T:
wehavewatchedsomanybeautifulbirds.Eddiealsowantstogobirdwathing,
doyouknowwherehe’sgoingbirdwatching?
.
2.Encouragestudentstoactthedialogueout.
.Listentothedialogueandthenanswersomequestions.
whydoesEddieoftengotothemarket?
whatdoesEddielike?
DoesEddiereallylikewatchingthebirds?
IsEddiearealbirdwatcher?
2.workinpairsandactthedialogueout.
《新课标》建议教师要善于结合教学的实际需要,灵活地、有创造性地使用教材,对教材的内容、编排顺序、教学方法等方面进行适当的取舍或调整。
本节课,我根据教学实际,调整了教学顺序,将comicstrip和welcometotheunit对调,力求达到最佳效果。
35min
to39mi)
Step5
Readtheconversationbelowandthencompletetheblankswiththehelpofthefirstletter.
catherine:
whatareyoug______todothisafternoon?
Victor:
Iamgoingb_____________.
wouldyouliketogowithme?
ok.whichbirddoyoulikeb_____?
Ilikeb_____eaglesbest.
why?
Becausetheyareverystrong.Theyhaveb_____wingsandcanflytoahighplace.
Howaboutyou?
whichisyourf________bird?
Ilikes____best.Theyareverybeautiful.whentheyfly,theylooklikefairies.
well,let’sg__.
把词汇、短语、等语言点放在语篇中,设计成首字母填空的形式,突出语境应用,开拓语篇,培养学生综合运用语言的能力。
40min
to44min
45min
Step6
Discussion
Step7
Homework
.Playavideoaboutbirdsandaskstudentstodiscussingroups.
Ifyouwereabird,whatdoyouwanttosaytopeople?
2.Haveasummary.
Infact,ourgovernmenthastakenactiontoprotectthem.wehavebuiltmanynaturereserves.Lookatthemap,whatanimalsliveinthesereserves?
1.TrytolookformorekindsofbirdsontheInternet.
2.writeashortpassagetotalkaboutyourfavouritebird.
.watchthevideoanddiscussthequestioningroups.
2.Studentsexpresstheirownopinionsandknowsomeinformationaboutchinesereserves.
问题的设计打破常规,进行了角色置换,让学生假设自己是一只鸟,这样使学生更有感而发,更能体会到保护鸟类保护自然的重要性。
小组讨论激发学生的学习兴趣和热情,培养学生团结合作的意识和精神。
扎龙自然保护区的简单介绍为这个单元的第二课时的阅读做了准备。
Reflection
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- 八年级英语上Unit6 Welcome to the unit教学设计牛津译林版 年级 英语 Unit6 unit 教学 设计 牛津 译林版