仁愛(ài)英語(yǔ)八級(jí)上冊(cè)u(píng)nit2-topic2-sectionc-教學(xué)設(shè)計(jì).doc

此文檔收集于網(wǎng)絡(luò)，僅供學(xué)習(xí)與交流，如有侵權(quán)請(qǐng)聯(lián)系網(wǎng)站刪除仁愛(ài)八上Unit 2 Topic2 Section C課堂教學(xué)設(shè)計(jì)課題（教材版本、使用年級(jí)、單元名稱(chēng)）：仁愛(ài)版八年級(jí)英語(yǔ)上冊(cè)Unit 2 Topic 2 I must ask him to give up smoking. (Section C)設(shè)計(jì)人/單位（地市、學(xué)校、設(shè)計(jì)人名字）：課型讀寫(xiě)結(jié)合課教材分析（本課內(nèi)容與前后學(xué)習(xí)內(nèi)容的聯(lián)系、與學(xué)生水平的關(guān)系，調(diào)整意見(jiàn)）：本節(jié)課為讀寫(xiě)結(jié)合課。1a的短文是關(guān)于良好的飲食習(xí)慣，呈現(xiàn)了四個(gè)小主人公在媽媽的引導(dǎo)下養(yǎng)成健康的飲食習(xí)慣。書(shū)本P40-3的作文沒(méi)有采用，而是將 P40-2改為寫(xiě)作。本節(jié)課計(jì)劃分兩個(gè)課時(shí)上，如需一個(gè)課時(shí)完成的話，則將step6和step7放到下一節(jié)課或課后完成。 教學(xué)目標(biāo)或內(nèi)容要求（知識(shí)、技能、文化、情感、策略、評(píng)價(jià)等）知識(shí)與技能：能正確拼讀本課詞匯。能找出文章的主旨及結(jié)構(gòu)，完成相應(yīng)的閱讀任務(wù)。能口頭復(fù)述文章內(nèi)容。過(guò)程與方法：能通過(guò)預(yù)測(cè)、尋讀、猜測(cè)詞義等閱讀策略提高閱讀效率。情感態(tài)度與價(jià)值觀：了解健康的生活方式的內(nèi)容并在日常生活中注重健康問(wèn)題。學(xué)情分析（年齡和認(rèn)知特點(diǎn)、已具備與本節(jié)課學(xué)習(xí)相關(guān)的語(yǔ)言知識(shí)和技能等基礎(chǔ)）大部分學(xué)生對(duì)英語(yǔ)課比較感興趣,課堂上能完成各項(xiàng)學(xué)習(xí)任務(wù),但積極舉手發(fā)言的學(xué)生較少。部分學(xué)生閱讀能力較差，閱讀策略有待加強(qiáng)，詞匯的積累不夠。寫(xiě)作上容易受中文思維影響，不能靈活將所學(xué)短語(yǔ)句型運(yùn)用到表達(dá)中。教學(xué)重難點(diǎn):情態(tài)動(dòng)詞should, had better(表提議)； must(表必要性)教學(xué)資源教材，多媒體課件，黑板，同步練習(xí)冊(cè)設(shè)計(jì)思路（研究方向：詞匯教學(xué)、語(yǔ)法教學(xué)、對(duì)話教學(xué)、閱讀教學(xué)、寫(xiě)作教學(xué)、聽(tīng)說(shuō)教學(xué)）閱讀教學(xué)、寫(xiě)作教學(xué)教學(xué)流程及說(shuō)明（每個(gè)教學(xué)步驟要分析設(shè)計(jì)此任務(wù)所達(dá)到的目的， 陳述教師活動(dòng)/方法利用何種條件/手段促進(jìn)學(xué)生活動(dòng)/學(xué)法）Step 1 Warming upAsk the students what they usually have for breakfast/lunch/ dinner. Get some individual students to answer the question. Then get the students to work in groups and write down as many words about food as they can.The purpose of this step: To lead in the topic and review the words about food. Step2 Pre-readingGo through the words about food quickly and teach the new ones by pictures at the same time. Get the students to look at the pictures in 1a and predict what Janes mother said to her.The purpose of this step: To brainstorm the vocabulary and develop the Ss predicting skills.Step3 While-reading1. Get the Ss to fulfill two reading tasks: Skim to match the sentences with the pictures (1b) and read carefully and circle T or F (1c).The purpose of this step: To develop the Ss reading skills: skimming and careful reading.2. Explain some important phrases and sentences and get the students to learn them by heart. Then ask the students to complete the sentences using the phrases they learn in the passage.The purpose of this step: To solve difficulties in the passage and help Ss to consolidate the important phrases.Step4 Post-readingGet the students to complete the rewriting of 1a on the ppt. and then retell 1a according to it.The purpose of this step: To check the Ss understanding of reading and develop the Ss ability of language output.Step5 Pre- writingGroup work. Get the students to discuss Dannys diet in groups and talk about what they think of his diet. For example: I think he eats too much meat. etc.The purpose of this step: To prepare for the writing.Step6 While-writing(depending on time left)Get the students to write an e-mail to Danny after class and give him some advice about healthy eating.The purpose of this step: To train Ss writing. Get them to use should, had better, must to give suggestions.Step7 Post-writing (depending on time left)Get the students to share their compositions in groups and help one another to correct the mistakes. Show one or two students compositions to the whole class and evaluate them.The purpose of this step: Help the Ss to learn from others and improve their writing skills by helping one another to correct the mistakes in the compositions.Step8 Assigning homeworkGet the students to finish the writing after class (if there isnt enough time for the students to finish it in class) and do the exercises in the workbook.Unit 2 Topic 2 學(xué)習(xí)目標(biāo)：1. 能正確拼讀本課詞匯及短語(yǔ)。 I must ask him to give up smoking. (Section C)2. 能找出文