外研八年級(jí)上Module6集體備課教學(xué)設(shè)計(jì)5

1、.拓展進(jìn)步：個(gè)案設(shè)計(jì)Writing First ask students to discuss in small groups to decide which animal they want to write about. Find out about the animal. Then write one or two short paragraphs about it.Sample version: Please the students do for it. Then write out themselves paragraphs about it.Gray bats Gray bats

2、 only weigh up to half an ounce. Their wings measure about 1.5 inches across. Gray bats live in groups in caves. Most gray bats live in caves in Alabama, northern Arkansas, Kentucky, Missouri, and Tennessee. The caves are usually found near a river or lake. During the day, gray bats sleep. At night,

3、 they eat up to 1,000 mosquitoes or other pests in one hour. There are about 2 million bats, but their numbers become smaller because their living place are becoming smaller and some died from eating insects which is killed by pesticides. 板書設(shè)計(jì)Module 6 Animals in dangerUnit 3 Language in useGray bats

4、 Gray bats only weigh up to half an ounce. Their wings measure about 1.5 inches across. Gray bats live in groups in caves. Most gray bats live in caves in Alabama, northern Arkansas, Kentucky, Missouri, and Tennessee. The caves are usually found near a river or lake. During the day, gray bats sleep.

5、 At night, they eat up to 1,000 mosquitoes or other pests in one hour. There are about 2 million bats, but their numbers become smaller because their living place are becoming smaller and some died from eating insects which is killed by pesticides. 教學(xué)后記 平羅四中集體備課教學(xué)設(shè)計(jì)總備第 32課時(shí) 備課時(shí)間：2019年10月11日課題： Modul

6、e 6 Animals in danger Unit 3 Language in use課型: Speaking and writing教學(xué)目的：1、To summarise and consolidate .2、To be able to write a passage to help the animals in danger.3、Through listening, speaking and writing, let students practice the key structure: infinitive教學(xué)重點(diǎn)：Aims1,2,教學(xué)難點(diǎn)： Aim3 教學(xué)準(zhǔn)備：1.tape rec

7、order 2. Multi-media教學(xué)方法： taskbased and interactive approach教學(xué)活動(dòng)過(guò)程：設(shè)計(jì)意圖個(gè)案設(shè)計(jì)老師活動(dòng)學(xué)生活動(dòng)Learn some animals for example pandas.In this procedure, get students to do Activity 1, and say what they know about pandas.T: Hello, everyone. In the first period, we talked about animals in danger. Today, we will le

8、arn something about our lovely “panda. First Id like you to say something about it.S1: Hi, Bob speaking.S2: Hi, Bob. Its Jim. Do you want to see a football match tonight?教學(xué)活動(dòng)過(guò)程設(shè)計(jì)意圖個(gè)案設(shè)計(jì)老師活動(dòng)學(xué)生活動(dòng)Learn about pandas.Think about what should I do? Practise talking about how to protect animals in danger.S:

9、I know that pandas only live in China. S: There arent many pandas living in the world. And our government has made many reserves to protect them.S: The most important point is that everyone should love pandas and protect them.一般說(shuō)來(lái)，“老師概念之形成經(jīng)歷了非常漫長(zhǎng)的歷史。楊士勛唐初學(xué)者，四門博士?春秋谷梁傳疏?曰：“師者教人以不及，故謂師為師資也。這兒的“師資，其實(shí)就是

10、先秦而后歷代對(duì)老師的別稱之一。?韓非子?也有云：“今有不才之子師長(zhǎng)教之弗為變其“師長(zhǎng)當(dāng)然也指老師。這兒的“師資和“師長(zhǎng)可稱為“老師概念的雛形，但仍說(shuō)不上是名副其實(shí)的“老師，因?yàn)椤袄蠋煴匦枰忻鞔_的傳授知識(shí)的對(duì)象和本身明確的職責(zé)。T: Yes, sure. So now lets look at the situation of pandas now. Listening and speaking Listening 1. Ask students to read through the poster to understand what to listen for. Play the tape

11、 while they just listen and focus. Play it again for them to answer.Then check the answers. 1. Ask students to read through the email and the questions.Play the tape once for them to just listen and focus.S1: Oh, its very nice of you to invite me. What are the two teams?S2: England and France. The e

12、xciting thing is to guess who will be the winner.S1: Oh, that sounds good. What time does it start?S2: At four oclock. Lets meet at half past three.S1: OK. See you then.S2: OK.教學(xué)活動(dòng)過(guò)程宋以后，京師所設(shè)小學(xué)館和武學(xué)堂中的老師稱謂皆稱之為“教諭。至元明清之縣學(xué)一律循之不變。明朝入選翰林院的進(jìn)士之師稱“教習(xí)。到清末，學(xué)堂興起，各科老師仍沿用“教習(xí)一稱。其實(shí)“教諭在明清時(shí)還有學(xué)官一意，即主管縣一級(jí)的教育生員。而相應(yīng)府和州掌管

13、教育生員者那么謂“教授和“學(xué)正?！敖淌凇皩W(xué)正和“教諭的副手一律稱“訓(xùn)導(dǎo)。于民間，特別是漢代以后，對(duì)于在“?；颉皩W(xué)中傳授經(jīng)學(xué)者也稱為“經(jīng)師。在一些特定的講學(xué)場(chǎng)合，比方書院、皇室，也稱老師為“院長(zhǎng)、西席、講席等。設(shè)計(jì)意圖家庭是幼兒語(yǔ)言活動(dòng)的重要環(huán)境，為了與家長(zhǎng)配合做好幼兒閱讀訓(xùn)練工作，孩子一入園就召開(kāi)家長(zhǎng)會(huì)，給家長(zhǎng)提出早期抓好幼兒閱讀的要求。我把幼兒在園里的閱讀活動(dòng)及閱讀情況及時(shí)傳遞給家長(zhǎng)，要求孩子回家向家長(zhǎng)朗讀兒歌，表演故事。我和家長(zhǎng)共同配合，一道訓(xùn)練，幼兒的閱讀才能進(jìn)步很快。個(gè)案設(shè)計(jì)觀察內(nèi)容的選擇，我本著先靜后動(dòng)，由近及遠(yuǎn)的原那么，有目的、有方案的先安排與幼兒生活接近的，能理解的觀察內(nèi)容。隨機(jī)

14、觀察也是不可少的，是相當(dāng)有趣的，如蜻蜓、蚯蚓、毛毛蟲等，孩子一邊觀察，一邊提問(wèn)，興趣很濃。我提供的觀察對(duì)象，注意形象逼真，色彩鮮明，大小適中，引導(dǎo)幼兒多角度多層面地進(jìn)展觀察，保證每個(gè)幼兒看得到，看得清?？吹们宀拍苷f(shuō)得正確。在觀察過(guò)程中指導(dǎo)。我注意幫助幼兒學(xué)習(xí)正確的觀察方法，即按順序觀察和抓住事物的不同特征重點(diǎn)觀察，觀察與說(shuō)話相結(jié)合，在觀察中積累詞匯，理解詞匯，如一次我抓住時(shí)機(jī)，引導(dǎo)幼兒觀察雷雨，雷雨前天空急劇變化，烏云密布，我問(wèn)幼兒烏云是什么樣子的，有的孩子說(shuō)：烏云像大海的波浪。有的孩子說(shuō)“烏云跑得飛快。我加以肯定說(shuō)“這是烏云滾滾。當(dāng)幼兒看到閃電時(shí)，我告訴他“這叫電光閃閃。接著幼兒聽(tīng)到雷聲驚叫

15、起來(lái)，我抓住時(shí)機(jī)說(shuō)：“這就是雷聲隆隆。一會(huì)兒下起了大雨，我問(wèn)：“雨下得怎樣?幼兒說(shuō)大極了，我就舀一盆水往下一倒，作比較觀察，讓幼兒掌握“傾盆大雨這個(gè)詞。雨后，我又帶幼兒觀察晴朗的天空，朗讀自編的一首兒歌：“藍(lán)天高，白云飄，鳥(niǎo)兒飛，樹(shù)兒搖，太陽(yáng)公公咪咪笑。這樣抓住特征見(jiàn)景生情，幼兒不僅印象深化，對(duì)雷雨前后氣象變化的詞語(yǔ)學(xué)得快，記得牢，而且會(huì)應(yīng)用。我還在觀察的根底上，引導(dǎo)幼兒聯(lián)想，讓他們與以往學(xué)的詞語(yǔ)、生活經(jīng)歷聯(lián)絡(luò)起來(lái)，在開(kāi)展想象力中開(kāi)展語(yǔ)言。如啄木鳥(niǎo)的嘴是長(zhǎng)長(zhǎng)的，尖尖的，硬硬的，像醫(yī)生用的手術(shù)刀樣，給大樹(shù)開(kāi)刀治病。通過(guò)聯(lián)想，幼兒可以生動(dòng)形象地描繪觀察對(duì)象。老師活動(dòng)學(xué)生活動(dòng)Read andUnde

16、rstand how to ask and answer.Learn how to speak. Learn how to discuss with their partners.Learn the way of writing.Read the email once more and choose the correct answers, and then check with the partner.SpeakingT: Work in pairs and role-play the conversation between Tony and Daming in Activity 4. T

17、hen try to make a similar one by yourselves.Sample conversation:Reading and writing Around the world Around the world Ask students to read the passages by themselves, and then finish the following exercises.Show the following. Writing First ask students to discuss in small groups to decide which animal they want to write about. Find out about the animal. Then write one or two