八年級(jí)上冊(cè)牛津譯林版初中英語《Integrated skills》優(yōu)秀教學(xué)設(shè)計(jì)-八年級(jí)英語教案

Unit3Integratedskills課題：牛津譯林版英語八年級(jí)上冊(cè)二．教材簡解：綜合技能部分展示了一份學(xué)校某一次活動(dòng)的海報(bào)，海報(bào)后還設(shè)置了一個(gè)時(shí)間表，提供了時(shí)間和對(duì)應(yīng)的活動(dòng)安排，學(xué)生可以來檢查他們從閱讀文章和聽力材料中獲取的信息是否正確，還可以運(yùn)用表示提建議和作安排的語言來組織一次活動(dòng)。三.目標(biāo)預(yù)設(shè)：Threedimensionalobjectives:Knowledge:1.Accordingtothecontext,understandthemaincontentsofthepassage;2.Accordingtherelatedinformation,completethetimetableforanactivity.Abilities:1.Learnhowtogetusefulinformationfromtheposter;2.Listenforspecificinformation,andextracttherelatedinformation;3.Learnhowtogiveothersadvice.Emotion:1.Learnhowtoorganizeanactivitybygivingothersadviceandmakinganarrangement2.Learntousetheexpressionswhenreachinganagreementintheendbasedonmakingthesuggestions,thecriticismandtheresponsetotheillustrationtothedownside.四．重點(diǎn),難點(diǎn)：1.Howtoextractthespecificinformationfromwhattheyhearorread;2.Howtomakesuggestionstoothers;3.Howtousetheexpressionswhenreachinganagreementintheendbasedonmakingthesuggestions,thecriticismandtheresponsetotheillustrationtothedownsidecorrectly.五．設(shè)計(jì)理念：對(duì)于旅游的話題，學(xué)生是非常熟悉又感興趣的。對(duì)于首都北京，雖然很多學(xué)生并沒有去過，但了解的一定很多，其中著名的旅游景點(diǎn)和名勝古跡，學(xué)生應(yīng)該是如數(shù)家珍。在此環(huán)節(jié)的教學(xué)上，學(xué)生們應(yīng)該具有一定的接受能力。教學(xué)中科采用Roleplaying,Practicing,Cooperating,Scanning和interliningforspecificinformation的學(xué)習(xí)策略，利用教學(xué)圖片以及制作多媒體課件來展開課題Workalone,Pairwork,Groupwork的口語交際活動(dòng)。聽力和口語教學(xué)一角色扮演模仿對(duì)話、寫關(guān)鍵詞或復(fù)述對(duì)話、短文為主，加強(qiáng)對(duì)主要信息的獲取和輸出。六．設(shè)計(jì)思路：根據(jù)新課標(biāo)，突出學(xué)生自主學(xué)習(xí)的主體地位原則，培養(yǎng)學(xué)生自主、合作、探究精神、突出語言運(yùn)用能力培養(yǎng)的理念而設(shè)計(jì)《英語課程標(biāo)準(zhǔn)》是以學(xué)生能做某事的描述方式來設(shè)定各級(jí)目標(biāo)。這就決定了我們?cè)诮虒W(xué)中盡量要采用任務(wù)型的教學(xué)途徑。在這一教學(xué)環(huán)節(jié)中，教師的任務(wù)就是根據(jù)單元和課堂教學(xué)內(nèi)容和目標(biāo)，給學(xué)生設(shè)計(jì)一個(gè)階段、一個(gè)單元和每一課的學(xué)習(xí)任務(wù)、目標(biāo)，并鎖定任務(wù)，吸引和組織他們積極參與，通過思考、調(diào)查、討論、交流和合作等方式，學(xué)習(xí)和使用英語，完成學(xué)習(xí)任務(wù)。七．教學(xué)過程Teachingprocedures：Step1.Warming-up:Presentthestudentssomepicturesofallkindsofgames,introducingthenamesofthegames,suchasafootballmatch,abasketballmatch,highjump,longjump,etc.AndI’llaskthestudentssomesimplequestionsaboutsports.Ofcourse,heretheanswersshouldbeaccordingtotheirownlives.Step2.Presentation:A.Tothestudents,I'llsay;WhenI’mfree,llikewatchingballgames.Basketballismyfavorite.Ithinkthefinalisusuallythemostexciting.Haveyoueverwatchedthefinalofabasketballmatch?B:Showavideo:Thisisthefinalofabasketballcompetition.BeijingSunshineSecondarySchoolgoestothefinal.Wearegoingtowatchit,butI’mnotsureofthetime,theplaceandthepriceoftheticket.Wouldyoupleasehelpmefindsomeinformationaboutit?Step3.Readingcomprehension:A:Thestudentsgothroughtheposteronpage50forspecificinformation,andthenanswerthequestionsIraise.B:Inordertogetbetterunderstandingoftheposter,groupthestudentstoaskeachotherquestionsabouttheposteraftergoingthroughtheposter.C:Askthestudentstotrytheirbesttofillintheblankswithasmuchinformationastheycan.Step4.Listencomprehension:A:Here,itmaybehardforthelessablestudentstogetsomerelatedinformationfromtheposter.SoIplaythetapeforthem,andaskthemtolistenforthespecificinformation.Afterthat,I’llaskthestudentstocompletethetimetableonpage50.B:Listentothetapeonceagain,andtelltrueorfalseinPartA3onpage51.C:Overallunderstandingforlistening:Step5:Interaction:A:PartBonpage51.Askthestudentstogothroughtheconversation.AndI'llask:Iwouldliketovisitsomewhereinourcity,butIdon’tknowwheretogo.Doyouhaveanygoodideas?Canyougivemesomesuggestions?ThenI’llaskthemtosumuptheexpressions:1).Wouldyouliketo…? 2).Shallwe…?3).What/Howabout…? 4).Whynot…?5).Whydon’twe…? 6).Wouldyouplease…?7).Let’s…B:I’llguidethestudentshowtomakecorrectsuggestionswiththeabovepatterns.AndthenI’llaskthemtomakeupconversation,andgetreadytoactitoutbeforetheclass.Step6:Classworkdesign:A:Inordertomasterhowtomakesuggestionthatthey’llinviteotherstogooutforavisit,l’llaskthemtomakeupaconversationwiththeforms