江蘇省海安縣大公初級中學八年級英語上冊《8A Unit 6 Natural disasters》Period 6 Integ rated skills教案 牛津版

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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) 6 Supporting theories 理論支撐 1. 建構主義學習理論。皮亞杰為代表的建構主義學習理論認為，學習者的知識是在一定情境下，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，通過意義的建構而獲得的。本節(jié)課改變傳統(tǒng)的英語教學觀念，推進“學—導—練”的教學模式，強調(diào)以學

2、生為中心，強調(diào)學生對知識的主動探索、主動發(fā)現(xiàn)和對所學知識在原有經(jīng)驗基礎上的意義生成。 2.聽說領先，培養(yǎng)學生的興趣，激發(fā)內(nèi)在動力。聽說領先，增加學生聽說和學習語言材料的數(shù)量。聽說領先，訓練學生用英語思維，提高學生英語語言能力。聽說領先，創(chuàng)設和諧、融洽的學習氛圍，促進師生之間的情感交流。 3.以學生為主體、教師為主導、訓練為主線，面向全體，分層教學。注重學生的能力培養(yǎng)，力爭課堂的優(yōu)質(zhì)高效。小組討論不僅給學生提供了大量的口頭操練的機會，而且是一個相互交流和學習的過程，學生們通過互相配合，培養(yǎng)了團結協(xié)作精神，體會到了共同攻克難關，分享快樂的愉悅。 4.充分體現(xiàn)任務型教學理念，設計教學活動從學生

3、實際出發(fā)，使學生的發(fā)散性思維活動得到充分的解放。在完成任務的過程中，學生大腦始終處于一種激活狀態(tài)，他們獲得的不僅是語言知識，獲得了運用語言的能力，培養(yǎng)了創(chuàng)新精神。 Aims and demands (教學目標) A: Knowledge (語言知識) 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 (教學重、 難點) 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 (教學方法) Task-based Language Teaching , scene communication teaching method, role playing activities and TPR teaching method. Aids: 課前準備（教具、活動準備等） 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 設 計 課前延伸 （預習） 1.聽磁帶，預習Listening部分的生詞。 （會拼寫、知詞義） 2.填充報告，了解大意。 3.解決疑難問題。 （個人思考，小組討論，待課上求助） 4.查閱與Listening內(nèi)容相關的資料，以備課上合作交流。 讓學生通過課前自學，小組合作解決預習中的一些問題，為上課做準備 Teaching Plan (授課計劃) Studying Plan (學習計劃) Aims (設

7、計意圖) 課 內(nèi) 拓 展 學 StepⅠWarming up 1. Show the students some pictures of natural disasters. 1.檢查課前預習：各組代表交流對natural disasters的了解情況，再提出組內(nèi)無法解決的疑難問題。2. 老師設問，導入新課。 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.通過單詞競賽，檢查預習單詞情況，為接下來的環(huán)節(jié)做好鋪墊。（做好過程中激勵性評價） 2.采用相互問答或?qū)υ挼男问?，在語境中運用生詞，激發(fā)學生興趣，對Listening內(nèi)容有進一步的感性認識。 導 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. 通過對學生的聽讀訓練，培養(yǎng)其搜索有用信息的能力。 2. 強化聽說訓練，提高學生對文章細節(jié)的理解和推斷能力。繼續(xù)進行過程性評價。 3聽說領先，增加學生聽說和學習語言材料的數(shù)量聽說領先，訓練學生用英語思維，提高學生英語語言能力。 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’. 尊重學生的個性差異，分層要求。在學生自學過程中，教師通過觀察、詢問，有計劃地點撥學困生，鼓勵其大膽質(zhì)疑；有針對性地向優(yōu)生提出深層次的問題，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)學生的口語表達能力。以四二一小組為單位，合作交流，取長補短，集思廣益，推優(yōu)向全班展示成果。（教師巡視、了解，點撥有困難的學生大膽開口，引導優(yōu)生發(fā)揮才智。充分體現(xiàn)面向全體學生，注重他們整體素質(zhì)的提高。） 練 Step VI Production I. Exercises (學案練習課內(nèi)訓練) 學案練習鞏固本課所學重點內(nèi)容,將英語教學落到實處 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，既落實雙基，又重視知識面的拓寬和能力的提升。（關心學生的認知發(fā)展） 6