江蘇省海安縣大公初級(jí)中學(xué)八年級(jí)英語上冊(cè)《8A Unit 1 Friends》Period 7 Main task教案 牛津版

《江蘇省海安縣大公初級(jí)中學(xué)八年級(jí)英語上冊(cè)《8A Unit 1 Friends》Period 7 Main task教案 牛津版》由會(huì)員分享，可在線閱讀，更多相關(guān)《江蘇省海安縣大公初級(jí)中學(xué)八年級(jí)英語上冊(cè)《8A Unit 1 Friends》Period 7 Main task教案 牛津版（6頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、 《8A Unit 1 Friends》Period 7 Main task Title (課題) Main task Type (課型) New 新授課 Period (課時(shí)) 7 Supporting theories (理論支持) 1）建構(gòu)主義學(xué)習(xí)理論強(qiáng)調(diào)教學(xué)必須以學(xué)生為中心，強(qiáng)調(diào)學(xué)生對(duì)知識(shí)的主動(dòng)探索、主動(dòng)發(fā)現(xiàn)和對(duì)所學(xué)知識(shí)在原有經(jīng)驗(yàn)基礎(chǔ)上的意義生成，要求教師由知識(shí)的傳授者、灌輸者轉(zhuǎn)變成為學(xué)生主動(dòng)建構(gòu)知識(shí)的幫助者、促進(jìn)者，學(xué)生學(xué)習(xí)的合作者。因此我在設(shè)計(jì)活動(dòng)時(shí)，基本以生生互動(dòng)為主，充分調(diào)動(dòng)學(xué)生的積極性和參與度，真正成為學(xué)習(xí)的主人。 2）布魯姆認(rèn)為：情感的前提

2、特征在學(xué)習(xí)中起25％的作用。學(xué)生如果對(duì)英語學(xué)習(xí)有興趣，并充滿信心地去把握它，學(xué)習(xí)中會(huì)出現(xiàn)極大的自制力和恒心，反之如果學(xué)生對(duì)英語失去興趣，就會(huì)消極對(duì)待它，最終造成不可救藥。因此，我在上課時(shí)盡量使課上得生動(dòng)有趣，上課面向全體學(xué)生，讓大家有實(shí)踐的機(jī)會(huì)，注意講課的形式多樣化或用手勢(shì)、表情、動(dòng)作讓學(xué)生理解所學(xué)內(nèi)容，有時(shí)采取唱歌、講故事、表演等多樣化方法使學(xué)生樂學(xué)英語。 Aims and demands (教學(xué)目標(biāo)) Key points and difficulties (教學(xué)重、 難點(diǎn)) 1) To master some related adjectives to describe

3、people’s appearance, personality and abilities. 2) How to write an article about their best friends Teaching Methods (教學(xué)方法) Task-based language learning teaching ; group work; cooperative study Aids: 課前準(zhǔn)備（教具、活動(dòng)準(zhǔn)備等） Multi-media; guide learning plan; some pictures 教 學(xué) 設(shè) 計(jì) 課前延伸 1.S

4、earch for information about best friends. 2. Finish the exercises of this part. 1.讓學(xué)生通過課前自學(xué)，小組內(nèi)的團(tuán)結(jié)合作解決預(yù)習(xí)中的一些問題，為上課做準(zhǔn)備。 2. 養(yǎng)成自學(xué)習(xí)慣，培養(yǎng)自學(xué)能力。 Teaching Plan (授課計(jì)劃) Studying Plan (學(xué)習(xí)計(jì)劃) Aims (設(shè)計(jì)意圖) 課 內(nèi) 拓 展

5、 學(xué) 導(dǎo) StepⅠ Revision and warm up Task1: Play a game named lucky fruit 1) The students choose any kinds of fruit they like among eight ones. If one chooses the icon apple, he or she will be asked to describe

6、one person standing for the icon apple. They can use the following sentence structure: He/She is a boy/girl with …. He/She has….. 2) While students say some sentences, the teacher will correct their mistakes if necessary and pay more attention to new words, such as ponytail, dark, pleasant. Task2

7、: Words competition 1) The students work in groups to write down as many words as possible on the blackboard that use to describe different people within 2 minutes. Face Eyes Noses Hair General appearance Personality Abilities 2) After the students finish, the teacher

8、will add some words they miss. Then the teacher asks the students to read wordlists on page 19 of English book. Task3: Make a chant 1) First, the teacher shows them a chant and asks them to read. Then ask them work in pairs to replace the underlined words by themselves to make their own chant.

9、I have a friend named named Betty pretty pretty girl round round face smiling smiling eyes big big nose short short hair forever forever friend 2) The teacher asks some pairs to read out their own chant, saying and clapping. 1)By playing a game, I hope to arouse the students

10、’ interests and revise the new words. 2) Instead of personating these words by the teacher, I engage them in groups to study and help each other. By having a group competition, I hope to involve more students to take part in the class activity. 3) By making a word chant, I hope

11、to practice these words to help students remember these words easily. Step II Presentation Task1: Listening Listen to the second paragraph of the article about Kate three times and ask some students to draw a simple picture of Kate on the blackboard. Task 2: Looking for main poin

12、ts 1)Read Part C on page 20. Look for main points and keywords (who, where, when, what) and underline these sentences. 2) The teacher asks the following questions and students answer. 1.Who’s Daniel’s best friend? 2.Where does she live? 3. When did they get to know each other? 4. What’s her

13、personality? 5. What’s her future plan? 1) Instead of questing and answering, I encourage them to draw a picture while they are listening, I hope to reduce the difficulties of listening. 練 Step III Practice Task1: Match and write

14、Match the picture with each paragraph and write down the main idea of each paragraph. Task2: Work out the structure of writing Introduction Say who your best friend is. Main body Describe his / her appearance. Describe his / her personality. Conclusion Describe his / her fu

15、ture plan. Task3: Do a survey: My best friend Work in pairs. The teacher allows the students to ask anyone in the classroom and write down the main information of his/her best friend and take turns to do so in 3 minutes. Name: ________________ Face: _________________ Eyes: _________________

16、Nose: _________________ Hair: _________________ General appearance: ____ Personality: ____________ Abilities: ______________ Task4: Fill in the blanks. Kate is my best friend. She l_______ next door. I g___ to know her ten years ago. Kate is t___ and s____. She has a s____ face and a l_____

17、 nose, Her eyes are b_______ and s______. So she looks p_____ and k____. Kate is a c_____ girl. She is h____ and she likes to help people. She always wears a s_____ on her face and looks h____. Kate likes to work with children. She wants to be a _____ when she g_____ up. I b___ she will be a ver

18、y good teacher. Task5: Write an article about their best friends 1)With the help of pictures, I want to reduce the difficulties of summarizing the writing structure. 3) The aim of doing a survey is to train their team spirit. 4) The aim of filling in the blanks is to revise thei

19、r understanding of the article. 5)Writing an article about friends in class provides a real reflection for the teacher to understand the students’ master of this part. Step IV Production Task1: Ask some students to read out their own article and let others guess who he/she is if poss

20、ible and try to find out his/her mistakes. Task 2: Discussion Students discuss the two questions in groups: 1) How to make friends? 2) What are the important qualities of a good friend? Task3: Proverbs about friends The teacher gives them some famous English sayings about friends. For e

21、xample, A friend in need is a friend indeed. 2) Discussing some questions about how to make friends is to arouse students’ emotional agreement. 3) By giving them some English sayings, I hope to widen their vision. 課后提升 Step V Assignment 1) Ask them to improve their writings by correcting mistakes by others and scoring each other. 2) Finish related exercise of “配套練習(xí)”. 3) Preview checkout 控制作業(yè)量，既落實(shí)雙基，又重視知識(shí)面的拓寬和能力的提升。（關(guān)心學(xué)生的認(rèn)知發(fā)展） 6