江蘇省海安縣大公初級中學八年級英語上冊《8A Unit 2 School life》Period 7 Main task教案 牛津版

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1、 《8A Unit 2 School life》Period 7 Main task Title (課題) School life (Main task) Type (課型) New 新授課 Period (課時) 7 Supporting theories (理論支撐) 1.任務型教學(Task-based Approach) 任務型教學是交際法(communicative approaches) 的一種新的形態(tài), 是交際法的發(fā)展。任務型教學強調(diào)教學過程, 力圖讓學生通過完成真實生活任務而參與學習過程, 而讓學生形成運用英語的能力。因此, 任務型教學

2、克服了以功能為基礎(chǔ)的交際教學法不重視過程的不足。任務型教學強調(diào)培養(yǎng)學生運用英語進行交際的能力, 但從更廣泛的層面強調(diào)培養(yǎng)學生綜合語言運用能力。任務型教學強調(diào)以真實生活任務為教學中心活動, 修正了以功能為基礎(chǔ)的教學的活動中存在的真實性不足的問題。任務型教學活動有利于學生學習語言知識、發(fā)展語言技能, 從而提高實際語言運用能力、促進以語言運用能力為目的的語言知識教學。 2.小組合作學習 小組合作學習本身有著自己的理論基礎(chǔ)，維果斯基的“最近發(fā)展區(qū)”理論、馬斯洛的“需要理論”和卡夫卡的集體動力理論。這種合作教學模式 將對學生的學習成績、認知水平、學習的能動性、學習中的社會性產(chǎn)生顯著的影響，此模式在

3、培養(yǎng)學生學習與人合作、與人競爭，與人溝通的現(xiàn)代意識，形成良好的心理素質(zhì)方面起著不可估量的作用。合作學習能突出學生的主體地位, 培養(yǎng)學生的創(chuàng)新能力和積極的情感因素, 培養(yǎng)學生的合作精神競爭意識和集體榮譽感, 同時合作學習也能提高教學效率。 Aims and demands (教學目標) B: Language skill (語言技能) a. To use persuasive language. b. To use some phrases to make sentences c. Improve the students’ writing abilities. C: F

4、eeling (情感態(tài)度) Make the students learn happily and use freely Key points and difficulties (教學重、 難點) 1. Improve the students’ speaking and writing abilities 2. Help the students to know more about the differences of the phrases, e.g.: “how long, how often, how soon” , “wear, put on, have o

5、n, dress” 3. How to write an article about one’s school life. Teaching Methods (教學方法) Task-based approach Situational Teaching Method Aids: 課前準備（教具、活動準備等） 1. PPT 2. Some slides and pictures 3. A tape recorder 教 學 設(shè) 計 課前延伸 （預習） 1. Preview new words on Page 35, 36, and

6、 answer the questions on Page35. 2. Do some exercises to test students’ master of the words.. Teaching Plan (授課計劃) Studying Plan (學習計劃) Aims (設(shè)計意圖) 課 內(nèi) 探 究 課 內(nèi) 探 究 學 Step1 Lead-in 1. Preview the new words of this part

7、and try to master the usage of them. 2. Interview Students interview their partner about their own school life. 1).What time does your school day start? 2).Do you think this is too early or too late? 3).What time does your school day finish? 4). Do you think this is too late or too early? 5)

8、.How long is your lunchtime? 6). Do you do any after-school activities? 7).What after-school activities do you do? 8).Do you like to wear your school uniform? 2. Describe their own or classmate’s ideal school. 通過幫助學生復習已有知識自然引出本課主題；通過采訪讓學生漸漸進入角色，以學生為中心，體現(xiàn)了維果斯基的建構(gòu)主義學習理論。小組競賽得分激發(fā)學生的競爭意識。 Step

9、2 Presentation (Part A1, Part A2) 1. Read the questions, the names of subjects and explain unknown or difficult vocabulary on page 35. 2. Discuss their choices. 3. Brainstorm more subjects, sports and activities, see which group says the most. 4. Write them on the blackboard. 學生自主學習、探究、

10、合作并找尋自己未能理解之處。小組合作、共同探索，小組競賽更能激發(fā)學生的積極性。 導 Step3 Part B1 1. Tell the students to read Daniel’s article in Part B1. 2. Help them identify the development of ideas and the type of information presented in each paragraph. 3. Sample writing and mark the composition with each other, try

11、ing to find out partner’s mistakes. 在學生自主學習探索的前提下，教師稍加點撥，可以讓學生們在有幫助的情況下更好的掌握規(guī)律，加深理解，提高能力;學生互評讓學生學中樂，樂中學，體現(xiàn)了加德納的多元智能理論。 練 Step4 Practice 1. Discussion 1). How to write an article about their school 2). Each group prepares a small passage about their own school with a picture. 2. Present

12、their speeches and pictures, pick up the best one. 運用小組討論激活學生原有知識并通過相應練習進行鞏固。小組合作準備小作和圖畫能活躍課堂氣氛并激發(fā)學生的學習熱情。小組競賽將課堂氣氛推向高潮。 課后延伸 Step 5 Assignment 1. Revise the passage we learned today. 2. Write a small passage to describe you r ideal school. 3. Finish the exercise. 及時反饋，落實 雙基, 通過自主復習鞏固課堂知識。 板書設(shè)計 computer science, table tennis, badminton, hide-and-seek Group1 Group2 Group3 Group4 3