江苏省海安县大公初级中学八年级英语上册《8A Unit 2 School life》Period 7 Main task教案 牛津版.doc

《8A Unit 2 School life》Period 7 Main task
Title
(课题)
School life
(Main task)
Type
(课型)
New
新授课
Period
(课时)

7
Supporting theories
(理论支撑)
1.任务型教学(Task-based Approach)
任务型教学是交际法(communicative approaches) 的一种新的形态, 是交际法的发展。任务型教学强调教学过程, 力图让学生通过完成真实生活任务而参与学习过程, 而让学生形成运用英语的能力。因此, 任务型教学克服了以功能为基础的交际教学法不重视过程的不足。任务型教学强调培养学生运用英语进行交际的能力, 但从更广泛的层面强调培养学生综合语言运用能力。任务型教学强调以真实生活任务为教学中心活动, 修正了以功能为基础的教学的活动中存在的真实性不足的问题。任务型教学活动有利于学生学习语言知识、发展语言技能, 从而提高实际语言运用能力、促进以语言运用能力为目的的语言知识教学。
2.小组合作学习
小组合作学习本身有着自己的理论基础，维果斯基的“最近发展区”理论、马斯洛的“需要理论”和卡夫卡的集体动力理论。这种合作教学模式
将对学生的学习成绩、认知水平、学习的能动性、学习中的社会性产生显著的影响，此模式在培养学生学习与人合作、与人竞争，与人沟通的现代意识，形成良好的心理素质方面起着不可估量的作用。合作学习能突出学生的主体地位, 培养学生的创新能力和积极的情感因素, 培养学生的合作精神竞争意识和集体荣誉感, 同时合作学习也能提高教学效率。
Aims and demands
(教学目标)

B: Language skill (语言技能)
a. To use persuasive language.
b. To use some phrases to make sentences
c. Improve the students’ writing abilities.

C: Feeling (情感态度)
Make the students learn happily and use freely

Key points and difficulties
(教学重、
难点)
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 on, dress”
3. How to write an article about one’s school life.
Teaching Methods
(教学方法)
Task-based approach
Situational Teaching Method
Aids:
课前准备（教具、活动准备等）
1. PPT
2. Some slides and pictures
3. A tape recorder

教 学 设 计
课前延伸
（预习）
1. Preview new words on Page 35, 36, and answer the questions on Page35.
2. Do some exercises to test students’ master of the words..
Teaching Plan
(授课计划)
Studying Plan
(学习计划)
Aims
(设计意图)
课

内

探

究

课

内

探

究

学
Step1 Lead-in

1. Preview the new words of this part 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).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.
通过帮助学生复习已有知识自然引出本课主题；通过采访让学生渐渐进入角色，以学生为中心，体现了维果斯基的建构主义学习理论。小组竞赛得分激发学生的竞争意识。

Step2
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.

学生自主学习、探究、合作并找寻自己未能理解之处。小组合作、共同探索，小组竞赛更能激发学生的积极性。
导
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, trying to find out partner’s mistakes.

在学生自主学习探索的前提下，教师稍加点拨，可以让学生们在有帮助的情况下更好的掌握规律，加深理解，提高能力;学生互评让学生学中乐，乐中学，体现了加德纳的多元智能理论。
练
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 their speeches and pictures, pick up the best one.

运用小组讨论激活学生原有知识并通过相应练习进行巩固。小组合作准备小作和图画能活跃课堂气氛并激发学生的学习热情。小组竞赛将课堂气氛推向高潮。
课后延伸

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.

及时反馈，落实
双基, 通过自主复习巩固课堂知识。

板书设计

computer science, table tennis, badminton, hide-and-seek
Group1
Group2
Group3
Group4