江苏省海安县大公初级中学八年级英语下册《8B Unit 4 A charity show》Period 7 Main Task教案 牛津版.doc

《8B Unit 4 A charity show》Period 7 Main Task
Title
(课题)
A charity show Main task
Type
(课型)
New
新授课
Period
(课时)
7
Supporting theories
(理论支撑)

A. 皮亚杰、维果斯基的建构主义学习理论
以瑞士儿童心理学家皮亚杰为代表的建构主义学习理论认为，学习者的知识是在一定情境下，借助于他人的帮助，如人与人之间的协作、交流、利用必要的信息等等，通过意义的建构而获得的。因此，学习是一个积极主动的建构过程；知识是个人经验的合理化，而不是说明世界的真理；知识是商谈出来的；学习者的建构是多元化的。因此，建构主义学习理论强调教学必须以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识在原有经验基础上的意义生成，要求教师由知识的传授者、灌输者转变成为学生主动建构知识的帮助者、促进者，学生学习的合作者。
B. 情境教学法(Situational Teaching Method)是指在教学过程中，教师有目的地引入或创设具有一定情绪色彩的、以形象为主体的生动具体的场景，以引起学生一定的态度体验，从而帮助学生理解教材，并使学生的心理机能能得到发展的教学方法。情境教学法的核心在于激发学生的情感。
情境教学中的特定情境，提供了调动人的原有认知结构的某些线索，经过思维的内部整合作用，人就会顿悟或产生新的认知结构。情境所提供的线索起到一种唤醒或启迪智慧的作用。比如正处于某种问题情境中的人，会因为某句提醒或碰到某些事物而受到启发，从而顺利地解决问题。
Aims & demands
(教学目标)

B: Language skill (语言技能)
1. To learn how to make a poster for a charity show.
2. To learn how to write a speech about organizing a charity show.
C: Feeling (情感态度)
1. To make the students interested in helping others.
2. To make the students do something useful for others and learn to give thanks to others.
Key points & difficulties
(教学重、
难点)
1. Learn some new words, useful phrases and sentence patterns.
2. To know how to make a poster and write a speech about a charity show.
Teaching Methods
(教学方法)
Task-based teaching approach
Aids:
课前准备（教具、活动准备等）
1. Get some information about charity shows from the Internet.
2. Get some pictures, video films or papers about charity shows ready.
3. Do the pre-reading and learn about the main ideas.

教 学 设 计
课前延伸
（预习）

1.听磁带，预习Main task部分的生词。
（会拼写、知词义）
2.阅读poster和speech，了解大意。
3.解决疑难问题。
（个人思考，小组讨论，待课上求助）
4.查阅与charity show内容相关的资料，以备课上合作交流。
养成自学习惯，培养自学能力
Teaching Plan
(授课计划)
Studying Plan
(学习计划)
Aims
(设计意图)

课

内

拓

展

学
StepⅠWarming up
Having a revision and discussion
1. If you are going to hold a charity show, what will you do before the show?(choose the host, set up the stage, make a plan, design a poster,---)
2. What should be written in a poster?
(name of the show, time, place, ticket price, etc.)

1.检查课前预习：各组代表交流对charity show的了解情况，再提出组内无法解决的疑难问题。2. 老师设问，导入新课。
Step II Presentation
(Pre-reading)
1. Teach the new words.
donation; break; speech; purpose
(With the help of some
word cards.)
2. Present some guiding questions and ask the students to read and understand the poster.
1) What is the name of the show?
2) When will they hold the show?
3) Why are they holding a charity show?
4) Where will the show be held?
5) Who organized the show?
6) How much do the tickets cost?
7) Which charity are they supporting?
1. 通过单词竞赛，检查预习单词情况，为接下来的环节做好铺垫。（做好过程中激励性评价）
2. 采用相互问答或对话的形式，在语境中运用生词，激发学生兴趣，对poster内容有进一步的感性认识。

导
Step III
Practice
( While-
reading)
Ⅰ. Skimming
1. Ask students to answer the questions.
2. Come to a summary:
Now work in pairs to sum up what information should be included in a poster.
(Part A2)

1. 通过对学生的听读训练，培养其搜索有用信息的能力。

2. 强化听说训练，提高学生对文章细节的理解和推断能力。继续进行过程性评价。

II.
Scanning
1. Finishing off Part B1
Help Millie complete her speech using the information in Part A1.
2. Check the answers in groups and ask five students to read the speech.
3. Read together.
4. Help understand some difficult sentences and phrases:
1) We think it’s important that all children learn to read and write.
= We think it important for all children to learn to read and write.
2) thank sb for sth
5. Sum up how to write a speech.
尊重学生的个性差异，分层要求。在学生自学过程中，教师通过观察、询问，有计划地点拨学困生，鼓励其大胆质疑；有针对性地向优生提出深层次的问题，使他们的聪明才智得到充分发挥。
练
Step IV
Production
(Post-reading)

Ⅰ.
Enjoy a
video film.
Enjoy a film about a charity show.
欣赏flash并会用英语谈论flash内容，培养学生的口语表达能力。以四二一小组为单位，合作交流，取长补短，集思广益，推优向全班展示成果。（教师巡视、了解，点拨有困难的学生大胆开口，引导优生发挥才智。充分体现面向全体学生，注重他们整体素质的提高。）

Ⅱ. Discussion
1. Designing a poster
We shall do something interesting. Please design your own posters based on the model on page 73. Choose a charity to support and then plan a program of events. Make sure that you include all the information on the list in Part A2. You may make a research of your chosen charity on the Internet to find out more information about it.
2. Write speeches according to your own posters. I will ask a few more able students to present their speeches to the class. The rest of you are to say whether you are persuaded to attend the event or not.
3. Make a speech
(1) Each group chooses one student to come to the front to give us a speech.
(2) Give some presents to the best group.

课后
提升
Step V Assignment
1. Recite all the new words, phrases and sentences.
2. Find more information about charity shows on the Internet.
3. Check the poster and the speech again and prepare to present them to the whole class in the next period.
控制作业量，既落实双基，又重视知识面的拓宽和能力的提升。（关心学生的认知发展）