江苏省海安县大公初级中学八年级英语上册《8A Unit 6 Natural disasters》Period 6 Integ rated skills教案 牛津版.doc

8a unit 6 natural disastersperiod 6 integrated skillstitle(课题)natural disastersintegrated skillstype(课型)new新授课period(课时)6supporting theories理论支撑1. 建构主义学习理论。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。本节课改变传统的英语教学观念，推进“学导练”的教学模式，强调以学生为中心，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。2.听说领先，培养学生的兴趣，激发内在动力。听说领先，增加学生听说和学习语言材料的数量。听说领先，训练学生用英语思维，提高学生英语语言能力。听说领先，创设和谐、融洽的学习氛围，促进师生之间的情感交流。3.以学生为主体、教师为主导、训练为主线，面向全体，分层教学。注重学生的能力培养，力争课堂的优质高效。小组讨论不仅给学生提供了大量的口头操练的机会，而且是一个相互交流和学习的过程，学生们通过互相配合，培养了团结协作精神，体会到了共同攻克难关，分享快乐的愉悦。4.充分体现任务型教学理念，设计教学活动从学生实际出发，使学生的发散性思维活动得到充分的解放。在完成任务的过程中，学生大脑始终处于一种激活状态，他们获得的不仅是语言知识，获得了运用语言的能力，培养了创新精神。aims and demands(教学目标)a: knowledge (语言知识) 1.to recognize key expressions involved in an emergency call.2. to know the main idea of listening. c: feeling (情感态度)1. to make the students love lives and know how to deal with a sudden accident.2. to make the students more interested in english.key points anddifficulties(教学重、难点)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 the information through listeningteaching methods(教学方法) task-based language teaching , scene communication teaching method, role playing activities and tpr teaching method.aids: 课前准备（教具、活动准备等）1. get some information about an accident on the internet.2. get some pictures about disasters ready.3. pre-listening and learn about the main ideas. 教 学 设 计课前延伸（预习）1.听磁带，预习listening部分的生词。（会拼写、知词义）2.填充报告，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listening内容相关的资料，以备课上合作交流。让学生通过课前自学，小组合作解决预习中的一些问题，为上课做准备 teaching plan (授课计划)studying plan(学习计划)aims(设计意图)课内拓展 学stepwarming up1. show the students some pictures of natural disasters.1.检查课前预习：各组代表交流对natural disasters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-listening)1. teach the new words. nouns: condition, caller, victim, arrival, mobile phone. verb: cover, causeadjectives: 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 police 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 they can find in part a2. then check answers with the whole class.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listening内容有进一步的感性认识。导step iiipractice( while-listening)1.play the recording and ask students to listen to the phone call between mr su 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 and 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 report form.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。3听说领先，增加学生听说和学习语言材料的数量听说领先，训练学生用英语思维，提高学生英语语言能力。练step ivproduction(post-listening)1.tell students that sandy read about mr and mrs sus accident in the newspaper. she wants to tell her e-friend vivien about 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 tell the audience about it using the topic my experience during the snowstorm. 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。step v speaking1. say from mr. sus story, we know bad weather can be really dangerous. sometimes, it can even cause natural disasters. 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 it 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 amys conversation as a model and replace the underlined words with their own ideas. 6.students can talk about any other natural disasters they have experienced or heard about with their partner.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。）练step vi producti