8Au5教学设计.doc

8A U5 Integrated skill教学设计一、文本及教学对象分析1、文本分析 Integrated Skills这一课时对学生语言综合能力发展起着至关重要作用。本模块主要内容分两个部分，A部分为“Facts about Zhalong”，让学生通过听、读活动进一步了解扎龙自然保护区的历史、现状、作用及其扎龙自然保护区对鸟类特别是珍稀的丹顶鹤特殊的重要性。B部分主要话题是“Inviting people”，让学生了解邀请别人时应注意谈论的内容以及主要功能句型。以听、读活动为引导，发展学生语言综合运用能力和思维能力。2、教学对象分析学生通过前面课时的学习，尤其是Reading的学习，对丹顶鹤以及扎龙保护区的基本情况有了大致了解，同时积累了一定量的词汇、句型，为本单元的学习打下一定的基础。初二学生现阶段身心发展特点是好说喜动，对新鲜事物充满好奇，渴望在繁重的学习之余通过旅行的方式愉悦身心，期待与老师进行交流沟通。同时，他们更希望以游戏活动的方式进行学习，在轻松有趣的情景氛围中，获得自我完善和发展。二、教学目标1、语言知识目标：a.引导学生在运用语言的过程中理解文章中的重点词组及句型；b.整体听懂录音，更详细了解扎龙自然保护区的基本情况。2、语言技能目标：培养学生良好的听、说、读、写的技能，并能就如何来保护鸟类和自然环境提出独特的见解和解决问题的能力。学会邀请别人参加某项活动的表达方式。3、情感目标：培养学生良好的环保意识，热爱鸟类，热爱大自然，保护鸟类及自然环境。三、教学重点与教学难点教学重点：对学生进行听力策略培养，整体发展学生语言综合运用能力。引导学生学会邀请别人，同时对别人的邀请作出适当的反应。教学难点：学生对年份、以及数字读法存在一定苦难，如何有效突破，为有效进行听力训练扫除障碍。四、Teaching procedures:Step One Daily English Show T: Boys and girls. Its time for our daily English show. There are so many teachers in our class. Please show them wonderful English and be a good speaker （通过该活动调动学生大脑中对Zhalong已有的知识储备，为本节课做好铺垫和过渡，该活动形式有助于学生听、说能力的发展）Step Two Integrated Skills Part A Facts about ZhalongT: Tell me what their shows are about. S: They are about facts about Zhalong, including T: We can see Zhalong is such a beautiful and important place. Do you want to go there？ S: T: Good news, this weekend. Well have a school trip to Zhalong. Are you excited? S: T: But you must calm down and be a wise listener like him. Because we are going to listen to a radio program on Before listeningT: A wise listener always read the question and choice carefully before listening.1.Read the question and choice. And learn how to read the year or numbers correctly（在before listening 部分，渗透了2项听力策略的指导，即calm down和read the question and choice, 同时引入贯穿本课的主线，即Invite the teachers to Zhalong, 并穿插进一个学生熟知的人物，诸葛亮，为整个学习活动的有效推进打下伏笔）While listening Part A2 1. Listen and put a tick in the correct box under “while you listen” 2. Check in groups and show in different ways. Part A3 T: There is a special day for wetlands. We can see wetlands are very important. Letslisten to a report on its importance. Wise listeners always try to guess before listening. 1. Please underline your guess with a pencil.2. Check the answers （在处理A3部分时，渗透了Try to guess 或者make some predictions before listening听力策略）After listening1. Read A3 and discuss why the wetlands are so important.2. Discuss: During our trip in Zhalong, what should we do? And what shouldnt we do?（在听后活动中，设计两个问题1.why the wetlands are so important 2. During our trip in Zhalong, what should we do? And what shouldnt we do?让学生朗读A3后讨论回答第一个问题，引导学生进一步理解Zhalong的重要性。通过第二个问题的追问，启发学生思维。引导学生明白在自然保护区该如何注意自己的行为，培养学生的自然本位意识） Part B Speak up: Inviting people T: We have learned much about Zhalong. Would you like to invite one of the teachers to join in the school trip? Heres a model about inviting people.1. Listen and answer some questions. Read the questions first. 2. Look at the answers and tell me what it is about.3. So when we invite people to a trip. We must tell them about place, activitiesPlease discuss: What else should we think about when we invite people?4 You are good speakers, listeners and thinkers. Are you good readers Lets have a reading competition. Work in pairs. （围绕该部分主题“inviting people”，设计一下活动：1、listen and answer,引导学生关注文本细节。2通过2个问题what should we tell them about when we invite people to join in a trip 和what else should we think about的设置，引导学生归纳邀请别人时应交待事宜，让学生知道如何与人交流。通过reading competition进行有效语言输入，为后续的语言输出打下基础） Step Three Production:T: We have learned how to invite people. Do you want to invite the teachers to go on the trip to Zhalong with you? 1. Invite one of the teachers to go to Zhalong with you.2. Invite Zhu Geliang to go with you.ModelA: Dear teacher, would you like to join