英语人教版八年级下册Unit7SectionB(3a-3b).doc

Grade 8 Unit 7 Whats the highest mountain in the world?Section B (3a 3b)教学设计 温县实验中学 郝晓娟 一、教材分析 本节课是2011年人教版八年级第七单元Whats the highest mountain in theworld?的第五课时。本单元的核心话题是描述地理和自然状况， 教材内容围绕着描述事物特征展开，让学生学会运用比较等级，因此 描述鲸鱼是本课时的教学重点。学生在前四个课时已经学习了一些相关的词组及句型，为本节课的写作奠定基础。这是一节写作课。学生对于写作有畏惧情绪，所以首先营造一种轻松的学习氛围，设计一个游戏“guessing”,让学生猜一猜照片中的动物是什么，尽快地融入进课堂。然后让学生阅读一篇关于熊猫的文章 ，为下一步的写作格式奠定基础。在书写作文前，通过小组活动进行适当的引导，给学生提供充分的时间进行准备。学生互相评价也是非常必要的，最后让学生在课后尝试再次书写作文。基于以上的分析，本节课的教学目标如下：1. Knowledge Object:Review some introduction about pandas.2. Ability Objects:(1) Try to learn something about whales.(2) Be able to complete the passage about whales, train students writing skill.3. Moral Object:(1) Call on people to protect the whales and other endangered animals.本节课的重难点如下：1. Teaching Important points Be able to complete the passage about whales, train students writing skill.2. Teaching Difficult pointBe able to complete the passage about whales.二、学情分析大部分八年级学生学习英语有较强的记忆力和模仿能力，有较强的求知欲和表现欲，但部分学生存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此笔者在教学活动中尽量让这部分学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感；有一些学习困难生由于基础薄弱，缺少丰富的语言基础，对某些任务的完成有一定的难度，教师采取小组合作的方式，设计两个活动：小组推选优秀作文和设计海报，促进小组成员之间的互帮互学，鼓励小组中的优秀成员主动帮助学习困难生，培养学生的团队意识。提高他们综合运用语言的能力，让他们都能体验到成功的喜悦，使各层次的学生都有所收获。三 教学理念及教学策略选择与设计1. 教学方法：1） 情景交际法：本单元话题“运用比较等级描述事物”源于生活，教师创设生活化的真实情境，引导学生在运用中学习语言，然后在学习新的语言知识后创造性地运用语言。2）任务型教学法：设计“guessing”和小组活动多种任务，给学生提供合作交流的空间和时间，促使学生为完成任务进行探究学习。2. 学习策略1）自主学习：写作要求学生采用自主学习的方式。2）合作学习：在与同学合作完成任务的活动中形成合作学习和探究学习的学习方式，引导学生积极思考、相互探讨、相互交流，从而获得知识、技能和情感体验，发展他们的能力。四 教学过程Step1 Pre-writing1.Presentation The teacher shows a photo of an animal first, Ss try to guess who it is.2. The teacher presents a passage ,Ss try to choose the right main idea. Then guide Ss to pay attention to the form of the passage. 3.the teacher shows some pictures about whales and ask some questions,Ss try to answer them.T: Where do they live?Ss: They live in the sea.4.Ss fill in the chart of 3a. If they have any questions, ask the teacher or their classmates for help. Two or three students tell their answers in class.Step2 Writing(3b) 1.Ss read the useful expressions and the notes about how to write. Make sure they know how to write. Useful expressionsWhales are They live in They eat They canOne interesting fact is Another interesting fact isSome kinds of whales are in danger becauseWe should protect whales fromI think people should/shouldnt2. Ss try to write down a passage by themselves, the teacher asks one student to write on PPT. (The article should be at least 80 words, the writing time is limited in 15 minutes.)Step 3 Post writing1. The teacher presents the Evaluation Guide, checks the passage as an example in front of the class, comments on the passage, then the students try to check their own passage.2. The students work in pairs and check their partners passage according to the Evaluation Guide on PPT. Evaluation Guide (评价指导)Evaluation requirements（评价要求） Your evaluation 1.Does the passage have correct person and tense(人称与时态)？ Underline the mistakes and correct them with the red pen(红笔标出错误点并改正)2. How about the first sentence and the last sentence? Good So-so Bad 3.Does the passage have the complete content(完整的内容)？ Yes So-so No 4. Are there any good sentences in the passage?Underline one or two with the red pen.（）5.Does the passage have right spelling? Circle the mistakes and correct them with the red pen. 6.How is the handwriting(书法)?Good So-so Bad3 Ss work in groups of four and choose the best one, then the teacher shares two or three with the whole class.【设计意图】展示学生的范文，运用批注功能评价作文，有助于师生之间的互动，及时反馈教学效果。4. Making a poster1) The teacher presents two posters;2) Ss work in groups and try to make a poster about protecting the whales.3) Ss present their posters and explain w