八年级上册牛津译林版初中英语《Integrated skills》优秀教学设计-八年级英语教案

Unit3Integratedskills课题：牛津译林版英语八年级上册二．教材简解：综合技能部分展示了一份学校某一次活动的海报，海报后还设置了一个时间表，提供了时间和对应的活动安排，学生可以来检查他们从阅读文章和听力材料中获取的信息是否正确，还可以运用表示提建议和作安排的语言来组织一次活动。三.目标预设：Threedimensionalobjectives:Knowledge:1.Accordingtothecontext,understandthemaincontentsofthepassage;2.Accordingtherelatedinformation,completethetimetableforanactivity.Abilities:1.Learnhowtogetusefulinformationfromtheposter;2.Listenforspecificinformation,andextracttherelatedinformation;3.Learnhowtogiveothersadvice.Emotion:1.Learnhowtoorganizeanactivitybygivingothersadviceandmakinganarrangement2.Learntousetheexpressionswhenreachinganagreementintheendbasedonmakingthesuggestions,thecriticismandtheresponsetotheillustrationtothedownside.四．重点,难点：1.Howtoextractthespecificinformationfromwhattheyhearorread;2.Howtomakesuggestionstoothers;3.Howtousetheexpressionswhenreachinganagreementintheendbasedonmakingthesuggestions,thecriticismandtheresponsetotheillustrationtothedownsidecorrectly.五．设计理念：对于旅游的话题，学生是非常熟悉又感兴趣的。对于首都北京，虽然很多学生并没有去过，但了解的一定很多，其中著名的旅游景点和名胜古迹，学生应该是如数家珍。在此环节的教学上，学生们应该具有一定的接受能力。教学中科采用Roleplaying,Practicing,Cooperating,Scanning和interliningforspecificinformation的学习策略，利用教学图片以及制作多媒体课件来展开课题Workalone,Pairwork,Groupwork的口语交际活动。听力和口语教学一角色扮演模仿对话、写关键词或复述对话、短文为主，加强对主要信息的获取和输出。六．设计思路：根据新课标，突出学生自主学习的主体地位原则，培养学生自主、合作、探究精神、突出语言运用能力培养的理念而设计《英语课程标准》是以学生能做某事的描述方式来设定各级目标。这就决定了我们在教学中尽量要采用任务型的教学途径。在这一教学环节中，教师的任务就是根据单元和课堂教学内容和目标，给学生设计一个阶段、一个单元和每一课的学习任务、目标，并锁定任务，吸引和组织他们积极参与，通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。七．教学过程Teachingprocedures：Step1.Warming-up:Presentthestudentssomepicturesofallkindsofgames,introducingthenamesofthegames,suchasafootballmatch,abasketballmatch,highjump,longjump,etc.AndI’llaskthestudentssomesimplequestionsaboutsports.Ofcourse,heretheanswersshouldbeaccordingtotheirownlives.Step2.Presentation:A.Tothestudents,I'llsay;WhenI’mfree,llikewatchingballgames.Basketballismyfavorite.Ithinkthefinalisusuallythemostexciting.Haveyoueverwatchedthefinalofabasketballmatch?B:Showavideo:Thisisthefinalofabasketballcompetition.BeijingSunshineSecondarySchoolgoestothefinal.Wearegoingtowatchit,butI’mnotsureofthetime,theplaceandthepriceoftheticket.Wouldyoupleasehelpmefindsomeinformationaboutit?Step3.Readingcomprehension:A:Thestudentsgothroughtheposteronpage50forspecificinformation,andthenanswerthequestionsIraise.B:Inordertogetbetterunderstandingoftheposter,groupthestudentstoaskeachotherquestionsabouttheposteraftergoingthroughtheposter.C:Askthestudentstotrytheirbesttofillintheblankswithasmuchinformationastheycan.Step4.Listencomprehension:A:Here,itmaybehardforthelessablestudentstogetsomerelatedinformationfromtheposter.SoIplaythetapeforthem,andaskthemtolistenforthespecificinformation.Afterthat,I’llaskthestudentstocompletethetimetableonpage50.B:Listentothetapeonceagain,andtelltrueorfalseinPartA3onpage51.C:Overallunderstandingforlistening:Step5:Interaction:A:PartBonpage51.Askthestudentstogothroughtheconversation.AndI'llask:Iwouldliketovisitsomewhereinourcity,butIdon’tknowwheretogo.Doyouhaveanygoodideas?Canyougivemesomesuggestions?ThenI’llaskthemtosumuptheexpressions:1).Wouldyouliketo…? 2).Shallwe…?3).What/Howabout…? 4).Whynot…?5).Whydon’twe…? 6).Wouldyouplease…?7).Let’s…B:I’llguidethestudentshowtomakecorrectsuggestionswiththeabovepatterns.AndthenI’llaskthemtomakeupconversation,andgetreadytoactitoutbeforetheclass.Step6:Classworkdesign:A:Inordertomasterhowtomakesuggestionthatthey’llinviteotherstogooutforavisit,l’llaskthemtomakeupaconversationwiththeforms