江苏省海安县大公初级中学八年级英语上册《8A Unit 4 Wild animals》Period 7 Main task教案 牛津版.doc

8a unit 4 wild animalsperiod 7 main tasktitle(课题)main tasktype(课型)new新授课period(课时)7supporting theories(理论支撑)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。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 and demands(教学目标)b: language skill (语言技能) 1. for lower-level students, read and understand the information about giant pandas and bears.2. for higher-level students, write a report and express their own idea about how to protect the wild animals.c: feeling (情感态度)1. to make the students love wild animals.2. to make the students know how to protect the wild animals. key points and difficulties(教学重、难点)1. learn some new words, useful phrases and sentence patterns. 2. to learn how to write a report.teaching methods(教学方法) task-based approach aids: 课前准备（教具、活动准备等）1. get some information about giant pandas and bears from the internet.2. get some pictures or some survey forms about wild animals ready.3. pre-read the report on giant pandas 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.朗读短文，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.搜集自己感兴趣的某一种野生动物的相关信息，了解其外貌特征、性格特征、能力和所面临的危险，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stepwarming up1. show the students some pictures of giant pandas.2. talk about giant pandas in groups. (appearance, characters , the living habits, problems)3. each group chooses one student to come to the front to give us a report.1.检查课前预习：各组代表交流对giant pandas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:peaceful, sharp, upright (with the help of some pictures.)2. listen to the tape with the guiding question: what does millie talk about in her report about giant pandas?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main task内容有进一步的感性认识。导step iiipractice( while-reading). skimming1. ask the students to discuss the following topics in groups:1) appearance: baby pandas and giant pandas2) characters3) food4) problems5) actions 2. ask students to read after the tape and pay attention to the pronunciation, and make some of them read the paragraphs aloud.3. read the passage together.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.scanning1. help understand some difficult points:1) at a time2) keep taking the land3) move around in the daytime4) walk upright5) the number is getting smaller and smaller(越来越少). (larger and larger越来越多)2. read the information about bears and ask the students to describe bears in groups.3. each group chooses one student to come to the front to give us a report.4. complete the report with the information in the note.5. check the answers.6. read together.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 ivproduction(post-reading). enjoy acartoonfilm.enjoy a film about wild animals.1.欣赏flash并会用英语谈论flash内容，培养学生的口语表达能力。2.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。）. discussion1. talk about one of your favourite wild animals in groups. (appearance, character, ability, dangers, actions)2. write a report(1) each group chooses one student to come to the front to read us a report. (2) give some presents to the best group.课后提升step v assignment1. recite all the