Section D公开课教学设计模版

科普版

仁爱英语

八年级上册

Unit 7 Food Festival Topic1 We’re preparing for a food festival. Section D 1a&1b 授课内容：

教学设计

一．教学内容分析：

科普版仁爱英语

八年级下册第七单元第五课时

文本分析：

主题语境：以美食节

为载体，讨论食物和公益。

语篇类型：应用文，海报

语言知识：

新学短语—come true

表达可用语言：复习陈述句作宾语从句用法并应用

文化知识：海报的特点及要素

语言技能：阅读技能，表达技巧，读写画

学习策略：元认知策略--明确学习目标，发现监控自主学习效果，主动反思并评价；

交际策略--愿意积极主动与同伴合作，完成任务，得体表达。

二．教学对象

重庆市垫江第四中学初二学生

学情分析：

1.

农村中学学生学习基础薄弱，基础知识掌握不牢固；

2. 整体思维能力欠缺，害怕用英语表达；

3. 初二分水岭，很多学生学习兴趣不浓厚；

4. 有部分同学能力较强但羞于表达。

学生与教学内容：

阅读材料上的语言难度不大，在词汇和句式上都不会造成太多阅读障碍。但是学生对于海报这种形式还较陌生，需仔细分析海报特点及要素便于学生理解。由于学生基础薄弱，在本课并没有涉及过多语法，以活动为主，调动学生积极性，锻炼学生动手能力，并反复运用本话题重点句型陈述句作的宾语从句来叙述海报内容，已达到巩固句型促进运用的目的。

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三．教学目标

1.

Knowledge aims：

（1）学习并掌握新词汇

come true （2）复习that引导的宾语从句

2.

Skill aims:

（1）能从所给海报中找出有关信息。

（2）了解组织活动必须包括的要素。

（3）学会制作英文海报。

3.

Emotional aims: 通过小组间良性的竞争与合作，培养友好互助的精神。

四．教学重点＆教学难点

1. Key points: 复习that引导的宾语从句

2. Difficult points：

从所给海报中找出有关信息，并用含有宾语从句的句子进行讨论。

制作海报

五．教学方法

PWP, 任务型教学，交际型教学，情境主题教学，活动探究

六．学生主要活动

阅读与理解，思考与表达，动手制作海报

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七．教学步骤

Stage 1(1min)：Getting students ready for learning

Step 1. Greeting

ready for learning Stage 2（2mins)：

Review (Pre-reading) Designing Step Teacher activity Student activity purpose: Teacher activity T: Good morning, everybody! Student activity Ss: Good morning, Miss…

Designing purpose Getting students (1) Ask Ss to review the review the information of 复习前文话题，从1. Ask and answer information of Craig Craig 而引出本文的海

(2) Ask Ss to review what children review what children plan to 报

plan to do to help Craig do to help Craig Stage3（10mins)：

While-reading Step Teacher activity Student activity Designing purpose Show the poster in 1a and ask Read the poster and then 初步了解海报的questions about it.

answer find the topic and 内容和要素。

1. First-reading

①What’s the topic of the poster?

tick the information. ②What information does the

poster include? Please tick (1) Talk about the poster with the Read the poster carefully. students.

2. Second-reading Talk about the poster. 通过学生细读，师生讨论进一步了(2) Ask Ss to link the information Link the information in the 解海报的构成要in the poster to what, when, poster to what, when, 素。

where, why and who. where, why and who.

鼓励学生展开想(3) Encourage Ss to describe the Ss try to describe the 象运用宾语从句information of the poster by using information by using the 讨论该海报。巩固

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the object clause From this poster, object clause I

学生对本话题重点句型的运用。

know/see/understand ________________________. Stage 4（25mins)：

Post-reading Step Teacher activity Student activity Designing purpose 对海报要素总结为制作海报作准备

If we want to make a poster for Fill in the blanks. an activity, we should write down Think some information clearly, such Remember

1. Summary

as_______, _______, _______, _______, _______, etc. What can we do to make it more attractive（吸引人的）? ___________________________ 2(Group work) Make a poster Give Ss some materials and ask Ss Ss make a poster in group 制作海报

to make a poster in group. Help Ss when they are in need (1) Ask some group to display display their poster their poster

say their ideas 展示海报

交流观点

进一步巩固学生according to the task 3(Group work) Display

(2) Ask other Ss

①What do you think of their

poster?

②What information do you kown describe the information of 对本话题重点句from their poster ? Stage 5（2mins)：

Summarizing and assigning HMK Step Teacher activity Cooperation（合作）

is a good

way to finish a

difficult task. Student activity Designing purpose 培养学生合作的能力。

other poster

型的运用。

1．Summary

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So, when you meet some difficult problems, you can ask others for help and cooperate with them.

Assign the HMK.

Pay more attention to the 2 (Class activity)

posters around us after class and get more information from them.

Blackboard design: Finish the HMK.

与生活息息相关的家庭作业有助于学生在课外巩固课堂所学的知识。

Unit 7 Food Festival Topic1 We’re preparing for a food festival. Section D 1a&1b Topic

What When Where Why Who

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