人教版八上Unit 6 I'm going to study computer science.-Section B 3a —4 Self check-教案、教学设计-省级优课-(配套课件编号：354fd).doc

1、 1 / 8 学校： 授课教师： 课 题 Unit 6 Im going to study computer science. Section B (3a3c) 课时 安排 6 第 5 课 时 一、教学目标 设计 知识与 技能 1. Students will be able to master the words ： own, personal, relationship. 2. Students can improve their writing skill. 过程与 方法 Students will be able to learn the cooperative learning by

2、 working in groups. 情感态 度与价 值观 Encourage students to make future resolutions. 二、教学重点 难点 教学 重点 1. Be able to write resolutions for themselves. 2. Be able to develop their comprehensive skill and writing skill. 教学 难点 Students will be able to develop their comprehensive skill and writing skill. 三、教学方法

3、Task-based language teaching, cooperative learning. 四、教具准备 A projector, handouts, and some color paper. 五、教学过程 设计 . Lead-in T: Boys and girls, welcome to my class. Today well 2 / 8 learn unit 6 Section B 3a to 3c. T: Before the class, Id like to say Im tired today, I feel sleepy. Do you know why? Ss

4、: You stayed up late last night. T: Yeah, Im sorry to say I stayed up late playing the mobile phone. Show some pictures of “phubbers” to present my problem. Then use the mind-map to lead in the topic of this class - making the resolutions. （设计意图： 通过教师本人的实际情况创设真实情境, 使学生有真切的感受，既引起学生的探究兴趣，又可以 促进师生之间和学生

5、之间的多边互动， 使课堂教学变得 有生气。同时运用思维导图，使学生对本节课的脉络一 目了然，整体把握重难点。） . Task 1-Brainstorming. First, divide the students into 4 groups. Then, discuss in groups and write down their ideas about these 4 resolutions on the blackboard. Each group can choose one aspect as their topic to write. They should do the task

6、in just 3 minutes. This time, they only need to write phrases on the blackboard. It is so interesting that they can finish the activity 3b easily. 3 / 8 （设计意图：游戏激活思维。设计头脑风暴这一游戏， 让学生在最短时间内批量生产灵感， 使他们的思维得到 最大限度地开拓，为后面的组句写作做好铺垫。） . Task 2 -Complete the paragraphs about the first resolution. T: Youre ve

7、ry helpful to make these resolutions for me. Ill take some of these. Meanwhile, I hope you can keep your eyes on me to make me stick to them. Thank you! Now, what about yours? Are you satisfied with what you are? Are you pleased with yourself? Do you want to have a change? Do you want to be better a

8、nd better? Ss: Yes. T: Great, everyone wants to be better. So its time for you to write your resolutions. Use some words and pictures to arouse students interest of making their own resolutions. First they need to make resolutions about personal improvement. This time, they finish the activity 3a. （

9、设计意图：承上启下，从帮助老师做决心巧妙过 4 / 8 渡到为自己，亲切自然，突出重点。） . Task 3 - Jigsaw writing. Invite students to play the jigsaw puzzle. T: There are 3 steps you have to do in the jigsaw writing. Step 1: Write in the jigsaw group. Each student chooses one aspect of resolutions to write in jigsaw group. This time they sh

10、ould do it by themselves. Step 2: Discuss and make a conclusion in the expert group. Regroup to form the expert group. Discuss and pick out the best ones for their resolution. Step 3: Do a report in the jigsaw group. Go back to the jigsaw group. At this time, each group has got 4 aspects of resoluti

11、ons. Ask students to do a report one by one. While reporting, other group members should listen carefully and have a dictation. （设计意图：拼图写作策略生成动态课堂，突破难 点。把写作的材料分成 4 个零散的片段，随机将这些片 段分发给学生，让学生就片段进行写作并加以推理分 5 / 8 析，然后与他人沟通询问，进行信息的整合，最后形成 完整的文章。 拼图写作使枯燥的写作课变得生动、 活泼。 它利用学生的互动互助作用， 真正使学生成为课堂教学 的主体，体现了合作学习的精

12、髓。） . Task 4 - Overall Checkup. T: Now, all of you have got your resolutions about these 4 aspects. Lets have an overall checkup. Each group chooses one student as a leader to come to the blackboard. Do a report to the whole class. （设计意图： 全面检测， 锻炼学生的信息整合能力， 同时训练了他们的口语表达能力。） IV. Task 5- Self Check. A

13、sk students to look at the chart on their handouts and have a check by themselves to see how many As they can get. Then count the numbers. （设计意图：自评。通过自我评价不断地进行自我 诊断、自我反思，自我调整与自我激励，是实现自我完 善、自我提高的重要手段。） . Summary and moral education. T: If you want to have a change, if you want to do be better, the fi

14、rst thing is to set the goal, next make the plan, then you should make to work, and the most important one 6 / 8 is to stick to it, then you will reach your goal in the future. So never give up. Then youll have a good future. Thank you for listening. （设计意图：情感渗透，升华主题。） 六、布置作业 Level1: Make the resolut

15、ions for the coming week or the coming month. Level 2: Keep them. 七、板书设计 Unit 6 Im going to study computer science self improvement, physical health, do better at school, relationships with family and friends. 教学反思：教学反思： 教学是师生共同参与的活动，课堂是师生共同活动(学习、 生命成长)的场所，甚至在一定意义上教师的活动是为了引发、引导、 指导学生的活动，教师的教是为了建构学生成

16、为学习的主体。因此， 在本节课的教学中，我改变了传统的写作课教学模式，从激发和培养 学生学习英语的兴趣和促成学生自主学习的策略出发， 制定了任务型 和合作学习的教学策略，一切尽在发挥学生的主体作用，调动每个学 生的学习积极性，使学生产生学习的渴望和动机。在教师的指导下， 学生通过交流， 合作和体验， 逐步完成预定的教学目标， 突破重难点。 7 / 8 亮点 1：情境教学。教师运用自身的真实情况为学生创设了语言 实际运用空间，使乏味的写作课堂变得生动活泼，激发学生的参与和 学习欲望。 亮点 2：运用游戏 brainstorming 和 jigsaw puzzle，激发学生 的兴趣，调动学生的积极

17、性，让学生在一种新鲜有趣、活跃的气氛中 学习英语，学生学得主动，学得有趣，学得积极，取得良好的教学效 果。 亮点 3：任务型教学，使学生在做中学，学中用，通过思考、讨 论、交流与合作等方式，学习和使用语言，完成学习任务，培养学生 语言运用能力。 亮点 4：自主学习。纵观整堂课，教师只是活动的组织者，为学 生提供充分从事英语学习的机会， 让学生在课堂活动中自主地进行交 流，互助合作，大胆表达，激发学生的学习积极性。 亮点 5：引入竞争机制。学生们分成 4 个小组，在自尊心、集体 荣誉感和竞争意识的驱使下，相互帮助，相互学习， 暗暗地使劲， 充分发挥了学习英语的积极性。 亮点 6：建立评价机制。在每个任务中，通过教师的及时评价， 及学生的自评、互评，使学生能够建立一种集体荣誉感和团队精神， 从而形成了一种优生促优生，优生带差生的良好学习氛围，从而进一 步保证学生自主学习的参与面。 不足之处：在教学中， 基本贯彻了设计中的教学理念，整个课 堂气氛活跃。但在 Jigsaw Writing 活动中，由于一些同学的英语听 8 / 8 力水平较差，不能很好地完成听写任务。因此，在今后的教学中应予 以重视，加强学生的听说训练，争取使学生的听、说、读、写 四个 方面的能力都能得到全面发展。