牛津深圳版八年级上册 Healthy Lifestyle 期末复习 教案（表格式）
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| 名称 | 牛津深圳版八年级上册 Healthy Lifestyle 期末复习 教案（表格式） |  | |
| 格式 | doc | ||
| 文件大小 | 59.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津深圳版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-10-06 10:18:27 | ||
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文档简介
课题：Healthy Lifestyle
Healthy lifestyle健康生活 (口语与写作)
学校 学科 英语 课型 话题复习：口语与写作
教学目标 知识与技能 1. 掌握一些听说技巧。2. 根据提示写出有关健康生活方式的建议。
过程与方法 1．智慧课堂结合学案导学法，情境教学法； 2．突出学生个体，尊重学生差异；3．采用活动途径，倡导体验参与；4．注重过程评价，促进学生发展
情感态度与价值观 1．学生能够乐于思考并且参与讨论和展示；2．养成学生健康的生活方式。
教学重点 1. 掌握话题转述技巧；2．掌握话题写作与海报制作技巧；3．参与讨论和展示
教学难点 1．如何激发学生上口语与写作课的学习热情。2．如何通过情景让学生掌握一些说与写的技巧。
设计依据 内容分析 本节课是一节结合小整合设计的期末复习口语与写作课，话题是健康的生活方式。授课对象是初中八年级学生。中学教材版本是由牛津大学出版社（中国）有限公司教材编写委员会编写的八年级上册教材。
学生分析 初二学生虽然掌握一定的词汇量和知识点，但对于口语课似乎兴趣不大，所以教师应通过各种有效的教学手段,引导学生在听力课上能调动学习兴趣完成教学任务，同时培养学生对于语言的驾驭能力。
设计思路 1．本课对本学期教学内容进行整合，教学内容与教学任务是按照学生的英语水平能接受的程度进行设计，从易到难，自然过渡，达到最好的衔接效果。学生在来自身边熟悉的人中自信地投入课堂，积极参与课堂活动，大胆表达自我。 2．课堂以学生为中心，组织小组学习。将不同层次的学生按比例分配在同一个小组中，成员在学习过程中既分工又协作，做到共同进步。教师起引导作用，为学生与学生之间的交流与合作创造条件，让英语真正发挥作为语言的交际作用。
教 学 过 程
教学环节 教师活动 学生活动 设计意图、依据
Step 1:Check students’ pre-homework 1. Guide the students to upload their pre-homework’s answers by using PAD. 1. Upload the pre-homework’s answers by using PAD. Check Ss’ pre-homework and answer the questions to improve their study.
2. Check the accuracy on PAD and invite the students to analyze the exercise if necessary. 2. Analyze the exercise if necessary.
Step 2: Warming up Guessing game: show two pictures of two unknown teachers, and ask the Ss to choose and guess who they are. Choose and guess who the teachers are. Arouse Ss’ interest and expose them to some expression of life style
Step 3: Oral practice 1. Lead in Mr. Wang’s healthy life style. Play Mr. Wang’s monologue to the Ss and ask the Ss to prepare to retell the content. 1. Read the exercise. Listen to the monologue and take notes. Prepare to retell the content in 50 seconds. Check the students understanding and train their retelling skills.
2. Review retelling skills and guide the students’ to upload their recordings by using PAD. 2. Record when retell the content in 50 seconds by using PAD, then upload the recordings.
3. Choose some students’ recordings to play in the class and guide the Ss to evaluate them. 3. Listen to the recordings and evaluate
4. Ask the students to read the example. 4. Read the example together.
Step 4: 1. Give some clues and ask the Ss to guess the teacher herself. Then introduce the teacher’s problems. 1. Guess who the teacher is. Train students’ ability in cooperation and improve their writing skills.
2. Set up a scene and invite the Ss to give the teacher’s some advice in group. (Group discussion) 2. Discuss in groups on advice for the teacher and prepare a speech on the topic.
3. Invite two representatives to present their speeches. 3. Two representatives present their speeches.
4. Ask the Ss to write an article on the topic on the students’ sheet and upload their articles to the PAD. 4. Write an article and upload it to the PAD.
5. The teacher chooses two or three articles to show and ask the Ss to evaluate them. 5. Evaluate classmates’ articles.
5. Ask the students to stick their articles onto their posters in groups and invite the representatives from each group to show their posters to the whole class. Ask the other students’ to vote for two posters they like. 5. Stick their articles onto their posters in groups and the representatives from each group show their posters to the whole class. The other students’ to vote for two posters they like.
Step 5summary Get the students to Talk about what they have leant Talk about what they have learnt. Conclude the lesson
PAGE
Healthy lifestyle健康生活 (口语与写作)
学校 学科 英语 课型 话题复习：口语与写作
教学目标 知识与技能 1. 掌握一些听说技巧。2. 根据提示写出有关健康生活方式的建议。
过程与方法 1．智慧课堂结合学案导学法，情境教学法； 2．突出学生个体，尊重学生差异；3．采用活动途径，倡导体验参与；4．注重过程评价，促进学生发展
情感态度与价值观 1．学生能够乐于思考并且参与讨论和展示；2．养成学生健康的生活方式。
教学重点 1. 掌握话题转述技巧；2．掌握话题写作与海报制作技巧；3．参与讨论和展示
教学难点 1．如何激发学生上口语与写作课的学习热情。2．如何通过情景让学生掌握一些说与写的技巧。
设计依据 内容分析 本节课是一节结合小整合设计的期末复习口语与写作课，话题是健康的生活方式。授课对象是初中八年级学生。中学教材版本是由牛津大学出版社（中国）有限公司教材编写委员会编写的八年级上册教材。
学生分析 初二学生虽然掌握一定的词汇量和知识点，但对于口语课似乎兴趣不大，所以教师应通过各种有效的教学手段,引导学生在听力课上能调动学习兴趣完成教学任务，同时培养学生对于语言的驾驭能力。
设计思路 1．本课对本学期教学内容进行整合，教学内容与教学任务是按照学生的英语水平能接受的程度进行设计，从易到难，自然过渡，达到最好的衔接效果。学生在来自身边熟悉的人中自信地投入课堂，积极参与课堂活动，大胆表达自我。 2．课堂以学生为中心，组织小组学习。将不同层次的学生按比例分配在同一个小组中，成员在学习过程中既分工又协作，做到共同进步。教师起引导作用，为学生与学生之间的交流与合作创造条件，让英语真正发挥作为语言的交际作用。
教 学 过 程
教学环节 教师活动 学生活动 设计意图、依据
Step 1:Check students’ pre-homework 1. Guide the students to upload their pre-homework’s answers by using PAD. 1. Upload the pre-homework’s answers by using PAD. Check Ss’ pre-homework and answer the questions to improve their study.
2. Check the accuracy on PAD and invite the students to analyze the exercise if necessary. 2. Analyze the exercise if necessary.
Step 2: Warming up Guessing game: show two pictures of two unknown teachers, and ask the Ss to choose and guess who they are. Choose and guess who the teachers are. Arouse Ss’ interest and expose them to some expression of life style
Step 3: Oral practice 1. Lead in Mr. Wang’s healthy life style. Play Mr. Wang’s monologue to the Ss and ask the Ss to prepare to retell the content. 1. Read the exercise. Listen to the monologue and take notes. Prepare to retell the content in 50 seconds. Check the students understanding and train their retelling skills.
2. Review retelling skills and guide the students’ to upload their recordings by using PAD. 2. Record when retell the content in 50 seconds by using PAD, then upload the recordings.
3. Choose some students’ recordings to play in the class and guide the Ss to evaluate them. 3. Listen to the recordings and evaluate
4. Ask the students to read the example. 4. Read the example together.
Step 4: 1. Give some clues and ask the Ss to guess the teacher herself. Then introduce the teacher’s problems. 1. Guess who the teacher is. Train students’ ability in cooperation and improve their writing skills.
2. Set up a scene and invite the Ss to give the teacher’s some advice in group. (Group discussion) 2. Discuss in groups on advice for the teacher and prepare a speech on the topic.
3. Invite two representatives to present their speeches. 3. Two representatives present their speeches.
4. Ask the Ss to write an article on the topic on the students’ sheet and upload their articles to the PAD. 4. Write an article and upload it to the PAD.
5. The teacher chooses two or three articles to show and ask the Ss to evaluate them. 5. Evaluate classmates’ articles.
5. Ask the students to stick their articles onto their posters in groups and invite the representatives from each group to show their posters to the whole class. Ask the other students’ to vote for two posters they like. 5. Stick their articles onto their posters in groups and the representatives from each group show their posters to the whole class. The other students’ to vote for two posters they like.
Step 5summary Get the students to Talk about what they have leant Talk about what they have learnt. Conclude the lesson
PAGE
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