Module6 Unit 2 Hobbies can make you grow as a person.说课课件(共38张PPT)外研版初中英语八年级下册

(共38张PPT)
教材版本：外研版
年 级：八年级下册
课 型：读写课
课 时：第二课时
Unit 2 Hobbies can make you grow as a person.
Module 6 Hobbies
Teaching Material
06
OPTION
OPTION
General Introduction
Teaching Procedures
Features of the Design
0
1
0
2
0
3
CONTENTS
General Introduction
0
1
Guiding Theory
Teaching Approach & Aids
Evaluatio
Teaching Focus
Difficulty
Teaching Objectives
Analysis of the Teaching Material
Analysis of the Target Students
General Introduction
&
n
The Core Competence of English Curriculum
Bloom's Taxonomy
of Learning
I. Guiding Theory
II. Analysis of the Teaching Material
Unit Teaching
II. Analysis of the Teaching Material
WHY
uto promote students hobbies’ awareness and understand hobbies can make you grow as a person
uto establish students' confidence and cultivate healthy psychology and personality
WHAT
uTheme: human & self
uType: reading & writing
uTopic: hobbies
u Content: the benefits of hobbies and how did David develop his hobbies.
HOW
uLinguistic Feature: the third person
uTarget Language:
as well as, such as, as a result, simple sentences
WHAT HOW
WHY
what they wonder
higher-order thinking
discourse analysis
what they learned
L
the content & thematic meaning
develop their hobbies in daily life
what they still
want to know
S
improve capacity of reading and writing skills
foster logical and critical thinking for a life-long learning
what they know
K
eighth-graders
some kinds of hobbies
abilities in reading to some extent
III. Analysis of the Target Students
W
语言能力 学习能力 语言能力 学习能力 语言能力 思维品质 思维品质 文化意识 1 . Be able to use a timeline to summarize the development o f David's hobbies in different periods; 2. Be able to analyze and judge the factors that how did David become a successful young writer; 3.Be able to express and evaluate their hobbies, and how their hobbies have helped them grow up; 4.Be able to cultivate their hobbies in daily life;promote their all-round development.
学习理解
应用实践
迁移创新
IV. Teaching Objectives
教学目标
认知层次
核心素养 提升点
Hobbies can make
a person.
uTo express and evaluate
their hobbies, and how
t ave helped
n
;
h
up
es
w
bi
o
b
gr
ho
m
ir
e
e
h
h
t
t
g
ic
i
a
an
m
e
e
M
Th
Teaching Focus
uTo use a timeline to summarize the development of David's hobbies in different periods;
uTo analyze and judge the factors that how did David become a successful young writer;
Difficulty
us grow as Teaching Difficulty
V. Teaching Focus& Difficulty
Focus
u Communicative Approach
uActivity-based Approach
uTeamwork Method
u Computer Assisted Instruction (CAI)
VI. TeachingApproach &Aids
i
to engage in a variety of
to draw students attent on
communicative activities
Approach
to the class
Aids
01
Teacher’s evaluation
02
Peer-evaluation
03
VII. Evaluation
Self-evaluation
Teaching Procedures
0
2
深度思考
发展思维
While-reading
激活已知
启动思维
Leading in
Talking about hobbies
Predicting
Reading for the gist
Teaching Procedures
迁移创新
拓宽思维
Reading for critical
comprehension
Reading for literal and inferential
Evaluating
Creating
深入语篇
互动生成
超越语篇
提升素养
基于语篇
夯实基础
达成目标
教学环节
comprehension
Post-reading
Pre-reading
Pre-reading 1
1. Leading-in
to arouse students’ interest
to relieve their learning anxiety
to acquaint students with some information
to be familiar with new words and phrases
2. Talking about hobbies
Pre-reading 1
3. Predicting
to make reading more intriguing and purposeful and therefore is likely to result in better comprehension
Pre-reading 1
to get the general idea of the whole passage by
skimming
Pre-reading 1
4. Reading for the gist
While-reading 2
Pre-reading 1 While-reading 2
5. Reading for literal and inferential comprehension
to locate specific information by scanning
Pre-reading 1 While-reading 2
5. Reading for literal and inferential comprehension
to help students to simplify sophisticated input so that it becomes the basis for output
to lead students to explore information
to promote students' active thinking
1 While-reading 2
5. Reading for literal and
inferential comprehension
Pre-reading
to produce language based on what they have learned
to develop their communicative competence
While-reading
5. Reading for
literal and
comprehension
inferential
Pre-reading
2
1
to discover the duality of things
to transfer skills of critical thinking into solving problems in their daily life
1
Evaluating
While-reading
Pre-reading
6.
2
to integrate what they have learned with their prior knowledge
While-reading
7.Creating
Post-reading 3
Pre-reading
2
1
to consolidate what they have learned in class
to stimulate students’ creativity and interest in related topic
IV. Homework
uto make knowledge
visualized
uto get comprehensive information instead of scattered facts
V. Blackboard Design
Features of the Design
0
3
Features of the Design
theprocesof
01 Free talk 02 Experiences 03 Your hobbies
English learning comes from students, and goes among students.
Features of the Design
Features of the Design
languageknowledgeis
theprocesof
Features of the Design
languageknowledgeis
to help students with
better overall reading comprehension
languageknowledge
theprocesof
Features of the Design
thequestion chain
Features of the Design
How do you understand“hobbies make you grow as a person” Why does the writer introduce David’s hobbies
How did David become a successful young writer
thequestionchain
What are his hobbies
LOTS Concrete
HOTS Abstract
Features of the Design
the
ofEnglishCurriculum
languageknowledge
thequestion chain
theprocesof
CulturalAwareness
The lesson helps students cultivate their hobbies in daily life, which contribute to whole-person development.
Language Competency
The lesson improves students’ language skills as well as communicative competence and productive competence.
Thinking Quality
The cultivation of thinking has completed
the process from lower level to higher level.
Learning Competency 0
the ofEnglishCurriculum
Features of the Design
og
0
1
0
0
4
3
THANKS