(共23张PPT)
Module 8 Time off
Unit 2 We thought somebody was moving about.
Travel
Beihai Park
in the city centre
so...that...
be famous for...
the lake
from the top
have a picnic
Zhangjiajie
Zhangjiajie National Forest Park —China's first national forest park .
forests
mountains
rivers
It’s a magic land of …
rocks
1. Where is it
2. How large is it
3. What can you see there
4. What is the most famous thing to see
1. Where is it
2. How large is it
3. What can you see there
4. What is the most famous thing to see
Read and check the answers.
In Hunan Province.
About 480 square kilometres.
Mountains, forests and rivers...
The strange shape of its tall rocks.
Try to tell the main idea of each paragraph.
Para. 2—
Para. 3—
Para. 4—
Para. 5—
Betty's introduction of Zhangjiajie.
Betty's experience of camping last night.
Betty's experience of climbing Mount Tianzi today.
Betty's travel plan of tomorrow.
Reading skills: Pay more attention to key
words and the first sentences.
Zhangjiajie
Betty's travel to
Zhangjiajie
climb Mount
Tianzi
camp
Travel plan
see
be famous for...
How large
Where
monkey
make noise
pull a leaf
off a plant
Donting Lake
Betty's email
A: Betty
B: Lingling's uncle
C: The monkey
D: The person who reads the text.
Act a text play.
1. We should follow the rules.
2. We should stand in lines.
3. We should talk in low voices.
4. We should throw rubbish into the dustbins.
5. We should try to protect everything there.
6. We should always be polite to others.
... ...
What should we do while travelling
Zhangjiajie
Betty's travel to
Zhangjiajie
climb Mount
Tianzi
camp
see
be famous for...
How large
Where
monkey
make noise
pull a leaf
off a plant
Information about
Zhangjiajie.
Writing: Betty's travel to Zhangjiajie
Things Betty saw and did
and her special experience
The outline
(提纲)
Part 2:
The body
* Information about Zhangjiajie
* Things Betty saw and did
and her special experience
How large is it
Where is it
What can you see
Where can you sleep
What is special
in Hunan Province.
about 400 kilometres from Changsha.
about 480 square kilometres.
mountains, rivers, forests, many kinds of plants and animals.
strange shape of tall rocks, beautiful sights.
hotels or camps
Retell the passage about Zhangjiajie.
The outline
(提纲)
Part 1: The beginning
Who; when; where... ...
Part 2:
The body
Part 3: The ending
Betty's feelings about her travel... ...
* Information about Zhangjiajie
* Things Betty saw and did
and her special experience
Make a passage “Betty's travel to Zhangjiajie” orally(口头地)
Work personally.
The outline
(提纲)
Part 1: The beginning
Who; when; where... ...
Part 2:
The body
Part 3: The ending
Betty's feelings about her travel... ...
* Information about Zhangjiajie
* Things Betty saw and did
and her special experience
where; how large; what ... ...
camp by a small lake; monkey; Mount Tianzi; pull a leaf off a plant...
How to read a passage
How to write a passage
Summary: What have we learned in this class
Pay more attention to the keys words and the first sentence in each paragraph.
Homework: My travel to ... ...
Step 1 Conceiving(构思) what you want
to write.
Step 2 Making the outline(提纲).
Step 3 Writing the passage and improve it.
THANKS中小学教育资源及组卷应用平台
初中英语教学设计
教学设计基本信息
所用教科书书名 外研新标准
所教年级 八年级 所教册次、单元 八年级下Module 8 Unit 2读写课
设计主题 设计教学任务，创设教学情境，激发学生积极参与、探索与创新。
整体设计思路、指导依据说明
外研新标准英语八年级（下）Module 8 Unit 2是一堂典型的读写课，旨在基于对语篇的理解和结构的分析创作一篇文章，阅读篇章和分析结构是语言输入的过程，创作文章是语言输出的过程。我在设计教学任务时，创设了大量的活动，让学生参与进来，采用思维导图的方式进行阅读理解，结构清晰明了，并为后面写作任务打下基础，优化教学过程，给学生提供一种自然的情景学外语，使学生能随着活动的完成而掌握阅读和写作技巧，同时也获得成就感，激发学生参与、探索与创新。
教学背景分析
教学内容分析：本课主要让学生通过阅读了解写作的方法，使学生创作英语文章时思路清晰结果明了。阅读篇章的题材是“旅游”，在一单元已经接触了一些与旅游相关的话题，所以对本节课的话题并不陌生，甚至还比较感兴趣。学生情况分析：本课的教学对象是初中二年级学生。他们通过小学、初一和初二上册的学习对英语学习已有一定的基础，学习兴趣也较高，但依然存在参差不齐的情况。因此，我尽可能多地创造轻松愉悦的语言环境，给学生充足的语言习得机会和展现机会，让学生大胆实践，积极参与，勇于表达，并培养积极的情感态度和自主学习的能力以及团队合作的意识。
教学目标分析
知识目标：学生通过学习能正确理解that引导的宾语从句并使用that引导的宾语从句进行表达。能力目标：通过学习本课，使学生能够掌握基本的英语阅读技巧和写作能力。情感目标：使学生思考并养成“文明旅游”意识。
教学重点、难点分析
教学重点：学生能后掌握基本的英语阅读技巧和写作能力。教学难点：如何构思一篇开放式作文（以往的英语写作常常局限于小短文或翻译式作文），以及如何使作文结构清晰。
5. 教学方法：
1. 恰当运用多媒体辅助教学，提高课堂效率增加趣味性。 2. 以学生为中心，开展Act a text play, Guessing game, Group work等英语教学活动。 3. 注重分层教学，尊重差异，让不同层次的学生都能参与，获得成就感。 4. “任务型“活动策略，在做中学和练，任务明确，活动面广，使学生在交际中真实运用所学知识。
教学过程设计
Step 1 Lead-in 1. Ask: Are you feeling a little bit tired recently In this class we will talk about something relaxing. By the way, what is the most relaxing thing for you (Students can share their own ideas and it can make our class lively.） Show some pictures taken by me when I was travelling. 2. Ask: What do you think of these pictures (I will encourage students to describe them with different adjectives.) Can you guess what I enjoy doing when I have some time off.3. Say: I think almost everybody likes travelling, including our old friends Lingling, Tony and Daming. Show the picture of Beihai Park. Give them the keys words and important phrases and make the students talk about what Lingling, Tony and Daming see and do in Beihai Park.Ask: Have you found that Betty is not together with them Where’s Betty 设计意图：闲聊式的引入激起学生学习兴趣，活跃气氛；以我自身为例引出“旅游”这个主题；通过复习一单元中的Lingling，Tony和Daming的北海公园之行引出Betty这个主角，为学习新知识做下铺垫。Step 2 Pre-reading1. Ask：Have you ever been to Zhangjiajie (If some students have been there, let them share. ) If you haven’t been there, it doesn’t matter. Because we can travel to Zhangjiajie with Betty in this class. Show some pictures and share some information about Zhangjiajie.2. Guessing: Give them some questions and try to guess the answers.设计意图：通过老师和同学们的分享了解张家界的一点基本信息，给几个问题让学生猜测答案，为接下来的阅读做准备。Step 3 While-reading1. Read: Ask students to read Betty’s email and try to find the answers to the questions which I gave them just now and check whether our guessing is right or wrong. 2. Check the answers. 3. Ask: Have you found that we can find all the answers in Para. 2 So can you tell the main idea of Para. 2 设计意图：通过阅读检测我们在Pre-reading中关于张家界信息的猜测是否准确，引导孩子们发现我们均能在这个邮件的第二个段落找到答案，并引导他们表达出这个段落的主旨大意。4. Group work—Say: Each paragraph has its own main idea. Please read the email and discuss with your group members and try to tell the main idea of each paragraph. The shorter, the better.设计意图：通过上个细节性的阅读引出第二自然段的主旨大意，然后让学生通读全文找到每个段落的主旨大意，这个任务并不简单，学生不仅要读懂，还要用最简短的语言进行表述，因此我会给他们比较充足的时间阅读，提醒他们注意团队合作，并在合适的时候加入到小组中的讨论中，引导他们准确的表达，并在分享看法时提醒他们在阅读中尤其注意关键词以及段落和篇章的首句。5. Give students the mind map of Betty’s travel to Zhangjiajie, and read the passage with the help of the mind map.6. Ask: The first part of Betty’s email is information of Zhangjiajie, so what kind of information have we learned about now 设计意图：通过思维导图的方式使这个文章结构更清晰；引导学生回忆起张家界的信息，可以让学生自行总结出描述一个景点时可以描述哪些内容，均为后面的写作打下基础。7. Group work: Ask students to read Para. 3, and get the information about Betty’s camping, and act a text play.设计意图：Para 3讲述Betty的露营经历，是一个非常有趣的场景，我设计了一个表演的活动，鼓励孩子们上台表演，既活跃气氛又培养学生的团队合作精神，且通过表演使学生对这个段落的的情节更加深刻。8. Ask students to read Para 3, and try to tell what happened when Betty was climbing Mount Tianzi, and what he felt.Show a piece of video about Mount Tianzi.Ask: What do you think of Mount Tianzi If everybody pulls leaves off plants, will Mount Tianzi be beautiful any more Show pictures of bad behaviors, and share how to travel politely.设计意图：Para 4讲述Betty的爬天子山的经历，她在这个过程中扯下树叶，属于不好的行为,我在这个环节进行了情感升华，鼓励孩子文明旅游。Step 4 Post-readingGo over what we have learnt in the passage with the help of mind map as well as some pictures and questions.设计意图：完成了语篇理解后，再次回顾语篇内容，是学生的输出的过程。Step5 Writing1. Ask：If I want you to write a passage about Betty’s travel to Zhangjiajie, what is the main part of your passage 设计意图：引导学生思考写作一篇游记的的主体部分。2. Ask: If we want to write a complete passage, we also should write the beginning and the ending. How can we begin and end our passage 设计意图：引导学生思考写作一篇完整的文章应该具备哪些部分。3. Say: Ok, from the outline, we can know our passage very well now. I want you to make a passage about “Betty’s travel to Zhangjiajie”orally. And try to use some good words, such as and, but and so on.设计意图：引导学生在提纲和关键词的帮助下口头作文，并鼓励学生运用一些使文章更流畅的词汇，这既是语篇的完整的输出的过程，也是让学生充分了解到提纲对于的作用。Step 6 Summary Ask: What have we learnt in this class 设计意图：引导学生回顾本节课内容，并带领学生总结阅读和写作技巧。Step 7 Homework Write a passage about “My travel to ...”设计意图：学以致用，让学生利用本节课所学创作自己的本章。
7. 板书设计
我会在黑板上写下学生们在展示过程中用到的好词句，以鼓励它们作文时大胆使用我们学过的好的词汇。
8. 教学反思
本堂课我设计了很多不同的活动，使学生尽可能多的以不同的方式接触和学习语言，亲身感受和直接体验语言，在互动中交流语言，在体验中生成知识，使语言的学习转变成一种创造和运用语言的体验过程，并使语言和知识的输入和输出科学的结合起来；而且这堂课我采用思维导图的方式进行阅读，层次分明，为之后的写作做了充分的准备；整堂课我尽可能营造了比较轻松愉悦的的气氛，达到我的预期效果。但也有不足之处，我认为某些环节有点重复，需要再精炼一下。
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