英语新课标教学设计：牛津英语8A Unit 3 Welcome to the unit.docx

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1、英语新课标教学设计：牛津英语8A Unit 3 Welcome to the unit教材分析根据新课程标准的目标，要求学生能引出话题并进行交谈， 能用英语询问对方情况，能在教师的指导下参与角色扮演活动。本课 是牛津译林版8AU3的第一课时，对象是八年级学生，是整个单元的 导入局部。该课时要求学生具备一定的跨文化意识，了解国外的几个 著名景点，能用英语简单介绍其基本信息，并根据单元主题学会设计 自己的一天出游计划。学情分析八年级是英语学习的关键时期，这个阶段的学生好奇心和求知欲 比拟强烈，已经具备了较好的英语基础，语言综合运用能力有了较大 的提升，表达热情有所增强。初二的学生能积极主动思考问题

2、，甚至 提出质疑，课本的内容已经不能完全满足学生的求知欲了。因此，在 教学过程中，需要注重教学方法的灵活性和趣味性，注重对学生高阶 思维包括批判性思维和创新性思维的培养，引导学生进行深度学习。 在设计问题时，信息型问题和开放型问题并举，由浅入深、循序渐进, 满足不同层次的学生的需求。此外，教师还要多用积极的鼓励性语言, 激发学生的学习兴趣和热情，通过启发引导、自主思考和小组合作等 形式，促使学生能够享受课堂。教学目标1 .能识别课文中外国著名城市及景点，说出其基本信息及背后 的文化内涵，并能谈论这些景点。2 .会运用本课中的单词、短语和句型谈论更多的城市和名胜。3 .能通过小组合作，安排一日出

3、游计划并做报告。教学重难点重点：本课时的重点单词、词组和句型；难点：国外景点的信息介绍和安排一日出游计划。教学手段充分利用网络资源，筛选符合本课时教学内容的视频和语音来辅 助教学，增强课堂教学的趣味性、提升有效性。本节课结合了体验式 英语教学模式、情景教学模式和任务型教学方式，引导学生在轻松愉 快的环境中合作学习语言。教学准备1 .知识准备：认真研读教材，熟悉教学内容，正确分析学情， 设置具体切实可行的教学目标，准确把握住该课的重难点。2 .资源准备：从网上下载教学所需的图片、语音和视频，整合 现有的文字和听力材料制作出条理清晰、环节流畅且新颖精美的多媒 体课件。3 .预习任务：网上搜索本课中

4、出现的国外著名景点的相关信息, 例如长、宽、高、重、质地等。教学过程Step I: Lead-in1. Watch a video and ask a question.What do the family in the video do for their day out?2. Free talkWhat will you do to spend a day out?T: We can do lots of things to spend our day out, such as going skiing, going skating,going climbing.（设计意图：以视频导入，吸

5、引学生注意力，缓解课堂紧张气氛, 同时引出本节课的主题一一出游一天。该主题与学生日常生活十分贴 切，学生可以畅所欲言，容易与学生产生共鸣，激发其学习热情和兴 趣。并通过图片引出登山话题，为进入漫画做铺垫，使衔接更加顺畅。）Step II: Eddie s day out1. Things for climbingDo you like going climbing? Why?What will you take if you want to go climbing?2. Have a guessT: Look at Eddie. He is happy because he has a day

6、 out. What do you think he is going to do from the picture?T: Yes, he is going climbing because he has a hammer in his hand and some climbing ropes with him.3. Listen and answerQI: What s special about the hill Eddie wants to climb?Q2: What does Hobo think Eddie needs to do?Q3: What does Eddie reall

7、y want to do?Requirements:1） Pay attention to the tones and intonation.2） Use body language to make it more vivid.3） Add an ending to it to make it more coherent.（设计意图：以登山话题引出该局部的呈现，首先询问登山需要 的装备，为第二个看图猜想做铺垫，学生可以运用学到的新词汇来猜 测Eddie的意图。听录音回答下列问题，加深了学生对该漫画故事的理解, 再通过角色扮演的形式，即巩固了漫画内容，又激发了学生的表达欲 望，活跃了课堂气氛。）

8、Step III: Presentation1. Ask a question and learn some places of interestT: Hobo thinks Eddie should exercise and keep fit. But Eddie wants to enjoy himself. Can you help him? Is there a better way to enjoy yourself as well as to keep fit?T: I think travelling is such a way. Now let, s travel to dif

9、ferent countries to see some beautiful places of interest.T: Three students also had a day out in these places of interest. After that, they each wrote a postcard to their friends.（设计意图：以问题的形式，激发学生的深度思考，并引出本节 课旅行的主题，过渡自然。通过学习国外几个著名景点，为接下来本 节课的重点内容一一介绍几个国外景点的相关知识服务。）Nick s day out1) Who sent the post

10、card? (Nick.)Which places of interest did he go to? How did he go there?2) Underline some key words. Match the postcard with the picture.3) Learn about the two places of interest in the postcard.2. Leo s day outWho sent the postcard? (Leo.)Who s Leo s friend? (Amy.)Which places of interest did he go

11、 to?What s he doing in the postcard? What s he going to do?1) Underline some key words. Match the postcard with the picture.2) Learn about the two places of interest in the postcard.3. Jane, s day outWho sent the postcard? Where did he go?1) Underline some key words. Match the postcard with the pict

12、ure.2) Learn about the place of interest in the postcard.Task: Match the pictures with the background in the worksheet.4. Learn moreSummaryHeight: How tall?Weight: How heavy?Length: How long?Width: How wide?Material: What s it made of?1） Listen and finish the tablePair work: Make a dialogueT: If you

13、 have a day out, which place of interest will you go to? Work in pairs. Make up a dialogue and talk about one place of interest. Use the information in your worksheet. Add more if you can.Model图片（设计意图:以“A day out”为主线,分为Nick s day out、Leo s day out Jane s day out三个板块，每个板块分别设计了三个学习 任务，加深了学生对明信片内容的了解。并

14、且在介绍景点的基本信息 时，以表格的形式呈现，清晰直观，对景点的长宽高等信息进行了大 量操练，再通过两人合作对话的形式加深巩固，扎实有效。）Step IV: Your day out1. Talk about your pain.T: National Day is coming. However, you can only spend a day out in Wuxi because of the comeback of COVID-19. How will you plan it?2. Make a plan in groups.T: Work in groups of four to

15、plan a day out in Wuxi. Then make a report. Your report should include all the information. Each group should choose one student to give a report. You can add a beginning and an ending to your report.National Day is coming. We plan to have a day out in Wuxi. Here is our plan. Hope we can have a love

16、ly time!3. Think: What can travelling bring us?*enjoy ourselves*meet different people*enjoy beautiful sights*try delicious local food*learn more about different culturesT: Let, s watch a video to listen to the voices from young people around the world.T: Travelling is so important. Just as an old sa

17、ying goes, it? s better to travel thousands of miles than to read thousands of books. I think to travel is to live. So let s travel!（设计意图：设置了一个具体的情境，让学生先学习如何安排一 天的出游计划，再通过小组合作的形式进行讨论，最后以完整的形式 呈现出游计划，与本节课的主线相呼应。最后再提问旅行能带给我们 什么，升华了本节课的主题，培养了学生深度学习的能力。通过本节 课的学习，希望学生能养成跨文化交际的意识，增强文化自信。）Step V ： HomeworkWrite a postcard to your friend in Beijing to tell him about your day out in Wuxi.图片（设计意图：本节课通过明信片的形式学习国外的著名景点，因 此最后以布置一封明信片的任务，囊括了本节课学到的各种知识，加 深了学生对明信片格式的了解，并且学会如何安排自己的出游计划， 能用英语与朋友交流，是本节课的补充和拓展延伸。）