+Unit+4+Agood+read+-+Welcome+to+the+unit++教學設計 牛津譯林版八年級英語下冊+

課題譯林版八下英語Unit4Agoodread-Welcometotheunit教學設計課型新授時間課時1主備人I.Teachingobjectives1.LanguageabilitygoalsStudentsareabletomasterandcorrectlyusewordsrelatedtobooktypes,suchascooking,culture,health,novel,science,travel,etc.Studentscanusethesentencepatternstotalkaboutthetypesofbookstheylike,suchas"Whattypeofbookdoyoulike?""I'minterestedin...""Ilike."etc.2.CulturalawarenessgoalsStudentscanunderstandtheculturalconnotationrepresentedbydifferenttypesofbooksandbroadentheirculturalhorizons.3.ThinkingqualitygoalsThroughdiscussionandcommunication,thestudentsshouldcultivatetheircriticalthinkingandinnovativethinking,andbeabletoexpresstheirownviewsandviewsondifferenttypesofbooks.4.LearningabilitygoalsStudentscanimprovetheirlearningefficiencyandlearningabilitythroughindependentlearningandcooperativelearning.II.Teachingkeyanddifficultpoints1.TeachingfocusMasterthevocabularyandsentencepatternsrelatedtothebooktype.Beabletousethelearnedsentencepatternstocommunicateaboutbooktypes.2.TeachingdifficultiesHowtoguidestudentstofluentlyexpresstheirpreferencesandopinionsondifferenttypesofbooksinEnglish.III.teachingmethod1.Task-basedteachingmethod:Byassigningvarioustasks,studentscanlearnandusethelanguageintheprocessofcompletingthetasks.2.Scenarioteachingmethod:createareallanguagescene,letthestudentsfeelandunderstandthelanguageinthescene.3.Cooperativelearningmethod:Organizestudentstostudyingroupstocultivatetheirsenseofcooperationandteamspirit.IV.teachingprocess(I)Leadin(5minutes)1.Theteachershowssomepicturesofdifferenttypesofbooks,suchascookbooks,historybooks,novels,sciencebooks,travelguides,etc.,andasksthestudents:"Whatcanyouseeinthesepictures?"GuidethestudentstotellthetypeofbooksinthepictureinEnglish.2.Theteacherplaysavideoofreadingandthenasks,"Whydopeoplelikereading?"Letthestudentsanswerfreely,stimulatethestudents'interestinreading.(Ii)Wordlearning(10minutes)1.Teachersshouldwritethewordscooking,culture,health,novel,science,travelontheblackboard,andleadthestudentstoreadaloudandcorrectthepronunciation.2.Theteacherwillshowthepicturejustagain.Letthestudentsconnectthepicturewiththecorrespondingwordstocheckthestudents'understandingofthewords.3.Theteacherasksthestudentstotellthemwhattypesofbookstheyhaveread,tickbehindthecorrespondingwords,andthencommunicatewiththeirdeskmate.(Iii)Dialoguelearning(10minutes)1.TheteacherplaysthedialoguerecordingofSandyandDaniel,andasksthestudentstounderstandthegeneralideaofthedialoguewhilelistening.2.Theteacherexplainsthekeysentencepatternsandphrasesinthedialogue,suchas"beinterestedin"and"inone'ssparetime".3.Studentsreadthedialogueinroles,thenimitatethedialogue,andcommunicatewiththeirdeskmateaboutbooktypes.(IV)Groupdiscussion(10minutes)1.Teachersdividestudentsintogroupsof4-6students.2.Theteachergaveatopicofdiscussion:"Whattypeofbookdoyouthinkisthemostuseful?Why?"Letthestudentsdiscussinthegroup,andeachstudenthastoexpresstheirownviews.3.Teachersshallinspecteachgroupandgivethemnecessaryguidanceandhelp.(V)Displayandevaluation(5minutes)1.Eachgroupshallelectarepresentativetoreporttheresultsofthegroupdiscussiontothewholeclass.2.Studentsinothergroupslistencarefullyandcanaskquestionsorgivedifferentopinions.3.Theteacherevaluatestheperformanceofeachgroup,affirmstheadvantagesofthestudents,pointsouttheexistingproblems,andgivescorrespondingsuggestions.(Vi)Summaryandworkassignment(5minutes)1.Teachersandstudentsreviewthelearnedinthislesson,includingwords,sentencepatternsandconversations.2.Teachersshouldassignhomework:LetthestudentswriteashortessayinEnglishtointroducethetypesoftheirfavoritebooksandthereasons,nolessthan80words.Letthestudentsreadabooktheylikeandpreparetoshareitwiththeminthenextclass.V.TeachingreflectionIntheteachingofthiscourse,theapplicationofvariousteachingmethodshasstimulatedtheinterestofstudentsinlearning.Moststudentscanmasterthevocabularyandsentencepatternsrelatedtothetypeofbooks,andcancommunicatewithwhattheyhavelearned.However,inthegroupdiscussionlink,somestudents'participationisnothighenough.Inthefutureteaching,weshouldstrengthentheguidanceofgroupcooperativ