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2020年牛津译林版八年级英语下册《8B Unit 1》课案(Period 6)

Title (课题)
Supporting theories 理论支撑

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《8B Unit 1》课案(Period 6)

Using a dictionary

Type

New

(课型) (新授课)

Period

(课时)

6

1. 建构式教学:传统的心理学教学模式是建立在“传递——接受”

的教学理论和行为主义心理学的“刺激——反应”学习理论基础之上的,

建构教学发挥了教师主导作用又能充分体现学生认知主体作用的新型课

堂教学模式,才能在教学中实施个性化教育,适应现今教育改革、发展的需

要创建令学生舒适的英语学习环境。

2. 以学生为中心,强调学生对知识的 主动探索、主动发现和对所学

知识在原有经验基础上的意义生成,教师由知识的传授者、灌输者转变成

为学生主动建构知识的帮助者、促进者,学生学习的合作者。教师必须超

越传统的教学观念,关注学生知识获得的过程,并把帮助学生确认学习目标

作为教学活动的出发点

3. 学习并不是个体获得越来越多外部信息 的过程,而是学到越来越

多有关他们认识事物的程序,即建构了新的认知图式,而且这种新 的图式

是创造性的,它在性质上也不同于原来的图式。

4 合作学习。通过学生小组交 流组织学习内容,形成学习技能。个体

的智慧与认识应该是在与环境相互作用中得到生长与发展的。

Aims & Demands (教学目标)

Key points & Difficulties (教学重、 难点)
Teaching Methods (教学方法)
Aids: 课前准备(教具、 活动准备等)

Consult the dictionary to learn skills, to identify guiding word
Task-based Approach Situational Teaching Method communicative practice method
Blackboard; computer; dictionary;

教 学设计

1. Finish the exercises of this part. 课前延伸

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让学生通过 课前自学,小组内 的团结合作解决 预习中的一些问 题,为上课做准备

Teaching Plan (授课计划)
Step One Warm up
课 St ep Two Presentation
内 学



Studying Plan (学习计划)
1. Preview work (Check the answer s.) 2. Ask students to talk about the names of their classmates. 3. Place the names in alphabetical order.

Aims

&

Demand

(设计意图)

复习热

身, 通过游

戏的形式检

查预习情况,

激发学生兴

趣,复习巩固

并为新课的

学习做铺垫。

1. If we want to use a dictionary ef fectively, it is very important to kno w the sequence of letters in the alph abet.

说明查 阅英语词典 是处理生词

2. Ask students to call out the l etter s of alphabet (A-Z) in order . 3Tell them how to use an English dicti onary. First show a dictionary to the students, and tell the students the English words in a dictionary are in alphabetical order from ‘A’ to ‘Z’. That is to say, the words which begin with ‘A’ are at the very beginning of a dictionary. And the words which begin with ‘B’ come after the words begin with ‘A’ and so on. If two words start with the same letter, we look at the second letter to decide the alphabetical order. If the first two letters of two wor ds are the same, we look at the third, and so on.

的最好方法, 激发学生好 奇心

4. Ask students to look up some ne

w words and then work out the rule s.

5. Ask student s to complete part A

Step Three Practice 导
Step Four Production 练

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by themselves. The check the answers at Page 20, Part B. On the left are some page n umbers and guide words from a dict ionary. Help Daniel write down the page numbers for the words on the right. 1. Give Ss some coded sentences. Tell them that in orde r to decode the message, they must replace each other letter with the letter that comes before it in the alphabet, e.g. ①Xf mjwf jo Cfjkjoh. (We live in Beijing.) ②J mjlf dipdpmbuf. (I like chocolate.) 2. Give Ss some another coded sentences. Tell them that in order to decode the message, they must replace each other letter with the letter that comes after it in the alphabet, e.g. ①Kds’r fn sn sgd bhmdlz.
(Let’s go to the cinema.) ②Snlnqqnv hr lx ahqsgczx.
(Tomorrow is my birthday.) 3. Complete the exercises in groups. 1. Discussion (1)Enjoy a film about the alphabet (2)Talk about the pictures under the letters. Questions: What can we s ay using the letter? 2. read an article. 3. Discussion What else do you know about the letters?

训练学 生通过合作 解决问题的 能力,适时进 行过程性评 价。
通过当 堂练习与反 馈,对学生进 行适当的解 题方法及技 巧的指导。
通过游 戏激发学生 的学习热情, 消除疲劳。
欣赏一 段 ABC song 视频,学生跟 唱。

课后提升

Step Five Assignment

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1. Surf the Internet for more info. about the a lphabet. 2. Some exercises.

利用网 络搜索更多 关于英文字 母和英文的 信息。同组同 学相互交流 学习。了解英 语文化。


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