初中英语北师大版八年级下册Communication Workshop获奖第二课时教学设计

这是一份初中英语北师大版八年级下册Communication Workshop获奖第二课时教学设计，共6页。
教学设计理论基础 对于写，义务教育英语课程标准四级指出，初二学生能够写出简单的文段；能在教师的帮助下或以小组讨论的方式起草和修改作文。因此，本课教师将引导学生列出自己的写作提纲，以小组讨论的形式起草和修改作文。教学分析 1、教材分析本课是北师大版《初中英语》八年级下册教材第3单元的Communication Workshop部分，是一节读写课，话题为节日和假期。主要是让学生能够用英语介绍祖国的主要节日和典型的文化习俗。本课的阅读内容是Jason和Mandy关于端午节习俗的电子邮件。写作内容是仿写第二篇电子邮件，介绍中秋节的习俗。本课的教学设计分为两个课时。第一课时为读说课。第二课时，同样采用任务教学模式，学生首先通过头脑风暴思考有关中秋节的习俗。然后结合所给写作提纲，写出自己的主要写作内容，并在恰当的位置加上连词。而后，在文章中画出可为自己所用的句子，并且思考自己写作的段落及每段的主题。之后，完成自己的电子邮件。并将自己的文章进行互评、修改。2、学情分析初二的学生已经具有一定的写作基础，而且能够模仿范文列出自己的写作提纲，也就是能够从宏观上整体把握作文。但是，对于文章的细节把握，学生还是会出现很多问题。因此，本课将引导学生从宏观上及微观上把握文章的写作，最后以细节修改为主，让学生自己讨论修改及完善自己的作文。教学目标在本课学习结束时，学生能够：通过填写写作提纲，归纳总结出自己写作的内容；在范文中找出自己写作所需的语言方面的支持，从而丰富自己的写作内容；通过写作活动，对中秋节有更深刻的了解。教学重、难点1、重点通过填写写作提纲，归纳总结出自己写作的内容；在范文中找出自己写作所需的语言方面的支持，从而丰富自己的写作内容；2、难点通过填写写作提纲，归纳总结出自己写作的内容；教学流程板书设计 Unit 3 Festivals and HolidaysCommunication Workshop Questions Answers in your email1. How long have you been there? 2. Have you had any interesting experiences? What are they? 3. Have you done anything special for that? What have you done? 4. What did you eat?   教 师 活 动学 生 活 动设计意图Step 1Leading-in  Lead Ss to review the topic of Unit 3 with pictures and questions. Q1: What is the festival according to the picture?Q2: What can you do on the festival?Review the topic of Unit 3 with pictures and questions.激活本单元话题通过brainstorming方式，激活主要词汇，为学生写作输入做准备。Lead Ss to brainstorm some words: the Mid-Autumn Festival, eat mooncakes, look at the moon, buy/ make lanterns, look at lanterns in the park, solve riddles on lanterns …Brainstorm some words about the Mid-Autumn Festival. Step 2 Pre-writing   Lead Ss to finish the table with some key words by themselves.Imagine you are an American student staying with a host family in China. It is the Mid-Autumn Festival. Questions Answers in your email1. How long have you been there? 2. Have you had any interesting experiences? What are they? 3.Have you done anything special for that? What have you done? 4.What did you eat? Finish the table with some key words by themselves.任务驱动激发学生思考自己的写作内容。 Lead Ss to ask and answer with their partners according to their tables. （Pair Work）Ask and answer with their partners according to their tables学生两人一组，结合自己的写作内容进行问答练习。Lead Ss to add some linking words in the table.Add some linking words in the table为内容更加上连词。Lead Ss to tell their partners what they will write. (Pair Work)Try to tell their partners what they will write学生结合表格口头作文。Lead Ss to circle some useful sentences that they can use in the email and think about how many paragraphs they will write and what is the topic of each paragraph. Then talk in pairs and say why.Circle some useful sentences that they can use in the email and think about how many paragraphs they will write and what the topic of each paragraph is. Then talk in pairs and say why.学生思考文章可以参考的句子及文章的总体框架。 Step 3  While-writing Lead Ss to write their emails according the table and what they have discussed before.Try to write their emails according the table and what they have discussed before.学生独立完成作文。  Step 4 Post-writing       Lead Ss to evaluate their partner`s emails according to the following evaluate chart. Evaluate their partner`s emails.学生根据评分标准评价同伴的作文，并给出分数。 Lead Ss to revise their writing.Revise their writing.修改作文。Step5HomeworkPolish your composition 教学反思：