牛津英語8B Unit6 Integrated skills教學設計

學習目標：

1）進一步了解有關慈善步行的一些信息，并能從聽力材料中獲取有用的信息，

培養“聽說讀寫”的技能。

2）運用所獲取的信息及相關情景完成一封信。

3）根據自己的語言基礎能力，就某事給出建議，并對建議作出回應。

學習預習案：

1．Discussion：Talk about Oxfam Trailwalker.

Talk about it in Pairs, One ask and the other answers.（你可以參考書本94&95頁）

2．Read and write out the words and know their meanings（加油喲，要比賽的喲！）

['unli] [flt] ['p:fikt]

['tenn] ['reini] ['mbrel]

[lst] [waiz] ['mublfun]

3. Preview（預習）PartA1 2 3. Try to read these information and understand the main ideas（如果有困難的話，可以向組長請教喲�。�

4 Read the dialogues in Speak Up carefully and answer the following questions.

1）What do you need to pay attention to if you want to join a charity walk?

2）What do you need to take if you don’t want to get lost?

3）What about you own ideas? (你可以盡情地想象！)

課堂鞏固案

1．Look at Part A1 carefully and tell whether they are true or false

1) South Hill is a 950-metre high hill. （ ）

2) This hill is about 5 km south of Moonlight Town. （ ）

3) The students can play hide-and-seek and fly kites on the hill. （ ）

4) The students can go swimming in the small lake （ ）

5) The Class 1 Grade 8 will hold a party on South Hill. （ ）

2．Listen to tape and then try to complete the descriptions about the Event of the Charity walk.（A1& A2） .

3 .Complete the letter A3（小組討論合作完成。）

4. Talk about ‘What we need to take during the charity walk’as much as possible.(不要緊的，說少了也沒關系的，但是一定要盡力喲！)

課后鞏固案

1.詞組互譯（不看書你也行喲，相信自己）

1）開闊的空間 2）捉迷藏 3）在河邊釣魚

4）欣賞鄉村美景 5）在平地上 6）行走的路線

7）新鮮的空氣 8）迷路

9）It’s wise to take a map and a mobile phone 10）a perfect place

2. If you are going to organize a charity walk, what will you prepare for? Fill the following flow chart first，Then compare with your partners and Whose flow chart is the best. make your own dialogues in pairs, and try to present your dialogues..

A Flow Chart

N of the event --------------

Name of the charity ---------------

F about the place --------------

R of the walk- ---------------

Time of the walk --------------

Special event ---------------

Other a ---------------

3. Write something about ‘What we need to pay attention to during the walk ’as much as possible.(不要緊的，寫少些沒關系的，但是一定要盡力喲！)

牛津英語8B Unit3 Integrated skills教案

Teaching aims of knowledge：

1).To listen to the material about the charity walk and get the useful information recognize the key words about the computer programs

2).To use key information to complete the letter..

Teaching aims of learning skills

1) To know about the topic by previewing and identify relevant additional details by listening to the tape.

2) To exchange the suggestions and develop the skills of communication

Teaching aims of emotion：

1) To learn more about the charity walk and arousing the feeling of helping others in need

2) To have the ability of responding to detailed information and advice.

Teaching emphasis：

1).To communicate the topic ‘ organizing the charity walk ’ in the context

2).To get more information about the charity walk and try your best to learn help others in need.

Teaching difficulties：

1). To develop listening skills by completing a description and the ability of the communication

Teaching procedure：

Step One: Have a free talk. ( about 3 minutes)

We just had a three-day talking about Oxfam Trailwalker. Have you known it well? What is the Oxfam Trailwalker ? Who can join the Oxfam Trailwalker? etc

Now Discuss the Oxfam Trailwalker in pairs, one asks and the other answers.

A: …….. B: ……..

（預設：通過與學生聊天進行熱身，使學生很快進入話題角色。用學生熟知的話題導入，能引起學生的共鳴。生成：學生主動參與，積極思索。同時很自然地引出本節課的主題：How to organize the charity walk.。）　　

Step Two: Pre-listening

1）Ask the students to read out the new words one by one on the paper according to the phonetics, Then ask one student to read out and the others read after him or her. Each group tell the teacher their points, The teacher give the evaluation about the each group and the students ( about 4 minutes)

（設計理念：“興趣是最好的老師” 預設：讓學生根據音標朗讀單詞，檢查預習情況，熟悉聽力材料中的單詞，并通過小組計分形式進行競賽，生成：鼓勵學生積極參與，成為學習的主人，便于提高聽力效率）

2）Tell the students that we’ll have a charity walk on South hill and ask the students‘How much do you know the South Hill ’Then get the students to Read out the sentences in PartA1 and the five sentences on the paper. Then tell if they are true or false.. If the sentences are false, please correct them. ( about 4 minutes)

(預設：在聽前進行一定的鋪墊，掃除訓練一些語言障礙，以便于更好地進行下一步的聽力)

Step Three: While-listening: ( about 17 minutes)

1) Explain the context of Part A1 by looking at the title of each part on the left and the details on the right. Then tell the students they first have to write the information as much as they can.

2) Listen to the tape twice without stopping and get the students to finish Part A1 Tell the students to check their answers in pairs, and ask six students to read out one sentence each.. Write the answers on the board to ensure that all the students have the correct answers and information.

（設計理念：培養通過整體聽來培養學生整體獲取信息的能力。生成：運用巧妙的教學藝術計發學生主動參與的欲望，小組自主活動成果顯著。）

Step Four: After-listening: ( about 6 minutes)

Get the students to discuss in groups to finish the A3.After they finish this part, the teacher asks each group to present their expressions. Then read out the letter after one student or read out the letter together.

（預設過程：在做這部分練習之前，讓學生先明白A3部分的內容，然后再填空。安排小組討論，使學生在輕松愉快的環境中實現更多的信息交流展示成果，集體朗讀。這樣符合學生由易到難，由淺入深的認知規律。）

Step Five: Speak-up ( about 5 minutes)

(1) Explain the context: Students talk about what to take on a charity walk and what they should pay attention to. Tell the students to think about what they would bring if they were participating in the charity walk.(The group leaders can write on the small blackboard.) Then listen to the tape and answer the following questions on the paper.

(2) Then read out in pairs. The teacher can also tell the students to use the information on the small blackboard to make their own conversations. If they do well, the teacher can add their points to encourage them. ( about 4 minutes)

（設計理念：用話題引入課堂討論，引發學生的參與意識。讓學生對遇到的問題提出自己的建議，這樣可以拓展學生的思維，鼓勵學生用英語去思考、表達現實問題，學以致用, 提高英語口語表達能力。）　　

Step six: homework ( about 2 minutes)

In class：talk about ‘organizing the charity walk’ as much as possible.

After class: 1) To remember the new words in the Integrated skills.

2) To read or talk about the letter in A3 and the conversation in Speak Up Fluently.

3) Finish off the exercises on the Workbook.

（設計理念：充分設計不同層次活動，設計不同層次的問題，以此來迎合不同層次學生的需求，讓不同層次的學生都能開口,都能充滿熱情學習。）

板書設計（Blackboard Design）

8B Unit 6 Integrated skills

Group 1 Group 2 play hide-and-seek

open space and fresh air

flat land for flying kites…

Group 3 Group 4 see the beautiful view of country

pay attention to…

It’s wise to ……..

Group 5 Group 6 get lost…if necessary ['unli]

[flt]

['p:fikt]

['tenn]

['reini] ['mbrel]

[lst]

[waiz]

['mubl fun]

教學反思：

在本節課設計的過程中，我非常注意培養學生的興趣和熱情。如，剛開始通過聊天，接著小組合作、競賽根據音標朗讀單詞，后來的聽力信息研討及對學生的評價和鼓勵等都是為了提高學生的學習興趣及熱情。同時教師巧設問題，循序漸進，讓學生對聽力材料進行很好的咀嚼、消化、吸收。讓學生進行充分的聽說能力訓練，并注重層次性，根據學生的不同情況，設計不同的運用要求，盡量讓每位學生都能有機會去表現自己，體驗成功的快樂。但在一些細節上還做得不是很好，如單詞的朗讀花樣有點多，聽力的練習還應該多讓學生自主講解，Speak Up的操練還有點倉促，生怕學生講的不夠好，對學生放手還不夠充分。 在今后的教學中，應進一步領悟“三案六環節” 為教學服務。