1、基本信息省市区江苏省学 校丹阳市界牌中学姓名吴世民联系电话13815493966学科英语电子邮箱年级教科书版本及章节单元（或主题）教学设计单元（或主题）名称8A Unit1 Friends Integrated skills1. 单元（或主题）教学设计说明1、8A教材的编写是按照“话题功能结构任务”相结合的思想编排，以话题为主线，任务为主导，辅以功能和结构项目，有效培养学生综合运用英语的能力。本单元的话题和任务都是围绕Friends展开。本课时正是这将这两条主线想结合的的功能部分，重点强调语言技能中听、说的训练。对朋友的性格，外貌，品质以及未来计划等多方面进行学习。2、本课时为本单元的听力与会
2、话课。学习的重点和难点在于通过铺垫学习来学会表达学生自己的未来计划。以及学会描述朋友的外貌、性格和品质，并能掌握与同伴对话的能力，提升英语的实际运用能力。2. 单元（或主题）学习目标与重点难点Part A 1. To learn how to describe people2. To listen for and identify specific information3. To interpret information and obtain a general understanding of The people involved in a conversation4. To resp
3、ond to written text and information obtained from listeningPart B 1. To use adjective to describe friends and young people2. To formulate questions about peoples personalities3. To respond to questions about peoples appearance and personalities4. To show agreement and confirm informationTo interact
4、with others in a familiar context3. 单元（或主题）整体教学思路（教学结构图）本课时为本单元的听力与会话课。学习的重点和难点在于通过铺垫学习来学会表达学生自己的未来计划。以及学会描述朋友的外貌、性格和品质，并能掌握与同伴对话的能力，提升英语的实际运用能力。第1课时教学设计（其他课时同）课题课型新授课 章/单元复习课 专题复习课 习题/试卷讲评课 学科实践活动课 其他1. 教学内容分析以话题为主线，任务为主导，辅以功能和结构项目，有效培养学生综合运用英语的能力。本单元的话题和任务都是围绕Friends展开。本课时正是这将这两条主线想结合的的功能部分，重点强调语言
5、技能中听、说的训练。对朋友的性格，外貌，品质以及未来计划等多方面进行学习。2. 学习者分析农村初中八年级学生。这一学段的学生经过了小学3年的英语学习和七年级一年英语的学习，已经掌握了许多有关职业的词汇，初步具备讨论自己梦想的能力。他们喜欢在在英语课上快乐的学习，而不是一味死板的听老师讲解。在运用英语方面，他们渴望表达自己，但在很多时候又缺乏勇气。3. 学习目标确定Part A 1. To learn how to describe people2.To listen for and identify specific information3To interpret information a
6、nd obtain a general understanding of The people involved in a conversation4.To respond to written text and information obtained from listeningPart B 1. To use adjective to describe friends and young people2.To formulate questions about peoples personalities3.To respond to questions about peoples app
7、earance and personalities4.To show agreement and confirm information To interact with others in a familiar context4. 学习重点难点1.To use adjective to describe friends and young people2.To formulate questions about peoples personalities3.To respond to questions about peoples appearance and personalities5.
8、 学习评价设计（从知识获得、能力提升、学习态度、学习方法、思维发展、价值观念培育等方面设计过程性评价的内容、方式与工具等，通过评价持续促进课堂学习深入，突出诊断性、表现性、激励性。体现学科核心素养发展的进阶，课时的学习评价是单元学习过程性评价的细化，要适量、适度，评价不应中断学生学习活动，通过学生的行为表现判断学习目标的达成度）教学步骤所用时间教 师 活 动学 生 活 动设计说明Step 1 Lead in7mins1. Give the students an English song called “my heart will go on”2. Show a picture of Celi
9、ne Dion. Do an introduction for students. Teach new words on the blackboard: singer, sing for people, make people happy, future plans, and hold her concerts around the world.Listen to the songLearn new words and phrases from the picture由一曲英文歌曲导入，既创造出和谐的氛围，同事也自然呈现singer, sing for people, make people
10、happy, future plans,等重点单词和词组，为后面的任务布置做下铺垫。通过对歌手Celine Dion的介绍，引导学生探究名人儿时的梦想，既能激励他们的斗志，还可以激发学生的兴趣，并激活学生知识储备。Step 2 a small talk4mins(show a picture of Millie)What is Millie like?Can you guess Millies future plan? Please tell me the reason. Try to describe Millie and say some words about jobs.通过此下任务的设
11、计，让学生对学过的与职业有关的词汇进行复习，更为后面让他们自己叙述未来计划做铺垫。Step 3Listening & Reading4mins7mins1. You had guessed so many Millies future plans. Now it is time to announce the results. I will play the tape for you. Listen to the conversation.Then put a tick in the correct boxed in the table below on Page 16.listen to p
12、eoples problemshelp people solve problems2. Offer another reading material about Millies friends on Listening & Reading(初中英语同步听力与阅读训练) Page 82. （saleswoman, detective, factory worker, carpenter, model, accountant, social worker）Turn to Page 16. listen to the tape and finish Part A1.Check out answers
13、.(in full sentences)Skim the material and find out some keywords about five friends future plans.Learn some more new words about jobs.通过任务聚焦，对学生的听力进行强化训练。由整篇文章的理解转化为语言功能、形式的操练，为学生更多的语言素材的积累，保证交际性课堂学习更扎实、有效。在前一部分听力材料处理的基础上，学生已经就future plans有所了解。教师趁热打铁又设计阅读练习，难度不大，而且学生可以接触更多职业，同时在语篇中教师融入了跨文化意识的培养。这一设计
14、既让学生对新学知识加强巩固，还训练学生找关键词的能力，为后一课时做好铺垫。Step 4 Exercise2minsWe have known Millie and her friends future plans. Now Millie is writing about future plans to Mr Zhou. Please help Millie complete her letter.Complete the letter on Page 16 according to Part ACheck out answers. (Girls read together)这一环节的设计在第三
15、环节完成基础之上显得相对简单，为同学们第六环节的自我展示增强信心。在朗读的过程中注重语音语调的培养。Step 5 Sandys future plans4minsSandy is Millies best friends. She is a cheerful girl. Now she wants to write about her future plans to Mr Zhou too. Listen to the tape and help sandy complete her letter.Listen to the tape and complete Part A3.Check ou
16、t answer with partners.(boys read together)第五部分的设计是对本课时A部分学生能力的最后总结。此时通过前面一系列的训练，学生已经能对所同材料进行融合，难度已大大降低。小组合作的形式使听力课堂更具参与性。Step 6 show ourselves(a writing task)10mins1. It is time to show yourselves. Write about your future plans on the paper but without your names.2. collect papers. 3. help students
17、 find out some mistakes on their papers.1. write about their own future plans.2. hand in papers.3. a student picks a piece of paper and read it loudly. Others guess whose paper it is. (5-6 students)通过让同学自己写并将自己写的内容作为游戏材料，极大地激发了他们的参与性与互动性。在学生朗读的过程中，采用反思性教学，让其他学生找出错误之处。此方法更一步巩固了学生所学知识，并将所学知识运用到实际中。对自己
18、未来计划的阐述更能激发他们的远大理想，达到了树立他们人生观的目的。Step 7 Speak up6minsAsk some students whose papers just read to stand up. Ask them stand before the blackboard. Do a dialogue: Whos the boy on the left?What is he like?Do you think he is ?Whos the girl next to.?Answer teachers question. Try to use some words to descr
19、ibe classmates.Make a new dialogue using Helen and Sandys conversation as a model.Act it out. (three pairs)此部分采用了任务型教学法，在设计这一活动时教师将语言教学与学习者在今后的日常生活的语言英语结合起来模拟同学们在社会、学校生活中人们语言的活动。Step 8Summary1minIn this class, we talk about our future plans. So it is necessary for you to treasure everyday. If we do
20、not have dream, we will feel lonely in our lives. No matter how hard it is! Sunshine will be on our faces, in our heats!艺术性的结课可以感染学生，唤起学生的激情，能帮助学生树立更符合自己实际的理想，与前面任务中的跨文化意识培养相互呼应，让学生在英语课中能学到更多。Step 9HomeworkDraw a self-portrait which is suitable for own future plan.（do a small introduction）对自己未来职业、计划的自画像，作业设计具有开放性，学生容易把握，让英语变得更加生动和趣味。作业评价采用的比赛机制也让同学们做的更用心。9. 教学反思与改进由于是农村学生基础很薄弱，在进行口语表达的时候，有顾虑，怕出丑，所以这个环节表现不好。以后还是要加强训练和引导。
