1、 此篇教案設計曾獲得蘇州市教案評比一等獎 一、 教學理念 1 課堂教學堅持以學生為中心，以任務性活動為主的教學原則(Learner-centered, task-based learning)； 2創造使用英語的機會，“學以致用”，體現英語學習的交際性原則(Communicative-learning)。二、 教材分析  本課是第五單元的導入課，第五單元的教學主題是闡述人與自然的關系，以介紹珍稀鳥類及中國扎龍自然保護區為教學中心話題。筆者把教材中的詞匯新授通過熱身(Warming-up)、口語(Speaking)和聽力(Listening)三部分內容整合為本單元第

2、一課時的教學內容，并對課本提供的材料進行了適當的次序調整。三、學情分析動物是初中學生日常生活中的伙伴，也是一些同學的寵物。鳥類作為自然界的精靈，很受學生們的喜歡，對珍稀鳥類的學習能夠喚起學生的知識儲備，也較容易聚集學生學習的興趣和動力，這些都有利于教學活動的開展。由于本課時要新授的詞匯達到19個，這樣對于基礎較弱的學生來說很難在本課時完成對全部生詞的識記，所以詞匯處理上對不同基礎的同學也有不同的層次要求。四、 教學目標A 知識目標 1 基礎較好的學生能對新授詞匯達到認讀、拼寫和正確運用的要求。基礎較弱的學生力求達到認讀、了解的要求。 2通過對Comic strip的學習，初步了解運用一般現在時

3、討論將來的事。B 技能目標 1 能運用所學的詞匯來描述各種鳥類的外形特征。 2 能正確運用不同句型來表達自己對鳥類的喜好及原因。C 情感目標通過對自然界鳥類的了解來關注人與自然的關系，養成正確對待自然界生靈的生活態度。 D 教學重點與難點 1有關鳥類外形特征詞匯的學習與掌握。 2 怎樣描述不同的鳥類外形特征。五、教學方法與教具教學方法：任務任教學(Task-based Approach) 交際法(Communicative Approach) 教 具：多媒體課堂教學六、 教學過程Step 1. Warming up(熱身) (1). Listen and sing the song “I be

4、lieve I can fly”. (2). Greeting each other. 設計說明 通過歡快而富有感染力的歌曲和對學生的問候，可以快速穩定學生的情緒，引導他們進入學習英語的氛圍和狀態。板書歌名在黑板上，激勵之余也讓學生感悟本課學習內容與“fly”有關。Step 2. Lead-in(導入) Task 1: T：We have learned something about the giant panda called “Xi Wang” in Unit 4. Now, can you describe the two lovely giant pandas called “團團”

5、and “圓圓” （展示多媒體課件熊貓圖片一） 設計說明 本節課的教學技能目標是讓學生學會用所學的知識來描述對象。從對學生們所熟知的贈臺大熊貓“團團”和“圓圓”的描述上，讓學生理解和掌握描述動物應從以下幾點進行：Appearance, Ability, Character, Food, Danger。本任務的設計是為后面運用語言來描述珍稀鳥類作好鋪墊。Step 3. Presentation(呈現) T: We have learned many kinds of animals on land. For example: wolf, fox, panda and so on. Are the

6、re any animals that can fly in the sky? Ss: Birds. T: Good. There are many kinds of birds in the world. Do you know them? Lets enjoy some pictures. (展示多媒體課件鳥類圖片二) Can you tell me what the names of the birds are? Can you describe them? Help them to describe the birds on the screen and meanwhile teach

7、 the new words and phrases one by one: crane, seagull (long-winged, web-footed), sparrow, swallow (long pointed wings, forked tail), swan (thin), golden eagle (brownish, broad wings, hooked beak) 設計說明 這一環節是學生首次接觸課本新授內容，以鳥類名稱和外形特征詞匯的學習為主。以多媒體課件鳥類圖片的形式教學，形象具體，能從直觀上讓學生養成由總體感覺到細節描述。從學生不同的認知角度出發，教學時要求基礎弱

8、的學生首先掌握好鳥類名稱的拼讀，基礎較好的學生則要求基本掌握鳥類名稱和外形特征詞匯。為下一步教學活動的順利開展做好準備。Step 4. Playing games(游戲) （1）課前學生需要制作好本課教學內容中的鳥類和其外形特征詞匯卡片。在本節活動中指導學生分成鳥類詞匯卡片和外形特征詞匯卡片兩大組，以快速準確集中同一方陣，歸于同類的小組為得分依據，進行小組比賽游戲。（2）以學生個體完成教材75頁Part A部分的選擇圖畫為第二個比賽游戲，表揚獎勵最先完成的同學。 設計說明 游戲和比賽永遠是學生課堂上的最愛，在詞匯新授之后不失時機地以游戲方式加強學生對詞匯表意和內容的記憶，是一種有效的教學嘗試。

9、也能更好的激起認知水平較差的學生學習熱情。Step 5. Activities(活動) Task 2: Divide the students into groups of four. One of them describes the appearance and character of the birds. Let the others guess what the name of the bird is. Do it like this: S1: I am a tall bird. I have a long beak and long legs. My neck is quite l

10、ong, too. S2: I guess you are a crane. S3: I guess Task 3: Do the word puzzle about the birds Tell the name of the birds. (展示多媒體課件猜測鳥類名稱圖片三) 設計說明 兩個小任務的設計是為了加深和鞏固學生對上一個教學環節學習內容的掌握。兩種不同層次的學生都能從這兩個任務中獲得運用語言進行表達的機會。Step 6. Making a dialogue(對話) Task 4: Let students make and practice the following dialo

11、gue. Talking about their favourite birds. （展示多媒體課件對話圖片四） S1: Which bird do you like best? S2: I like the parrot best. S1: Why ? S2: Because it has colourful feathers. What about you? S1: I like 設計說明 本對話是對教材中的內容進行了適當拓展，目的是為了培養和強化學生的語言實踐能力和自我表達能力，同時又在對話中進一步鞏固對所學詞匯的理解和運用。設計的第四個任務是學生最有可能出現教師預設不了的對話內容，要求

12、原則上不離題即可。 Stpe 7. Listening(聽力) T: Our friend Eddie is going birdwatching tomorrow. Do you know where he is going to watch birds? Listen to Hobo and Eddies conversation and find out the answer to the question : Does Eddie like real birds? (No, he doesnt.) (1): Play the tape for students to list

13、en and understand. Check the answer orally. (2): Play the tape again for them to repeat and explain the main sentence “I am going birdwatching at the market.” (3): Let students practice the conversation in pairs. Task 5: (4): Ask some pairs to act it out in front of the class. 設計說明 教學環節應該有緊有松。Comic

14、strip的內容放在這一步處理原因有二：學生通過前面幾個由淺入深、層層遞進的環節學習，在基本掌握了本節課的知識目標后，學習的勁頭和注意力已經有所下降，這時由學生自己的對話轉入到Hobo和Eddie的趣味對話可以產生調節的作用，而更為重要的是聽力的提高依賴于平時點滴的訓練。另外對話中的重點句子包含有下節課時的學習要點，學生通過聽、讀、操練和教師的適當點拔能對語言知識加深印象，為下一課時的學習起到了承上啟下的作用。Step 8. Interview(采訪) Task 6: T: Many people like going birdwatching. We call them birdwatche

15、rs. Suppose one of you is the birdwatcher. The other students are reporters and they want to know more about birds. Please think out as many questions as possible to ask the birdwatcher. One star for one good question. For example: Is it interesting to go birdwatching? Can you tell me more about the

16、 seagull? Are birds our friends? What can we do to protect the birds? 設計說明 最后的采訪設計再現了本課所提出的全部教學目標，加深了學生對Go birdwatching這一主題的印象。通過這一活動的完成，學生在溶入本單元學習主題的前提下，培養了自己思考問題和創新思維能力，展示了個人的觀點和才能。也體現了語言為生活服務以及語言交際性的主旨。Step 9: Homework(作業) 1. Read and recite the new words and phrases 2. Write an article about one

17、 of your favourite birds. 設計說明 布置寫作作業旨在把本節課的聽說訓練落實到寫，使學生的綜合語言運用能力得到鍛煉和提高。 總之, 這節課設計在音樂聲中開始，在采訪中結束，學生的語言習得過程應是心情愉悅，情緒高漲。整體設計著重體現“學以致用”和快樂中學習英語的理念，展現英語課的多姿多彩！板書設計： Unit 5 Welcome to the unit I believe I can fly! Appearance, Ability, small/tall Character, Food, Danger long legs/beak/neck/thin neck Whic

18、h bird do you like best/least? long-winged/web-footed I am going birdwatching at the market. white/grey/black/brown feather (come,go,begin, leave start) forked tail/hooked beak8A unit 5 Main task 教學設計設計題目   牛津初中英語8A Unit5 Birdwatchers Main Task    教學內容 1. This part

19、 mainly introduces the two writing styles: an application form and an application letter. For the application form, it is based on the topic-joining the Birdwatching Club, and introduces what information is included in and how to write the information in the correct form. Students may use this kind

20、of form again in daily life so this part is very useful.For the application letter, students need to use the information in the application form to finish their own letter, and use the correct sentence patterns and the proper letter format.2.Important and difficult points: 1. How to understand and u

21、se the proper information in the correct form in an application form2. How to write down an application letter by using the information in the application form properly and logically  教學對象 1. Students are familiar with the information in the application form but they need to know what

22、 information is mainly included in this form, and they have to know how to write down these information in the correct form clearly.2. Students may often make mistakes when they choose the language to fill in the form, so it needs the teachers help.3. Students have known some information about the e

23、nvironment protection from the reading part, they can also have a better understanding of the environment protection from this part.       教學目標 1. Knowledge objectivesTo learn to use the following words, phrases, and sentence structures about birdwatching and envir

24、onment protection correctlyWords: birth, form, address, hobbyPhrases: date of birth, join the Birdwatching club, be interested in playing volleyball. call sb on, activities to protect wildlife, become a member of, come to activities, e-mail sb atSentence structures: I would like to become I would li

25、ke to becomebecause I will be very happy if I can become a member of your club.2. Ability objectives 1. To be able to understand and complete an application form correctly by using students own information2. can write down an application letter by using the information in the application form c

26、orrectly and fluently 3. Moral objectivesTo stimulate students interest of protecting the wildlife and environment through finishing the application form and application letter    教學策略 Task-based language teaching methodCooperative language learning methodSelf-performanceTeaching

27、 AidsMulti-media computer, posters, presents for students教學過程（可續頁）教學步驟所用時間教 師 活 動學 生 活 動設計說明 Step I Warming-up               Step Leading-in             &#

28、160;                                          Step Pre-writing- filling in the application

29、 form                                                  

30、    Step While-writing-writing an application letter                                      

31、                                           Step V: After-writing: Feedback  

32、0;                       Step Extension activities      Step Homework 2min            

33、0;  3min                               5min               &#

34、160;        5min                       5min                 

35、              1-2min            2-3min           1-2min          

36、           10-12min                                     2-3min

37、60;                         1-2min       1min Task One: Warm up the whole class by singing the song “Little Bird” T(teacher): Hello, bo

38、ys and girls, do you like singing English songs?What is this song about?If so, please follow me to sing the song about birds.         Task One: Introduce new words and phrases by presenting my photo and self-introduction: date of birth, address, hobby, fo

39、rm, e-mail sb at, call sb onT: Everyone, what is the date today?Yes, its December 19th, to tell you the truth, today is my birthday, so today is the date of my birthDo you want to know what I like doing in my free time? I like making friends with students like you, furthermore, I also like making fr

40、iends with birds, so making friends can be called one of my hobbies.If you want to make friends with me, you can e-mail me atlovebirds or call me on 02586211312, therefore, lovebirds may be called my e-mail address, or you can visit me in Nanjing, do you know where I lived?If you dont know, its ok,

41、I lived in Room 213, 20 Shanghai Road, Gulou District(區) Nanjing, China, so Room 213, 20 Shanghai Road, Gulou District(區) Nanjing, China can be called my home address.Pay attention, you should write down my home address from the smaller places to the bigger ones. Task Two : Arouse students inte

42、rest of joining the Birdwatching Club by presenting pictures of the birds and a video about the endangered birdsT: Here are the pictures I got when I joined the Bird watching Club a few years ago, how do you feel? But recently, I got a video about our beloved birds from my club. After watching it, w

43、ould you please tell me what is happening to them now? Ss: Yes, they are endangered, T: Should we protect them? But how? Lets think about the ways to solve this tough problem! Maybe we can join the club to ask more people to help. But how can we join the Birdwatching Club?In fact, we can fill in the

44、 application form first and then write down an application letter if we want to join these clubs.   Task One: Learn what information is included in an application form and how to write them in the proper forms 1. Ask students to turn to page89 and let them know the meaning of the new

45、words: application form2. Present students with my own application and explain the right way of filling in the form, and the correct way of writing the address, interests and hobbies, and activities to protect wildlife T: It is the application form of mine, what information did I write in my form? C

46、an you say my address from China to Nanjing? If you write down your hobbies, should you write down like this: “play basketball”, “join the Bird-watching Club”? 3. Require students to fill in the application form with their own information Task Two: Make up a job interview by using students own

47、information in the application formLet students do a job interview (one is as the chairperson, the other is as the bird lover.) Give them some presents The model of the dialogueA: What is your name? B: My name is A: When were you born? B: I was born A: What are you interested in? B: I like doin

48、g A: Why do you want to join our club? B: Because A: What activities can you do to protect wildlife?B: I can A: When are you free? B: I am freeA: Ok, I will call you later. B: Thanks. Encourage students to think about more useful and imaginative sentences to talk about the information in the applica

49、tion form      Task One: learn the format of the letter by asking some questions:T: 1.Who did Amy write this letter to?2. Is “Birdwatching 15 Sun Road Sunshine Town” Mr Fans address?3. Where is Amys address?Task Two: Analyze the paragraphs and tell the main idea of each para

50、graph.  Task Three: Find out the key sentences for each paragraph.Paragraph 1:the purpose (目的) of the letterI would like to be a member of_Paragraph 2:your school life and hobbiesI am a student at_School and I am in Grade_.I am interested in_. /I also like_.Paragraph 3. The reason why you want

51、to join the clubI would like to be because. /I think it is important for me to do Paragraph 4. your telephone number and e-mail addressI will be very happy if I can become a member of your club. You can call me onor e-mail me at Task Four: Group work Choose one of their favourite clubs and writ

52、e down a new application letter according to their own information 1. Divide students into groups of four, and show different group students posters of different clubs to choose one of their favorite clubs to write down.2. Explain information on theposter such as “address, time ”Posters for differen

53、t groups:  ChairpersonMiss LiAdressNew City Road No.5,Wu XiTime3p.m.-5 p.m every SaturdayActivitiesListening to pop musicLearning how to sing songs wellPracticing playing the piano   Task One: Invite students from different clubs to report their application letter  

54、0;                     Listen to a song “Heal the World”, and arouse students interest of protecting the wild animals and the environment.     1. Finish writing the appli

55、cation letter.2. Improve your application letter according to the writing assessment table and your partners suggestions.   sing the song “Little Bird” after the teacher             Read the picture of the teacher and learn t

56、he new words by guessing and reading the picture                        Students feel theendangered situation of the poor birds and think about ways to help them    

57、              Students fill in the application form first and then group themselves into a team of four ,exchange and edit the answers by themselves at first             

58、 Students do a job interview(one is as the chairperson, the other is as the bird lover.) and act it out                         Students read the format and guess what in

59、formation is needed to write down in different parts and sum up the topic of the letter by themselves                                  

60、   1.Students form into groups of four and choose one of the posters to write down in the application letteraccording to the application form that they have finished 2.Students finish their writing, they may exchange the papers, edit and correct the mistakes and mark good sentences with each other               1. Students from different groups report their own application letters orally.2. Students comment on their classmates letters on the advantages and disadvantages o