沪教版八年级英语下册教案百度网盘牛津上海版八年级英语下册教案

资料目录

牛津上海版八年级英语下册Unit1 Trees教案

牛津上海版八年级英语下册Unit2　Water教案

牛津上海版八年级英语下册Unit3　Electricity教案

牛津上海版八年级英语下册Unit4 Newspapers教案

牛津上海版八年级英语下册Unit5 Magazine　Articles教案

牛津上海版八年级英语下册Unit6　Travel教案

牛津上海版八年级英语下册Unit7　Poems教案

牛津上海版八年级英语下册Word　bank教案

 

举例

Unit　1　Trees 

1教学目标 

  Language skills 语言技能

The students can collect the Frame Elements ( verb-phrases)

The students can put the Frame Elements into sentences.

The students will be able to write a passage with proper use of Frame Elements and useful patterns based on the Frameworks to describe their ideas about pollution.

  Language knowledge. 语言知识

The students can use the key phrases and expression upon environment .

The students can better understand the functions of present tense

  Emotion 情感态度

By involving the students’ on pollution problem, the students will be able to share their ideas and suggestion on protecting the environment.

Ｄ. Learning strategies 学习策略

1、The students will learn to be cooperative in group to complete the task.

2、 The students will be able to use Framework to organize their vocabulary knowledge and carry out their writing .

2学情分析 

I don’t know any basic things relating to English writing about my would-be students in NanWu middle school . But I have to predict and try to conduct my teaching adjustably on the realistic teaching that day . supposedly , the students have a unit-long inputs and intakes about the topic –protecting the environment , including the words and expressions, to describe pollutions around us or just a little .On one hand ,they are more likely to asked to finish a writing about their ideas about the pollutions in the writing part. On the other hand , in order to meet the requirement of a writing lesson , they will have to learn how to accomplish a writing to express their opinions about pollutions by my lesson . Therefore ,what I will do is to put them to build up Framework step by step for the writing led by my teaching belief . 

3重点难点 

V　、Teaching focuses  教学重点、难点

To collect the Frame Elements of students on pollutions.

To help students put their Frame Elements (verbs) into sentences.

To help students to output their passage with proper use of Frame Elements and useful patterns based on the Frameworks to describe their ideas about pollution.

4教学过程 

 

    教学活动 

活动1【活动】ⅥI、　Teaching　procedures　教学过程 

ⅥI、　Teaching procedures 教学过程

Phase

Specific aims

Teacher’s activity

Students’ activity

Skills involved

Step1:Pre-writing

⑴ Brainstorm& Lead-in (Q and A)

To arouse students’ interests  and lead them in the teaching .

Brainstorming the students through questions and answers.

Be guided by questions and get involved in class

⑵ Classify the pollutions

1 To get students to classify the pollutions

To brainstorm the students about their understand about pollutions and get them to classify the four kinds of pollutions

1. To write down the kinds of pollutions on the worksheet

To identify the pollutions

(3) Collect the Frame Elements

1.To get students to Collect the Frame Elements (verbs )

1. To recall students’  verbs to problems and solutions  

2. To get students to write down their verbs

1. To shout out the verbs according the pollution problems

2.To mark down the verbs beforehand.

3.lay down Elements for later  sentences

To collect the Frames elements and get ready for sentences as to link the sub-frames.

 

Step2 :While-

writing)

(1)Construct the sentences

To help students to construct correct sentence.

1. To have the students observe sentences about problems and solutions made with verbs . .

2. To guide students to make their own sentences about problems and solutions.

1. To write down their sentences

To put the Frame Elements into correct sentences.

phase

Specific aims

Teacher’s activity

Students’ activity

Skills involved

(2) Clear minds by the Framework

  Before starting to writing 

1.To help students to understand what they have learned in the writing lesson by going through the Framework on water pollution .

2. To guide students’ to carry out their passage by the Framework .

1. To make students follow the Framework while writing .

2. To offer necessary help to the students .

1. To have a taste of a passage

with opinion about gas pollution as well as be conducted under a Frame pattern  

2. To write the passage guided by the Framework –

Water pollution .

To guide their writing with Framework.

(3)Output the passage based on the Framework

1、To get students to output their paragraphs at one specific pollution

To ask the students to finish a paragraph about water / air pollution on their Frameworks.

To finish the writing according based on the Framework .

To write a paragraph based on the Frameworks.

 

Step3：Post-writing Peer assessments

To evaluate the works and to stimulate their writing .

1. To give out the evaluating criteria.

2. To evaluate one or two samples publicly.

3. To get students to finish the peer assessments.

1. To evaluate each other.

2. To reflect their writing and adjust for improvement.

To be cooperative

and developmental.

Step 4 Sum-up and assign homework

1.To help students retrospect their learning objectives 

2. To get students to write passage protecting environment .