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视频标签：牛津英语,8A
所属栏目：初中英语优质课视频
视频课题：牛津英语8A Unit3 Period 6 Task江苏省级优课
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牛津英语英语8A Unit3 Period 6 Task江苏省级优课
8A Unit3 Period 6 Task
Teaching objectives:
1. Be able to use more expressions to make a plan for a day out and finish a letter about a trip. 2. Be able to master the expressions in speaking and writing. Teaching key points and difficult points:
1.To be able to express their trip plan.
2.To write a letter to invite a friend to have a day out.
3. Phrases and Structures:
We are planning a day out on…
This is the plan for the day. We will meet at…
We will take the underground/bus to… It will take about … minutes/hour(s). We will walk to… We will see/visit…
We will go back to … by underground/bus. The cost is about … per student. We hope you can join us
Teaching methods: Task-based approach，Scene pedagogy and Teaching with humor Teaching Procedures
Designing aims
Step1: Revision
1. Watch a video about some places of interest.
2. Have a free talk with the students about the places of interest we visited
before. When and how can we went there and what we did there? The more , the better. Work in pairs, please. For example： Where did you go ? How did you go ? What did you see ? ……
学生观看介绍自己祖国风光的视频，美景很快就把学生带进了“A Day Out”的情境。主题非常明确，学生由此展开自由联想，搜索、罗列刚才看见的、本单元学过或头脑中储存的相关词汇和短语，在同伴互助下，学生口语表达的内容丰富多样。这样的资源共享有利于学生复习和积累知识。
Step2: Presentation
1. Read Kitty and Daniel’s plan in Part A on Page 40, then complete the
letter on P41.
2. Pair work: Talking about transport. A:How will they go to...
B:They will...
Talking about activities. They will...
are going to...
would like to... plan to...
3. Retell according to the blanks.
4. How to write an invitation letter according to their plan. Let’s look at
the invitation letter and find out the eight parts of it.
教材内容给学生提供了丰富的写作素材和可借鉴的形式，当学生的相关知识被激活，但又无法用适当的形式有条理地表达出来时，教师引导学生阅读教材中的相关样本，激发学生主动阅读、模仿写作的内驱力；同时，教师通过追问，使得旅游计划的要素（时间、地点、活动）更为突出，此时再辅以制定出游计划的具体步骤，学生就会自然地进入“我会写，我能写”的状态了。
Step3: Practice Plan for the trip
This Saturday I want to go for a day out in Nanjing. Now make a plan. 1. Show students some pictures about the places in Nanjing.
2. Ask and answer in pairs about the places they will visit, the time they will visit, and how they will go there. For example: Where will you go ? When will you go ? How will you go ? ……
学生完成邀请信，只需将A部分“计划”中的相关信息移至“邀请信”中。此步骤的主要目的对学生再次进行语言输入，并使其了解正式邀请信的八个组成部分，为学生最终完成自己的邀请信搭建“脚手架”。
Step4: Group work： 1. Now work in groups.
Each of you can choose the one place you want to visit most , tell us when and how you’ll go there and what you’ll do there.
2. Now put all the paragraphs of your group together and discuss how to
write an invitation letter. Use the plan you made and the letter to help you. Use the following words, expressions and structures may help you. Firstly … Secondly … Then … Next …Finally …
学生遣词造句的能力和方式各有差异，在小组交流过程中学生之间互相帮助，互为“支架”，这样的活动方式对于提高学生的遣词造句能力效果极为显著。
学生具备了一定的遣词造句能力，加上写前的阅读和口头表达训练，小组内的大部分学生都能对参观某个景点、采用某种交通方式、开展某些活动等进行自如表达。
Step5: Write and show
1. Write an invitation letter to invite your classmates to join your trip to
Nanjing. Use the plan you made and the letter to help you. Use the useful expressions and suggestions.
2. After finish writing the invitation letter，show the letter in front of classmates.
写是语言输出的又一种形式。它能全面检验和衡量学生的英语运用能力。而利用课文教学进行写作训练效果十分明显。训练的形式多种多样，可以指导学生仿写、缩写、续写、改编等。在台前展示，总结本课时，达成情感目标。
Step6: Homework Write an invitation letter to your best friend to have a trip to your favorite city. 巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语言运用能力。
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