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视频标签：外研版
所属栏目：初中英语优质课视频
视频课题：外研版初中英语八年级上册Module9 Unit 2北京市 - 东城区
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外研版初中英语八年级上册Module9 Unit 2北京市 - 东城区
工美附中课堂教学（预案）设计
课 题 外语教学与研究出版社2011版Module 9 Unit 2 授课年级 8 学 科 English 课时安排 1 授课日期 14th week
教 学 目 标
At the end of this class, students will be able to : 1. finish the mind-map: Problems in Arnwick;
2. draw a mind-map about the problems in Beijing and some suggestions to solve the problems;
3. write a short passage to introduce the problems in Beijing and give some advice to solve the problems;
4. realize the importance of protecting the environment by watching a fragment of a TV series and practice their ways to protect it.
教 学 背 景 分 析
教学重点 Students can finish the mind-map: Problems of Arnwick.
教学难点 Ss can write a passage to introduce the problems and the suggestions to solve the problems in Beijing. 学情分析 Ss have got some reading strategies and they have learnt some ways to give suggestions. 教学方法 PWP
教具学具 handout and computer 辅助媒体
电脑
教学结构（思路）设计
Pre-reading：Brainstorm: Where do you prefer to live, the city or the
countryside? Why?
While-reading: 1st reading: reading for general idea 2nd reading: reading for detail Post-reading: A short video
Mind map: Problems of Beijing
Writing: the problems of Beijing and the suggestions for
them
教 学 活 动 设 计
教学活动包括：
情境创设/活动构建(自主、合作、探究、展示) /评价检测/巩固提高/预习、复习等方面
教师活动
学生活动 设计意图 Pre-reading:
T asks Ss to share: Where do you prefer to live, the city or the countryside? Why?
While-reading:
T asks Ss to read the passage quickly and answer the question: Does the writer think it is great to live in Arnwick?
T asks Ss to read the passage again and complete the mind-map:Problems in Arnwick. When they are reading, they should underline where they find the answer.
T helps Ss to check the answers and make a conclusion of the ways to give suggestions.
Post-reading:
T asks Ss to watch a short video and helps Ss to realize the importance of protecting the environment.
T asks Ss to speak out the problems in Beijing and asks them to give advice for the problems.
T asks Ss to write a passage about the
Ss share their ideas about this topic.
Ss read the passage quickly and answer the question with Yes/No.
Ss read the passage and finish the mind map.
Ss follow T’s steps.
Ss watch the video
Ss speak out the problems and give advice for the problems.
Ss write a passage about
To leading to the topic in this unit and increase Ss’ interest.
To train the reading strategies: to read for general idea.
To train the reading strategies: to read for details.
To make a conclusion about how to express problems.
To help Ss to realize the importance of protecting the
environment.
To make a preparation for writing. To train their writing
problems in Beijing and the suggestions to solve the problems.
T asks some of the Ss to read his/her writing to share.
T helps Ss to make a conclusion and asks Ss to make small change in their daily life.
the topic.
Some of the Ss read his/her passage.
Ss follow T’s steps. skills.
To make a presentation.
To make a conclusion.
板书设计
Arnwick was a city with 200,000 people.
The ways to express problems: G1 1. There is/are… G2: 2. It is + adj. G3: 3. _______ is (also) a problem. G4: 4. 主+ need(s) + sth. G5:
G6:
课后反思：
本次课以思维导图的活动形式辅导学生完成阅读训练及对课文内容的理解，同时又以思维导图的形式帮助学生理清北京现今面对的问题及解决问题的策略。在该形式的辅助作用下，学生们完成了本课的学习重点及难点。
但本次课的课堂实践中，为完成教学目标、解决学习难点。我设计了比较多的活动项目，导致这些活动占用了比较多的时间。从而，使得学生的活动时间缩短，不能做到更充分的练习。
在接下来的教学中，我会更加关注这一问题，使学生的课堂活动更充分、更有效。
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