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教学设计
课程基本信息
学科 英语 年级 八年级 学期 春季
课题 Unit3 Listening & Talk time & Speak up
教科书 书 名：义务教育教科书英语八年级下册教材 出版社：上海教育出版社
教学内容分析
本节课属于主题“人与社会”，围绕“传统技艺”话题中“剪纸”作为背景来展开学习活动。依托语境开展教学，引导学生在真实、有意义的语言应用中整合性地学习语言知识。本节课设计了以Mark弄丢剪纸事件作为主线，贯穿整个课堂活动，以两个语篇为学习载体，引导学生通过帮助Mark寻物，学会人物外貌描写和动作描述。通过以上语篇，培养学生听力技能，如：预测、速记等，提升理解听力语篇、获取信息与信息转述的能力。以下为两个语篇的具体分析： 语篇【WHAT】【WHY】【HOW】1创设情景1：一路人Mrs Brown致电，描述江边上有一些各有特色的人，他们正在做些不同的事。根据回忆并告知实情的课堂活动需要，把原听力材料改编为过去时态的事件的电话内容 ，让学生对照图片发现不同点。通过听所改编的电话内容，指导学生分析图片和判断不同点，获取事件细节。2创设情景2：另一路人Linda致电Mark，告知目睹某人捡获剪纸的线索。通过听取路人致电提供捡获剪纸线索的材料，再次理解和梳理人物特点描写。以电话独白的形式，通过人物外貌和动作的描述，分析和判断人物。
指导学生自主建构和内化新知，发展独立思考和合作解决问题的能力。听力结束后以小组合作，选取一个人物，用英语描述外貌，把前面听力所学的描述外貌的表达得到巩固。既有独立思考，也有小组合作完成任务。 开展英语综合实践活动，提升学生运用所学语言和跨学科知识创造性解决问题的能力，以及对中国文化的传承。剪纸是我国的优秀文化传统之一，引导学生要尊重、学习和传承中国优秀传统文化。观看剪纸视频后，尝试用英语把兔子的剪纸过程描述出来，达到用英语解决实际问题的目的。本节课能够让学生更深入了解中国传统剪纸文化，树立保护传统文化及增强劳动意识。
学情分析
Background: 学生在本单元reading部分已经学习了鸬鹚捕鱼的过程，对传统技艺有一定的了解。学生在七年级已有学过简单的人物描述，在书本提供的词汇基础上，可适当进行拓展。部分学生具备一定的听力微技能，具备获取关键词和速记的能力，但有部分学生仍然不会如何听，如何速记。 除此之外，学生对剪纸并不熟悉，对其文化及相关英文表达也不甚了解。在观看简单的剪纸视频后让学生亲自动手，能够激发学生极大的兴趣及培养学生的劳动意识，提升动手能力。 Ss have known: 学生对剪纸话题已有了解，对人物外貌特点的形容词有一定积累，具备通过听力获取信息能力。 Ss haven't known: 听说速记、获取关键信息等微技能有所欠缺。 Ss want to know: 进一步了解如何进行人物描写，并提升听说微技能。 Ss are able to know: 学会听前预测；学会使用缩写、符号、简笔画等速记方法；培养“整进整出”的转述能力；懂得分析和判断事件不同点，提升人物描写的能力。
教学目标
1. Learn to describe people from several aspects ,such as age, build, height, hair and so on.（学习理解） 2. Master some useful listening skills, such as prediction and shorthand, to help improve students’ listening ability.（学习理解、应用实践） 3. Try to solve some practical problems through careful listening and observing,so as to improve students’ critical thinking ability.（应用实践、迁移创新） 4. Learn to make a simple paper cutting by watching a short video.In the meantime, raise students’awareness of protecting traditional skills and labor consciousness .（学习理解、应用实践、迁移创新）
教学重难点
教学重点： 1. Learn to describe people from several aspects, such as age, build, height ,hair and so on. 2. Try to solve some practical problems through careful listening and observing. 教学难点： 1. Master some useful listening skills to improve listening ability,such as predicting the key words and shorthand writing. 2. Get some simple skills of paper cutting.
教学过程
StepsTeaching activities Learning activitiesLearning levelsTeaching purposesStep 1 Leading-in1.Show the students a picture with some people on it, and ask them to guess who Mark is. 2.Help the students find out Mark .After that, tell the students how to describe a person from several aspects. 1.Ss know about the objectives of the lesson. 2.Ss ask the questions to guess the person Mark.Perceive ObserveTo lead in the person and the ways to describe persons. Step 2 Activity1 Listen and find Create a scene for the students--Mark lost his paper cutting, he wanted to find it. 2. Ask the students to listen to the material and try to find out seven mistakes in the picture. 3. Show them the answers. Look at the picture and listen to the description, circle the seven mistakes in the picture.Perceive Observe Understand Criticize1.To arouse Ss’ interest about the topic. 2.To make Ss focus on listening and observing carefully. Step 3 Activity2 Listen and answer 1. Get the students to listen again and answer five wh-questions for details. 2.Before answering the questions, guide the students to focus on some listening skills. 3. Check the answers with the students. （需要说明一下，课件中的五道题的时态改为了过去时，与原题的时态有所不同。由于本人在原听力材料基础上把整个故事改为了一般过去时和过去进行时，所以也把题目改为了相对应的时态。基于学生已经学过过去时，而且问题都可以用简单回答。同时本人设计的意图旨在学生掌握听前的预测技巧，与时态的语法点关系不大。） 1. Pay attention to the key words of each question, which are help for predicting the answers. 2. Learn to use some shorthand,Chinese, brief strokes and symbols to take notes quickly. 3. Listen again, and answer the five questions. 4.Check the answers .Perceive Learn Analyze Criticize Apply1. To teach Ss some useful listening skills To improve Ss’ listening ability. To make Ss get more details about the picture. Step 4 Activity3 Describe people 1.Show the students the listening material and get them to pay attention to the differences from the picture. 2. Ask the students to describe the three persons correctly according to the picture. 3. Encourage the students to choose one of the four persons and describe them to their group mates. 1. Read the material carefully and pay attention to the red words. 2. Describe the persons again correctly according to the pictures. 3.Choose one of the other people to describe to their group mates.Understand Analyze Apply Create 1. To practise Ss’ critical thinking skills. 2. To guide the Ss to use their learnt knowledge to practise.Step 5 Activity4 Listen and decide Get the students to listen to another material and then help Mark decide who found the paper cutting. Listen to another description and decide who found the paper cutting.Analyze Criticize ApplyTo make Ss apply what they have learnt to solve the practical problem.Step 6 Activity5 Discuss and learn 1.Have the students share the information they have got before the class and discuss how to keep our traditional skills alive. 2. Let the students watch a short video of paper cutting which shows them simple skills of paper cutting . Share the information and have a discussion in groups. Try to learn how to make a simple paper cutting by watching a short video.Criticize Apply CreateTo build up Ss’ awareness of protecting traditional skills. 2. To cultivate Ss’ labor consciousness.Step7 Summary Go through the main content of the lesson.Make themselves clear about what they have learnt in the lessonUnderstand Remember ApplyGet Ss to remember the learnt knowledgeStep8 HomeworkGive the students two assignments, including the compulsory and the optional ones.Try to complete the assignments.Apply CreateTo guide Ss to consolidate the content better and know more about other traditional skills.

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