牛津译林版八年级下册Study skills教案设计

这是一份牛津译林版八年级下册Study skills教案设计，共4页。
Study skills
I. Teaching aims and learning bjectives
By the end f the lessn, students shuld be able t:
1. knw fur types f text structure;
2. distinguish the ways f rganizing the ideas in English writing;
3. learn hw t use the right way t rganize the ideas accrding t the type f writing.
II. Fcus f the lessn and predicted area f difficulty
T learn hw t rganize the ideas in different ways accrding t the type f writing.
III. Teaching prcedures
Step 1 Lead-in
1. Enjy a shrt vide
Play a shrt vide abut Hng Kng Disneyland. Let the students guess where it is.
2. Analysis a shrt article
(1) Shw a shrt article abut Hng Kng Disneyland. Ask the students t read it quickly and give a title t the article.
(2) Analysis the three parts f the article. And ask the students t pay attentin t the adverbs.
【设计意图：首先通过小视频引出一篇小短文。对短文进行简要的分析，引出本节课要学习的主要内容。】
Step 2 Presentatin
1. Time rder
(1) Let the students pay attentin t the adverbs in rder t let them say ut “time rder” by themselves.
(2) Let the students think abut when we can use time rder t rganize ur ideas. And then tell them when we write abut an experience r an event, we ften use this methd.
(3) Give mre examples abut time rder.
2. Space rder
(1) Shw a picture f a rm. Give a tpic “My bedrm” t the students. Ask the students if they can write a shrt passage abut it using time rder. Then let the students say their ideas abut hw t write “My bedrm”. At last give an example abut space rder.
(2) Let the students knw we use space rder when we describe a place r an bject.
(3) Let the students knw we can use spatial rganizatin transitinal wrds t prvide readers with a better visual image.
3. Have a cnclusin
We can rganize ur ideas in different ways accrding t the type f writing. Let the students list sme ther methds f rganizing the ideas.
【设计意图：让学生在教师的引领下能够适当的进行归纳总结，寻找方法。并通过实例来增加学生对时间顺序和空间顺序的分辨。适时地进行总结可以帮助学生更好地进行记忆、理解和运用。】
4. Let’s cmpare
(1) Present tw shrt articles—Travelling and Envirnment. Let the students cmpare them and think abut if they use the same methd t rganize the ideas.
(2) Ask the students t find the tpic sentences f tw articles. One is at the beginning and the ther is at the end f the article.
(3) In Travelling, a general statement is given first, and sme specific infrmatin is used t supprt the main ideas. We call this methd General t specific. Then the teacher shws a picture f this methd t get the students understand easily.
(4) In Envirnment, we list sme specific examples t lead t the main ideas. We call this methd Specific t general. At the same time, shw a picture f this methd t get the students understand easily and knw the differences between General t specific and Specific t general.
5. Arrange the sentences int a passage
Present six sentences n PPT. Let the students arrange them int a passage. Then present tw passages. Get the students knw they can chse the suitable methd t rganize their ideas.
【设计意图：通过呈现两篇小短文，让学生在老师问题的引导之下去发现要学习的写作技能。呈现两种不同方式的图片，可以让学生更直观地去理解两种不同方式的含义，也便于学生进行记忆。老师带领学生一步步地分析问题，即对学生进行适当的学法指导，培养他们的学习能力。最后通过连句成篇的练习让学生明白方法的选择是依据自己的文章需求来决定的。】
Step 3 Practice
1. What methd is it?
Present fur shrt articles. Let the students say what methd each article is used. And then, let the students analyze the reasns.
2. Chse the best way fr each tpic
Let the students d the exercise n their English bk. Give six tpics and ask the students t chse a suitable way t rganize their ideas.
【设计意图：通过书本练习与对四篇文章所用写作技能方法的判断来检测学生本节课学习的效果。】
Step 4 Cnclusin
Have a cnclusin with the students. Let the students say the main ideas f tday’s lessn.
【设计意图：和学生共同回顾本节课的主要内容——组织文章的四种常用方法。既能点明主题，又能让学生检测自己的学习效果，便于学生查漏补缺。】