Module 10 Unit 2 教案 (地理学科融合) 2024-2025学年外研版英语八年级上册

八上Module 10 Unit 2 When is the best time to visit the US. 1、 教学内容分析 本模块的话题是“天气”,由“天气”延伸到去某地旅游的最佳时间。与学生的生活息息相关,能够激发学生的学习兴趣。模块第一单元的听说课已经学习了有关天气的基本词汇和谈论可能性的句型。这节课是一节以天气为主线的读写课, 介绍去美国旅游的最佳时间和地点。文中呈现了美国的几个著名城市和地区,并给出了到该地旅行的建议, 能够很好地提高学生的语言运用能力。文中包含着大量的自然地理和人文地理知识。。 二、教学设计思路 本节课的教学设计思路从文字与文化两个层面入手。 从文字层面(浅层梳理):利用所学地理知识,阅读介绍美国各州天气的短文,捕捉主旨大意。 从文化层面(深层理解):挖掘作者写作意图,开阔学生视野,并让学生感受美国不同的风土人情,拓展学生视野。同时培养学生学好地理知识的愿望和兴趣。 基于以上教学思路,制订本单元的教学目标。 三、教学目标 1. 语言知识目标: (1)能掌握下列重点单词和短语:mile,round,northwest, southeast, from time to time (2 )能够通过阅读提取关键信息,结合所学地理知识能从the weather, best time to go advice ,activities 四个方面理解课文; (3) 能运用because,so,but对到某地参观的最佳时机提出一些建议。 2.学习能力和思维品质目标: (1)掌握阅读技巧,培养学生提取所需信息的能力; (2)应用迁移能力得以提高,能利用思维导图和掌握的地理知识介绍不同地区适宜旅游的时节并给出一些实用性的建议。 3.情感态度与文化意识:培养学生了解世界各地天气及最佳旅行时间的意识;培养学生学习地理知识的愿望和兴趣;培养学生热爱祖国大好河山、热爱生活之情;培养学生对任何事情都要提前规划的意识,使学生们能提前规划自己的人生,从而形成正确的人生观。 四、教学重点 1.学习理解 (1)能够读懂介绍美国各州天气的短文,捕捉主旨大意结合所学地理知识找出相关的细节信息。 (2)能够正确使用连词because, so,和but写出去某地旅行的最佳时节并列出原因。 2.迁移创新 通过创新性思维,采用 Mind Map的形式,介绍去某地旅行的最佳方案,进行应用能力迁移,培养学生运用英语进行自我表达能力和学习地理知识的愿望。 5、 教学难点 文章地名较多,过于杂乱。一开始难以把握文章结构。要运用七年级下册所学的地理知识通过思维导图梳理清文章脉络。 6、 教学方法 1.任务型教学法: 开展多种类型的任务型活动,让学生在完成任务的过程中理解语言和运用语言,培养合作意识,促进语言能力。 2.情景交际法: 课堂教学以情景交际教学法为主,尽量给学生以足够的听、说、读、写的机会,联系课文实际和所学的地理知识,引入讨论主题,在交际中学英语。 3.小组讨论合作法:以小组为单位,以小组学习为主要形式开展一系列活动,迁移创新,让学生学会参与、多渠道体验学习的快乐。 4.多媒体辅助 将本课所需要的短片、图片、文字制成课件,使抽象的语言变得直观生动化,高效且更具视觉冲击,为学生运用英语进行交际创设情境,实现多向交流。 七、教学过程 教 学 活 动 教 学 活 动 教 学 活 动 教 学 活 动 教 学 活 动 教 学 活 动 教 学 活 动 教 学 活 动 教师活动 学生活动 认识 层级 思维 层级 Step1. Lead-in Watch a video about America. Ask these questions: 1.Which country is it? 2. I want travel to the US. Do you want to travel with me? 3.What do you know about America? 4.Which is the largest state of the US?... Step2. Pre-reading Task1. Show students a map of America and introduce the main cities in the US. Step3.While-reading Task2. Ask the students to read the whole passage quickly and find out How many places are mentioned in the passage. Use the Mind Map to help read it. Task 3. Ask students to read Para. 2 and 3then complete the Mind Map. Task 4. Let students read the Mind Map of Para.4 to Para. 5 then fill in the blanks. Task5. Let students read Para.6. Task 6. Let students read the Para. 2-6 again and talk about different cities in America. Task 7. Let students retell the passage . Task 8.Show a map of China. Let students talk about it. Then draw a Mind Map about it. Task 9. Writing 1. Tell students that Linda wants to visit our China. Discuss some famous places of China with students with a mind map. 2.Ask students to choose two or three places to write the letter according to the Mind Map. 3.Call one student from each group to be a guide and read their passage for the class. Step 4. Summary Show a mind map about some travel tips. Step5. Emotional practice Tell students that “When we travel, we must plan in advance. It’s the same with our life. Our life is like a journey, we should make a good preparation for our life in advance too.” Step 6. Homework Ask the students to make Mind Maps of your own city and write a short passage about the best time to visit it and give reasons. Step1. Lead-in Students talk about America and the answers to the questions. 1.Which country is it? 2. I want to travel to the US. Do you want to travel with me? 3.What do you know about America? 4.Which is the largest state of the US? ... Step2. Pre-reading Task1. Students review knowledge about the US. Step3.While-reading Task2. Use the Mind Map to help read the passage. Task 3. Read the Mind Map of Para.2 and Para. 3 then fill in the blanks. Task 4. Read the Mind Map of Para.4 to Para. 5 then fill in the blanks. Task 5. Read the Mind Map of Para.6 then fill in the blanks. Task 6. Read in groups. Talk about different cities according to the passage. New York and WashingtonD.C. New England Places California Seattle Alaska Task 7. Retell the passage according to the Mind Map. Task 8. Talk about the map of China. Then draw a Mind Map. Task 9. Writing 1.Students discuss in groups and think about how to write according to the Mind Map. 2.Students write the letter. 3.Students share their writings with the class Step 4. Summary Students learn how to be a travel guide and remember some travel tips. Step 5. Emotional practice Life is a journey, let's enjoy our life. Step 6. Homework make Mind Maps of your own city and write a short passage about the best time to visit it and give reasons. Review and check if the students have known about America. Use the map of the US to learn about it. Read the places in English and find they sound similar to their Chinese translations. Use the Mind Map to read the passage. Let the students know about this passage. Students read the details of the passage. Ask the students to read carefully twice and fill in the blanks. Check if students can master the information of the whole passage. Check the ability of using English Check the ability of using English. Check if the students have mastered the writing skills. . Check if students have learnt how to be a travel guide and check if they have remembered some travel tips. Let students know “Life is a journey, let's enjoy our life.” Do homework and master the important points. 观看美国风景,引起学生的极大兴趣。检测学生是否复习七下地理第八章第五节的内容。 利用地图解决课文中出现的地名,为阅读扫除障碍。通过所学的地理知识加深对课文的理解。 通过思维导图速读文本,正确把握文章结构。并梳理清文章脉络。结合所学地理知识,激发学生思维,并对同类信息进行归类。 在学生抓住课文主题大意后,要求细读课文,对篇章结构深入了解。同时拓展地理知识。 学生获取去美国各地的具体信息及建议,并在操练中,掌握may, might 表示可能性和because, but, so的用法。 通过思维导图让学生复述课文,巩固所学文章,掌握写作技巧,训练口头表达能力的同时为写作做铺垫。 根据所学内容,让学生把所学知识与生活结合起来。也是借助地理知识了解各地的气候特点,最佳游览时间并培养学习地理知识的愿望和兴趣。 每组挑选一名代表,上台展示文章,培养学生团结合作和勇于展现的精神。 总结重点加深对文章的理解。为进一步写作做铺垫。 回顾本节重点,利用思维导图加深理解。 引出人生也是一场旅行,也需要提前规划,只有提前做好准备才能遇见最美的风景,邂逅最美的自己。 绘思维导图并写作,巩固所学。 八、板书设计 Module10 Unit2 The weather is fine all year round. 8 学科网(北京)股份有限公司 $$