Unit 3 第6 课时Section B(3a～ self check)（教学设计）2024-2025学年人教版英语八年级下册

授课教材 人教版八年级下册 授课题目 Unit 3 Could you please clean your room? Section B(3a-self check) 课时 课型 第 6 课时 写作课 主题情境 人与自我 教学目标Teaching Aims (基于英语学科核心素养) 1. Language Competence: To master the important words, phrases, and sentences in the passage and be able to use them in one’s own writing. 2. Cultural Awareness: Be aware that doing chores makes a great difference to one’s future life. 3. Thinking Quality: Students can express their opinions on doing chores and develop critical thinking. 4. Learning Ability: To think about other supportive statements for doing chores according to the ones in the letters. 教学重点 Key Points Understand the two letters and get parents’ different opinions on whether kids should do chores at home. 教学难点 Difficult Points Express your ideas about whether kids should do chores at home. 教学方法 Teaching Methods PPP (Pre-writing, While-writing, Post-writing) model, task-based and cooperative learning methods 教学工具 Teaching Aids Multimedia projector, blackboard, handouts 教学过程 Teaching Procedures 1. Lead-in (5 minutes) The teacher asks students to think about the following questions. (1)Should kids help to do chores at home? (2)Do you think it's your parents' duty to do chores? Students discuss the questions with their partners and share their ideas in class. The teacher gives comments and leads to the topic today. 2. Pre-writing (5 minutes) Show Ss the passage in 2b and analyse the structure. Lead Ss to analyse the structure and learn to add some details. Lead Ss to learn the “OREO” writing style. “O”means stating your opinions. “R”means giving your reasons. “E”，means giving some examples. “O”means restate your opinions. 3. While-writing(15 minutes) . Activity 3a: Read the instructions in 3a with students. Ask them to think about the questions: “What chores do you and your family members do? Do you think it's fair?” Then ask students to make an outline for their passage. . Drafting: Students start to write their first draft according to the outline. Walk around the classroom to offer help and guidance. Encourage them to use the target language and connect their ideas with appropriate transitional words like “firstly”, “secondly”, “however” etc. . Peer-review: Divide students into pairs. They exchange their drafts and check for grammar mistakes, spelling errors and clarity of ideas. Each pair should give at least two suggestions to their partner. 4. Post-writing(15 minutes) . Revision: Students revise their drafts based on their partner's suggestions. Then ask some students to read their revised passages aloud to the class. . Self-check: Guide students to do the self-check tasks. They can evaluate their own writing in terms of grammar, vocabulary use, organization and content. . Model writing: Show a model passage on the screen. Analyze its strengths, such as clear structure, rich details and proper use of language. Let students compare their writing with the model and learn from it. 5. Summary (5 minutes): . Summarize the key points of writing a passage about sharing housework, including the use of target language, the importance of organization and the way to express opinions. . Review the writing process from pre-writing to post-writing, emphasizing the significance of each step. 作业设计 Homework Design . Ask students to rewrite their final passage neatly and hand it in. . Encourage students to write a short paragraph about a request they made recently and how it was responded to. 板书设计 Blackboard Design 教学反思 Teaching Reflection and Evaluation Teaching Reflection： Consider if the pre-writing activities effectively activated students' prior knowledge and inspired their writing ideas. Evaluate whether the while-writing tasks, such as outlining, drafting and peer-review, were helpful for students to write their passages. Think about if the post-writing activities, like revision, self-check and model-writing analysis, improved students' writing skills. Teaching Evaluation: Assess students' written passages in terms of grammar accuracy, vocabulary use, organization and content. Observe students' participation in peer-review and self-check activities to see if they can learn from their peers and evaluate their own work effectively. Evaluate students' ability to follow the writing process and use the learned writing strategies. 学科网（北京）股份有限公司 $$