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8A Unit 3 A day outPeriod 7 Main taskTitle(课题)A day outMain taskType(课型)New新授课Period(课时)7Supporting theories(理论支撑)A. 维果斯基的建构主义学习理论以瑞士儿童心理学家维果斯基为代表的建构主义学习理论认为，学习者的知识是在一定情境下，借助于他人的帮助，通过意义的建构而获得的。因此，教学必须以学生为中心，要求教师成为学生主动建构知识的帮助者、促进者，学生学习的合作者。本课时利用学习小组问题讨论式的，互助组式的共同的学习活动，学生学会自己写出出游提纲，最终小组的每个成员都完成自己的邀请信。使学生达到生生互助，多元互动，培养了学生创新精神和自觉学习的良好习惯，真正顾及了学生多方面成长，使课堂具有生成性的特征。B. 情境教学法(Situational Teaching Method)在教学过程中，教师有目的地引入或创设生动具体的场景，以引起学生一定的态度体验，从而帮助学生理解教材，并使学生的心理机能得到发展的教学方法。情境教学法的核心在于激发学生的情感，调动人的原有认知结构的某些线索，经过思维的内部整合作用，人就会顿悟或产生新的认知结构。情境所提供的线索起到一种唤醒或启迪智慧的作用。本课时的写作练习中提供一个示范（去海安四处景点旅游，能激发学生浓厚的学习兴趣），能使学生在愉悦情趣之中学习英语，有效地实现了事半功倍的效果。 3. 多元智能理论。加德纳认为多元情境化教学策略是激发学生学习兴趣的有效办法。本课时注意利用此理论，调动不同层次学生的学习兴趣，能使他们都各有所得。Aims and demands(教学目标)A: Knowledge (语言知识) 1. To recognize and understand some phrases of places of interest in Beijing. 2. To describe the details of the invitation letter.C: Feeling (情感态度)1. To make the students interested in making a trip going out.2. To make the students interested in writing an invitation letter to ask their friends to go outside for a trip. Key points and difficulties(教学重、难点)1. Learn some useful phrases and sentence patterns. 2. Know how to make a plan and write a letter to invite your friends to go out for a trip. Teaching Methods(教学方法) Task-based Teaching Approach Co-operative LearningCommunicative Teaching MethodAids: 课前准备（教具、活动准备等）1. Get some information about a day out trip.2. Get some pictures of places of interest in Beijing. 教 学 设 计课前延伸（预习）1. 阅读Kitty and Daniels plan for the trip(P53)和An invitation letter(P54)，了解大意。2. 英汉互译一些重要短语。3. 解决疑难问题。（个人思考，小组讨论，疑难问题待课上求助）培养学生养成良好的自学习惯，及较强的自学能力，为今后的英语学习发展打下坚实的基础。 Teaching Plan (授课计划)Studying Plan(学习计划)Aims(设计意图)课内拓展 学StepWarming up1. Review work The teacher leads the students go over Integrated skills. 1) When does the final start? (At 10.30 am.)2) Where do they watch the final? (South Hill School)3) How do they go there? (By bus)4) How much is the ticket? (Ten yuan per person)5) What do you think of their trip? 6) (Students own answers) 2. Check the preview exercises. 1. 老师设问，巩固旧知，为导入新课服务。2.检查课前预习作业，督促学生课前认真预习。 Step II Presentation(Pre-reading)1. Ask the students what places of interest Linda will visit. 2. Present some guiding questions and ask the students to read and understand the notes of plan.1) How many places of interest are they going to visit? What are they? 2) What will they do in Beihai Park? 3) How will they get to the Palace Museum from Sunshine Underground Station? 4) What will they do at Tiananmen Square? 5) How much time will they spend at Tiananmen Square? 6) When will they leave Wangfujing Street? 1. 通过询问Linda会参观北京的哪些名胜古迹，为接下来的教学环节做好铺垫。 2. 问答有关出游计划内容，检查学生对计划的理解程度。导Step IIIPractice( While-reading). Skimming1. Ask students to answer the questions.（Part A）2. Come to a summary:Now work in pairs to sum up what information should be included in a trip plan. (Part B)1. 通过对学生的听读训练，培养其搜索及提取有用信息的能力。2. 强化听说训练，提高学生对文章细节的理解和推断能力。II.Scanning1. Finishing off Part CHelp Kitty and Daniel complete their letter to their classmates using the information in Part A.2. Check the answers in groups and ask five students to read the letter.3. Read the letter together.4. Help the students understand some difficult sentences and phrases:1) We will then take the underground to the center of Beijing and change to the bus. 2) We will take the bus all the way to the Palace Museum. 3) We will make it a really fun day for everyone. 4) If you want to come, please let us know as soon as possible. 5) We hope you can join us. 5. Sum up the structure of a letter to invite others to go out for a trip .Part 1: Purpose of the letter. Part 2: Plan. Part 3: Cost. Part 4: Instructions. 附加：Date; Name of the receiver, Closing, Signatures. 尊重学生的个性差异，分层要求。在学生自学过程中，教师通过观察、询问，有计划地点拨学困生，鼓励其大胆质疑；有针对性地向优生提出深层次的问题，使他们的聪明才智得到充分发挥。练Step IVProduction(Post-reading). DiscussionII. Writing. 1. Designing a new plan based on the model on page 53. 2. Write a letter according to your own plan. I will ask a few more able students in each group to present their letters to the class.(Part D) 3. Make a speech.(1) Each group chooses one student to come to the front to give us a speech. (2) Give some presents to the best group.四人学习小组为单位，合作交流，取长补短，集思广益，推优向全班展示成果。（教师巡视、了解，点拨有困难的学生大胆开口，引导优生发挥才智。充分体现面向全体学生，注重他们整体素质的提高。）课后提升Step V Assignment1. Recite all the phrases and sentences.2. Check the plan and the letter again and prepare to present them to the whole class in the next period. 3. Finish off the exercises in students workbook. 加强写作训练及课后巩固练习，注意控制作业量，既落实双基，又重视知识面的拓宽和能力的提升。（关心学生的认知发展）6
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