資源簡介

外研社《新標準》八年級上冊
Module 9 Population
Unit3 Language in use
教學設計
一、教學內容分析
本模塊是八年級上冊的第九模塊，以“人口”為主要話題，涉及環境污染，交通堵塞、城市發展等內容。這些話題看似比較抽象，但是與學生的生活實際緊密相關，學生在現實中對于這些問題也有所體會。本模塊通過聽、說、讀、寫活動幫助學生掌握大數字的表達方法及冠詞的正確使用，并且幫助學生了解人口過剩產生的后果，從而增強學生控制人口數量、保護環境的意識。
本模塊計劃五課時完成，本課是第五課時，課型是寫作課。本課寫作活動要求學生以自己的家鄉為例，探討人口過剩造成的環境問題和社會問題，并且尋求解決方案。
學情分析
學生通過對第九模塊第一單元的學習，能夠對大數字進行拼讀和識認；通過對話中涉及的人口增長報告注意到“人口增長過快”這個問題，并且了解造成該問題的原因；在第二單元的學習中，學生能夠根據文中涉及的城市及周邊地區的發展變化聯想到現實情況，從而將本模塊的話題具體化，深刻思考人口增長帶來的問題，這為本課的寫作任務做好話題上的準備。
學生通過前兩個模塊的學習已經掌握對于人口的表達方法，并且掌握相關重要詞匯、短語和句型來簡要描述人口過剩產生的后果，這為本模塊的寫作任務做好語言上的準備。
三、教學目標
1．語言知識目標：
1、能夠準確地識認和讀出某地的人口數，并且能夠在寫作中將其準確地表述出來；
2、能夠熟練運用increase, cause, solve, problem, pollution, huge, heavy, crowded等詞匯得體地描述人口增長帶來的問題及解決方案；
3、能夠正確并合理地使用連接詞so, because, but, and表述邏輯關系。
2．語言技能目標：
能夠描述人口與環境類的問題，并提出解決方案。
3. 情感目標：
了解目前世界面臨的人口問題，結合自己所在的城市及周邊地區的實際情況思考人口過剩、噪音、污染等問題及產生的后果，從而增強學生的全球意識和控制人口數量、保護環境的意識。
四、教學重點和難點
重點：通過分級寫作的方式讓學生能夠學會如何描述人口與環境類的問題，并提出解決方案。
難點：培養學生在英語寫作過程中邏輯思維的養成。
五、教學資源與工具設計
PPT課件，投屏軟件。
六、教學流程與設計意圖
Step 1 Lead in
Ask students to look at the pictures and answer the questions:
T: Have you ever met these situations
S:...
T: How did you feel when you met these situations
S:...
T: It’s very crowded, right What causes the situations
S:...
設計意圖：
利用聯系學生生活實際的圖片激發學生的興趣, 讓學生直觀感受人口過剩造成的擁堵局面；
2. 問題導入作為寫前預熱活動，增強學生的話題意識，為本課寫作任務做話題上的準備。
Step 2 Assign the task
T: Now, an American magazine is doing some research on this topic. Would you like to write a short passage for it
S:...
T: Great! I appreciate your passion! You are asked to answer the following questions.
What’s the population of your city Is it large or small
What are the problems caused by population increase
Do you have any good suggestions to solve these problems
Students read the questions.
T: So how many parts should be included in your passage
S:...
T: Excellent! It’s just like a hamburger which has three parts. So, what are you going to talk about in the introduction part
S:...
T: Great! What are you going to write for the body part
S:...
T: Wonderful! Then for the conclusion part, what are you going to talk about
S:...
設計意圖：
創設情境。以“雜志征稿”為契機為本次寫作創設真實情境，激發學生寫作熱情；
明確任務，討論主題。根據問題提示使學生明確本次寫作任務的主題和框架；
3. 確定要點。根據“漢堡”圖示幫助學生確定每部分的寫作要點。
Step 3 Pre-writing
T: You did a very good job! Now let me ask you such a question. Do you know what’s the population of Dalian
S:…
T: Nice try! Look at these two pictures and try to fill in the sentences with proper words.
Students look at the pictures and read.
In the 19th century, Dalian was just a small _______ with a _________population.
Now, Dalian is a ________city. It has a ___________ of about 6.98 million.
T: Great! Now if we want to join the two sentences together, which conjunction word should we put between them
S:...
T: You got it! Practise reading the sentence by yourselves.
Students practise and read.
T: OK! Now let’s move to the next part which is about the problems caused by population increase. Have a discussion with your partner and think about what problems the population increase has caused.
Students discuss and brainstorm.
(
environment
)板書：
(
traffic
)
(
Health problem
) (
Population increase
)
(
employment
) (
housing
)
T: There are so many problems caused by population increase. Today we are going to focus on three of them. Which three problems affect you most
S:...
T: We have exactly the same opinions. First let’s talk about the traffic problem. What are more and more on the roads
S:...
T: So, the traffic becomes ...
S:...
T: Great! Please practise making a sentence with the given phrases and conjunction words.
Students practise and read.
T: Now, let’s move to the next problem which is the environmental problem. Now, the environment is getting worse because there is more and more...
S:...
T: Right. Why is there so much pollution now
S: ...
T: You did a very good job! So try to make sentences according to the information in the table.
Students practise and read.
T: Now let’s move to the last problem. Do you think the places where you live in get crowded now？Why
S:...
T: OK! Great! As more the more people buy houses, the price of houses will also be....
S:...
T: Good! Now practise making sentences according to the given information.
Students practise and read.
T: Since we have so many problems, what do we have to do
S:...
T: Discuss with your group members. What advice can you give to solve the problems mentioned above
Students discuss and answer the question.
板書： Write down the key words.
設計意圖：
1. 通過看圖寫句的方式讓學生能夠掌握人口的表達方式，激活相關詞匯和句型信息；
2. 通過同伴討論和頭腦風暴，讓學生能夠發散思維，思考人口增長帶來的問題，為下文的寫作搜集素材；
3. 通過表格呈現，讓學生思路清晰，明確目的；通過連詞成句為寫作做好語言上的準備；
4. 利用連詞成段的方式提升學生的邏輯思維能力，讓學生能夠主動思考句和句之間的內在邏輯關系，培養學生的寫作能力。
5. 通過小組討論，探討解決問題的辦法，為寫作搜集素材，同時培養學生
自主探究能力和小組合作意識。
Step 4 Writing
T: Now it’s your turn to write this passage. Before you begin, please pay attention to the evaluation standard.
Teacher explains the evaluation standard in detail.
Students begin to write.
設計意圖：
在學生寫作前出示并講解評價標準，讓學生能夠有的放矢地去寫作。
Step 5 Post-writing
T: Look at one of your compositions on the screen. Let’s give comments on it according to the evaluation standard.
Teacher guides students to give comments on the composition.
T: Now, it’s your turn to give some comments on your partner’s composition.
Teacher asks students to do the peer evaluation and asks one pair to give a presentation.
設計意圖：
使學生領會教師對文章的點評，掌握評價作文的標準和方法，培養學生謀篇布局和選詞用詞的能力；
通過同伴互評，學習同伴的優點，并在點評過程中發現彼此的不足之處，讓學生對好的文章有更清晰的認識。
Step 6 Summary and homework:
We should protect the environment.
Revise the composition according to the partner’s comments.
設計意圖：
增強學生保護環境的意識，進行情感升華；
對寫作結構及語言運用再次回顧，提升寫作能力；
通過自改提高學生書面表達中的準確性，提高學生通過自己獨立思考解決問題的能力。

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