《8BUnit6Acharitywalk》Period7Pronunciation&MainTaskTitle(课题)Pronunciation&MainTaskType(课型)新授课Period(课时)7Supportingtheories(理论支持)1.多元智能理论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。运用多元情境化教学策略，将英语课的导入多样化，使教学内容很快就调动起学生的多种智能，引发学生的思考，实现了“把学习时间和学习过程还给学生”，让学生在探索和合作中获得知识，促进英语学习。2.任务型教学(Task-basedApproach)是指教师通过引导语言学习者在课堂上完成任务来进行的教学。其优点是：a.在完成任务的过程中，将语言知识和语言技能结合起来，有助于培养学生综合的语言运用能力。b.促进学生积极参与语言交流活动，启发想像力和创造性思维，有利于发挥学生的主体性作用。c.在任务型教学中有大量的小组或双人活动，每个人都有自己的任务要完成，可以更好地面向全体学生进行教学。d.活动内容涉及面广，信息量大，有助于拓宽学生的知识面。e.在活动中学习知识，培养人际交往、思考、决策和应变能力，有利于学生的全面发展。Aims&demands(教学目标)能力目标1.Toreadthesoundcorrectly2.Todescribespecificdetailsaboutaneventandorganizelanguageandinformationtocreateawebpage.情感目标ToencouragestudentstoshowlovetothoseinneedKeypoints&difficulties(教学重、难点)1.Torecognizethedifferencebetweenthe/w/soundandthe/v/soundandpronouncethemcorrectly2.Tocompleteaflowchartandawebpagearticleaboutacharityevent.3.Todrawoutthemainlineoftheevent.TeachingMethods(教学方法)Task-basedapproachTeachingAids:课前准备（教具、活动准备等）1.TrytoreadtheflowchartofthisperiodandtrytofillintheblanksonPage1062.Arecorderandsomepictures.教学设计课前延伸1.Trytoreadthewordsandphrasesofthisperiodaccordingtothesounds2.Listentothecontentsinthisperiodforseveraltimes3.TrytoreadtheflowchartofthisperiodandtrytofillintheblanksonPage106养成自学习惯，培养自学能力TeachingPlan(授课计划)StudyingPlan(学习计划)Aims(设计意图)StepⅠWarmupDoingwarm-upactivityLookandreadthetonguetwistersonthe通过热身，看，读绕口令为语课内探究学board.●Whilewewerewalking,wewerewatchingwindowwasherswashWilliam’swindowswithwarmwashingwater.●WhichwatchesareSwisswatches?●Whichwitchwishedwhichwickedwish?●VincentvisitsEvaeveryWednesday.●WhowashedWilliam’swhitewoolenunderwearwhenWilliam’swasherwomanwentwest?●‘Television’isawordwithfivewords.音的学习做铺垫，同时激发学生兴趣。.StepIIPresentation1.Nowgooverthetwisterstofind/w/and/v/soundsinthesentences.2.Whenwemakethe/w/sound,weshouldpushourlipsforwardandmakeourmouthsrounded.3Whenwemakethe/v/sound,weshouldtouchourtopteethtoourbottomlipsandourthroats.4.LookatmeandtrytosaythesesoundsasIdo.巧用学生喜爱的绕口令导入新课，能给学生很好的朗读氛围，让每个学生都开口，进入到本课的学习气氛当中来。导StepⅢPracticeListeningandrepeatingForPartAandPartB.(1).Listentotherecording.(2).Repeatthewords,makingsureyoupronouncethe/w/and/v/soundscorrectlyineachone.ForPartC(1).Lookatthewordsfirst,andthenlistentotherecordingpayingattentiontoboththe/w/andthe/v/sounds.(2).Repeatthewords.(3).Workinparis.Askafewstudentstosaythepairsofwordstotheclass.ForPartDPlaytherecordingforPartDandaskthestudentstoreadaloudatthesametime.1.通过听，读PartA，PartB训练学生读音标的能力。适时进行过程性评价。2整个教学过程采用探索的形式进行，引导学生主动找出其发音的区别。3.让学生在反复朗读的过程中复习，巩固其发音，并逐步熟悉直至掌握。练StepIVProductionDoingadditionalexercisesPutthewordsbelowintothecorrectcolumnsinthetable,accordingtowhethertheycontaina/w/soundora/v/sound.always,warn,video,believe,n...
