【文档说明】《Unit 3 Electricity》教学设计1-八年级下册英语【牛津上海版】.docx，共(2)页，17.873 KB，由小喜鸽上传

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Let’sSaveElectricityOxfordEnglish8BUnit3Electricity--MorePracticeandWritingTeachingobjectives:Bytheendofthelesson,t

hestudentsareexpectedtobeableto:1.thinkaboutwhyandhowtosaveelectricitywiththeguideoftheteacherbasedonwhatthey‘ve

learntinUnit32.writeacompositionaboutLet’ssaveelectricitywiththreeparts—beginning,bodyandendingbasedon‗Electricityworkseverywhere‘asst

ructureandwhatthey‘vediscussedinclassascontent3.applythesentencepattern―Withoutelectricity,…would/wouldnot…‖andmodalverbs

like―can/can‘t,should/shouldn‘t,must/mustn‘tdo…‖4.revisethearticleaccordingtothechecklistgivenbytheteacherKeypoi

nts:TosticktothetopicandthebasicstructureofacompositionLearningdifficulties:TowritethearticlecoveringallthegivenrequirementsTeac

hingprocedure:StagesLearningactivitiesPurposesWarm-up1.Watchavideoclipandanswersomequestions2.Completethetitleforthetex

tElectricityworkseverywhere1.toengagestudentsintheclass2.toleadinthetopicofthetextPrewriting1.Understandthefunc

tionsandfeaturesofthebasicstructureofacompositionwhichcontainsthreeparts‗Beginning+Body+Ending‘referringtothetextofU3MorePracticeElect

ricityworkseverywhere2.Answermorequestionsaboutthevideoclipandcompletethetitle‗Let’ssaveelectricity‘ofthearticletobewritt

en3.Chooseabetterbeginningforthetopicandgivethereasons4.Thinkaboutwhatquestionscanbeaskedtodevelopthe―body‖andchoosetherelevantto

picsentenceforeachquestion5.ThinkofsupportingdetailsforthebodypartQ1:Whyshouldwesaveelectricity?–frombothpositivean

dnegativesidesthinkofsomepositiveadjectivestodescribeelectricityandgiveexamplesdiscusswhatwouldhappen

withoutelectricityusingthesentencepattern―Withoutelectricity,…would/wouldn‘t…‖basedontheexamplesinU3MorePracticeElectricityworks1.tomakeafoundat

ionfortheapplicationofthestructureinthe‗writing‘stage2.toleadinthetopicofwriting3.toteachstudentshow

towritethe‗beginning‘partforthistopic4.toguidestudentstothinkabouthowtodevelopthetopicinthe‗body‘partintwoaspects—whyandhow5.tolead

studentstoreviewwhatthey‘velearntaboutelectricityinU3ascontent(supportingdetails)inthe‗writing‘stage4.toconsolidatestudents‘learningoftheimpor

tantlanguagepointsandmodalverbsinU3aslanguagematerialintheeverywhereandpersonalexperiencesQ2:Howcanwesaveelect

ricity?answer‗Inwhichsituationsdowewasteelectricityinourdailylife?‘discusshowtosaveelectricityreflectingonthe

caseswherewewasteelectricitybyusingmodalverbslike―can/can‘t,should/shouldn‘t,must/mustn‘t…‖6.Choosethebestexamplefortheendingpartandgivereason

s‗writing‘stage5.toextendstudents‘vocabularyrelatedto‗savingelectricity‘6.toteachstudentshowtowritethe―ending‖partforthistopicWritingW

riteacompositiononthetopic‗Let‘ssaveelectricity‘1)sticktothetopicandthebasicstructure2)use―Withoutelectricity,…would/w

ouldnot…‖andmodalverbslike‗can/can‘t,should/shouldn‘t,must/mustn‘tdo…‘toletstudentsapplywhatthey‘velearnt

inthisclassinaspectsofstructure,contentandlanguagePost-writing1.Sharesomecompositions2.Revisethearticl

esaccordingtothechecklist1.toinstructstudentstorevisearticlestoraisetheirawarenessofproofreadingafterwriting2.tohelpstudentsreviewthekeyelementst

obeconsideredwhenwritingacompositionHomeworkRevisethearticleaccordingtothechecklistandimproveit.*Leav

emarksofediting.toletstudentsconsolidateandinternalizewhatthey‘velearntinthisclassbyworkingontheirown