英语人教版八年级下册Reading Bus driver and Passeng.docx

初中英语阅读教学设计初二英语（下） Unit 1(Reading Bus driver and Passenger Save an Old Man 3a-3c) 德清新市初级中学 俞松英一 背景： “阅读课”在初中英语教学中是一个教学难点特别是农村英语，但也是一个重点。阅读一篇文章不是单纯的为回答几个问题进行，而是要利用所获的信息知识进行交流。而且面临着中考，课文中的知识和语法点如何把握好？二 教材分析:话题：本课时选择的是初二英语（下）Unit1 Whats the matter?中 Section A 中的Reading(3a-3c)。本课时围绕一则新闻,Bus driver and Passenger Save an Old Man.展开。既要让学生能掌握文中的知识和语法点，又要培养学生的听，说，读，写能力。同时教育学生要有助人为乐的精神。 Bus driver and Passenger Save an Old Man (3a-3c) Teaching Aims:Knowledge objectives:1. To learn new words and sentences: on the side of the road, shout for help, without thinking twice, get off, expect sb.to do sth., most or all of the passengers, to his surprise, agree to do sth., move. onto., thanks to, in time, right away, get into trouble The driver saw an old man lying on the side of the road.He got off and asked the woman what happened.But to his surprise ,they all agreed to go with his.Thanks to Mr. Wang and the passengers,the doctor saved the man in time. Ability objectives: 1. Students will improve their speaking skills when they are retelling the news. 2. Students will improve their reading skills while ticking the sign of “stop” 3. Students will improve their writing skills while writing the news Moral education: Encourage students help others.Teaching difficulties:1. Students may have difficulties in retelling and writing.Teaching methods:1. listening, speaking, writing, group workTeaching aids: PPTTeaching setting: The students sit in groups. Teaching proceduresStep 1 Warming-up activities(1) Free talkDraw a newspaper on the blackboard.T: Whats this? S: A newspaperT:What can we know from the newspaper?S: Some pieces of news.Write down the date of “3.05” on the newspaper.T: When you see the date of “3.05”, who will you think of?S: “Lei Feng”.He is helpful.T: Yeah, he always helps others who are in trouble. Do you want to be a person like him? Why?/Why not?设计思路：与学生聊一些生活中的事物（报纸，新闻，雷锋），为今天所学的reading 有了方向。学生马上就知道要所学的内容。最后一个话题是点开这课的情感教育。(2) Guessing T: Although Lei Feng was dead,the people who are like him are always around us. Q: Where was the old man at last?设计思路：呈现文中的图片和标题，让学生猜猜。有了之前的聊天和所给的信息，相信学生应该能马上猜出来。过渡到下一步的阅读很自然了。Step 2 Reading (1) Scanning 1 Ask students read it fast check the things that happened in the story (3b)设计思路：让学生快速浏览，完成书上任务的同时也了解课文的大意。培养起快速阅读的能力。找关键句和词。(二)Careful reading1 Find out the key phrases. 在路边 大声呼救不加思考 下车期待某人做某事 大部分或所有乘客让他吃惊 同意做某事把朝移动多亏 及时立即，马上 陷入麻烦设计思路： 让学生细细阅读找出文中的生词和词语。人个理解是绝对不能不讲的，因为学生毕竟要面临中考，文中出现的知识点还是要考的。中考去掉了单选，增加了词汇和语法的同时运用。(3) Intensive Reading：（拓展）1 Work in groups and finish the task.2 Ask the students retell the news.设计思路： 进一步有目的的读，让学生通过新闻所包含的要素（when, where,who,what, why,）让学生更好的了解课文的细节，通过小组学习，培养了学生的合作精神，让基础差的学生参与进去。简单的可以让他们去完成。对于复述，是小组的共同产物的体现，让组里较好学生进行汇报。锻炼胆量又能提高口语和自信。Step 3 After reading （拓展）(1) listen and tick the sign of“stop”(2) Reading together设计思路：让学一边听一边标停顿，让学生注重句子的结构，不要读破句。培养语感。（个人觉得语感还是挺重要的）。对于阅读和写作还是有一定的帮助。Step 4 Discuss（拓展）Q: If you see a person who are in trouble in public places, will you help him/her? Why or why not?设计思路：把全班分两组，一组是Yes，一组是No。这话题其实也比较敏感，在课堂上先抛开束缚，用所学的语言给出各自的观点。最后老师总结，在帮助别人的同时也要学会保护自己。情感教育的提升。Step 5 Homework1 Do workbook2 Write a piece of news 设计思路：写一则新闻是在完成基本作业的同时对学生的拔高，让学生知道如何去报道一则新闻。培养学生的写作能力。Blackboard Design1 on the side of the road2 shout for help3 without thi