英语人教版八年级下册Unit5 Section A Reading 教学设计.doc

教学设计基本信息名称unit5 What were you doing when the rainstorm came? (section A 3a Reading)执教者徐晶课时1所属教材目录人教版新目标八年级英语下册unit5 What were you doing when the rainstorm came? (section A 3a)教材分析本课时位于人教版新目标go for it 八年级英语下册第五单元，是本单元Section A中的小阅读。本单元主要学习过去进行时，围绕过去某一时刻正在发生的事情展开，而Section A中的小阅读就是围绕暴风雨来临时的活动展开的。虽是阅读课，但这一内容贴近生活,学生兴趣较浓,为学生交际能力和综合运用语言能力的提高打下了基础。学情分析八年级的学生已经有了一定的英语基础，有能力阅读稍长一些的文章，大部分学生能够独立完成阅读任务，并且积极和其他学生进行交流与探讨。他们已经深知阅读的重要性，理解我们一直坚持的阅读课的基本模式。但是，八年级存在着两极分化现象，有个别学生由于负积累较多，独立阅读整篇文章并完成相应的练习题对于他们来说还是比较困难的。教学目标知识目标(1)学习和掌握本课时出现的单词以及在具体语境中的运用，例如：light，match，window等。(2)能够读懂3a的短文，并完成相应的阅读理解题。能力目标 通过阅读短文，训练学生对短文的阅读和理解以及从文中寻找关键信息的能力。情感目标在阅读短文的过程中，体会在灾难面前人们会团结起来的人性之美， 并且树立团结协作、乐于助人的意识。教学重难点重点 1.根据所学单词和表达完成短文填空；2.读懂3a的短文，并完成相应的阅读理解题。难点 读懂3a的短文，并完成相应的阅读理解题。教学策略与 设计说明1.采用和运用了“1+X”的教学模式，前置性学习与课上导学相结合，前置性学习需要在正课的前一天晚上完成，老师进行检查反馈，正课的前几分钟以小组合作的方式解决前置性学习中出现的问题并进行讲解展示。2.紧扣单词，尤其是对于阅读课而言，更是要过单词关，并且我们现在一直在提倡把单词放进具体的语境中进行学习和考察。我的第一部分，也就是前置性学习部分，扣住了单词，并且把它放进了短文中考察。3.阅读与听力结合。阅读课以听力为导入，听两遍，在听的过程中感知文章，在核对答案的过程中再次感知文章，这样在正式做阅读题之前学生就已经接触三遍文章了，对文章也会相对熟悉。4.在题目的设置上，由浅及深，由简及难，题与题之间有一定的梯度，学生在做题的过程中也是由简及难，体现了一定的过渡性。5.独立学习与小组合作相结合。阅读题需要学生独立完成，完成之后放进小组内进行交流，在交流的过程中，小组成员都要动起来，全员参与。小组内统一答案之后，推选出一个代表来展示答案，当然，展示者的答案代表的是本组的想法。教学过程教学环节（注明每个环节预设的时间）教师活动学生活动设计意图 Warming up and revision(Lead-in) 前置性学习 PresentationCheck（达标检测）1. Ask all students to read the words in this unit loudly.Each word is read twice.1.Ask students to work in groups and talk about the answers.（在小组长的带领下让学生人人参与，组内核对答案）The teacher moves around in classroom and give help in groups if necessary.2.Then ask one group to share the answers and explain the answer in the front of the classroom.（站台展示，说出答案和原因）1.Listening: Ask students to look at the leading paper, ask them to read the passage quickly and make a prediction before listening.Then play the radio twice.Finally, ask them to open the book and check the answers by themselves.(English book: P35 3a)2. Ask students to read the passage, and then finish the “Step 1: Choose and judge“. While doing this, ask them to underline the key sentences on the paper. Then, ask students to talk about the answers in groups.Finally, ask two groups to show the answers in the front of the classroom.Ask others to listen carefully and correct the answers if they have something wrong.3. Ask students to read the passage again, and then finish the “Step 2: Answer the questions“. While doing this, ask them to underline the key sentences on the paper. Then, ask students to talk about the answers in groups.Finally, ask one group to show the answers in the front of the classroom.Ask others to listen carefully and correct the answers if they have something wrong.4.We have read the passage five times, now, can you finish the “Step 3: Finish the sentences“ and “Step 4: Translate“ by yourselves? Please try, I believe you can do it!Then, ask students to talk about the answers in groups.Finally, ask two groups to show the answers in the front of the classroom.Ask others to listen carefully and correct the answers if they have something wrong.5. After reading, we will have a thinking : Ask them to underline the topic sentence in the passage. Then ask one student to say the answer.Then, think: What could you learn after reading the passage?Give them a minute to think, then ask three students to share their ideas in class. The teacher adds: I think we should help each other, not only in life, but also in studies, understand?Ask them to finish the exercises on the leading paper.1.All students read the words in this unit loudly.Each word is read twice.1.Work in groups and talk about the answers.Everyone should be active. They can correct the answers in groups.2. One group shows the answers in class.1.Listening: look at the leading paper, read the passage quickly and make a prediction before listening.Then listen to the radio.Finally, open the book and check the answers by themselves.(English book: P35 3a)2.Read the passage, and then finish the “Step 1: Choose and judge“. While doing this, underline the key sentences on the paper. Then, talk about the answers in groups.Finally, two groups show the answers in the front of the classroom.Others listen carefully and correct the answers if they have something wrong.3.Read the passage again, and then finish the “Step 2: Answer the questions“. While doing this, underline the key sentences on the paper. Then, talk about the answers in groups.Finally,one group show the answers in the front of the classroom.Others listen carefully and correct the answers if they have something wrong.4. We have read the passage five times, now, finish the “Step 3: Finish the sentences“ and “Step 4: Translate“ by themselves. Then, talk about the answers in groups.Finally, two groups show the answers in the front of the classroom.Ask Others listen carefully and correct the answers if they have something wrong.5 After reading, have a thinking : underline the topic sentence in the passage. Then one student say the answer.Then, think: What could you learn after reading the passage?They have a minute to think, then three students share their ideas in class. Finally, listen to the teacher carefully.Finish the exercises on the leading paper.大声齐读单词，尽快进入学习氛围，同时，在读的过程中复习单词。前置性学习前一天已经做完，把单词放进短文考察，再次过单词关，也为正文阅读扫清单词障碍。阅读以听力为导入，听读结合，听两遍自己核对一遍答案，实际已经读了三遍了。阅读题由简到难，逐层递进，做的时候独立完成，画出关键信息，做完以后小组讨论，发挥小组的智慧，然后找小组去多媒体展台进行讲解。每个题型都是以小组的方式解决。读完思考，这也是本课时的情感目标。这是对本课时教学的反馈。课堂小结本节课主要是学习本单元的小阅读，希望同学们能够掌握本课时的词汇以及做阅读题的技巧，另外，我也希望大家能从阅读材料中明白“We should help each other, not only in life, but also in studies”的道理。布置作业上交导学案，老师检查达标检测