英语人教版八年级下册Unit8SectionA(3a-3c).doc

八年级英语下册unit8 SectionA 3a3C教学设计 (Have you read Treasure Island yet?Reading )一、教学目标 1. 学生能够了解鲁滨逊漂流记的相关知识，如故事情节和人物心理刻画等。2. 学生能够学会正确使用文本中的重点词汇表达，如mark，towards, land, tool, sand等。3. 学生能够找出现在完成时态的目标句型并加以整理、归纳并自然运用到课文故事的复述中去。二、 学习策略：1. 认知策略：学生能够利用已有知识谈论并进一步理解文本。对于文本的深层次理解，本文刻画了一个怎样的人物（鲁滨逊）2. 资源策略：学生能够利用相关文学书籍拓展话题。三、重点难点 1.初步了解此文学作品的主要内容和体验感悟作者对于鲁滨逊人物的刻画。2.理解现在完成时对已经发生的事件的描述，并体现其对现在的影响，而不是强调事件发生在过去。四、教学过程 1.说一说（与老师问答有关鲁滨逊漂流记这本书）Whos the writer of the book?Who is the main character in the book?Can you say something about Robinson?What do you think of Robinson?设计意图：设计的前两个预习任务分别检测了学生对于本课的重要单词短语和现在完成时态结构句子的预习情况，第三个任务检测了学生对于本文学著作的了解情况。2创设情境，感受语言 1.Ask two questions:Q1:If you are going to one of the unknown islands one day, what three things do you want to take with you most?Q2: If you find some marks of another mans feet on the sand, how will you feel?设计意图：引入了一个网上颇为流行的荒岛生存游戏，如果你去一个荒岛，只能带三样东西，你会选择什么？选择这个问题的目的在与一是为了激起学生的思维积极性，二是为了引导学生对于荒岛求就生话题有所认识和思考，为下一步学习鲁滨逊漂流记做好一定的铺垫。3呈现任务，多维操练 Fast reading: Read the passage based on Robinson Crusoe. Then answer the questions.（3a）1)What does Robinson Crusoe wait for?2)Why does Robinson Crusoe call the man Friday?设计意图：引导学生采用快速读（结合略读）的阅读策略来让学生对于文章有个整体上的了解和认识。Paragraph1:the change of Robinsons feelings: Hopeless-with some hope-hopelessAsk the students to find out the sentences in the passages according to the feelings.设计意图：深入解读文本，利用主人公感情上的变化，让学生在阅读中找出能合适描述鲁滨逊心理变化的句子。在使学生对文章有了进一步地了解的同时，也感受到了鲁滨逊苦难面前永不放弃的精神。paragraph2:the change of time: a few week ago-not long after thatnow(what I did)设计意图：时间轴的设计让学生通过几个重要的时间节点认识到了故事的发展历程，对于文章信息的归纳梳理，一目了然。合作探究，互助释疑 1.Retell paragraph2 in groups.2. Fill in the blanks.When he first _ on this island, I had _. But he has _ the ship and _ a small boat. Hes _ back many things I can usefood and drink, _, knives and _. Although he has_ everything, He has not lost his _. So he will not _ and he will wait for _ ship. He _already _ down trees and _ a house. He goes out _his gun _ everyday to kill animals and birds for food. Hes even learning to _ fruit and vegetables.A few weeks ago, he found the _of another mans feet on the _.Not long after that, he saw some _trying to kill two men from a _ ship._ _ them died but the other ran _ his house. He saved the man and _ him Friday because that was the day he _ him.设计意图：通过阅读学生已经对于鲁滨逊故事有了一定了解，在此基础上以第三人称对于段落大意的归纳用填空单词的形式能进一步内化文章信息，起到巩固的作用。3.What do you think of Robinson now?How can you get it? What can you learn from him?设计意图：让学生在学完整篇文章后再次谈论之前布置的预习作业，谈谈鲁滨逊是怎么一个人，在人物性格的了解和认识上有何不同，前后呼应，拓展主题。选取鲁滨逊的一句话来作为自己的座右铭，或是在原句上进行改变。Although I have lost_, I have not lost_Although I have_, I have not _.设计意图：最后的任务是通过学生创造一句座右铭来总结自己的所得，既能训练学生正确使用现在完成时，又能从深层次上去引导学生阅读，在脑中刻画一个个生动的人物，并根据自己的理解学到若干人生品质和精神。课堂小结合作交流 Group work: 分析总结现在