江苏省泰州市沈毅中学八年级英语上册 Unit 7 Seasons说课稿 （新版）牛津版.doc

unit 7 seasonsreading (1) 说课稿一、说教材（一）教材的地位和作用1. 教学内容分析a poem about the seasons是牛津译林版初中英语8a unit7 seasons reading第一课时。这是一篇有关四季的优美诗歌，学生在阅读中对季节和天气有一个整体的认知，具备基本的季节变化常识。学生通过细细品读诗歌的韵律，从中感受到季节的美和大自然的奇妙，从而引导他们爱护自然，保护环境。2. 教学重、难点教学重点：掌握描述四季特征的词汇和运用句型表达在不同季节所做的事情。教学难点：用正确的语音、语调朗诵诗歌；运用季节、天气词汇进行日常交际对话。 八年级学生已经具备了单词认读、拼写和一定的阅读能力。在本课之前，学生已经学习了季节的单词并且能用简单的短语、句子说出在相关季节所做的事情。（二）教学目标1. 知识目标 掌握有关四季气候和特征的词汇、短语、句型。 掌握单词：shower, upon, temperature, steam, harvest, drop, rise, shade 掌握短语：be full of, fly far away, forget to grow, turn brown 掌握句型：what a perfect time to fly a kite! farmers work to harvest crops, as the days are shorter and the temperature drops. 熟练吟诵诗歌，把握诗歌节奏，能找出诗歌中押韵的单词。 2. 能力目标 灵活运用句型表述自己在不同季节所做的事情。 读懂四季小诗，了解四季的变化。 通过“互动型”教学途径，培养学生的创新精神和将所学的英语运用于日常交际的能力，培养学生的语言能力和自主学习的能力。 3. 情感目标 在教学中恰当的渗透保护地球的意识，让学生意识到保护大自然的重要性，并能付诸于行动。二、教学策略 本单元的主题是谈论季节的变化特征及不同的季节所做的事情，让学生意识到爱护大自然的重要性。教学内容贴近学生实际生活，能激起学生的兴趣。通过多媒体课件为学生创设更多的语言环境，激发学生主动参与的欲望。在课堂教学中巧妙运用教学艺术，使学生在轻松愉快的环境中实现更多的信息交流，让学生在做中学，在做中练，在做中巩固，从而有效地提高课堂教学效益。 阅读设计思路:快读(fast reading)-精读(intensive reading)-操练(practising)-巩固(consolidation)三、学习策略1. 课前朗读短文，了解四季的一些信息。2. 通过老师的各种教学活动，积极参与其中，在学习过程中建构知识，提高语言运用能力。通过感知、体验、实践、参与和合作探究等方式养成良好的阅读习惯，提高阅读能力。3. 课后积极运用所学英语进行实际表达和交流，为本单元后面知识学习巩固好基础。四、教学过程(teaching procedures)step1 greetingsstep2 warming-up1. enjoy the song “whats your favourite season?”(设计意图：欣赏并合唱有关季节的英文歌曲，不但渲染了课堂气氛，营造了英语学习氛围，还使学生快速、轻松地进入角色。)2. ask and answer in pairs.what is the weather like today?which season is it now?whats your favourite season? why? /which season do you like best? why do you like best?（设计意图：用学生熟知的话题导入，能引起学生共鸣，吸引学生的主动参与和积极思索。）step3 presentation1. show the pictures of four seasons to the students. get the students to enjoy the beauty of each season and learn some new words.（设计意图：教师边显示出屏幕上的相关图片，边讲解，并通过图片来进行单词、词组的教学，同时把这些词汇写在黑板上，带领学生朗读这些词汇。用图片导入生词，图文并茂，形象直观，学生记住了生词和情景，为接下来的阅读做好了准备。）step 4 pre-reading1. listen and complete part b2 on page832. let the students say out the season of each picture, and then describe each season with complete sentences like this:(1) its spring. what a perfect time to fly a kite! bees and butterflies play among flowers.(2) its autumn. brown leaves fall on the ground.farmers harvest crops.(3) its winter. winter days are full of snow.birds fly far away.(4) its summer. there are quiet streams,trees and shade. we can eat ice cream.（设计意图：图片和文字配对，使学生对四季明显特点有初步认识，为后面体会诗歌的韵律美体会作铺垫。）step 5 while-readingtask 1 skimminglet the students read the poem quickly and silently and answer a question：whats the poem about?（设计意图：用快速阅读来培养学生整体获取信息的能力，培养学生快速阅读能力。）task 2 scanningpresent the following questions and help them understand the poem.please read the first paragraph and answer：(1) what can we see in winter?(2) can trees and flowers grow in winter?(3) why do the birds fly far away?please read the second paragraph and answer：(1) what can we do in spring?(2) what do bees and butterflies do in spring?please read the third paragraph and answer：(1) what can we do in summer?(2) where can we often play in summer?please read the fourth paragraph and answer：(1) what can we see piles of autmn leaves?(2) what are the farmers busy doing in autumn?（设计意图：阅读的目的不是欣赏，更重要的是获取信息并利用信息解决问题。将任务与阅读相结合，使阅读有了新的意义。设置了大量问题，检测了学生对文章细节的理解，培养学生合作学习的能力。）task 3 read the poem again and find the rhyming words. and finish partb1 on page83.（设计意图：通过朗读，感知诗歌的韵律美。）task 4 read again and then discuss and find the sentences in which the writer uses personification.(1) winter: trees and flowers forget to grow.(2) spring: bees and butterflies play among the flowers. they hide from the april showers.（设计意图：阅读教学不能停留在表面，要做到点面结合，形式和内容结合，不但从面上指导学生运用阅读策略，培养学生自主学习能力，还要从点上指导学生归纳、整理和总结有用的信息，培养学生自学能力和可持续发展能力。）task 5 read again and circle the words and phrases you dont understand.（设计意图：通过教师教学方式的转变引导学生学习方式的转变，突出学生主体，让学生主动思维，发展修改，拓展视野。）step 6 post-reading1. repeat the poem after the tape. pay attention to the pronunciation and intonation. finish part b3 & b4 on page84（设计意图：用已知信息来补充缺失信息，使文章完整，培养学生探究新事物的能力。）2. read the poem together and express your feelings about each season.3. divide the students into four groups. each group will read one of the seasons.（设计意图：培养学生整体获取信息的能力，同时听录音并跟读，让学生养成模仿磁带朗读的习惯，有助于形成正确的语音、语调、形成语感。培养学生的口语表达能力和精读能力。）step 7 activityactivity1 complete a poem about happy lifehappy poem, happy lifei try to do my best each day,in my work and in my _ play_.if i always do my _best_ ,i neednt worry about the test.if i exercise more,ill be healthier than _before_.the world is so lovely,we should enjoy the life _happily_.activity2 to be a poetry builderline1: favourite seasonline2: type of person +activity +place (present continuous tense)e.g. an english rose is walking under an umbrella in the streetline3: a sound e.g. a cat is miaowing.line4: time of day +weather e.g. its midnight. and its rainy.line5: a question e.g. is there anyone missing me?(设计意图：学生以小组为单位，充分体现新课程自主探究、合作交流的学习方式，促使学生互相学习，互相帮助，发展合作精神。并且开拓学生创造性，充分了解诗歌创编要求：押韵、连贯、优美。)step 8 summarytoday we learned a poem about the seasons. the four seasons are beautiful. we can do different things in different seasons. nature is full of pleasure and beauty. we should love and protect the nature. we should pr