牛津8AUnit3Reading教学案例设计.doc

牛津初中英语8A教学案例设计Unit3 Reading()一、教学内容：四会内容 1、词汇：mom、beginning、coach、traffic、sky、 model、metal、inside、whole、interest 、real 、song、Internet、main、stomach 2、词组：invitetoat the beginningget on a coach a lot of trafficfeel sickbe made of metalplaces of interest 3、句型：The trip from kittys school took about two hours by coach. Kitty and I did not feel sick any more. The model pyramids looked just like the real ones in Egypt. When I saw them, I couldnt believe my eyes. Kittys classmate Daniel taught himself how to make a home page. He put his photos on it for everyone to look at.其他内容 1、词汇：highway pyramid parade movement 2、词组：on the highway not any more enjoy oneself the whole world from all over the world on the Internet home page二、分析处理与设计思路1、教材分析与处理：此部分“Around the world in a day”向学生介绍私人信件的书写方式，信中用非正式的语言描述了Linda 去北京世界公园旅游的一次经历，并表达了旅游之后的感受。文章内容非常贴近学生生活，很容易引起学生共鸣，激发学生的学习兴趣。学生在较为真实的情境中学习语言，不仅能培养实际语言的综合运用能力，而且学得快乐，学得主动，能充分地展示其情感态度和价值观。2、教学对象分析: 通过阶段的学习，学生已掌握了一些词汇、句型等，能进行简单的对话；已具备一定的阅读理解能力和阅读技巧；而且这一年龄段的学生（尤其是初二学生）很乐于表现自己，在小组活动中也能积极与他人合作，相互帮助，共同完成学习任务。3、设计思路:首先，是自主学习法。在本节课主要体现在学生看图讨论、做听力、通过对话操练句型等环节中。其次，是合作交流法，主要体现在与搭档讨论、小组讨论、表演对话等环节中。再次，是点拨拓展。点拨拓展是本节课的设计重点。最后，是达标检测。通过达标检测向课后延伸，以节省课堂时间。三、教学目标1、知识目标：1）、读懂文章，了解此次游玩的基本情况2）、复习和拓展有关世界名胜的知识。3）、学会用正确的形容词描述旅游的感受2、能力目标：1）、能了解文章总体意思，掌握快速浏览查找细节的快速阅读技巧； 2）、能运用所学句型就有关中心话题与他人进行交流；3、情感目标： 1）、了解世界各地的名胜，增强地理学科的学习； 2）、培养良好的学习习惯与生活习惯； 3）、培养他们的爱心：爱祖国，爱社会，爱他人，爱自然。四、重点难点1、培养学生的阅读理解能力和快速阅读技巧；2、使学生能够与他人就有关话题用英语进行交流。五、教学环节设计Step 1：复习导入，明确学习目标.1） Show some places of interest复习上节课学习过的旅游名称的英文说法。T: Lets enjoy some places of interest.Ss: （让学生欣赏图片，复习上节课重点）2） Let the students discuss. T: There are many places of interest in China as well as in other parts of the world. Which place/city do you most want to go? Why?Ss：（学生讨论，自由回答.） (设计目的：既巩固了前一节课的知识，又了解世界各地的名胜，激发了学生的兴趣和求知欲望，为下面的学习做铺垫。)Step 2： Create plots and scenes to guide the new lesson and show some new words.创设情境、导入新课，并展示本课部分生词，让生自主学习。1) 教师就出游计划向学生提问：(1) Where are you going during the holiday(2) Which city are you going to?(3) Why do you want to go there?(4) How do you plan to get there? ( 设计目的：让学生自由回答，给学生无限遐想的空间，学生能建立初步的自信心，积极参与课堂内外的各项活动) 2） 呈现几幅世界名胜古迹图片，询问学生：(1) Have you ever been to foreign countries?(2) Do you know these places of interest in the world? What are they?(3) Can you travel around the world to see a hundred places of interest from all over the world in a day?(设计目的：用图片导入新课并设置了情景并导入了生词，新颖并激发了学生的好奇心，让学生自然想到本课可能要学的内容。且拉近了与学生的距离，落实了本课的情感目标)接着教师向学生介绍自己的计划：Id like to go to the World Park in Beijing. There are models of over a hundred places of interest from all over the world. We can see the Eiffel Tower, the pyramids and the Golden Gate Bridge in the park. They look just like the real ones. So I can travel around the world in a day. What an amazing day it will be! 教师将重点词汇呈现在黑板上，并带领学生朗读，确保学生掌握发音和含义。（设计目的: 初步呈现本课时的四会词汇, 并运用与中心话题有关的重点短语与句型向学生展示。为了下面学生能运用所学句型就有关中心话题与他人进行交流打下基础.落实了本课的能力目标和知识目标）3）教师给出一些单词、短语及其释义，让学生根据理解对应连接。coach not interestingboring a bus for taking people on long tripsa lot of traffic not feel wellhighway in the end feel sick a main road between citiesat the beginning (反) lots of cars, buses, and trucks on roads （设计目的: 能掌握本课时的四会词汇并加以运用，落实了本课的能力目标和知识目标）Step3：小组合作交流，完成任务1、向学生介绍：Linda went to the World Park in Beijing with the Class 1, Grade 8 students. She wrote a letter to her mother. Do you want to know what she did and what she saw there? 通过提问激发学生的好奇心和求知欲。 2、教师向学生提一个问题：How did Linda feel about the visit to the World Park?计学生带着这个问题快速阅读第一段，并获取信息：She had a great time thereIt was a great day but she didnt enjoy it at the beginning3、教师为学生播放录音，要求他们边听边完成课本43页C1部分的判断正误练习(1)、 It took half an hour to get to the World Park from school. F(2)、We went to the World Park by coach from Sunshine Town. F(3)、We cook see the model pyramids from the coach. F(4)、There are models of many places of interest there. T (5)、 The model pyramids looked just like the real ones in the USA. F (6)、The model Eiffel Tower is a tall stone building. F (7)、Daniel made a special home page for the trip. F （设计目的：听和读都是学生获取信息的有效途径,通过让学生边听边读(默读)可以培养其快速阅读的能力；通过有目的地听和读，让学生在了解课文大意的同时掌握课文中一些细节性的内容，体现了学生自主学习的能力。）4. 通过不同的方式分段阅读，小组讨论完成学习任务.Task 1: Read Para 2-3 carefully and try to the right answer.(1)How long was the journey? A. About one hourB. About two hoursC. About three hours (2)they became very excited when they saw from the coach. A. the Eiffel Tower B. The pyramids. C. the golden gate. （让学生仔细阅读第1-3段，可与同伴讨论）Task 2: Read P4-6 and answer questions.1. How many places of interest are there in the World Park?2. What did Linda think of the song and dance parade?3. Who wanted to join in the dancing?4. Where can you see real pyramids?5. Which places of interest did they see?Ss：（让学生仔细阅读第三段填写空格，在书中划出答案）Task3 : Read Para7 with partners and fill in blanks.Lindas mom can see . Daniel how to .He put his photo on it .Ss：（让学生仔细阅读第七段填写空格，可在书中划出答案）(设计目的：让学生分段阅读完成任务，降低了阅读难度，让学生更好地了解了课文细节，,通过不同的阅读方式及不同的题型，活跃了课堂气氛，培养了让学生的阅读能力，同时，也体现了学生间的合作交流。)5教师把学生分成6 教师把学生分成五大组，呈现表格，给每组的各个学生安排一个部分，让他们描述Linda当天在不同地点所见到的人或物及不同阶段感受的形容词。 (1)PlaceLinda sawat the school gateKitty, Mr Wu, the students , a coachon the city roadsa lot of trafficat the gate of the World Parkblue sky, the Eiffel Towerin the parkover 100 places of interest, the pyramids, the Golden Gate Bridge, the song and dance parade(2) Lindas feeling:At the beginning: Bored; sickAt the gate of the world park: excited In the end: amazed(设计目的：小组合作交流，进一步有目的地读，可以让学生更好地了解课文细节，同时,通过小组讨论，最后小组代表抢答加分的方式，进一步激发学生的主动参与性，增强了他们的集体荣誉感；通过复述培养学生运用语言的能力。)Step4. 进一步阅读，适当点拨拓展.以Kitty的身份描述了去北京世界公园旅游的一次经历(答案：DBECAF)3 教师呈现与课文相关的缺词填空练习，让学生补出所缺的词，检查学生对细节的理解程度。I was very happy that day because my teacher Mr Wu _ my cousin Linda to _ in our school trip. At the _ we didnt _ it because there was heavy _ in the road. Linda and I felt _ for most of the trip. Finally we_ at the World Park. When we saw the Eiffel Tower, Linda and I became_. In the World Park, there were over a hundred places of _ from all over the world. The best part was the song and dance_. I really enjoyed _ on that _day. After our trip, Daniel taught _ how to make a home page. He put his photos on it.（答案：Invited /join /beginning /enjoy /traffic/ sick /arrived /excited /interest /parade /myself /amazing /himself）（学以致用，与自己生活密切相关的话题会让他们产生更大的兴趣，同时，通过这项活动可以充分训练学生的实际语言综合运用能力和写作能力。并为下面的拓展活动做了铺垫)4 教师带领学生回顾路线，并给出提示语，鼓励学生复述课文。Step 5.知识拓展Let Ss work in p