Abraveman说课稿.doc

牛津7B unit 5 Reading (1)A brave young man 说课稿 一、 有关教材我说课的内容是牛津教材7B第五单元Reading部分第一课时。Reading部分为单元的核心内容。这篇文章讲述了一位年轻人火中救人的故事，体现了他临危不惧、乐于助人的优秀品质以及沉着果断的处事能力。这与整个单元的主题abilities（能力）紧密结合，是前面Welcome to the unit 部分所介绍的有关helping这一话题的更具体更精彩的延伸。文中情态动词can与could表示能力与可能性的语言功能以及感叹句的使用为后面的语法部分知识的归纳埋下了伏笔。根据阅读课的特点，我确定本课的教学目的为：通过阅读，培养阅读兴趣，养成阅读习惯，完善阅读技巧，提高阅读能力。并能够对文章细节和人物特点进行分析与研究。教学目标分解如下：(一)能力目标1 略读以了解大意，快读以寻找具体细节，以提高阅读能力。2 细读、朗读课文，研究分析，理清文章线索。3 通过上下文猜测生词的含义。4 根据事情发展的先后顺序说出故事的梗概，以训练学生说英语的能力。(二) 知识目标1 通过学习掌握一些单词和短语的意义和用法，例如alone, hurt, pour, rush, glad, put out等。2 初步了解can,与could表示能力与可能性的语言功能。3 能看懂一些对于初一学生来说结构比较特别的句子。例如：What a brave young man!(三) 情感目标1 鼓励学生利用课堂大胆地用英语交流。2 分析文章细节和人物特点，了解用火安全以及遭遇火险时的救援方法，学习智勇双全的主人公临危不惧、助人为乐的优秀品质。重点：1 通过不同层次的阅读，逐步理解文章，发展阅读技能，提高阅读能力。2 根据读音规则朗读生词，通过上下文猜测生词的含义。例如：rush: The letter u in the closed syllable is usually pronounced / /,The letter combination sh is usually pronounced / /. So the word rush is pronounced / /.According to the story, Mrs Sun was in danger. Zhang Hua was in a hurry to do sth. to save her. So rush may mean to go or come very quickly.难点：1 归纳故事的梗概。2 分清can与could表示能力与可能性的不同用法。例如：She could not get out because she hurt her leg. Could” here is used to talk about ability.Anything could happen to her at that moment. Could in this sentence is used to talk about possibility.3 理解、分析一些结构比较特别的句子。！） He went in and saw his neighbour, the 79-year-old Mrs Sun, in the kitchen. 此句中，学生需要了解the 79-year-old Mrs Sun为his neighbour的同位语。同时，还需要掌握79-year-old这个复合形容词的构成和作定语的用法。2） Zhang Hua was glad that he helped Mrs Sun. 此句中，学生应该了解that在这里没有意义，是连接词，引导一宾语从句。3） What a brave young man! 根据句子使用的目的，句子可分为四类。这是其中之一：感叹句。学生应了解由What引出的感叹句的基本结构。4) It is important to be careful with fire.此句中，学生应理解it在此为形式主语，真正的主语为动词不定式短语to be careful with fire。此句为主语+连系动词+表语的句型。二、 有关教法处理这堂课的过程中，我将时刻遵循教师为主导，学生为主体的原则，开展教学活动。另外，我将结合文章，引导学生在学习语言的同时受到德育教育。我采用的教法之一为读书指导法。指导学生跟随老师提出的任务通过阅读文章来寻求答案，调动学生学习的主动性，培养他们认真读书和独立思考的习惯。我采用的另一教法为谈话法。语言的主要功能在于交际。通过问答可以激发学生的思维活动，有利于发展学生的语言表达能力。在教学过程中，我除了使用录音机和黑板之外，还将利用多媒体来帮助解决重点难点，拓展学生的知识面，丰富教学内容和形式，提高课堂教学效率。三、 有关学法“未来的文盲不再是不识字的人，而是不会学习的人。”现代教育强调学生要学会学习。在本课中，学生需要通过看，读，想，说来理解文章的大意与内涵，还需要发扬合作精神，在与他人互帮互助，取长补短的过程中解决问题并报告结果，共同较为完满地完成学习任务，让自己在听、说、读、写，尤其是读这一方面得到充分的训练。四、 有关教学过程Step1. Lead-in人们常说一篇好作文由凤头、猪肚和豹尾组成。我想课堂教学也是如此。“凤头”即是要求一节课的开头突兀有新意，扣人心弦，吸引学生的注意力，使学生产生强烈的学习热情和兴趣，迫不及待地想要去读文章。我打算以一则谜语导入新课：Im always hungry,I must always be fed,The finger I lickWill soon turn red.学生得出谜底后，我会说：Fire is very useful in our life. What can it do for us? Do you know? 接着我将呈现一些图片，让学生谈谈火的用处。例如，It can cook food. It can make our houses warm. It can make water hot. It can give light随后，我会问：Is fire always useful? 学生一定会异口同声给我一个否定的答案。我顺势引入文章：You are right. Sometimes fire can also be very dangerous. Now heres a newspaper article on page 78 in your books. Lets read a story that happened in a dangerous fire. 按照新课程标准的要求，阅读前不必要简述或呈现文章的内容，这有利于阅读能力的培养。所以，我在导入部分暂时不对火的危害性展开任何讨论与陈述。Step 2. Skimming要求学生略读文章，然后回答问题：What is this newspaper article about? (Tha article tells us how Zhang Hua helped his neighbour out of a fire.)Step 3. Scanning 新课标要求学生在略读skim之后能带着问题scan for details, 提高快速捕捉所需要的信息的能力。虽然此时生词还没有解决，但是在实际生活中，阅读中几乎总是存在生词的。我给学生设置了以下问题：1 Where was Mrs Sun when the fire happened?2 What did he put out the fire with?3 How long was he in hospital?Step 4. Careful reading在这个环节中，学生需要完成以下任务：:1 根据语音规则，试着读出pour, alone, rush等生词，并根据上下文, 猜测这些生词的词义。这有助于提高学生认读单词，运用和记忆单词的能力，而不是死记硬背。2 试着理解一些短语，如：put out，happen to sb.，in hospital等等。3 注意含有can 与could的句子，辨别他们在不同句中的表示能力或可能性的不同语言功能。4 尝试分析、理解以下句子：！） He went in and saw his neighbour, the 79-year-old Mrs Sun, in the kitchen.2） Zhang Hua was glad that he helped Mrs Sun.3） What a brave young man!4) It is important to be careful with fire.5 给文章分段，并归纳段落大意。本课是新闻报导，根据文体的特点，我指导学生把文章分为三个段落：第一段（第1小节）：简述张华救人的事实。第二段（2 - 4小节）：详细介绍张华救人的经过。第三段（5、6小节）：张华的感受。我认为学习语言一定要落实到语篇上。篇章不是杂乱无章的，而是讲究一定的叙述顺序和条理的，要求学生理清线索，分清层次，有助于写作能力的培养。在个人思考的基础上，我会鼓励学生就某些难点：例如can与could的语言功能，几个难句的分析与理解进行合作学习，让他们互相帮助，共同寻求更加准确又完整的答案。最后，我还会鼓励学生提出文章内容的理解方面还存在的疑惑，师生共同讨论，扫除障碍。 6 随后我将提供一些问题，让学生以谈话的方式来检测对于文章的理解。Questions:1) When did the fire happen?2) Who was with Zhang Hua at home? 3) What did he hear suddenly? 4) What did he see? 5) Why couldnt Mrs. Sun get out? 6) Did he rush into Mrs. Suns kitchen at once? 7) Why did he pour water over his flat?8) Did Zhang Hua run out of the building?9) Did the fire burn Zhang Hua?10) Was he in hospital for three months?11) Who visited him and what did they bring him?12) Do you think Zhang Hua will help others next time? Why do you think so?Step5. Reading aloud朗读可以说是一项十分重要的基本功, 在指导学生朗读的过程中, 除了关注学生的语音语调之外, 我会注重在失去爆破，不完全爆破，连读，重读与节奏等阅读技巧方面的指导。同时，我还会要求学生注意情感的体现。Step 6. Consolidation exercise 学生朗读故事之后，我会感慨地说：It is really a moving story. I want to tell it to my best friend, but I cant remember everything. I think you know the story well. Would you please help me? 于是，学生需要笔头完成一篇有关这个故事的短文填词。On 10th May, a 25-year-old young man , Zhang Hua, was _ at home. Suddenly he heard someone shouting: _! Then he saw a lot of _ from his _, Mrs Suns house. He went into her house and found her in the _. She hurt her _ and could not get out. Zhang Hua quickly ran back to his flat and poured _ over his jacket. Then he _ into Mrs. Suns house to save her. The fire was very _, but he was not afraid. He put out the fire with a _ and helped Mrs. Sun out. The fire burnt his _, arms and face. He was in hospital for two _. Many people visited him and brought him flowers and _. Zhang Hua was _ that he helped Mrs Sun. He thought people should help each other. And he also thought that fire could be very _ and it was very _ to be careful with fire. 学生独立思考完成短文之后，我将安排他们先以pair work的形式校对答案，然后请一位同学上前朗读文章，我会板书所填入的单词。随后学生共同指出并纠正其中错误答案或讨论有争议的答案。Step 7. Retelling the story. “Thank you for helping me. Now its your turn to retell the story. Is it hard for you? Dont worry. I have some pictures on the screen and some key words on the blackboard to help you.” 跟着，学生根据图片以及黑板上上一练习中填入的提供信息的关键词试着复述故事。我会鼓励学生积极参与，能则多说，不能则少说，都给予充分的肯定。Step 8. Discussion.我让学生讨论以下两个问题：1 What does the writer of the story want to tell us? a. We should help each other.b. Fire can be very dangerous. It is very important to be careful with fire.讲到这一点时，我会结合教材80页练习D，让学生了解更多有关fire safety 的常识。2 What do you think of Zhang Hua?此时，我将激励学生学习张华乐于助人，临危不惧，机智勇敢的优秀品质。随后我会提出一个问题：If you stayed in a hotel and a fire happened, what would you do? 让学生展开小组讨论，然后全班分