英语人教版八年级上册Unit5 SectionB Reading.docx

初中英语教学设计教学设计基本信息作者姓名甘斯娜性别女联系电作单位萍乡市安源区五陂学校邮政编码337000电子邮箱4110499所用教科书书名新目标（Go for it !）所教年级八年级所教册次、单元八年级上Unit5 section B 2a-2e设计主题设计教学任务，创设教学情景，激发学生积极参与、探索与创新。（新目标）英语八年级（上）Unit 5 Section B 2a2e是一篇关于美国动画人物米奇以及其历史的阅读文章，整个课程我通过设计了四个阅读步骤（分别是略读，寻读、精读和标题选择）来帮助学生了解米奇的历史、受欢迎的程度以及它的巨大成功，并如何成为了美国文化的象征。学生可以运用所学知识与句型表达方式谈论自己喜欢的影片。学生还学习了米奇不惧困难，挑战自我的精神，可以将它用于以后的学习和生活中，达到情感激励的目的。二教学背景分析1教学内容分析：这节课是本单元的阅读课，通过阅读短文，学生将会了解美国动画片的历史，尤其是米奇的历史，同时，学生也能通过上下文更好地理解有用的句型和形成良好的阅读习惯，这片短文为学生提供了一个很好的模仿示范。八年级的学生已经掌握了不定式做宾语的语法结构，在上一节课也学习了部分新单词和短语，动画片的主题贴近他们的生活，他们会很感兴趣，阅读的难度也就会有所降低，让学生真正了美国动画片的历史背景和它们的文化地位。2学生情况分析： 八年级的学生具有过渡性和动荡性的心理特点，处于两极分化的突出时候，学生差异较大，因此在任务设计上注重分层，面向全体，充分调动每个学生的积极性。而且这个阶段的学生活泼好动，好奇心强，乐于助人，再加上本节课又是他们非常感兴趣的话题，所以在课堂设计上我十分注意激发他们的好奇心，让他们了解别人的问题，积极给出建议，发扬乐于助人的风格，并鼓励他们勇敢说出自己的问题，向别人寻求帮助。三教学目标分析（1） 知识目标：能掌握以下单词：, culture, famous, appear, become, rich, successful, might, main, reason, film, unlucky, lose, ready, be ready to, character能掌握以下句型One of the main reasons is that Mickey was like a common man. However, he was always ready to try his best. （2）情感态度价值观目标： 了解他人对不同的电影或电视剧的看法，明白不同的 人有不同的喜好，从而明确人们喜好的差异性；了解世界其他国家的文化，形成跨文化的意思。四、教学重点、难点分析教学重点：1) .掌握本课时出现的生词及表达方式。 2). 阅读短文，获得相关信息，提高学生们的综合阅读能力。教学难点1). 阅读技能训练。2). 阅读2b部分的短文并完成相关要求。 五 教学方法1 恰当运用多媒体辅助教学，提高课堂效率增加趣味性。2 以学生为中心，开展小组竞赛，分步阅读，Group work等英语教学活动。3 注重分层教学，尊重差异，让不同层次的学生都能参与，获得成就感。4. “任务型”活动策略，在做中学和练，任务明确，活动面广，使学生在交流中真实运用所学知识。六教学过程设计Step1 Warmingup Introduce myself. Get the students to watch a video about Disney cartoon characters.设计意图：Get students warmed up.Step2 LeadinAsk students: Boys and girls, Nice to meet you, This is the first time we meet each other, and I come here with two friends, one is from American, the other is from China, Theyre both famous and popular (teach famous), one of the main reasons is that many people know and love them, when we see them, well think of cartoons, Theyre both cartoon characters (teach character), Do you want to know who are they ? Look, Theyre coming. Theyre Mickey and Monkey King. Do you like them? Me , too. Lets welcome. Theyre ready to be your friends today, Today we are going to talk about one of them in a passage of unit5 section B， So can Mickey be in Group one? And Monkey King be in Group two? Well have a PK in this class, each group try your best to win, Are you ready? Lets go. 设计意图：激起学生兴趣，教授新单词，为学新知识做下铺垫。Step3. Presentation and scanningFirst, Lets watch one of Mickeys cartoonsSteamboat Willie , show the video. After that, Ask: Is it interesting? You can watch it next time. You see, Its black and white, Its old, because it has long history, So when did it come out? Show a time line, ask Ss to read silently and quickly and find out when did Steamboat Willie come out? Then finish the time line. Tell Ss Tip1, just find the time and events. Then check the answers.设计意图：唤起学生的好奇心，使其积极参与到教学活动中来。Step4. Skimming1. Ask students to read the first two sentences of each paragraph quickly and match the main ideas with each paragraph, pay attention to the key sentences.2. Check the answers, show the key sentences of each paragragh, pay attention to the Tip2, the first two sentences of each paragragh can help us get the main idea.设计意图：让学生通过略读了解短文主要内容。Step5. Careful readingSay: Just now you read the two sentences of each paragragh, in fact, if you want to know more about Mickey, you need to read paragragh by paragragh and more carefully, In this part , there are three tasks, so try your best to face any problems, come on.设计意图：通过任务教学生用寻读的阅读技巧了解短文大意。Task one: Show an information card of Mickey , and ask Ss to read para1, then make T or F. Check answers and explain “The man behind Mickey was Walt Disney. Means “Walt Disney created Mickey Mouse. Say he was very smart and hard-working, he made 87 cartoons with Mickey, he was successful, Ask Ss: Do you want to be Walt Disney, why or why not? 设计意图：让学生通过阅读第一段米奇的信息, 了解课文内容。Task two: Ask Ss to read paragraph 2, and answer three questions.1. Why could Mickey be so popular?2. Was Mickey lucky in his early films? What kind of problems did he have?3. What did he do when he faced problems?Check answers , then ask Ss: Do you want to be like Mickey? Why or why not? 设计意图：进一步引导学生精读获取更多信息，并鼓励学生表达看法。Task three: Ask Ss to read paragraph3, and fill in the blanks about Mickeys achievements.Mickey became on the Hollywood Walk of Fame.Everyone still him, although he isHe is one of the mostcartoon characters.设计意图：让学生通过仔细阅读第三段完成任务，了解米奇的成就，并学习它的良好品质以运用到学习中Step6 Make a titleTell Ss: You have finished reading the passage, but it has no title. The beginning or the ending of the passage can help you make a title. Answer: Mickey Mouse, one symbol of American culture.Ask Ss to guess the meaning of culture, and tell them Tip : We can get the meanings from the context.设计意图：进行归纳总结，进一步了解文章的主要中心思想。Step7 Self checkThere are eight sentences in wrong order, ask Ss to put them in correct order, check how much they learn about Mickey. Tell the structure of the passage, lead Ss how to write.设计意图：学生自我检测，进一步熟悉课文内容, 掌握文章结构。Step8 Discussion Tell Ss to discuss about the same things and differences in three minutes. Each group has a topic.设计意图：比较不同动画人物，鼓励学生说出自己的真实想法，以学生为中心，置学生于语言环境交际之中，调动学生的参与热情，将课堂教学成为一个师生共同学习创造的过程，由易到难，实现知识结构逐步上升，提高学生说的技能。Step9 WritingAfter the discussion, lead Ss to write about Monkey King, using the structure like Mickey Mouse.Ask several Ss to read their passages.设计意图：进一步熟悉课文，从美国文化的象征回到中国文化，让学生在潜移默化中感受中国文化的伟大，延伸爱国主义教学, 并通过练习巩固知识和描写卡通人物，实现由读到写的升华。Step10 SummaryMake a conclusion of this class: Talk about a famous cartoon character Mickey and why he is so pop