八年级下Unit8阅读课.doc

Section A(3a-3c) 单位：秦皇岛经济技术开发区第二中学 参赛教师：周新彤 一、指导思想和理论依据英语课程标准明确指出：英语教学应该以生为本，面向全体学生，不断激发学生的学习兴趣，联系学生的生活实践，倡导体验参与，培养学生的语言运用能力。 本节课是一节阅读课，内容节选自英文名著鲁滨逊漂流记，讲授这一课时，通过视频情景导入启发学生联想，激发学生已有的背景知识和兴趣。由于本节内容的是节选内容，根据预设的学生认知水平，先从学生阅读技巧入手，让学生略读快速获取段落大意，然后针对一二段内容设计了不同题型的细节题，包括第二段中思维导图的运用，并针对段落局部和节选内容设计了相应的拓展思维题型，拓展了这篇名著内容，抛出一系列问题，激发学生的阅读兴趣，让学生带有批判的眼光读此书，更重要的是突出强调主人公的独立自主，永不服输的精神，强调了语言的人文性。 二、教材分析 1、本课时位于人教版2013新目标八下八单元Section A第二课时，第一部分听说训练，学生初步了解了现在完成时态的构成和运用场景，第三部分将对现在完成时态在语法上有一个系统地解读并针对性地进行训练。 2、本节课内容节选自英国名著小说鲁滨逊漂流记，描写的是鲁滨逊初到岛上的经历以及如何发现星期五并此后与其为伴的经历。在叙述这些经历时部分运用了现在完成时态。 3、由于本阅读内容是节选，文章欠缺完整性，所以在此不便设计文章中心大意题，而且小说中节选的两个段落大意并非位于首尾句，短时间内找寻有一定的难度，所以阅读任务在此设计为选择题，降低难度。本节内容涉及的新语法点不多，需要学生掌握的新的生词短语也并不多，其中ran towards, name sb sth 应该重点突出点播。 4、本部分教材设计任务：导入（观看视频，联想式提问）段落大意的快速提炼（略读阅读技巧）细节题的分段设计（猜词，填表，回答问题，拓展，判断正误，看图说话，语言点点拨）整体性回顾（学生复述内容）开放性问题名著拓展阅读（抛出一系列问题）激发学生阅读此书兴趣，总结学习精神（推荐相关影视材料） 三、学情分析 1、大部分学生小学阶段阅读过中文版鲁滨逊漂流记，对故事梗概比较熟悉。 2、本节课的单词短语大部分是学生已知的，如ship，knife,boat,arrive,grow, seedoing, onethe other, give up.需要学生掌握的新单词短语有tool,gun,mark,run towards,name sb sth，只需要学生认知的单词cannibal. 3、关于独立生存求生技巧，学生背景知识较差，因此教学中适当拓展了独立生存技巧。 四、教学目标 1、在本节课结束时,学生能够理解现在完成时态的使用情形以及构成Sb have/has done sth以及掌握少量出现的生词如gun,mark和短语run towards, name sb sth 等。 2、激发学生们阅读英文名著鲁滨逊漂流记的兴趣。 3、让学生们能够感受并学习鲁滨逊的坚强独立，永不放弃的精神，并渗透给学生一些实用简单的求生技巧。 五、教学重、难点及突破措施 1、教学重点： (1)现在完成时态的应用。 突破措施：将现在完成时态体现在各个不同题型阶段（填空，判断正误，看图说话等）以及教师贯穿整节课的课堂用语多采用现在完成时态句型。 (2)激发学生们阅读英文原版的兴趣。 突破措施：结合小说拓展内容，提出一系列开放性问题，启发学生思考质疑，激发学生阅读此书的兴趣。 (3)启发学生们学习鲁滨逊的坚强独立，永不服输的精神。 2、教学难点: (1)Present Perfect Tense突破措施：教师从头至尾的多次重复性输入以及不同阅读环节设计现在完成时态的句子，将完成时态句子短语归类重点突出，自然渗透。 (2)渗透一种人文情怀和永不服输的精神，最大程度地感染学生，并且激发学生课下阅读此书的兴趣。 突破措施：导入让学生身临其境，让学生在赞叹鲁滨逊的勇敢坚强的同时联想学过的榜样。在结尾拓展小说一部分情节，提出开发型问题，引发学生思考和激发学生阅读兴趣。五、教学过程1Lead-in【教师活动】：1) Ask students to watch a video clip about Robinson Crusoe. 2) Ask students some questions1. Do you know which story we are going to learn today?2. Have you ever read Robinson Crusoe? What have you known about the story?3.3. Do you know the writer of Robinson Crusoe?4. Can you tell me his feelings at that time?5.Has he lost his life?3) “Today we are going to learn the story ”【学生活动】： 1) Watch the video clip. 2) Answer the questions. 【设计意图】Lead in the topic and activate their interests to read the passage.2Match the main idea of each paragraph【教师活动】： 1) Ask students to skim the passage and match the main idea of each paragraph.Para1 is about_Para2 is about_A. Robinson arrived on an island.B. Robinsons own activities on the island.C. how Robinson found Friday.D. how Robinson lived with Friday.2) Check the answers.【学生活动】： Skim the passage and make choices.【设计意图】： To practice studentsreading strategy-skimming.3.Para1 细节题设计【教师活动】：1) Ask Ss to guess the meaning of the words.Ask students about what island they have known already.2) Ask Ss to fill in the chart and give examples with a sentence.e.g. Robinson arrived on an island.3) To enlighten students to think that these are just Robinsons activities on the island alone.4) Ask students to think about two questions.AWhat do you think of Robinson?BOn the island, how do we survive?5) Ask Ss to read I will not give up and I will wait for another ship. with strong emotions and think about and discuss how we could survive on the island in a group.Never give up.Have hope.Be strong and independent.Use everything around us.Learn some skills.4) Teach Ss some skills about survival.1. How do we get water?raindrop, rivers, dew, trees Clothes (filter 过滤 ）、 Make it hot 2. How do we get food?colorful fruits( X ),frogs, fishes, worms3. How do we send SOS?bright-colored clothes , mirror , fire 4. How do we make fire?【学生活动】：1) Ss try to guess the meaning of the words.2) Answer the questions. 3) Read the sentence.4) Groupwork(Discuss survival skills)【设计意图】：1) To get to know Robinsons own activities on the island.2) To input the new words.3) To teach Ss some skills about survival.4) To stress Robinsons strong spirit.3. Para2 细节题设计【教师活动】：1) Ask Ss to scan para2 and answer a question. 2) Ask Ss to judge the sentences and correct them.3) Ask Ss to describe each picture with a sentence4) Ask Ss to pay attention to the time clue when describing a thing. 5) Ask Ss to take notes about language points.【学生活动】：1)Scan. 2)T/F and correct the sentences.3)Describe each picture with a sentence using given phrases.4)Pay attention to the time clue and take notes about language points.【设计意图】：To input new words and phrases and also get students know the plot of finding Friday.4. Retelling 【教师活动】：(1)Teachers ask some Ss to retell paragraph1 and paragraph2 using each given picture.(2)Teachers give Ss one minute to let them retell the passage by themselves. (3)Teachers ask each group to send a member to try to retell each picture and take turns. 【学生活动】：Ss try to retell the content of para1 and para2 according to each picture.【设计意图】：To check whether Ss have mastered what theyve learnt or not and to consolidate present perfect tense and new words and phrases. 5. Open Questions 【教师活动】：Ask Ss questions. Is this passage from a diary? Would Robinson be lonely without Friday? What happened to Robinson before he came to the island?( link more information about this novel )He went out to sea for three times to do business. Then, he was caught and became a slave(奴隶). After that, he went to Brazil (巴西) and became the owner of a big plantation(种植园). Because he needed more people to work for him . Then he decided to go to Africa to buy some slaves(奴隶). What will happen next between Friday and Robinson?(enjoy a video clip) Can you think of other strong men?【学生活动】：Answer questions and read more about this novel and enjoy the video.【设计意图】：To unlock their mind and to motivate their interests to read the novel with critical thinking after class.6. Summary【教