八下五单元b阅读.doc

Do you remember what you were doing? 教学设计 遵义市第十九中学 付小玲教学内容: 新目标英语八年级下册Unit5.Section B Reading: Do you remember what you were doing when the rainstorm came?教学目标:1.At the end of the class, students are expected to get the meanings of these words by reading: passage,pupil,completely,shocked,silence,take down,terrorist,date,tower2.At the end of the class, students are expected to knowsomebasicinformationaboutMartinLutherKingsdeathand9.11Event.3.At the end of the class, students are expected to express events that happened in the world or in our lives.4.At the end of the class, students are expected to arouse sympathy and respect for lives教学难点：1. Deeper comprehension and further thinking of the two events and peoples lives.2. Use their own words to describe an unforgettable event around us.Teaching methods:Task-based Language Teaching Approach and Communicative Approach教学过程:Pre-readingShow a video about what they will learn in this class and let the students have a comparison about the pictures before and after the event to arouse students interest and thinking about the class. 教师设计播放视频的活动，旨在让学生对本堂课的教学内容的了解，有的放矢。通过9.11等信息的前后照片对比，让学生充满疑惑或者思考。然后通过课文已有的图画，标题以及文章的第一句话，让学生预测文章的内容。激起学生对下面环节的兴趣并预测，为顺利展开课堂做准备。Present the 2 pictures on the book and the title and the first sentence on the screen and lead the students to predict:1. What is the passage about?2. How many events are there in the passage?3. How many paragraphs are there in the passage?因为前面的铺垫，通过对课本上的图片，标题和文章的第一句的浏览，让学生来预测文章的内容。引导学生了解Prediction这一个阅读策略。While-reading快速阅读，寻找文章大意Read the passage for the first time, find out what happened and finish the task.Find the 2 important events in the passage. Ask students to find what happened on the day?引导学生在阅读时关注关键词，目的是了解事件的描述有哪些内容，从而抓住文章的主要意思。这部分的问题属于展示型的问题，所有的学生都能快速找到答案。并通过阅读对文章进行分段。细节阅读Read para.1&2 and answer the questions below.Answer the questions to have a clear understanding of an event.“My parents did not talk after that, and we finished the rest of our dinner in silence.”-sad/.抓关键词。深度解读文本。通过文章中的句子，学生结合事件去体会当事人的感受。感受没有标准答案，只要合理即可。体会感受这个题学生要略微思考，需要老师引导，如果学生体会不出，老师要用生活中的类似的情境来引导。如：如果学生体会不出My parents did not talk after that, and we finished the rest of our dinner in silence.这句话传达出来的的感受，老师要设情境来举例。在此刻通过提问Why did they feel sad when they heard the news about his death?引出部分马丁路德金被杀的文化背景。然后让学生阅读一段简介获取部分信息。马丁路德金的简介：Martin Luther King, Jr. was a powerful speaker, a great American and a peacemaker. He worked for all poor people, white and black. He helped black people to get more rights. Kings most influential and well-known speech is the I Have A Dream speech. He made speeches. People listened to him. “Use love, not violence(暴力),” he said. In 1964, Martin Luther King, Jr. received one of the worlds greatest honors, the Nobel Peace Prize.Pay attention to the key word: where Where was Robert Allen?Pay attention to the key word:what(doing) What were they doing when they heard the newsPay attention to the key words:how(feelings)When we tell a story or an event, we usually include the key words:what when where how what(doing)etc.通过前面的任务设置和分析，学生对事件的脉络有了一定的了解，增强和加深学生对事件的理解。What do Para.3,4 tell us?通过terrorist引出恐怖袭击等相关信息。As we know, 9.11 is one of the most terrible attacks in the world. Lets see the real video.Watch a video about 9.11 event and tell their feelings. How do you feel？用9.11事件的后续新闻来说明灾难的程度之大。在此次事件中死亡的都是像我们一样的普通人。引导学生换位思考，尊重生命。联系生活中出现的对美国，日本等与中国外交关系不佳的国家发生的大灾难所表现出来的不理智的表现加以引导。让学生能理性判断事情，要以人性或尊重生命的角度来思考。Talk about Kate Smiths feelings. 通过文章中的句子，学生结合事件去体会当事人的感受，学生不知道怎么描述的时候老师加以引导。Read para.3/4.It is students turn to raise questions after reading.After the students raise the questions, let the students to answer the questions they list.在马丁路德金被刺杀这一历史事件的时候，老师引到学生怎样描述事件。在该部分，让学生自己设计问题目的是：1.重读文章，是学生进一步理解文章。2.在学习过程中，变学为问，有利于培养学生的思维。After-reading Everyone has some unforgettable experiences about big events around us.When you see the picture, can you still remember the event？What were you doing at that time？Why do you still remember this event well？Write a passage about Wenchuan Earthquake or other events you remember well.通过学生文章的阅读以及对马丁路德金被刺杀和9.11事件的进一步了解，让学生学会身边重大事件的描述。引出中国人都印象深刻的5.12汶川地震，让学生回忆事发时他们正在干什么？为什么到现在他们还记得这件事。说说他们的感悟。然后使学生学以致用，灵活地把自己的东西有情感的写出来。Show their stories to the class.In this class, we learned some events. They are all about lives. At the end of the class, I have something to share with you.Homework: Martin Luther King has a famous speech called “I have a dream”.1.Listen to Martin Luther Kings speech “I have a dream” from the Internet.2.What is his dream?3.Do you have a dream?4.How do you make your dream come true? 通过问题引导，让学生在课后在读相关的文化背景知识，帮助学生对文章的理解同时让学生掌握更多的文化背景知识以及对自己生活的理解。教学反思：本节阅读课的设计整合了读和写，在本节课中，首先，通过9.11等信息的前后照片对比，让学生充满疑惑或者思考。然后通过课文已有的图画，标题以及文章的第一句话，让学生预测文章的内容。在整个阅读的设计中重在通过阅读，引导学生发现对故事或者事件的描述的脉络，逻辑。除此之外，还关注了学生的思维的培养。如，通过品读课文里的“My parents did not talk after that, and we finished the rest of our dinner in silence. I didnt believe him at first. When I looked out of the window，and realized it was true.通过结合全文，让学生去体会当事人真实的心理感受。读的过程以层层递进的任务设置概括全文的主要信息，关注本文承载的情感和态度，最后跳出文本联系生活中出现的对美国，日本等与中国外交关系不佳的国家发生的大灾难所表现出来的不理智的表现加以引导。让学生能理性判断事情，要以人性或尊重生命的角度来思考。比如，用9.11事件的后续新闻来说明灾难的程度之大。在此次事件中死亡的都是像我们一