八下UNIT5SetionA(3a-3c).doc

初中英语教学设计案Uint5 Section A(3a-3c)正平中学 李欢设计的基本理念：根据新课标，培养学生自主、合作、探究精神、突出语言运用能力培养的理念而设计。课型：阅读课一、 教材分析1. 教材内容分析Section A (3a-3c)整体以阅读为核心，通过让学生阅读一篇关于美国阿拉巴马州遭遇风暴袭击后人们互相帮助的故事，进一步体会过去进行时的用法，并学习一些居住场景中常用迟到词汇，同时也注重对青少年情感的教育和培养，让他们知道在灾难面前要更团结，更友善，更懂得互相帮助。2、教材重点、难点这个部分的教学重点是过去进行时的用法，特别是在某些特定的语境中，在没有具体的时间状语的情况下，理解和运用过去进行时。能够根据课文标题和插图预测文章内容。本部分的教学难点是体会while和when在引导时间状语从句时用法上的区别。重点词句：1. With no light outside, it felt like midnight. 2. but it was hard to have fun with a serious storm happening outside. 3. while his mom was making sure the flashlights and radio were working.4. He finally fell asleep when the wind was dying down at around 3:00 a.m.5. When he woke up, the sun was rising.6. He went outside with his family and found the neighborhood in a mess.7. Although the stormbroke many things apart, it brought families and neighborscloser together. 二教学目标：1、语言知识目标：1）能够拼读生词短语，理解其在文中的意义并且运用重点词汇。2）能够体会while和when在引导时间状语从句时用法的区别。2、语言技能目标：1) 能够理解运用过去进行时对过去的事情进行描述。2) 能够根据课文标题和插图预测文章内容。3）能够运用快速阅读的阅读策略掌握文章各段大意4）能够按照时间顺序描述事件的发展过程3、情感目标：教育和培养学生在在灾难面前要更团结，更友善，更懂得互相帮助的良好品质。二、教学策略通过多媒体课件为学生创设更多的语言环境，激发学生主动参与的欲望。因而在课堂教学中巧妙运用教学艺术，适当安排小组讨论，使学生在轻松愉快的环境中实现更多的信息交流。阅读设计思路：预测（predict）-快读(Fast Reading)精读(Intensive Reading)操练(Practising)巩固(Consolidation)。三、教学过程：(Teaching Procedures)Step. Warming-up and lead inWatch a video and answer questionsT: Boys and girls , shall we begin our class now? Do you like watching TV? Now, look at the screen , Lets watch a video and answer the question: Whats the weather like? How do you know?（理念：用学生熟知的话题导入，能引起学生的共鸣，吸引学生主动参与，积极思索）Did you experience a rainstorm? Ben went through(经历) a rainstorm.Lets go with him and feel the storm.Step . Pre-reading1. close the book and predict the content of the passage according to the picture and title T: what can you see in the photo? How are the windows? How about the house? Is it before the storm or after the storm?Form the title, how can a storm bring people closer?2. lead in some new words and phrases and read（理念：学生充分表达自己的想法对文章的内容进行预测，能够提高学生的语言技能，在预测的过程中还能导入新的表达词汇，降低阅读难度。）Step. While-reading1. fast reading Read each paragraph quickly, then match the paragraphs with the meanings.Check answers by groups.(理念：用快速阅读策略来培养学生整体获取信息的能力）Conclude that the passage is divided into three parts: before the storm, during the storm, after the storm. 2. careful reading1)Read Paragraph 1 and answer the question.What was the weather like before the heavy rainstorm started?2)Read Paragraph 2 and answer the question.What were people doing?3)Read Paragraph 3 and answer the question.What were people doing during the storm?4)Read Paragraph 4 and answer the questions.What was the neighborhood like after the storm?What did people do after the rainstorm?(理念：用精读策略来培养学生获取细节信息的能力）3. listen and follow the tape ,then fill in the blanks in 3b1)When the news on TV was reported, strong winds _outside.2).While Bens mom was making sure the radio was working, his dad_3).Ben_ when the heavy rain finally started.4).When Ben _ at 3:00a.m., the wind_4. ask students to read the sentences in 3b, and find the sentences that have the same meanings in the passage.(理念：听录音并跟录音朗读，提高学生的模仿能力，并且这个练习引导学生逐步关注when和 while的使用，在使用中慢慢体会两者的差别。)Step Post-reading1. discuss in groups and ask students to give a report“Although the storm broke many things apart, it brought families and neighbors closer together.”1.What other things can bring people closer together?2.How can we help each other in times of difficulty?（理念：学生以小组为单位讨论问题充分体现新课程自主探究、合作交流的学习方式，促使学生互相学习，互相帮助，发展合作精神。并且提高学生的语音表达能力。）2. retell the storyStep V. consolidate by exercisesStep VI. HomeworkRead the text and remember the language points.Preview1.Read Grammar Focus 2.Finish 4a,4b六、教学反思：在这节课中，学生兴趣浓厚，学得积极主动，反思整个教学过程，我认为成功的地方是：教师巧设问题，循序渐进，逐段理解课文，并让学生在自主学习的过程中激发灵感，畅所欲言，学生各方面的能力都获得了发展，具体体现在：1、创设情景，营造自由和谐的学习气氛。实践证明，一个自由和谐的环境可以使人的智慧充分得到发挥，因此，教师必须让学生意识到自己和教师是平等的,并且鼓励学生积极探索，只有在这种氛围中，学生才会感到心理的安全和自由，才会积极主动，生动活泼地观察思考。2、小组合作，激起了学生的创新能力小组合作是新课程背景下学生的一种有效的学习方式，让学生在小组里交流自己的意见，并把自己的成果展示给其他组，这种以学生为主进行的小组合作，能有利地激