教学设计（美华中学林瑞贞）

1、教学设计（教案）模板基本信息学 科英语年 级初一级教学形式阅读课教 师林瑞贞单 位广州市美华中学课题名称Water Talk （Unit 6 Reading A）学情分析本节课的教学内容是牛津英语（上海版）7B Unit6 Reading A 中的故事Water Talk。这是一篇精读阅读文章，篇幅长，词汇量大，目的是扩大学生的语言输入，提高他们的阅读能力，培养他们的阅读习惯。整节课采用设置任务和小组讨论的形式组织教学，学生自主学习活动和合作学习活动贯穿于整个教学过程，教师引导学生完成学习任务。 五、教学对象分析：本课生词较多，内容较长，学生较难分析理解。而且本课是关于水的文章，趣味性不强。由

2、于该教学班是该年级的普通班，学生学习能力较弱，所以本节课设置的任务从易到难，在较难的任务完成过程中采取讨论或提示的方式让后进生能积极参与学习，尽量做到不落下一个学生。教学策略1、 在教学中以创设情境引入主题，配合媒体以图片和在语境中呈现新单词，帮助学生更好地掌握词汇和激发学生的学习兴趣。2、 引导学生通过“Skimming，Scanning”的阅读技巧理解文章内容，并通过“阅读细节”深入了解水的流程图，培养和发展学生的阅读技能。3、通过生生活动的方式，学生先独立完成阅读任务，再小组讨论排序；通过亲身体验和相互合作，提高获取信息、处理信息和解决问题的能力，让学生真正理解文章内容。4、引导学生通过

3、说和写的训练，加深对文章的解读和内化，激发学生表达的愿望，以达到语言技能的转换。教学目标1、能通过使用跳读、寻读等阅读技巧，理解课文，扩展词汇；2、了解水的循环过程，学习由一系列动作或活动构成的水的流程的表达方法；3、通过故事培养学生懂得珍惜水源；4、在互动中，培养学生合作学习和自主学习的能力。教学过程Step 1 Leading-in1. Show a picture and ask students:What is the baby doing?2. Discuss: what can we use water to do at home?3. Talk about water and t

4、each new words: valuable, journey ,drop.Aims: Attract students attention and let students know the topic of the passage.Step2 Pre-reading1. Use the picture on the right to put these sentences in the correct order.( A1 on page82 )2. Deal with the new words.1) Show the pictures of some new words.tap ,

5、sink ,stream, reservoir , water treatment work，sewage plant 2) Guess the meaning of the underlined words.a).The mouse froze when it saw cat in front of it.b).Lets wait here until the rain stops.c).He is pumping dirty water into river.d).The water is like liquid gold.Aims: Help students to get rid of

6、 the new words and let students sense the usage of the new words.Step 3 While- reading1. First reading: Read Part 1 and Part3 and then choose the best answer.Aims: Help students to understand the general idea. Train the reading skill of skimming.2. Second readingAsk students to read Part 2 carefully

7、 this time, and try to fulfill the following tasks. Task One: What do you know about waters journey? Give some questions to help understand the journey.Task Two: Finish the diagram A3 on page 83.Task three: Have a competition in groups.Read the story aloud.Aims: Help students to understand the water

8、s journey in the passage. Train their reading skill of scanning.Step 4 Post-readingTask One: Ask the students to fill in the blanks.Task Two: Ask the students to describe the waters journey. Aims: Help students better to understand the passages and some detail information about the article . Give a

9、chance for students to practise what they have just learned. Step 5.DevelopmentDiscuss: How can we save water at home?Aims: Train the students speaking skill and let them know the water is very important for us. Remember not to waste or pollute it .Step 6. Homework.1. Copy the words three times.2. R

10、ead the story twice.3. Finish A4 on the textbook.板书设计Water is very important for us. Remember not to waste or pollute it !其他用Powerpoit展示。作业或预习Exercise 1: Read Part1 and Part3 and then choose the best answer.1. Where was Daisy? ( )A. In the bathroom. B. In the kitchen. C. In the bedroom2. What was Da

11、isy doing? ( ) A. Cooking dinner. B. Brushing her teeth. C. Watching TV 3. Who was Daisy talking to in the bathroom. ( )A. Her mother. B. Her brother. C. The waterExercise 2: Read part2 and answer the questions.1. Where was the water 24 days ago?It was .2. Where did the water relax for a few days?In

12、 a _3. Where did people clean up water?In the _ _ _ 4. Where will the water go after it leaves Daisyhome?It will go to a _ _. Exercise 3: Fill in the blanks.At first, the water was in a _ in Yunnan. The cloud _ it into a stream and it _ down the mountain into the Pearl River. Then the river _ it to

13、a reservoir. It _there for a few days. After that, people _ it up in a water _ works . It travelled in the _ under the streets. Finally it came to Daisys house.Exercise 4 ： Speaking exercise. Use the pictures and the key words to describe “the waters journey”. Picture 1I am water. Twenty-four days a

14、go, I was in .Picture 2The cloud dropped me .Picture 3I the mountain into .Picture 4The river . I for a few days.Picture 5People in a water treatment works.Picture 6I under the streets.Picture 7I daisys home.Picture 8Ill go to . People will the river.Picture 9Ill go back into again.自我评价本节课型是阅读课，教学目标

15、是通过对水的来源故事的学习，了解水资源的流程，懂得水的珍贵。由于本文篇幅较长，生词偏多，学生较难分析理解，而且本教学班是该年级的普通班，已经经过两次筛选，成绩优秀的同学已被选送上了实验班，其余的同学绝大部分是中下生，学生学习能力较弱。所以在本文的教学中我让学生先预习单词，并通过图片，猜词各种形式检查预习结果，扫除对文章理解的障碍。在文章教学中以图片的形式引入水和水在生活中的用途来逐步引入主题。并且我把课文分解，通过一读理解文章第一、第三部份的内容，通过skimming培养快速查找答案的能力，通过二读scanning注重水的流程的细节分析，并以给流程表排序的比赛方式，调动起学生的学习热情，自主学

16、习和合作学习得到充分的体现，从而加深对课文的理解。在输出方面，一是通过填空，完成水的流程图，训练学生写的能力，接着用图片和提示语让学生根据所学内容描述水的流程，培养学生说的技能。最后渗透一个德育教育，学生通过学习了水的用途，水的流程，启发他们如何节约用水。整节课学生参与非常积极，学习兴趣很浓，平时很少举手的几个后进生都能积极参与教学，达到了尽量不落下一个学生的目标。从上学期以来，我一直在探索如何让中下生积极地参与课堂教学，特别是较难理解而乏味的阅读教学，尝试让他们每节课都能有所收获，并通过“一帮一”的形式让他们尽量不掉队，课堂以小组形式进行竞赛，激发小组合作学习，并做到在英语课上没人睡觉的良好学习氛围。本节课不足之处：1. 由于学生后进面大，有些指令让学生听不懂，需要以后更多的训练。2. 时间分配需要更合理，由于排序活动时