初中英语-八下Unit6SectionA3a-3c教学设计学情分析教材分析课后反思

Unit6Anoldmantriedtomovethemountains.SectionA(3a-3c)Reading导学案KnowledgeAims:Mastertheuseofwords:object,hide,tail,magic,stick,excite,western.2.Mastertheuseofphrases:themaincharacter,turn…into…,keepfighting,giveup,hidehistail,fightbadpeople,amagicstick,hasexcited,make72changestohisshapeandsize.AbilityAims:Understandthemeaningofthepassageandknowhowtodescribeacharacter.MoralAims:CultivatestudentstobeinterestedintraditionalChinesestoriesandworldclassicalstoriesandtrytobeapersonwhokeepstryingandnevergivesup.Selfstudy：Whatwords/phrases(词组)canyouusetotalkaboutaperson?independent_________________________________________________understanding_____________________________________________________________________________________________________________________________________________________________________________________________I.WarmupWhatarethepicturesabout?II.Readfast1.Whichbookdoesthepassagetalkabout?2.Whoisthemaincharacter?III.ReadCarefullyParagraph2:FillintheblanksParagraph3:Listenandthink1.DopeopleliketheMonkeyKing?2.Whoarethepeopleinparagraph3?3.ForChinesechildren,howpopularishe?4.Forwesternchildren,howpopularishe?IV.RetellV.Summary:Howtodescribeacharacter?VI.Interview：A:Whatisyourfavoritecharacter?B:A:Whydoyoulikehim/her?B:A:Whatcanhe/shedo?B:A:Whatcan’the/shedo?B:A:Howpopularishe/she?B:……参考词汇：hasexcited…becomeinterestedin…VII.WritingMyfavoritecharacteris……He/She/Ithasexcitedmeformanyyearsbecause_____________________________________________________________________________Andhe/she/itcan_____________________________________________________________________________________________________________________________________________________________________________________________________________________________Buthe/she/itcan’t________________________________________________________________Ithinkitisverypopular__________________________________________________________________________________________________________________________________________VIII.Homework1.Rememberthewordsyoulearninthepassage2.Retellthepassage3.Finishthewriting学情分析：本堂课是针对八年级学生的阅读课。学生学习本课之前，对过去进行时有所了解，初步掌握词组：themaincharacter,turn…into…,keepfighting,giveup,hidehistail,fightbadpeople,amagicstick,hasexcited,make72changestohisshapeandsize的使用。而对于阅读课的经典流程，环节，也了如指掌。因此，在理解文章大意的时候，并没有耗费大量时间。虽然美猴王的能力进行分析时，教师不断引导从Hecan…,Hecan’t…,Howpopularishe?Whydoyoulikehim?等角度切入，且将这四类引导词贴在黑板上，但在作总结时，学生能自己说出可从这五点描述人物形象的学生数却不多。这是因为，学生尚且缺乏跳出现象看待问题的能力。而最后的输出环节——interview学生在谈论howpopular时，感到无话可说，致使在writing中学生耗费了更久的时间。因此，今后应大力培养学生用英语描述内心真实思想的能力。效果分析：在导入“Whatarethepicturesabout？”环节，向全体同学抛出这一问题，引导学生回答：TheyaretraditionalChinesestories.既复习traditional又自然过渡到文本内容。Readfast，Readcarefully环节，学生逐步了解文本意义。在Retell环节，学生首先通过小组合作的方式降低难度，然后，对于水平较高，综合能力比较强的学生，则可独立完成，实现分层教育，让每个学生都学有所获。Interview，Summary是最终Writing环节的铺垫，学生对于本节课复习知识点的系统性的总结，需要由教师而引导。且在必要时可给予model的示范教育。输出的环节，学生能回答who，why，Sbcan/can’t……，howpopular的问题，进一步丰富对于人物的描述。教材分析：本课是一堂八年级下学期第六单元小阅读课，通过综合运用一般过去时通过对外貌、性格、能力、人们的观点、受欢迎程度对人物形象进行描述，通过提问、填空，跟读，小组对话，学生循序渐进，层层深入，学生学起来自然而不吃力，从而用到最后的输出环节—writing中是关键。评测练习：I.Fillintheblanks:Whatwords/phrases(词组)canyouusetotalkaboutaperson?independent_________________________________________________understanding_____________________________________________________________________________________________________________________________________________________________________________________________II.GroupWork:A:Whatisyourfavoritecharacter?B:A:Whydoyoulikehim/her?B:A:Whatcanhe/shedo?B:A:Whatcan’the/shedo?B:A:Howpopularishe/she?B:……III.Writing:Myfavoritecharacteris……He/She/Ithasexcitedmeformanyyearsbecause_____________________________________________________________________________Andhe/she/itcan_____________________________________________________________________________________________________________________________________________________________________________________________________________________________Buthe/she/itcan’t________________________________________________________________Ithinkitisverypopular__________________________________________________________________________________________________________________________________________课后反思：本堂课是对八下第六单元一般过去时知识点具有升华、总结作用的阅读课，重难点是培养考生从who,why,Sbcan/can’tdo…,howpopular等方面描述过去事件的能力。学生之前深度接触过一般过去时，过去进行时，且有一定词汇积累，因而本课难度适中。与此同时，本课的环节设计严密紧凑，环环相扣：刚开始的self-study,warm-up引入环节，为学生对文本内容的理解做出扎实的铺垫。接下来的ReadQuickly与ReadCarefully环节，学生循序渐进，浅入深出，教师课堂语言凝练，驾驭能力强，通过对一个事件的总结，自然地过渡到至下一个环节。而在最后的输出环节，教师设计Groupwork与Writing，由易到难，有效的总结出本节课的重要知识点，且提高了写作能力。可以说，从刚开始的三次试讲，到最后的录制，教师不断观察学生反映，精修内容设置，力求在有效的时间内使学生学到的知识达到最大化。但上课是门留有遗憾的艺术，因课堂时间有限，教师仅展示了一位学生的Writing与大家分享而草草结束，所以只能将未完成的留作学生的家庭作业，当然，究其原因，也与学情密切相关。总之，本堂课，瑕不掩瑜，教师在备课、磨课环节受益匪浅，会将此过程之所学用于今后的教学中去。课标分析：本课是一堂八下中期阅读课，内容是分析名著西游记中的重要人物之一——孙悟空教学目标由本课的重难点所决定，重点在于培养学生使用一般过去时从who，why，sbcan/can’t…,,why,ho