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Unit2 Section A(3a---3c)教學(xué)課例教學(xué)設(shè)計(jì)
一、基本信息
使用教材 人教版(2014年)八年級(jí)下冊(cè)
單元名稱 Unit2 I will help to clean up the city parks! Section A (3a----3c)
授課班級(jí) 八年級(jí)（11）班
課時(shí) 第二課時(shí) 課型 閱讀課
二、課時(shí)教學(xué)設(shè)計(jì)
語篇研讀
(What):本節(jié)課是一節(jié)閱讀課，文章通過介紹兩位學(xué)生馬里奧和瑪麗的個(gè)人興趣愛好和做志愿者活動(dòng)的情況。教材以3a到3c的活動(dòng)為載體強(qiáng)化對(duì)單元主題內(nèi)容及語言項(xiàng)目的理解，同時(shí)為后續(xù)的動(dòng)詞不定式語法知識(shí)總結(jié)歸納做好了鋪墊。 (How):本文是一篇說明文，以總分的結(jié)構(gòu)形式呈現(xiàn)出馬里奧和瑪麗不同的志愿者活動(dòng)。 (Why):教師在閱讀教學(xué)中應(yīng)以語篇為依托，以落實(shí)英語學(xué)科核心素養(yǎng)為抓手，以解決各項(xiàng)活動(dòng)中的問題為明線，以四種閱讀策略的滲透和應(yīng)用來提升學(xué)生的思維品質(zhì)為暗線，根據(jù)學(xué)情和教學(xué)計(jì)劃充分整合教材，利用話題內(nèi)容的優(yōu)勢(shì)挖掘教材的育人功能從而引導(dǎo)學(xué)生探索、討論互相關(guān)愛及援助的價(jià)值和意義，滲透人文關(guān)懷和道德念的培養(yǎng)，發(fā)揚(yáng)大愛精神。
學(xué)情分析
本班學(xué)生經(jīng)過一年半的英語學(xué)習(xí)，已經(jīng)有了一定的英語語言基礎(chǔ)，一部分學(xué)生能夠讀懂簡(jiǎn)單的短篇文章，并且在老師的引導(dǎo)下可以劃分語篇結(jié)構(gòu)，基本會(huì)帶著具體的問題在文中找尋答案。由于各種因素的影響，學(xué)生發(fā)展參差不齊，一部分學(xué)生知道一些閱讀策略，但不會(huì)具體應(yīng)用到閱讀練習(xí)中。還有一小部分學(xué)生做閱讀題沒有把握，考試遇到閱讀題全靠心情和感覺猜答案。但是這班多數(shù)學(xué)生腦子活、思維敏捷，對(duì)新事物的接受能力強(qiáng)，思維方式變通快，有較大的可塑性，只要在閱讀課中和閱讀習(xí)題講解中對(duì)他們加以正確的閱讀策略和方法的指導(dǎo)和干預(yù)，他們的閱讀習(xí)慣和能力會(huì)逐步得以提高。有少數(shù)學(xué)生智力水平一般，記憶單詞吃力，沒有語感。不能梳理知識(shí)網(wǎng)絡(luò)，需要給予他們一定的關(guān)愛與幫助。
教學(xué)目標(biāo)
一、語言能力 1. Learn and remember the key vocabularies： several， strong， feeling，satisfaction，joy，owner，try out，journey 2.Understand the important sentences: I want to learn more about how to care for animals. Volunteering here is a dream come true for me.
二、學(xué)習(xí)能力: 1、Be able to know and use the infinitives. 2、Be able to understand and apply what they have learned vocabulary and speaking manner. 三、思維品質(zhì)： By reading to develop students` ability to obtain relevant information. 四、文化意識(shí)： To educate students to take volunteer work and let them understand that helping other people can make oneself happy.
教學(xué)重難點(diǎn)
Importance: To master new words and phrases of this lesson; Understand and apply what they have learned vocabulary and speaking manner. Difficulty:Read the passage and master the ability to obtain relevant information; Understand and apply what they have learned vocabulary and speaking manner.
教學(xué)工具
An English book,some colorful cards, 多媒體希沃軟件, 班級(jí)優(yōu)化大師軟件
教學(xué)方法
Down--Top Teaching Method（自下而上的閱讀教學(xué)法) Task-based Teaching Method (任務(wù)型教學(xué)法)
教學(xué)流程圖
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教學(xué)實(shí)施設(shè)計(jì)
教學(xué)環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖
Step1. Warm--up (1 minuter) 1.Greeting. 2.Let`s have a chant. T plays the music. T:Are you happy Ss greet T. Ss clap hands and chant with the music. Ss:Yes. Purpose: To catch the attention of the class and create a warm atmosphere for the class.
Transition Today we will have a PK.I will have some questions for you.One question,one stick.You are Group1、2、3、4. Please get more sticks for your groups. Now please watch a video and answer questions.What could people do in the video
Step2. Lead--in (3minuters) T plays a video. T: Who are they T:Face to the Covid-19 pandemic,what could they do as a volunteer T: Do you want to be a volunteer Ss watch the video. Ss:They are volunteers. S1:They could put up signs. S2:They could clean up the street. S3:They could care for the sick. Ss: Yes. Purpose:Introduced by asking students the experience of daily life "helpful" topic and arouse their learning interests.At the same time, lead in the key word “volunteer”.
Transition Today, we will study a passage about Volunteers.Pay attention to the learning guide . It`s time for me to check your homework.
Step3. Presentation Pre-reading Activity1:Translation into English. 1.放棄.______ 2.每周幾個(gè)小時(shí)_________ 3.照顧，喜歡______ 4.在.....歲時(shí)______ 5.得到他理想中的工作________________________ 6.如此強(qiáng)烈的滿足感____ 7.主人臉上快樂的表情________________________ 8.選拔、適用______ 9.實(shí)現(xiàn) ________ 10.進(jìn)行不同的旅行______________________ Activity2:Make predictions. T shows the text on the screen, then show the title and pictures. T asks Ss to answer them. (1)Who does Mario volunteer to do ( B ) A. Care for the old B. Care for the animals C. Care for the kids (2)What does Mary help the kids to do ( B ) A. To care for animals B. To read C. To dance Q:What is the main ideas of the passage While--reading Activity1: Fast--Reading. (1). Skimming. Read and match each paragraph`s ideas. Para1 A Para2 B Para3 C
A. Mario’s voluntary work and his feeling. （馬里奧的志愿者工作及感受）(Para 2) B. Mary’s voluntary work and her feeling.（瑪麗的志愿者工作及感受）(Para 3) C.The general introduction of Mario and Mary.（陳述主題 ）(Para 1) Activity2: Careful--reading. .Read Para. 2 and write T or F. __1. Mario wants to be an animal doctor and care for animals. __2.He works at an animal hospital every Saturday afternoon. __3.Mario doesn’t believe volunteer work can help him get his future dream job. __4. Mario wants to learn more about caring for the kids. __5. Mario gets a strong feeling of satisfaction when he sees the animals get better. Answers: T,F,F,F,T .Read Para.3 and answer questions. Q1:What does Mary love Q2:What does she volunteer to do Q3:Why does she volunteer to help others Q4:What does she say about volunteering Activity3:Read to complete the passage.Then find the similarity among these answers. T asks students to read the passage again and finish the chart. Mario and Mary give up several hours each week 1.__others. Mario wants2.____an animal doctor. And he wants 3. ___ more about how 4.____animals.He believes volunteering can help him 5. ______his future job. Mary loves reading. She works at an after-school reading program to help kids learn 6. ___.She loves this job because she can do what she loves 7. ______. Answers: to help 2.to be to learn 4.to care for 5.to get 6.to read to do Then ask students to sum up the rules to + v (動(dòng)詞不定式). Post--reading Activity1:Retell the passage according to the details. T shows the mind-map. T creates a situation for students to retell the passage.. Suppose Mr Li is the president of Chinese Volunteers Association. He wants to make friends with Mario and Mary. Let Mario and Mary introduce themselves to Mr Li. Ss finish them carefully. Then check answers. Several students stand up and give answers. Students look at the pictures and the title, guess the answers to the questions. Then students make predictions about the main idea of the passage according to the picture and the title. Ss:Mario volunteers to care for the animals. Ss:Mary helps the kids to read. Ss:Mario and Mary are volunteers. Students look through the passage quickly and match the main ideas of the paragraphs Then gives answers. Students read the first paragraph quietly and fill in the blanks. One student reads the second paragraph carefully and then all students finish the task in 2 minutes. Several students write down answers on the blackboard. One student reads the Para3 quickly,and find the key words to find answers. S1:She loves reading. S2:She volunteers at an after-school reading program for kids. S3:Because she loves books and enjoys helping kids learn to read. S4:She says it is a dream come true for her, and she can do what she loves to do and help others at the same time. Ss read the passage quickly and underline the infinitive,then finish the blacks. Ss check answers. Ss sum up the rules. Ss find verbs before the infinitive. Students fill the mind-map. Students four in a group are prepare for retelling. Students try to retell it with the help of the mind -map and teacher. Then several students act as Mario and Mary to make a self-introduction to Mr Li. Purpose:To check the key words and phrases what they mastered and develop a preview habit. Purpose:To prepare for the reading and arouse the interests of the Students. And develop students`the abilities to predict the main ideas. Purpose:To train students` skimming skills to get the topic sentences. Purpose:To train students` scanning skills to get the specific information. Purpose:To train students`the ability to put the whole sentences into the paragraph to find answers. Purpose:To train students`the ability to use the key words to find specific information. Purpose:To introduce the structure of infinitive and be prepare for the next lesson. Purpose: To train students how to summarize the main ideas of the passage and the abilities to retell the passage.
Transition Do good Jobs. What do you learn from this class Who can sum up the points for us. Any volunteers
Step4. Summary T leads students to sum up what they have learned in this class. Q:What do you think of volunteer work Q:What should we learn from Mario and Mary Several students sum up points. Ss:I think it is meaningful. Ss:I think it is ...... We should help each other. Purpose:To develop Ss`ability to summarize the language points and the positive of students emotional attitudes and values.
Transition So much for this.All the students are perfect in this lesson.Please pay attention to your homework clearly.
Step5. Homework Lever1.Try to remember the new words and phrases you have learned today. Lever2.Try to make sentences by using the new words and phrases you have learned. Lever3. Try to retell the passage and make up a story. Ss write down the homework. Purpose: To consolidate and use the key language points. And the use of hierarchical homework to meet the needs of children levers.
板述設(shè)計(jì)
Unit2 Section A (3a----3c)
教學(xué)評(píng)價(jià)量表
教學(xué)評(píng)價(jià) 是 否 否
學(xué)生是否會(huì)拼讀和使用重點(diǎn)動(dòng)詞以及短語。
學(xué)生是否會(huì)讀課文、能理解課文內(nèi)容大意。
學(xué)生是否知道并理解動(dòng)詞不定式的結(jié)構(gòu)和用法。
學(xué)生是否真正掌握了閱讀技巧，并會(huì)運(yùn)用到閱讀練習(xí)中。
學(xué)生是否能根據(jù)思維導(dǎo)圖復(fù)述課文。
教師的信息技術(shù)運(yùn)用是否嫻熟。
教師的預(yù)設(shè)和生成是否一致、教學(xué)環(huán)節(jié)是否銜接有序和完整。
教師是否充分挖掘教材從而體現(xiàn)學(xué)科的科學(xué)育人價(jià)值觀。
教師所設(shè)置的課堂活動(dòng)是否符合學(xué)生學(xué)情和學(xué)生學(xué)習(xí)活動(dòng)觀。
教師所實(shí)施的教學(xué)活動(dòng)是否體現(xiàn)了英語學(xué)科的核心素養(yǎng)。
教學(xué)反思
本節(jié)課是一節(jié)閱讀課，我采用了任務(wù)型教學(xué)法和自下而上的閱讀教學(xué)方法。這節(jié)課以教材內(nèi)容為依托，以英語閱讀策略為抓手，以希沃為教學(xué)媒體，要求學(xué)生在閱讀課文的學(xué)習(xí)過程中逐步掌握三種比較常用的閱讀策略，即通過所給圖片和標(biāo)題預(yù)測(cè)文章大意、快讀和細(xì)讀的閱讀方法。本課的亮點(diǎn)是引導(dǎo)學(xué)生學(xué)會(huì)從整體到局部的閱讀順序的方法，通過分析本單元主題和教材內(nèi)容，根據(jù)學(xué)生學(xué)習(xí)英語的活動(dòng)觀，以問題串的形式將課本3a、3b、3c的習(xí)題進(jìn)行了整合，設(shè)置讀前預(yù)測(cè)大意，讀中主抓細(xì)節(jié)理解，讀后根據(jù)課文內(nèi)容填空來感知?jiǎng)釉~不定式，最后創(chuàng)設(shè)電話采訪情景引導(dǎo)學(xué)生根據(jù)思維導(dǎo)圖復(fù)述課文。本課不足之處是在教學(xué)中希沃平臺(tái)中的教學(xué)軟件功能還不能運(yùn)用自如，不能很好地指導(dǎo)教學(xué)。讀中環(huán)節(jié)中各個(gè)活動(dòng)之間的銜接不到位，沒有梯度，導(dǎo)致讀后環(huán)節(jié)中沒有徹底激發(fā)學(xué)生的發(fā)問興趣和閱讀思維品質(zhì)。通過這次授課，讓我認(rèn)識(shí)到閱讀課的難易把握程度不僅取決于閱讀問題的層次設(shè)置和學(xué)生閱讀習(xí)慣的養(yǎng)成，而且取決于教學(xué)中如何更好的做到英語教學(xué)與多媒體信息技術(shù)的創(chuàng)新融合運(yùn)用。在以后的教學(xué)中應(yīng)該注重大觀念的教學(xué)設(shè)計(jì)觀的同時(shí)注意信息技術(shù)與英語教學(xué)的有機(jī)融合，利用信息技術(shù)手段挖掘教材所依托的文本的育人價(jià)值和培養(yǎng)學(xué)生的思維品質(zhì)和學(xué)習(xí)能力，努力根據(jù)實(shí)有學(xué)情上出一節(jié)既有深度又有高度的閱讀課。其次，閱讀教學(xué)容量有點(diǎn)大，在學(xué)生閱讀訓(xùn)練中滲透閱讀策略的同時(shí)應(yīng)該循序漸進(jìn)的引導(dǎo)學(xué)生找到問題答案。還應(yīng)該加強(qiáng)自己的課堂語言組織，充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性，讓學(xué)生真正成為學(xué)習(xí)的主體。

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