八年级英语上Unit7Reading1教学设计(牛津译林版)。
教案课件是每个老师工作中上课需要准备的东西,大家正在计划自己的教案课件了。教案课件工作计划写好了之后,这样接下来工作才会更上一层楼!你们清楚教案课件的范文有哪些呢?以下是小编收集整理的“八年级英语上Unit7Reading1教学设计(牛津译林版)”,希望能为您提供更多的参考。
8AUnit7Seasons教学设计
第二课时Reading1
一、教学分析
教学内容Reading(第82页),本课时主要学习ReadingA文章的内容。
教材分析Reading板块通过一篇描写四季的诗歌,体会诗歌的“意象美、语言美、音韵美”,让学生熟练掌握和运用一些功能用语,谈论喜欢的季节的一些特征以及喜欢的原因。为在Task板块有效地组织句子,写一篇描述最喜欢的季节的文章做好准备。
学情分析本单元的话题是四季,在welcometotheunit中,学生对四季的表达及特点已经进行了初探,因此学生对四季的话题是不陌生的。但由于诗歌的特殊性,学生们还不能理解诗歌的“音美、形美、意美”,教师们还需要用多种途径从深层次和高度上帮助学生理解这首诗歌,从而达到欣赏的目的。
教学项目词汇:shower,pile,upon,shade,as,temperature,drop,rise
词组:befullof,forgettogrow,turnbrown,fallintopilesupontheground,harvestcrops,flyfaraway,amongflowers
句型:Whataperfecttimetoflyakite!
Farmersworktoharvestcrops,asthedaysareshorterandthetemperaturedrops.
课文:apoemabouttheseasons
教学方法任务型教学法、学生中心教学法、多媒体教学、归纳教学法
教学目标
语言知识Tolearnsomeusefulwordsandexpressionsabouttheweather.
语言技能Tolearntodescribethedifferencesbetweenseasons.
语言运用Tolearntousesuperlativetoexpresspreferenceaboutseasons.
文化意识Poetryisthehighestformofliterature,thehighestart,istheessenceofallknowledge.
情感态度Totreasureourtime,andmakefulluseofourtime,especiallyspringandmorning.
学习策略autonomiclearningstrategy
cooperativelearningstrategy
教学重点Tolearntodescribethedifferencesbetweenseasons.
教学难点Tolearntousesuperlativetoexpresspreferenceaboutseasons.
教学用具Multimedia,tape-recorder,chalk,blackboard
二、教学过程
时间教学步骤教师活动学生活动教学目的
第1-2分钟Warmingup(Enjoyamusic)Playamusiccalled“秋日私语”forthestudents,thenhaveafreetalk:
①Areyoufamiliarwiththemusic?
②Doyouknowthenameofitis?
③InEnglishitistranslatedinto…?
④whatseasondoes“autumnwhisper”tell?
Sotogetherwiththemusic,let’sgoonourtripthroughthefourseasons.Ok,todaywe’lllearnapoemaboutseasonsofayear.Areyoureadytolearnit?First,openyourbooktopage82.Firstlistentothemusic,thenanswerthequestions.通过欣赏一首舒缓的音乐“秋日私语”导入,快速调动学生的学习兴趣,又自然过渡到本节课的话题上来。
第3-6分钟Pre-reading
(fastreading)
1.Readthroughthepoem,trytofindoutthetoneofthepoem,andwhatdoyoufeelaboutthepoem?
2.Asksomequestions:
①Afterreadingthepoem,doyoufeelsad?Doyoufeelexcitedorotherfeelings?Whatdoyoufeelaboutthepoem?
②Doyoufeelstressed?
③Doyoufeelcheerful?
④Doyoufeelhopeful?
Good,soafterreadingthepoem,Ifeelcheerful,relaxedandhopeful.
3.Dealwithsomenewwords.
①Forthefirstreading,Ithinkthere’resomenewwordsthatstopyoufromunderstandingthepoem,nowpickthemout.
(e.g.pile.There’resomebooksonthedesk,andputthemtogether,wecansayitapileofbooks.Andeverydayyouhaveapileofhomeworktodo,right?Ofcourse,Ihaveapileofhomeworktocorrect…)
1.readbythemselvesandfeelthetoneofthepoem.
2.answerthequestions
3.Pickoutthenewwordsthatstopthemfromreading.
e.g.IwanttoaskLine10ofpara3theword“s-h-a-d-e”…
学生整体阅读诗歌感受诗歌的基调,不光为体会诗人想要表达的感情打下基础,也为之后理解本诗的语言、意象、以及表达方法指明了方向。
解决诗词中的生词,为进一步理解诗歌扫清障碍。这种处理单词的方法,虽然对老师的应变能力提出很高要求,但学生的主体地位得以凸显。
第7-9分钟Pre-reading
(leadin)1.Beforewegointoeachpartofthispoem.IwouldlikeyoutoreadaChinesepoem,I’llshowyou.Haveyoueverheardaboutthispoem?Haveyoueverlearntit?
春江晚景
(宋)苏轼
竹外桃花三两枝,
春江水暖鸭先知。
蒌蒿满地芦芽短,
正是河豚欲上时。
2.Afteryoureadthepoememotionally,Ithinksomepicturescameintoyourmind.Whatkindsofpicturescanyouhave?
3.Agoodpoemalwayshavebeautifulpicturesinyourmind.Sowecanseeit,hearit,andfeelit.1.ReadtheChinesepoememotionally.
2.DescribesomepicturesoftheChineseonebyone.
以一首拥有唯美的春江晚景图的诗歌,让学生们通过熟知的中文诗,唤醒他们听觉、视觉、感觉中的细胞,为下文做了很好的铺垫。
第10-39分钟While-reading
(detailed-reading)
一、Aboutpara.1-winter
1.let’sgointooutEnglishpoem.Let’sseeit,hearitandfeelit..
①Firstofall,tellmewhattheseasonisinthefirstpoem,sayittogether.
②Whatcanyouseeorfeelinwinter?Useyourimagination,thinkaboutyourwinterdays.
2.listentothepoem
①Whatcanyoufeelfromthefirstpara.?
②Whatdothebirdsdo?Why?
③Dowepeoplehopetohaveawarmandsunnydayinwinter?
④Canweflytothesouth?
3.Readthepoemtogether.
①Discussingroups,trytofindouttheanswer.Canyouguessthewriter’sfeelings?
二、Aboutpara.2-spring
1.Ifthewintercomes,willspringbefaraway?
Nowspringiscoming,here’sthespring.
①Doyoulikespring?Why?
②Whatdoyouliketoinspring?
③Whatdoesthewriterwanttodo?
2.Readbyyourself,andtrytofindoutthekeyword..
①Whatdoeseachlinetalkabout?
②What’stheweatherlikeinthisparagraph?
③Whatdopeopleusuallydo?
④Whatanimalsarementioned?
3.That’sthewriter’sspring,wehavewarmweather,lovelyanimalsandpeople,allkindsofactivities.Sowhat’syourfeelingafteryoureadaboutit?Discussingroups.
Ithinkthere’sasaying:
Theyear’satthespring,andday’satthemorn.
——RobertBrowning
①Whatdoesmornmean?
②WhatdoesitmeaninChinese?
Soweshouldtreasureourtimeandmakefulluseofourtime,especiallyspringandmorning.
三、Aboutpara.3-summer
1.Inspringlight,herecomessummernight.Ithinksummerhasalotofgoodmemoriestoyouall,includingme.
Canyoushareyourgoodsummermemorieswithallofus?
(E.g.:Insummer,Icanstayathome,Idon’thavetogetupearlytogototheschool,anyothergoodmemories?Youcantalkaboutitwithyourpartners,andtellmeyouranswer.Imean:goodmemories.)
2.Howisthewriter’ssummermemory?Readbyyourselfandtrytofindthekeywordagain
3.Whatmentionedinhissweetmemories?
4.NowIwouldlikeyoutobethewriter,canyouaddsomemoreinthispicture?
5.IfIwerethewriter,Iwouldaddapicturewithabedonit,becauseIcanhaveagoodrest.
Ifyou’rethewriter,whatotherthingscanyouthinkof?
四、Aboutpara.4-autumn
1.Theyaregoodmemories.Butgoodmemoriesalwaysflyawayquickly.Andwehavetosaygoodbye.
①Whatseasoniscoming?
②Tellmeyourownautumn,whatcanyousee,hear,feel?
2.Readthelastparagraphbyyourself.
①Whatarementionedinthewriter’sautumn?
②Whatcanyouseeandfeelinautumn?
③Whatcolourcanyouseeinautumn?
④Whatarethefarmersbusydoinginautumn?
⑤Whatchangescanpeopleseeorfeelinautumn?
3.Readthelasttwolinesinthepoemagainandtrytotellthewriter’srealfeelingbetweenthelines.(discussingroups)
五、Aboutpersonification
Sotillnowwehavewentthroughthefourseasonsandfeelthechangesoftheseasons.I’dlikeyoutoreadthepoembyheart,andtellwhichlineorwhichpartdoyoulikebestandwhy?
①Canbeesandflowersplaylikeallthechildren?
六、Abouttherhymes
1.Afterlisteningandreading,canyoufeelthedifferencebetweenthepoemandothertypesofEnglisharticles?ReadtheChinesepoemagain,andfindoutwhatisspecialaboutit.Payattentiontothelasttwowords.
Rhyme-知,枝,时
2.Readandfeeltherhymes.
Doyouthinkthere’rerhymesinit,tellme…
①Whatrhymeswithwhat?
②Whatkindofrhymesdoesithave?
A.aabbB.abab
C.abbaD.aaab
3.Readthepoemaloudbyyourself,trytofeeltherhymesofthepoem.
Ithinkpoemsjustlikemusic,andithaspleasantrhymes.
诗歌是富有音乐感的韵律和有趣的思想的结合。
Readcarefullyandanswerthequestions.
Listentothepoemcarefully,thenanswerthequestions.
Discussingroups,trytoguessthewriter’sfeelings
Freetalkabouttheirownspring.
Readbyyourself,andtrytofindoutthekeyword.Thenanswersomequestions.
Discussingroupstosaysomethingabouttheirfeelingsafterreadingit.
AnswersomequestionsabouttheChinesepoem.
sharetheirgoodsummermemorieswithallofus?
Readbythemselvesandtrytofindthekeywordagain
Helpthewriteraddsomemoreinthispicture.
Freetalkabout
Theirownautumn,likewhattheycansee,hearandfeel.
Readthelastparagraphbythemselvesandanswersomequestions.
Groupwork:
Readthelasttwolinesinthepoemagainandtrytotellthewriter’srealfeelingbetweenthelines.
readthepoembyheart,andtellwhichlineorwhichpartdotheylikebestandwhy?Tofindouttheotherpersonificationsofthepoem
ReadtheChinesepoemagain,andfindoutwhatisspecialaboutit.
ReadtheEnglishpoemandfindoutwhatrhymeswhat,andwhatkindofrhymesithas.
Readthepoemaloudbythemselves,trytofeeltherhymesofthepoem.本环节我主要分六部分,前四部分是对文本进行分段处理。主要采用问题启发式,让时间、让空间、让机会、让活动,采用“小组合作”的基本组织形式,通过反复提问学生在诗中看到了什么?听到什么?感受到了什么?脑海中出现怎样的画面?通过调动学生的视觉、味觉、听觉等多种感官引导他们领会诗人的意图,感受诗的意境,深层次和高度上理解这首诗。
比如在第三小节中,学生就不难发现有多种意象。这小节的中心词是sweet。使我们想到了夏日里香甜的冰淇林,既是嗅觉又是味觉意象,同时潺潺的流水,树荫,使我们不进有视觉意象又有听觉意象,多种意象的结合,使我们体会了作者甜蜜的夏日回忆,又勾起了学生对夏日美景美食美好时光的无限憧憬与向往。
意象还通过明喻、暗喻、拟人等修辞手法体现出来,在学生对诗文的理解逐步深入以后,我提出让他们找出诗歌中最喜欢的诗句,将课堂再次交给学生,实现学生是课堂主人的理念。引出拟人的修辞手法。
最后,学生在老师的引导下,反复诵读,由中文诗到英文诗,由外及内,由此及彼,逐步找出本篇诗歌的韵脚,及诗歌的所属形式。
思路逐步清晰,学生也豁然开朗。
再读时,所使用的押韵更能调动学生多种感官,感受诗歌的美。
第40-43分钟Post-reading
(competitiontime)Nowit’sourcompetitiontime,I’dlikeyoutoreadthepoeminagroup.Youcanchoosethebestparttoread,andI’llchoosethebestpartvoice.
Readitcorrectly,clearly,loudlyandemotionally.
Haveacompetition
Readthepoememotionallyindifferentgroups.以比赛的形式激发了学生们赶学比拼的士气,在你争我赶的过程中加深了学生的印象,更有利于教学目标的达成。
第44分钟ConclusionSotodaywegothroughtheseasons,andIthinkyouputyourheartintothispoem,andfeelthebeautyofit,nomatterwhatseasonitis,Iwishyoueachseasonfilledwithbeautyandlove.
对学生本堂课精彩习得的肯定与鼓励,又是对学生能积极面对及热爱各种生活环境的期许。
第45分钟Homework1.采取多种形式诵读本篇诗歌;
2.完成《初中英语读本》8AP102-103阅读1上面的练习。将课内外阅读相融合,有利于学生阅读能力提升及长远发展。
三、教学反思
相关阅读
八年级英语上Unit3Reading1教学设计(牛津译林版)
牛津译林初中英语八年级上册
Unit3Adayout教学设计
盐城市文峰中学孙萍
第二课时Reading1
一、教学内容分析
教学内容Unit3Adayout---Reading1
教学对象江苏省盐城市文峰中学初二(3)班,学生人数35人
教学项目词汇:finejoinmyselfshineclearskyjourneyboringfinallyarriveinterestmaincultureInternetpagehomepageyourselvesthemselves
词组:alittleboringarriveat/incan’twaitgetoffplaceofinterestnotbelieveone’seyesbyoneself
句型:MrWuinvitedmetojointheirschooltriptotheWorldPark.
Ittookusabouttwohourstogettherebybus.
Therewasalotoftrafficonthewayandthejourneywasalittleboring.
课文:Ane-mail
教学方法任务教学法、学生中心教学法、多媒体教学、归纳教学法
教学目标
语言知识学习词汇、词组、句型
语言技能能根据图片猜测词义并根据关键词推测文章大意
语言运用学会用正确的形容词描述旅游的感受
文化意识能用适当的形容词简单介绍世界公园
情感态度能感受旅行过程中的情感的变化
发现身边美好事物,热爱旅行,热爱生活
学习策略学会运用略读和精读相结合的方法去学习课文
能根据时间轴提示描述旅行所见所感
教学重点根据图片、关键词等了解文章大意
教学难点能感受和理解在不同地点旅行者感受的变化
运用任务能根据时间顺序简单介绍自己的一次旅行经历
二、课堂教学过程
时间教学步骤教师活动学生活动教学目的
预备铃响之后Warmingup(Enjoythepicturesandthemusic)Showthepicturesofmanyplacesofinteresttothestudents,letthemfeelthebeautyoftheseplacesandsaythenamesoftheseplaces.Thenaskthestudentstotalkaboutwheretheyareandwhattheycandothere.Presentthewordsandphrases:wonderful,amazing,placesofinterest.Lookatthepicturesandreviewsomethingtheyknowabouttheplacesofinterestinthepictures.由视觉、听觉感官冲击引入本课主题,激发学生学习的兴趣,集中学生的注意力,营造轻松活跃的课堂气氛。
第
2-5
分钟Pre-reading
(lead-in)1.Haveafreetalk
①Wehadalongsummerholiday.Wheredidyougoduringtheholiday?
②Whichcitydidyouwanttogo?
③Whydoyouwanttogothere?
④HowdoyouplantogettherenextNationalDay?
⑤Canyouvisitallthesefamousplacesofinterestinjustoneday?
2.IntroducetheWorldParkinBeijing.Showsomepictures.Therearemodelsofoverahundredplacesofinterestfromallovertheworld.WecanseetheEiffelTower,thepyramidsandtheGoldenGateBridgeinthepark.Theyarejustliketherealones.SoIcantravelaroundtheworldinaday.Whatanamazingdayitwillbe!Thinkaboutthequestionsandtalkaboutitwiththeclassmatesandtheteacher.
LookatthepicturesandlearnsomethingabouttheWorldPark.Learnthenewwordsandexpressionsaccordingtothepictures.通过自由对话自然导入本节课话题。在和老师学生交流的过程中,各种层次的学生都有相关的话语可说。教师的归纳、总结,能让学生的思路更加清晰,同时也很自然地学习了本节课的新词汇。
第6-10分钟Pre-reading
(Fast-reading)Askstudentstoreadthee-mailasquicklyaspossible.Skimthee-mailandanswerthequestions:
①Whatistheletterabout?
②WhatdidLindathinkofthetrip?
③Canyoudividethee-mailintothreeparts?Whatarethey?
Para_____Beforethetrip
Para_____Duringthetrip
Para_____AfterthetripReadthee-mailasquicklyaspossibleandthenanswerthequestions.通过快速阅读,使用略读的阅读方法掌握文章大意。将文章划分段落,利于理解文章结构,对学生的写作也很有帮助。
第16-30分钟While-reading
(Careful-reading)1.AskstudentstoreadParagraph1-2carefullyandFillinthetablebelow:
AtriptotheWorldPark
Who
When
How(transportation)
Howfar
Weather
How(feeling)
2.AskstudentstoreadParagraph3-5carefullyandansweraquestion:WhatdidLindaseeandfeelintheWorldPark?
3.AskstudentstoreadParagraph6carefullyandanswerthequestions:
①HowcanLinda’smotherknowmoreaboutthetrip?
②WhoputthephotosontheInternet?ReadcarefullyandFillinthetablebelow:
Readcarefullyandanswerthequestion.
通过详细阅读,使用寻读的学习方法更多的了解文章细节,完成读中设置的各种任务,检测学生阅读的质量。注重阅读方法的指导有利于提高学生自主学习能力,所以教师要有意识的培养学生采用最合适的阅读手段获取信息。
第31-35分钟PracticeAskstudentstofinishtheexercisesB1,B2,B3quicklyandthecheckanswers.Finishtheexercisesquickly.通过书上的练习检测阅读效果。
第36-40分钟Post-reading1.AskthestudentstofindoutthewordswhichcandescribeLinda’sfeeling.
Para1-2fine,warm,boring
Para3-5excited,couldn’twait,wonderful,couldn’tbelievemyeyes
Para6wonderful,amazing,great
2.AskstudentstrytoretellthetriptotheWorldParkaccordingtoLinda’sfeeling.ReadandfindoutthewordswhichcandescribeLinda’sfeeling.
Retellthee-mail.设计读后练习,是对学生阅读过程和效果的检测和总结。根据提纲复述课文,对学生的能力也是很大的挑战,有助于他们总结信息,训练口头表达能力。
第41-45分钟Conclusionandcheckout.Askstudentstomakeaconclusionandfinishtheexercise.(见下)
Makeaconclusionandfinishtheexercise.在新授课结束之后,进行当堂检测是很必要的,设计的题型难度要适中,这样更能增强学生的自信。
附课堂检测题:完形填空
Illgoonatraveltothecapitalofourcountrynextweek.Iwanttotravel_1_train.Iwillarrive_2_Beijing_3_Sunday,the_4_ofMay.Imgoingtohaveafreedayfirst,becauseIllbetired_5_thelongtraintrip.IwanttogoshoppingonTuesday.Illbuysomegifts_6_myfriendsandthemembersofmyfamily.IwillgototheGreatWallon_7_.ThenIllvisittheSummerPalaceonThursday,the_8_.NextdayIllpayavisittotheSpaceMuseum.ItwilltakemeonedaytovisitthePalaceMuseum.Finally,Iwillcomebackon_9_becauseImustgotoworkonMonday.Doyouthinktheone-weekvisitingsounds_10_?
()1.A.onB.byC.withD.in
()2.A.inB.toC.atD.on
()3.A.inB.atC.toD.on
()4.A.seventeenB.seventiethC.seventhD.seven
()5.A.afterB.beforeC.ifD.when
()6.A.toB.inC.onD.for
()7.A.TuesdayB.WednesdayC.ThursdayD.Friday
()8.A.eleventhB.twelfthC.ninthD.tenth
()9.A.TuesdayB.SaturdayC.SundayD.Friday
()10.A.wellB.greatC.beautifullyD.happily
答案:BADCADBACB
八年级英语上Unit8Reading1教学设计(牛津译林版)
每个老师需要在上课前弄好自己的教案课件,大家在认真写教案课件了。对教案课件的工作进行一个详细的计划,才能对工作更加有帮助!有多少经典范文是适合教案课件呢?以下是小编为大家精心整理的“八年级英语上Unit8Reading1教学设计(牛津译林版)”,仅供参考,欢迎大家阅读。
8上Unit8教学设计第二课时教学内容分析
教学内容《英语》(译林出版社)八年级上册Unit8Reading1
教学对象初二学生
教学项目语词Intheearlymorning,feelaslightshake,hearaloudnoise,starttoshake,screaminfear,runoutofthebuilding,runinalldirection,
Falldown,feelnervous,amomentoffear,shoutforhelp,moveaway
课文Astory
教学方法情景教学法,启发式教学法,多媒体教学、任务型教学法24
教学目标w语言知识t能听懂并掌握有关地震发生过程前后的词汇。h
语言技能Y培养学生根据关键词和语境猜测大意的能力。6
语言运用O能够根据关键词复述课文。5
情感态度I教育学生学会在自然灾害中自我保护。a
学习策略h学会扫渎和精读的方法。P
教学重点6学会扫渎和精读的方法。y
教学难点6能够根据关键词复述课文。8
运用任务Z根据老师提供的情景,进行必要的精读和略读,获取必要的信息。k
第二课时课堂教学过程4
时间教学步骤0教师活动A学生活动f教学目的A
第1到3分钟=Lead-in=1.T:We’velearntsomethingaboutnaturaldisastersandaccidents.Doyourememberthenamesofanydifferentkindsofdisasters?
Letstudentsrevisethenamesofthedisasters.
2.Leadin.
T:NowI’mgoingtoshowyouavideo.Canyoutellmewhatkindofdisasteritis?
Theteacherplaysvideoandleadin.Answerthe
questionsaboutthedisastersandrevisethem.
通过视频自然导入到本课时有关地震的教学内容,并复习了前面的旧知识。
第4到10分钟Presentation
(Pre-reading)1.Teachersshowthepicturesabouttheearthquakeand12283577
presentthenewwords
andphrases:
Intheearlymorning,
feelaslightshake,starttoshake,screaminfear,runoutofthebuilding,runinalldirection,falldown,feelnervous,amomentoffear,shoutforhelp,moveaway
2.LetstudentsdoPartB1.122835771.Learnthenewwordsandphrases.
2.DoPartB1.通过图片和情景让学生初步会读和认识本课时的单词和词组,也降低下面阅读的难度。
第11到30分钟WhileReading1.Leadin.
T:TherewasanearthquakeinTaiwanin1999.Thousands
ofpeoplelosttheirlivesintheearthquake.AboycalledTimmysurvived.Let’slisten
tothestorytoseewhathappenedtohim.
2.PlaythetapeandletstudentsdoPartB3.
3.Playthetapeagainandlet
Studentsanswerquestions.
Paragraph1
(1)WhatwasTimmydoingwhentheearthquakestarted?
(2)Whatdidhefeelatfirst?
Paragraph2
(3)Whatwastherealnoiselike?
(4)WhatdidTimmytrytodo?
(5)Whathappenedtothebuildings?
Paragraph3
(6)WherewasTimmywhentheshakingended?
(7)HowdidTimmyfeel?1.DoPartB3.
2.Answerthequestions.
用“让学引思”教学法引导学生自己找到答案,保证学生充足的思考时间,让给学生时间和空间去思考和学习。
并最终让学生学会精读的方法。
第31到44分钟Postreading1.Letstudentsreadthestoryafterthetape,thenreadtogether.
2.LetstudentsdoPartB2.12283577
3.Letthemretellthestoryaccordingthepictures.
4.LetstudentsdoPartB4.1.Readthestoryafterthetape,thenreadtogether.
2.DoPartB2.
3.Retellthestoryaccordingthepictures.
4.DoPartB4.通过学生跟读、集体朗读,给出充足的时间来反复熟悉故事和语境。用复述来检验学生输入的情况。12283577
第45分钟HomeworkTellthestudentstoreadthestorymoreandcompleteotherexercises.Readthestorymoreandcompleteotherexercises.让学生多读,从而更加熟练地阅读本课时故事,并且布置学生做必要的家庭作业进行知识的巩固。
八年级英语上Unit8Reading2教学设计(牛津译林版)
8上Unit8教学设计
第三课时教学内容分析
教学内容《英语》(译林出版社)八年级上册Unit8Reading2
教学对象初二学生
教学项目语词Intheearlymorning,feelaslightshake,hearaloudnoise,starttoshake,screaminfear,runoutofthebuilding,runinalldirection,
Falldown,feelnervous,amomentoffear,shoutforhelp,moveaway
课文story
教学方法启发式教学法,多媒体教学、任务型教学法、讲解法
教学目标语言知识能掌握本课时的重要短语、句型。
语言技能能较熟练地读课文,初步掌握本课时的知识点。
语言运用能较完整地复述课文。
情感态度教育学生学会在自然灾害中自我保护。
学习策略培养学生上课进行记笔记的习惯和运用语言点的方法。
教学重点能较熟练地读课文,初步掌握本课时的知识点。
教学难点能较完整地复述课文。
运用任务能谈论地震发生的情形。
第三课时课堂教学过程
时间教学步骤教师活动学生活动教学目的
第1到3分钟Presentation1.Leadin:We’velearntabouttheearthquakeinTaiwan.Nowwouldyouliketowatchashortvideooftheearthquake?PlayavideoabouttheTanwanearthquakein1999.
2.Thenletstudentsanswerquestions:
(1)WhatwasTimmydoingwhenheheardsomenoise?
(2)Whatwastherealnoiselike?
(3)Whattimedidtheearthquakestart?
(4)WhathappenedtoTimmywhentheearthquakeended?
(5)WhatdidTimmydoafterhefoundhewastrapped?
3.Inwhichparagraphscanyoufindtheanswerstothesequestions?
4.Canyoutellusthemainideaofeachparagraph?
Theteacherofferssomecontentstostudentstochoose.1.Answerthequestions.
2.FindoutInwhichparagraphsthestudentscanfindtheanswerstothesequestions.
3.Givethemainideaofeachparagraph.先呈现语言环境,既复习了课文,又为下面的语言点讲解提供的环境。
第4到10分钟Practice1.Teachershowsthelanguagepointstothestudentsontheblackboard.
2.Explainthelanguagepointstothestudents.
3.Letstudentsfindmorelanguagepointsthattheydon’tunderstand.
4.Exercises.
Translatethefollowingsentences:
(1)开始下雨的时候,我正和朋友们在打篮球。
(2)当妈妈在做晚饭的时候,我在卧室里做作业。
(3)我当时甚至不知道自己在做什么。
(4)当我今天早上看到她时,她正在车站等公交车。1.Writedownthelanguagepointsonthenotebook.
2.Findmorelanguagepointsthattheydon’tunderstand.
3.FinishExercises.进行知识点的讲解的过程中联系实际的生活环境,降低难度,方便掌握。并给出一定的时间进行记忆。
第11到25分钟Pairswork.1.Dividethestudentsintoteamsoftwo.OneisareporterandtheotherisTimmy.
2.ProvidesomequestionsforstudentstointerviewTimmy.
(1)Wherewereyouwhentheearthquakestarted?
(2)Whatwereyoudoing?
(3)Whatdidyoufeelandhearatfirst?
(4)Whatdidyoudowhentheearthquakestartedtoshake?
(5)Wasitdangeroustoruninthestreetduringtheearthquake?
(6)Howdidyoufeelwhenyoufoundyourselftrapped?
3.Letpairsactitoutinfront.
1.Playtherolesinpairs.
2.Actitoutinfront.
3.Discussthefollowingquestionsingroups,andthenreport.让学生进行角色扮演可以激发学生的积极性,为学生创设输出的平台。而小组讨论并汇报,让学生联系实际,操练了语言点,也能让学生受到教育,知道地震发生时的处理办法。
第26到35分钟Groupswork.Letdiscussthefollowingquestionsingroups,andthenreport.
(1)Whatwillyoudoduringtheearthquake?
(2)Isitsafetorunfastduringtheearthquake?discussthequestionsandthenreport.用小组讨论的方式激发学生的主观能动性,并让学生增强了安全的意识。
第36到43分钟ReadingLetstudentsreadthetextmore.Readthetextmore.在读中体会所学的语言点,反过来更促进对课文的理解。
第44-45分钟HomeworkTellthestudentstorecitethetextandrememberthelanguagepoints.布置学生做必要的家庭作业进行知识的巩固。