八年级英语上Unit7Reading1教学设计(牛津译林版)

八年级英语上Unit7Reading1教学设计（牛津译林版）etotheunit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,harvestcro ps,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,istheessenceofallknowle dge.
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,today we’lllearnapoemaboutseasonsofayear.Areyoureadytolearnit?First,openyou rbooktopage82.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,andwhatdoyoufee laboutthepoem?
2.Asksomequestions:
①Afterreadingthepoem,doyoufeelsad?Doyoufeelexcitedorotherfeelings? Whatdoyoufeelaboutthepoem?
②Doyoufeelstressed?
③Doyoufeelcheerful?
④Doyoufeelhopeful?
Good,soafterreadingthepoem,Ifeelcheerful,relaxedandhopeful.
3.Dealwithsomenewwords.
①Forthefirstreading,Ithinkthere’resomenewwordsthatstopyoufromunder standingthepoem,nowpickthemout.
(e.g.pile.There’resomebooksonthedesk,andputthemtogether,wecansayitap ileofbooks.Andeverydayyouhaveapileofhomeworktodo,right?Ofcourse,Iha veapileofhomeworktocorrect…)
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.IwouldlikeyoutoreadaChines epoem,I’llshowyou.Haveyoueverheardaboutthispoem?Haveyoueverlearnti t?
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,heari t,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.l et’sgointooutEnglishpoem.Let’sseeit,hearitandfeelit..
①Firstofall,tellmewhattheseasonisinthefirstpoem,sayittogether.
②Whatcanyouseeorfeelinwinter?Useyourimagination,thinkaboutyourwin terdays.
2.listentothepoem
①Whatcanyoufeelfromthefirstpara.?
②Whatdothebir dsdo?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,all kindsofactivities.Sowhat’syourfeelingafteryoureadaboutit?Discussingroups. Ithinkthere’sasaying:
Theyear’satthespring,andday’satthemorn.
——RobertBrowning
①Whatdoesmornmean?
②WhatdoesitmeaninChin ese? Soweshouldtreasureourtimeandmakefulluseofourtime,especiallyspringand morning.
三、Aboutpara.3-summer
1.Inspringlight,herecomessummernight.Ithinksummerhasalotofgoodmemo riestoyouall,includingme. Canyoushareyourgoodsummermemorieswithallofus?
(E.g.:Insummer,Icanstayathome,Idon’thavetogetupearlytogototheschool,a nyothergoodmemories?Youcantalkaboutitwithyourpartners,andtellmeyour answer.Imean:goodmemories.)
2.Howisthewriter’ssummermemory?Readbyyourselfandtrytofindthekeywo
rdagain
3.Whatmentionedinhissweetmemories?
4.NowIwouldlikeyoutobethewriter,canyouaddsomemoreinthispicture?
5.IfIwerethewriter,Iwouldaddapicturewithabedonit,becauseIcanhaveagood rest.
Ifyou’rethewriter,whatotherthingscanyouthinkof?
四、Aboutpara.4-autumn
1.Theyaregoodmemories.Butgoodmemoriesalwaysflyawayquickly.Andweh avetosaygoodbye.
①Whatseasoniscoming?
②Tellmeyourownautumn,whatcanyousee,hear,feel?
2.Readthelastparagraphbyyourself.
①Whatarementionedinthewriter’sautumn?
②Whatcanyouseeandfeelinautumn?
③Whatcolourcanyouseeinautumn?
④Whatarethefarmersbusy doinginautumn?
⑤Whatchangescanpeopleseeorfeelinautumn?
3.Readthelasttwolinesinthepoemagainandtrytotellthewriter’srealfeelingbe tweenthelines.(discussingroups)
五、Aboutpersonification Sotillnowwehavewentthroughthefourseasonsandfeelthechangesoftheseas
ons.I’dli keyoutoreadthepoembyheart,andtellwhichlineorwhichpartdoyouli kebestandwhy?
①Canbeesandflowersplaylikeallthechildren?
六、Abouttherhymes
1.Afterlisteningandreading,canyoufeelthedifferencebetweenthepoemando thertypesofEnglisharticles?ReadtheChinesepoemagain,andfindoutwhatiss pecialaboutit.Payattentiontothelasttwowords.
Rhyme-知，枝，时
2.Readandfeeltherhymes.
Doyouthinkthere’rerhymesinit,tellme…
①Whatrhymeswithwhat?
②Whatkindofrhymesdoesithave?
A.aabb
B.abab
C.abba
D.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’srealfeelingbet weenthelines.
readthepoembyheart,andtellwhichlineorwhichpartdotheylikebestandwhy? Tofindouttheotherpersonificationsofthepoem ReadtheChinesepoemagain,andfindoutwhatisspecialaboutit. ReadtheEnglishpoemandfindoutwhatrhymeswhat,andwhatkindofrhymesit has.
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.Youcancho osethebestparttoread,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,andIthinkyouputyourheartinto thispoem,andfeelthebeautyofit,nomatterwhatseasonitis,Iwishyoueachseas onfilledwithbeautyandlove.
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。