牛津英语8A教案
- 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。
⽜津英语8A教案
⽜津初中英语8A Unit6 Natural disasters(Reading)教案
教材分析:
本节课所教的是⼀篇阅读课⽂,⽂章较长,是第六单元第⼀课时讨论⾃然条件和⾃然灾害的延续。
在本课学⽣将有机会了解男孩Timmy在1999年台湾⼤地震中被困在⽡砾堆下的亲⾝经历。
故事⽤第⼀⼈称叙述,有助于学⽣深刻感受遭遇地震的恐惧不安和死⾥逃⽣。
课前让学⽣查阅有关地震⽅⾯的资料,课中利⽤这些资料展开讨论,设计What will happen to you if there is an earthquake here?和Do you know how to protect yourself in the earthquake? 等问题,由课内延伸到课外,增⼤学⽣的知识量,拓展学⽣的思维,从⽽达到综合运⽤语⾔进⾏交际的⽬的。
本篇⽂章语⾔真实地道,具有典型性和时代⽓息。
这篇⽂章中讲述了Timmy在1999年台湾⼤地震期间被困⽡砾堆下的亲⾝经历,学⽣较感兴趣,教师通过各种有趣的活动,使学⽣对死的恐惧和死⾥逃⽣有了更深的了解,假设你是Timmy,请边看图边讲述⾃⼰的经历,以便开展听说读写活动,达到学习语⾔的⽬的。
教学⽬标:
⼀、知识⽬标
1.学习掌握⼀些重要的词汇、短语和句式。
2.掌握课⽂⼤意,运⽤所学知识复述课⽂内容。
⼆、能⼒⽬标
1.培养学⽣根据关键词和语境猜测⼤意的能⼒。
2.通过学⽣积极参与课堂语⾔活动,培养学⽣良好的听、说、读、写综合能⼒。
3.培养学⽣动⼿能⼒,通过分析、复述课⽂,确定学⽣在使⽤、做题、交流中学习英语的思想。
三、情感⽬标
1.通过学习主⼈公在地震中的活动,培养学⽣勇敢、不畏艰难的精神。
激发学⽣热爱⽣命及⾃我保护意识。
2.通过开展⼩组活动,积极与他⼈合作,培养学⽣互帮互助的团队精神。
教学重点:
1.了解有关地震的基本知识。
2.通过阅读,理解课⽂⼤意并理清事情发⽣的顺序。
3.培养学⽣的阅读技巧。
教学难点:
1.设计与课⽂主题相关的话题或活动,让学⽣在做中学,在学中⽤。
2.培养学⽣良好的阅读习惯,让学⽣学会通过略读、跳读来搜索信息,找出答案、解决问题的阅读技巧。
教学步骤:
Step 1 Revision
1.Daily report: Two students give daily reports.
(教学策略:营造浓厚的英语氛围,使学⽣快速进⼊学习英语的状态。
)2.Show the students some pictures of different kinds of pictures and get them speak out the names of disasters.
(教学策略:借助图⽚,帮助学⽣复习巩固,降低了难度。
)
Step 2 Leading in
1.Group work: Ask Ss to look at the pictures again and to tell which disaster is the most harmful? Why?
(教学策略:让学⽣四⼈⼀⼩组讨论,培养学⽣合作能⼒。
)
Ss will say the earthquake is the most harmful to us because it kills thousands of people easily and quickly.
(教学策略:帮助学⽣构成地震⽅⾯的基本知识-地震的危害性。
)
2.If there is an earthquake here, what will happen to you?
Ss may have the following answers:
(1) Maybe I’ll die quickly in the earthquake.
(2) Maybe I will be trapped in the earthquake.
(3) Maybe a brick will fall down and hit me.
(4) Maybe I’ll be so frightened that I will run in all directions. (教学策略:引导学⽣进⼀步讨论,同时也可给学⽣观看某些地震⽅⾯的视频、图⽚。
学⽣仍以四⼈⼀⼩组的⽅式讨论给出⼀些观点。
在师⽣讨
论中,教师可教授trapped, run in all directions等⽣词。
通过进⼀步的讨论,帮助学⽣更多地认识地震的危害性,为下⾯进⼀步学习课⽂The Taiwan Earthquake打下坚实的基础。
)
3.引导学⽣针对上述讨论,在地震中的种种表现,有些是正确的⾃救⽅法,有些不是,进⼀步引导学⽣讨论下述问题:
Do you know how to protect yourself in the earthquake?
教师可给出建议,例:
(1) You can run out to the street/to the playground.
(2) You can hide under the desk.
Step 3 Presentation
1.通过以上热烈的讨论,学⽣对地震以及地震的危害性及如何⾃救等有⼀定的认识,教师在屏幕上打出本课标题Unit6 The Taiwan Earthquake
2. Encourage Ss to read the text aloud, and then underline the new words.
The teacher shows new words on a slide show). Ask Ss to explain the new words in English by matching:
(1)thunder(line 4) d a. stopped being nervous or excited
(2)Screamed(line 5) e b. fall
(3)come down(line 11) b c. kept in a place and could not leave
(4)calmed down(line 12) a d. the loud noise following lightning
(5)trapped(line 17) c e. shouted loudly
(教学策略:学⽣问,请另⼀名学⽣来回答,增强了学⽣合作的机会,锻炼了学⽣的能⼒,⽤英语解释英语,培养⽤英语思维的能⼒。
)
Step 4 Reading (Do T/F questions)
Ask Ss to read the text again, and each group will vote for a best student. He or she will have to write down the answers on the Bb at the same time. After that, tell Ss the winner.
(1)Timmy was in the restaurant when the earthquake started. F
(2)Timmy heard a loud noise of thunder at first. F
(3)Animals ran wildly everywhere. T
(4)Timmy was trapped in a dark place when the earthquake stopped.F
(5)Timmy had nothing to eat when he was trapped under the bricks
and stones. F (6)People found Timmy at night. F (教学策略:通过竞选产⽣⼩组的选⼿,再到班级进⾏竞争,最后通过公平竞赛产⽣⼀名获胜者。
这有利于团结同学,增强学⽣之间友谊,也有利于培养学⽣的集体荣誉感。
)
Step 5 Retelling the story by talking about pictures
1.根据课⽂内容给每幅图⽚找出正确的说明(give each picture the right caption)
2.按课⽂内容排列图⽚(put the pictures into the correct order)。
要求学⽣在熟读课⽂(可给学⽣3分钟左右时间读课⽂)的基础上,找出图⽚说明,并按照课⽂内容,对下列句⼦排列顺序。
(1) Help came.
(2) I was trapped.
(3) People ran out of the shopping center.
(4) I screamed for help.
(5) The wall came down.
(6) Was it thunder?
3.然后⿎励学⽣边看图⽚边复述课⽂,请全班师⽣为他们打分,并评出最好的,提⾼学⽣的参与热情,把课堂推向⼀个⾼潮。
Step 6 Consolidation
根据上述复述内容,让学⽣给短⽂填空(⼀空⼀词):
Timmy was one of the luckiest men in the world.
One afternoon, in 1999, while he was in a shopping center, a terrible earthquake happened. People were so frightened that ran in all direction. Pieces of glass and bricks fell down and the walls began to come down tool! Timmy tried his best to run out to the street. After the noise and shaking ended, he found he was trapped. He felt afraid. But he tried to calm down since he was still alive. He had a packet of chocolate but he didn’t eat it all because he knew he might be there for a long time. When he heard some noise above him, he screamed for help. People were excited to hear somebody still alive. They hurried to move away the bricks and stones. He was saved at last.
(教学策略:教师出⽰⼀篇有关本课的改写后的短⽂,让学⽣填⼊合适的词,进⼀步加强学⽣对本篇课⽂的掌握,巩固知识。
)
Step 7 Homework
针对本课所学内容,引导学⽣回想我们⼤陆在2008年5⽉12⽇的⼀场可怕的地震-—汶川⼤地震。
展⽰汶川⼤地震的图⽚及部分关键词和词语,Ask Ss to write a short passage using the pictures given and the knowledge we learned today.
(教学策略:⾸尾呼应,⽤所学知识进⾏适当拓展,真正做到学以⾄⽤。
) 板书设计:
教学反思:
1.本节课教师通过各种⽅法调动学⽣的积极性,学⽣参与⾯⼴,⽣⽣互动、师⽣互动强。
学⽣在表演、合作、合作讨论中,不仅增强了⼩组的荣誉感,更促进了学⽣们的友谊,努⼒渗透德育内涵。
2. 以Timmy的⼼理变化和事件发⽣的先后顺序为主线:害怕—恐惧—希望—⽣存,引导学⽣快速掌握课⽂⼤意,培养学⽣形成良好的阅读策略。
3. 同学们在学习中获得知识,并及时活⽤,体现了学以致⽤,体现了“做中学,学中做”的原则,充分体现了任务型的教学原则。
4.充分尊重学⽣的个体差异,珍视探究过程中学⽣的独特感受、体验和理解,适时引导学⽣把他们的新想法、新创意引向主动学习、主动发展之中,使学习过程成为⼀个富有个性化的创新过程,这⼀点与新课程标准的精神充分吻合。
5.⼩组活动要有序地组织好,才能达到最佳效果。
6. 本节课着重培养学⽣概括主题、捕捉细节和再现阅读内容的技能。
同时注意设计合适的衔接语⾔,使各个教学环节⾃然过渡,让学⽣在不知不觉中进⼊学习状态并开展活动。
在教学设计过程中,尽最⼤可能考虑学⽣情感在教学中的重要性,设法让学⽣在快乐中学习。
但⼜不⽚⾯地追求所谓的“活跃”,如果⼀味强调热闹课堂的话,⽓氛是很活,但也有可能忽视了学⽣对知识的掌握和能⼒的培养。