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初中英语牛津译林版八年级上册Reading教学设计及反思
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这是一份初中英语牛津译林版八年级上册Reading教学设计及反思，
Wild animals Reading 1一．教学目标及要求1、知识和能力目标：通过本课的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，在此基础上鼓励学生大胆根据自己的语言基础能力，就如何来保护我们的生存环境，保护野生动物提出独特的见解。2、过程与方法：以任务型语言教学方法为主，穿插讨论式等教学方法，在教学过程中，注重培养学生深层思维能力以及综合运用英语语言的读写能力等。 3、情感态度和价值观：(1) 激发并提高学生的学习兴趣，乐于接受新事物，勇于尝试体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人。(2) 培养学生良好的环保意识，热爱大自然，热爱动物，拯救大熊猫，保护野生动物。二．教学重点： 1．培养学生运用阅读策略skimming and scanning来提高阅读能力。。 2．掌握与课文有关的词汇,以便运用这些词汇来复述课文 三．教学难点： 1. 讨论如何采取措施保护我们的生态环境。2. 给有关部门写一封信，呼吁全社会保护自然生态环境，爱护野生动物，全社会一起来抓好。四．教学准备多媒体 五．教学过程：(Teaching Procedures)StepⅠ Warming-upT: I’ve a wonderful song. Would you like to share it with me?[设计说明] 课前播放一首欢快的英文歌曲，渲染课堂气氛，营造英语学习氛围，使学生很快进入角色。T: Boys and girls, shall we begin our class now? We know every one of us has many friends and we also have many animal friends. I think animals are usually very friendly to us, we should love them and protect them. If the animals live in the wild, we can call them wild animals. Now, look at the screen, can you tell me what they are?[设计说明] 用学生熟知的话题导入，能引起学生的共鸣，吸引学生主动参与，积极思索, 学生纷纷举手说出了多媒体屏幕上展出的野生动物的名称。Step Ⅱ. Pre-readingT: Can you tell me which is your favourite wild animal? And can you tell me which is my favourite wild animal?[设计说明] 学生说出了自己和老师所喜欢的野生动物名称，以及喜欢的原因，从而达到了人人动脑，积极表演，反复操练，复习以前所学过的动物名称，激起了学生的表现欲，活跃了课堂气氛。（学生在猜测老师所喜欢的野生动物的过程中，若有人提到了大熊猫，就将大熊猫的图片展示出来）T: Do you know why I like giant pandas best? Because giant pandas are very lovely. They look like white mice when they were born. They look like bears when they grow up. They are friendly, too. They like eating bamboo leaves and shoots. They seldom eat meat or hurt other animals. But it’s a pity that there are not many giant pandas in the world. They’re in danger. Hunters catch them and kill them for their fur. And farmers cut down trees and forests. So they have nowhere to live. We should take actions to protect them.[设计说明] 教师边讲，边显示出屏幕上的相关图片, 并通过图片来进行单词、词组的教学，同时把这些词汇写在黑板上，带领学生朗读这些词汇。StepⅢ. While-readingT: Here is a story of Xi Wang, a very lovely giant panda. Would you like to read it with me? Now open your books, turn to P.60. Read it quickly and answer the following questions. 1) What’s the story about?2) What will happen to giant pandas if we do nothing?[设计说明] 用快速阅读来培养学生整体获取信息的能力。T: Now, listen to the tape and read after it and then answer the six questions on the screen. Then encourage the students to find the main ideas about this story.[设计说明] 听录音并跟录音朗读，提高学生的模仿能力，培养学生精读的能力，符合循序渐进的原理，在精读的同时，鼓励学生将文章分成三部分，写出每一段落的主要意思。T: Now let’s find the main ideas together and put them on the blackboard. T: Look at the screen. Finish the table of “The growth of Xi Wang”. Catch more details about Xi Wang.Step Ⅳ Post-readingT: Now please read the passage together. Then finish the exercises on P.60 Part B3 and Part B4.T: Now, We’ve known the giant pandas very well. They are very lovely and we love them very much. But there are fewer and fewer pandas in the world. They’re in danger. Do you know why? Now, work in groups and find out “What problems can a giant panda meet in its life?”[设计说明] 学生以小组为单位，讨论目前大熊猫濒临危及的原因以及采取的措施，充分体现新课程自主探究、合作交流的学习方式，促使学生互相学习，互相帮助，发展合作精神。Then ask some able students of each group to talk in front of the class. After it, finish the Note-making 2 on the screen.T: Discuss with your partners: What other problems will the giant pandas have? What actions can we take? And can you have a face-to-face interview about pandas?[设计说明] 通过教师教学方式的转变引导学生学习方式的转变，突出学生主体，让学生主动思维，发展修改，拓展视野，畅所欲言。Step V. SummaryTeacher makes a summary that we should take actions to protect giant pandas.Step VI. HomeworkWrite an article about “what’s the relationship between wild animals and human beings?”五、板书设计（Blackboard Design）六、教学反思：在这节课中，学生兴趣浓厚，学得积极主动，反思整个教学过程，我认为成功的地方是：教师巧设问题，循序渐进，逐段理解课文，并让学生在自主学习的过程中激发灵感，畅所欲言，学生各方面的能力都获得了发展，具体体现在：1、创设情景，营造自由和谐的学习气氛。实践证明，一个自由和谐的环境可以使人的智慧充分得到发挥，因此，教师必须让学生意识到自己和教师是平等的,并且鼓励学生积极探索，只有在这种氛围中，学生才会感到心理的安全和自由，才会积极主动，生动活泼地观察思考。2、小组合作，激起了学生的创新能力小组合作是新课程背景下学生的一种有效的学习方式，让学生在小组里交流自己的意见，并把自己的成果展示给其他组，这种以学生为主进行的小组合作，能有利地激起学生的创新能力，有利于培养学生的创新思路。3、教学设计由易到难，科学合理，环环相扣，过渡自然，比较注重学生的认知心理，学生听、说、读、写的能力都得到了训练。但在整节课的教学过程中，不免还有些不足之处，值得反思：1、学生的语言训练活动层次不高，只有语言形式上的操练，达不到语言交际的层次，交际面有时过窄，很难训练到全部，基础差的学生往往答不上口，只在一边看热闹。2、如何正确处理学生能力培养和考试成绩的关系也是一个难题。 Words and phrases1 giant pandas2 look like white mice3 be born4 bamboo leaves 5 in danger6 take actionMain ideas of this passageParagraph1: something about Xi WangParagraph2-3: the growth of Xi WangParagraph4-6:the problems of giant pandasParagraph7-8: take actions to protect pandas
Wild animals Reading 1一．教学目标及要求1、知识和能力目标：通过本课的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，在此基础上鼓励学生大胆根据自己的语言基础能力，就如何来保护我们的生存环境，保护野生动物提出独特的见解。2、过程与方法：以任务型语言教学方法为主，穿插讨论式等教学方法，在教学过程中，注重培养学生深层思维能力以及综合运用英语语言的读写能力等。 3、情感态度和价值观：(1) 激发并提高学生的学习兴趣，乐于接受新事物，勇于尝试体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人。(2) 培养学生良好的环保意识，热爱大自然，热爱动物，拯救大熊猫，保护野生动物。二．教学重点： 1．培养学生运用阅读策略skimming and scanning来提高阅读能力。。 2．掌握与课文有关的词汇,以便运用这些词汇来复述课文 三．教学难点： 1. 讨论如何采取措施保护我们的生态环境。2. 给有关部门写一封信，呼吁全社会保护自然生态环境，爱护野生动物，全社会一起来抓好。四．教学准备多媒体 五．教学过程：(Teaching Procedures)StepⅠ Warming-upT: I’ve a wonderful song. Would you like to share it with me?[设计说明] 课前播放一首欢快的英文歌曲，渲染课堂气氛，营造英语学习氛围，使学生很快进入角色。T: Boys and girls, shall we begin our class now? We know every one of us has many friends and we also have many animal friends. I think animals are usually very friendly to us, we should love them and protect them. If the animals live in the wild, we can call them wild animals. Now, look at the screen, can you tell me what they are?[设计说明] 用学生熟知的话题导入，能引起学生的共鸣，吸引学生主动参与，积极思索, 学生纷纷举手说出了多媒体屏幕上展出的野生动物的名称。Step Ⅱ. Pre-readingT: Can you tell me which is your favourite wild animal? And can you tell me which is my favourite wild animal?[设计说明] 学生说出了自己和老师所喜欢的野生动物名称，以及喜欢的原因，从而达到了人人动脑，积极表演，反复操练，复习以前所学过的动物名称，激起了学生的表现欲，活跃了课堂气氛。（学生在猜测老师所喜欢的野生动物的过程中，若有人提到了大熊猫，就将大熊猫的图片展示出来）T: Do you know why I like giant pandas best? Because giant pandas are very lovely. They look like white mice when they were born. They look like bears when they grow up. They are friendly, too. They like eating bamboo leaves and shoots. They seldom eat meat or hurt other animals. But it’s a pity that there are not many giant pandas in the world. They’re in danger. Hunters catch them and kill them for their fur. And farmers cut down trees and forests. So they have nowhere to live. We should take actions to protect them.[设计说明] 教师边讲，边显示出屏幕上的相关图片, 并通过图片来进行单词、词组的教学，同时把这些词汇写在黑板上，带领学生朗读这些词汇。StepⅢ. While-readingT: Here is a story of Xi Wang, a very lovely giant panda. Would you like to read it with me? Now open your books, turn to P.60. Read it quickly and answer the following questions. 1) What’s the story about?2) What will happen to giant pandas if we do nothing?[设计说明] 用快速阅读来培养学生整体获取信息的能力。T: Now, listen to the tape and read after it and then answer the six questions on the screen. Then encourage the students to find the main ideas about this story.[设计说明] 听录音并跟录音朗读，提高学生的模仿能力，培养学生精读的能力，符合循序渐进的原理，在精读的同时，鼓励学生将文章分成三部分，写出每一段落的主要意思。T: Now let’s find the main ideas together and put them on the blackboard. T: Look at the screen. Finish the table of “The growth of Xi Wang”. Catch more details about Xi Wang.Step Ⅳ Post-readingT: Now please read the passage together. Then finish the exercises on P.60 Part B3 and Part B4.T: Now, We’ve known the giant pandas very well. They are very lovely and we love them very much. But there are fewer and fewer pandas in the world. They’re in danger. Do you know why? Now, work in groups and find out “What problems can a giant panda meet in its life?”[设计说明] 学生以小组为单位，讨论目前大熊猫濒临危及的原因以及采取的措施，充分体现新课程自主探究、合作交流的学习方式，促使学生互相学习，互相帮助，发展合作精神。Then ask some able students of each group to talk in front of the class. After it, finish the Note-making 2 on the screen.T: Discuss with your partners: What other problems will the giant pandas have? What actions can we take? And can you have a face-to-face interview about pandas?[设计说明] 通过教师教学方式的转变引导学生学习方式的转变，突出学生主体，让学生主动思维，发展修改，拓展视野，畅所欲言。Step V. SummaryTeacher makes a summary that we should take actions to protect giant pandas.Step VI. HomeworkWrite an article about “what’s the relationship between wild animals and human beings?”五、板书设计（Blackboard Design）六、教学反思：在这节课中，学生兴趣浓厚，学得积极主动，反思整个教学过程，我认为成功的地方是：教师巧设问题，循序渐进，逐段理解课文，并让学生在自主学习的过程中激发灵感，畅所欲言，学生各方面的能力都获得了发展，具体体现在：1、创设情景，营造自由和谐的学习气氛。实践证明，一个自由和谐的环境可以使人的智慧充分得到发挥，因此，教师必须让学生意识到自己和教师是平等的,并且鼓励学生积极探索，只有在这种氛围中，学生才会感到心理的安全和自由，才会积极主动，生动活泼地观察思考。2、小组合作，激起了学生的创新能力小组合作是新课程背景下学生的一种有效的学习方式，让学生在小组里交流自己的意见，并把自己的成果展示给其他组，这种以学生为主进行的小组合作，能有利地激起学生的创新能力，有利于培养学生的创新思路。3、教学设计由易到难，科学合理，环环相扣，过渡自然，比较注重学生的认知心理，学生听、说、读、写的能力都得到了训练。但在整节课的教学过程中，不免还有些不足之处，值得反思：1、学生的语言训练活动层次不高，只有语言形式上的操练，达不到语言交际的层次，交际面有时过窄，很难训练到全部，基础差的学生往往答不上口，只在一边看热闹。2、如何正确处理学生能力培养和考试成绩的关系也是一个难题。 Words and phrases1 giant pandas2 look like white mice3 be born4 bamboo leaves 5 in danger6 take actionMain ideas of this passageParagraph1: something about Xi WangParagraph2-3: the growth of Xi WangParagraph4-6:the problems of giant pandasParagraph7-8: take actions to protect pandas
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