人教新目标 (Go for it) 版八年级下册Section A教学设计

这是一份人教新目标 (Go for it) 版八年级下册Section A教学设计，共2页。
Unit 5 What were you doing when the rainstorm came? Section A 3a The Storm Brought People Closer Together教学设计TitleUnit 5 What were you doing when the rainstorm came?    SA Period 2  ReadingTeacher 段毅 青大附中  Teaching  objectives1. Knowledge aims:Learn and use : report, window, match, beat, against, rise, fallen, bring…together, feel…like, beat heavily against…, at first, fall asleep, die down, in a mess, in times of difficulty.   2.Ability aims： Read a passage using the reading stategies,such as prediction. skimming. scanning. and talk about past events and how to use “when” and “while”.3. Emotion aims: Call for students to try their best to help each other in times of difficulty.Learning & teachingfocus: 1. Read a passage using the reading stategies,such as prediction. skimming. scanning. 2. and talk about past events and how to use “when” and “while”Anticipated difficulties:1.Students may find it difficult to remember so many new phrases.2.It may be a little difficult for some students to make conversations about the passage fluently. Solutions:   Relevant exercises as shown in the teaching procedure are designed to help students to overcome difficulties.Teaching methods and aidsThe task-based language teaching method；The object directed method; The discussive method   CAI; PowerPoint; Multimedia courseware Teaching proceduresstepsStudents’ activitiesTeacher’s  activitiespurposeStep1:Warming upand Revision  Daily report with the subject “the help I got from others”Introduce the student and topic 每日例行演讲热身引入本单元互助主题Step 2:Lead-in  Step 3：Preparation of new words and phrasesLead daily report to the theme of this class and demonstrate a short video  Check the preparation work of the new words and phrasesWhat is the video about?   Discuss your answers of the new words and phrases; and then check with the whole class激发学生的好奇心，并为之后的阅读主题做好铺垫。 为阅读的生词，短语扫除障碍，加深理解Step 4:Fast readinglisten and read. Let the listen to the tape and read as fast as they can to find the topic sentence快速浏览全文，初步感知文本，引导学生运用略读技巧skimming，初步了解文章的主要内容，并了解文章的写作顺序，培养学生阅读概括能力。 skimmingMatch the paragraphs with the meanings. Lead the Ss to use the reading strategy-skimming And make them know that they can find the writing order  by finding the key words of a passage .Step 5：Careful reading 1.Task 4. Read the passage carefully to finish the task in the learning papar for 3~4 mins by themselves; then check the answers in groups.1.Help the Ss to finish the task while the Ss are working on their reading task. Ask them to underline the answers in the passage using the color pens. 让学生带着问题细读文章,获取细节信息,并小组内纠错，互帮互助，思维碰撞，既拓展了学生的思维，又照顾了不同层次学生的知识收获。 落实了以学定教。通过回答问题, 并利用红笔纠错，有利于学生逐渐提高阅读理解能力。2. Check the answers one by one and correct their answers using the color pens.2. Check the answers with the Ss and make sure that they know how to use some useful expressions. Step 6：Group competition  Let students come up with their own questions in each paragraph   Work in groups of four and come up with your own questions for each paragraph then have a volunteer to ask questions to the rest groups of students 这是个小组合作讨论的环节，通过“主动愉悦、竞争合作”教学法既可以锻炼口语，也可以发散思维，深化文章内涵；学生之间通过讨论分享，也可扩大自己的视野，向同伴学习。培养学生发现问题的能力，培养自主学习意识。Discuss part 3c  What other things can bring people closer together?How can we help each other in times of difficulties?Step 7：Act out the play by having an“Interview” The Ss work in groups to complete the interview task. Play different roles such as reporter, interviewer, Ben, Ben’s neighbors, etc. Give students the advice on how to start the interview. Give them some help while they are preparing for the interview task读后输出环节，让学生进一步理解、掌握文章内容，同时对学生进行口语表达能力的训练，深化对文本的理解，升华价值观方面互帮互助的主题。Step 8：Summary andHomework 1. summary Brainstorming to remember what they learn in this reading class. Write them down in the learning paper.What have we learned about the passage? (What happened before/during/after the storm?)And what should we do in face of difficulties?回扣本课三维目标。学生自我总结自己知识，能力，情感三维目标的达成度。照顾学生的真实体验及感受，让学生自己将所学输出。HomeworkDraw your own mind map，then write a summary of the reading  using no more than 100 words.Read it and make it clear.Help the Ss make the homework clear.作业分层设置，顾及学生之间的差异。同时思维导图的设计及使用会让学生对语篇的整体理解做到事半功倍的效果。