八年级英语上册Unit6 Reading Ⅰ教学设计牛津译林版.docx
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八年级英语上册Unit6ReadingⅠ教学设计牛津译林版
八年级英语上册Unit6ReadingⅠ教学设计(牛津译林版)
8上Unit6Birdathing
Perid2ReadingⅠ
一、Analsisftheteahingntents
Teahing
ntents
本节是八年级上册第二模块Unit6的第二时,主要介绍了扎龙自然保护区,阅读的第一时着重点在内容的理解上,在理解的基础上,更进一步理解本单元的主题“birdathing”。
通过了解扎龙自然保护区的基本情况,如:
地理位置、优势、地貌特点,所保护动植物的种类、现状及鸟类爱好者的措施,引导,教育学生爱护鸟类,保护自然,提高学生保护环境的意识。
Teahing
bets
是以真实信息为基础的简介,自然保护区大多地处偏远的地方,学生只是听的多,亲自去参观、了解的少,因此,学生对此话题的了解只是一般化。
所以,本需要通过图片或影像资料的展示,让学生熟悉话题内容,了解自然保护区,学会关爱大自然。
Teahing
ites
rds≈phrases
nature,ver,allearrund,prvide,hile,easil,sta,inrdert,leadt,lessandless,siet,rerd,desribe,unt,understand,rerd,gvernent,ent,spae
Struture
artile
Text
Teahing
ethds
Audi-visualethd
Ativit-basedteahingethd
uniativelanguageteahing(LT)
Teahing
betives
Languagenledge
Studentsareexpetedtreviseandexpandvabularies
abutildlifeandnaturalreservesinthentext
Language
sills
Studentsareexpetedtdevelptheabilittinferthegeneraleaningfrtitleandntext
Language
appliatin
StudentsareexpetedttelltherssethingabutZhalngReserve
Etinal
attitudes
Studentsareexpetedtunderstandtheiprtanefprtetingildlife
Learning
strategies
autnilearningstrateg
perativelearningstrateg
Iprtantpints
Studentsareexpetedtsitextfrveralleaningandsanfrdetails
Diffiultpints
StudentsillbeabletintrdueZhalngNatureReservetthers
Tasapplied
Studentshsearleandthenreritetheartileiththeirnrds
二、Teahingpredures
Tie
Teahingsteps
Teaher’sativities
Students’ativities
Teahingpurpse
1in
t
4in
Step1Revisin
1Reviseseildanialsbshingsepitures
2Asthestudentsttalabuttheirfavuritebirds
1Reviserdsabutbirds
2Asandanserithstudents
A:
hihbirdduliebest?
B:
Ilie…best
A:
h?
B:
Beause…
通过图片,展示不同的鸟类,让学生感知鸟类之美,同时复习旧知,为新做铺垫。
in
t
13in
Step2Pre-reading
1Haveadisussin
T:
TherearesanindsfbirdsButsebirdsarerare
hataned?
S:
…
2Presentnerdststudents
T:
abeeanbuildnaturereservesThehinesegvernenthasbuiltannaturereservesfrbirdsZhalngisneftheTdaearegingtlearnabutZhalng
(ThentalabutthepituresfZhalngandlearnthenerds:
turist、perfet、unt、desribeandsn)
4rganizestudentstheansers
4Plathetapeandassequestins
hdltsfturistsgtZhalng?
IsZhalngaspeialplae?
h
1Studentsanserthequestins
2LearnthenerdsandphrasesabutZhalngNatureReserve
3HelpSandaththerdsntheleftiththeeaningsntheright
4Studentslistentthetapearefullandfinduttheanserstthequestins
通过讨论这一环节,教师引导学生谈论扎龙自然保护区;预习并学习词汇及相关重点短语,为下一步阅读扫清障碍。
通过带着问题听录音锻炼学生听力能力,使他们初步对的内容有所了解。
14in
t
2in
Step3
hile-
Reading
1Guidestudentstsiandhsetheainidea
Paragraph1-2:
Danger
Paragraph3:
IntrdutinabutZhalng
Paragraph4-:
Atins
2Letstudentssanfrdetailedinfratin
(1)Readparagraph1andd“T”r“F”
1)ZhalngNatureReserveisinHeilngianginsuth-easthina
2)Zhalngisnefthestiprtantetlandsintherld
3)Theareaprvidesnthingfrtheildlife
(2)Readparagraph2andath
anbirdsa40%ftheliveinZhalng
SebirdsbliveinZhalngallearrund
stBirdsfrashrtsta
ranesdativeinthedatie
(3)ReadParagraph3andpletethetablebel
Birdsindanger
Atin
Result
sepeple
fishen
thehinesegvernent
(4)ReadPara4-andfillinthefrbel
hften/illgthere
hatd/ill
thed
hdthe
shuldds
ebersf
Birdathing
Siet
______thebirds
______thetpesandthe__________intheirnubers
Helppeple
understandthe
___________f
the_________
turists
aththebirds
1Studentssitheartiletgettheainideaandath
2
(1)StudentsreadParagraph1,riteaTifthesenteneistrue,riteanFifitisfalse
(2)Studentsreadparagraph2andaththebirdsntheleftiththeinfratinntheright
(3)Students
readParagraph3and
pletethetablebel
(4)StudentsreadPara4-andfillinthefrbel
采用略读、扫读、跳读等方式,让学生整体感知内容,学生通过快速阅读寻找有用信息,以此形成对内容的初步理解。
分段慢读,注意细节。
在这一过程中,听、说、读三方面都应加强训练,并采用多种教学手段,任务设计形式多样,保持学生的阅读兴趣,进一步充分理解。
26int
31in
Step4
Pst-reading
Haveadisussin
hatabuturatinstprtetthebirds?
Asastudent,htprtetthebirds?
Studentsdisussthesetquestinsingrups
新标要求我们要求我们要关注学生的道德表现和道德发展。
这一设计体现了本的情感目标,让学生了解如何保护鸟类,培养学生爱护鸟类、爱护自然,共创美好世界的意识。
32in
t
37in
Step
Pratie
Asstudentstfillintheblans
AreprtnZhalng
Zhalngisa________reserveinNrth-easthinaIt’sa__________plaefrserarebirds,beauseit___________fdand_________frildlife
anranesliveinZhalngallear,hilesegtherefrashrtsta40%ftheraneslivethere,andstftheareinthedatie,suanaththe______
Butnthereislessandless_______frildlife,andfishereneepfishingthereThehinese________antst_______allthesethingstprtetbirdsandetlandsEverear,altf_______gtZhalngtathbirds
TheebersfBirdathingSietaregingtstudthebirdsinZhalngand__________theirtpesandhangesinnuberseneedrepepletuntand_________thebirdsehperepepleill___________theiprtaneftheetlandsandprtetildlife
Studentsrntheirnandpletethepassageardingthetext
让学生根据内容完成短,进一步归纳、总结,反馈检测。
让学生作为英语学习的主体,通过教学活动,使学生的语言概念、语言实践和语言能力在原有的基础上得到拓宽和加深,从而实现持续发展,同时关注学生的情感、态度、价值观。
38in
t
44in
Step6Prdutin
hsearleandreritetheartileFrexaple:
Arane:
IliveinZhalng,Ihaveanfriendsthere…
Afishan:
Iantteepfishingthere,…
Afarer:
Iantthangetheetlandstaerespaefrfars…
AeberfBirdathinglub:
I’studingthedifferentindsfbirds…
Studentsreritethetextinrle
在进行充分地语言输入的基础上,让学生通过改写,进行语言输出。
顺其自然,水到渠成。
以期达到“以读代写,以写促读”的目的。
4in
Step7Her
1aetheartilethatstudentsreritereperfet
2Trtfindreastprtetbirdsandritethedn
Refletin