人教版英語八年級下冊Unit 2 Section A(3a-3c)教案

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1、 課例名稱 : 人教 2011 課標版新目標英語八年級下冊 Unit 2 I’ll help to clean up the s.citySectionparkA (3a-3c)（第 2 課時） 〖 教學(xué)設(shè)計 〗 單元教材分析 本單元的語言功能項目是“提供幫助（ offer help ）”。本單元圍繞“志愿服 務(wù)和慈善事業(yè)”這一話題展開，整個單元圍繞與我們的生活密切關(guān)聯(lián)的志愿活動 展開生動、活潑的對話和閱讀。通過聽力、口語和閱讀訓(xùn)練，幫助學(xué)生熟練掌握 和使用相關(guān)句型。通過談?wù)撝驹富顒雍吞峁椭?，使學(xué)生掌握動詞不定式作賓語、 狀語和賓語補足語，情態(tài)動詞 could 用來

2、表示建議和一些提供幫助的動詞短語的 用法。通過一系列活動，讓學(xué)生能夠正確談?wù)撟约簬椭鷦e人的方式，引導(dǎo)學(xué)生積 極參與志愿活動，學(xué)會關(guān)注社會，關(guān)注他人，鼓勵他們從現(xiàn)在做起，從小事做起， 投身社會公益事業(yè)，成為一個有愛心的公民。 Section A 是基本認知部分。主要介紹單元基本的語言內(nèi)容，注重學(xué)生的聽說 能力和短語的積累。Section B 是知識的擴展和綜合的語言運用。本部分注重學(xué)生 的個人表達能力的訓(xùn)練，重點練習(xí)動詞短語的用法。Self check 是復(fù)習(xí)單元重要 詞匯和語法語言項目。其中執(zhí)教的 Section A 3a- 3c 部分是一篇閱讀教學(xué)內(nèi)容。 3a 是針對語言項目的閱讀理解

3、練習(xí)。先讓學(xué)生看圖說說他們認為圖上的人是誰， 他們在做什么志愿活動，然后閱讀短文找出 Mario 和 Mary 志愿去做什么。。3b 和 3c 針對閱讀和寫的練習(xí)。3b 讓學(xué)生仔細閱讀短文回答所給的問題；3c 是針對語 言項目動詞不定式的填空練習(xí)，讓學(xué)生閱讀短文完成句子，同時也進一步理解了 短文。 學(xué)情分析 我所在的學(xué)校屬于城鄉(xiāng)結(jié)合處的一所農(nóng)村中學(xué)，班上大部分學(xué)生學(xué)習(xí)努力并 對英語學(xué)習(xí)積極性也高。但也存在少數(shù)學(xué)生口語表達困難，害怕開口說，害怕出 錯的現(xiàn)象。因此平時就多鼓勵學(xué)生，來增強他們的信心。因此，上課調(diào)動學(xué)生的 積極性和提高他們的課堂參與度是很重要的。 1

4、設(shè)計思路 在本堂課中，結(jié)合傳統(tǒng)的閱讀教學(xué)法，以任務(wù)型教學(xué)為基本方法，從學(xué)生的 生活經(jīng)驗和興趣出發(fā)，培養(yǎng)學(xué)生的閱讀技能并提高學(xué)生的語言運用能力。在教學(xué) 過程中，執(zhí)教者設(shè)計了由淺入深的閱讀任務(wù)，通過 Predicting ,skimming, scanning,引導(dǎo)學(xué)生進行閱讀訓(xùn)練。在讀中和讀后的訓(xùn)練中，有效培養(yǎng)學(xué)生的閱讀 技能。讀后部分的復(fù)述和寫作訓(xùn)練能及時幫助學(xué)生完成知識的遷移作用，提高學(xué) 生的語言輸出能力。 教學(xué)流程圖 Greeting and warming up Picture talk and leading-in Pre- reading Present

5、new words Task one Skimming While-reading  Task two Task three Task four  Scanning Careful reading Intensive reading Post-reading Emotional education Summary Homework  Fill in the blanks Retell the article Writing practice 2 Unit 2 I’ll help t

6、o clean up the s.citySectionparkA (3a-3c) Teaching aims 1.Knowledge objects: (1)learn the new words: several, strong, feeling ,satisfaction, joy and journey. (2)Understand the important sentences in the article. (3)Structure: Infinitives as object. 2.Ability objects: (1)Train stude

7、nts to express offering to help with the target language and structure. (2)Enable students to understand the passage about volunteer. (3)Enable students to practice reading and writing with the language points. 3.Moral objects: (1)Educate students to play attention to the society and care for

8、others. (2)Enable students to form a positive attitude to help others. Teaching key points 1.Learn to understand the passage with target language and structure. 2.Learn and master the usages of infinitives and phrasal verbs. Teaching difficult points 1.Try to retell the passage acc

9、ording to the key words. 2.Learn and master the usages of the infinitives. Teaching methods The task-based language teaching method, the cooperative learning method Teaching aids PPT, pictures, blackboard 3 Teaching Procedures Teaching procedure  Teacher’s Activities

10、 Students’ Activities Intention Step1 Greetings & Warming up  Greet the whole class Show the pictures  Greet the teacher To warm up the class Step 2  1)picture talk 1)Answer the 1)To arouse Pre - reading and leading in  Show students two pictures question. a

11、nd ask what job they are 2)Learn doing. In this way, the words.  the  students’ new interests . 2)To master teacher  Read the new words the new words can prepare for the new after the teacher. words learning. 3)Answer 2)Present pictures to learn question the new words:

12、 several, strong ,feeling,  and know how the to use them. 3)To know the background of the passage. satisfaction,  joy,  and journey. Write the new words on the blackboard. Ask the students to read after the teacher. 3)lead in the topic by asking: Do you kno

13、w what Mario and Mary volunteer to do? 4 Step 3 1)Skimming 1)Predict the general 1)To practice While-reading  Ask students to predict what idea.  reading skills. Mario and Mary are doing 2)Look through the 2)To by looking at the title and passage quickly and further  g

14、et the pictures of the passage. 2)Scanning  fill in the chart. 3)Answer  information the about Ask students to do the fast questions.  volunteering. reading. Find out the  4)Practice the useful 3)To specific phrases. more  learn verb information to f

15、ill in the chart. 3)Careful reading Ask students to read the passage carefully to answer the questions in3b. Present 2 questions: (a)Why do Mario and Mary volunteer to help others? (b)What do they say about volunteering? 4)Intensive reading Let students listen to the tape ,then rea

16、d the passage aloud together. Ask students to underline the sentences including infinitives.  phrases for the next step. 4)To develop the awareness of cooperation. 5 Step4 Post-reading 1)Fill in the blanks. 1)Fill in the blanks. 1)To review Encourage students t

17、o fill in 2)Translate sentences. the article and the blanks using the 3)Retell the articles. get structures infinitives. 4)Write and prepare for the writing 2)Ask students to translate for the presentation. the important sentences into Chinese. 3)Retell the article. Help students to re

18、tell the article according to the key words and phrases. 4)Writing practice Help students to write their dream volunteer job based on the passage we just learned and ask them to read aloud in class.  2)To students express opinions.  help to their Ste

19、p 5  Show pictures  about Enjoy the pictures To educate the Emotional education  volunteering sayings.  and  the and the sayings. Read students to be aloud together. responsible. Step 6  Tell students “Giving is Understand  the To know the Summary  gettin

20、g” ， and you will get importance of helping meaning  of more than you imagine. others. volunteering. Step 7 Homework  1)Review the new words. 2)Make up sentences using the infinitives.  Finish the homework. To consolidate what they have learned today. 6

21、Blackboard design Unit 2 I’ll help to clean up thes. city park Section A (3a-3c) joy, strong help (to) do ,want to do feeling decide to do , learn to do satisfaction how to do , volunteer to do owner, journey Teaching reflection 這節(jié)課充分挖掘文本信息。先從整體入手，再到文章細節(jié)，層層深入，并及時 通過學(xué)生回答問題，課堂討論鞏固語言基礎(chǔ)知識，把讀寫融合在一起。圖片的運 用增強了教學(xué)的直觀性，學(xué)生容易產(chǎn)生共鳴。在讀后活動中，設(shè)計了短文復(fù)述和 寫作訓(xùn)練，幫助學(xué)生實現(xiàn)從語言輸入到輸出的轉(zhuǎn)換。整個教學(xué)活動在閱讀策略的 指引下層層推進，符合學(xué)生的認知過程以及由淺入深的規(guī)律。 課堂活動環(huán)節(jié)有部分學(xué)生沒有積極主動參與，今后在教學(xué)活動中要注意練習(xí)難 度的把握，對有困難的學(xué)生要及時給予幫助和鼓勵。 7