八年級閱讀課MyHero–DrNormanBethune學(xué)情和教學(xué)內(nèi)容分析

1、課題八年級閱讀課My Hero Dr Norman Bethune學(xué)情和教學(xué)內(nèi)容分析在八年級階段，學(xué)生的聽、說、讀、寫能力這四種能力將得到全面強(qiáng)化與深化，學(xué)生的學(xué)習(xí)重點將是語言結(jié)構(gòu)知識的擴(kuò)展與語言運用能力的強(qiáng)化。為此在閱讀教學(xué)設(shè)計中應(yīng)把握這個原則，通過任務(wù)型教學(xué)來幫助學(xué)生做到用所學(xué)語言來“做事情”描述自己的英雄。由于學(xué)生在語文課中已學(xué)過有關(guān)白求恩的課文，因此在文章內(nèi)容的理解上學(xué)生應(yīng)該不會存在太大的困難。這篇閱讀文章以“My Hero”為話題，介紹了作者心目中的英雄白求恩大夫的生平事跡，屬于人物傳記類的文章。這類文章通常是按照時間順序來講述人物的生平，故事性強(qiáng)，內(nèi)容較易理解，學(xué)生也比較感興趣。此

2、外學(xué)生在語文課上也學(xué)過有關(guān)白求恩的課文，因此對于這個人物的事跡并不陌生，在教學(xué)的過程中只要把握住時間這條脈絡(luò)去引導(dǎo)學(xué)生閱讀文章，通過文章的閱讀和學(xué)習(xí)，讓學(xué)生學(xué)會怎樣去描述自己心目中的英雄。教學(xué)目標(biāo)及依據(jù)分析知識目標(biāo)：詞匯：掌握下列單詞和短語：hero, Canadian, front, injured, invent, treatment, medical, local, perform, operation, save, spite, give ones life to, look after, the First World War, so that, stop to rest, in s

3、pite of, in the end, take care of語法：理解并掌握下列語法知識：不定式用作動詞的賓語和目的狀語的用法；see/make帶上賓語和賓語補足語的用法句型：理解并識記下列的句子：Norman Bethune is one of Chinas most famous heroes. / He gave his life to helping the Chinese people. / He saw many soldiers die in the war. / He also wrote books so that doctors could learn about n

4、ew treatments. / Dr Bethunes work with the Chinese soldiers made him a hero in China.能力目標(biāo)：能夠讀懂人物事跡的文章，掌握文章大意及細(xì)節(jié)，并能運用文章的結(jié)構(gòu)和寫法來介紹自己的英雄事跡。情感目標(biāo)：通過學(xué)習(xí)白求恩大夫的生平事跡，讓學(xué)生感情到白求恩舍己為人、無私奉獻(xiàn)、忘我工作的精神，并在自己的實際生活中努力踐行這種精神。教學(xué)重難點分析與確定教學(xué)重點：掌握重點詞匯、句型和語法，理解文章大意及結(jié)構(gòu)教學(xué)難點：如何引導(dǎo)學(xué)生通過文章的學(xué)習(xí)來介紹自己的英雄事跡教學(xué)過程設(shè)計：包括師生活動、時間分配及設(shè)計意圖等教學(xué)步驟及時間分配教

5、師活動學(xué)生活動設(shè)計意圖Step1. Pre-reading（5分鐘）Step2.While-reading（15分鐘）Step3. Post-reading（22分鐘）Step4. Homework（3分鐘）Task: Look at some pictures of Dr Norman Bethune and talk something about the hero.T: Show some pictures of Dr Norman Bethune; ask “Who is he? And what do you know about him?” and teach some new w

6、ords at the same time.Task1: Fast reading and find out the main idea of the passage.T: Show the question and ask Ss to read the passage. Then, check the answer.Task2: Careful reading and fill in the following table.TimeThings Dr Bethune didIn 1890In 1916In the First World WarLaterIn 1938T: Show the

7、table, help the students understand the requirement. Then, ask Ss to read the passage and check the answers.Task3: Careful reading and decide whether the following sentences are right or wrong.( ) 1. There were a lot of doctors in China so Dr Norman Bethune neednt work hard.( ) 2. Chinese doctors co

8、uld learn new treatments from Dr Bethunes books.( ) 3. Dr Bethune worked very hard, but he also stopped to rest.( ) 4. Dr Bethune died because of the war.( ) 5. Dr Bethune is Chinas hero because he helped the Chinese people and saved many people.T: Show the questions; ask Ss to read and understand t

9、he questions. Then, check the answers.Task1: According to the table filled in While-reading (Task2), retell the passage.T: Show the requirement of the task and the table finished in While-reading (Task2); ask Ss to retell the passage.Task2: Discussion1: What can you learn from Dr Bethune?T: Show the

10、 discussion; ask Ss to share their opinions.Discussion2: According to the passage and the table done in While-reading (Task2), how do you introduce your hero?T: Show the question; ask Ss to discuss and give them help if necessary.Write a short passage to introduce your hero.T: Show the homework and

11、the requirements.Ss:Look at the pictures; learn some new words and talk something about the hero.Ss:Read the passage quickly and discuss the question with others and give their answer.Ss ：Read the passage carefully and fill in the table, then share their answers with others.Ss:Read and understand th

12、e questions. Finish the exercise by discussing. Then, show their answers and explanation.Ss: Prepare for the retelling by themselves; retell the passage.Ss: Discuss the question with their partners; show their opinions.Ss: Discuss the question with partners; give their answers.Ss: Write a short pass

13、age according to the above discussion after class.設(shè)計意圖：本活動采用了Read-Pair-Share的策略，通過讓學(xué)生讀圖與同伴交流圖中人物信息，并在全班展示分享的形式來激活學(xué)生原有的關(guān)于白求恩的背景知識，達(dá)到激發(fā)學(xué)生閱讀文章的目的。設(shè)計意圖：通過跳讀的方式，幫助學(xué)生從文章的整體結(jié)構(gòu)來把握主旨大意，使學(xué)生掌握跳讀的閱讀技能設(shè)計意圖：本活動采用了Read-Pair-Share 策略與 Locating information 策略相結(jié)合的方式，讓學(xué)生先個體閱讀完成表格的填寫，然后與同伴交流，最后在班上展示分享，在展示過程中要告之所填信息的出處。

14、通過這一活動，讓學(xué)生進(jìn)一步理解文章的細(xì)節(jié)，掌握信息定位法在閱讀過程中的使用。設(shè)計意圖：本活動采用Locating information 策略使學(xué)生通過鎖定文中相關(guān)信息來判斷所給信息的真實性，從而提高學(xué)生判定、推理和理解的能力。設(shè)計意圖：通過信息圖表讓學(xué)生復(fù)述課文的主要內(nèi)容，既能加深學(xué)生對課文的理解，又能提高學(xué)生綜合運用語言的能力。設(shè)計意圖：通過討論的形式，讓每個學(xué)生在參與活動的過程中挖掘出文章深層次所體現(xiàn)出來的一種精神品質(zhì)。通過學(xué)生自身的理解、體會和歸納，讓學(xué)生真正感受英雄人物的人格魅力及其所體現(xiàn)來的精神品質(zhì)，使學(xué)生受到鼓舞和激勵。設(shè)計意圖：通過討論的形式，讓學(xué)生把握文章的體裁和結(jié)構(gòu)進(jìn)而能夠運用該結(jié)構(gòu)去仿寫類似的文章。通過合作、交流、探討的形式，培養(yǎng)學(xué)生觀察、理解、歸納的能力。設(shè)計意圖：通過寫一篇短文介紹自己的英雄，讓學(xué)生在學(xué)習(xí)文章的基礎(chǔ)上學(xué)會如何運用文章的結(jié)構(gòu)來寫人物傳記以達(dá)到用英語來做事，培養(yǎng)學(xué)生綜合運用語言的能力?？偨Y(jié)、自評義務(wù)教育英語新課標(biāo)中談到“閱讀和寫作能力培養(yǎng)”時提到了幾個基本理念：一是面向全體學(xué)生，關(guān)注語言學(xué)習(xí)者的個體差異性；二