Unit10SectionB2a2c教學(xué)設(shè)計人教版新目標(biāo)英語八年級下冊

Unit10

I’ve

hadthisbikeforthreeyearsSectionB(2a2c)

教學(xué)設(shè)計一、教材解讀What:本單元以庭院售賣為載體，讓學(xué)生學(xué)習(xí)“談?wù)撍形铩焙湍繕?biāo)結(jié)構(gòu)“現(xiàn)在完成時表示持續(xù)性動作或狀態(tài)”的用法。本節(jié)課是以“家鄉(xiāng)”為主題的閱讀課。Why:閱讀文章《家鄉(xiāng)情懷》，引導(dǎo)學(xué)生關(guān)注社會、家鄉(xiāng)和祖國的發(fā)展進(jìn)步，增強(qiáng)民族自豪感。How:

本節(jié)課以ZhongWei對家鄉(xiāng)感情的變化為主線，讀前運(yùn)用學(xué)過的知識預(yù)測文本內(nèi)容。二、學(xué)情分析通過課前對家鄉(xiāng)信息的搜集與整理，學(xué)生對家鄉(xiāng)也有了一定的了解與認(rèn)識，為上新課做好了充分的資源準(zhǔn)備。有用英語表達(dá)的需求。但是學(xué)生口頭和書面輸出現(xiàn)在完成時缺乏話題，靈活運(yùn)用“現(xiàn)在完成時態(tài)”的能力不足，對長篇閱讀有畏難情緒。期待通過本節(jié)課的學(xué)習(xí)，強(qiáng)化能力。學(xué)生在閱讀《家鄉(xiāng)情懷》這篇文章時，引導(dǎo)學(xué)生感受鐘偉的情感變化，關(guān)注社會、家鄉(xiāng)和祖國的發(fā)展進(jìn)步，對比家鄉(xiāng)的變和不變，啟發(fā)學(xué)生思考并培養(yǎng)民族自豪感。三、教學(xué)目標(biāo)語言能力：1.學(xué)習(xí)并掌握下列單詞和短語：nowadaysadv.現(xiàn)今；現(xiàn)在；目前

searchv．&n.搜索；搜查amongprep.在(其)中；……之一

crayonn．彩色鉛筆(或粉筆、蠟筆)shamen．羞恥；羞愧；慚愧

regardv．將……認(rèn)為；把……視為millionsof數(shù)百萬……

searchfor搜尋；搜索usedtodosth.過去常常做某事

themid20thcentury20世紀(jì)中期staythesame保持不變

accordingto依據(jù)；按照2.熟悉有關(guān)“家鄉(xiāng)”的話題學(xué)習(xí)能力：1.Tomasterthekeywordsandphrases.2.Talkabouthometownfeelingsthroughareadingmaterial.3.Developstudents’

readingskills.思維品質(zhì)：1.Toignitetheemotionofthehometown.2.Toopenupthestudents’mindtothinkaboutcontributingtotheirhometown.3.Tolearntogeneralizeknowledgeontheirownanddevelopagoodhabitofmakingconclusions.文化意識：1.To

enhancethesenseofnationalpride.2.To

guidestudentstopayattentiontothedevelopmentandprogressofsociety,hometownandmotherland.四、教學(xué)重難點教學(xué)重點：1.Tomasterthekeywordsandphrases.2.Tolearntotalkabouthometownfeelings.3.Toimprovestudents’

readingandwritingskills.教學(xué)難點：1.Tofeelthechangesaroundusbyreadingthispassage.2.topracticeintroducingtheplacesbyusingthepresentperfecttense.五、教學(xué)資源及工具Seewo5，Bing,Mindmap六、教學(xué)過程－Whatishometown?1.Ssworkin

groupstodiscussthetopicandthequestiontogether.【設(shè)計意圖】：談?wù)撝黝}“家鄉(xiāng)”喚醒已有背景知識，為閱讀做鋪墊。1.Showapictureofpeopleleavingtheirhometowntoanotherplace2.Thinkthereasons【設(shè)計意圖】：聯(lián)系春節(jié)后的返工潮，結(jié)合生活實際情況引出本篇閱讀的發(fā)生場景農(nóng)村。圖片搭配文字展示現(xiàn)實情景。師生互動討論他們離開家鄉(xiāng)的原因，啟發(fā)學(xué)生思考。－Why

peopleleavetheirhometown?－Becausetheyhavetotravel/gotocollege…EnjoyavideoofThoughtsonTranquilNight.【設(shè)計意圖】：“為何離開故鄉(xiāng)”這一問題提前預(yù)測閱讀內(nèi)容。Step2PrereadingLet’sthink－What

didyoumissmostabouthometown?2、Let’sreadthe

titlefirst.

Whatareyouinterested

inaboutthistitle?－

Whose

hometownfeelings?－Whatarehishometownfeelings?1.Predictwhattheywillreadaccordingtothesetwoquestionsrelatedtothetitle.2.EnjoyapoetryofThoughtsonTranquilNight.【設(shè)計意圖】：根據(jù)標(biāo)題預(yù)測閱讀內(nèi)容，誰的鄉(xiāng)情和什么樣的鄉(xiāng)情，引起好奇心，提高閱讀興趣。播放一首英文朗讀版的靜夜思，帶領(lǐng)學(xué)生從朗讀的語調(diào)和節(jié)奏中感受思鄉(xiāng)的情感。Step3Let’sreadWhilereading、Fastreading、Carefulreading1)FastreadingReadquicklyand

matchthemainideas.【設(shè)計意圖】：速讀文章各段落，將文章大意和對應(yīng)段落連線，有助于學(xué)生熟悉文章框架和結(jié)構(gòu)。2)CarefulreadingReadpara.1:－WhydomillionsofChineseleavecountrysideeveryyear?－Whowasmentioned(被提及)?Fromthepara1,wecanlearnsomeinformationaboutZhongWei.Q1:WhoisZhongWei?Q2:HowlonghashelivedinWenzhou?Q3:Howoftendoeshegohome?Q4:Whydoesn'thehavetimetovisithishometown?【設(shè)計意圖】：圍繞主人公——鐘偉，展開一系列的問答，緊扣文章結(jié)構(gòu)，最后引出感受，與文章標(biāo)題HometownFeelings相呼應(yīng)。引導(dǎo)學(xué)生深層次理解文本中傳達(dá)的思想感情。－WhatdoyouthinkofZhongWei?－Dotheycareabouttheirhometowns?Readpara.2&3:－Yes.ManypeoplelikeZhongWeicareaboutthechanges

oftheirhometown.Show

somepicturesofmanychangesappearedinhometown.【設(shè)計意圖】：上一題問引出文章第二段，過渡自然。感知家鄉(xiāng)變化和許多像鐘偉一樣的人對故鄉(xiāng)的關(guān)心和牽掛。ThememoriesofZhongWei【設(shè)計意圖】：以對話填空的形式對比鐘偉記憶中的學(xué)校和聽聞學(xué)校將會有的變化，并引導(dǎo)學(xué)生關(guān)注鐘偉的情感變化Readpara.4:－Q1:WhathasbeeasymbolofZhongWei'shometown?－Abigoldtree.－Q2:Whatdidheliketodoinhischildhood?－Helikedtoplayunderthatbigtreewithhisfriends.【設(shè)計意圖】：家鄉(xiāng)的變與不變形成對比，突出鐘偉對家鄉(xiāng)的思念。Step4PostreadingRetellthepassagewiththemindmap.【設(shè)計意圖】：把文章標(biāo)題HometownFeelings作為樹干，鐘偉，家鄉(xiāng)的變和不變作為主干，畫成樹狀圖有助于學(xué)生形象記憶，減輕學(xué)生輸出的難度?！猈hat'syourtreeinyourheart?NowpleasedrawatreeofyourownBacktochanges,Iwanttoask－Whomadethesechanges?－Whoarethey?Besidesthegovernment,therearelotsofhardworkingpeoplewhohelpbuildtheirhometownwiththeirknowledge.There

isnothingimpossible,sowecandoanything.Step5SummaryInthisclass,firstwecaredmoreaboutthereadingstrategies.Next,welearnedsomekeywordsandphrasesandenlargedourvocabulary.Thenwewentonpracticingthetargetlanguage.Finally,wegeneralizeknowledgeonourownanddevelopagoodhabitofmakingconclusions.Step6HomeworkFor

ABlevel1.Writeanarticleaboutchangesintheirtownorcityfromchildhood.For

CDlevel1.Readthispassagethreetimes2.Write35sentencesaboutyourfavoritethingfromchildhoodwhichyoustillhave.【設(shè)計意圖】：1.作業(yè)分層