江蘇省海安縣大公初級中學八年級英語上冊《8A Unit 6 Natural disasters》Period 2 Reading（1）教案 牛津版

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1、 《8A Unit 6 Natural disasters》Period 2 Reading（1） Title (課題) Reading (1) Type (課型) New Period (課時) 2 Supporting theories (理論支持) 1.采用“三階段六環(huán)節(jié)”教學模式，即：準備階段（自由交談、復習檢查）、講練階段（導入新課、分層操練）和發(fā)展階段（鞏固發(fā)展、布置作業(yè)）。 2.《初中英語新課程標準》要求采用活動途徑，倡導體驗參與。讓學生在教師的指導下，通過感知、體驗、實踐、參與和合作等方式，實現(xiàn)任務的目標，感受成功。在學習過程中進行情感和策略調(diào)整，以

2、形成積極的學習態(tài)度，促進語言實際運用能力的提高。采用靈活多變的教學手段，培養(yǎng)學生的學習興趣。 3. 新課標要求在教學過程中必須注重過程評價，促進學生發(fā)展。建立能激勵學生學習興趣和自主學習能力發(fā)展的評價體系。在英語教學過程中應以形成性評價為主，注重培養(yǎng)和激發(fā)學生學習的積極性和自信心。評價要有利于促進學生綜合語言運用能力和健康人格的發(fā)展；促進教師不斷提高教育教學水平；促進英語課程的不斷發(fā)展與完善。 4. 創(chuàng)設和諧、融洽的學習氛圍，促進師生之間的情感交流。 Aims and demands (教學目標) A: Knowledge (語言知識) 1. To develop a gener

3、al understanding of the passage . 2. To infer meaning from keywords and context. C: Feeling (情感態(tài)度) 1.To know what people should do in an earthquake. 2.To understand the feelings of the survivors at different stages of the earthquake. Key points and difficulties (教學重、 難點) 1. Learn some new

4、 words, useful phrases and sentence patterns. 2. To understand the whole passage. Teaching Methods (教學方法) Task-based approach Aids: 課前準備（教具、活動準備等） 1. Get some information about the Taiwan earthquake from the Internet. 2. Get some pictures about natural disasters. 3. Pre-reading and lea

5、rn about the main ideas. 教 學 設 計 課前延伸 （預習） 1.聽磁帶，預習Reading部分的生詞。 （會拼寫、知詞義） 2.朗讀課文，了解大意。 3.解決疑難問題。 （個人思考，小組討論，待課上求助） 4.查閱與Reading（The Taiwan Earthquake）內(nèi)容相關(guān)的資料，以備課上合作交流。 養(yǎng)成自學習慣，培養(yǎng)自學能力 Teaching Plan (授課計劃) Studying Plan (學習計劃) Aims (設計意圖) 課

6、 內(nèi) 拓 展 學 StepⅠWarming up 1.Get the Ss to name some natural disasters. 2. Let the Ss watch a video about the Taiwan earthquake Ask: What is the video about? 1.檢查學生對自然災害的了解情況。 2.老師設問，導入新課。 Step II Presentation (Pre-readin

7、g) 1. Teach the new words. Nouns:shaking,body,fear, direction,brick,hurry, daylight Verb: scream,shake,calm, Adj:alive Adv:wildly (With the help of some pictures.) 2. Explain the context of the reading passage. (A boy called Timmy survived the earthquake.) 采用相互問答

8、或?qū)υ挼男问?，在語境中運用生詞，激發(fā)學生興趣，對Reading內(nèi)容有進一步的感性認識。 導 Step III Practice ( While- reading) Ⅰ. Skimming 1. Ask students to listen to the passage, pay attention to the pronunciation, and make some of them read the paragraphs aloud. 2. Listen to the tape and judge the following statements. Write a

9、 T if it is true, write an F if it is false. (1)Timmy was walking in the street when the earthquake started.(F) (2)Timmy heard a loud noise of thunder at first.(T) (3)Animals ran wildly everywhere.(F) (4)Timmy was trapped in a dark place after the earthquake stopped.(T) (5)Timmy had nothing to

10、eat when he was trapped under the bricks and stones.(F) (6)People found Timmy at night.(F) 1. 通過對學生的聽讀訓練，培養(yǎng)其搜索有用信息的能力。 2. 強化聽說訓練，提高學生對文章細節(jié)的理解和推斷能力。繼續(xù)進行過程性評價。 II. Scanning 1. Listen to the tape again and answer the following Qs: (1)When was Timmy when the earthquake happened? (He was i

11、n a shopping center.) (2)What did he hear when it started? (He heard a big noise like thunder.) (3)What did people do after it happened? (People ran in all directions.) (4)What did Timmy do? (He tried his best to run out to the street.) (5)Where was he when the earthquake ended? (He was i

12、n a dark place.) (6)Did he survive? Could he move away? (Yes, he was alive. But he couldn’t get out.) (7)Did he eat the chocolate all? Why or why not? (No, because he knew he might stay there for a long time.) (8)Did people save him at last? (Yes, they heard him and helped him out.) 2. Read

13、 the passage again and complete the following passage according to the passage. Timmy is a teenager. He lives in Taiwan. He survived the e________ in 1999. He first heard a big noise in the shopping centre. It was like the noise of t______. Then the noise became really loud. It sounded like b_

14、___ under the ground. After that, pieces of glass and b____ fell down. When the noise ended, he was t______ and could not get out. A moment of f___ went through his mind. Then he tried to c___ down and s_______ for help. Finally, people moved away the bricks and stones and saved him. 3.Check t

15、he answers. 4. Read together. 尊重學生的個性差異，分層要求。在學生自學過程中，教師通過觀察、詢問，有計劃地點撥學困生，鼓勵其大膽質(zhì)疑；有針對性地向優(yōu)生提出深層次的問題，使他們的聰明才智得到充分發(fā)揮。 練 StepIV Production (Post-reading) An interview 1. The Ss work in groups. Suppose one of their group members is Timmy and the others are news report

16、ers. Have an interview with Timmy. Ask him any question about his survival. 2. 2.Get one of the Ss to act as Jimmy, the rest of the group ask him questions. 用英語談論地震內(nèi)容，培養(yǎng)學生的口語表達能力。以小組為單位，合作交流。（教師巡視、了解，點撥有困難的學生大膽開口，引導優(yōu)生發(fā)揮才智。充分體現(xiàn)面向全體學生，注重他們整體素質(zhì)的提高。） 課后提升 Step V Assignment 1. Recite all the new words. 2.Find more information about earthquakes on the Internet. 3.Retell the story of Jimmy’s survival to your partner after class. 控制作業(yè)量，既落實雙基，又重視知識面的拓寬和能力的提升。（關(guān)心學生的認知發(fā)展） 6