Unit5B reading教學(xué)設(shè)計(jì).docx

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1、中青年教師示范課及匯報(bào)課活動(dòng)教學(xué)設(shè)計(jì) 單元名稱(chēng): Unit 5 Do you have a soccer ball? 授課題目: Section B 2a-2c Reading課 型: 閱讀課教材版本: 人教版Go for it 授課班級(jí)：七年級(jí)8班 Do you have a soccer ball? UNITSFind the sports words in the unit. Write them in the correct column. 從木削元州II。關(guān)運(yùn)房的詞匯. 井填任對(duì)成的欄II里. Things I haveThings I don

2、t have Read the survey results in a school magazine and answer the question: Who has a soccer ball? Milt 份杖國(guó)的調(diào)古站果.井 M等闕 IS： Who has a soccer baO? Frank Brown: I don't have a soccer ball, but my brother Alan does. We go to the same Do You Have a Soccer Ball? school and we love socc

3、er. We play it at school with our friends. Its relaxing. Gina Smith: Yes, I do. I have two soccer balls, three volleyballs, four basketballs and live baseballs and bats. I love sports, but I don't play them — I only watch them on TV! Wang Wei: No, I don't. Soccer is difficult. 1 like ping-pong.

4、 Its easy for me. I have three ping-pong balls and hvo ping-pong bats. After class, I play ping-pong with my classmates. □ □□□□□ Who do you think says these sentences? Check (V)F for Frank, G for Gina or Wfor Wang Wei.你認(rèn)為I；面的話是iff晚的？ AHI應(yīng)的位K打勻(F代 虬G代衣苫握.W代表I沸)I play ping-pong with my class

5、mates after class. 1. I have soccer balls, basketballs, volleyballs and baseballs. 2. My brother has a soccer ball but I don't. 3. I only watch sports on TV. 4. Soccer is not easy for me. 5. My brother and I are in the same school. 中青年教師示范課及匯報(bào)課活動(dòng) 《Unit 5 Do you have a soccer ball?》 授課題目 Sec

6、tion B 2a~2C Reading 課時(shí)安排 一課時(shí) 上課教師 課 型 閱讀課 指導(dǎo)教師 授課班級(jí) 七年級(jí)八班 時(shí) 間 、課標(biāo)要求 《英語(yǔ)課程標(biāo)準(zhǔn)》五級(jí)目標(biāo)要求，在閱讀方面，學(xué)生要能理解段落中句子之間的邏輯關(guān) 系，能找出文章的主題，能根據(jù)不同的閱讀目的運(yùn)用簡(jiǎn)單的閱讀策略獲取信息，同時(shí)重視培 養(yǎng)學(xué)生自主、合作、探究精神及學(xué)生積極的學(xué)習(xí)態(tài)度和情感，突出培養(yǎng)學(xué)生語(yǔ)言運(yùn)用的能力。 二、整體設(shè)計(jì)思路 本節(jié)課是一節(jié)閱讀教學(xué)課，我根據(jù)學(xué)生的實(shí)際學(xué)習(xí)特點(diǎn)，從課前自主預(yù)習(xí)，課堂閱讀反 饋檢測(cè)(快速閱讀、細(xì)節(jié)閱讀)課后談?wù)摶顒?dòng)及自我評(píng)價(jià)幾個(gè)環(huán)節(jié)完成教學(xué)內(nèi)容，實(shí)現(xiàn)教學(xué) 目

7、標(biāo)。 在教學(xué)內(nèi)容方面，改變傳統(tǒng)閱讀課教學(xué)中僅重視內(nèi)容文本分析的教學(xué)方式，重視閱讀技 巧、文化意識(shí)和思維品質(zhì)的培養(yǎng)。閱讀教學(xué)要培養(yǎng)學(xué)生的閱讀能力，而閱讀能力是由各種閱 讀微技能構(gòu)成，應(yīng)把握好閱讀技能培養(yǎng)和語(yǔ)言學(xué)習(xí)的關(guān)系，不能把閱讀篇章的功能僅僅定位 為語(yǔ)言知識(shí)的學(xué)習(xí)。所以我根據(jù)教學(xué)文章的特征，有針對(duì)性地設(shè)計(jì)了閱讀技能訓(xùn)練活動(dòng)。 在閱讀活動(dòng)設(shè)計(jì)方面，為了體現(xiàn)閱讀教學(xué)的過(guò)程性，我設(shè)計(jì)了獨(dú)立的閱讀板塊，主要分 為“閱讀前”、“閱讀中"和“閱讀后”三部分?！喿x前‘‘的活動(dòng)主要圍繞閱讀主題激活 學(xué)生的背景知識(shí)，引發(fā)學(xué)生對(duì)閱讀內(nèi)容的思考和預(yù)測(cè)，產(chǎn)生閱讀期待。“閱讀中”設(shè)計(jì)了不 同層次的活動(dòng)或任務(wù)，旨

8、在培養(yǎng)學(xué)生的閱讀策略和技能，比如獲取主旨大意、獲取細(xì)節(jié)信息、 語(yǔ)篇分析等。“閱讀后”的活動(dòng)主要讓學(xué)生結(jié)合閱讀材料進(jìn)行拓展性語(yǔ)言訓(xùn)練和運(yùn)用。 三、教材內(nèi)容分析 本節(jié)課教學(xué)內(nèi)容選自人教新目標(biāo)《英語(yǔ)》七年級(jí)上冊(cè)Unit 5 IDo you have a soccer ba I I ?. Section B (2a-2b)，是一節(jié)閱讀課。本節(jié)課是第5單元的第5節(jié)課，重在訓(xùn)練學(xué)生的閱讀理 解技能以及語(yǔ)言遷移能力，拓展鞏固本單元之前課時(shí)所學(xué)習(xí)的目標(biāo)語(yǔ)言，并且讓學(xué)生內(nèi)化這 些語(yǔ)言知識(shí)，進(jìn)行遷移從而達(dá)到能靈活地運(yùn)用這些語(yǔ)言的目的。從教材的編排來(lái)看，本節(jié)課 是知識(shí)的延續(xù)和基礎(chǔ)能力的進(jìn)一步提高，具有可實(shí)施性。

9、 四、學(xué)情分析 七年級(jí)對(duì)學(xué)生來(lái)說(shuō)是一個(gè)過(guò)渡期，需要快速適應(yīng)中學(xué)英語(yǔ)課堂，但學(xué)生基礎(chǔ)差異性比較 大，部分學(xué)生跟不上課堂節(jié)奏，注意力不集中，閱讀和動(dòng)筆能力遠(yuǎn)遠(yuǎn)不如聽(tīng)、說(shuō)的能力，學(xué) 習(xí)習(xí)慣和行為習(xí)慣正在養(yǎng)成，所以在設(shè)計(jì)本節(jié)課的時(shí)候，充分考慮到這些情況，本節(jié)課注重 培養(yǎng)學(xué)生的閱讀習(xí)慣和閱讀技巧以待提高學(xué)生的閱讀能力，同時(shí)注重學(xué)生基礎(chǔ)目標(biāo)語(yǔ)言的綜 合應(yīng)用能力的培養(yǎng)。本節(jié)課，容量大，節(jié)奏快對(duì)于才開(kāi)始接觸語(yǔ)篇的七年級(jí)學(xué)生來(lái)說(shuō)具有一 定的挑戰(zhàn)性。 五、教學(xué)目標(biāo) 語(yǔ)言能力： Key words & phrases： same, at school, only, watch TV, on TV, af

10、ter class, play.. . with. .. That sounds+adj. 1 think.... It' s easy for me. 學(xué)習(xí)能力：引導(dǎo)學(xué)生學(xué)會(huì)一些基本的閱讀策略：培養(yǎng)學(xué)生合理運(yùn)用不同閱讀策略完成對(duì)文本 的分層理解與信息提??；提高學(xué)生合作探究的學(xué)習(xí)能力。 思維品質(zhì)：通過(guò)導(dǎo)學(xué)案培養(yǎng)學(xué)生自主學(xué)習(xí)的習(xí)慣，為學(xué)生的終身學(xué)習(xí)打下基礎(chǔ)；通過(guò)閱讀訓(xùn) 練讓學(xué)生掌握閔讀理解技巧，通過(guò)小組合作學(xué)習(xí)，提高他們的聽(tīng)說(shuō)能力，動(dòng)手寫(xiě)的能力和話 語(yǔ)組織反應(yīng)能力。通過(guò)鼓勵(lì)學(xué)生上課積極發(fā)言、展示鍛煉膽識(shí)和勇氣。 文化意識(shí)：通過(guò)本節(jié)課學(xué)習(xí)，讓學(xué)生熱愛(ài)運(yùn)動(dòng)，熱愛(ài)生活。 六、教學(xué)重點(diǎn)：學(xué)習(xí)了

11、解目標(biāo)詞匯及短語(yǔ)閱讀技巧的訓(xùn)練。 七、教學(xué)難，點(diǎn)：學(xué)會(huì)運(yùn)用不同閱讀策略分層理解文本，進(jìn)行有效信息提取。 八、教學(xué)方法： 任務(wù)型語(yǔ)言教學(xué)法、情景創(chuàng)建教學(xué)法 九、學(xué)法：自主學(xué)習(xí)法、互動(dòng)學(xué)習(xí)法 十、課前準(zhǔn)備：教師：制作課件和導(dǎo)學(xué)案；學(xué)生：自主學(xué)習(xí)，預(yù)習(xí)生詞 十一、教學(xué)用具：多媒體 板書(shū)設(shè)計(jì)： Unit 5 Do you have a soccer ball? Section B Reading Do you have a soccer ball? 1 Frank BrownGina SmithWang Wei Teaching Procedures Ste

12、psTeacher's activities Studenfs activitiesPurposes Warm-up and lead-in 1. Greet the students. 2. Enjoy an English song about soccer to warm-up. 3. Lead in the question "Do you have a soccer ball?” 1. Greet the teacher. 2. Listen to a song to see what sport it is about. 3. Answer the question

13、s. Arouse students' interests and lead into the topic. Presentation Pre-reading Let Ss predict who has a soccer ball based on the title and pictures from the textbook. While-reading Taskl Fast reading Ask Ss to look through the passage quickly and find the answer to the question "Who has a s

14、occer ball?” Careful reading Task 2: Ask Ss to read Read the part of Frank Brown, and answer the questions. Task 3: Let Ss read the part of Gina Smith, fill in the blanks and share the information . Task 4: Have Ss read the part of Wang Wei and check T or F. Then check the answers. Guide Ss to

15、retell the passage. Post reading Ss predict the content of the passage by referring to the title and the picture. Ss look through the passage quickly and try to find out who has a soccer ball. Check the answers. Ss read the part of Frank Brown, and answer the questions. Ss read the part of Gin

16、a Smith, fill in the blanks andsharethe information with their partners. Ss read the part of Wang Wei and check T or F. Ss try to retell the passage and pay attention to the third person singular. The ability of predicting information can be improved. Help Ss outline the structure of the passag

17、e through skimming for main idea. Help Ss enhance the abilityof scanningfor detailed information in the reading context. Help Ss consolidate the comprehension of the whole passage. Ask Ss to work in a group of 4 , interview three of their partners and introduce one of them to the class. Ss

18、 can report like this: 1. His/Her name is... 2. He/She has ... 3. He/She likes/loves... and it is easy for him/her. 4. After class, he/she plays... with .... at school. 5.It's relaxing/fun/interesting. Ss work in a group of 4 , interview three of their partners and give a report to introduce on

19、e of them to the class. Group work can help Ss to use the target languages in a real situation. By cooperative learning can their language ability be promoted. Summary and homework Help Ss to summarize what they have learned in class. Encourage Ss to do sports. Assign the homework. summarize what they have learned in class. Finish the homework after class. Make sure Ss have masteredthe passage. Guide Ss to love and do sports every day.