八年级英语下册Unit1SectionA3a--3c优秀教学设计.pdf

目标包括知识能力、过程方法、情感态度价值观；准备包括预习要求与教学资源；教学心得不少于 60 字。课题 Unit1 Whats the matter?Section A 3a-3c 优化方案 目标 1.Knowledge objective:Get the students to be able to know the new words and expressions they learnt in this part.Master key sentences;2.Moral objective:To be glad to listen to others opinions and develop interest.准备 Teacher:a lesson plan,ppt,multimedia and students book.Students:preview this lesson and finish the preview homework.设境 定向 1.看标题和图片猜测文章的大意:躺在路上的人发生了什么事？他旁边的人正在做什么？这个人死了吗？你认为是谁救了他？.2.讨论：当别人遇到困难或者麻烦时你会怎么做?为什么？组织探究 展示交流 点拨提升 Step 1.Pre-reading:Look at the picture of 3a and guess what happened and then what we should do?For example:What happened in the picture.Students:.What should we do to help them?Students:.Step 2.While Reading 1.Read the passage and match each paragraph with its main meaning.Find the topic sentence（中心句）of each paragraph.2.Read Paragraph 1 and fill in the chart.3.Read the second paragraph and answer the questions:Who is Wang Ping?What was the matter with the old man?What should Wang Ping do to help the man?Why did Wang Ping want all the passengers get off the bus?How did Wang Ping feel when the passengers agree to go with him?4.Read the fourth paragraph and answer the questions below:How could the old man be saved in time?According to one passenger,why do many people dont want to help others?Did the passenger think Wang Ping did the right thing?How do you know?5.Read the passage of 3a and answer the following questions.(1).Do you think it comes from a newspaper or a book?How do you know?(2).Did the bus driver help the man and the woman?5.Read the passage again and check the things that happened in the story to finish 3b.Step 3.Speaking-3c Discuss the questions with a partner.Step 4:Retell the article according to the information the teacher provided.验收小结 1.Summary:Sum up the language points in this article.2.当堂检测：（1）单项选择题 （2）英汉短语互译 （3）用括号内所给单词的适当形式填空 教学心得 在本节阅读上小组交流时，任务不够明确，导致孩子们交流的话题有点偏离了任务。这给我的启示是，在设计小组任务时，一定要让学生明确任务和做法，同时要考虑到“任务”与真实生活中的任务有相似之处，任务应该侧重语言的内容大于语言的形式结构，让学生在“做事”的过程中学习语言。