人教版八年级下册第二单元英语Unit2 第五课时教学设计.docx

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1、八年级下册英语教案授课时间： 年 月 日课题Unit 2 Ill help to clean up the city parks. Section B (2a-2e)班级备课教师课型阅读课课时5核心素养与思政渗透本课主要学习有关志愿服务的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“责任担当”素养中“社会责任”一项，要求学生能够热心公益和志愿服务。在本课中，通过阅读“小狗Lucky”的故事，可以引导学生讨论关心、帮助残疾人的不同办法、手段，向社会施以爱心。课标分析 新课标要求八年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、读、看的过程中，围绕

2、语篇内容记录重点信息，整体理解和简要概括主要内容；领会所学简短语篇蕴含的人文精神、科学精神和劳动价值，感悟诚实、友善等中外社会生活中的传统美德；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。教学目标语言能力能够在以“小狗Lucky”为主线的情境中正确使用课文中的新词汇，增加词汇量；通过略读、跳读、利用词性推导词义等阅读策略促进自己的语篇理解能力；文化意识能够主动关心、帮助残疾人

3、，向社会奉献爱心，懂得人与动物是朋友的道理，学会保护动物、学会感恩、学会珍惜彼此；思维品质能够在老师的帮助下，通过参与思维导图、课堂讨论等活动，提高思维的逻辑性、批判性和创新性；学习能力能够通过阅读有关“小狗Lucky”的故事，提高英语学习兴趣；通过阅读策略的感悟、体验和学习，提升阅读理解能力；通过小组合作，提升合作能力和探究能力。教材内容分析本课是阅读教学部分。2a为读前热身活动，目的在于激活学生思维，诱发学生的阅读欲望及脑海中的图式；2b要求学生快速浏览文章并回答问题；2c侧重阅读策略及语言细节的挖掘；2d侧重文章的细节理解；2e则是典型的读后活动，要求学生根据课文中引申出的话题，结合已有

4、的背景知识发表自己的观点。教师还应注意突出词性对词义的影响，引导学生尝试利用词性推导词义。重点课文中所涉及到的新词汇和表达，如make it+adj.+ for sb. to do sth.,feel lucky to do sth.等；学习利用略读、跳读、利用词性推导词义等阅读策略促进自己的语篇理解能力；难点了解词性对理解句子的重要性，利用词性推导词义，促进语篇理解能力的提高。学情分析通过前面的听、看、说、读活动，学生已经掌握了一定的有关志愿服务、关爱援助的词汇和提建议句型，具备了一定的听、看、说、读技能，对本单元所涉及到的语法知识也有所了解。本课的阅读文本是一封书信，学生对于其语篇基本结构

5、有所了解。在平时的学习中，部分学生只注重单词的词义不注重词性的记忆，借本课阅读策略的渗透，可提醒学生注意改进。第 页教 学 流 程设 计 教 学 过 程设 计 意 图学 生 活 动教 师 导 学Step 1. Lead-in.1. Learn and remember new words. Then have a “quick mind” game.2. Watch a video and answer the questions.Sa: A dog helper.Sb:Smart/ clever/ helpful/.Sc:He is blind/ disabled.Ss: Be blind.

6、 / Be deaf and unable to talk. / Be unable to use hands. / Be unable to walk.Ss: By sending gifts. / By helping others. / By writing letters.Step 2. Pre-reading. Do actions as the teacher tells them to feel how difficult the disabled peoples life is.Ss: Its easy.Ss: Its difficult.Sa: I cant hear any

7、thing. Step 3. While-reading. 1.Skimming Read the letter quickly and try to find the answers to these questions. Ss: From Ben Smith to Miss Li.Ss: To thank Miss Li. Sum up the reading strategy with the teacher.Then read the passage quickly and find the structure of it. 2.Scanning.Match paragraphs wi

8、th these statements.Check the answers with the class.Read Para.1 and finish the mind map.Read para.2-4 and answer questionsStep 4. Post-reading.1. Thinking(discussion).Sa: I think its clever.Sb: I think it can understand many words.Sc: They are able to help cross the road.Sd: The ox can help with fa

9、rming.2. Part of speech.Find out the words in the letter, circle the part of speech of each word and guess the meaning of each word.Then make their own sentences with these words. Make true sentences by matching the different parts in 2d.3. Retelling.Retell the passage by filling in the blanks.Step

10、5. Conclusion.Sa: Protect and love the animals who help us.Sb: Be grateful to the people who help us.Sc: Cherish each other in the world!Step 6. Exercises.T:Feed the dog.Read the words when you see the bone.Ask some questions:Q1:What kind of dog is it?Q2:What do you think of the dog?Q3:What s the ma

11、tter with the man?Then let Ss speak out what the disabled people are like according to the pictures.T: But there are many people always helping others.T: How to thank someone who helps you?T: Here is a letter. Class, listen and follow me please. Open your book to page 14. Is it easy or difficult for

12、 you to do this? T: Now imagine you are a disabled person, you cant use your hands or arms. Try to open your book to page 14. This time “Is it easy or difficult? ”T: If you were a disabled person, what else is difficult?T: Today we will learn about a person who is disabled. Who is he? Whats wrong wi

13、th him?T: Now lets read a letter. T:Who wrote the letter to Miss Li? To whom?T: Why does Ben Smith write the letter?(Tip 1: You can find the writing purpose at the beginning or the end of the letter.)T: How is the letter organized? Guide Ss to find out the topic sentence of the first and last paragr

14、aph so the structure can be concluded.(Tip 2: You can find the general idea with the help of topic sentences.) Provide four statements and let Ss match them with the paragraphs. Guide Ss to make sentences with the mind map.T: What do you think of Lucky? Guide Ss to talk about their opinions on Lucky

15、.T: In what other ways do you think dogs are able to help people?T: What other animals can we train to help people? Guide Ss to judge the part of speech in the sentences.(Tip 3: Knowing what part of speech a word is can help you understand the words meaning.) Show a short passage to help Ss retell t

16、he letter. Let Ss fill in the blanks first. Then check the answers by reading aloud.Introduce a new regulation in Beijing.T: You know, People and animals are friends. Through this letter, what can we learn?T: Remember, the value of life is not what you gain, but what you give.T: We can also learn so

17、me writing skills from reading. For example, we can use questions to introduce your story to make it more impressive. 通过游戏的形式帮助学生巩固记忆单词，提升学习兴趣、积极性和注意力。通过视频，生动呈现了一只导盲犬在生活中是如何帮助主人的事情，丰富学生视野，增加学生背景知识的积累，导入本课话题。通过图片展示，激活学生脑海图式，体会残疾人的诸多不易，懂得要关爱残疾人的道理。引导学生通过亲身体验翻书来体会残疾人的不方便之处，加强对课文中的受帮助者感恩之情的理解和认识。同时通过问题导

18、向，逐步引发学生阅读期待。通过问题引导学生运用信件的语篇知识来获取文章基本信息，搞清人物关系、写作目的和整体结构，对文章有整体认识。及时引导学生小结阅读策略，帮助他们积累阅读经验，提升阅读能力。通过段落与主旨匹配，培养学生扫读关键词的能力。通过思维导图的引导，帮助学生理顺文章中出现的人、物联系；再利用思维导图进行完整句的输出，达到巩固所学语言的目的。通过不同类型的问题，引导学生细读课文，获取细节信息，并感知作者的写作策略，同时，在语境中进行生词处理。在理解文章意思的基础上，进一步思考总结Lucky的特性，以及还有哪些动物可以帮助到人们，尤其是残疾人的哪些方面。对文章内容进行深层次的挖掘。结合阅

19、读文本进行阅读策略指导，使学生在准确获取文章细节内容的同时，掌握不同的阅读技巧，提高阅读能力。利用换人称缩写文本的方式再次呈现信件主要内容，考查学生对内容的熟悉度和对语言知识的掌握度，同时帮助他们提升灵活运用知识的能力。通过增加有关导盲犬的报刊文章的简短阅读，开阔眼界，扩大知识面，并积累更多相关词汇。总结升华主题，引导学生认识到生命的价值在于给予而不是得到，以及树立其保护动物、感恩帮助、珍惜彼此的意识。本篇课本的写作技巧同样值得引起学生的关注和学习。板 书 设 计Unit 2 Ill help to clean up the city parks. (Section B 2a-2e)作 业 设 计Level AImagine you meet Ben Smith in the street and have a talk with him. Make a conversation between you and Mr. Smith.Level BWrite a short passage to tell“the change of Bens life”. 教 学 反 思