《上海牛津版 U3 閱讀教學設計》由會員分享，可在線閱讀，更多相關《上海牛津版 U3 閱讀教學設計（4頁珍藏版）》請在裝配圖網上搜索。

1、牛津上海版八年級上冊第三單元教學設計與展示 閱讀課教學設計 設 計 人：林李華（廣州市越秀區(qū)第十六中學） 課 題：牛津英語上海版，八年級上冊，Unit 3 Modern machines 教學內容：Reading A & Reading B Computers 課 型：閱讀課 教學時間：40分鐘 教材分析： 本單元的主題是談論“現(xiàn)代機器”，是學生比較感興趣的科普話題。本課是本單元的第一課時，閱讀材料是關于計算機的幾段語篇，分別從不同角度來談論計算機。本課出現(xiàn)的課標詞匯共12個，拓展詞匯共9個，重點短語4個。（詳見認知目標） 學情分析： 1. 學生對“現(xiàn)

2、代機器”這個主題會比較感興趣，而計算機更是他們所熟悉的話題，容易喚 起他們學習的興趣，他們對此也有話可說，有利于引導他們進行深入的思考與探討。 2. 通過初中一年的學習，學生已具備一定的閱讀理解能力，掌握一些閱讀理解的策略與技 巧，借助本課的閱讀理解活動進一步鞏固、運用已學的策略與技巧，以提高學生的閱讀理解能力。但學生對語篇的結構意識不是很強， 可以滲透一些這方面的指導。 教學目標： 1. 認知目標： 課 標詞 匯 hardly, type, operate, railway, fly, judge, raise, instruction, program, mistake, h

3、old, video, more importantly, have great understanding of…, make mistakes, for the time being 拓 展詞 匯 unaware, be unaware of…, dependent, be dependent on…,diagram, essential, drive, CD-ROM, DVD-ROM 2. 能力發(fā)展目標： 1）通過多種形式的閱讀活動與任務，指導學生進一步鞏固、運用已學的閱讀理解策略與技 巧，培養(yǎng)一些閱讀微技能，如：猜測生詞大意、搜尋細節(jié)信息、概括段落大意、尋找中心句

4、等，從而提高學生的閱讀理解能力。 2）幫助學生建立初步的語篇結構意識。 3）培養(yǎng)學生探究學習、合作學習、自主學習的能力。 3. 情感目標： 拓展學生的文化視野，激發(fā)學生關注科技發(fā)展、熱愛科學的興趣與熱情。 教學流程設計： 步驟 目的 教師活動 學生活動 條件/手段 1. Warming up 由視覺感官沖擊引入本單元主題。 Show some pictures of modern machines. Make a prediction. multi- media 2. Pre-reading 喚醒學生的相關圖式，激發(fā)學生學習的興趣。 Get the

5、 students to do a brainstorming. Brainstorming：What can a computer do？ multi- media 3. While- reading 培養(yǎng)學生搜尋核心信息的能力。 (1) Guide the students to find out the main ideas for the three passages. (1) Read through Reading A and try to get the main ideas textbook 培養(yǎng)學生搜尋細節(jié)信息的能力。 (2) Get the

6、 students to read through Passage 2 and find out: What else can a computer do? Remind them to use some strategies. (3) Ask the students to read Reading A quickly and find the examples. (2) Read through Passage 2 and find out: What else can a computer do? (3) Read Reading A quickly and complete

7、the examples in Ex.A3. Work in pairs. textbook 引導學生進一步理解文章。培養(yǎng)學生匹配信息的能力。 (4) Ask the students to read Reading A again and try to find some sentences from the passages with the same meanings. (4) Read Reading A again and try to find out the sentences from the passages with the same meanings. ha

8、ndout 4. Reading B 鞏固搜尋核心信息的能力。 (1) Ask the students to read B2 quickly and get the main idea of each part. (1) Read B2 quickly and get the main idea of each part. textbook 鞏固搜尋細節(jié)信息的能力。 (2) Get the students to read B2 again and do some T or F questions. (2) Read B2 again and do so

9、me T or F questions. handout 5. Post-reading 引導學生整體感知語篇結構。 (1) Guide the students to Read through Reading A &B again and pay attention to the structure of the passage. Help them to draw the outline for Passage 1. (Set an example) (1) Read through Reading A &B again and pay attention to the

10、structure of the passage. textbook 引導學生進一步感知與體驗語篇結構。 (2)Get the students to work in groups and draw the outlines for the other two passages of Reading A. (3) Set the assignment. Get the students to work in groups of four and try to write the outline for their own passage. (2) Group work. D

11、raw the outlines for the other two passages of Reading A. (3) Learn something about the assignment. handout 6. Homework 鞏固課堂所學，并延伸到課外。 (1) Finish writing the outline about computers. (Group works) (2) Complete the sentences in B1 in the students’ books. (3) Read aloud the new words and

12、 the text. (4)Talk in groups of four: Will computers make our lives better or worse in the future? And tell your reasons. P.S. Students’ sheet Unit 3 Modern machines Reading Computers Class: ______________ Names:____________________ Ⅰ. Read Reading A again and find out sentences with

13、 the same meanings. 1. There are many hidden computers in your home, but you might not notice them. _______________________________________________________________________________ 2. You don’t know how much you need computers. _________________________________________________________________

14、______________ 3. Your brain can understand the meaning of things better than computers. _______________________________________________________________________________ 4. This makes people think of many interesting questions. ___________________________________________________________________

15、____________ Ⅱ.Read B2 again and do T or F questions: ( )1. It’s essential for programmers not to make mistakes. ( )2. Programmers use the same language to write different programs. ( )3. Computer language are so easy that everyone can understand them. ( )4. A DVD-ROM can

16、hold plenty of information, including pictures and sounds. Ⅲ. Try to write down the outline for the passage. Work in groups of four. (A: the secretary; B: the speaker; C&D: think tanks 智囊團) Main idea (topic sentences) supporting information

17、 1._________________________ Passage1:___________________________ 2._________________________ 3._________________________ … 1._________________________ Passage2:___________________________ 2._______________________

18、__ 3._________________________ 4._________________________ … 1._________________________ Passage3:___________________________ 2._________________________ 3._________________________ 4.___________

19、______________ … Ⅲ. Homework: 1. Finish writing your outline about computers. (Group work) Think about the outline for your short passage. Topic sentences supporting information 1._________________________ _______________

20、___________________ 2._________________________ 3._________________________ 4._________________________ … 2. Complete the sentences in B1 in the students’ books. 3. Read aloud the new words and the text. 4. Talk in groups of four: Will co

21、mputers make our lives better or worse in the future? And tell your reasons. We / I think computers will make our lives ___________ in the future. The reasons are the following:______________________________________________________________________ (1)____________________________________________________________________________ (2)____________________________________________________________________________ (3)____________________________________________________________________________ … 4