中青年教師示范課及匯報課活動教學設(shè)計 單元名稱: 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：七年級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)運房的詞匯. 井填任對成的欄II里. Things I haveThings I don t have Read the survey results in a school magazine and answer the question: Who has a soccer ball? Milt 份杖國的調(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 soccer. 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. 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 classmates 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課活動 《Unit 5 Do you have a soccer ball?》 授課題目 Section B 2a~2C Reading 課時安排 一課時 上課教師 課 型 閱讀課 指導教師 授課班級 七年級八班 時 間 、課標要求 《英語課程標準》五級目標要求，在閱讀方面，學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)不同的閱讀目的運用簡單的閱讀策略獲取信息，同時重視培 養(yǎng)學生自主、合作、探究精神及學生積極的學習態(tài)度和情感，突出培養(yǎng)學生語言運用的能力。 二、整體設(shè)計思路 本節(jié)課是一節(jié)閱讀教學課，我根據(jù)學生的實際學習特點，從課前自主預(yù)習，課堂閱讀反 饋檢測(快速閱讀、細節(jié)閱讀)課后談?wù)摶顒蛹白晕以u價幾個環(huán)節(jié)完成教學內(nèi)容，實現(xiàn)教學 目標。 在教學內(nèi)容方面，改變傳統(tǒng)閱讀課教學中僅重視內(nèi)容文本分析的教學方式，重視閱讀技 巧、文化意識和思維品質(zhì)的培養(yǎng)。閱讀教學要培養(yǎng)學生的閱讀能力，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)和語言學習的關(guān)系，不能把閱讀篇章的功能僅僅定位 為語言知識的學習。所以我根據(jù)教學文章的特征，有針對性地設(shè)計了閱讀技能訓練活動。 在閱讀活動設(shè)計方面，為了體現(xiàn)閱讀教學的過程性，我設(shè)計了獨立的閱讀板塊，主要分 為“閱讀前”、“閱讀中"和“閱讀后”三部分?！喿x前‘‘的活動主要圍繞閱讀主題激活 學生的背景知識，引發(fā)學生對閱讀內(nèi)容的思考和預(yù)測，產(chǎn)生閱讀期待。“閱讀中”設(shè)計了不 同層次的活動或任務(wù)，旨在培養(yǎng)學生的閱讀策略和技能，比如獲取主旨大意、獲取細節(jié)信息、 語篇分析等?！伴喿x后”的活動主要讓學生結(jié)合閱讀材料進行拓展性語言訓練和運用。 三、教材內(nèi)容分析 本節(jié)課教學內(nèi)容選自人教新目標《英語》七年級上冊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，重在訓練學生的閱讀理 解技能以及語言遷移能力，拓展鞏固本單元之前課時所學習的目標語言，并且讓學生內(nèi)化這 些語言知識，進行遷移從而達到能靈活地運用這些語言的目的。從教材的編排來看，本節(jié)課 是知識的延續(xù)和基礎(chǔ)能力的進一步提高，具有可實施性。 四、學情分析 七年級對學生來說是一個過渡期，需要快速適應(yīng)中學英語課堂，但學生基礎(chǔ)差異性比較 大，部分學生跟不上課堂節(jié)奏，注意力不集中，閱讀和動筆能力遠遠不如聽、說的能力，學 習習慣和行為習慣正在養(yǎng)成，所以在設(shè)計本節(jié)課的時候，充分考慮到這些情況，本節(jié)課注重 培養(yǎng)學生的閱讀習慣和閱讀技巧以待提高學生的閱讀能力，同時注重學生基礎(chǔ)目標語言的綜 合應(yīng)用能力的培養(yǎng)。本節(jié)課，容量大，節(jié)奏快對于才開始接觸語篇的七年級學生來說具有一 定的挑戰(zhàn)性。 五、教學目標 語言能力： Key words & phrases： same, at school, only, watch TV, on TV, after class, play.. . with. .. That sounds+adj. 1 think.... It' s easy for me. 學習能力：引導學生學會一些基本的閱讀策略：培養(yǎng)學生合理運用不同閱讀策略完成對文本 的分層理解與信息提??；提高學生合作探究的學習能力。 思維品質(zhì)：通過導學案培養(yǎng)學生自主學習的習慣，為學生的終身學習打下基礎(chǔ)；通過閱讀訓 練讓學生掌握閔讀理解技巧，通過小組合作學習，提高他們的聽說能力，動手寫的能力和話 語組織反應(yīng)能力。通過鼓勵學生上課積極發(fā)言、展示鍛煉膽識和勇氣。 文化意識：通過本節(jié)課學習，讓學生熱愛運動，熱愛生活。 六、教學重點：學習了解目標詞匯及短語閱讀技巧的訓練。 七、教學難，點：學會運用不同閱讀策略分層理解文本，進行有效信息提取。 八、教學方法： 任務(wù)型語言教學法、情景創(chuàng)建教學法 九、學法：自主學習法、互動學習法 十、課前準備：教師：制作課件和導學案；學生：自主學習，預(yù)習生詞 十一、教學用具：多媒體 板書設(shè)計： Unit 5 Do you have a soccer ball? Section B Reading Do you have a soccer ball? 1 Frank BrownGina SmithWang Wei Teaching Procedures StepsTeacher'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 questions. 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 soccer 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 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 Gina 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 passage 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 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 one 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.