江蘇省海安縣大公初級中學(xué)八年級英語上冊《8A Unit 6 Natural disasters》Period 2 Reading（1）教案 牛津版

8A Unit 6 Natural disastersPeriod 2 Reading（1）Title(課題)Reading (1)Type(課型)NewPeriod(課時)2Supporting theories(理論支持)1.采用“三階段六環(huán)節(jié)”教學(xué)模式，即：準(zhǔn)備階段（自由交談、復(fù)習(xí)檢查）、講練階段（導(dǎo)入新課、分層操練）和發(fā)展階段（鞏固發(fā)展、布置作業(yè)）。2.初中英語新課程標(biāo)準(zhǔn)要求采用活動途徑，倡導(dǎo)體驗參與。讓學(xué)生在教師的指導(dǎo)下，通過感知、體驗、實踐、參與和合作等方式，實現(xiàn)任務(wù)的目標(biāo)，感受成功。在學(xué)習(xí)過程中進(jìn)行情感和策略調(diào)整，以形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語言實際運用能力的提高。采用靈活多變的教學(xué)手段，培養(yǎng)學(xué)生的學(xué)習(xí)興趣。3. 新課標(biāo)要求在教學(xué)過程中必須注重過程評價，促進(jìn)學(xué)生發(fā)展。建立能激勵學(xué)生學(xué)習(xí)興趣和自主學(xué)習(xí)能力發(fā)展的評價體系。在英語教學(xué)過程中應(yīng)以形成性評價為主，注重培養(yǎng)和激發(fā)學(xué)生學(xué)習(xí)的積極性和自信心。評價要有利于促進(jìn)學(xué)生綜合語言運用能力和健康人格的發(fā)展；促進(jìn)教師不斷提高教育教學(xué)水平；促進(jìn)英語課程的不斷發(fā)展與完善。4. 創(chuàng)設(shè)和諧、融洽的學(xué)習(xí)氛圍，促進(jìn)師生之間的情感交流。Aims and demands(教學(xué)目標(biāo))A: Knowledge (語言知識) 1. To develop a general understanding of the passage .2. To infer meaning from keywords and context.C: Feeling (情感態(tài)度)1.To know what people should do in an earthquake.2.To understand the feelings of the survivors at different stages of the earthquake.Key points and difficulties(教學(xué)重、難點)1. Learn some new words, useful phrases and sentence patterns. 2. To understand the whole passage.Teaching Methods(教學(xué)方法) Task-based approach Aids: 課前準(zhǔn)備（教具、活動準(zhǔn)備等）1. Get some information about the Taiwan earthquake from the Internet.2. Get some pictures about natural disasters.3. Pre-reading and learn about the main ideas. 教 學(xué) 設(shè) 計課前延伸（預(yù)習(xí)）1.聽磁帶，預(yù)習(xí)Reading部分的生詞。（會拼寫、知詞義）2.朗讀課文，了解大意。3.解決疑難問題。（個人思考，小組討論，待課上求助）4.查閱與Reading（The Taiwan Earthquake）內(nèi)容相關(guān)的資料，以備課上合作交流。養(yǎng)成自學(xué)習(xí)慣，培養(yǎng)自學(xué)能力 Teaching Plan (授課計劃)Studying Plan(學(xué)習(xí)計劃)Aims(設(shè)計意圖)課內(nèi)拓展 學(xué)StepWarming up1.Get the Ss to name some natural disasters.2. Let the Ss watch a video about the Taiwan earthquake Ask: What is the video about? 1.檢查學(xué)生對自然災(zāi)害的了解情況。2.老師設(shè)問，導(dǎo)入新課。Step II Presentation(Pre-reading)1. Teach the new words. Nouns:shaking,body,fear,direction,brick,hurry,daylightVerb: scream,shake,calm,Adj:aliveAdv:wildly(With the help of some pictures.)2. Explain the context of the reading passage. (A boy called Timmy survived the earthquake.)采用相互問答或?qū)υ挼男问?，在語境中運用生詞，激發(fā)學(xué)生興趣，對Reading內(nèi)容有進(jìn)一步的感性認(rèn)識。導(dǎo)Step IIIPractice( While-reading). Skimming1. Ask students to listen to the passage, pay attention to the pronunciation, and make some of them read the paragraphs aloud.2. Listen to the tape and judge the following statements. Write a T if it is true, write an F if it is false.(1)Timmy was walking in the street when the earthquake started.(F)(2)Timmy heard a loud noise of thunder at first.(T)(3)Animals ran wildly everywhere.(F)(4)Timmy was trapped in a dark place after the earthquake stopped.(T)(5)Timmy had nothing to eat when he was trapped under the bricks and stones.(F)(6)People found Timmy at night.(F)1. 通過對學(xué)生的聽讀訓(xùn)練，培養(yǎng)其搜索有用信息的能力。2. 強(qiáng)化聽說訓(xùn)練，提高學(xué)生對文章細(xì)節(jié)的理解和推斷能力。繼續(xù)進(jìn)行過程性評價。II.Scanning1. Listen to the tape again and answer the following Qs:(1)When was Timmy when the earthquake happened? (He was in a shopping center.)(2)What did he hear when it started? (He heard a big noise like thunder.)(3)What did people do after it happened? (People ran in all directions.)(4)What did Timmy do? (He tried his best to run out to the street.)(5)Where was he when the earthquake ended? (He was in a dark place.)(6)Did he survive? Could he move away? (Yes, he was alive. But he couldnt get out.)(7)Did he eat the chocolate all? Why or why not? (No, because he knew he might stay there for a long time.)(8)Did people save him at last? (Yes, they heard him and helped him out.)2. Read the passage again and complete the following passage according to the passage.Timmy is a teenager. He lives in Taiwan. He survived the e_ in 1999. He first heard a big noise in the shopping centre. It was like the noise of t_. Then the noise became really loud. It sounded like b_ under the ground. After that, pieces of glass and b_ fell down.When the noise ended, he was t_ and could not get out. A moment of f_ went through his mind. Then he tried to c_ down and s_ for help. Finally, people moved away the bricks and stones and saved him.3.Check the answers.4. Read together.尊重學(xué)生的個性差異，分層要求。在學(xué)生自學(xué)過程中，教師通過觀察、詢問，有計劃地點撥學(xué)困生，鼓勵其大膽質(zhì)疑；有針對性地向優(yōu)生提出深層次的問題，使他們的聰明才智得到充分發(fā)揮。練StepIVProduction(Post-reading)Aninterview1. The Ss work in groups. Suppose one of their group members is Timmy and the others are news reporters. Have an interview with Timmy. Ask him any question about his survival.2. 2.Get one of the Ss to act as Jimmy, the rest of the group ask him questions. 用英語談?wù)摰卣饍?nèi)容，培養(yǎng)學(xué)生的口語表達(dá)能力。以小組為單位，合作交流。（教師巡視、了解，點撥有困難的學(xué)生大膽開口，引導(dǎo)優(yōu)生發(fā)揮才智。充分體現(xiàn)面向全體學(xué)生，注重他們整體素質(zhì)的提高。）課后提升Step V Assignment1. Recite all the new words.2.Find more information about earthquakes on the Internet. 3.Retell the story of Jimmys survival to your partner after class.控制作業(yè)量，既落實雙基，又重視知識面的拓寬和能力的提升。（關(guān)心學(xué)生的認(rèn)知發(fā)展）6