Module 8 Unit 2 I was trying to pick it up when it bit me again教学设计-2022-2023学年外研版八年级英语上册

教 学 设 计 所用教科书书名 外研版初中英语 所教年级 八年级 所教册次、模块、单元 上册Module 8 Unit 2 教学内容 I was trying to pick it up when it bit me again 1.整体设计思路、指导依据说明 探讨外研版初中英语阅读课教学模式,如何充分利用任务型等教学法引导学生给文章进行分段,从总体上感知文章内容,然后再逐段领悟文章意思,攻克各个教学重难点,充分调动学生的积极性,使学生参与到课堂中来并运用于实际生活中。以图片导入本节课要学习的内容; 通过略读感悟文章内容,并给文章分段;再根据所提供的线索通过细读逐段攻破,直到最后的升华,学有所获。 2.教学背景分析 教学内容分析: 该部分是八年级上册第八模块第二单元的内容,以Henry被蛇咬为导线引出相关的一系列的事情,而Unit 2此堂阅读课的主要学习的内容分为两方面:1)阅读策略的培养。通过阅读文章了解关于被蛇咬后的应采取的措施的建议并培养迅速给文章分段,理清文章结构,理解文章意思、培养学生略读和精读等阅读策略。2)语言输出能力的培养。通过完成文章的结构图,运用顺序过渡词层次清晰地发表自己的看法,在此基础上了解在危险的情况下,自己才是 第一个能帮助自己的人. 学生情况分析: 八年级上学期的学生已经过七年级一年的英语学习,他们已经有了一定的英语词汇和语法知识的积累,这有助于开展各种的课堂教学活动,但是他们实际语言运用的能力还是比较薄弱,尤其是英语口语表达和写作能力并没有得到一定的提升,且八年级的学生已没有刚升入中学时的新鲜感和好奇心,也没有中考的升学压力,一些学生学习较被动,有些学生会因畏难而产生厌学情绪,因此会出现两极分化,如果引导不好,这种局面会更为严重,故课堂教学活动的开展对教师是一大考验。 3.教学目标分析 知识目标: 1.Vocabulary:bite, climb, hide, throw, fridge, pain, worse, medicine 2. Key structures: 1)While the snake was lying on the table, Henry quickly picked up his mobile phone and took a photo with it. 2) I was trying to pick it up when it bit me again . 3) As the doctors were checking him, the pain got worse. 技能目标 To understand the main idea of the passage. To understand the sequence of events. To find specific information in the reading passage. 态度与情感 1. To help students know the importance of dealing with the accidents. 2. To know about how to deal with the sudden accident. 4.教学重点、难点分析 1. To get information from the reading material about accidents. 2. To learn some new words. 3.To understand the main idea of each paragraph of the article. 5.教学方法 Task-based teaching methods. 6.教学过程设计 教学步骤 教师活动 学生活动 设计意图 Step I Warming -up 1. Greeting. 2. Duty report. 3.Learn the words Look at pictures, and learn the new words. 出示图片,创设情境教学生词。观看农夫与蛇的故事,引起学生学习英语的兴趣。 Step II Pre- reading Show the picture of the passage and let the students talk about something about it ①. Where was Henry? ②. What was he doing at that time? Look at the picture and describe . 通过观察图片培养学生的联想、预测和表达能力,为下一步阅读策略的教学做好铺垫。 StepIII While - reading Step1