Giant Holes绘本阅读 （教案）-2024-2025学年人教新目标Go For It!英语八年级上册

Giant Holes 一、Teaching aims： （一）Language knowledge： 1. Can understand and use the following, words correctly： Key words: collapse disappeared drought explore form gobbled invented limestone meteorites sinkholes warning Key phrases: fall in，can be found，all over the world，open up，swallow everything，a big storm，heavy rain ,strong wind,tumble into，be filled with,deep down,Reach the bottom,in different ways,hold up,Water pipes,gobble up,be sure 2. Can comprehend the main readings.And learn about something about sinkholes. （二）Language skill： 1. Can guess the words meaning by context. 2. Can master scanning and skimming,can master the reading skill of finding answers by key words. （三）Emotion and attitude： To train students to love nature and explore the nature. 二、Teaching important points: 1. Can understand the key words and key phrases. 2. Can get word's meaning by context. 3. Can master different reading skills. 三、Teaching difficult points: 1. Learn the key words ,key phrases and sentences. 2. Can guess the words meaning by context. 3. To train students reading skills.Such as scanning and skimming. 四、Teaching steps: Step1：lead in Show students two pictures of sinkholes.Then ask: What is it ? Do you know? And answer: It is a hole/It’s a giant hole.Then show ask what do you think of them? Where can you find them?Today we are going to learn Giant Holes . 【设计策略：提起学生的学习兴趣，自然导入阅读的话题各种各样的巨坑。】 Step2：Before reading 1. Ask students to look at a picture. Ask what hole is it?Where is it? 2. Let students look at another video, discussion: What hole is it?Where is it? 3. Before reading ,lead students to predict the reading by picture and the title of the article. 【设计策略：让学生通过著名天坑的图片,了解有关天坑的事实以及它的形成。并通过图片，课文标题，整体感知文章。】 Step3：While reading 1. Skimming.Students look at the map of where some sinkholes have been found.Then ask, where are they? Students read the article quickly and answer the questions.They can discuss the questions with their classmates. 2.Scanning. Students read the article again.Then ask:What famous examples of sinkholes can be found in the book? 3.Students read the article again ,answering the following questions: (1) How do you sinkholes happen? What are sinkholes like, what do you sinkholes look like? (2) How does the sinkhole form in Guatemala. (3) How does sinkhole form in winter park? (4)Where is the deepest water hole in the world？ Pay attention to：They can discuss the questions with their desk mates and group members. 【设计策略：While reading部分设计了两种不同的阅读策略，Skimming 部分让学生看有关天坑的地图，然后提问他们分别在哪？Scanning部分，问学生本册书中提到的世界上著名的天坑的例子，都有哪些，它们分别是什么？文章while reading阅读的设计环环紧扣，使学生带着兴趣去阅读。让学生回顾阅读,并设计一些拓展问题，比如天坑是怎样发生的，天坑是什么样子的？天坑看起来像什么？危地马拉的天坑是怎样形成的？冬季公园的天坑是怎样形成的？世界上最深的水坑在哪？这些问题的设计，能引起学生的阅读兴趣，使学生能积极主动地去读接下来的文章。之后还设计了一个word help词汇的拓展练习，让学生尽量用英文去解释英文，以扩充他们的词汇量，并为以后的阅读做好铺垫。】 Step 4 ：Extensive reading. World help.Let students to look at the key words.Let them try to explain it in English. 【设计策略：之后还设计了一个word help词汇的拓展练习，让学生尽量用英文去解释英文，以扩充他们的词汇量，并为以后的阅读做好铺垫。】 Step 5：After reading. 1.Let students think about the question：What have we learned in this class? Students have a discussion. What causes sinkholes to form？ 2. Students read the article again and answer：What effects are often caused by sinkholes？Students try to make their own mind map. 【设计策略：通过本册书的学习,学生们都学到了什么？不同的学生有不同的收获。学生再次浏览课文，总结天坑是怎样形成的？它有什么影响？让学生把所学的，用英文来表达出来以达到语言上从输入到输出。】 Step 6：Homework 1.Collate the notes of this book. 2.Sum up what famous examples of singles can be found in the book. 3.Make a mind map of what causes sinkholes to form. 4.Group work: Surf the Internet for sinkholes in China and write down their causes . 【设计策略：课后通过整理笔记，总结本册书中提到的著名的天坑的例子，并完成什么引起天坑形成的思维导图，小组同学在网上搜集中国天坑的情况，写出它形成的原因以及影响。进一步理解文篇，并达到从语言输入到语言输出。】 学科网（北京）股份有限公司 $$