编制学案延伸课堂 解读文本升华阅读.docVIP

编制学案延伸课堂 解读文本升华阅读一、 教学内容分析 本课时教学内容为Unit 4的阅读篇章“She said helping others changed her life.”讲述的是一名大学毕业生在贫苦山区支教的感人事迹。 《英语（新目标）》教材从八年级下册开始每个单元后设置一个篇幅较长的大阅读，每篇阅读都教授一项阅读策略（Reading Strategy）,本课时的阅读策略是“根据上下文猜测词意（Using Context）”。 同时在语言上，每篇阅读都是其所在单元语法现象的一个再复习。Unit 4的语法重点是间接引语，此阅读文章中通过呈现前几个课时学习的直接引语和间接引语，进一步加深学生对该语法现象的理解和运用。 二、 教学目标分析 （一）知识目标 1. 学生理解以下词汇：graduate, rural area, thin air, fortunately, dormitory, influence. 2. 学生掌握以下词组和句式：ving ... may not sound (like fun) to ... However, ...  Theres no difference between ... and ...；open up sbs eyes to ...；give sb a good start. 3. 学生进一步掌握间接引语的用法。 （二）能力目标 1. 学生学会在部分词语缺失的情况下理解文章大意； 2. 学生学会利用上下文推断陌生词汇的意思。 （三）情感目标 1. 学生进一步强化对志愿者工作意义的认识； 2. 学生进一步锻炼与同伴或小组合作、交流的能力。 三、教学设计 （一）课前学案设计 课前学案设计设计说明 1.了解学习内容 本课时学习内容是 Unit 4 Reading: She said helping others changed her life. 2.明确学习目标 (1) 在部分词语缺失的情况下理解文章大意； (2) 利用上下文推断陌生词汇的意思； (3) 进一步掌握间接引语的用法； (4) 进一步强化对志愿者工作意义的认识； (5) 进一步锻炼与同伴或小组合作、交流的能力。 学生在课前明确学习内容与目标 3.自主先学 以下这些名称分别是哪些机构或组织？① 请通过查阅教材单词表和词典将它们名称的中文写出来，如果是缩写请写出英文全名；② 带＊号的组织分别是做什么的，请连线。 4.学法点拨 不查词典，你能猜出下列句中画线词的意思吗？ （1）By the end of 1995, more than 60,000 deaf and dumb children had received training in hearing and speaking.（ ）（ ） （2）I took a book from the library shelf and began to read.（ ） （3）Mother was tall, fat and middleaged. The headmaster of the school was an older woman, almost as plump as mother, and much shorter.（ ） （4）—Would you like beef or pork in your noodles? —Oh, please put no meat in my noodles.I’m a vegetarian.（ ） 我是通过 来猜测词义的。 5.课前思考 (1)Does every student in China go to school? If not, why cant they go to school? (2)Do you know of any volunteer groups or any people who like helping others? Please write as many names as you can think of. e.g. “Little Cabbage” (Xiao Bai Cai) at Shanghai Expo; Smile Angel Foundation (嫣然天使基金) (3)What do you think of doing volunteer work or helping others? Draw your point on t