初中英语_八上Unit 7 Section A 3a教学设计学情分析教材分析课后反思.doc

Unit 7 Life is full of the unexpected Section A 3a-3c 教学设计 Ⅰ.Teaching aims 1.理解文章大意，掌握一些有用的词汇 2.能根据提示复述故事 Ⅱ.Teaching progress Step1.Lead-in 出示天津大爆炸的图片 【设计形式】 学生看图片，猜猜是何事件，导入课堂，学习词汇：burning, above, alive 【设计意图】 利用突发事件图片，导入新课，学生会感兴趣，也会拉近与学生的距离 Step 2 Skimming 【设计形式】学生带着问题“Which two events does the writer mention?”快速阅读文章 【设计意图】 培养学生的快速阅读策略，获取主要信息. Step 3 Read carefully Reading carefully（细读） Two events When Where What 【设计形式】有两件事件，逐一提出阅读时when—where—what问题 【设计意图】这种框架的结构，便于学生比较，学生也更容易地了解的事件的时间、地点、发生的事。 3.出示911事件、新西兰地震的图片 【设计形式】观看图片、描述图片，学习词汇stare at 【设计意图】通过图片的铺垫，能有效的创设学习的氛围，更快速有效的带领学生进入英语学习的语境，更好地调动学生的学习兴趣。 Step 4.Oral Practice （口语练习） 学生读问题，通过问题了解文章 问题 1. Where did the writer find a job? 2. When did the writer arrive his building? 3. Did he go up to his office? 4. Where did he go? 5. What was he doing when the plane hit his office building? 6. How was the writer feel? 【设计形式】学生带着上面的问题，听听力。 【设计意图】为了迎合中考的听说训练，把这个故事性强的小短文改成听力，再根据问题复述短文，学生既能进行了听说训练，也对短文有了进一步地了解。 Step 5 Discussion 1）Think over 【设计形式】思考“How did the writer end up missing the event?”， 提出两个较简单的问题，为思考问题做铺垫。 这两个问题是：Where was the writer? Where did the writer want to do? 【设计意图】后两个问题是为第一个讨论的问题服务的，引导学生要学会组织答案这一阅读技巧。 Step 6 Listening 【设计形式】 1）学生听录音，完成填空。 Almost 10 years later, I ________ at 10:00 a.m. on February 21,2011 and realized that my alarm had never ________. I jumped out of bed and went to the airport. But by the time I got to the airport, my plane had already _________.This is the first holiday Ive taken in a year, now Ive _______ my plane. What bad luck! I thought to myself. The other planes were _______ so I had to wait till the next day.The next morning, I ________ the earthquake in New Zealand the day before. My bad had unexpectedly _________ a good thing. 2） 集体读短文、自纠语音语调 3）用彩色笔标注出每个句子的谓语，学生再读，引导学生发现短文要注意时态的现象 【设计意图】充分利用阅读材料，练习学生的听力，而且通过听的活动，学生会抓住关键的动作词汇，为后面的复述做铺垫。 Step 7 Read carefully Read Para 2 carefully and answer: Wh