初中英语_I’dlovetosailacrossthePacific教学设计学情分析教材分析课后反思.doc

PAGE 5 PAGE Unit 3 Where would you like to visit? (Section B 2a-2f) 教学设计 Unit 3 Where would you like to visit? (Section B Reading) 教学设计 教材分析 本部分内容来自八年级下册 Unit 3 Where would you like to visit? Section B Reading， 是完整的阅读活动。学生通过学习关于希望和梦想的语篇，学会理解和标注重要信息等阅读策略，并能依据文本，结合自身实际，展开讨论，形成自己的思想。 学情分析 本节课授课对象为初三学生，他们对希望与梦想有了一定的认识并形成自己的看法与观点。同时初三学生英语语言积累也比较丰富，可以基于文本的阅读，结合自身阅历，用英语思维表达自己。 教学目标 1. 能够通过阅读，在篇章中理解新词汇：findings, survey, choice, realistic, sail, conclusion, as soon as possible, be willing to, hold on to 2.能够运用有效的阅读技巧阅读： Use skimming to get the main idea; Guess the meaning of new words with the help of words they have learned; Remember the main idea by underlining the key points; Make a mind map to talk about the structure. 3.能够在阅读文本后，在理解文章的基础上表达自己的观点和看法。具备批判性思维。 教学重、难点 1.充分运用已知词汇进行猜词； 2.对hope 和 dream 的意义有深层次的理解，并转化为交流的语言。 教学步骤 Step1. Lead-in 1. Greeting. 2. Free talk: Teacher’s hope and dream. Students’ hopes and dreams.(以调查问卷的形式发给学生，答案课上交流。) 【设计意图】通过简单的和本节课话题相关的free-talk激活学生知识背景，并通过与学生的交谈呈现阅读中将出现的生词，不仅活跃气氛，也扫清阅读障碍。学生回答的问题以调查问卷形式呈现也给学生更真实的学习体验。 Step2. While-reading 1. Fast-reading Read the passage quickly and find out what the survey is about? Before reading, ask students about the reading skills. 【设计意图】培养学生快速阅读和归纳语篇中心的能力。读前阅读技巧的提问可以唤起学生已有的阅读技巧，并在本节课阅读中实践，增强学生自信心。 2. Careful-reading Para.1 Read and find who took part in the survey. 【设计意图】巩固学生对in which引导的定语从句的理解。 Para.2 Read and underline the answers. = 1 \* GB3 ①After finishing their education, students hope to: = 2 \* GB3 ②Many students choose________________ as a job. = 3 \* GB3 ③What is many teenager’s choice, the jobs they enjoy or they can make more money? The point students talk about: What is your choice，the jobs you enjoy or you can make more money? Why? 【设计意图】采用问题的方式帮助学生深入理解段落大意。就贴近学生的问题，让他们表达想法，培养学生英语思维。 Para.3 = 1 \* GB3 ①Underline the dreams mentioned in this paragraph. = 2 \* GB3 ②What s