王瑞红-英语教学设计说课稿

1、英 语 教 学 说 课 稿学校：北京市房山区良乡行宫园学校姓名：王瑞红职称：中学高级教龄：22授课班级八年级（2）班课型阅读课课题Unit 7 Revision Part The 5Rs in Helping Our Environment设计思路积极开发和合理运用课程资源是英语课程实施的重要组成部分。英语课程资源包括英语教材以及有利于发展学生综合语言运用能力的其他所有学习资料。在英语教学中，除了合理有效地使用教科书以外，还应该积极利用其他课程资源，以补充和丰富课堂教学内容。根据本课的教学需求及学生学习特点，本课选用一个小故事作为导入阅读材料。教材中的阅读任务为判断图片正误。本课实施中将任务改

2、为阅读回答问题以及将生活中的做法归类，充分体现了课程标准提出的“创造性开发教学资源”和教学活动的设计要“贴近学生生活实际”的要求。学生情况分析学习风格：所授课班级学生为房山区良乡行宫园学校八年级学生。学生英语水平略高于全区水平，学习积极性高，乐于参与课堂活动，喜欢合作学习。知识储备：学生在Unit 6已经接触“环保”这一话题，学习了地球大气层的构成以及空气污染的原因，能够初步运用英语口头谈论有关环境保护的话题，为本课顺利进行铺平了道路。学习内容分析本单元是复习单元。本课进行的阅读内容是对Unit 6 The Earth Atmosphere 的补充。学习内容是一篇关于环境保护的文章。课文本身具

3、有教育意义，值得学生思考。但由于篇幅较短，课上增加另外一篇阅读材料a story about a piece of paper. 并由这个小故事导入本课内容，使学生加深对recycle的理解。本节课以唤起同学们热爱环境保护环境的意识为出发点，通过正确的引导，学生可以领悟并形成正确的价值观。教学目标知识与技能： After reading the passage, 1. all the students will be able to read the new words: recycle, reduce, refuse. 2. most students will be able to tal

4、k about the use of 5Rs in daily life.过程与方法：While reading the passage, most students will be able to use the reading strategies (skimming and scanning) to answer the comprehension questions情感态度价值观：1. All the students will be able to know the importance of environment protection after watching the sho

5、rt video.2. All the students will be able to increase the awareness of environment protection and know what to do in daily life. 教学重点To understand the text and increase the awareness of environment protection. 教学难点To talk about the use of 5Rs in daily life教学资源computer, worksheet, blank posters教学环节与时

6、间安排教师活动学生活动设计意图Step 1Warm up Plays a short video. Watch and enjoy it. To arouse Ss interest and let them know the importance of protecting the environment.Step 2Story reading1. Pre-readingShows a piece of old and dirty paper. Gets Ss to talk how they deal with waste paper. Share their ideas about th

7、e ways to deal with waste paper.To lead in the story reading and let Ss think about the ways to deal with waste paper. 2. While-readingGives questions about the story. Read and choose the answers to the questions and then check up the answers in pairs. To get the details of the story and know the pr

8、ocess of recycle. 3. Post-readingIntroduces the word “recycle” from the story. Get the meaning of recycle. To have better understanding about recycle. Step 3Text reading1. Pre-reading Asks the question “What are 5Rs?”Try to guess the five words. To activate their prior knowledge about protecting env

9、ironment. 2. First reading Asks Ss to find the 5Rs from the story. Skim the text and find the 5Rs then complete the chart. To get the key words from skimming. 3. Second reading Asks Ss to answer some comprehension questions. Read the text again and answer the questions. To understand the five words

10、better. 4. Post-reading Shows some examples about the use of 5Rs in our daily life. Put the statements into the proper circles. To know what they can do in helping environment in daily life. Step 4Output Gets Ss to work in groups Make a poster in groups several groups show and introduce their posters to the class. To apply what they have learnt to use and increase their awareness about protecting the environment. Step 5 Summary Reminds Ss of what they have learnt and play the song- 3Rs. Summarize what they have learnt and enjoy the s