初中英语-初三英语下册Unit3I'd love to sail across the Pacific初中英语 刘英涛【一师一优课】 教学设计学情分析教材分析课后反思

PAGE5PAGEUnit3Wherewouldyouliketovisit?ReadingI‘dlovetosailacrossthePacific.教学设计学习目标：1.通过阅读，引导学生理解hope和dream的含义，并能在语境中正确理解词汇的含义；2.在阅读中运用阅读策略获取信息，进而理解篇章大意，梳理篇章结构；3.正确运用dreamof…,wouldloveto…以及hopeto…表达希望和梦想；4.引导学生树立为实现理想而不懈努力追求的信念。教学过程Warmup热身活动1.Watchavideoandfindtheanswerstothequestions（1）Wheredidtheteachergoonvacation?（2）Whatdidtheteachergetduringhertravel?（设计意图：学生通过观看教师呈现的旅行视频，记录教师所去的旅游景点和旅行中的收获，紧扣本单元travel话题，引导学生运用所学句型进行谈论旅行地和旅行中的收获，激发学生热爱生活。）Leadin:UsethepictureofthePacificOceantoleadin.Beforereading读前活动:Guesswhatthisarticlecanbeabout?（设计意图：predictthemainideaofthearticleaccordingtothetitle.引导学生根据题目预测文章内容，回顾复习所学阅读技巧）二、Reading读中活动Skimming(略读)What’sthemainideaofthearticle?ThePacific.B.Asurvey.C.Teenagers’hopesanddreams.（设计意图：引导学生运用所学阅读技巧，readthetopicsentencesandthefirstsentenceofeachparagraphtogetthemainideaofthearticle.）FinishthechartHowmanypartsarethereinthepassage?Whatarethey?I’dlovetosailacrossthePacificI’dlovetosailacrossthePacific（设计意图：Leadthestudentstogetaclearpictureofthecontentofthepassageafterthefirstreading引导学生进行阅读后进行文章回顾，进行分段，梳理文章结构）Fastreading:（速读）ReadingTips:（阅读策略）1)Adjustthespeedyoureadaccordingtotheamountofdetailyouneedtotakein.按照你需要了解的细节数量调整你阅读的速度。2)Underlinekeypointsasyouread,torememberwhatyouread.阅读时要在关键点下划线，以便记住你阅读的内容。Circlethekeypointsofthequestions.Thenreadthesimilarsentencesinthearticle.1.Readthepassage,andanswerthefollowingquestions:Whydosomestudentswanttostartworkassoonaspossible?Areeverybody’sdreamsandhopesthesame?Whatexampleisgivenofanimpossibledream?（设计意图：Leadthestudentstoreadthepassageagainandusethereadingskillstocirclethekeypointsinthearticleandfindtheanswers.引导学生进行根据掌握的阅读技巧，圈画问题关键词，寻找文章关键词句，提高学生阅读练习中快速提取有效信息的能力）2.Readandsay“T”fortrueand“F”forfalse(1)ThousandsofthestudentsacrossChinatookpartinthesurvey.()(2)Someofthestudentswouldliketoworkassoonaspossible.()(3)Themostpopularchoiceofjobisteaching.()(4)Accordingtothesurvey,teenagersprefertodojobsthattheyenjoy.()(5)Teenagers’hopesarethesame.()Correctthewrongsentencesinpairs(两人一组纠正错误句子)（设计意图：Leadthestudentstoreadandsay“T”or“F”ofthegivensentences.Thenworkinpairstocorrectthefalsesentences.Discussinpairstosharetheirmethodsandquestions.引导学生进行阅读判断正误的阅读练习，多样化练习，引导学生进一步加深对文章细节的了解；两人合作互助纠错，旨在培养学生互助合作学生的习惯；）Carefulreading:ReadParagragh1Whatarehopesanddreams?1.Hopesarethings______________________________________2.Dreamsarethings___________________________________动词填空（学以致用）doeverybodyachievetakebefindingWealldreamaboutthingsthatwewouldlike_______,andthingswehope_________inthefuture.Butare_________dreamsthesame?Here_____someofthe_________ofasurveyabouthopesanddreams,inwhichthousandsofstudentsacrossChina_____part.Paragraph2Whataretheteenagers’hopes?（小组集体复述）1.Somestudentswouldlike_________________2.Whydosomestudentswanttostartworkassoonaspossible?3.Otherstudentshope______________________________Manyteenagerswant____________________________5.Themostpopularchoiceofjobis________________Paragraph3Whataretheteenagers’dreams?（两人合作复述）1.realisticdream________________________________2.lessrealisticdreams_____________________________________________________________________________________animpossibledream________________________________Paragraph4Whatistheconclusion?（集体提问）1.Theteenagershave__________hopesand____________dreams.2.Mostteenagershope____________________________________Theydream_______________________________________________It’sveryimportantto____________,so_____________yourdreams;onedaytheymayjust_____________（设计意图：Readtheparagraphonebyone.Afterreadingeachparagraph,teacherasksstudentstoretellthekeypointsinpairs,ingroups,inchorus.Leadthestudentstogetabetterunderstandingofthearticle.引导学生逐段梳理文章结构，引导学生进行多种形式的复述，加深学生对阅读文本结构和细节的理解）三、Afterreading读后活动Mind-map思维导图Retellthekeypointsofthearticle(小组合作复述文章要点)（设计意图：LeadthestudentstoretellthestructureandkeypointsofthispassageaccordingtotheMindmap.引导学生根据理解，完成思维导图，引导学生从总体上理解文章的写作思路，为本节课课后作业做铺垫。）四、Makeasurveyinyourgroup（4人一组进行梦想调查）1.Doyouhavehopes/dreams?Whatarethey?Whydoyouhaveit?2.Howcanyouachieveyourdreams?（设计意图：Askstudentstoworkingroupsandmakeasurveyabouttheirdreams,discussthereasonsandmakeplanstoachievetheirdreams.引导学生在小组内交流梦想、原因、实现梦想的途径，运用阅读中获取的信息进行练习表达，回扣主题希望和梦想，小组调查的活动也为本节课作业做铺垫）Homework:Writedownyourfindingsofthesurveyinyourgroup.(设计意图：Leadthestudentstowritedowntheirfindingsofthesurvey.Leadthestudentstolearnthewritingmethodsofthereadingarticle.通过本节课的练习，引导学生梳理分析文章的写作思路，掌握调查报告的写作方法，利于学生进行课后练习。）学情分析八年级的学生已经具备了一定的口语与阅读能力，只是随着年龄的增长和基础的不同，两级分化日渐严重，部分学生疏于进行口语表达，部分学生甚至出现了厌学心理。学生对初中英语考试改革后的题型中增加大篇幅阅读，存在诸多不适应。学生多数缺乏阅读方法及耐心，加上本文新词较多，因此理解文意将是学生学习的障碍。本单元要求学生运用目标语言谈论自己的真实经历及希望与梦想，在讨论现实话题的基础上，来调动学生学习兴趣，这篇阅读是本单元旅行话题的拓展和提升。希望通过本节课的学习，引导学生要树立客观正确的梦想观，并能为实现自己的梦想而不懈努力。效果分析这是一节阅读课，我重在引导学生根据阅读任务，调整阅读方法，选择并巩固运用正确的任务型阅读和思维导图的阅读策略。学生在任务型阅读活动中，将大阅读细化，能更有重点、有技巧的选择答案，提高阅读效率。好的方法是提高阅读效率的助力。我相信，经过长期的日常阅读训练，通过长期的阅读策略的渗透，学生一定能更有针对性的进行阅读，提高阅读效率的同时也激发学生的兴趣。作为一名教学经验尚浅的青年教师，我对阅读课的教学设计和课堂掌控能力仍存在诸多不足，既想紧扣课堂教学内容，又想结合主题进行拓展延伸。但课堂时间有限，我并未充分把握尺度，课堂节奏较为拖沓，造成梦想调查，学生运用语言进行表达的环节时间不足，效果并未达到我的预期。今后我将继续钻研，虚心请教并观摩学习，进一步提高自身的教学业务能力，做好学生的引导者和助力者，给学生提供更优秀的教学。教材分析：这篇阅读是八年级下册第三单元旅行主题的升华，进一步引导学生运用目标语言阐述自己的观点。通过阅读文章，鼓励学生树立正确的希望与梦想，并能为实现梦想而不懈努力。这篇阅读层次清晰，主题明确，便于学生把握重点，理清文章写作思路。只是新词及词组比较多，是理解的难点，因此教学设计是要为学生理解细节做铺垫。这是一节阅读课，旨在引导学生通过阅读，进一步运用和理解阅读方法和策略，我主要通过任务型教学法，将阅读活动分层次展开，引导学生根据阅读任务，调整阅读速度，主要采用任务型阅读、思维导图等方法，引导学生理解文意，完成任务。并重视小组合作性学习的作用，引导学生在合作中探究、在交流中解答疑惑。在口头交际，阅读获取信息的基础上，对学生进行书写训练，提升书面表达能力。Unit3Wherewouldyouliketovisit?评测练习Warmup:Watchavideoandfindtheanswerstothequestions1.Wheredidtheteachergoonvacation?____________________________2.Whatdidtheteachergetduringhertravel?______________________二、ReadingI'dlovetosailacrossthePacificBeforereading:Guesswhatthisarticlecanbeabout?(根据题目预测文章内容)Skimming(略读)What’sthemainideaofthearticle?ThePacific.B.Asurvey.C.Teenagers’hopesanddreams.FinishthechartI’dlovetosailacrossthePacificI’dlovetosailacrossthePacificFastreading:（速读）ReadingTips:（阅读策略）Circlethekeypointsofthequestions.Thenreadthesimilarsentencesinthearticle.Whydosomestudentswanttostartworkassoonaspossible?Areeverybody’sdreamsandhopesthesame?Whatexampleisgivenofanimpossibledream?Readandsay“T”fortrueand“F”forfalse(1)ThousandsofthestudentsacrossChinatookpartinthesurvey.()(2)Someofthestudentswouldliketoworkassoonaspossible.()(3)Themostpopularchoiceofjobisteaching.()(4)Accordingtothesurvey,teenagersprefertodojobsthattheyenjoy.()(5)Teenagers’hopesarethesame.()Correctthewrongsentencesinpairs(两人一组纠正错误句子)Carefulreading:ReadParagragh1Whatarehopesanddreams?1.Hopesarethings______________________________________2.Dreamsarethings___________________________________动词填空（学以致用）doeverybodyachievetakebefindingWealldreamaboutthingsthatwewouldlike_______,andthingswehope_________inthefuture.Butare_________dreamsthesame?Here_____someofthe_________ofasurveyabouthopesanddreams,inwhichthousandsofstudentsacrossChina_____part.Paragraph2Whataretheteenagers’hopes?（小组集体复述）1.Somestudentswouldlike_________________2.Whydosomestudentswanttostartworkassoonaspossible?3.Otherstudentshope______________________________Manyteenagerswant____________________________5.Themostpopularchoiceofjobis________________Paragraph3Whataretheteenagers’dreams?（两人合作复述）1.realisticdream________________________________2.lessrealisticdreams______________________________________________________________________________________________animpossibledream________________________________Paragraph4Whatistheconclusion?（集体提问）1.Theteenagershave__________hopesand____________dreams.2.Mostteenagershope____________________________________Theydream_______________________________________________3.It’sveryimportantto____________,so_____________yourdreams;onedaytheymayjust_____________Retellthekeypointsofthearticle(小组合作复述文章要点)三、Makeasurveyinyourgroup（4人一组进行梦想调查）Discussthequestionsingroupsoffourandmakeasurveyofyourpartners'dreams.1.Doyouhavehopes/dreams?Whatarethey?Whydoyouhaveit?2.Howcanyouachieveyourdreams?四、Homework:Writedownyourfindingsofthesurveyinyourgroup.Unit3Reading：I’dlovetosailacrossthePacific.教学反思山东省威海市文登区泽库中学刘英涛我有幸参加了本次一师一优课的评选活动，从备课、试讲、磨课到学校初评，再到真正的实课录像和材料完善，真是一次不平凡的经历，这次磨炼也给我留下了深刻的反思：一、值得提倡和发扬得地方：1.视频的导入轻松愉快，符合单元主题，激发了学生的学习兴趣，