江苏省海安县大公初级中学八年级英语上册《8A Unit 6 Natural disasters》Period 2 Reading（1）教案 牛津版VIP专享VIP免费

《8AUnit6Naturaldisasters》Period2Reading（1）Title(课题)Reading(1)Type(课型)NewPeriod(课时)2Supportingtheories(理论支持)1.采用“三阶段六环节”教学模式，即：准备阶段（自由交谈、复习检查）、讲练阶段（导入新课、分层操练）和发展阶段（巩固发展、布置作业）。2.《初中英语新课程标准》要求采用活动途径，倡导体验参与。让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。采用灵活多变的教学手段，培养学生的学习兴趣。3.新课标要求在教学过程中必须注重过程评价，促进学生发展。建立能激励学生学习兴趣和自主学习能力发展的评价体系。在英语教学过程中应以形成性评价为主，注重培养和激发学生学习的积极性和自信心。评价要有利于促进学生综合语言运用能力和健康人格的发展；促进教师不断提高教育教学水平；促进英语课程的不断发展与完善。4.创设和谐、融洽的学习氛围，促进师生之间的情感交流。Aimsanddemands(教学目标)A:Knowledge(语言知识)1.Todevelopageneralunderstandingofthepassage.2.Toinfermeaningfromkeywordsandcontext.C:Feeling(情感态度)1.Toknowwhatpeopleshoulddoinanearthquake.2.Tounderstandthefeelingsofthesurvivorsatdifferentstagesoftheearthquake.Keypointsand1.Learnsomenewwords,usefulphrasesandsentencepatterns.difficulties(教学重、难点)2.Tounderstandthewholepassage.TeachingMethods(教学方法)Task-basedapproachAids:课前准备（教具、活动准备等）1.GetsomeinformationabouttheTaiwanearthquakefromtheInternet.2.Getsomepicturesaboutnaturaldisasters.3.Pre-readingandlearnaboutthemainideas.教学设计课前延伸（预习）1.听磁带，预习Reading部分的生词。（会拼写、知词义）2.朗读课文，了解大意。3.解决疑难问题。（个人思考，小组讨论，待课上求助）4.查阅与Reading（TheTaiwanEarthquake）内容相关的资料，以备课上合作交流。养成自学习惯，培养自学能力TeachingPlan(授课计划)StudyingPlan(学习计划)Aims(设计意图)课学StepⅠWarmingup1.GettheSstonamesomenaturaldisasters.2.LettheSswatchavideoabouttheTaiwanearthquakeAsk:Whatisthevideoabout?1.检查学生对自然灾害的了解情况。2.老师设问，导入新课。StepII1.Teachthenewwords.采用相互问答或对内拓Presentation(Pre-reading)Nouns:shaking,body,fear,direction,brick,hurry,daylightVerb:scream,shake,calm,Adj:aliveAdv:wildly(Withthehelpofsomepictures.)2.Explainthecontextofthereadingpassage.(AboycalledTimmysurvivedtheearthquake.)话的形式，在语境中运用生词，激发学生兴趣，对Reading内容有进一步的感性认识。导StepIIIPractice(While-reading)Ⅰ.Skimming1.Askstudentstolistentothepassage,payattentiontothepronunciation,andmakesomeofthemreadtheparagraphsaloud.2.Listentothetapeandjudgethefollowing1.通过对学生的听读训练，培养其搜索有用信息的能力。2.强化听说训练，提高学生对文章细节的理解和推断能力。继续进行过程性评价。展statements.WriteaTifitistrue,writeanFifitisfalse.(1)Timmywaswalkinginthestreetwhentheearthquakestarted.(F)(2)Timmyheardaloudnoiseofthunderatfirst.(T)(3)Animalsranwildlyeverywhere.(F)(4)Timmywastrappedinadarkplaceaftertheearthquakestopped.(T)(5)Timmyhadnothingtoeatwhenhewastrappedunderthebricksandstones.(F)(6)PeoplefoundTimmyatnight.(F)II.Scanning1.ListentothetapeagainandanswerthefollowingQs:(1)WhenwasTimmywhentheearthquakehappened?(Hewasinashoppingcenter.)(2)Whatdidhehearwhen尊重学生的个性差异，分层要求。在学生自学过程中，教师通过观察、询问，有计划地点拨学困生，鼓励其大胆质疑；有针对性地向优生提出深层次的问itstarted?(Heheardabignoiselikethunder.)(3)Whatdidpeopledoafterithappened?(Peopleraninalldirections.)(4)Whatd...