人教版八下-Unit 8 Have you read Treasure Island yet -Section A 1a—2d-教案、教学设计-省级优课-(配套课件编号：30c2f).docx

1、1 教学目标教学目标： 1. 语言知识语言知识 词汇和表达词汇和表达教学方法教学方法 treasure图片教学 island图片教学 page展示教学（拿出书，给学生展示读到的那页折起来） full of举例教学（对出现的图片和身边物品随机举例） grow up语境教学 hurry up情景教学（每个课堂任务中不断用 hurry up 提醒慢的同 学） 语法语法教学方法教学方法 现在完成时情景教学（给学生分享自己的读书经历，自然地从一般 过去时过渡到现在完成时） already, yet归纳教学（学生自己从输入的语言材料中归纳这两个词 的用法） 2. 语言技能语言技能 技能目标技能目标教学方法

2、教学方法 听-听懂谈论读书的对话在线平台完成听力理解习题，大数据分析错处。 学生自主订正（教师提供每一题在听力材料中的时间坐 标，学生快进至自己错误的相应位置，自主订正，直至 答对） 说-陈述句 I have read. It has told us. 在线录音分享读书心得。 观察力竞赛。 说-一般疑问句 Have you read.? Has Tina read.? 读书进度调查。 错位听力。两人搭档各掌握一部分信息，用一般疑问句 交换信息，完成在线习题，大数据分析，自主订正。 说-特殊疑问句 Which book have you chosen? 在线跟读，电脑打分，大数据分析。 角色扮演

3、。 仿编对话。 说/写 -Its fantastic/wonderful.! BBS 在线评论他人的分享演讲、跟读、角色扮演和仿编 对话。 3. 学习策论与思维技巧学习策论与思维技巧 目标策略与技巧目标策略与技巧教学方法教学方法 学会选择读物第一步 通过封面等获得初步信息 观察力竞赛。 学会选择读物第二步 听取他人意见 听力对话。 学会选择读物第三步 浏览读者反馈 上亚马逊网上书城自主浏览读者评价并在 BBS 中分享。 4. 情感态度与价值观情感态度与价值观 学会正确运用网络学习； 逐步培养阅读兴趣和习惯。 5. 文化知识文化知识 初步了解经典英美文学作品。 2 教学重点：教学重点： 1. 初

4、步了解几部文学作品的主要内容。 2. 理解现在完成时是对已发生事件的描述，并体现其对现在的影响。 3. 体验和感悟 already 和 yet 在现在完成时中的运用。 教学难点：教学难点： 难点难点突破途径突破途径 理解现在完成时是对已发生事 件的描述， 并体现其对现在的影 响。 情景教学（给学生分享自己的读书经历，自然地从一般过 去时过渡到现在完成时） 创设读书分享会真实语境。 六项口头练习任务，实现大量口语实训。 due情景教学-每项任务过程中都用 This task is due in.来提 示学生，并用计时器辅助理解。 转换同义句设问。When do you have to hand

5、in.? 网络平台运用：网络平台运用： 1. 武汉教育云教学助手及互动课堂。 2. 一起作业网。 3. 亚马逊英文网站。 4. 自建网站。 教学过程：教学过程： PurposeApproach To set the scene and introduce the target language. Lead-in Welcome the students to the sharing meeting of Classic Reading Festival and share my book reviews with I have read. Torecyclelanguagesabout rea

6、ding. Task 1 Elicit the students to talk about their reading progress with I have read. Then guide students to share their opinions on reading by recording the speech on line. After all the students hand in the recordings, choose several of them to share. At the same time, the audience comment on BB

7、S. To excite students interest in the books. Task 2 Competition: The title or the cover has told us. Havestudents observethe coversand titles carefully and compete to see who can find out more information. Then match the pictures with the books. To help students recognize the target language in natu

8、ral speech. To use the target language in conversations. Task 3 Listen to others opinions. 1. Have students listen to the conversations by themselves and finish the exercises on line. Analyze the results from the computer and guide 3 students to correct their answers by offering them the timeline of

9、 the recording. 2. Ask students to make a survey by using Have you read.yet? Then the group leaders give reports. 3. Tell students that they are going to listen to half of the conversation and after listening, have students exchange the information by asking Has Tina.? and repeating the part they ha

10、ve listened to. For weaker students, encourage them to listen to the recording once more, or twice more, until they can complete this task individually. 4. Have students enjoy a video and answer the questions in pairs. Read after the conversation on line and role play. The winners of the competition

11、 will have the right to choose which recording we are going to listen to. At the same time, the audience comment on BBS. To offer students an opportunity to input more. Task 4 Go through readers reviews. Have students surf the online book store freely for further information about the books. Encourage students to share their information on BBS. Task 5 Final decision. Ask students to decide which book to write about fortheReadingFestivalandmakenew conversations.