1、人教版八年级下册第七单元 Section A 3a3c 教案新目标人教版八年级下（Go for it）Unit 7 Whats the highest mountain in the world?Section A 3a-3c 阅读课教学设计北戴河区第一中学 杨悦教学设计课题名称：Unit 7 Whats the highest mountain in the world? Section A 3a-3c教材：新目标人教版教师姓名： 杨悦 学校：北戴河区第一中学 年级：八年级下 教学指导思想与理论依据英语课程标准明确指出：英语教学应以学生为本，面向全体学生，不断激发学生的学习兴趣，采用活动途径
2、，倡导体验和参与，注重语言实践，培养学生的语言运用能力，使学生初步形成有效的学习策略。讲授这节阅读课时，通过略读、寻读、精读等阅读任务的设置，引导学生列举各段要点，寻找细节信息等，激活学生已有知识和对语篇的兴趣。根据学生的认知水平，设计了不同层次的阅读活动启发学生思维，帮助学生形成有效的阅读策略，并让学生在阅读活动中获得语言实践的机会，调动学生学习的积极性和主动性。教学内容分析1.本节课是一节阅读课。通过视频、图片使学生走近珠穆朗玛峰，了解登山的危险，登山者的成就，进而让学生体会人类克服困难、挑战极限的勇气与实践精神；并能进一步用形容词、副词的比较级、最高级对比谈论珠穆朗玛峰。2.本课教学中安
3、排了以下活动：Stir interest整体感知珠峰；Skimming列要点；Scanning抓重点；Intensive reading列表理细节；Language use讲述身边的励志故事。3.教材所预设的目的是让学生在体验珠峰险峻的同时，能够在特定情景中运用形容词、副词比较级、最高级对比谈论事物；并能够讲述身边的励志故事以进一步提升语言综合运用能力。学生情况分析1.学生已有知识水平：在前一课时中，学生能熟练谈论地理与自然，会表达较大数字。2.学生的学习困难：学生已初步具备了运用略读、寻读技巧获取主要信息的能力，但是对于寻求细节信息方面的能力还需要加强，运用形容词、副词的比较级和最高级对比谈
4、论事物也是学习的难点。教学目标在本节课结束时,学生能够:1.通过阅读及列表比较等方式，了解与珠穆朗玛峰有关的信息，并能熟练运用形容词和副词的比较级、最高级对比谈论珠穆朗玛峰。2.通过略读、寻读、精读等方式，能够运用寻找关键词等阅读技能，列举各段要点及寻找细节信息，并能深入理解文本，提升阅读能力。3.通过阅读及观看视频，了解珠穆朗玛峰的险峻和人类克服困难、挑战极限的勇气与实践精神；通过小组合作的方式查找并讲述身边的励志故事，进一步体验、感悟坚持梦想、永不放弃、挑战自我等励志精神并能把此精神运用到学习、生活中。 教学重、难点及突破措施教学重点：在语篇中体会、理解运用形容词和副词的比较级、最高级对比
5、谈论珠穆朗玛峰，了解其险峻和人类克服困难、挑战极限的勇气与实践精神；在略读、寻读、精读等阅读活动中进一步掌握根据上下文语境寻找关键信息、明确段落大意、寻找细节信息等语言运用能力。突破措施：引导学生分层次、分任务阅读 ，通过预测、读大意、读细节多种阅读方式帮助学生理解文章、获取信息。教学难点: 通过小组合作的方式查找并讲述身边的励志故事，进一步体验、感悟坚持梦想、永不放弃、挑战自我等励志精神。突破措施：通过口语交际、展示交流等活动巩固运用，突破难点。教学流程图.教学过程教学环节教师活动学生活动教学资源设计意图Pre-reading3Stir interest 31. Ask and answer
6、. Show the pictures and ask: What mountains are they? What is the highest peak?2. Introduce the other name of Qomolangma: Mount Everest.3. Watch the video about Qomolangma and ask: Do you think it is the most dangerous mountain in the world?1. Look at the pictures and answer.2. Watch the video about
7、 Qomolangma.PPTPicturePPTvideoActivate known and excite interest.Lead in the reading. While-reading25Skimming 31. Ask Ss to read individually and match each paragraph with the main ideas, then circle the key words that support opinions. 2. Check the answers and ask Ss to find clues. 1. Read fast to
8、find the answers individually.2. Ss tell the ways of getting them.PPTBookTo get the main idea and consolidate reading strategy.Scanning 61. Ask Ss to read individually for the second time, and then answer the questions.2. Check the answers and share the ways of getting the answerskey words.3. Explai
9、n the key points and ask Ss to introduce the first people and Chinese team who reached the top of Qomolangma while checking the answers.1. Read and answer: (1) Where are the Himalayas? (2) How high is Qomolangma?(3) Who were the first people to reach the top? (4) When did the first Chinese team reac
10、h the top?(5) Why do so many people try to climb Qomolangma even though it is dangerous?2. Some Ss introduce Tenzing Norgay, Edmund Hillary and the first Chinese team.PPTBookTo get the general idea.To know more about the people who reached the top first.Intensive Reading 161. Ask Ss to read carefull
11、y, and complete the chart: list dangers for climbers, list achievements, list comparisons.2. Discuss in groups: check and share opinions. 3. Ask Ss to complete the chart. Explain the key points and introduce George Mallory who was the first one to try to climb Qomolangma while checking the answers.4
12、. Ask Ss to translate: “One of the worlds most dangerous sports is mountain climbing, and one of the most popular places for this is the Himalayas. ”5. Free talk: Can you talk about China and Beidaihe like this?“One of the of China is One of the of Beidaihe is ”eg, One of the biggest cities of China
13、 is Shanghai.One of the most beautiful parks of Beidaihe is the Olympic Park.First talk about in groups and then share one group by one group, Ss cant repeat others words and the group that can stand up to the final is the winner.1. Read individually, then get the information and finish the chart by
14、 themselves.2. Discuss and check with partners in groups.3. Some Ss complete the chart in 3b and Ss read the inspirational words said by George Mallorys teammates.4. Ss translate.5. Use the expression to talk about China and Beidaihe. “One of the of China is One of the of Beidaihe is ” First talk ab
15、out in groups and then show.PPTBookPPTBookPPTTo get detailed information. To master the strategy of reading.To learn and consolidate the difficult sentences.To use the expression properly.Post-reading161. Deep thinking: which sentences make you move and you like best? 2. Discuss and show.(1) Before
16、class, each group has collected the inspirational stories, some members have made PPT and others have written the stories, and then made it perfect together.(2) In class, tell the stories in groups and get ready for telling in the front later.(3) Show in the front. All the group members come to the
17、front to tell the stories together and then say the groups slogan.(4) Evaluate. After showing, ask some Ss to evaluate on the expressions and the stories, tell if the stories are inspirational and tell the reasons. 3. Watch a video about the climbers who reached the top and experience the spirit.1.
18、Ss express their opinions and read the inspirational sentences together.2. Ss tell stories in groups, then show and evaluate.3. Watch the video and experience the spirit.PPTPPTTo encourage Ss and get ready for telling their own inspirational stories.To expand the mind and internalize in life.Homewor
19、k11. Retell the text to your group mates, and then design a mind map about Qomolangma according to the article. 2. Make a poster about the inspirational story that your group has shared.Blackboard DesignUnit 7 Whats the highest mountain in the world? Section A 3a3cQomolangmathe most dangerous mounta
20、in in the world?教学评价设计根据本节课的活动设计和学生的实际情况，运用了合理、多样的评价方式，并贯穿于整堂课教学活动中。教师随时点评，学生互评与自我评价适时进行。1.即时互动评价在略读、寻读、精读环节中适时运用评价。在订正答案及Free Talk时，通过即时互评，互助解决学习困难，以便于发言者改进与提高。2.活动展示评价在Discuss and show环节中，更是注重了评价的运用。在本环节中，各组课前通过合理分工、合作搜集整理了身边具有坚持梦想、永不放弃、克服困难、挑战极限等励志精神的故事及图片，叙述了故事并提炼了一句励志口号，再合作制作成了PPT；课上进行组内分享围绕课前选
21、取的故事，组内讲述、交流、补充；之后，小组展示各组成员到台前用PPT合作展示身边的励志故事。（先简介成员分工情况，再分享故事，最后喊出口号）各组展示后，同学从以下两方面进行互评：对展示者表达的评价语音是否准确，语调是否自然，故事叙述是否流畅，语言表述是否规范得体；对所分享故事的评价故事是否有激励作用，哪里使你感动，你从中学到了什么。 在活动过程中，学生的评价具有激励作用，有利于互相取长补短；教师的适时评价具有点拨、指导等作用。不是为了评价而评价，任何一种形式的评价都是以激发学生的学习兴趣为目的的，是与学习活动紧密相关的。让学生参与评价，可以使学生的语言综合运用能力和学习能力得以提升，使之真正成
22、为学习活动的主人。教学反思亮点：在本节课的教学中，我采用了任务型教学模式引导学生阅读，注重对学生阅读能力的培养。注重引导学生分层次、分任务阅读，通过预测、读大意、读细节多种方式帮助学生理解文章，形成提取关键信息的阅读策略；通过分组讨论，自由交流、讨论展示等学习活动，不但提高了学生学习英语的兴趣，而且培养了学生的合作意识；在课堂教学中渗透情感教育，引导学生正确对待学习、生活中的困难，并要有坚持梦想、永不放弃、挑战自我等精神。在讨论展示活动中，充分发挥了学生学习的主观能动性，给学生充分的思维空间，让他们通过小组合作完成，学生全员参与，积极性高。课前，各组搜集身边具有坚持梦想、永不放弃、克服困难、挑
23、战极限等励志精神的故事及图片，能叙述故事并提炼一句励志口号，再合作制作成PPT；课上，组内先分享围绕课前选取的故事，组内讲述、交流、补充完善。之后，再小组展示各组成员到台前用PPT合作展示身边的励志故事。在此活动中还特别注意了评价的运用，更促进了学生参与的积极性，学生间的点评到位，有激励作用。在教学过程中，通过多媒体、图片、视频辅助教学，增强了课堂教学的直观性，使学生对文本的理解更加深刻。不足及改进措施：本节课的教学也存在着不足之处。比如在精读环节，对“潜能生”的关注还不够，活动设置还应更有梯度。在今后的教学中要多设计一些层次分明的问题，让“潜能生”回答一些模仿性的问题，让他们每节课都被关注，保证每位学生都能有所收获。教学中虽然关注了本篇目的语言知识的处理，但点拨还应再进一步，以便于学生在本单元的写作训练中能更自如地发挥。
