英语八年级上册Unit8说课稿(精选7篇)
一、教材分析
(一)教材的地位及作用
1、新目标英语教材概述
《新目标英语》教材的语言教育理念是:知识用于行动强调“语言应用”,培养“创新、实践能力”,发展“学习策略”。 它采用任务型语言教学(task-based language teaching)模式。教材中每单元都设计一个或几个与该单元话题有关的任务,让学生在完成任务的过程中,使用英语获取信息,用英语进行交流,培养运用英语解决实际问题的能力。《新目标英语》有以下几个特色:
(一)图文并茂。翻开课本,你都能够在每一页上看到一幅副充满情趣,幽默生动的画面,令你眼睛一亮。
(二)实用性强。每个单元的选材都来源于学生的学习和生活,与学生的年龄特征、认知结构、生活经验密切联系。
(三)注重交际。针对中国学生学英语普遍存在的“聋哑病”,教材设计了大量的听说读写材料。
(四)词汇量大。第一册有词汇700个左右,第二册约450个,第三册约450个,第四册约400个, 第五册约500个,合计2500个。这一点正好达到《英语课程标准》5级的要求。
2、单元分析及教材处理
本课是新目标英语八年级上册第8单元,教材以 how was your school trip ? 为中心话题,围绕着描述“过去发生的事情”展开,学习和运用一般过去时态的一般疑问句did you go/see /buy…? were there any…?询问过去的事件,让学生学会谈论和分享过去发生的事件。本课教学内容与学生的实际生活密切相关,易于引发学生运用简单的英语进行交际和交流。在学习活动中,学生通过交换对过去发生的事情的描述及看法,促进学生之间和师生之间的情感交流,增进情谊。section a的主要学习内容是:复习一般过去时态和动词的规则与不规则变化,学习一般过去时态的两种一般疑问句: did you…? were there any …?教材安排了许多听,说,读,写的任务活动,我将灵活运用这些活动,将其中的一些活动进行变化或整合,如:1c,2c和3c的pairwork活动内容相似,我将把2c和3c整合成一个interview(采访)的任务活动。
(二)教学目标
根据《英语课程标准》关于总目标的具体描述,结合第八单元的教材内容,我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化:
1、知识目标:单词:学习掌握词汇aquarium, science center, gift shop, seal, shark, octopus, autograph, won,ate,chicago.else等。
功能:描述过去发生的事情
语言结构:规则动词和不规则动词的一般过去式
一般过去时的一般疑问句
句型:did you go to the zoo? yes, i did. no, i didn’t. i went to the aquarium.
were there any seals? yes, there were. no, there weren’t any sharks.
i saw some sharps/ i went to the aquarium.
2、语言技能:听:能识别不同句式的语调,并能根据语调变化,判断句子意义的变化;能听懂本课学习活动中的问题,做出较得体的回答。
说:能在本课的任务型活动如:游戏、调查、故事接龙等中进行简单有交流。
读:能正确朗读本单元对话和句型;能查阅工具书为完成任务做准备。
写:能写出本节课学习的单词和句型,能运用简单的句子写出过去的活动和感受。
3、学习策略: 抓住用英语交际的机会,在交际中把注意力集中在意思的表达上,必要时借
助手势和表情。
主动参与学习活动,善于和他人合作。
4、情感目标: 通过描述过去所做的事,表达自己的看法,使学生在人际交往中学会尊重和理解别人,学会交换不同的看法,了解他人的喜好,增进情谊。
5、文化意识: 用恰当的方式表达赞扬或自己的观点;了解英、美国家中小学生的业余生活,培养世界意识。
(三)教学重点及难点
重点 难点
1. 复习词汇museum, beach, zoo, dolphin, pizza, ice cream, friend, movie, went, saw, were, played, read, visited, cleaned 等句型:how was your weekend? it was great. where did you go on your vaacation? i went to the beach.2.学习词汇aquarium, science center, gift shop, seal, shark, octopus, autograph, win3. 学习句型did you go to the zoo? yes, i did. no, i didn’twere there any seals? yes, there were. no, there weren’ti saw some sharps/ i went to the aquarium.what else did you do? 1、一般过去时的规则动词和不规则动词。2、一般过去时的肯定句和否定句。3、did you, were there 引导的一般疑问句。
二、学情分析
1.初中学生的抽象思维能力较低,形象思维能力强,但注意力容易分散。本课拟以故事、小品、漫画或动画等形式展示,并配以丰富的色彩,从而增强学生的兴趣和注意力。根据教育心理学,如果学生对于一件事物有极大的兴趣,他们就会排除主观和客观的种种消极因素,尽量全身心地投入到知识的学习中去。
2.初中生的学习心理特点: (1)兴趣:对英语普遍感兴趣,但有很大的不稳定性,好奇心强,求知欲旺盛,已不满足教师对课文的简单重复。(2)记忆:对刺激记忆手段多的知识记忆深刻,遵从记忆规律。(3)思维:偏重于形象思维,对片面,零碎的材料尚缺乏一定的概括分析能力。(4)评价:主要通过他人评价初步形成对自己的评价,所以很在乎他人的评价;自我认识较模糊、片面,但自我意识却不断增强。因此,在本课教学过程中,在注重启发引导,培养学生分析、概括能力的同时,更要注重教学方法的灵活性,通过任务型教学法,情景交际法,全身反应教学法等,激发学生学习的兴趣,让学生乐于接受,易于接受。
3.初二上期的学生经过一年多的学习,有了一定的英语基础知识和听说能力,正逐渐向读、写过渡,同时,学生们对英语学习还保持着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践,有了初步的自主、合作、探究、实验的能力。
4.本单元学情剖析:本单元的主题是谈论过去的事情,可以采用活动教学法和role playing的学习策略,学习新词汇,掌握重点句型,同时能比较好地运用到实践中,解决类似问题。做到既能巩固所学知识,又能提高解决问题的能力以及综合运用语言能力。
三、教法渗透
1、教学设计思路与教材处理:
《新目标英语》中的具体语言目标是通过各种各样的tasks来实现的;学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中,各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练,而是侧重在执行任务中学生自我完成任务的能力和策略的培养;重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言,让学生为了特定的学习目的去实施特定的语言行动,通过完成特定的交际任务来获得和积累相应的学习经验,让学生在用中学,在学中用(learning by using, learning for using)。
2、教学原则
l 活动性原则 提倡学生主动参与,体验,交流,合作,探究等多种学习。
l 合作性原则 以学生为主体,师生合作,生生合作,体现教与学的互动,交往。
l 任务型原则 任务驱动—激发动机;任务完成—激励学习积极性;执行任务—培养责任 心和合作精神。
l 情感性原则 激发学生学习英语的兴趣和始终保持良好的学习情绪。
3、教法运用:
本课主要运用“任务型教学法”,并辅助于tpr 全身反应教学法、情景交际教学法和猜谜活动。
l 任务型语言教学法
任务型的教学活动,是让学习者通过运用语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言活动形式来学习和掌握语言。它应具备以下特点:(1)以任务为中心,而不是以操练语言形式为目的。(2)任务的设计焦点应该是解决某一具体的贴近学生生活的交际问题。在任务型语言教学中,教师要从学生“学”的角度来设计教学活动,使学生的学习活动具有明确的目标,并构成一个有梯度的连续活动。在教师精心设计的各种“任务”中,学生能够不断地获得知识或得出结论,从注重语言本身转变为注重语言习得。从而获得语言运用的能力而不是仅仅掌握现成的语言知识点。随着“任务”的不断深化,整个语言学习的过程会越来越自动化和自主化。
在本课的任务型语言教学中,我将依据课程的总体目标并结合教学内容,创造性地设计贴近学生生活实际的任务活动,吸引和组织他们积极参与,使学生通过观察、思考、讨论、交流和合作等方式,在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
l 全身反应教学法
全身反应教学法(total physical response,缩写为tpr)是加州心理学家james j. asher(詹姆士j.艾谢,1988)提出来的,注重语言学习中的互动模式,认为学生在一个较放松的环境中学习效果最佳。紧张、焦虑的情绪对学习英语不利。在课堂教学的具体实践中,让学生根据教师发出的指令做动作,或模仿声音。孩子不必用语言做出反应,以听力训练为主,待听力和理解能力得到提高后,方进入说话训练,是自然而然的学会语言的方法。
l 情景交际法
课堂教学以情景交际教学法为主,尽量给学生以足够的听、说、读的机会,联系课文实际,创设情景,引入讨论主题,在交际中学英语。情景的设计注意衔接的自然性,主题的设计强调知识的渐进性和讨论的可行性,并注意情感体验和概括、推理思维的培养。
4、教学手段
l 多媒体辅助:用flash 软件将本课所需要的动画、录音、图片、文字、图表和音乐制成cai软件,使抽象的语言变得直观,为学生运用英语进行交际创设情景,实现师生互动,生生互动和人机互动的多向交流。
l 非测试性评价:传统的评价观念的`出发点是学科本位,只重学科,不重学生发展。 要体现新课程标准的实施效果,评价体系应该“正确反映外语学习的本质和过程,满足学生发展的需要”。为了达到这一目标,唯有重视形成性评价,充分发挥其积极作用,促进新的评价体系的形成。因此,本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段,帮助学生学会自主学习,学会与人合作,培养创新意识以及具备科学的价值观。
四、学法指导
新制定的《英语课程标准》把“培养学生学习英语的兴趣,树立自信心,培养良好学习习惯和形成有效策略,发展自主学习和合作精神”放在了首位。依据课改的精神,我从以下几个方面对学生进行学法指导。
1、学习方法的指导
培养学生观察力,想象力,记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。
2、学习积极性的调动
我在教学过程中创造一种开放的,和谐的,积极互动的语言氛围,把课堂变成有声有色的舞台,让学生在乐中学。
3、学习能力的培养
通过连贯的听说读写,游戏,竞赛等,培养学生的交际能力,发展他们的思维能力。
4、学习策略的指导
本节课将在课堂活动中把学生分成四人小组的学习小组,让他们围绕着课堂任务分工合作,在活动中相互探讨、相互交流、相互合作,从而获得知识、技能和情感体验,发展他们的能力。创建开放式,探究式的课堂,有意识渗透学习策略的训练。我让学生观察课件画面,回答问题,让学生学会使用认知策略;让学生表演对话,实现交际策略;引导学生交际,主动练习和实践,是调控策略的体现。充分利用多媒体,录音,卡片等是资源策略。
教学步骤 活动内容 设计思路
warming up(7”) 1. listening to a song (2”)listen to an english song this old man, let the students do the action while they are listening. 歌曲欣赏,以学生喜闻乐见的形式导入新课,为学生创造轻松愉快的学习气氛, 激发学生的好奇心,为学习新课打下伏笔。
2games:(5”)l play three short passages by using the multimedia,showing the key words on the screen. each group chooses a student to act according to what they heard. see who do best. 采用tpr全身反应教学法,通过大幅度的动作尝试运动的好心情方式,完成动词的复习巩固。全方位的运动,全感官的参与使记忆更加顺畅。这样的活动能使学生在轻松活泼的气氛中学习和掌握知识。
pre-task任务前活动(12” ) 1. brainstorm(2”)show what i did in my vacation by using the multimedia, ask the students: where did i go on my vacation? what did i do?how was my vacation? etc.then get ss to talk something they did over the weekendsor on their last school trip so that they can revise uses of the past tense learnt before. 多媒体展示了同学们熟悉的活动,激发了学生表达过去活动的欲望。生活就是知识,对于他们熟悉的话题,学生总能大侃特侃,信心倍增。采用brainstorm的教学方法并进行小竞赛,能使学生更积极地参与到课堂活动中。
2. presentation(5”)let ss list 3 things at least they did in their last vacation or school trip. ask them questions: did you go to the beach/museum/zoo? were there any dolphins/pandas/ lions? etc.meanwhile lead in the new words concerned with this period by using the multimedia. 由上一环节自然过渡到新课的学习,学生在不知不觉中感知新知识;多媒体采用形象生动的卡通图片,保持学习新知识的兴趣。
3. listening(2”)play the tape of 1b twice for ss to listen and follow. then get them to circle what tina did in last school trip. 本环节是教材安排的任务型听力活动,目的是让学生在听音时抓住关键词,培养学生边听边做笔记的学习策略。
4. pair work(3”)ask ss to make dialogues in pairs about the picture on the top of page 57 according to the sentence patterns in 1c. get several pairs to act out their dialogues. 任务前活动用于扫除学生的语言障碍,因此在教学上以激发学生的学习兴趣为主,通过不同的活动让学生感知、操练语言,为下一步活动做好铺垫。
while-task任务环活动(21”) l task 1:memory challenge(2”)show what tom, jim, tina, susan and bill did in their last school trip on the screen for 30 seconds. then hold a competition, see which group can remind what they have seen most and correctly.l task 2:listening(5”) let the ss look at the picture in 2b and guest what they are talking about. play the tape of 2a twice,ask ss to tick the answers. then play the tape a third time for them to check whether their answers are correct or not. finally play the tape for ss to listen and repeat. l task 3:jigsaw(5”)disorder the reading passage in 3a by cutting it into single sentences. put each sentence on the small piece of papers and give them out to ss of the divided groups. see which group can put them in the right order in the shortest time. then get the whole class to finish the exercises in this part.。l task 4:school trip survey(10)1. get ss to make a survey about what they did in their school trip and fill in the form below:name how where activities
when surveying, they can use the following sentence patterns: how was your school trip? where did you go?did you see any…?were there any…?what else did you do?2. get each group to send a representative to make a report after they finish the survey. 在任务环活动中,我通过设计不同的四个任务,让学生在小组中交流、合作、竞争,每个任务都存在着一定的“信息差”,易于激发学生的表达欲望和急于知道最终结果的心情,在活动中他们一定会努力表现自己,做到最好。四个任务所侧重的训练学生的语言能力的要求也各有不同,他们分别侧重训练学生的听、说、读、写的能力。把任务活动放在小组中进行,还可以解决“大班”难于操练的难题,学生在小组中有更多的时间来运用英语表达自己的思想。
post-task任务后活动(4”) 1. grammar focus(2”)go through the grammar focus with the whole class,ask ss to point out the main points in this period. then show the use of the past tense on the screen, especially the regular and irregular changes of verbs. 2. language practice(2”)practise the sentence patterns and the use of the past tense, especially the errors which ss made while carrying out their tasks. such as subject-verb agreement or tense-agreement, etc. for example: were you see any sharks? he go to the beach. 在学生尽情地参与活动后再让学生反思本节课的语法焦点,并进行适当的操练,对学生在任务活动中的语言失误进行纠正,使学生保持学习信心。语法讲解采用动画形式又保持了学生的学习兴趣。
大家知道, 运用文本特征帮助解读文本, 是有效的学习策略之一。教材中的文本特征包括标题、插图、图形、表格、方框、说明、字体颜色等等。作为阅读的辅助手段, 文本特征可以帮助读者快速处理信息, 从而提高解读文本的效果。按照Field的观点, 文本特征主要有以下九大功能, 即:激活背景知识;概括主次要点;综合信息;强调重点;列清单组织信息;为重要观点提供视觉强化;用图片、表格等进行概念视觉化;提供补充信息;对主要观点进行摘要 (Field, 2007) 。文本特征这些功能决定了其能影响读者的阅读心理, 决定了是否有兴趣继续深入地读下去。因此, 解读文本, 一定要解读文本特征, 通过解读文本特征获取相关信息, 为解读文本内容做好铺垫, 同时可以根据文本特征寻求设计阅读教学活动的切入点。
鉴于文本特征所独具的价值和功能, 本文将以人教版《新目标英语》八年级下册第八单元Section B的2b阅读材料“A Country Music SongChanged Her Life Forever”为例, 探讨教师如何指导学生利用文本特征来解读阅读文本, 以达到有效解读文本的目的。
一、读前活动:利用文本特征, 走进文本解读
在文本阅读前, 如果对阅读材料的主要内容、文章结构有了一定的了解, 那么就会大大提高阅读的速度。因为根据现代图式理论, 人们的知识以图式的形式储存在人们的长期记忆中, 在处理外界信息时, 人们要利用这些图式进行预测、解释、组织并吸收这些信息。读者的阅读理解过程是对大脑图式自下而上 (bottom-up) 的资料驱动加工和自上而下 (top-down) 的概念驱动加工 (李爱军, 2011) 。所以阅读前, 首先要利用背景信息激活读者大脑中的背景知识, 从而激活大脑图式, 帮助学生理解。同时, 阅读前仔细查看阅读文本的特征是走进文本解读的第一步。因为利用文本特征进行预测、激活已有背景知识、猜测中心思想, 是阅读教学中有效解读文本的重要方法。
(一) 锁定标题, 导入文本话题
俗话说, 标题就是文章的题眼, 从标题中不仅能揣测作者的写作意图, 也能预测文章的主题和大致框架, 还能获得更多的文本隐含的信息, 为对正文的深入解读确定正确的方向。更重要的是, 它能激发学生参与自主阅读的激情和欲望。为了能够发挥导读作用, 作者总是将标题写得简洁明了, 力求用最少的文字表达最多的信息, 使读者通过阅读标题便能一目了然地了解文本, 抓住中心要点。把握好了标题就等于抓住了文章的主线, 而有了主线的引领, 在解读文本时就会准确把握方向, 学生在教师的指导下, 对文本的理解和感悟也能更为深入和透彻。因此, 阅读前, 教师要指导学生学会锁定标题, 根据标题去预测文本的内容。这样, 学生就能快速带着好奇和激情主动地投入到阅读中, 从而不断走近文本。
教学活动1: (细读标题, 预测主旨大意) Whatis this passage mainly about according to the title?
学生反馈:从标题“A Country Music SongChanged Her Life Forever”来看, 作者想告诉我们乡村音乐如何永远改变了她, 这里可能要讨论的是两件事情:What is the country music? 和Howdid the country music song change her life forever, 同时也可以让我们了解主人公Sarah的过去和现在的状况。
其实, 标题可以起到提纲挈领的作用, 从标题导入引起学生对阅读内容的猜测, 给学生提供一个由题猜文的入口, 可以激活他们的背景知识, 引发学习需要。教授每篇文章时, 教师可以依据文本引导学生运用预测、质疑、推断等策略, 探究标题的含义和文本结构等。这样学生的注意力会快速集中, 从而顺利引出文本的话题。
(二) 善用插图, 激活文本背景
插图是对文字的图解, 不仅提供直观的视觉信息和教学媒体, 还给学生提供了想象的空间, 可以让学生结合自身的知识和生活经验, 对文本内容进行大胆推测或预测。教材阅读文本的插图能起到“导教”和“导学”的作用, 形象逼真的画面再现文本的主要内容。教师可以指导学生对图片信息进行提取, 有助于学生对阅读文本有粗略的了解, 快速把握文本内容主要脉络, 合理地对信息进行处理。所以, 教师要学会利用插图解读文本内容, 让学生走近文本。
1.借助插图, 导入文本话题。如《新目标英语》八 (下) Unit 8的Section B 2b阅读文本的插图是一个清纯少女在广阔的蓝天下悠然自地得弹吉他, 让学生了解文中主人公Sarah的年龄特征及爱好, 从弹吉他联想到乡村音乐, 结合文本标题, 可以让学生明白乡村音乐改变了Sarah的生活爱好。这就会自然而然地导入文本的话题, 也为进一步学习做好铺垫。
教学活动: (细看插图, 预测女孩个性) Whatcan you infer from the picture?
学生反馈:Sarah is a teenager and she likesplaying the guitar, I think she also likes countrymusic.
教师补充 :Yes, you are clever. Sarah likescountry music, but she used to be a problem girl.The country music song changed her life a lot.
2.借用插图, 预测文本内容。还可以让学生根据Section B 2b阅读文本的插图预测文本内容是关于音乐的。以此激发学生的求知欲, 提高课堂教学效率。
教学活动: (细看插图, 预测内容) What canyou predict from the picture?
学生反馈 :I think the passage is about thegirl and her music dream.
教师补充 :Yes, you are smart. The text isabout Sarah, the country music and Sarah’s dream.
二、读中活动:利用文本特征, 深入文本解读
在阅读过程中, 教师可以根据文章内容和结构设计相应的图示和框架图来指导学生运用已有经验, 了解文本结构、文本要点和故事发展情况等, 从而深入解读文本内容。本节课笔者指导学生直接利用课后的图表练习和问答练习, 加强理解文本内容。
(一) 借助表格, 帮助理解文本
教学活动: (快速阅读课文, 完成下列表格)
通过完成以上表格的任务, 学生可以快速了解文本的一些要点, 尤其可以掌握country music相关的知识点, 为文本理解奠定基础。这一文本特征可以综合文本信息, 使阅读材料更具视觉效果。
(二) 借助问答, 厘清文本结构
为了让学生进一步掌握文本的具体细节, 笔者要求学生完成课后2c任务 (如下表) , 通过分段回答问题, 学生可以深入了解文本的内容。同时仔细观察后可以发现:这个表格的设计充分关注了文本特征对学生阅读的影响。三个表格用了三种颜色, 不仅美观, 而且能体现排序作用, 帮助学生把握文本故事情节发展过程和文本结构。
教学活动: (再次细读课文, 回答下列问题)
First paragraph
1.Who is Sarah?
2.Where is she from?
3.What does she like?
Second paragraph
1.What is country music?
2.What is country music about?
Third paragraph
1.What is Sarah’s dream?
2.Who is Garth Brooks?
学生反馈:通过第一段三个问题的回答, 让学生了解主人公Sarah的基本情况;第二段两个问题的答案让学生了解什么是乡村音乐和乡村音乐能带给人们哪些美好的回忆;通过第三段两个问题的回答让学生知道Sarah’s dream和音乐家Garth Brooks的一些信息。在回答问题的过程中, 学生可以详细地了解文本的具体内容, 理顺作者写作思路及文本结构。
三、读后活动:利用文本特征, 升华文本解读
在读后环节中, 教师指导学生再次回头关注文本特征, 可以使学生更好地深入理解文本的主旨大意和作者写作意图, 可以升华文本解读。
(一) 巧用插图, 突破文本难点
针对不同的教学内容、教学对象、教学环境等, 突破难点的方式很多。其中, 巧妙利用插图作为解决难点的突破口, 往往会将教学内容化难为易, 使学生学得轻松且愉快。
教学活动: (再看插图, 重新认识女孩) Whatdoes she look like from the photo?
学生反馈答案:She is a beautiful and outgoing girl and she is also full of sunlight等。然后让学生对比文章第一段句子:When Sarah was ateenager, she used to fight over almost everythingwith her family. 从中可以领悟Sarah的变化, 进一步认识到Sarah从桀骜不训的问题少女变成成熟文静的好少女与乡村音乐戚戚相关。
(二) 品读标题, 感悟文本内涵
标题是文本的点睛之笔, 是文章的灵魂, 也是作者对文本内容的浓缩、提炼和概括。在文本阅读结束后, 教师要再次让学生回到标题, 回忆并巩固文本的主要内容, 就会产生很好的阅读效果。同时教师也可以指导学生通过质疑、反思、重拟标题等活动, 将阅读提高到更高的层次, 升华对文本解读 (杨谢友, 2011) 。
教学活动: (再次细读标题, 感悟文本内涵) Why can the country music change her life?
学生反馈:根据学生的回答, 得到以下信息:The country music made a great difference toSarah. She used to fight over almost everythingwith her family, now she falls in love with thecountry music very much and knows the importance of the family and life, her dream is to go toNashville and see Garth Brooks sing live one day.I think music is the medicine of the breakingheart. (音乐是医治心灵创伤的良药, 这句话是笔者帮助他们翻译的。)
然后, 笔者进行补充:Music is the medicineof the breaking heart. I hope we should learn toenjoy music and love life. 通过此活动, 不但使学生在问题的引领下领悟了文本隐含的内涵, 而且让学生懂得热爱音乐和享受生活, 进一步实现教材情感目标教育。
结束语
教材中的阅读文本特征是一种重要课程资源, 在阅读文本解读中的作用不可小觑。通过本节课, 笔者发现, 如果教师在阅读教学的各环节中能有意识地开展基于文本特征的教学活动, 就可以加深学生对文本的理解, 优化阅读教学, 提高学生的阅读理解能力。所以, 在阅读教学中, 教师应有意识地关注文本特征, 揣摩编者意图, 挖掘文本特征的内涵, 最大限度地发挥文本特征在文本阅读中的教学价值。同时, 教师要巧妙地运用教材所提供的文本特征开展教学活动, 引导学生借助文本特征去解读文本, 深化文本理解, 提升阅读能力。
摘要:在英语阅读教学过程中, 如阅读前、中后各环节能围绕文本特征设计阅读教学活动, 可以充分发挥文本特征在文本解读中的引领作用, 加深学生对文本的理解和感悟, 提高阅读理解能力。具体方法有:利用文本特征, 走进文本解读, 深入文本解读和升华文本解读。
关键词:英语,阅读教学,文本特征,文本解读
参考文献
[1]Field, Mary Lee.Text Feature and Reading Comprehension[M].Beijing:People’s Education Press, 20007.
[2]刘道义, David Nunan等.新目标英语 (Go for it) 八年级下册[M].北京:人民教育出版社, 2013.
[3]王燕.利用文本特征设计阅读教学[J].中小学英语教学与研究, 2009, (6) .
[4]李爱军.运用文本特征, 提高初中生英语阅读能力[J].中小学英语教学与研究, 2011, (6) .
[5]杨谢友.充分利用文本特征, 提高学生阅读能力[J].中小学英语教学与研究, 2011优秀论文专刊.
本节课的教学内容为译林版《英语》1A Unit8 put on your coat 的Story time部分。这是单元的核心板块,通过对话帮助学生掌握基本的英语语言知识,初步形成使用英语与他人交流的能力。本单元story time部分的英语对话主要以冬天时候穿衣为主线,在妈妈对Yang Ling的关心下,Yang Ling也学会了对Teddy的关心。
二、教学目标
知识目标:
1.能听懂、会读coat、scarf、beanie、sweater这四个单词,要求发音准确、语调自然。
2.能听懂、根据实际情景给出指令Put on your…,并且能够做出相应的回应。
能力目标:能初步运用本课所学的词汇和句型给出穿衣指令,并对指令做出相应的回答。
情感目标:能够在寒冷的冬天学会关心他人。
三、教学重难点
1.重点:能听懂、会说coat、scarf、beanie、sweater这四个单词,要求发音准确、语调自然。
2.难点:能够听懂、根据实际情景给出指令(Put on your …),并且能够做出相应的回应。
四、设计理念
在story time的教学中,应该要注重整体的理解,同时也要保证学生对于知识点的有效掌握。关注到学生的自主学习能力,所以在新授句型的呈现时候,采用层层递进的方式。在学习课文内容的同时,不忘给学生进行情感教育,鼓励学生学会关心他人。
五、设计思路
导课:利用歌曲Hows the weather?引出学生对天气的讨论,然后顺利导入新课,新授单词cold。借由教师戴上scarf的动作来新授单词scarf和感知词组put on。
新课学习:采用实物先教授scarf这个新单词,之后利用Yang Ling的衣柜教授beanie和sweater,而coat则放到课文中进行教学。此外,在单词的教学中,慢慢渗透重点句型Put on your…。
以任务型教学为导向,注重学生的整体理解课文。先给出一个问题,让学生带着问题认真看视频并回答问题,借此也是完成新授单词coat的教学。然后通过回答“Mum如何让Yang Ling穿衣服的?”这个问题,让学生巩固新授句型。
巩固:和小伙伴在冬雪中玩耍Lets play的三个游戏环节来巩固本课的重难点。
六、教学过程
Step1: Warm-up
1. Greetings
2. Sing a song( Hows the weather?)
T: Hows the weather today?
S1: Its cold. ( teach cold, c-o-l-d)
T: Im cold. So I put on a scarf. (teach a scarf)
T: Look at my scarf. Its blue.
Ss: Its nice.
Step 2: Presentation
1. Teach new words
T: A scarf is for winter. Yang Ling has many clothes for winter too. Can you choose them?
Teach the words: a beanie / a sweater Teach the phrase: put on.
T: Look, Yang Ling is cold, what will you say to Yang Ling? Choose A or B?(A: put on your scarf. B: Look at my scarf.)
S: A. Put on your scarf.(teach put on, 整体带读put on,加动作,put on your beanie. Put on your sweater.逐步呈现句型Put on your...)
2. Lets watch
T: Lets watch the story and tell me what clothes does Yang Ling put on?
S: A coat (teach a coat)
T: Now, who can tell me what does mum say? Lets listen first.
S: Put on your coat, Yang Ling.
T: This is a teddy. He is Yang Lings good friend. He is cold too. Guess what will Yang Ling say to Teddy?
S: Put on your scarf, Teddy.
3. Lets read
T: Group 1and 2, you are mum. And group 3 and 4, you are Yang Ling.
T: Now lets exchange. Group 1and 2, you are Yang Ling. And group 3 and 4, you are mum.
4. Lets act (教师先做示范,之后小组合作完成表演)
Step 3: Consolidation
Lets play
1. Say a chant. (coat, sweater, beanie, scarf)
Cold, cold, its cold. ___, ____, put on your ___.
2. Draw (choose one and color one)
3. Act
-Oh, its cold.
-Put on your scarf, Su Hai.
-Yes. Look at my red scarf.
-Its nice.
Step 4: Homework
1. Review the new words and phrases.
2. Care about others in winter.
七、教学反思
What don’t you get her a scarf?
知识点拨
一、学习目标:
1. 学习谈论比较不同的东西或事情;
2. 学习用现在完成时表达曾经做过的事;
3. 学习如何给别人提出建议或意见。
二、学习重点难点:
1. How about … ?
What about … ?
这两种句式都可以用来向他人提出建议,表示“……怎么样?” “你认为……如何?”,后面连接名词或者动名词(动词ing形式)。
例如:
How about going to the movies? 去看电影怎么样?
What about a lovely dog? 一个可爱的小狗你认为如何?
2. Why don’t you …?
Why not …?
这两种句式都是反问语气,表示“为什么不……”,也可以用来向别人提出建议,后面连接动词原形。
例如:
Why don’t you go with us? = Why not go with us?
为何不跟我们一块呢?
3. What’s the best gift he/she has ever received? “他/她曾经收到的最好的礼物是什么?”
这里“he/she has ever received”是一个现在完成时的句子,充当gift的定语从句,省略从句引导词that。
4. compare v. 比较;相比
compare + 名 + with / to + 名
用于比较的情形时,通常用with, 用于比喻时常用to。
例如:
Compared with (to) her twin sister Jenny, Fanny is tall.
与她的孪生妹妹Jenny相比,Fanny高。
5. comment n. 评论;解释;说明
例如:
He made few comments on that movie. 对于那部电影他没说什么。
No comment! (对于询问)无可奉告!
6. personal adj. 私人的,个人的,亲自的,针对个人的
例如:
a personal letter 私人信件
personal opinions 个人意见
a personal interview 亲自会见
7. graduation n. 毕业;毕业典礼
graduate v. 毕业
例如:
After the graduation from college, he worked in a small company.
大学毕业后,他在一家小公司工作。
8. name v. 叫做;称作;取名
例如:
What are the parents going to name the baby?
那对父母打算给孩子取什么名字?
Emily was named after her grandmother.
Emily是以她奶奶的名字命名的。
9. too…to… 太……而不能……
例如:
George is too young to go to school.
乔治还太小,不能上学。
Grandpa is too old to read by himself.
爷爷太老了,不能自己读书看报了。
这一句型可用so…that…代替,而that后的从句多用否定句。
上面两个句子可换成:
George is so young that he can’t go to school.
Grandpa is so old that he can’t read by himself.
10. pro n 赞成;赞成的理由
con n. 反对,反对的理由
例如:
pro-American 亲美派
the pros and cons 正反两面的意见
11. much too “太,过于……”,修饰形容词副词
too much “太多……”,修饰不可数名词
too many “太多……”,修饰可数名词
例如:
The street is much too crowded. 大街上太挤了。
Don’t spend too much money on clothing. 不要花太多的钱在衣着上。
There are too many monkeys for me to count. 猴子太多,我数不过来。
12. present n.礼物
present指礼物的一般性用语,gift是稍正式的用法。另外,present还可以作为形容词,表示“现在的;出席的”。
这里有一首小诗介绍给大家:
Yesterday is a history,
Tomorrow is a mystery,
Only today is a gift,
That’s why it is called present.
本周强化练习:
一、用括号中给出的词回答问题。
1. Next Sunday is my sister’s birthday. What should I get her? (how about, birthday cake)
_________________________________________________________________
2. She won’t like that. (too sweet, too boring)
_________________________________________________________________
3. Does she like animals? (why not, a cute cat)
_________________________________________________________________
4. She likes animals. (mother, not allow, keep pets)
_________________________________________________________________
5. What about something to wear, like hair pins or a skirt? (too personal)
_________________________________________________________________
6. Well, girls like flowers. Why not send some flowers to her? (too romantic )
_________________________________________________________________
7. I think maybe you can invite her to watch a movie. (have a party, too busy)
_________________________________________________________________
8. How about giving her two tickets to her favorite concert? (good idea, go with her best friend)
_________________________________________________________________
二、根据句意和所给首字母,填写单词完成句子。
1. When you finish school, you have your g_________.
2. What’s the opposite of the word “cheap ”? It’s e_______.
3. Mr. Zhou Enlai is a great man. We’ll r_________ him for ever.
4. How about the concert? Oh, it’s w_______!
5. Why don’t you buy a photo a_______ to your friend?
6. Singing English songs can i________ our English.
7. Their touching p_________ made many people cry.
8. A necklace is too p_________ to send as a gift.
三、根据句意选择最佳答案,填在题前的括号里。
( ) 1. What should I get my grandma for her birthday?
Why___ you ____ a scarf?
A. not, buy B. don’t, buy C. don’t, to buy
( ) 2. Tomorrow is Sunday. How about ______ to visit your grandmother?
A. go B. going C. to go
( ) 3. People don’t need to spend _______ money buying gifts.
A. too many B. much too C. too much
( ) 4. When did you get the gift?
_____ my _____ birthday.
A. On, sixth B. In, sixth C. On, six
( ) 5. This room is ____ small ____ hold these people.
A. so, to B. too, that C. too, to
参考答案:
一、1. How about a birthday cake?
2. A birthday cake is too sweet, besides, that’s too boring.
3. Why don’t you buy her a cute cat?
4. But my mother doesn’t allow us to keep pets.
5. That’s too personal.
6. They’re too romantic for a brother to send on his sister’s birthday.
7. She’s going to have a party on her birthday. She will be too busy to watch movies.
8. That’s a good idea. She can go with her best friend.
二、1. graduation 2. expensive 3. remember 4. wonderful 5. album
6. improve7. performances8. personal
三、1. B 2. B 3. C 4. A 5. C
本周教学内容:Review of Unit8 What should I get my mom?
一些词和词组的用法:
1. give away 分配;分送;赠送
give away (美)赠品;(美)广播、电视台的有奖节目;(不经意间)泄密等
例如
He gave all his money away to the charity.
他把他所有的钱都捐给了慈善机构。。
He is sure to giveaway your secret.
他一定会泄露你的秘密的。
2. company n. 同伴;陪伴;公司
例如:
A man is known by the company he keeps.
(谚)观友见其人;近朱者赤,近墨者黑。
3. remember v. 纪念;记下;记住
remember to do sth. 记得去做某事
remember doing sth. 记得曾经做过某事
例如:
I can’t remember his name.
我想不起他的名字了。
I remember seeing her somewhere.
我记得在哪里见过她。
Remember to turn off the lights when you leave.
你走的时候记着把灯关了。
4. instead adv. 代替;取而代之的是
例如:
I don’t like coffee; give me mineral water instead.
我不喜欢喝咖啡,给我矿泉水好了。
He is tired , let me go instead.
他累了,让我去吧。
5. rather than ------ 与其…… (不如……) , 不是…… (而是……)
例如:
I would do anything rather than let her get hurt.
我愿尽一切努力不让她受到伤害。
I would walk there rather than take a bus.
我宁愿走路去那儿也不愿乘车。
6. a number of 若干;许多
the number of ……的数字
例如:
A number of students in our school are from England.
我们学校有些同学是从英国来的。
The number of the students in our class is forty-five.
我们班学生的人数是四十五。
7. look up 抬头望;尊敬;(在词典,参考书等中)查寻
例如:
If you don’t know the word, you’d better look it up in a dictionary.
8. try to do sth. 努力去做某事
try doing sth . 尝试去做某事
例如:
I’ll try to finish the work in a week.
我会尽力在一周内完成那项工作的。
They are trying using another method to do it.
他们正试用另一种方法来做。
本周强化练习:
一、连词成句。
1. get, I, brother, what, younger, should, my, for
_____________________________________________________________________
2. you, gift, ever, best, received, what’s, have, the
_____________________________________________________________________
3. album, how, photo, a, about
_____________________________________________________________________
4. picnic, about, Saturday, what, next, a, having
_____________________________________________________________________
5. soccer, why, us, you, don’t , with, play
_____________________________________________________________________
6. time, sometimes, to, enough, don’t, with, I, her, spend, have
_____________________________________________________________________
7. pig, a, I, special, so, her, made, house
____________________________________________________________________
二、阅读下面一篇短文,根据短文内容,选择最佳答案。
Selling Shoes
A large store was having its spring sale on shoes and boots. It was the first day of the sale, and the shoe department was full of women who were eagerly trying to buy them. There were all kinds of shoes and boots in a variety of colors, and the prices had been reduced a lot, because the store wanted to get rid of as many as possible in order to make room for their new stock.
The cashiers were kept busy, and at one moment a woman came to one of them with her money in her hand and said, “I don’t need a bay, thank you. I’m wearing the shoes I bought.” She pointed to them on her feet.
“Would you like a bag to put your old shoes in then?” the cashier asked politely as she took the woman’s money.
“No, thank you,” the woman answered quickly. “I’ve just sold those to someone else.”
1. What were on sale in the large store last week?
A. spring sale B. shoes and boots
C. clothes D. new stock
2. Why were they being sold cheaply?
A. because they were on sale.
B. because they were old.
C. because they were out of fashion.
D. because the store wanted to make room for new store.
3. Was the sale successful?
A. Yes, it was. B. No, it wasn’t.
C. Yes, the sale was successful. D. No, the sale was a failure.
4. What did a woman say to one of the cashiers?
A. She wanted to buy a pair of shoes.
B. She didn’t need a bag for her shoes.
C. She wanted a bag for her shoes.
D. She wanted to try the shoes on her feet.
5. What did the cashier ask her?
A. Do you need a bag for your old shoes?
B. Where is your pair of shoes?
C. Have you paid for your shoes?
D. Are they fit your feet?
6. Why didn’t the woman need a bag?
A. She threw them away.
B. She was wearing the shoes she bought.
C. She put them into her handbag.
D. She had sold them to somebody else.
参考答案:
一、1. What should I get for my younger brother?
2. What’s the best gift you have ever received?
3. How about a photo album?
4. What about having a picnic next Saturday?
5. Why don’t you play soccer with us?
6. Sometimes I don’t have enough time to spend with her.
7. So I made her a special pig house.
二、1. B 2. D 3. A 4. C 5. A 6. D
What don’t you get her a scarf?
Title | What don’t you get her a scarf? |
Topic | Gift giving |
Functions | Compare qualities |
Structures | Modalshould
How about (formulaic) Present perfect tense |
Target language | What should I get Liza?
How about a CD? No, that’s too expensive. What’s the best present you have ever received? A bike. |
Vocabulary | photo album, necklace, bracelet, graduation
personal, easy to take care of, hairy snake, mouse, hamster spider |
Recycling | scarf, gift, dictionary, camera, flowers, CD, tennis ball, watch, pet, dog, birthday, soccer, cheap, creative, special, expensive, boring, interesting, short, scary, friendly, noisy, cat, goldfish, parrot, hair, cute, beautiful
grandmother, enough |
Learning Strategies | Listening for specific information
Cooperating |
Ⅰ.Words and Expressions:
(n. 名词 adj. 形容词 adv. 副词 v. 动词 prep. 介词 )
单词/短语 | 词性 | 词义 | 讲解与例句 |
compare | v. | 比较;相比 | The poet compares his lover to a rose in his poems.
诗人在他诗歌中把他的情人比作玫瑰花。 |
suggestion | n. | 提议;建议 | He made the suggestion that we go by train.
他建议我们坐火车去。 |
comment | n. | 评论;解释 | He made a comment about the bad road.
他对这条糟糕的路发表评论。 No comment!无可奉告! |
album | n. | 相片簿 | photo album相册 |
personal | adj. | 为了某人的;私人的 | I have something personal to tell you.
我有秘密的事要告诉你。 This is a personal letter, so you can’t read it. 这是私人信件,因此你不能看。 |
Why don’t you …? | 你为什么不……呢? | Why don’t you take a walk after supper?
晚饭后为什么不去散步呢? |
|
graduation | n. | 毕业;毕业典礼 | |
name | v. | 叫做;称作 | They named the child Dick.
他们给孩子取名迪克。 Can you name all the plants and trees in this garden?你能叫得出这个花园里所有花草树木的名称吗? |
perfect | adj. | 完美的;极佳的 | The weather during the last few days has been perfect.最近几天的天气十分美好。 |
too …to… | 太……不能…… | He is too young to go to school.
他太小了,还不能上学。 |
|
company | n. | 同伴;陪伴 | I had no company on the journey.
我在旅行中没有同伴。 Twos company, threes none. 两人成伴三人不欢。 |
spend | v. | 用钱;花费 | How much money do you spend each week?
你每星期花多少钱? I spent an hour reading.我花了一小时读书。 Now more and more city adults spend their leisure time trying to improve themselves at school or college.现在城市里越来越多的成年人利用业余时间到学校或大学去深造。 |
instead | adv. | 代替 | If you cannot go, let him go instead.
如果你不能去,让他替你去。 I didnt have a pen, so I used a pencil instead. 我没有钢笔,因此我就用铅笔了。 |
Words from the Reading:
单词/短语 | 词性 | 词义 | 讲解与例句 |
reading | n. | 读物;文选 | He is a man of vast reading.
他是个学识渊博的人。 |
compete | v. | 竞赛;比赛 | Five children competed in the race.
五个孩子参加赛跑。 |
easy | adj. | 从容的;轻松的 | They lead a very easy life.
他们过着很舒服的日子。 His father has stopped working now, and leads a very easy life. 他父亲现在已经不再工作,过着很安适的生活。 |
stage | n. | 舞台 | The stage is her life.演艺事业是她的生命。 |
manner | n. | 态度;举止 | Why are you talking in such a strange manner?
你为什么用这种奇怪的方式谈话? Mind your manners.注意礼貌。 |
audience | n. | 听众;观众 | Three thousand audience crowded the concert hall.三千名听众挤满了音乐大厅。
The audience is/are always very excited by a wonderful goal. 一个精彩的进球总会使观众们非常激动。 |
touching | adj. | 动人的 | The movie I saw last night was very touching.我昨晚看的电影非常感人。 |
performance | n. | 表演;演奏 | Her performance in the play was very good.
她在剧中的表演非常好。 |
heart | n. | 心;内心 | Learn by heart记住;背诵 |
ability | n. | 能力;才能 | He is a man of ability.
他是个有本事的人。 |
total | adj. | 完全的;全部的 | I want total silence.
我要求一点声音也没有。 |
increase | v. | 增加;增大 | My wages have increased this year.
我的工资今年增加了。 |
enthusiasm | n. | 热爱;狂热 | his enthusiasm for table tennis
他热衷于打乒乓球 |
imitate | v. | 模仿;模拟 | The little boy imitated his father.
这小男孩模仿他的父亲。 James can imitate his teachers speech perfectly. 詹姆斯能惟妙惟肖地模仿他教师的言语。 |
accent | n. | 口音;腔调 | He speaks with a strong southern accent.
他说话带有很浓的南方口音。 |
repeat | v. | 重复;重做 | Could you repeat the question?
你能把这个问题重复一下吗? |
century | n. | 世纪;百年 | It was built in the 19th century.
它是19世纪建造的。 men of century世纪人物 |
guarantee | v. | 保证;担保 | Many shopkeepers guarantee satisfaction to customers.
许多店主对顾客许诺,定让他们满意。 My watch is guaranteed for one year. 我的表保修一年。 |
fluent | adj. | 流利的;流畅的 | He is fluent in five languages.
他能流利地说五种语言。 She speaks fluent though not very correct French. 她的法语虽然讲得不太准确,但很流利。 |
support | v. | 支持;拥护 | She supports her husband on the money she earns from teaching.
她用教书挣的钱资助丈夫。 Which football team do you support? 你支持哪个足球队? |
reach | v. | 达到;获得 | It is very important to reach an agreement with this big company.
和这家大公司达成协议是很重要的。 No conclusion has been reached yet. 还没有得出任何结论。 The cost reached billions. 费用总计达到数十亿。 |
spirit | v. | 精神 | He is in good spirit.他很愉快。 |
feeling | n. | 感情;感触 | He had lost all feeling in the left leg.
他的左腿完全失去了知觉。 He has a feeling of discomfort. 他有种不舒服的感觉。 |
memorize | v. | 熟记;记住 | He can memorize this passage in ten minutes.
他十分钟就能熟记这篇文章。 |
hold | v. | 举办;举行 | hold a contest
举办一场比赛 |
mean | v. | 含……之意 | I mean the red one, not the green one.
我是指那个红的,不是绿的。 I mean what I say.我说到做到。 I meant to give you this book today, but I forgot.我本来打算今天给你这本书的,可是我忘了。 |
brighten | v. | 照亮;使更明亮 | She brightened (up) my life.
她使我的生活有了希望。 His face brightened up when he was told to have won the first prize. 当他得知他得了头奖时脸上露出了喜色。 |
hasten | v. | 急忙;赶快 | She hastened home她急忙回家。
I hasten to say that he is not hurt. 我赶紧说明他没有受伤。 He told her about the accident, but hastened to add that no one was hurt. 他把事故的经过告诉了她,但赶紧随即补充说没有人受伤。 |
fond | adj. | 痴爱的;喜爱的 | I am not fond of eating meat.
我不喜欢吃肉。 Jacks too fond of fun, so the boss doesnt like him much.杰克太喜欢闹着玩了所以老板不太喜欢他。 |
may | aux. v. | 祝 | May they live long.祝他们长寿。
May you be happy!祝你幸福! |
Ⅱ.Sentences and Phrases (句型与词组)
A.Grammar Focus
What should I get my sister? | |
Why don’t you get a camera? | That’s too expensive. |
How about some tennis balls? | They’re too cheap. |
What about a watch? | That’s too personal. |
Why don’t you buy a scarf? | That’s not interesting enough. |
Sentences from the passage (重点句讲解)
◆ Everyone likes gifts. Some little kids think they don’t get enough gifts.
每个人都喜欢礼物。有些孩子觉得他们得到的礼物太少。
enough 的用法:
1) adj 足够的
Im sure there is enough space for all these desks.
我保证有足够的地方放下这些办公桌。
Two male people are quite enough for the job.
有两个男人干这件事就够了。
2) pron 足够,充足
We have enough to do. 我们有足够的事要做。
Enough is as good as a feast. (谚)知足常乐。
Enough has been said on this topic. 关于这个题目说得已够多的了。
3) adv 充足,足够
warm enough to swim 暖和得足可以游泳
The champion ran well enough but she would have set up another world record indeed if she had tried harder.
冠军的确跑得相当快,不过要是她再努力一些,就会再次创造一个世界记录。
It is light enough to play chess. 要下棋这样的光线还是够亮的。
They know well enough what we mean. 他们当然懂得我们的意思。
◆People don’t need to spend too much money. Instead, making a meal is enough.
人们没必要花太多的钱。相反,做一顿饭就够了。
spend 的用法:
1)花钱;付款
spend money/time on sth. 在……花钱/时间
I spent five yuan on this book. 这本书我花了五块钱
He doesnt spend much time on his homework .
他花在作业上的时间不多。
How much money do you spend each week? 你每星期花多少钱?
2)花时间;度过
spend time doing sth. 花费时间做某事
I spent an hour reading.
我花了一小时读书。
Now more and more city adults spend their leisure time trying to improve themselves at school or college.
现在城市里越来越多的成年人利用业余时间到学校或大学去深造。
◆The contest was important to help the speaking of English in China.
这次竞赛对于英语在中国的普及起了重要作用。
◆Jason Subler, a writer for 21st Century newspaper, said that although some people can sing quickly and easily, singing songs well in English doesn’t guarantee fluent speaking.
21世纪英文报记者Jason Subler说,尽管有些人唱得又快又轻松,可是英文歌唱得好并不能保证英文就说得流利。
【同步达纲练习】
Ⅰ.单项选择。
( ) 1. I have no money ___ me.
A. with B. without
C. to D. on
( ) 2. I bought a present for her, ___ she didn’t like it.
A. and B. but
C. so D. for
( ) 3. ___ can live without air.
A. Nobody B. Anybody
C. Somebody D. Everybody
( ) 4. “___ do you fly to Japan to see your son?” “Once a year.”
A. How long B. When
C. How many D. How often
( ) 5. You think foreign languages are more important than science. But I really can’t agree ___ you.
A. to B. at
C. with D. for
( ) 6. He has taught ___ for two years.
A. him B. his
C. himself D. he
( ) 7. You look tired. You’d better ___ to bed earlier.
A. to go B. go
C. went D. going
( ) 8. The suit was ___ expensive that he could not buy it.
A. too B. so
C. very D. such
( ) 9. The man lay on the road. Luckily, he was not ___ hurt.
A. bad B. badly
C. hardly D. serious
( ) 10. He is getting on well ___ his neighbors.
A. with B. for
C. to D. by
( ) 11. Which subject do you like ___, English or maths?
A. the most B. the best
C. better D. well
( ) 12. My grandma ___ for half a year.
A. has been dead B. was dead
C. has died D. died
( ) 13. ___ of the boys dances well.
A. Some B. All
C. Neither D. Both
( ) 14. I’m sorry. I have ___ you waiting for a long time.
A. kept B. told
C. made D. let
( ) 15. She ___ to the Great Wall several times.
A. goes B. has gone
C. went D. has been
( ) 16. My son grows bigger and bigger; he can wash himself and get ___.
A. dressed B. to dress
C. dressing D. dress
( ) 17. -- How long have you ___ here?
-- About four years.
A. come B. gone
C. left D. worked
( ) 18. Peter ___ three dollars for the lost book.
A. spent B. cost
C. took D. paid
( ) 19. ___ they will arrive in Beijing? In a week.
A. How many B. How often
C. How much D. How soon
( ) 20. Lin Tao ran faster than ___ in his class.
A. other B. the other boy
C. any other boy D. another boy
Ⅱ.用所给动词的正确形式填空。
1.Must we ________ the work at once? (start)
2.Where ________ our English teacher? (be)
She ________ with some students over there. (talk)
3.His work ________ at half past five. (finish)
4.What ________ your brother ________ in the USA? (do)
5.What time ________ Mr. Read ________ lunch every day? (have)
6.I ________ the washing tomorrow. (do)
7.We _________ any classes next week. (not have)
8.They all like to ________ me Bob. (call)
9.They are beginning ________ the apples. (pick)
10.I want to go to the city ___ Shanghai. (call)
Ⅲ.阅读理解。
( A )
In almost every big university in the United States football is a favorite sport. American football is not like soccer.
Players sometimes kick the ball, but they also throw the ball and run with it. They try to take it to the other end of the field. They have four chances to move the ball ten yards. They can carry it or throw it. If they move it to the end of the field, they receive six points. This is called a touch—down. It is difficult to move the ball. Eleven men on the team try to stop the man who has the ball. If the man does not move the ball ten yards, his team kicks the ball to the other team.
Each university wants its team to win. Thousands of people come to watch. They all yell for their favorite team. Young men and women called cheerleaders come on the field to help the people yell more. They dance and jump while they yell.
Each team plays ten or eleven games each season. The season begins in September and ends in November. If a team is very good, it may play another game after the season ends. The best teams play again on January 1st, the first day of the New Year. Many people go to see these games and many others watch them on television.
( ) 1. In American football players can ___.
A.only kick the ball
B.only throw the ball
C.only carry the ball
D.kick, throw and carry the ball
( ) 2. If a team wants to get points, it has to move the ball ___.
A. 10 yards B. to the other end
C. 40 yards D. away from its own end
( ) 3. Who are dancing and jumping while they yell?
A.The cheerleaders.
B.All those who are watching the game.
C.The winners.
D.The players of both sides.
( ) 4. Most teams play games in ___.
A. spring B. summer
C. autumn D. winter
( ) 5. When do the best teams play again?
A. At Christmas. B. Before the season ends.
C. On New Year’s Day D. On the last day of season
( B )
Japanese students work very hard but many are unhappy. They feel heavy pressures from their parents. Most students are always told by their parents to study harder and better so that they can have a wonderful life in the future. Though this may be a good idea for those very bright students, it can have terrible results for many students who are not gifted enough. Many of them have tried very hard at school but have failed in the exams and have their parents lose hope. Such students feel that they are hated by everyone else they meet and they don’t want to go to school any longer. They became dropouts.
It is surprising that though most Japanese parents are worried about their children, they do not help them in any way. Many parents feel that they are not able to help their children and that it is the teachers’ work to help their children. To make matters worse, a lot of parents send their children to those schools opening in the evenings and on weekends—they only help the students to pass the exams and never teach them any real sense of the world.
Many Japanese schools usually have rules about everything from the students’ hair to their clothes and things in the school bags. Child psychologists now think that such strict rules are harmful to the feelings of the students. Almost 40% of the students said that no one had taught them how to get on with others, how to tell right from wrong and how to show love and care for others, even for their parents.
( ) 1. Which of the following can be the best title of the passage?
A.The Trouble in Japanese Schools
B.The Problems of Japanese Students
C.The Pressures of the Students in Japan
D.Education in Japan
( ) 2. “Dropouts” are those who ___.
A.make troubles in and out of schools
B.go about or stay home instead of being at school
C.try hard but always fail in the exams
D.lose hope and give up some of their subjects
( ) 3. Why do Japanese students work very hard at school and feel unhappy?
A.They want to find a good job.
B.They want to pass exams.
C.They’re under pressure from their parents.
D.They’re not clever enough.
( ) 4. Failure in examinations cause students to ___.
A.chop out of school
B.quarrel with their parents
C.go to schools opening on weekends
D.have their parents lose hope
( ) 5. According to the passage, it’s necessary to teach students ___.
A.how to study well
B.how to get on with others
C.to show love and care for others
D.all above
Ⅳ.完型填空。
Strange things happen to time when you travel, because the earth is divided into twenty-four parts, 1 a part. You can have days 2 more or fewer than twenty-four hours, and 3 with more of fewer than seven days.
Your ship goes into 4 time part every day if you make a five-day journey across the Atlantic Ocean. As you go into each part, the time 5 one hour. Traveling west, you 6 your clock back; traveling east, you let it ahead. Each day of your journey has 7 twenty-five or twenty-three hours.
If you travel by ship across the Pacific, you 8 the International Date Line. This is the point where a new day 9 . When you go across the line, you change your calendar one 10 day, back or ahead.
( ) 1.A.four hours B.two hours C.half an hour D.one hour
( ) 2.A.between B.with C.for D.at
( ) 3.A.years B.months C.seasons D.weeks
( ) 4.A.a different B.the same C.an interesting D.a moving
( ) 5.A.turns B.changes C.has D.makes
( ) 6.A.take B.give C.put D.set
( ) 7.A.neither B.not C.either D.never
( ) 8.A.cross B.get C.catch D.touch
( ) 9.A.lasts B.begins C.follows D.breaks
( ) 10.A.all B.more C.full D.less
参考答案
【同步达纲练习】
Ⅰ.单项选择。
1-5 ABADC 6-10 CBBBA 11-15 CACAD 16-20 ADDDC
Ⅱ.用所给动词的正确形式填空。
1. start 2. is , is talking 3. finishes 4. does, do 5. does, have 6. am going to do 7. aren’t going to have 8. call 9. to pick 10. called
Ⅲ.阅读理解。
( A ) DBACC ( B )DBCAD
Ⅳ.完型填空。
一、教材分析
新课标中提出:阅读教学的重点是培养学生具有感受、理解、欣赏和评价的能力。欣赏文学作品,能有自己的情感体验,初步领悟作品的内涵,从中获得对自然、社会、人生的有益启示。本单元的五篇文章都是以战争为主题的叙事性作品。通过这些作品,可以让学生了解历史,认识正义战争的威力和非正义战争的罪恶,可以看到真善美和假恶丑的两个极端,从而获得有益的启示。《蜡烛》这篇文章讲述的是一位在炮火中挣扎的老妇人几乎耗尽所有的心力埋葬苏联红军,并将一对凝结着爱的蜡烛点在红军战士的坟头的故事。学习这篇文章,可以让学生感受到战争的残酷,理解超越国界的母爱,欣赏文章悲壮的意境,明确非正义战争必败是社会发展的必然规律。
二、教学目标分析
新课程目标定位是三个维度合一,即知识与能力、过程与方法、情感态度与价值观的合一。新课程要求由原来的以文本为主转到以学科课程发展为主,以理解内容为主转到语文能力发展为主。以前的语文教学基本上是静态的分析和训练为主,结果必然导致无效重复,新课程要求语文教学转到动态的体验感受为主逐步达到个性化鉴赏,动态的四个层次:沉浸――体验――感悟――思辩。因此,我给本节课设计的教学目标如下:
(1)知识与技能:
a、理解积累课后“读一读写一写”中的字词
b、了解文章中“蜡烛”故事的写作背景,了解通讯这种体裁
c、学习用动作、心理活动刻画人物性格的方法。
(2)过程与方法:从互联网获取有用信息帮助理解课文内容体验感悟课文中超越国界的母爱并主动与他人利用网进行交流分享。
(3)情感、态度、价值观:体验战争带给人类的痛苦,解读世上最宽厚的母爱,明确非正义战争必败是社会发展的必然规律。
我给本课确定的教学重点和难点是:体会文章深厚的思想感情,学习用动作心理活动刻画人物性格的方法。
三、学习者分析
对于八年级学生来说,他们通过初中一年的学习,对记叙文的文体已经有了较为深刻的了解,但他们是第一次接触通讯这一文学体裁,要让他们自己去通过互联网查找这一相关信息。八年级的同学已经初步具备利用网络的能力,但上课时不能信马由僵,老师要引导学生利用网络来查找并在规定时间内完成任务。另外,八年级的学生已经具有初步感知、体验、欣赏、评价文章的能力,只要激起他们的兴趣,他们一定有很多的感想。老师要鼓励他们在网络平台上发表自己的观点和看法。
四、教学方法和学习方法分析
这节课所采用的教学方法有诗情画意导入法,自主阅读教学法、心灵体验阅读教学法,学习方法主要是自主合作学习以及网上讨论法。诗情画意导入法其实就是创设一个学习情境,为学生沉浸到课文意境中去做一个铺垫。自主阅读教学法就是组织学生按自己喜欢的方式进行阅读实践,由整体感知到深入地品味文章的意蕴。心灵体验阅读法是引导学生在阅读实践中体会语言的深邃的内涵,体验作品展现的生活,体验作品震撼人心的意境。自主合作学习和网上讨论法基本贯穿于整个学习过程,在自主阅读和心灵体验的过程中都要用上,主要是让同学与同学之间、同学与老师之间产生思维的碰撞,生成思想的火花。在这个过程中,老师始终都是在引导学生进行自主的学习和探究
五、教学过程设计
现代建构主义理论认为“情景”“协作”、“会话”和“意义建构”是学习环境中的四大要素,在建构主义学习环境中,课堂教学中心从教师转向学习者,核心在于学习者主动将新的信息和经验与其原有的知识基础相融合的过程,因此网络教学正是适应了建构主义理论的需要。网络教学模式有两种形式:即集体教学模式和自主教学模式。我这节课采用的是网络教学模式中的集体教学模式。我设计的教学过程如下:
第一环节是:创设情境,提出任务
在课间和预备铃时间里播放歌曲《烛光里的妈妈》,让学生联系实际谈谈听歌后的感受。老师随即深情地告诉学生:在贝尔格莱德的萨伐河岸,也有一位“妈妈”,有妈妈的地方就有烛光,现在就让我们一起走进那一片温暖的烛光里。由此引出课题《蜡烛》。这是老师为学生创设的学习情境,能激发学生的学习兴趣,唤起学生原有的认知和情感,并为下面课文的意境营造氛围。
之后是提出任务:登陆局域网,利用网络搜索《蜡烛》的写作背景以及作者西蒙洛夫的简介。了解文章的写作背景让学生了解战争的惨烈,这与前面老师创设的烛火的温馨情境形成极大的反差,了解作者也能为学生与作者产生共鸣打下基础。要求在3到5分钟内解决这个问题。也可以在老师的课件上浏览相关资料,老师要及时监控这个过程,对学生的认知起一个保障作用。
第二环节是:自主阅读,交流体验。
(1)引导学生听读课文配乐朗诵,这是老师利用网络为学习提供的学习资源,要求积累生字词,快速把握文章基本内容。听完之后口述故事梗概。
(2)再读课文,把握文章的记叙要素。复习并运用记叙要素这一知识点。
(3)自由精读,品味细节。组织学生大声诵读出令自己感动的文段,并将自己最深刻的体验和感悟以评论的方式发表。并与同学交流。在自由精读细读品味这一小环节里,我设计的是传统教学形式与网络相结合,可以口头发表,也可以发挥网络的交互作用,在网络上进行评论,写下自己的真切而深刻的感悟。
(4)通览全文,理解老妇人这个人物形象。让学生学会用动作、心理活动刻画人物性格的方法。这是本节课的难点,我设计用利用网络来帮学生突破这个难点。在这一小环节里,我设计是小组学习合作交流的学习方法。每个小组同学的搭配是自由搭配,因为在网络教室了是不受空间限制的。先学习课文动作心理活动的写法,然后让学生结合平时实际观察写一个片段,在小组内先交流,并把同学认为不错的片段提交的公共平台上供大家欣赏学习。对写得好的同学是一种极大的鼓励,对其他同学也提供了一个现场学习的机会。
我设计这一环节大致用时25分钟,主要是引导学生自主阅读,体验文章深厚的感情,并交流相互的体验,相信学生会体验到炮火的疯狂,战争的残酷,体验到老妇人对红军情同母子的爱与尊敬,感受到生命的美和爱的力量,从而树立和平的信念。并利用网络突破这节课的难点,学会用动作心理刻画人物的方法。
第三环节,质疑创新,拓展延伸
这个环节同样是小组讨论学习,小组同学有比较简单的问题,小组内先行解决,解决不了的问题,提交上来,大组讨论解决。老师也可以参加进同学的讨论中并及时地进行指点。老师预设的疑问,看学生有没有提出,没有提出的话,老师也可以将问题提交,让大家来讨论。我预设了这样的两个问题:
1、文章为什么要反复写炮火、蜡烛、围巾?
2、文末为什么说“这一点火焰是不会熄灭的,它将永远燃着……”在深入讨论了这两个问题,再探究文章主旨升华感情就水到渠成了。
在网络环境下的交流,有学生个别对个别的交流,有学生对老师的个别交流,还有公共平台上的共同交流。最后老师对整个过程要有个点评,评价学生的自主学习能力,学生对全班协作学习所作出的贡献,有多少学生积极参与谈论,问题回答是否正确;有多少学生参与讨论的积极性不高,问题回答不很恰当,学生是否最终完成了对所学知识的意义建构。在这一环节里充分发挥了学生自主合作学习的能力,着力培养学生发现问题解决问题的能力,培养学生善于探究创新的精神。
这一环节里,我给学生准备的创新作业是:如果那位年轻的军人的亲生母亲后来读到了这篇通讯,她会有怎样的感想?请你以她的口吻给玛丽育乞西写一封信。相信同学对这个作业会比较感兴趣的,也能让学生思维更加开阔,并且学习设身处地的考虑问题。当然,根据学生的学习能力不同,可以让学生自主选择作业,上网查找本课相关练习,来巩固所学知识,达到因材施教的效果。
最后老师总结本课,并在《祈祷》的歌声中祝福世界和平发展结束本课。这个设计我觉得和开课时的歌声呼应,并且是在不自觉中提升学生的价值观,使整节课余韵悠悠。
总之,我这节课是充分尊重了网络作为工具,网络作为资源,网络作为环境的三大特点来设计的。
1.字词积累
囊(náng) 像口袋的东西。
濒临(bīnlín)紧接,临近。
孵化(fūhuà)昆虫、鱼类、鸟类或爬行动物的卵在一定的温度和其他条件下变成幼虫或小动物。
神通广大:原是指佛教其法力的广大无边。现形容本领高超,无所不能。
相安无事:安,平安。指彼此相处没有什么争执或冲突,还过得去。
永无止境:止境,尽头。永远没有到头的时候。
匍匐:爬,手足并行。
繁衍:生物品种数量,逐渐增加扩大。
渗透:比喻一种事物或势力逐渐地进入另一种事物或势力(多用于抽象事物)。
2.作家作品
谈家桢,19出生于浙江省宁波市,中国遗传学家,中国科学院生物学部委员。1934年赴美加利福尼亚理工学院摩尔根实验室深造,跟从多布然斯教授从事果蝇进化遗传研究,独著或与人合著论文10多篇。1936年获哲学博士。1937年回国任浙江大学生物学教授。1946年在亚洲异色瓢虫发现色斑嵌镶显性遗传现象,受到国际遗传学界重视。1952年担任复旦大学生物系主任、遗传研究所所长等职。
3.关于克隆
克隆是人工诱导下的无性繁殖,就是“复制”“拷贝”生物。它是用机械的方法,把一个“供体细胞”的细胞核移入另一“受体”的去除了细胞核的细胞质内。核移植采用的供体细胞有两种,它们有本质的不同。胚胎细胞克隆属于异体复制,“复制”的是提供受精卵胚胎的`下一代,相当于生了个“多胞胎”;体细胞克隆属于自体拷贝,“拷贝”的是提供体细胞的动物本身。从技术操作看,后者的难度比前者大。
【文本解读】
一、谋篇立意
本文揭示了“无性繁殖”的一种方法——克隆的奥秘,介绍了克隆研究的发展和取得的成绩,提醒人们要严肃地考虑克隆的含义,使克隆技术造福人类。
二、文章脉络
文章已用数字分成四个部分。
第一部分:介绍什么是克隆。
第二部分:克隆鲫鱼出世前后。
第三部分:克隆绵羊“多利”。
第四部分:克隆技术造福人类。
三、写作方法
1.联系人们熟知的事物解释深奥的科学问题,深入浅出。如联系《西游记》中“猴毛变猴”的超现实描写说明我国古代就有关于克隆的设想,联系植物“插条”介绍无性繁殖并从而说明什么是克隆,联系骡不能繁殖后代和大熊猎濒临绝种的事实说明克隆技术对于“扩大繁殖”和保护“濒临绝种”的意义等等,都收到了深入浅出、通俗易懂的效果,并且激起了读者的兴趣,使读者感到亲切。
2.由虚而实,再由实而虚,线索清晰。全文四个部分,先从理论解释什么是克隆,再大体上按着时间顺序,由易到难地介绍克隆的实践,最后再揭示克隆的意义,使读者明确什么是克隆,如何进行克隆,怎样使克隆健康发展。无论是文章客体还是读者所形成的认识,都显得明白清晰,井然有序。一个深奥复杂的问题,能写得这样思路清晰,有条不紊,表现了高度的驾驭和组织丰富材料、有机结合全文的能力。
3.语言准确、朴实而又不乏文采。文章既大量使用科学语汇,如“无性繁殖”“无性繁殖系”“无性系”“卵细胞核”“囊胚细胞核”“促性腺素”“乳腺细胞”“换核卵”等,显得科学、严谨、准确;又大量使用通俗朴实的语汇,如“来自一个祖先”“猴毛变猴”“活蹦乱跳的爪蟾”“自由游泳的蝌蚪”“母马配公驴”等,显得自如、活泼、生动。有的地方还有一定的文采,如文章开头关于一系列植物无性繁殖现象的排比就是这样。
四、问题探究
1. 阅读第一部分“克隆是什么”,说说这部分写了哪几层意思。
这部分写了三层意思。
第一层(第1节):介绍无性繁殖的新兴生物技术——克隆,并从词源上加以解释。
第二层(第2节):介绍动植物繁殖的两种方法。
第三层(第3节):以小说描写内容作结。
2. 简要概括后三部分的主要内容。
本单元重点谈论关于环境保护的话题,尤其关注了世界上年轻人对环保的态度和做法。它以“拯救我们的世界”为主题,重点剖析了垃圾种类及来源,并探讨了一些切实可行的减少污染的方法。本节是单元第二课,综合技能部分的阅读重点介绍了北美学生如何爱护环境,减少污染。除了要掌握基本的语言知识点,更要求学生增强环保意识,懂得在日常生活中保护环境,改善环境的重要意义,并学会勤俭节约,使我们的生存环境更加美丽。由于本篇课文阅读难度较低,故在教学中应将教学重点放在培养学生对课文内容的理解、提炼和整理以及号召学生们行动起来减少身边的污染。
二、学情分析
通过上一课的学习(Brian, Jenny and Danny决定发动全班同学清扫校园里的垃圾)学生已初步了解“污染”这一概念。课前,先要求学生去关注环境问题,搜集拍摄生活地相关污染图片,和家长或同伴讨论环境的变化。这些相关文化背景知识可以引导学生预测课文内容,激活相关知识网络。将要授课的初二3班,学生英语综合运用能力水平不错。对于需要掌握的词汇和接触词汇,以及文中出现的宾语从句和定语从句,前期学习中均有所接触涉及,不会对阅读形成障碍。
【英语八年级上册Unit8说课稿】推荐阅读:
八年级下英语unit8梳理07-25
人教版七年级上册英语说课稿11-07
小学六年级英语上册Unit8备课教案09-10
八年级上册美术说课稿09-30
八年级地理上册《中国的土地资源》说课稿06-14
初中八年级上册《我的第一本书》说课稿10-28
二年级英语说课稿10-26
小学四年级英语说课稿10-07