初中英语阅读研讨课例教案 6页

6\n八年级学案Howwillourliveschange?1.1Readthetextandchooseanappropriateheadingforeachparagraph.ReadinginthefutureShoppinginthefutureTravelinthefuturePastimeinthefuture___________________(1)Ithinkthiswillchangeinsomeways.Peoplewillbuybasicthings---Imeanthingsforeverydaylife---ontheInternet.Butforbuyingsomethingspeciallikeagiftorsomenewclothespeoplewillstillgotostores.__________________(2)Wewillseechangesintravel.Peoplewillstilltraveltopopularholidayplacessuchasbeachesorthemountains.Buttheywillalsotakevacationsonotherplanets.__________________(3)Ithinkwewillseesomechangeshere.Wewillreadsomethings---especiallyforworkorforstudy---onacomputer.Butwhenwewanttoenjoyagoodstory,wewillstillreadatraditionalbook.__________________(4)Therewillbechangeshere.Peoplewon’tbuyCDsandDVDsanymore.TheywilldownloadmusicandmoviesfromtheInternet.However,somethingswillstaythesame.Forexample,peoplewillstillgotothetheatretowatchaplayortoseeaconcert.Thatwon’tchange.1.2Makenotesaboutthetextinthetable.AreasThingsthatwillchangeThingsthatwon’tchange6\n教学基本信息课题Howwillourliveschange?授课教师王春节授课年级八年级教材北师大版英语教材第十五册第二单元第五课教学背景分析教学内容分析：本节课是北师大版英语教材第十五册第二单元第五课，课题是Howwillourliveschange?本单元与《课标》话题“科普知识与现代技术”相关。本课则是一篇围绕“未来生活”这个子话题展开的阅读文章。文章以及相关的练习非常适合用来训练和培养学生的阅读能力及语言思维能力。本课的教学设计遵循教材的编写思路，一方面，侧重训练学生归纳、提炼主旨的能力，获取、分析和筛选信息的能力，对作者观点的理解以及对所获信息的评价能力。另一方面，注意引导学生关注并体会一般现在时在课文语境中的语用功能。经过本课学习，学生能够利用所学的一般将来时态对未来生活做出预测和描述。学情分析：本节课授课对象是北京景山学校八年级二班的31名学生。在平时的英语学习过程中，学生能够在教师的引导下积极落实语言基础，尤其是在阅读课上能根据教师所提问题和所设任务进行自主思考，因此他们在词汇量及相关阅读技巧方面有一定的积累和训练。结合本节课的话题，学生在提取和分析文本的具体信息环节应该是没有障碍的，但在如何对文章进行批判性思考以及在此基础上提出自己的观点等方面，学生需要教师进一步的引领和指导。因此，在教学过程中教师会层层递进地为学生搭建学习和练习的平台，促进学生和文本进行互动，在语言输入环节给学生足够时间和空间进行审视和评价，之后再对文章进行批判性思考，并在此基础上实现的语言产出，从而达成教学目标。技术准备：电脑，投影仪，话筒，翻页器6\n教学目标在本节课结束的时候，学生能够1.通过阅读，获取关于“购物，旅行，阅读，娱乐”等四方面未来生活变化的信息；2.在阅读中，关注并归纳will，won’t的语用功能；3.使用Ithink…will…But/However,…willstill…/won’t…等语言结构对未来生活做出预测；4.感受科技给生活带来的影响。教学重点1.获取针对“购物，旅行，阅读，娱乐”四个方面的关于未来生活变化进行预测的信息；2.在阅读中，关注并归纳will，won’t的语用功能；教学难点如何引导学生对文本信息进行批判性思考，以及如何在设置的语境中使用Ithink…will…But/However,…willstill…/won’t…等语言结构对未来生活做出预测。教学过程教学阶段教师活动学生活动设计意图时间安排Lead-in(Pre-reading)Showpicturesofmobilephonesandasksomequestions.Answertheteacher’squestionsaboutmobilephonesandtalkaboutchangesinlife.Toleadtothetopic:Scienceandtechnologychangeslife.3’While-reading(1)FastreadingUseParagraphOnetoshowthestudentshowtofindoutthekeywordstodecideitsappropriateheading.Askthestudentstofinishthenextthreeparagraphsindividuallyandthendiscussinpairs.Callbackanswersinawhole-classsetting.Readthroughalltheheadings.Readfasttofindoutthekeywordsineachparagraphandmatchheadingswiththeparagraphs.Doitfirstindividuallyandthendiscussinpairs.Togetthegeneralideaofeachparagraph.5’6\n(1)DetailedreadingAskthestudentstoreadcarefullyandmakenotesaboutthewriter’sideasinthetext.Letthestudentsworkinpairstodiscusstheiranswers.Callbacktheanswers.Readcarefullytomakenotesaboutthewriter’sideasinthetext.Discusstheanswersinpairs.Togetdetailedinformation.7’Post-reading(1)Playtherecordingofthetextandaskthestudentstoreadaloudwiththespeaker.Showthepicturesofthefourparagraphsandletthestudentsrecallthewriter’sideasandsharetheiropinionsaboutthechangesmentionedinthepassage.Askthestudentstoobservethesentenceswithwillandwon’t.Askthestudentstogobacktothepassageandfindoutthestructurethewriterusestomakehisideasclear.Readthetextaloudwiththespeaker.Recallthewriter’sideas.Shareopinionsaboutthechangesmentionedinthepassage.Observethesentencesandfindouttheusageofwillandwon’t.Readthepassageagainandfindoutthestructure:Ithink…will…But/However,…willstill…/won’t…Tocheckthestudents’understandingandcriticalthinkingaboutthewriter’sideas.Toemphasizethegrammarpoint“makingpredictions”andpayattentiontothestructure:Ithink…will…But/However,…willstill…/won’t…10’(2)Askthestudentstoexpresstheirideasaboutdifferenttopicstheywanttotalkaboutandwritedowntheirpredictionsaboutthingsthatwillchangeandthingsthatwon’tchange,usingthesentencepatternIthink…will…But/However,…willstill…/won’t…Invitethestudentstoreadtheirpredictionsaloudtothewholeclass.Talkaboutdifferenttopicsaboutthefuture.WritedowntheirpredictionsusingthesentencepatternIthink…will…But/However,…willstill…/won’t…Sharetheideaswiththewholeclass.Toencouragethestudentstopredictthefutureusing:Ithink…will…But/However,…willstill…/won’t…15’6\n板书设计Howwillourliveschange?willdo…(willchange)scienceandtechnologywon’tdo…(won’tchange)Ithink…will…But/However,…willstill…/won’t…6