鲁教版八年级上册 Unit 6 Have you read Treasure Island yet?Section A 教案

Unit 6. Have you read Treasure Island yet
Section A. 1a-2d 教学设计
教材分析：
本节课教材内容为听说课，其功能是通过听、说、读、写训练学生的综合技能，着重培训学生的综合语言运用能力，进一步促进思维能力的发展。
教材是以阅读书籍为主线，为学生介绍了六本外文书籍，同时通过介绍书籍，让学生感知现在完成时的语用功能。教材目的不仅在于让学生了解这些文学作品的相关知识，同时，还希望通过与现在完成时这一新时态结合，感知现在完成时，激发学生对英语语言文化的兴趣，学会如何与人探讨和交流文学作品，从而提高学生的文学素养和人文素养。
学情分析：
英语学习是学生主动建构意义的过程。本节课主要感知一种新的时态：现在完成时。学生之前并未接触这种时态，因此在时态感知方面，存在一定的难度，在设计课程方面，要遵循学生的能力设计梯度性的问题。同时，本节课也要求学生了解外国的文学作品，部分学生并不了解没有阅读这方面的相关书籍。因此，在这种情况下，老师要设计出适当的教学活动，保障教学的顺利开展，又让学生有所收获，激发学生阅读的兴趣。
教学目标：
A.知识目标：
1.通过观看视频、练习对话、听听力、阅读对话等活动，掌握本单元词汇treasure，classic，及感知现在完成时Have you read…… 句型。
2.通过自然拼读法，掌握课本介绍的六本书（Alice in Wonderland, Little Women, Treasure Island, Oliver Twist, Robinson Crusoe, Tom Sawyer）的名字读音及了解书籍的具体内容。
B.技能目标：
1.通过课本1b，2a，2b的听力活动，听力内容由浅入深，层层深入，使学生能应用现在完成时进行问答。
2.通过听力练习，掌握听时做笔记、听前预测的听力技能。
C.情感目标：
1.通过谈论书中名著内容，使学生学会用乐观的态度面对生活，培养他们勇于战胜困难的信心。
2.通过Share Reading, Share Books的主线，使学生相互分享读书的快乐，并且扩大课外阅读量，培养阅读兴趣。
教学重点：
1.词汇treasure， island，classic等。
2.根据自然拼读法掌握外文书籍的名称读音，了解书籍的内容。
3.现在完成时句型结构感知，感知have done形式。
教学难点：
运用现在完成时，讨论已读书目。
教学方法：
1.采用驱动性问题、任务型和情景交际教学法，通过多种形式的实践活动提升英语交际能力和英语思维能力；
2.通过体验、参与、探究、合作等方式学习。
教学过程：
Step 1. Enjoy the video about books. time: 3 mins
T：To begin our class, let’s enjoy a video.
T：Do you like the video What is the video about ( Books)
【设计意图】通过欣赏关于书籍的电子相册，有音乐有图片，在引起学生学习兴趣的同时，引入本节课的主题—books，并在视频中渗透关于读书的寄语，如A good book is a good friend. Reading is for the whole life. Food can make us strong, but books can make us smart.等，为学生提供一个读书的氛围。
Step 2. Free Talk time: 3 mins
T： Books are our friends and important in our life. What can we get or learn from books
T：What’s your favorite book Why do you like the book best
【设计意图】通过驱动性问题，进行话题渗透，让孩子表达自己最喜欢的书以及书籍能为我们带来什么。让孩子有话可说，同时为后续的Group Work进行语言输入。
Step 3. Have...read... 句型渗透
活动一：Talk about the teacher’s favorite book. time: 2 mins
T： Now I know your favorite books. What is my favorite book
(出示 Alice in Wonderland图片)
T： （出示时间轴）I started to read Alice in Wonderland one month ago. Now, I finish reading it. Do I know what the book is about (Yes.)
T: So I can say I have already read the book.
T： （ask several students） Have you read Alice in Wonderland
【设计意图】通过介绍the teacher’s favorite book--Alice in Wonderland, 并且借助于时间轴辅助教学，向学生渗透句型Have you read the book 句型并引导句型的回答，进行目标语言的输入。
活动二： Pair Work. time: 2 mins
T: Now, try to ask and answer in pairs to make a dialogue like this.
--Have you read Alice in wonderland
--Yes, I have.
--What do you think of it
--...
--Have you read Alice in wonderland
--No, I haven't.
--What book have you read
-- I have read...
【设计意图】通过操练对话，进行目标语言的输出，锻炼学生的口语表达能力和展示能力,体现了教学、目标、评价一致化。
Step 4. Introduce new books. time: 2 mins
T：We talk about many books you have read. Today I want to share six books with you.
（introduce six books to students）
（read together, ask a student to read）
【设计意图】以“share”为主线，向学生分享六本书，由于书名比较拗口，通过自然拼读法，介绍书名的读音，并领读书名，为听说活动做铺垫，扫清语言的障碍。
Step 5. Listening Practice in 1b. time: 10 mins
(过渡) T： Have you read the six books Some say yes and some say no. This class, let’s get to know the six books.
（听前）T: I have some friends. They are also talking about the books. First, let’s get to know my friends.(领读人名：Nick; Judy; Sandy; Alan; Kate; Harry)
【设计意图】听前活动介绍六本书名并通过认识朋友的方式，介绍人名的读音，为听力和听后的语言输出，扫清了障碍。
（听中）T： Listen and check the book titles, if they have read it and what they think of it.
Book Title Name Have they read it What do they think of it
Nick
Judy
Sandy
Alan
Kate
Harry
（听后）
活动一.check the answers
T: What three books have they read
The names of books are very long. If we can’t write the whole name while listening, what can we do
T：Who has read Treasure Island, Nick or Judy What does she think of it
Who has read Robinson Crusoe What does Alan think of it
What about Little Women What does Kate think of it
【设计意图】这个听力任务需订正的答案很多，通过这种问题的设置，整合相关信息，减少了订正答案的难度，简化了问题，使之操作更简单，更有实效性。同时，在学生听力的时候，发现书名太长，听力时时间紧，难以写全，灌输听力技巧，写几个字母做标记，听后补充完整。
活动二.Read after the tape
Kate: Have you read Little Women yet, Harry
Harry: No, I haven’t. Have you, Kate
Kate: Yes, I have already read it.
Harry: What’ s it like
Kate: It’s fantastic.
Harry: Can I borrow it from you
Kate: Sure.
（After reading after the tape.）
T: Discuss in groups. What is the difference between already and yet
【设计意图】通过跟读听力材料，关注学生朗读时的语音语调。从听力材料中，获得信息、加工信息，进行语言的输入。在真实的语言对话中，让学生关注知识点，通过探究、讨论，使学生自主发现规律、归纳规律。
活动三.Pair Work: 操练第三人称对话
T：Now， look at the chart. Answer my question.(师生问答)
--Has Nick read Treasure Island --No, he hasn’t.
--Has Judy read it –Yes, she has.
--What does she think of it – She thinks it’s exciting.
T： Now, try to make a dialogue like this with your partner.
--Has Nick/ Judy/Sandy/Alan/Kate/Harry read......
--Yes, he/she has. /No, he/she hasn’t.
--What does he/she think of it
【设计意图】听后活动设计有梯次性，通过听力语言输入的表格信息，进行有效地语言输出，进行对话练习，有效练习现在完成时的第三人称单数形式。
Step 6. Listening Practice in 2a and 2b. time: 8 mins
（过渡）T：In this listening, they talk about 3 books. Do you want to know more books Let’s follow Mark and Tina.
活动一：Listening Practice in 2a
T：Let’s listen and check who has read the books and circle the names.
Treasure Island Mark / Tina
Oliver Twist Mark / Tina
Robinson Crusoe Mark / Tina
Tom Sawyer Mark / Tina
(after listening; check the answers)
T: What books has Mark read What books has Tina read
T: Who has read more books (Tina) We should learn from Tina and read more books like her.
【设计意图】听力后，通过What books has Mark/Tina read 引导学生用第三人称单数…has read…进行表述。听后进行引导应向Tina学习，多读书，体现了德育渗透贯穿整个课堂的理念。
活动二：Listening Practice in 2b
T： Read the sentences and check the answers true or false. Then correct the false ones.
1. Oliver Twist is about a boy who goes out to sea and finds an island full of treasures. ( )
2. Robinson Crusoe is a classic. ( )
3. Tina thinks that Treasure Island is a fantastic book. ( )
4. Tom Sawyer is about a boy who lives in the United Kingdom. ( )
活动三：（听后）
1. T: Who has read Tom Sawyer Can you tell us something about the book
2. T: I also want to introduce the other three books to you. Let’s watch a video about the books.
(Students watch the video.)
T: Do you like the video Is it very interesting In fact, reading is more interesting and exciting than the movies. I hope you can read the books after class because reading can help us a lot.
【设计意图】视频合集介绍Treasure Island， Robinson Crusoe和Oliver Twist的主要内容，因为很多孩子并没有读这些书，通过课堂介绍，激发学生的阅读兴趣。
Step 7. The dialogue in 2d time: 6 mins
1.T: Do you have reading classes every week Yes, we have Chinese reading classes but not English. Today let’s go to an American reading class and get to know what they talk about. Read 2d and finish the chart.
Which book to read Finish or not …is about… How is the book
Steve
Amy
2. Try to retell the dialogue.
【设计意图】整合2d对话资源，对比Steve和Amy的读书情况，完成表格。有效提炼对话信息，对比参考，让学生抓住复述的主线，同时练习听说考试题的第三大题。
Step 8. Group Work time: 9 mins
T: How many books do I share in this class What are they
T: Now, it’s your time to share your books. Think about your favorite book. What is it about What is it like Finish the reading report.
Sharing is gaining.
I like reading books. And I want to share a book with you.
My favorite book is ______.
·I have already read it. Have you read it yet
·It’s about ____________.
·I think it’s __________.
You can read it after class.
Thank you !
The teacher draws a sharing tree on the blackboard.
Students discuss in groups and finish the reading report.
Share the books in class and put it up in the sharing tree.
【设计意图】通过Sharing is gaining.这个主题，组织学生小组讨论，并分享读书的所感所想。通过这种方式，既让学生懂得分享的重要性，又能感受到读书的乐趣和重要性，激发读书的热情。