Unit 8 Have you read Treasure Island yet Section A 3a-3c教学设计（表格式） 人教版八年级下册

授课题目 Unit 8 Have you read Treasure Island yet Section A 3a-3c
教学目标
以自读和小组讨论的方式，梳理文章脉络，总结概括出 Robinson 在岛上生存的生活条件和精神寄托。（学习理解）
在教师和范例视频的帮助下，流利有感情地读出体现人物情感变化的相关语句 。（应用实践）结合图片、文字等关键信息，对语篇进行复述。（应用实践）
通过阅读本篇文章和联系实际生活，能充分表达自己对“如何面对困难”这一话题的看法。（迁移创新）
教学重难点
重点：总结概括出 Robinson 在岛上生存的生活条件和精神寄托。
难点：通过阅读本篇文章和联系实际生活，能充分表达自己对“如何面对困难”这一话题的看法。
教学过程
教学步骤 教师活动 学生活动 设计意图
Part1： 情景导入 （5min） 1. Look at a picture of beautiful sea and share the things we need if we want to live here. 2. Look at another picture of dangerous and desolated sea and answer the question “Do you want to live here ” 3. Guide students to guess the main character of this passage through the key information “A man lived her for 28 years.” 思考野外生存的必备物品。 根据关键信息，推断本节课的主 人公：Robinson Crusoe. 呈现两张极具差异的海上图片，引导学生进入本节课主题情境：living in desolated sea.关键信息的提示有助于学生进行头脑风暴，推断本文主人公。
Part 2： 读前感知 （4min） 4. Show a picture of the book Robinson Crusoe, and ask students “Have they read it ” If the answer is yes, ask students to answer the question “What’s it about？” 5. Share the plots of the book Robinson Crusoe 回顾鲁滨逊漂流记的重要故事情节，回答本书文本型。 激活已知，感知本文题材，初步了解故事情节。
Part 3： 读中操练 （18min） 6. Skimming: Ask students to read the passage quickly and find which plots we will learn in this class. 快速阅读文章匹配文章节。 培养阅读技巧：寻找段落关键词有助于我们理解段落大意。
Scanning Part 1：Alone on an island 7. Play the video about Robinson first came to the island and ask students what did Robinson have. 8. Invite students to share their ideas about what would they do if they came to an island with nothing. 9. Ask students to read Para.1 and find which answer Robinson chose and underline the key sentences. 10. Play the radio of the sentence and let students feel the emotion behind it. Then imitate the sentence with their feelings. 11. Ask students to read Para. 1 again and find what things Robinson got in a ship and their functions. 12. Show the pictures and key words of Para. 1 to help students retell it 观看视频，观察鲁滨逊初到孤岛是否具有充足的生存条件。 分享自己面对困难的方法，并通过阅读，找到鲁滨逊面对困难的选择。通过人物语气感受情感并尝试模仿示范。 阅读文章第 一段，找到鲁滨逊初具生存的物品及其功能。借助图片和关键词，复述文章第一段。 视频和录音的播放有助于学生更好地感受人物的情感态度。 初步回答本文核心问题“遇到问难该如 何选择？”，为下一步学习后进行的深 入思考和体验做铺垫。 细节阅读有助于帮助学生总结鲁滨逊海上生存的条件之一：食物与工具。感受人物情感变化 1：绝望→乐观学生通过复述加深段落印象，为文章最后的总结复数做准备
Part 2：Cannibals and Friday 13. Show a picture of Robinson and man, ask students whom the other man is. 14. Present the mind map of para. 2 in the order of time and ask students to fill in it. 15. With the help of picture and radio, ask students to find out the change of Robinson’s feelings because of the important cases and try to imitate it. 阅读第二段，完成相关时间线表格。 随着时间线的发展，探究人物的情感变化及其原因。 有感情地模仿体现人物情感的句子。 带着问题细读文章，目的性更强，有助于引导学生更好地理解文章意义。 感受人物的情感变化：绝望→乐观→ 焦虑→恐惧→充满希望
Part 4： 读后拓展 （9min） 16. Let students try to retell the passage with the help of the mind map and pictures. 17. Ask students to make an evaluation of their work of retelling as well as their classmates 18. Present the change of Robinson’s feelings and ask students to find out the spirit of Robinson and think about what characters we have learned have the same spirit 总结本课所学内容，巩固加深印象。 思维导图辅助学生梳理文章结构脉络。 聚焦文本内容进行适当拓展思考，培养 学生的思维能力。
Part 5： 回顾总结 （2min） 19. Ask students to answer the question again “what would if you came to an island with nothing ” 学完本文后，再次回答课堂开始时“面对困难”的问题 引发学生正确面对困难的思考，并充分表达自己的看法。
Part 6： 家庭作业 Level A: Who’s your favorite character What can you learn from him Please write it down in more than 80 words. Level B: Retell the passage in third person. 做好家庭作业记录。 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练
板书设计
教学反思 课程标准指出教师要落实“教-学-评”一体化实施，充分利用评价对改进教学和提高学生成效的作用。在本节课中，教师虽然设计了评价量表，但在实际的课堂教学中的教学评价浮于表面，教师知识进行了简单的询问，没有进行深刻的评价，未能充分发挥教学评价的作用。