Unit 2 I will help to clean up the city parks! Section (3a-3c) 教学设计（表格式）-2024-2025学年人教版英语八年级下册

Unit2 Section A(3a---3c)教学课例教学设计
一、基本信息
使用教材 人教版(2014年)八年级下册
单元名称 Unit2 I will help to clean up the city parks! Section A (3a----3c)
授课班级 八年级（11）班
课时 第二课时 课型 阅读课
二、课时教学设计
语篇研读
(What):本节课是一节阅读课，文章通过介绍两位学生马里奥和玛丽的个人兴趣爱好和做志愿者活动的情况。教材以3a到3c的活动为载体强化对单元主题内容及语言项目的理解，同时为后续的动词不定式语法知识总结归纳做好了铺垫。 (How):本文是一篇说明文，以总分的结构形式呈现出马里奥和玛丽不同的志愿者活动。 (Why):教师在阅读教学中应以语篇为依托，以落实英语学科核心素养为抓手，以解决各项活动中的问题为明线，以四种阅读策略的渗透和应用来提升学生的思维品质为暗线，根据学情和教学计划充分整合教材，利用话题内容的优势挖掘教材的育人功能从而引导学生探索、讨论互相关爱及援助的价值和意义，渗透人文关怀和道德念的培养，发扬大爱精神。
学情分析
本班学生经过一年半的英语学习，已经有了一定的英语语言基础，一部分学生能够读懂简单的短篇文章，并且在老师的引导下可以划分语篇结构，基本会带着具体的问题在文中找寻答案。由于各种因素的影响，学生发展参差不齐，一部分学生知道一些阅读策略，但不会具体应用到阅读练习中。还有一小部分学生做阅读题没有把握，考试遇到阅读题全靠心情和感觉猜答案。但是这班多数学生脑子活、思维敏捷，对新事物的接受能力强，思维方式变通快，有较大的可塑性，只要在阅读课中和阅读习题讲解中对他们加以正确的阅读策略和方法的指导和干预，他们的阅读习惯和能力会逐步得以提高。有少数学生智力水平一般，记忆单词吃力，没有语感。不能梳理知识网络，需要给予他们一定的关爱与帮助。
教学目标
一、语言能力 1. Learn and remember the key vocabularies： several， strong， feeling，satisfaction，joy，owner，try out，journey 2.Understand the important sentences: I want to learn more about how to care for animals. Volunteering here is a dream come true for me.
二、学习能力: 1、Be able to know and use the infinitives. 2、Be able to understand and apply what they have learned vocabulary and speaking manner. 三、思维品质： By reading to develop students` ability to obtain relevant information. 四、文化意识： To educate students to take volunteer work and let them understand that helping other people can make oneself happy.
教学重难点
Importance: To master new words and phrases of this lesson; Understand and apply what they have learned vocabulary and speaking manner. Difficulty:Read the passage and master the ability to obtain relevant information; Understand and apply what they have learned vocabulary and speaking manner.
教学工具
An English book,some colorful cards, 多媒体希沃软件, 班级优化大师软件
教学方法
Down--Top Teaching Method（自下而上的阅读教学法) Task-based Teaching Method (任务型教学法)
教学流程图
ji
教学实施设计
教学环节 教师活动 学生活动 设计意图
Step1. Warm--up (1 minuter) 1.Greeting. 2.Let`s have a chant. T plays the music. T:Are you happy Ss greet T. Ss clap hands and chant with the music. Ss:Yes. Purpose: To catch the attention of the class and create a warm atmosphere for the class.
Transition Today we will have a PK.I will have some questions for you.One question,one stick.You are Group1、2、3、4. Please get more sticks for your groups. Now please watch a video and answer questions.What could people do in the video
Step2. Lead--in (3minuters) T plays a video. T: Who are they T:Face to the Covid-19 pandemic,what could they do as a volunteer T: Do you want to be a volunteer Ss watch the video. Ss:They are volunteers. S1:They could put up signs. S2:They could clean up the street. S3:They could care for the sick. Ss: Yes. Purpose:Introduced by asking students the experience of daily life "helpful" topic and arouse their learning interests.At the same time, lead in the key word “volunteer”.
Transition Today, we will study a passage about Volunteers.Pay attention to the learning guide . It`s time for me to check your homework.
Step3. Presentation Pre-reading Activity1:Translation into English. 1.放弃.______ 2.每周几个小时_________ 3.照顾，喜欢______ 4.在.....岁时______ 5.得到他理想中的工作________________________ 6.如此强烈的满足感____ 7.主人脸上快乐的表情________________________ 8.选拔、适用______ 9.实现 ________ 10.进行不同的旅行______________________ Activity2:Make predictions. T shows the text on the screen, then show the title and pictures. T asks Ss to answer them. (1)Who does Mario volunteer to do ( B ) A. Care for the old B. Care for the animals C. Care for the kids (2)What does Mary help the kids to do ( B ) A. To care for animals B. To read C. To dance Q:What is the main ideas of the passage While--reading Activity1: Fast--Reading. (1). Skimming. Read and match each paragraph`s ideas. Para1 A Para2 B Para3 C
A. Mario’s voluntary work and his feeling. （马里奥的志愿者工作及感受）(Para 2) B. Mary’s voluntary work and her feeling.（玛丽的志愿者工作及感受）(Para 3) C.The general introduction of Mario and Mary.（陈述主题 ）(Para 1) Activity2: Careful--reading. .Read Para. 2 and write T or F. __1. Mario wants to be an animal doctor and care for animals. __2.He works at an animal hospital every Saturday afternoon. __3.Mario doesn’t believe volunteer work can help him get his future dream job. __4. Mario wants to learn more about caring for the kids. __5. Mario gets a strong feeling of satisfaction when he sees the animals get better. Answers: T,F,F,F,T .Read Para.3 and answer questions. Q1:What does Mary love Q2:What does she volunteer to do Q3:Why does she volunteer to help others Q4:What does she say about volunteering Activity3:Read to complete the passage.Then find the similarity among these answers. T asks students to read the passage again and finish the chart. Mario and Mary give up several hours each week 1.__others. Mario wants2.____an animal doctor. And he wants 3. ___ more about how 4.____animals.He believes volunteering can help him 5. ______his future job. Mary loves reading. She works at an after-school reading program to help kids learn 6. ___.She loves this job because she can do what she loves 7. ______. Answers: to help 2.to be to learn 4.to care for 5.to get 6.to read to do Then ask students to sum up the rules to + v (动词不定式). Post--reading Activity1:Retell the passage according to the details. T shows the mind-map. T creates a situation for students to retell the passage.. Suppose Mr Li is the president of Chinese Volunteers Association. He wants to make friends with Mario and Mary. Let Mario and Mary introduce themselves to Mr Li. Ss finish them carefully. Then check answers. Several students stand up and give answers. Students look at the pictures and the title, guess the answers to the questions. Then students make predictions about the main idea of the passage according to the picture and the title. Ss:Mario volunteers to care for the animals. Ss:Mary helps the kids to read. Ss:Mario and Mary are volunteers. Students look through the passage quickly and match the main ideas of the paragraphs Then gives answers. Students read the first paragraph quietly and fill in the blanks. One student reads the second paragraph carefully and then all students finish the task in 2 minutes. Several students write down answers on the blackboard. One student reads the Para3 quickly,and find the key words to find answers. S1:She loves reading. S2:She volunteers at an after-school reading program for kids. S3:Because she loves books and enjoys helping kids learn to read. S4:She says it is a dream come true for her, and she can do what she loves to do and help others at the same time. Ss read the passage quickly and underline the infinitive,then finish the blacks. Ss check answers. Ss sum up the rules. Ss find verbs before the infinitive. Students fill the mind-map. Students four in a group are prepare for retelling. Students try to retell it with the help of the mind -map and teacher. Then several students act as Mario and Mary to make a self-introduction to Mr Li. Purpose:To check the key words and phrases what they mastered and develop a preview habit. Purpose:To prepare for the reading and arouse the interests of the Students. And develop students`the abilities to predict the main ideas. Purpose:To train students` skimming skills to get the topic sentences. Purpose:To train students` scanning skills to get the specific information. Purpose:To train students`the ability to put the whole sentences into the paragraph to find answers. Purpose:To train students`the ability to use the key words to find specific information. Purpose:To introduce the structure of infinitive and be prepare for the next lesson. Purpose: To train students how to summarize the main ideas of the passage and the abilities to retell the passage.
Transition Do good Jobs. What do you learn from this class Who can sum up the points for us. Any volunteers
Step4. Summary T leads students to sum up what they have learned in this class. Q:What do you think of volunteer work Q:What should we learn from Mario and Mary Several students sum up points. Ss:I think it is meaningful. Ss:I think it is ...... We should help each other. Purpose:To develop Ss`ability to summarize the language points and the positive of students emotional attitudes and values.
Transition So much for this.All the students are perfect in this lesson.Please pay attention to your homework clearly.
Step5. Homework Lever1.Try to remember the new words and phrases you have learned today. Lever2.Try to make sentences by using the new words and phrases you have learned. Lever3. Try to retell the passage and make up a story. Ss write down the homework. Purpose: To consolidate and use the key language points. And the use of hierarchical homework to meet the needs of children levers.
板述设计
Unit2 Section A (3a----3c)
教学评价量表
教学评价 是 否 否
学生是否会拼读和使用重点动词以及短语。
学生是否会读课文、能理解课文内容大意。
学生是否知道并理解动词不定式的结构和用法。
学生是否真正掌握了阅读技巧，并会运用到阅读练习中。
学生是否能根据思维导图复述课文。
教师的信息技术运用是否娴熟。
教师的预设和生成是否一致、教学环节是否衔接有序和完整。
教师是否充分挖掘教材从而体现学科的科学育人价值观。
教师所设置的课堂活动是否符合学生学情和学生学习活动观。
教师所实施的教学活动是否体现了英语学科的核心素养。
教学反思
本节课是一节阅读课，我采用了任务型教学法和自下而上的阅读教学方法。这节课以教材内容为依托，以英语阅读策略为抓手，以希沃为教学媒体，要求学生在阅读课文的学习过程中逐步掌握三种比较常用的阅读策略，即通过所给图片和标题预测文章大意、快读和细读的阅读方法。本课的亮点是引导学生学会从整体到局部的阅读顺序的方法，通过分析本单元主题和教材内容，根据学生学习英语的活动观，以问题串的形式将课本3a、3b、3c的习题进行了整合，设置读前预测大意，读中主抓细节理解，读后根据课文内容填空来感知动词不定式，最后创设电话采访情景引导学生根据思维导图复述课文。本课不足之处是在教学中希沃平台中的教学软件功能还不能运用自如，不能很好地指导教学。读中环节中各个活动之间的衔接不到位，没有梯度，导致读后环节中没有彻底激发学生的发问兴趣和阅读思维品质。通过这次授课，让我认识到阅读课的难易把握程度不仅取决于阅读问题的层次设置和学生阅读习惯的养成，而且取决于教学中如何更好的做到英语教学与多媒体信息技术的创新融合运用。在以后的教学中应该注重大观念的教学设计观的同时注意信息技术与英语教学的有机融合，利用信息技术手段挖掘教材所依托的文本的育人价值和培养学生的思维品质和学习能力，努力根据实有学情上出一节既有深度又有高度的阅读课。其次，阅读教学容量有点大，在学生阅读训练中渗透阅读策略的同时应该循序渐进的引导学生找到问题答案。还应该加强自己的课堂语言组织，充分调动学生学习的积极性，让学生真正成为学习的主体。