9AB C3 Man’s best friend[上学期]

9AB C3 Man’s best friend （Period 1）教学设计
教材版本 Oxford English Shenzhen 9AB Chapter 3
课题名称 Man’s best friend
授课年级 Junior III
授课时长 一课时（45分钟）
一．[教学课型] 阅读课
二． [教材分析]
本章主要学习人的五官及与五官有关的词汇，阅读文章讲述盲人John和他的导盲犬Charlie在火灾中被困和如何获救的故事。通过学习，学生能学习火灾自救常识，并培养热爱动物的思想情操。
本节课属阅读课，教师主要引导学生在实践中掌握一些阅读技巧，提高阅读能力，并通过阅读获取新知识。
三．[学情分析]
本节课我的授课班级为初三（2）班，我接该班仅一个月时间，班级整体英语水平属年级中等偏上，大多数学生学习英语的积极性高，个别学生由于基础较差等原因，对英语学习感到困难甚至准备放弃，出现了明显的两极分化现象。学生因为词汇量小，知识面窄，缺乏阅读技巧，普遍对Oxford English 这套教材感觉吃力。为此，我重在扩充学生词汇量，拓展知识面，激发学习兴趣，培养他们良好的阅读习惯。
四．[教学目标] Teaching aims:
1. Knowledge goals:
a. Some key words, phrases and sentences
b. Make the students fully understand the passage
2. Ability goals:
a. Enable the students to master the reading skills while reading
b. Promote the students’ reading speed and understanding
3. Moral goals :
a. Get the students to know the knowledge of rescuing from a fire drama.
b. Get the students to love animals.
五．[教学重点与难点]
1. 教学重点：
a. To train the students’ reading skills and good reading habits.
b. Get the class to fully understand the passage.
c. Get the students to aware the knowledge of rescuing from a fire drama.
2. 教学难点：
a. To make the students learn the key words and expressions.
b. To describe a drama.
六. [教学策略]
在教学中贯彻用教材教英语的理念，借助于电脑及网络的丰富资源，制作精美的图片，创设真实或模拟真实的情景，激发学生的阅读欲望，从而使他们主动去获取信息，理解文意，并且在实际运用中提高阅读技巧和能力。
七、[教学过程]
(Pre-class tasks)
Ask the students to search for the following information through internet or reading materials: What is the life of disabled people like )
Step One. Class organization and duty talk (3 minutes)
Step Two Pre-reading activities (11 minutes)
a. Warming-up (3 minutes)
Play the video of the cartoon for the students to watch. Get the students to have a short discussion about the cartoon.
(The cartoon reminds the students that different people have different tastes. It also introduces the theme of the senses.)
b. Leading –in (8 minutes)
A. Learn the words for senses:
While students are discussing the cartoon, introduce the five senses, teach the new words like sight, touch, hearing, brain, tongue, shoulder, ankle and stomach by showing students pictures or by touching the parts of the body. Then get the students to talk about the functions of each part. At last play a song about five senses for the students to enjoy.
( While the students are discussing the cartoon, they will surely want to know the words connected to senses, teaching the new words at this time may make it natural to arouse the students’ attention to the new knowledge.)
B. Show time
Ask the students: Is every sense necessary to people If there is something wrong with any of the senses or any part of the body, what will the life be like (Teach the words: able, disable, disabled people) Do you know any disabled people Do you know anything about their life
Get individual students to show the class some stories about disabled people. Then ask the students what we can do to help disabled people.
(Doing this part is to get the students to form the habit of getting information in different ways by themselves. Children may need to show off, and this is a good chance for them. At the same time, students’ knowing something about disabled people may make them learn to show their sympathy and to help others. This part also leads the students to the reading passage naturally.)
Step Three Reading
a. Predicting (1 minute)
Get the students to look at the title and the pictures. Try to complete the following sentences:
(1) The main characters in this story are probably ______. (key: a blind man and his dog)
(2) The eyes in the title probably belong to _________. ( key: a guide dog)
(3) The story is probably about a _______ at a hotel. (key: fire)
(Doing this is to train students’ ability to predict)
b. Listening
Get the Ss to listen to the tape with books closed, and then fill in the following form:
The main characters(人物) in the fire drama (A blind man (John) A dog (Charlie))
Where did the fire happen (The Dragon’s Head Hotel)
The result of the fire (John and Charlie were both saved )
(This step is to train the students’ listening ability. When the students listen to the article, they will get some information of the story, thus, they will have got some preparation for detail reading.)
c. Scanning
Get the students to scan the passage and fill in the blanks.
What did John do to rescue himself
Firstly he ______ the door. (felt)
Secondly, he ____ some towels and ____ them ___ the bottom of the door. (wet, put, along)
Thirdly, he _____ on the floor. (lay)
At last, when he heard the fire engine, he ___the window, ____ and____.
(opened, waved, shouted)
Check the information with the class. While checking the answer, deal with any difficulty students raise.
(This step is to find the information. Through reading, students can form the habit of scanning for information.)
d. Detailed reading
Get the students to read the whole story again more carefully and answer the following questions:
(1).With whom did John F Dancer walk into the Dragon’s Head Hotel
(2).Who is Charlie and why is he John’s eyes
(3).Why did John wet some towels and put them along the bottom of the door
(4).Why did John and Charlie lie on the floor and wait instead of running down
(5).Why didn’t the fireman want to take Charlie
(This step helps students to further understand the story. It make the students improve their ability of finding details. It is also a good chance to teach the new words and expressions.)
Step Four Discussion
(1)Divide the class into small groups of six students. Get them to discuss how to rescue a fire. Show them the following form as a hint.
Escaping from a fire
should do should not do
go down by stairs
open the door if it is hot
…… ……


… … … … … … … …
(This step is to help understand the article better and connect the knowledge with the real life. Students may extend their knowledge through discussing. As a result, students use what they have learn and learn from what they use.)
(2) Ask the students to say something about Charlie.
Step 5 Summary
Get students to summarize the reading article first. Make sure the students know the rules for escaping from a fire and call on them to love and protect animals.
Step Six Homework assignment
(1) Make a discussion with your classmates about what ways dogs can be used in and how to be friends with animals.
(2) Workbook exercises: Vocabulary and Sentence patterns.
(3) Workbook exercises: Reading (A & B)
8． [教学反思]
1.课堂小结：本节课课堂气氛浓厚，学生能够自主阅读，合作探讨，大多数学生能积极主动回答所设置的阅读思考题并能理解全文，教学效果较理想。
2．不足： 部分学生未能完成课前布置任务，导致讲述残疾人故事时不能主动参与，还有少数学生的阅读技巧掌握不够，阅读速度较慢。在讨论中，教师的引导还不是很到位，对学生知识的拓展不够。
3．反思： 本节课我努力创设情景，营造氛围，充分利用网络，制作精美的教学课件，精心设置阅读教学活动，充分发挥学生自主阅读，合作探究，体现了用教材教英语的理念，教学过程简单清晰，可操作性强。
阅读教学在英语教学中举足轻重，我们需要不断探索科学的阅读教学方法与模式；尽量让学生更多地了解与课文相关背景知识，拓展学生视野，真正做到学以致用，用以巩固所学。全面培养学生良好的英语阅读习惯，形成阅读技巧，提高阅读能力。
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