Unit 6 Enjoying Cycling Topic 2 How about exploring the Ming Tombs Section C and Section D说课课件

课件45张PPT。Unit6 Topic2
Section c 1a 1b & Section D 1a 1b湘教版英语教材阅读课教学说课案说 课 内 容 说 教 材
说 学 情
说 教 法
说 教 学 过 程
板 书 设 计一. 说教材(一)教学内容 (二)教学目标 (三)教学重难点 仁爱英语八年级第6单元第2话题
第三课时，阅读课
Section C 1a 1b & Section D 1a 1b (一) 教 学 内 容 1．知识与技能：
通过阅读本文和教师的指导提示，学生能正确地理解文章内容；通过合作、讨论，进一步理解掌握时间状语从句和一些短语的运用。
通过Predicting, Skimming, Scanning, Reading memory等阅读技能的训练，提高学生的自主性阅读理解能力。同时加强说，写综合技能的培养。(二) 教 学 目 标 2．过程与方法：
通过预习导纲培养学生预习能力和归纳能力。
通过自主性阅读、小组讨论和缩写文章，使学生在一定程度上形成自主学习、探究学习、合作学习，有效交际、信息处理、英语思维能力。(二) 教 学 目 标 3. 情感态度与价值观:
通过课堂小组竞赛培养学生的竞争意识和小组合作的意识，同时将学生自我评价和形成性评价有机地融入各项训练中，使以往教师单向性评价向多维评价转变，使学生在学习的过程中不断体验进步和成功。 (二) 教 学 目 标 1．从知识层面上看，这节课重点在于进一步学习时间状语从句，理解并运用相关的从属连词。难点在于如何使用含有时间状语从句的复合句来缩写叙事性的短文。(三)教学重难点 2．从能力层面上看，这节课的教学重点在于通过老师有目的的引导，训练学生的Predicting, Skimming, Scanning, Reading memory等阅读技能。难点在于如何使用关键词理清线索，缩写短文。(三)教学重难点 3．从情感态度层面上看，这节课的教学重难点在于如何有效引导小组合作学习，开展积极的小组竞赛。(三)教学重难点 back二.说学情 我校是二级达标校，本人所教的是英语班的学生，学困生少；长期以来，本人遵循“导学—自悟”教学模式，在教学中注重过程性评价和形成性评价，学生学习英语的兴趣浓厚，有较强的自信心，具有一定的语言基础及语言表达能力；经过一年多的磨合,。各小组学生能积极参与小组合作学习,成员之间配合默契，具备了自主、合作、探究的能力。因此在设计阅读课教学时，面向不同层面学生、关注细节，有计划地训练学生掌握阅读技能，养成良好的阅读习惯，提高阅读课教学的有效性。back三. 说教法 导学——自悟
任务驱动back四. 说教学过程1. Warming up2. Pre- reading3.While reading4. Post reading5. Follow up6. Assessment7. HomeworkbackTask 1 Free talk（Individual work） Step1. Warming upTask 1 Free talk（Individual work） 【设计说明】
向学生展示有关十三陵的图片，通过free talk来复习相关内容。同时激发学生探究的好奇心和学习的兴趣，为引导学生阅读做了铺垫。 Step1. Warming upbackTask 2 Predicting（Individual work） Step2. Pre-readingTask 2 Predicting（Individual work） 【设计说明】
这一任务的设计进一步激发学生阅读的兴趣，有助于学生更好地理解即将要阅读的文章，同时也培养了学生阅读预测的能力。 Step2. Pre-readingbackTask 3 Skimming（Individual work） Step3. While reading4123True or False
Kangkang, Michael and Darren went to the Ming Tombs by bus.
There were many people visiting the Ming Tombs.
When Darren finally rushed out, he saw his friends.
They were all happy to see each other again.Task 3 Skimming（Individual work） 【设计说明】
学生通过略读文章，快速理出四幅图的正确顺序把握文章的基本结构，并通过判断4个句子的正误，指导学生从整体上把握文章的大意，便于下一步查读。 Step3. While readingTask 4 Scanning（Individual work
& Group work） Step3. While readingspace
push
step on his toes
rush out
notice
out of sight
huge Circle – Guess--Match踩到他的脚
注意；注意到
巨大的
空间
看不见
推
冲出去Put the key words in the right order.
rode to the Ming Tombs
stepped on Darren’s toes
enjoyed exploring
parked their bikes
jumped happily
rushed out
walked into Dingling
called Darren
couldn’t find Kangkang and Michael
__________ ______d____ __________ __________ __________ __________ __________ _____i_____ __________ __________Task 4 Scanning（Individual work
& Group work） Step3. While reading 【设计说明】
学生个人先通过查读，排好关键词的顺序，然后小组组员之间交流各自的答案，有疑义的地方，经过讨论，最终确定答案。不仅让学生了解文章的具体内容，而且培养学生快速阅读的能力和互帮互助的团队合作精神。Task 5 Intensive reading (Individual work& Group work) Step3. While readingrode to the Ming Tombs
parked their bikes
walked into Dingling
enjoyed exploring
stepped on Darren’s toes
rushed out
couldn’t find Kangkang and Michael
called Darren
jumped happilyMake simple sentences using those key words according to the passage.They rode to the Ming Tombs.
They parked their bikes.
They walked into Dingling.
……2. Read the passage again and find out the conjunctions, help the students learn more about the adverbial clause of time.预习导纲板书 Unit 6 Topic 2
Section C 1a 1b &SectionD 1a 1b Date
时间状语从句的连词
after, while,when, as,
not…until, as soon as
竞赛表格
第三课时预习导纲一. 请你写出下列单词的汉语意思：
when___________ while____________ as_____________before_________ after____________ until____________
not…until_______________ as soon as__________________
二．你能看懂下列的句子吗?
1.Don't get off the bus before/until it stops .
2.I will call you as soon as I get to Shanghai.
3.You can leave after/when you finish the work.
4.He didn't raise his head until/before someone called his name.
5.As they were exploring happily, the crowd became larger and larger.
6.They sang as they walked.
7.John was cooking while Michael was doing his homework.
8.I was walking hear my house when the accident happened.
9.When/While I was sleeping in the room, my mother came in.
你能口头翻译上面的句子吗？
句中划线的词是用来引导___________从句的_______ (词性)
然后观察这些时间状语从句,分析这些连词的用法:
1).从例句(1-4)中,我们发现了哪些共同点?
结论:当before,after,when,not…until,as soon as 引导时间状语从句时,若主句是____________________________时,从句用_________.若主句是过去时态,从句通常也用___________.
2).从例句(5-9)中,我们发现:when,as,while,都是“__________”(汉语意思),它们的用法有什么区别呢?(请观察从句的谓语动词的特点,查阅相关工具书,分析它们的异同点.)
结论:_________________________________________________
三．用下列所给的词填空.
? when,while,as,as soon as,before,after,until
1.It was raining______he reached home.
2.He left school______he cleaned the classroom.
3.I couldn't draw pictures______I was ten.
4.She read a letter______she walked along the river.
5.Please think it over______you answer it.
6.I'lltell you the news______you come back.3. Make compound sentences.Kangkang, Michael and Darren rode to the Ming Tombs together.
They parked their bikes. They walked into Dinging.
There were so many people.
They enjoyed exploring. Someone stepped on Darren’s toes.
Darren finally rushed out. He couldn’t find Kangkang and Michael.
He raised his head. Kangkang called him.
They saw each other. They jumped up happily.4. Ask and answer questions.
5. Make a list of the useful expressions they learned from this passage.板书 Unit 6 Topic 2
Section C 1a 1b &SectionD 1a 1b Date
时间状语从句的连词
after, while,when, as,
not…until, as soon as
Useful expressions
1. 竞赛表格
2.
…
Task 5 Intensive reading (Individual work& Group work) Step3. While reading【设计说明】

引导学生逐步消化、理解和应用所学的语言知识与技能，将语言能力的培养落实到语言学习的基点上。backTask 6(Individual work & pair work） Step4. Post reading Retell the story according to the pictures and some key words.ride park enjoy exploring step
rush call jump upTask 6(Individual work & pair work） Step4. Post reading【设计说明】
学生通过了略读、查读和细读，抓住了文章脉络，理解了文章内容。在此基础上，要求学生合上书本，完成练习。学生根据图片和关键词复述短文，及时使学生把已输入的阅读信息进行加工，并以口语的形式输出，从而提高学生的口语表达能力并达到训练学生的阅读记忆能力的目的，促进语言知识的巩固和深化。backTask 7 (Group work) Step5 Follow upRead Section D 1a and try to make a summary of it after finishing 1b.Task 7 (Group work) Step5 Follow up【设计说明】
再次循环巩固，加强了教学效果。在小组活动过程中，教师要巡视，并给予学生必要的指导和帮助。最后，请各组展示他们的成果。这一任务作为本文阅读后的一个拓展和升华，体现素质教育中培养学生创新思维的思想，使学生运用习得的策略将输入的信息以笔头形式输出，由阅读过渡到写，培养学生综合运用语言的能力。back Step6 Assessment【设计说明】
这一步体现了发展性评价，有助于学生提高学习兴趣，促进学生的发展。back Step7 Homework1.Read Part 1a of Section D again and try to find out some useful expressions, paying attention to the different styles between Section C part 1a and Section Part 1a.
2. Read a passage and then try to write a summary.补充的阅读文章
When Susan got up this morning, it was a beautiful spring day. She saw little clouds far away, but she didn’t think about them. She got her dog, Spot, and put him in the car. Then she drove out into the country for a picnic with her dog.
An hour later, the wind began to blow and it turned cold. Susan and Spot were warm from running, so they weren’t cold. Then when Spot was playing with the ball, Susan saw snowflakes in the sky. She called to Spot, picked up the picnic things and got back in the car. As she was driving home, the snow became harder and harder. Soon all Susan could see was white all around her. The road beacame slippery and she had to drive very slowly. Then , the car hit ice and it went around in circles. It went down a hill and finally stopped in front of a tree.
Susan reached over for Spot. He was shaking, but he was OK. She got her mobile phone and asked for help. At last, the police saved them. Next time Susan will listen to the weather report before going on a picnic.
根据原文，添加适当的时间状语从句完成下面的缩写。
It was fine when Susan got up this morning. _________________, she drove out for a picnic. An hour later, it turned cold. It began to snow ___________________. _________________, she drove home. The snow became harder and harder _______________________ home. The road was slippery. _______________, the car went down a hill. Luckily ,they were not hurt. They were saved by the police. Susan won’t have a picnic ________________ next time. Step7 Homework 【设计说明】
培养学生的自学能力和解决问题的能力；
为下一节的写作课（写旅游日志）做铺垫。
进一步消化课堂所学的语言知识和阅读技巧，达到巩固、拓展提高的目的。back五. 板书设计THANK YOU