课改深化背景下初中高效课堂教学模式构建的研究
研 究 课 记 录
一、课题研究课通知单
课题研究课通知单
阅 读 课 研 究
研究主题： 基于任务驱动型的英语阅读教学模式研究课_______________________________________________________
教研组 | 英 语 组 |
开课教师 | 胡晓莉 |
课题 | 8A Unit 5 Reading1 |
课型 | 新 授 课 |
开课时间 | 2017/ 11/14 |
开课地点 | 录播室 |
评课地点 | 409办公室 |
常州市新桥中学教务处
2017年 11 月 14日
常州市初中英语教学研讨课教学设计模板
教学题目 | 《牛津初中英语》8A Unit5 Reading(1) | ||||||
教学内容 | 本课是八年级上学期第五单元的阅读课，主要围绕着运动这一话题进行阅读的策略指导、词汇的学习、话题的讨论复述等，并且结合第一课时有关动物的话题而展开教学。 | ||||||
教学对象 | 1.教授对象是八年级普通的学生，他们有一定的基础，对自己感兴趣的话题会展开积极的讨论，有着强烈的表现和表演欲望，但他们笔头的能力相当来说要稍弱一些。本节课的话题贴合他们的实际生活，并且在小学也有一定的语言积累。 | ||||||
教学目标 | 依据新课程标准，根据上述教材地位和作用分析，和学生的认知结构和心理特征，制定如下教学目标： 知识目标：掌握一些四会字及词汇：take action to do…= act to do…; protect sb. from..; be in danger;… 能力目标：培养学生有关熊猫介绍及其面临的问题等话题方面听、说、读、写四方面的综合能力。 情感目标：通过生动有趣又有实用性的课堂激发学生了解动物习性，热爱动物，保护动物的积极健康的态度。
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教学策略 | 1. 任务型教学策略 2. 探究型课堂策略 3. 活动型课堂策略
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教学过程（可续页） | |||||||
课题8A Unit5 Reading(1)（一稿）时间2017、11、14、 课前准备 PPT课前预习 板块教师活动的问题串设计学生活动串设计目标达成反馈串设计 Step1 吸引注意，积累语言 Step2 导出目标，生成结构 Step3回忆相关知识，初步运用结构 Step4 呈现刺激性材料，活用结构 Step5 引发期待行为，强化结构 Step6 提供反馈评价，巩固结构1. Show some animals’ picturesT: Look at these animals and tell me what is your favorite one and talk about them..A: What is your favourite animal?B:…because it …well. 2. T: So much for your favourite animals. Now I’ll introduce one lovely animal to you. Guess: What is it?Lead in new words and phrases:Giant Act to do…=take action to doBe bornAt birthPreventBe in danger…(并在教授生词的过程中，注重对字母组合发音的强调，试着让他们根据字母组合读出生词)3. Read new words in groups of 4take action to do…= act to do…; protect sb. from..; be in danger;… 4. 强化检测 5.Show two pictures about 盘大s:Lead in----.A: D o you enjoy pandas…?B: Yes, …. It makes us…6. its growth Listen and and answer Read Para1—2 together and finish the tableAsk some students to change them questions , then ask and answer in pairs Read Para3—4 together, then finish the short passage.7. Who can talk about pandas completely?8. In groups of 4, find out the phrases in the passages. 9. Enjoy a video about pandas Ask and answer in pairs Guess Read after the teacher Try to read the new words alone Read in groups of 4 One of the Ss talk about Zhuzhu Ask and answer in pairs Try to say what problems they are. Practise in pairs Four students talk about pandas’ problems One of the Ss change the passage. Listen and answer alone 员的图片引发学生关于最喜欢的运动员的讨论，既导入主题，又操练了词汇。 通过一幅被遮挡掉的人物来猜，激发了学生强烈的兴趣。 通过有关panda的一个短篇填空，强化了刚接触过的生词和 图片的呈现及提问等，引出了两个重要的词组，并巧妙的提出了难点prevent sb. doing sth.。 在扫清阅读障碍后，步入文本的学习。 通过听---答； 听----填关键字；读---完成表格并复述； 读---改成问句等多种形式，让学生在实际的操练过程中踏踏实实的掌握了语言知识点，培养了学生说、读、听的能力和阅读的一些策略。 .
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课题： Unit 5 reading1 | 上课教师：胡晓莉 | ||||||
教学目标 1. 阅读有关大熊猫的文章，了解大熊猫的成长过程及保护大熊猫的措施 2. 培养学生根据上下文猜测词义的能力 3. 通过文章学习来增强学生保护野生动物的意识 | 重点与难点： 1. To learn the new words and some important phrases. 2. To grasp the general idea of the text. | ||||||
课前准备： ppt | |||||||
板块 | 教师活动的问题串设计 | 学生活动串设计 | 目标达成及 反馈串设计 | ||||
Step 1 Warm-up | 1. Revision Riddles to remember the names of some animals Tiger dolphin kangaroo giant panda forests bamboo Protect reserves 2.Discussion: | 1. Revision 2.Discussion: 3. A riddle
| 复习，猜谜语，吸引学生的阅读兴趣，起到热身的作用 | ||||
Step2 Pre-reading | Use some pictures and some examples to help the students to learn something about panda Giant Panda Appearance: Fat but lovely, black eyes, black and white fur Ability: Can climb trees Favorite food: Bamboo shoots and leaves The best place they live in: In the wild / forests Problems: It’s difficult for them to live in the wild. They are getting fewer and fewer. | 1. look at the pictures 2. make a conclusion | 呈现大熊猫的图片，整体了解大熊猫的生长过程 | ||||
Step3 While-reading
| 1.match Paragraph something about Xi Wang Paragraph the growth of Xi Wang Paragraph the problem of giant pandas Paragraph the actions to protect pandas
| 1. discuss in pairs and match | 听，读，讨论掌握文章的主题和部分结构, 角色扮演巩固文章结构
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3tep4 Post-reading
| 1. questions: Who is Xi Wang? How old was Xi Wang when the writer first saw her? What did Xi Wang look like? What does “Xi Wang” mean in English? 2. fill in the blanks:
| 1. group work: discuss the questions 2. fill in the blanks: When XiWang was born, she was only 10 days old, like a _____. She weighed __________ and drank____________ for _____________ a day. At 4 months old, she weighed ___________. At 6 months old she started to eat _______________________. 8 months later, she is not a baby __________, weighed ___________.
| 小组合作，回答问题，填空，帮助学生梳理文章的细节
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Step5 Sum-up | Look at the pictures and answer the following questions: 1.At birth, how much did it weigh? 2.What did she look like when she was 10 days old? 3.When she was 4 months old how heavy was she? And what did she start to do? 4.When did she start to eat bamboo shoots and leaves? 5.How long did she drink her mother’s milk a day? 6.How heavy was she when she was one year old? 7.At the age of 20 months old, what did she have to do? Why? | discuss the questions
| 讨论关于大熊猫成长过程的相关课程，进一步理清文章结构 | ||||
Step6 homework | Match the sentences with the right pictures, and write the correct letters in the box: a. She started to look after herself. b. She was about 10 kilograms and started to go outside her home. c. She looked like a white mouse. d. She began to eat bamboo shoots and leaves. e. She weighed 100 grams f. She weighed 35 kilograms.
| 1. match 2. read to remembr | 设置作业和相关的练习，进一步巩固，运用本课所学 | ||||
评 课 记 录 表
评 课 记 录 表
开课教 师自评 | 本节课的设计思路：生词较多，话题有趣但也不简单，所以本节课我尝试着用了这样一种模式：原则是在帮助学生扫清阅读的障碍后，在此基础上进行阅读模式的各种训练。为此，我在教学中，在语境中强化知识结构。整个过程采用教授、对话、小组合作、提问、个别回答示范等多种方式帮助学生去语用知识。在已经扫清了阅读的障碍（生词、固定搭配等）的基础上，梳理文本，对于文本的处理，我也注重对学生能力的培养，如默读查找信息的能力、归纳提炼的能力、如何提问的能力、复述的能力、小组合作的能力等。应该说，基本上达到了教学目的。 |
教研组评议过程记录 | 本节课给我们呈现了一节阅读课模式教学法，整节课紧紧围绕着大熊猫的成长过程和保护动物的话题而展开教学。 视频生动有趣，教学环节齐全，教学完全体现了英语的语用性。流程清晰而自然，环环相扣，；最后对文本的处理也体现了很好的思维深度，培养了学生的归纳能力、提炼能力、等等。本节课对学生关注度很广，基本上每位学生都有机会发言。 |
存在问题 |
小组活动开展的路径要更科学 |
修改意见 | 以话题为主线，充分运用课后练习展开学生能力等训练。 |
课后反思
听说读写这四项能力中，动笔写这一环节本堂课上没有体现出来。特别是小组学习方法的操作路径，本人还要多学习研究。
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