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1、牛津英语 7B Unit 7 AbilitiesReadingl教学设计一、教材分析：本课是牛津教材7BUnit7 Abilities Reading阅读课的第一课时。教学内容是报纸上的一篇 新闻报道。主要讲的是一位年轻人林涛，在不考虑可能会给自己带来严重后果的情况下，从 火灾中救出邻居孙奶奶的事迹。从这位年轻人身上表现出来的英勇和沉着，及其乐于助人的 精神值得所有人学习。通过阅读这篇文章，不仅要让学生掌握不同的阅读技巧，还要引导学 生发现林涛善良和英勇的品质并作为学习榜样。二、教学目标：1 .掌握重，点词匚：brave, save, smoke, badly, hurt, pour, pro
2、tect, rush, blanket, burn, nod 等。2 .通过快速阅读以及精读来获取文章中的信息，掌握一定的阅读技巧。3 ,了解用火安全以及发生危险时的自救及求救方法。4 .分析林涛救火的过程并且学习他的优良品质。三、教学方法分析：实现自主探究、小组合作以及个性 有利于培养学生的日常交际能力和 学生获得学习发展和个性发展。从不同的角度逐层围剿重点，最终1 .采用多媒体教学。学生通过PPT以及微视频的学习, 化学习。引导学生全过程都积极主动参与课堂学习, 对生活环境的感悟能力，提高学生的语言学习能力,2 .采用任务型教学法，激励学生运用不同的阅读技巧,达到理解课文的目的。同时，为了
3、遵循学生的认知规律，由浅入深，先跳读找文章大意, 再分层分段教学，最后合作探究，培养学生自主学习的能力，综合运用知识的能力，分 析归纳独立思考的能力。鼓励小组间的活动，让每个学生，尤其是薄弱的学生也参与到课堂学习中来，参与完成一些基础的学习任务和目标，培养他们学习英语的信心，培 团队合作精神。阅读设计思路：快读(Fast Reading)精读(Intensive Reading)操练(Practising) (Consolidation) o四、教学过程Step 1 Lead4n (Pre-reading)1. Guessing game. Listen to the teacher care
4、fully and guess what it is. (Fire)(设计意图：通过猜谜游戏导入新课，既激发了学生的学习热情，又快速引出fire这一话题。)2. Discussion (the previewing homework)When you meet fire, what will you do to protect yourself? (Previewing Exercise?)(设计意图：检测导预疑学中理解性作业有关发生火灾时如何自救的问题，帮助引导学生学 习和火有关的词汇和短语。通过PPT展示图片，使学生身临其境地观察图片，跟读重点词 汇，扫除阅读障碍，并引发学生的共鸣。)St
5、ep 2 Showing learning aimsShow the learning aims and check the answer in Part Bl on Page 83.(Previewing Exercise 1)（设计意图：检查学生预学情况，目的是为了培养学生的自主预学能力并完成阅读课的读 前准备，为课堂教学顺利完成奠定基础。）Step 3 While-reading1. Read the passage quickly and try to answer the questionWhy do people say Lin Tao is a brave young man?（
6、设计意图：让学生养成根据标题或首末段去寻找重要信息的习惯。）2. Divide the passage into four parts and try to match the pictures with different paragraphs.3. Read Paragraph 2 and fill in the blanks with more details.General information about the storyWhenOnWhere he wasHe was_ alone.What he heardHe heard someoneWhat he sawHe sawfr
7、om next door.What he foundHe found could not move. She hurtin the kitchen and she4. Read Paragraph 3 and find out how Lin Tao saved Mrs Sun?Read Paragraphs and try to circle the verb phrases. Then watch a short video. Work in groups and show the process according to the key words.5. Read Paragraph 4
8、-6 and choose the correct answers.（设计意图：为了能够帮助学生准确地把握文章的一些信息，我设计了分层分段阅读来 培养学生抓主线要点的阅读好习惯。）Step 4 Discussion （Post-reading）What do you think of Lin Tao? What can we learn from him?（Use some words to describe his qualities and give the reasons）e.g. Lin Tao was very brave because he quickly ran to Mrs
9、Suns bathroom without thinking.Lin Tao was very clever because he knew how to protect himself and Mrs Sun. He poured water over his clothes. He even put a blanket over Mrs Sun.Encourage students to learn from Lin Tao and try to be Yangzhou good people.（设计意图：引导学生思考林涛乐于助人的品质，进一步升华助人为乐的主题。鼓励学生 在生活小细节上发
10、扬这种精神，争做扬州好人。）Step 5 SummaryIf we want to tell a story, what aspects should we learn about?Step 6 PracticeHave an interview with Lin Tao. Make up a dialogue in pairs or in a group of four. Suppose one is Lin Tao , and the others are reporters .The reporters can ask any question about the story. （At
11、least 5 rounds）You may begin like this:Model: Reporter: Good morning, Lin Tao. I m a reporter from Yangzhou TV. How are you feeling now ?Lin Tao: I m feeling better now .Reporter: May I ask you some questions about the fire?Lin Tao: Sure .When did the fire happen ?Where were you ?What did you do to
12、help her out ?Were you afraid at that time ?How long were you in hospital ? Reporter: How brave you are . Thank you.项目分值自评他评语句通顺，基本无错误3表述事件清晰完整 (when, where, what, who-)3语音标准，语调优美3使用道具，表情丰富1(设计意图：创设情境，进一步帮助学生理解课文内容，掌握重要信息，并且锻炼学生的 口头表达能力。)Step 7Homeowrk1. Complete the exercises PartB2, C and D in the textbook.2. Try to retell the whole story with your own words.附：板书设计(B lackboard Design)7B Unit7 AbilitiesReadingWhenWhereHowcall 119shout for help