牛津國中英語7A Unit4 reading (A) 教學案例 一、 課型: 閲讀課、教學手段:多媒體、教方式:小組合作 二、 教材分析 1、教學內容:牛津國中英語7A Module 2 unit4 Food 2、教材處理:本單元的重點在於介紹年輕人的生活方式,旨在讓學生了解什麼樣的飲食才是健康合理的。閲讀部分主要介紹了食物與運動的關係。通過Kitty 和Daniel過去和現在的飲食和生活習慣。通過本課學習,讓學生明白什麼是健康的飲食和生活習慣。 3、教學目標: (1) 知識目標:能理解和運用文中的詞彙、短語和句型來表達飲食結構和身體健康的關係。 (2) 能力目標:通過圖片能快速猜測詞意,瞭解總體意思。引導學生形成根據主題理解文章細節並能分辨是非。 (3) 情感態度價值觀目標:培養學生關注健康,養成不吃零食的習慣,通過本課的學習增強生生和師生的相互溝通,自覺養成良好的生活習慣。 三、 教學重點: 1、幫助學生學會快速抓住文章重點和主要意思。 2、幫助學生提高英語閲讀理解能力。 四、 教學難點: 1、新詞和詞彙量教學與掌握 2、複述課文並談談關於自己的飲食和生活習慣。 五、 教學步驟: Step 1: Warming –up activities (一)、Play a song “健康歌”let’s students listen and sing with the music, Then ask “How can they keep healthy ? 1. a healthy diet more exercise →a healthy lifestyle. 設計説明:以播放同學們比較熟悉的歌曲進入,一方面可以活躍課堂氣氛,另一方面很自然地導入到本節課的內容。同時也鍛鍊了學生的聽力,也有利學生對英語學科的認同從而有利情感態度價值觀目標的實現。 (二)1、Revise some names of food the students speak freely. 2、Show some beautiful pictures of food h some new words : sweet、snack 、coke 、fruit、 bread、 milk、 meat 、juice 、 hamburgers、vegetables …… 3、Ask students to answer (1) What is it ? (2) Do you like it ? (3) What food can we eat a lot? (4) Do you think …… is good for our health ? (5) Which food do you think is bad for our health? (6) Which is your favourite food? (7) Which is your partner’s favourite food? 4、Ask and answer in pairs,then ask students to fill in the form:
Healthy food
Unhealthy food
My favourite food
My partner’s favourite food
設計説明:使用多媒體課件導入課文展現單詞直觀、形象、生動。引起學生注意,激發學生的好奇心,同時較好地學習新詞,複習以往的單詞,通過表格填寫,又可達到講練結合的目的。為以後閲讀訓練打下基礎。 Step2:reading 1. Listen to paragraphs 1---4 and answer the following questions. Ask: (1) What does Kitty want to be? (2)Why does Kitty seldom eat sweet snacks ? (3)What does she have for breakfast? (4)Does she usually have fruit and vegetables? 2. 讓學生閲讀課文paragraphs 1---4,進一步回答下列問題: (1)what does Kitty have? (2)How does Kitty live? 3. Listen to paragraph4—paragraph5 and answer the following questions: (1)What does Daniel like doing? (2) Why does Daniel change his diet? (3) What did Daniel eat before? (4) What does Daniel eat now? 設計説明:分段教學,有利於分解課文的難度,使不同層次的學生都能最大限度地參與到教學中來,讓學生有目的地聽讀,可以更好地熟悉課文細節,同時可以培養學生快速閲讀的能力。 4.生快速閲讀全文,然後True or False (1)y and Daniel are both 12 years old. (2)’s difficult for Kitty to get tired when she dances. (3)y often eats sweet snacks between meals. (4)y usually has fruit and vegetables because she wants to be thin. (5)el studies well (6)el seldom eats hamburgers for lunch. (7)el is good at playing basketball. (8) swimming pool is very far from Daniel’s home. 設計説明:進一步有目的地讀,可以讓學生更好地瞭解課文細節,同時,通過正確和錯誤的判斷問題設計,再用小組教學方式讓學生搶答加分,進一步激發學生的主動參與性。聽和讀都是學生獲取信息的有效途徑。通過讓學生邊聽邊讀(默讀)可以培養其快速閲讀並概括文章段落大意,捕捉文章表層信息的能力。這樣還可以讓學生在瞭解課文大意的同時握課文中一些細節性的內容,達到深刻領會文章主旨的目的。 (三)Skimming: 1. To ask groups 1& 2 to read the text a third time, and make a dialogue in pairs (about Kitty) . Eg.–Kitty,May I ask you some questions? … What do you want to be when you grow up? … What did you have before? … 2. To ask groups 3&4 to retell the story about Daniel. To begin with “Daniel is a … ,he likes reading ……” 設計思路:1、讓學生進一步閲讀課文,瞭解文章的內容,通過對話培養學生交流與合作能力。2、通過文章改寫與複述培養學生運用語言的能力。 (四)Read aloud , try to complete the passage: Kitty wants to be a d_____, but she always gets t____, so she knows that it is important for a dancer to be h______. She s______ eats sweet s______ like cakes, sweets and C____between m____, because she thinks that they can give her too much e______, but they are n______ healthy. She usually eats fruit and v__________. She a_____ eats an apple, some milk and b____ for breakfast, she usually eats m____ and vegetables for dinner. After dinner, she sometimes has an o________ or a ________ •Daniel likes s_______ and he is a t___ student at school. He likes playing c________ games and c_______ with his friends o__ the Internet. But he doesn’t have a healthy d____ or lifestyle. He always eats h__________ for lunch. He wants to play basketball, but he can’t run f_______. He never does any e________. It’s time for him to c______now. He p_____ to go swimming t_____ a week. He has some j____ and bread for __________, f___ and vegetables _____ meals. He thinks it is i_________ to change his diet and l________. 設計説明:這一環節是基於聽説訓練之上,在課堂內強化目標語言,既有效地控制了難易梯度,又充分調動了學生的創造性思維和發散性思維能力,進一步鞏固本課所學內容。詞彙教學,詞不離句,形散而神不散。在這裏開展競賽活動,既可調動課堂氣氛,又可提高求知慾望,一舉兩得。 (五)Extension activity: To ask the students to tell something about their own lifestyles . 設計説明:學以致用,自己的話題會讓他們產生更大的興趣,同時,通過這項活動可以充分訓練學生的綜合技能。讓學生來做課堂小結,抓住了學生“敢於開口説英語”的心理,突出主動學習的重要性,將所學的知識進行運用,既複習已學內容,又自然延伸到課外。