Section B第二课时教案

八年级下册

unit7 SectionA 3a

阅读课

教学设计

学情分析

这是一节阅读课，选取的短文是新目标人教版八年级英语下册Unit7 What’s the highest mountain in the world? SectionA 3a

部分的一篇阅读短文：Qomolangma-the most Dangerous Mountain in the world?本课时以谈论世界之颠——珠穆朗玛峰的奇险之实、登顶之绩以及登山者不屈的精神为主题。学生对此话题并不陌生，再加上前面2个课时的学习以及八年级上册unit3和unit4的学习，学生基本上掌握如何运用形容词比较级和最高级谈论一件事物。学生具备了一定的语言基础，本节课的学习就水到渠成了。

整体设计思路

对阅读部分的处理，采用skimming 和scanning

等阅读策略引导学生阅读。首先让学生整体感知短文的主要内容，然后引导学生深入细致阅读，让学生了解短文的主要意思和细节，通过整合教材，降低难度及利用不同的评价方式帮助学生关注和提取信息。最后再跳出文本，通过对话的方式，引导学生认同和称赞登山者敢于挑战自己，不轻言放弃的精神。

Learning Aims 1.

Knowledge aims:能认读和拼写本节课单词和短语: achievement, southwestern, thick, include, freezing, condition, succeed, challenge, force, nature, even though/if, take in；

2.

Ability aims:能通过寻读和扫读概括各段大意，找到细节信息，加深对文本的理解；

3.

Moral aims:能认同和称赞爬山者敢于挑战自己，不言放弃的精神;

Teaching keys and difficult points 1.

Teaching key points: find the facts and dangers of Qomolangma, achievements of climbers and appreciate the spirit of climbers. 2.

Teaching difficult points: express ideas about whether to climb Qomolangma. . Teaching procedures Step1 Leading-in T: Sports can make us strong and healthy. What sports do you usually do? S1:…

S2:…

T: I love sports, too. Last year, I climbed a mountain in AnHui Province. When I climbed the mountain, I felt tired. But when I got to the top of the mountain, I saw a lot of clouds. I felt happy. If you are a mountain climber, which mountain do you want to climb? S3:…

S4:…

T: I dream to climb Qomolangma, too. What dangers will I meet? Ss:…

T: Let’s watch a video. And see why it is dangerous to climb Qomolangma. Ss:…

T: It’s dangerous to climb this mountain. Is it the most dangerous? Today, let’s study Unit7 3a. Turn to page 51. Step2 Learning

Aims T: Look through the aims quickly. Step3 While-Reading T: Where is Qomolangma? S: It’s in Himalayas. The Himalayas run along the southwestern part of China.

T: Qomolangma is one of the mountains. Of all the mountains, Oomolangma is the highest. It

means Qomolangma is higher than any other mountain. How high is it? T: There are three paragraphs. How can you get the main ideas？

S6: T: Look through the title and first sentence quickly to get the main idea. Ss…

T: If you climb the Qomolangma, what dangers will you have? Ss:…

T: Let’s watch a video. And see why it is dangerous to climb Qomolangma. Ss:…

T: There are lots of dangers for climbers. What are theyu Read Para1 quickly. Ss:…

T: You really do a good job. Let’s play a game. Ss:…

T:It’s very dangerrous to climb Qomolangma. Did anyone achieve it? Read Para2 and find out the achievements. Ss:…

T: Why do so many climbers risk their lives? Ss:…

T: What is the spirit of climbers? Ss:…

T: Find some supporting sentences from para3. Ss:…

Step4 After-Reading

T: In the writer’s opinion, he thinks humans can sometimes be stronger than the forces of nature. It’s possible you can get to the top of Qomolangma. So if you want to go mountain climbing, will you choose Qomolangma? Let’s watch a report first. Ss:…

T: In this part, I’ll divide you into two teams: “Red”

VS “Black”. The Red is for the idea of climbing Qomolangma. While the Black is against the idea. Each team can choose any ways you like to express your ideas. You’ll get some marks for your team because of your performance.

Step4 Homework Step5 Blackborad Design Step6 教学反思

阅读课在英语教学过程中既是教学重点，也是教学难点。而八年级起的

英语教材中的阅读文章量加大，句型多样，时态语态变化多端，考试时阅读

分值也增加。如何让有限的课堂时间成为学生提过阅读能力，提升阅读质量

的手段之一，显得尤为重要。要让学生踊跃参与, 最关键的是教师要充分尊重学生的人格,充分发挥教学民主, 为此, 教师要妥善引导,要尽最大的努力最大限度地引导学生参与到探索知识的过程中去。为此, 要做到:(1)要营造良好的参与环境, 宽松、和谐、融洽、平等的学习氛围。(2)要留下足够的参与时间和空间。教学不要“满堂灌”, 也不能“满堂问”, 学生能讲的, 要尽量让学生讲; 学生能动的, 要尽量让学生动。(3)要创造良好的参与条件, 提供合适的参与机会, 组织学生独立思考与集体讨论。在阅读课的教学中, 教师可让学生互设情景,就他们感兴趣的话题以小组为单位全班展开讨论, 以达到全员参与的目的。譬如在教学时,可以给学生这样的话题让他们各自表示不同的看法.这样的讨论可以把课堂教学推向高潮。

在讨论中, 同学们畅所欲言,不仅活跃了课堂气氛, 同时也锻炼了同学们的思维, 为阅读奠定了基础。本节课在活动设计上还要以促进学生思维，提高阅读水平为目的，在这方面要有所改进。