Reading 1: Poems about pets课时教案

7B Unit8

Pets Reading

教学设计

设计思想

阅读是人们获取外部知识和信息的重要手段。阅读有多种目标，包括寻找信息（read for information）、提高阅读技能（read for skill）、获得语言知识（read for language）、增加生活乐趣（read for enjoyment）等。对于中学阶段的英语课程来说，其阅读教学的首要目标应该定位于培养学生read for skill和read for language两种能力；同时帮助他们基本养成阅读兴趣和良好的阅读习惯；学会概括内容大意，在上下文中理解词义、预测故事情节等基本阅读方法；还帮助他们基本掌握常用的阅读策略，通过大量阅读帮助他们初步形成语感。

英文诗歌作为文学的精华,作为一种艺术形式,对于培养学生的审美观和情感价值观在英语阅读课教学中起着举足轻重的作用,但是初中学生刚刚开始接触英文诗歌,诗歌对于学生来说非常抽象,进行阅读理解训练难度较大所以在整个教学设计中要注重让学生从外在形式和意义内涵两方面欣赏英文诗歌。通过欣赏英文诗歌,了解诗歌的内涵,感受诗歌的美,在诗歌中感受生活的深刻意义。

教材分析

一、教材分析: 本教材内容联系社会生活，富有时代气息，选择的内容是学生感兴趣的话题，贴近学生的生活，实用性强。本单元讲述的主题是宠物，全单元的内容都是围绕这一话题展开，让学生了解宠物的世界，知道各种动物的外貌特征和生活习性，并能用自己的语言描述自己喜欢的小动物。Reading板块主要向我们介绍有关动物的两首小诗，主要以训练学生的阅读方法和阅读技巧为主，提高阅读能力，同时要能够了解诗歌的押韵规律，并引导学生爱护保护动物。

二、学情分析: 本单元的主题是宠物，现在很多家庭都有饲养宠物。与宠物相处的过程会给学生带来无穷的乐趣，培养学生的爱心。由于初一学生年龄较小，知识储备和学习习惯尚有欠缺，而初中的阅读又在精确性和速度方面逐渐加强了对学生的要求。因此就需要教师在进行阅读教学时想方设法的去设计一些新颖的课堂活动来完成阅读任务。开展丰富多彩的活动，能够激发学生的学习欲望，给课堂带来活力。要在学生对诗歌理解的基础上，来培养学生的猜词能力。能猜到大意就行，

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对一些高频率出现的词汇可以对其用法作一些必要的分析并要求学生记忆。要鼓励学生有感情地朗读诗歌，并且要鼓励他们用简单的语言表述他们对诗歌的理解，让学生“乐于表达个人观点和态度”。

三、教学目标: 1. 学习阅读有关宠物行为的诗歌，能运用新词汇来讨论宠物。

2. 了解诗歌的押韵规律、重音和语调。

3. 学习写一首关于宠物的小诗。

四、教学重点：

1. 掌握本课的四会单词、短语，理解宠物的行为。

2. 了解诗歌的押韵规律、重音和语调。

五、教学难点：

1. 表达自己对诗中的宠物的看法。

2. 学习写一首关于宠物的小诗。

教学过程设计

Step 1 Pre-reading 1. Ask students to watch a video about pets. Qs: 1. What pets can you see in the video?

2. What can they do? 3. What sounds do they make?

2. Ask students more questions to help them learn more about pets. Qs: 1. Do you know other pets?

2. Why people keep these animals as pets? 2

About pets

(设计意图：导入是课堂的“点睛”之笔，有效的导入可以激发学生的学习兴趣。以课前视频做导入可以营造良好的学习氛围，以其直观、切题的特性让学生快速集中注意力，激起他们强烈的求知欲；同时，通过师生间问答，帮助学生培养自信心，为下面的教学环节做铺垫。) Step 2 While-reading

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Scanning Read and answer 1.What are the two poems about?2. The writer uses______ to refer to the heshedog and _______ to refer to the goldfish.3. What does the writer think of the dog/the goldfish?The cleverestanimal.A wonderfulpet.Tip 1: We should pay attention to the title.Tip 2: We often use he or she to refer to the pet.

(设计意图：训练学生扫读的能力，了解这两首诗歌的大意。) ②

Skimming (My dog)

1. Ask students to read the poem “My dog” and guess the meaning of the new words with the help of the pictures.

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My dog (Match the words with the pictures)hidehide and seekbarkbitefightdo wonderful tricksbuild camps out of stickshunt eyes wide open

2. Ask the students to read the poem again and make sure they understand the following sentences. My dog (match the phrases with their meanings)1. He doesn’tjustrun after a ball.2. He hunts when I hide.3.He does wonderful tricks.4. He’d never barkorbite.5.And I’ll look after him till the end.He does amazing things.He can run after a ball and do otherthings.He looks around for me.And I will always take care of him.He is friendly.

3. Ask students to think of some reasons why the writer like the dog and think of some good qualities that they hope their dogs have. Further Thinking1.Why does the writer like the dog?1.clever2.play hide and seek with …3.do wonderful tricks4.build camps out of sticks…1.not bark or bite2.not fight2.What do you want your dog to be?

(设计意图：阅读课中的词汇涉及两个基本问题：何时何地处理，处理到何种程度。学习词汇最为科学有效的方式应当是在有意义的语境下理解，才能为学生词look after the house/keep the house safe, wag his tail…

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汇语言知识的内化打下基础。因此在朗读之后，提供学生相关的图片引入词汇，使得学生能够调动以前语言知识积累，理解语境，锻炼猜词的能力，

为下文的阅读铺垫了重点词汇。在阅读课中设计任务，应实施多层次，不同梯度的阅读，加深了学生对文章的理解，并间接实现了重点语言知识的多次复现，为其内化以及最后的输出打下了基础。)

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Skimming (My goldfish)

Ask students to read the poem “my goldfish” and think of the reasons why the writer thinks the goldfish wonderful. My goldfishWhy does the writer think the goldfish wonderful?She doesn’t bring problems.1. A goldfish isn’t any (1) __________.trouble2. A goldfish doesn’t (2) _________.barkmiaow3. It doesn’t (3) ___________.4. We don’t need to (4) __________ it much.feed5. It doesn’t need a gentle(5) ___________.touch

(设计意图：利用结构图帮助学生关注和提取细节信息。信息提取后，通过问答，检查所提取的信息的准确性及理解程度，为从输入转向输出搭好台阶。利用图表帮助学生理解篇章结构。) ④

Reading with emotion 1.

Ask students to think what the two words “all” and “ball” have in common and help them to understand rhyming words. 2.

Ask students to find all the rhyming words. My dogMy dog is the cleverest animal of all.He doesn’t just run after a ball.With eyes open wide, Allrhymes with ballHe hunts when I hide.He does wonderful tricks,Builds me camps out of sticks.He’d never bark or bite,And he doesn’t like to fight.My dog is my best friend,And I’ll look after him till the end.Tip 3: Words rhyme if the last syllables make the same or similar sound. My goldfishMy goldfish is a wonderful pet. She doesn’t need a bed.She isn’t any trouble. ……She doesn’t need a bed.She doesn’t bark, She isn’t any trouble. She doesn’t miaow, We don’t need to feed her much.Just bubbles,She doesn’t need a gentle touch. Bubbles, Just bubbles, Bubbles,Bubbles, Bubbles.Bubbles,Bubbles.

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3.

Ask students to read after the tape. 4.

Ask students to read in groups of four and find out the groups that read best.

(设计意图：诗歌，是一种文学体裁，透过语言，除了表达文字的意义外，也表达情感与美感，引发共鸣。要读好诗歌，首先要让学生体会诗歌的韵律，因此设计问题让学生找出所有押韵的词；但诗歌中不仅有押韵，还有重音和语调，所以模仿录音也是必不可少的一个环节。最后通过小组竞赛的形式选出朗读最优秀的小组。小组竞赛能促进学生之间和合作，活跃了课堂气氛，调动了学生的学习热情，加深学生对诗歌的理解。) Step 3 Post-reading

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Ask students to enjoy more poems and fill in the rhyming words. 2.

Ask students to write their own poems Enjoy more poemsMy DogMy dog is my best friend.He listens when I talk.alk.He goes with me for a w_____When I sleep, he sleeps too.He does everything that I d_____.oWhen my friend makes me mad(angry),He hangs(垂) his head and looks so s_____ad.He licks(舔) myhandand tells me he can u_____.nderstandEnjoy more poemsMy neighbour’scatMy neighbour’scatis stripy(有条纹的).Her fur is grey and w_______,hiteShe sits under my windowsill(窗沿),and goes “miaow”all n__________.ightMy neighbour’scat is fussy(挑剔的).She likes the finest fish.She curls her tail around herAs she licks her dinner d______.ish

(设计意图：阅读技能的培养不能只靠教科书里的阅读材料，这些材料远远不够。因此，要开发一些其他资源，培养学生阅读方面的自学能力。提供给学生更多的诗歌欣赏，一方面是增加学生的阅读量，另一方面帮助学生找到一些押韵的词，为自己写诗做好铺垫，这个设计遵循了“由浅入深”“由易到难”认知规律。) Step 4 Assignment Your homework1.Read the poems beautifully2.Finish your own poem

(设计意图：到本课结束时，大部分学生能理解新单词和短语，了解诗歌的押韵规律。课后作业应起到巩固所学知识的目的，所以要求学生能有感情地朗读诗歌，

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尽量朗读的优美、流利。另一项要求是完成自己的诗歌创作，这可以激发学生的创造力，帮助学生培养学习兴趣。)

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