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視頻標(biāo)簽：Treasure Isl
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：八年級下冊人教版英語Unit8 Have you read Treasure Island yet Section A(3a-3c)河北省優(yōu)課
本視頻配套資料的教學(xué)設(shè)計、課件 /課堂實錄及教案下載可聯(lián)本站系客服
一、指導(dǎo)思想和理論依據(jù)
《英語課程標(biāo)準(zhǔn)》明確指出：英語教學(xué)應(yīng)該以生為本，面向全體學(xué)生，不斷激發(fā)學(xué)生的學(xué)習(xí)興趣，聯(lián)系學(xué)生的生活實踐，倡導(dǎo)體驗參與，培養(yǎng)學(xué)生的語言運用能力。 本節(jié)課是一節(jié)閱讀課，內(nèi)容節(jié)選自英文名著《魯濱遜漂流記》，講授這一課時，通過視頻情景導(dǎo)入啟發(fā)學(xué)生聯(lián)想，激發(fā)學(xué)生已有的背景知識和興趣。由于本節(jié)內(nèi)容的是節(jié)選內(nèi)容，根據(jù)預(yù)設(shè)的學(xué)生認(rèn)知水平，先從學(xué)生閱讀技巧入手，讓學(xué)生略讀快速獲取段落大意，然后針對一二段內(nèi)容設(shè)計了不同題型的細(xì)節(jié)題，包括第二段中思維導(dǎo)圖的運用，并針對段落局部和節(jié)選內(nèi)容設(shè)計了相應(yīng)的拓展思維題型，拓展了這篇名著內(nèi)容，拋出一系列問題，激發(fā)學(xué)生的閱讀興趣，讓學(xué)生帶有批判的眼光讀此書，更重要的是突出強調(diào)主人公的獨立自主，永不服輸?shù)木�，強調(diào)了語言的人文性。
二、教材分析
1、本課時位于人教版2013新目標(biāo)八下八單元Section A第二課時，第一部分聽說訓(xùn)練，學(xué)生初步了解了現(xiàn)在完成時態(tài)的構(gòu)成和運用場景，第三部分將對現(xiàn)在完成時態(tài)在語法上有一個系統(tǒng)地解讀并針對性地進行訓(xùn)練。
2、本節(jié)課內(nèi)容節(jié)選自英國名著小說《魯濱遜漂流記》，描寫的是魯濱遜初到島上的經(jīng)歷以及如何發(fā)現(xiàn)星期五并此后與其為伴的經(jīng)歷。在敘述這些經(jīng)歷時部分運用了現(xiàn)在完成時態(tài)。
3、由于本閱讀內(nèi)容是節(jié)選，文章欠缺完整性，所以在此不便設(shè)計文章中心大意題，而且小說中節(jié)選的兩個段落大意并非位于首尾句，短時間內(nèi)找尋有一定的難度，所以閱讀任務(wù)在此設(shè)計為選擇題，降低難度。本節(jié)內(nèi)容涉及的新語法點不多，需要學(xué)生掌握的新的生詞短語也并不多，其中ran towards, name sb sth 應(yīng)該重點突出點播。
4、本部分教材設(shè)計任務(wù)：導(dǎo)入（觀看視頻，聯(lián)想式提問）——段落大意的快速提煉（略讀閱讀技巧）——細(xì)節(jié)題的分段設(shè)計（猜詞，填表，回答問題，拓展，判斷正誤，看圖說話，語言點點撥）——整體性回顧（學(xué)生復(fù)述內(nèi)容）——開放性問題——名著拓展閱讀（拋出一系列問題）——激發(fā)學(xué)生閱讀此書興趣，總結(jié)學(xué)習(xí)精神（推薦相關(guān)影視材料）
三、學(xué)情分析
1、大部分學(xué)生小學(xué)階段閱讀過中文版《魯濱遜漂流記》，對故事梗概比較熟悉。 2、本節(jié)課的單詞短語大部分是學(xué)生已知的，如ship，knife,boat,arrive,grow, see„doing, one„the other, give up...需要學(xué)生掌握的新單詞短語有tool,gun,mark,run towards,name sb sth，只需要學(xué)生認(rèn)知的單詞cannibal.
3、關(guān)于獨立生存求生技巧，學(xué)生背景知識較差，因此教學(xué)中適當(dāng)拓展了獨立生存技巧。
四、教學(xué)目標(biāo)
1、在本節(jié)課結(jié)束時,學(xué)生能夠理解現(xiàn)在完成時態(tài)的使用情形以及構(gòu)成Sb have/has done sth以及掌握少量出現(xiàn)的生詞如gun,mark和短語run towards, name sb sth 等。 2、激發(fā)學(xué)生們閱讀英文名著《魯濱遜漂流記》的興趣。
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3、讓學(xué)生們能夠感受并學(xué)習(xí)魯濱遜的堅強獨立，永不放棄的精神，并滲透給學(xué)生一些實用簡單的求生技巧。
五、教學(xué)重、難點及突破措施 1、教學(xué)重點：
(1)現(xiàn)在完成時態(tài)的應(yīng)用。
突破措施：將現(xiàn)在完成時態(tài)體現(xiàn)在各個不同題型階段（填空，判斷正誤，看圖說話等）以及教師貫穿整節(jié)課的課堂用語多采用現(xiàn)在完成時態(tài)句型。 (2)激發(fā)學(xué)生們閱讀英文原版的興趣。
突破措施：結(jié)合小說拓展內(nèi)容，提出一系列開放性問題，啟發(fā)學(xué)生思考質(zhì)疑，激發(fā)學(xué)生閱讀此書的興趣。
(3)啟發(fā)學(xué)生們學(xué)習(xí)魯濱遜的堅強獨立，永不服輸?shù)木瘛?nbsp; 2、教學(xué)難點:
(1)Present Perfect Tense
突破措施：教師從頭至尾的多次重復(fù)性輸入以及不同閱讀環(huán)節(jié)設(shè)計現(xiàn)在完成時態(tài)的句子，將完成時態(tài)句子短語歸類重點突出，自然滲透。
(2)滲透一種人文情懷和永不服輸?shù)木�，最大程度地感染學(xué)生，并且激發(fā)學(xué)生課下閱讀此書的興趣。
突破措施：導(dǎo)入讓學(xué)生身臨其境，讓學(xué)生在贊嘆魯濱遜的勇敢堅強的同時聯(lián)想學(xué)過的榜樣。在結(jié)尾拓展小說一部分情節(jié)，提出開發(fā)型問題，引發(fā)學(xué)生思考和激發(fā)學(xué)生閱讀興趣。 五、教學(xué)過程 1．Lead-in 【教師活動】：
1) Ask students to watch a video clip about Robinson Crusoe. 2) Ask students some questions
1. Do you know which story we are going to learn today?
2. Have you ever read Robinson Crusoe? What have you known about the story?3. 3. Do you know the writer of Robinson Crusoe? 4. Can you tell me his feelings at that time? 5.Has he lost his life?
3) “Today we are going to learn the story ”
【學(xué)生活動】： 1) Watch the video clip. 2) Answer the questions.
【設(shè)計意圖】Lead in the topic and activate their interests to read the passage. 2．Match the main idea of each paragraph 【教師活動】：
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1) Ask students to skim the passage and match the main idea of each paragraph.
Para1 is about______________ Para2 is about______________ A. Robinson arrived on an island.
B. Robinson's own activities on the island. C. how Robinson found Friday. D. how Robinson lived with Friday. 2) Check the answers.
【學(xué)生活動】： Skim the passage and make choices.
【設(shè)計意圖】： To practice students’reading strategy-skimming. 3.Para1 細(xì)節(jié)題設(shè)計 【教師活動】：
1) Ask Ss to guess the meaning of the words.
Ask students about what island they have known already. 2) Ask Ss to fill in the chart and give examples with a sentence. e.g. Robinson arrived on an island.
3) To enlighten students to think that these are just Robinson’s activities on the island alone.
4) Ask students to think about two questions. A．What do you think of Robinson? B．On the island, how do we survive?
5) Ask Ss to read I will not give up and I will wait for another ship. with strong emotions and think about and discuss how we could survive on the island in a group. Never give up. Have hope.
Be strong and independent. Use everything around us. Learn some skills.
4) Teach Ss some skills about survival. 1. How do we get water? raindrop, rivers, dew, trees Clothes (filter 過濾 ）、 Make it hot 2. How do we get food?
colorful fruits( X ),frogs, fishes, worms
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3. How do we send SOS?
bright-colored clothes , mirror , fire 4. How do we make fire? 【學(xué)生活動】：
1) Ss try to guess the meaning of the words. 2) Answer the questions. 3) Read the sentence.
4) Groupwork(Discuss survival skills) 【設(shè)計意圖】：
1) To get to know Robinson’s own activities on the island. 2) To input the new words.
3) To teach Ss some skills about survival. 4) To stress Robinson’s strong spirit. 3. Para2 細(xì)節(jié)題設(shè)計 【教師活動】：
1) Ask Ss to scan para2 and answer a question. 2) Ask Ss to judge the sentences and correct them. 3) Ask Ss to describe each picture with a sentence
4) Ask Ss to pay attention to the time clue when describing a thing. 5) Ask Ss to take notes about language points. 【學(xué)生活動】： 1)Scan.
2)T/F and correct the sentences.
3)Describe each picture with a sentence using given phrases.
4)Pay attention to the time clue and take notes about language points. 【設(shè)計意圖】：To input new words and phrases and also get students know the plot of finding Friday. 4. Retelling
【教師活動】：(1)Teachers ask some Ss to retell paragraph1 and paragraph2 using each given picture.
(2)Teachers give Ss one minute to let them retell the passage by themselves. (3)Teachers ask each group to send a member to try to retell each picture and take turns.
【學(xué)生活動】：Ss try to retell the content of para1 and para2 according to each
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picture.
【設(shè)計意圖】：To check whether Ss have mastered what they’ve learnt or not and to consolidate present perfect tense and new words and phrases. 5. Open Questions
【教師活動】：Ask Ss questions. • Is this passage from a diary?
• Would Robinson be lonely without Friday?
• What happened to Robinson before he came to the island?( link more information about this novel )
He went out to sea for three times to do business. Then, he was caught and became a slave(奴隸). After that, he went to Brazil (巴西) and became the owner of a big plantation(種植園). Because he needed more people to work for him . Then he decided to go to Africa to buy some slaves(奴隸).... • What will happen next between Friday and Robinson?(enjoy a video clip) • Can you think of other strong men?
【學(xué)生活動】：Answer questions and read more about this novel and enjoy the video. 【設(shè)計意圖】：To unlock their mind and to motivate their interests to read the novel with critical thinking after class. 6. Summary
【教師活動】：Finish the blackboard design .Stress that we can try to use these optimistic attitude like Robinson to make optimistic actions when we are in difficult situations. Recommend them some movies and TV programs with the same spirit
【設(shè)計意圖】：To further input Robinson’s spirit and expend their ways to know more about literature works 7. Homework 1). Retell the passage.
2). The book recommendation of Robinson Crusoe Book title: Writer： Main Plot(情節(jié)): Reason：
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