Unit2I'llhelptocleanupthecityparksSectionA(3a3c)教學(xué)設(shè)計(jì)課標(biāo)分析培養(yǎng)閱讀能力是教學(xué)大綱規(guī)定的中學(xué)英語(yǔ)教學(xué)目的之一，同時(shí)，閱讀理解對(duì)于中考是重中之重，要想取得中考英語(yǔ)的好成績(jī)，必須重視閱讀理解訓(xùn)練。作為語(yǔ)言技能的重要組成部分，作為語(yǔ)言輸入的主要環(huán)節(jié)之一，英語(yǔ)閱讀在初中英語(yǔ)教學(xué)中占有重要地位。因此，培養(yǎng)學(xué)生的閱讀能力是主要教學(xué)目標(biāo)之一。隨著新課改的不斷深入，學(xué)生閱讀能力訓(xùn)練，顯得尤為重要。努力創(chuàng)造條件，積極利用多媒體開(kāi)展教學(xué)，注重培養(yǎng)學(xué)生的閱讀能力和養(yǎng)成正確的閱讀習(xí)慣，提高課外閱讀水平。教材分析ThematerialisfromPeople’sEducationEdition(PEP)Grade8Volume2,Unit2SectionA3a3c.TopicofUnit2:VolunteeringandCharityTheme:StudentsWhoVolunteerLiteraryform:NarrationStructure:Deduction（總分結(jié)構(gòu)）Paragraph1isaboutthemainideaofthispassage:MarioandMarygiveupsometimetovolunteer.Paragraph2isaboutMario’svolunteering.Paragraph3isaboutMary’svolunteering.Content:TwostudentswhovolunteertohelpothersafterschoolMarioGreenandMaryBrown.Mariovolunteerstocareforanimals.Maryhelpskidslearntoread.學(xué)情分析StudentsareinGrade8,juniorhighschool.TheyhaveacquiredsomebasicmethodsinlearningEnglishandunderstoodcertainreadingskills,suchasmakingpredictions,identifyingkeywordsandfindingtopicsentences.Theyarepetitiveinclassanddaretoexpressthemselves,whichisvaluable.However,moststudentsstillhaveaweakfoundationofknowledgeandapoorabilitytouseEnglishformunication;somestudentshaveagoodfoundationandahighdegreeofcooperationwiththeteacher.TheyhavedifferentlevelsofabilityinEnglishlearning,sotheteachershouldhelpthemtodevelopgoodhabitsandinterestsinEnglishclasses.Astheprincipalpartoftheclassroom,studentsarerequiredtotakeactivepartinactivitiesandstrengthentheabilitytomunicateandcooperatewithothers.Therefore,theneedsofstudentsatmultiplelevelsshouldbesatisfiedinteachingdesign,sothattheycanhaveacorrespondingsenseoffulfillmentwhileparticipatingintheactivities.Teachingmethods:SituationalLanguageTeaching&municativeLanguageTeachingLearningmethods:IndividualLearning&CooperativeLearning教學(xué)目標(biāo)Languagepetence:Studentswilllearnthegrammarofinfinitivesandtrytoapplyit.Learningability:Studentswillbeabletousethegiveninformationtomakeprediction.Theirabilitiesofreadingforgist(bygeneralizingthemainidea)andreadingfordetails(bycatchingthekeypoints)willbeimproved.Thinkingability:Studentswillthinkaboutthesignificanceofbeingavolunteerandhelpingothers.Culturalawareness:Students’volunteeringspiritwillbeactivatedandtheircooperativespiritwillbeenhanced.教學(xué)重點(diǎn)Tousethegiveninformationtomakeprediction.Toimprovestudents’readingabilitiesofbyskimmingandscanning.教學(xué)難點(diǎn)Tolearnthegrammarofinfinitivesandtrytoapplyit.Tothinkaboutthesignificanceofbeingavolunteerandhelpingothers.教學(xué)過(guò)程教學(xué)環(huán)節(jié)教師行為教學(xué)設(shè)計(jì)意圖Step1:Leadin(3minutes)Greeting:Classbegins.Goodafternoon,boysandgirls!Sitdown,pleaseActivity(3mins):Watchavideoabout“Whybeavolunteer”.Students’schemacanbeactivated.Tobuildaconnectionwithtoday’sthemeandlayafoundationforthereading.Step2:Prereading(3minutes)Activity(3mins):Lookatthetitleandthepictures,answerthequestions.1.Whereistheboy?2.Whoisthemaninred?3.Wherearethegirlsinthepicture?Classroomorlibrary?4.Whataretheydoing?5.Dotheyhelpothersformoneyorforfree?Whichwordinthetitlehelpsusgettheanswer?Studentswillthinkaboutthequestionsindependentlyandanswerthemtogether.Withthehelpofthetitleandthepictures,studentswillbeabletopredictthecontentandaccumulatebackgroundinformationforthereadingmaterial.Step3:Fastreading(8minutes)Readingforgist:(8mins)Playthetapeforthefirsttime.Sswillbeaskedtoreadthepassagequicklyandsummarizethemainideaforthepassage.Theyneedtoanswerthefollowingquestionsonebyone.1.What’sthemainideaofeachparagraph?Para.1Mario’svolunteering.Para.2Mary’svolunteering.Para.3MarioandMarygiveupsometimetovolunteer.2.WhatdoMarioandMaryvolunteertodo?Toimprovestudents’abilitiesofreadingforgistbygeneralizingthemainidea.Students’readingdesirewillbestimulated.Step4:Carefulreading(10minutes)Readingfordetails:(10mins)Activity1:(3mins)Readthepassageforthesecondtime.Sswillbeaskedtofillinthefollowingblank.Theywillhaveadiscussionwiththeirgroupmatesfor2minutes.Twostudentswillbeinvitedtosharehis/heranswer.Step4:Carefulreading(10minutes)Activity2:(7mins)Readthepassageforthethirdtime.Sswillbeaskedtoanswerthefollowingquestions.1.WhydoesMariovolunteertohelpothers?2.WhatdoesMariosayaboutvolunteering?3.WhydoesMaryvolunteertohelpothers?4.WhatdoesMarysayaboutvolunteering?Studentsneedtothinkaboutthequestionsindependentlyandanswerthemonebyone.Tohelpstudentsclarifythecontextandunderstandthecontentofthearticle.Toimprovestudents’abilitiesofreadingfordetailsbycatchingthekeypoints.StudentswillgettoknowMario’sandMary’svolunteerstories.Step5:Postreading(10minutes)Activity1:(5mins)Studentswillbeaskedtouseinfinitivestopletethesentencesbelow.1.Mariowouldlike_________ananimaldoctor.2.Marioworksforananimalhospitalbecausehewants__________abouthow_____________foranimals.3.Marydecided____________forajobatanafterschoolreadingprogramlastyear.Shestillworkstherenow___________kidslearntoread.4.Maryhasadreamjobbecauseshecandowhatsheloves_______.Studentsneedtothinkaboutthequestionsindependentlyandanswerthemonebyone.Tolearnthegrammarofinfinitivesandtrytoapplyit.Activity2:(5mins)Studentswillbeaskedtoretellthepassageaccordingtothemindmap.Theywillhaveadiscussionwiththeirgroupmatesfor2minutes.Twostudentswillbeinvitedtoshare.Toimprovestudents’oralEnglishtoexpressthemselves.Tohelpstudentshaveadeepunderstandingofthecontextandcontent.StudentswillbeguidedtounderstandthesignificanceofhelpingothersStep6:Mak