初中牛津译林版Reading教学设计

这是一份初中牛津译林版Reading教学设计，共5页。

Reading (I)
I. Teaching aims and learning bjectives
By the end f the lessn, students shuld be able t:
1. read the tw pems abut pets fluently;
2. learn abut hw t rhyme and enjy the beauty f rhymes,
3. identify the main idea f each pem;
II. Teaching cntents
New wrds and phrases: pem, wide, hide, build, camp, fight, till, end, truble, tuch, care, run after sb., build sb. sth./build sth. fr sb., lk after/take care f, till the end, have t, d ther things, lk arund fr, make truble, be afraid f
III. Fcus f the lessn and predicted area f difficulty
1. T read the pems in different ways.
2. T learn abut hw t rhyme and enjy the beauty f rhymes.
3. T cmplete a shrt pem and try t write ne in rhyme.
IV. Teaching prcedures
Step 1 Lead-in
T: Tday we’ll learn Reading f Unit 8. First give me a helping hand.
Will they be gd pets? (a giraffe, a camel and a snake)
Will they be gd pets? (a parrt, a muse, a rabbit, a fish, a cat and a dg)
【设计意图：通过学生比较熟悉和感兴趣的话题导入新课，使其迅速进入本课话题，又为接下来的教学内容做好铺垫。】
Step 2 Presentatin
1. Enjy a vide.
T: My husband lves dgs. He says that dgs can d many tricks. They are very clever. Let’s enjy a vide.
【设计意图：通过观看有趣的视频，使学生轻松融入课堂，又为接下来学习新词汇做好铺垫。】
2. New wrds and expressins.
T: He likes dgs because they are very clever. They can hide themselves. They can hunt. His pet dg even can find a stick and help him build a camp.
T: Sadly, I am afraid f dgs. They ften bark at me. When a dg pens its muth wide, I’m afraid that it’ll bite me. And I ften see them fight.
T: Hwever, my husband thinks dgs the cleverest animal f all. They dn’t need much. They nly need a gentle tuch. He says he’ll lk after his dg till the end. What can I d?
【设计意图：通过表述我和丈夫对狗的不同观点，使学生在简单易懂的语境中认识新单词与短语，同时又在不知不觉中为他们理解下面的诗歌做好了相关铺垫。】
Step 3 Reading
1. Wrds rhyme in a pem.
T: Nw I have smething special fr yu. It’s abut dgs. Let’s listen and read after the tape.
T: We call this kind f article “a pem”. When we read a pem, we can find that sme f the wrds in the pem rhyme. Wrds rhyme if the last syllables make the same r similar sund. Wuld yu like t find these wrds tgether with me?
(1) “ All ” rhymes with “ ball ”.
(2) “ Wide ” rhymes with “ hide ”.
(3) “ Tricks ” rhymes with “ sticks ”.
(4) “ Bite ” rhymes with “ fight ”.
(5) “ Friend ” rhymes with “ end ”.
【设计意图：通过对韵脚的分析，使学生对英文诗歌的节奏韵律有初步的了解】
2. Watch a music vide.
T: Rhymes in pems make them mre beautiful. S sme pems have been made int sngs. Here is ne example. Let’s watch a music vide.
“ Star” rhymes with “are”.
“ High” rhymes with “sky”.
“ Star” rhymes with “are”.
Twinkle, twinkle, little star,
Hw I wnder what yu are.
Up abve the wrld s high,
Like a diamnd in the sky.
Twinkle, twinkle little star,
Hw I wnder what yu are.
3. Mre practice.
T: Here is a famus pem called Fur Little Ducks by Mther gse. Let’s enjy it.
Fur little ducks
by Mther Gse
knew—t
back—quack
g—rw
back—quack
Fur little ducks that I nce knew,
Fat ducks, skinny ducks, they were, t.
But ne little duck with a feather n her back,
She ruled the thers with a quack! Quack! Quack!
Dwn t the river they all wuld g,
1, 2, 3, 4, all in a rw.
But ne little duck with a feather n her back,
She ruled the thers with a quack! Quack! Quack!
T: Let’s try t find what wrds rhyme in this pem.
【设计意图：通过加强操练，使学生加深对诗歌押韵现象的理解，并能根据句尾单词读音来判断他们是否押韵。】
4. Read and practice.
T: Read the pem abut dgs again and answer the fllwing questins.
(1) He can d tricks, can’t he?
(2) Why des he hld sticks in his muth?
(3) Hw lng will the writer lk after him?
T: Read anther pem and sum up its main ideas.
The writer’s pet is the _______. He thinks she is a _________ pet. She isn’t any _______. She just _______.
T: Listen and try t find which wrds rhyme in this pem.
【设计意图：通读两首诗歌，了解其内容含义，使学生在熟悉课文的同时，也为下一课时的讲解做好文本的输入。】
5. A challenge.
T: Can yu help me find prper wrds t cmplete the pem, paying attentin t rhymes.
The Cuck (布谷鸟)
In April,
Cme he _______;
In May,
Sing all ________;
In June,
Change his tune;
In July,
Prepare t _______;
In August,
G he __________.
Step 4 Sum up
T: After reading the pems, we learn a lt nt nly abut pets, but als abut pems. Life is like a pem. Why nt enjy it?
【设计意图：帮助学生回忆诗歌的韵脚，使他们更多地了解诗歌的特点，喜爱朗读诗歌。并通过课文学习，延伸到学生的生活，对他们的生活态度进行一定的引领。】
V. Hmewrk
1. Read the new wrds and tw pems carefully.
2. Try t write yur wn pems, paying attentin t rhymes.wake can will day must jump fly sing