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視頻標簽：Treasure,Island
所屬欄目：初中英語優質課視頻
視頻課題：人教版初中英語八年級下冊Unit8 Have you read Treasure Island yet安徽
教學設計、課堂實錄及教案：人教版初中英語八年級下冊Unit8 Have you read Treasure Island yet安徽省 - 阜陽
Unit8 Have you read Treasure Island yet?
Teaching aims: Knowledge objects:
Key words: treasure island classic
Target languages: Have you read Little Women yet? No, I haven’t. Have you? What’s it like? What’s it about? Ability objects:
1) Know the sentence pattern about present perfect tense: have/has+P.P
2) Try to make a dialogue using the target languages. 3) Write down ideas about the book you’ve read. Emotion objects:
1) Open your mouth and read the books you like.
2) The more books you read, the better life you’ll have.
3) Open your heart and communicate with the book you like. Teaching key points:
1) The pattern of Present perfect tense
2) Make sentences using present perfect tense.
3) Know the importance of reading books and different kinds of books
Teaching difficult points:
1) Try to make realize the importance of reading books 2) New grammar about present perfect tense. 3) Call up Ss to read more books. Teaching preparation:
sticky notes, microphone, a new book as a prize, bookrack 學情分析：
本節課的設計初衷是為了讓孩子了解更多的書籍，同時借助現在中央電視臺的一個流行節目《朗讀者》，熱議詞“全民閱讀”等穿插在課堂活動中，激發孩子們讀更多的書。
在上本課之前我們已經初步了解學生平時的閱讀量和范圍，多半是中國書籍，對于外國的一些名著了解還是較少的。為了讓孩子們意識到閱讀的重要性，我在課堂導入用微課制作了一個世界讀書日的由來視頻，來引起孩子們對讀書的重視。
本單元有個重點語法--現在完成時，所以要讓孩子輕松的接受這個新語法有點困難，所以我通過介紹自己的閱讀過的書籍和評價來引導孩子們學習新知識，這樣引入比較自然易懂，又通過緊張的聽力練習
新句式，除此之外，本節也介紹了大量的國內外的名著，讓孩子們了解一些基本的名著，激發孩子們閱讀的興趣。若讓孩子們參與閱讀，我在課件里插入了班里的一個學生的一段激情朗讀視頻，這樣直接刺激孩子參與最后的朗讀比賽，更有吸引力，從而讓孩子在本節語用輸出達到更好的效果。） Teaching procedures: Step1: lead-in.
T: We’re going to have a special class.Before it, let’s have a look, what’s this? Ss: 2,3,4,4.23
T: Actually, it’s April 23rd. So do you remember what you did on April 23rd? Ss: No.
T: I remembered what I did on that day. I went to Xinhua Book Store. I read and bought many books. Do you know why? That’s because of WBCD. So you know WBCD? It’s the World Book and Copyright Day. So do you know why the WBCD is on April 23rd? Now, let me show you from the video.
(目的：通過一組數字234和相關的日期4月23日導入，短小的微
課簡易地介紹世界讀書日的由來，讓孩子們了解更多跟讀書有關的知識，引領學生進入本節的學習氛圍中。) Step2：New knowledge show.
T: So boys and girls, you have known something about WBCD, that’s why more and more people are getting to read books nowadays. And today, I also brought many books. Do you know these books、
Ss: Journey to the West.（西游記）
A Dream of Red Mansions.（紅樓夢） Water Margin.（水滸傳）
Romance of the three Kingdoms.（三國演義）
T: These books are very famous and classics, so I have already read them. And what about these books. Do you know these books?
Ss: Yeah!
One Thousand and One Nights.（一千零一夜） Little Prince.（小王子）
Three Days to See.（假如給我三天光明） Harry Potter.（哈利波特）The Old Man and the Sea.（老人和海） Sherlock Holmes.（福爾摩斯偵探）
T: These books are so interesting that I have read these books. And you? Have you read these books yet?
Ss: Yes!
Teacher write down the sentence pattern: have/has+p.p and tell ss the present perfect tense. Then teacher show more books on PPT：<Alice in Wonderland>,<Tom Sawyer>,<Robinson Crusoe>,<Treasure Island>.<Little Women> then Ss whether they have read these books before.
（目的：通過引入世界讀書的簡介到國內外的名著，讓孩子們很快的進入本節的授課氛圍--書籍。再有老師親身閱讀經歷告訴孩子們新的句式，讓孩子們不知不覺中學習新的語法知識，同時也了解更多的名著。）
Step3: Listening
T: Now two Ss are talking one of the books, let’s listen to the tape and tell me what book they are talking about? And how is the book? Ss: <Little women> . Fantastic.
(目的：這個短小的聽力是在原有的音頻的基礎上整合裁截下來的，設立兩個簡單的小問題，是為了讓孩子初步識別新句式，也下面的對話做熱身。) Step4: Pairwork
T: Now I need a partner to make a short dialogue with me about this book. Have you read this book<One Thousand and One Nights>? Ss: Yes,I have./No, I haven’t. T: What’s it like？
Ss: I think it’s fantastic/interesting/wonderful/boring... T: So why do you think it’s .....? Ss: Because ......
After the sample between teacher and student, it’s ss’ time to practice the dialogue according to the pictures.
（目的：在讓孩子做對話前，老師先引導他們一步一步回答問題，結合老師的事先展示，孩子就會很快的接受句式的練習，在這里，我設計了一個拓展性的問題，why do you think it’s....?這個問題可以讓孩子們更加深入思考，同時也鍛煉了孩子語用的靈活能力。） Step5:Listening and memory challenge.
T: You all did good job. Now listen!Tina and Mark, they are talking about the books. Now you need to circle the names after hearing the recording.
Treasure Island Mark/Tina Oliver Twist Mark/Tina Robinson Crusoe Mark/Tina Tom Sawyer
Mark/Tina
Ss make a short dialogue according to the radio: S1: Has Tina read Treasure Island? S2:
S1: Has Mark read Treasure Island? S2:
S1: What does Tina think of the book? S2:
S1: What is the book about? S2:
S1: Have Tina and Mark read the two books? S2:
S1: What is Tom Sawyer about? S2:
（目的：這雖然是一個聽力練習，卻老師把聽力截成小段，來考察孩子們的捕捉信息的能力，同時也是為了讓孩子更加有效的理解和模仿句式。因此完成聽力之后，讓孩子根據問題和記憶做對話，又及時鞏固了本節的知識。） Step6: Make a survey.
T: From the dialogue, we can see Tina has read many books, so has Mark. And what about you? Have you read many books before? What kinds of the books have you read? Now let’s make a survey. Fill in the blanks on your prepared paper in your groups and choose a leader to read it out in front of the class.
Ss make a full preparation for the survey for about 5-8 mins.
In our group, we have read different books. S1 has read_______.He/She thinks it's_______, and it's about_________. S2 has read______, and she/he thinks it's_______. S3 has read______.........
（目的：從開始的書本介紹和新語法學習，老師循循善誘，輸入了大量的語言框架，為此小組活動做好了充分鋪墊，也讓孩子很自然的過渡調查周邊同學的閱讀知識。通過小組合作的形式，讓孩子們共同探討，激發閱讀的興趣，互相學習了解，同時也鞏固了本節的語法知識，為下面的步驟做好準備。）
Step7: Thinking
T: From your survey ,I learnt that most of you have read lots of books. Well, have you ever thought about why we should read books?
(Ss have a couple of minutes to think .)
Teacher will give some hints to lead ss to find the answer on PPT.
Country A better life College Knowledge
（目的：此環節是本節亮睛之處，老師給出圖示，提出問題，引領孩子們一步一步思考：我們讀書是為了什么？給出學生充分的思考空間，讓孩子們自己去發掘答案，由我們敬愛的周恩來總理的話：為中華崛起而讀書！偉大的語句告訴孩子們讀書是為了我們的祖國發展，這比老師直接給出答案要深刻的多，所以此環節也是對孩子們的價值觀，人生觀的熏陶。） Step8: Speaking
T: We are reading books not only for ourselves but also for our country. Nowadays, there is a popular program called <reader>, the program host is Dongqin, who has the same famliy name as mine. She thinks reading belongs to everyone, and today she is looking for readers. One of my students took part in the program, let’s have a look at her performance. (show ss a part of video about reading in the program.)
What do you think of her speech? Is she a good reader? Would you like to be a good reader as her? Well if you want to be a good reader, you need to do like this：
1) Write down your ideas on your prepared paper.
To be a reader
Hi, everyone! I’m a student from FY No.11 Middle School. My
name is_________.I enjoy reading so much that I have already read many books. Such as______________________________.
My favorite book is_____________, because it’s___________. And the book is talking about__________________________ ___________________________________________________
___________________________________________________. It shows us that______________________________________
___________________________________________________.
I believe that reading belongs to everyone, so let’s fall in love with reading now.
2) Read it out in front of the class with right pronunciation and intonation.
3) Let’s compete each other and find who will be our best reader today.
(Ss have several mins to fill in the blanks given before, then show their speech in class, the one who did the best will get a gift as a prize. The prize is a new book that can encourage ss to read more books from now on.)
T: Everyone wants to be a good reader, now what you need do is to open your mouth and read the book you like. Secondly, you should believe the more books you read, the better life you’ll have. And the last one which is the most important one is to open your heart and communicate with the book.
（目的：本環節是課堂的語言輸出升華部分。一方面通過現在流行的節目《朗讀者》和大家熱議詞“全民閱讀”來刺激孩子們閱讀；另一方也通過參與節目孩子的視頻來鼓勵其他孩子勇敢展示自己的朗讀能力，本著Learning is for using.的原則，讓孩子們在最后的競選最佳朗讀者中，語用能力得到充分鍛煉。老師給最佳朗讀者頒發的獎品——一本新書，也是間接激發孩子們閱讀的興趣。最后通過三張有意義的圖片告訴孩子若要成為最好的朗讀者，我們首先要張開嘴讀出我們最愛的書。其次要堅信，我們讀的書愈多，我們以后的生活愈幸福。最后，要敞開心扉和書用心交流。） Summary and homework:
1) Read an interesting or meaningful book you like. 2) Write down the idea about the book you’ve read.
3) Talk with your friends or famliy about the idea. 4) Think about what you learn from the book.
（目的：作業采用了立體分層的方式，先讀，寫，后說，想。與我們課堂上要求的聽說讀寫吻合，這樣讓孩子們把閱讀帶到生活當中，并當作是生活中的一部分，讓孩子在做中學，達到了本節的教育目的。） Blackboard Design:
Unit8 Have you read Treasure Island yet? Have/has +P.P
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