本文以人教版(Go for it)八年级下册Unit 4《Why don’t you talk to your parents?》Section A 3a为例对此模式进行阐述。本单元的核心话题是谈论理由给予倡议。本课是本单元的第二课时,主要内容有三项:3a阅读是关于Sad and Thirteen写给Mr.Hunt的求助信和Mr.Hunt的回信。3b讨论Mr.Hunt的倡议。3c是找出相关单词短语的同义词及短语,并运用单词短语造句。语言知识和语言技能部分始终围绕核心话题展开,经过整合和删减,我把它设计成一节以培养学生阅读能力为教学重点的综合课,教学过程设计如下:
Step1: Pre-reading
一、激趣导入
Free talk:At school,do you he free time?/can you get enough sleep?At home,do you get on with your family?
设计说明:通过理由交流,了解学生在校空闲时间和睡眠状况、在家同父母相处是否融洽;呈现《Home with Kids》刘星一家人的图片,创设情境,学习词汇。
二、呈现新知
图片一:学习get on with,relation,elder。图片二:学习argue。
图片三:学习lonely。
图片三:学习explain,offer,proper,communicate(v.),communication(n.)。
单词学习:老师领读——音标认读——个别检查——齐读——记忆挑战。
[设计说明]创设较真实的情境学习词汇,通过音标注释、词形对比、英汉互译让学生记忆掌握,为下一步的阅读理解扫清障碍。
Step2: While-reading
三、自主阅读
1.Fast reading
①The letter from Sad and Thirteen is a/an_____.A.thank-you letter
B.letter for help
C.invitation letter
②What’s the writer’s main problem?
[设计说明]训练学生的扫读(Scanning)阅读技巧,从文章中搜寻到理由的有关信息,从总体上把握阅读材料的类型和内容。
2.Careful reading
1.How many people are there in his family? (at least)A.Three B.Four C.Five
2.Can his father get on with his mother?How do you know?
3.Can he get on with his elder brother?Why?
4.How does he feel at home?
[设计说明]通过4个理由的回答,帮助学生找出第一封求助信中的苦恼,培养学生领悟和分析语篇的能力。四、探究点拨
按照要求完成下列题目:1.When they argue, it’s like a big,black cloud hanging over our home.(英译汉)
2.When they argue,it ______ a big,black cloud ______ over our home.(选择填空)
A.is like,hang
B.likes,hanging
C.is like,hanging
3.Instead he watches whatever he wants until late at night. (英译汉)
4.选择instead 或instead of填空。
He didn’t give John the money,but he ge it to me ______.Tom’s father stayed in bed all day ______ going to work.
5.He went home after he cleaned the classroom yesterday.(改为同义句)初中英语任务型阅读教学模式初探由优秀论文网站www.shuoshilunwen.com提供,助您写好论文.
He ______ home ______ he cleaned the classroom yesterday.
6.昨晚,他一直等到11点钟。(汉译英)
He waited ______ 11∶00 pm.last night.7.Why don’t you ______ (take) a walk after dinner.(动词填空)
8.How about talking to your teacher on the phone?(改为同义句)
______ you talk to your teacher on the phone?
Why ______ talk to your teacher on the phone?
You ______ talk to your teacher on the phone?
[设计说明]通过对文章句子、词汇的理解,发挥学生学习的能动性,在学生合作探究和老师点拨指导的基础上进一步掌握hanging、instead、instead of、until等重点词句的掌握,进一步理解课文,培养分析理由的能力。
Step3:Post-reading
五、巩固提升
结合文章完成短文填空。学生自主做,老师订正答案,齐读短文。[设计说明]由整体感知语篇到文章缺词填空,进一步理解文章,使学生的学习发生正迁移,培养动手写、阅读、理解和记忆能力。
Step4:Homework
Send an e-mail to me.Tell me your problems.I’ll help you.
My e-mail address:bxdzw@16