上海牛津版 U3 阅读教学设计.doc

牛津上海版八年级上册第三单元教学设计与展示
阅读课教学设计

设 计 人：林李华（广州市越秀区第十六中学）
课 题：牛津英语上海版，八年级上册，Unit 3 Modern machines
教学内容：Reading A & Reading B Computers
课 型：阅读课
教学时间：40分钟
教材分析：
本单元的主题是谈论“现代机器”，是学生比较感兴趣的科普话题。本课是本单元的第一课时，阅读材料是关于计算机的几段语篇，分别从不同角度来谈论计算机。本课出现的课标词汇共12个，拓展词汇共9个，重点短语4个。（详见认知目标）
学情分析：
1. 学生对“现代机器”这个主题会比较感兴趣，而计算机更是他们所熟悉的话题，容易唤
起他们学习的兴趣，他们对此也有话可说，有利于引导他们进行深入的思考与探讨。
2. 通过初中一年的学习，学生已具备一定的阅读理解能力，掌握一些阅读理解的策略与技
巧，借助本课的阅读理解活动进一步巩固、运用已学的策略与技巧，以提高学生的阅读理解能力。但学生对语篇的结构意识不是很强， 可以渗透一些这方面的指导。
教学目标：
1. 认知目标：
课 标词 汇
hardly, type, operate, railway, fly, judge, raise, instruction, program, mistake, hold, video, more importantly, have great understanding of…, make mistakes, for the time being
拓 展词 汇
unaware, be unaware of…, dependent, be dependent on…,diagram,
essential, drive, CD-ROM, DVD-ROM
2. 能力发展目标：
1）通过多种形式的阅读活动与任务，指导学生进一步巩固、运用已学的阅读理解策略与技
巧，培养一些阅读微技能，如：猜测生词大意、搜寻细节信息、概括段落大意、寻找中心句
等，从而提高学生的阅读理解能力。
2）帮助学生建立初步的语篇结构意识。
3）培养学生探究学习、合作学习、自主学习的能力。
3. 情感目标：
拓展学生的文化视野，激发学生关注科技发展、热爱科学的兴趣与热情。
教学流程设计：
步骤
目的
教师活动
学生活动
条件/手段
1. Warming up
由视觉感官冲击引入本单元主题。
Show some pictures of modern machines.
Make a prediction.
multi-
media
2. Pre-reading

唤醒学生的相关图式，激发学生学习的兴趣。
Get the students to do a brainstorming.
Brainstorming：What
can a computer do？
multi-
media
3. While- reading

培养学生搜寻核心信息的能力。
(1) Guide the students to find out the main ideas for the three passages.
(1) Read through Reading A and try to get the main ideas
textbook
培养学生搜寻细节信息的能力。
(2) Get the students to
read through Passage 2 and find out: What else can a computer do? Remind them to use some strategies.
(3) Ask the students to read Reading A quickly and find the examples.
(2) Read through Passage 2 and find out: What else can a computer do?
(3) Read Reading A quickly and complete the examples in Ex.A3. Work in pairs.
textbook
引导学生进一步理解文章。培养学生匹配信息的能力。
(4) Ask the students to read Reading A again and try to find some sentences from the passages with the same meanings.
(4) Read Reading A again and try to find out the sentences from the passages with the same meanings.
handout
4.
Reading B
巩固搜寻核心信息的能力。
(1) Ask the students to read B2 quickly and get the main idea of each part.
(1) Read B2 quickly and get the main idea of each part.

textbook

巩固搜寻细节信息的能力。
(2) Get the students to read B2 again and do some T or F questions.
(2) Read B2 again and
do some T or F
questions.
handout
5. Post-reading

引导学生整体感知语篇结构。
(1) Guide the students to Read through Reading A &B again and pay attention to the structure of the passage. Help them to draw the outline for Passage 1. (Set an example)
(1) Read through Reading A &B again and pay attention to the structure of the passage.
textbook
引导学生进一步感知与体验语篇结构。
(2)Get the students to work in groups and draw the outlines for the other two passages of Reading A.
(3) Set the assignment.
Get the students to work in groups of four and try to write the outline for their own passage.
(2) Group work. Draw the outlines for the other two passages of Reading A.

(3) Learn something about the assignment.

handout
6. Homework

巩固课堂所学，并延伸到课外。
(1) Finish writing the outline about computers. (Group works)
(2) Complete the sentences in B1 in the students’ books.
(3) Read aloud the new words and the text.
(4)Talk in groups of four: Will computers make our lives better or worse in the future? And tell your reasons.
P.S. Students’ sheet
Unit 3 Modern machines
Reading Computers

Class: ______________ Names:____________________
Ⅰ. Read Reading A again and find out sentences with the same meanings.
1. There are many hidden computers in your home, but you might not notice them.
_______________________________________________________________________________
2. You don’t know how much you need computers.
_______________________________________________________________________________
3. Your brain can understand the meaning of things better than computers.
_______________________________________________________________________________
4. This makes people think of many interesting questions.
_______________________________________________________________________________

Ⅱ.Read B2 again and do T or F questions:
( )1. It’s essential for programmers not to make mistakes.
( )2. Programmers use the same language to write different programs.
( )3. Computer language are so easy that everyone can understand them.
( )4. A DVD-ROM can hold plenty of information, including pictures and sounds.

Ⅲ. Try to write down the outline for the passage.
Work in groups of four. (A: the secretary; B: the speaker; C&D: think tanks 智囊团)
Main idea (topic sentences) supporting information
1._________________________
Passage1:___________________________ 2._________________________
3._________________________
…
1._________________________
Passage2:___________________________ 2._________________________
3._________________________
4._________________________
…
1._________________________
Passage3:___________________________ 2._________________________
3._________________________
4._________________________
…
Ⅲ. Homework:
1. Finish writing your outline about computers. (Group work)
Think about the outline for your short passage.
Topic sentences supporting information
1._________________________
__________________________________ 2._________________________
3._________________________
4._________________________
…
2. Complete the sentences in B1 in the students’ books.
3. Read aloud the new words and the text.
4. Talk in groups of four: Will computers make our lives better or worse in the future? And tell your reasons.
We / I think computers will make our lives ___________ in the future. The reasons are the following:______________________________________________________________________
(1)____________________________________________________________________________
(2)____________________________________________________________________________
(3)____________________________________________________________________________
…
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