目标导向式的教学评一致性教学设计
课题 Unit 5 Educational exchange ---Reading 1 节次 第 节 主备人 郭树萍 时间 来源 上海牛津沪教版教材 课型 Reading 1 授课对象 8（5）班 授课教师 郭树萍 一、课标要求： 《义务教育英语课程标准（2011年版）》提出：学生学完七年级教材后，需要达到三级目标。七至九年级分别对应达到三至五级目标。与上海牛津英语教材的词汇、句型、阅读、听力、语法等教学部分对应的课标相关描述有： 1.能认读所学词汇及词组，能在口头表达中做到发音清楚、语调达意。（语言技能二级目标） 2.能了特殊疑问词的使用规则，并在句型中灵活运用。（学习策略二级目标） 3.能灵活运用已经学过的常用功能项目，进一步学习并掌握新的语言功能项目。（三级学习策略标准） 4.能理解所学语法项目并能在特定语境中使用。（三级语言知识标准） 5.乐于模仿，敢于开口，积极参与，主动请教。（情感态度三级目标） 课标（学习策略三级目标） 分析 6.积极与他人合作，共同完成学习任务。二、课标分析： 《英语课程标准》有关阅读的目标，可解读为学生能够灵活使用阅读用法，提高初中英语阅读课的有效性，深化学生对文章内容的理解，提升课堂教学的效率，设计多元化的词汇教学活动，使学生掌握良好的阅读能力，科学探究的学习方法和团队合作的意识，提升其语言运用的综合能力。 根据考试大纲，使学生充分学习并掌握单词的读音，扩充词汇的用法和短语，设计多元的课堂，引发学生的兴趣，保证词汇教学的高效性，让学生学会小组合作探究模式，营造良好的课堂气氛与小组合作的学习环境，高效达成词汇目标。 一、本章节在教材中的地位： 上海牛津英语八年级（上）共有4个模块，8个单元，分为阅读、听力、语法、口语、写作、知识拓展、学习技巧和文化介绍等八个模块，供一个学期使用。本章节属于上海牛津英语教材第三模块unit5 Educational exchange的内容，主阅读文章的体教材裁是记叙文，题材是英国学生来北京新华初级中学参加教育交流项目的经历。篇章记分析 录了伦敦woodpark school 的两名学生sarah和Eric 此次参与的活动和体会，让给学生了解国际教育交流项目的形式和内容。文章运用一般过去时、现在进行时和现在完成时等多种时态，学生可以在语境中体会各种时态的运用，为语法学习现在完成时作好铺垫。 My target students are Grade 8 students. The students in this grade are active. They have great curiosity on study, but most of them can not concentrate on one thing for a long time. 学情Therefore, according to their character, we should make our class more interesting to attract 分析 them. At the same time, we should intrigue their interest to English. We should practice their oral English continuously. And we should let them know how to use the knowledge in their daily life. 1.学生通过阅读标题，图片和每一个自然段的第一个句子了解文章主题内容，95%的同学能够解答读前的问题。 学习2.学生通过仔细阅读，了解文章大意，理清文章结构，90%的同学能解答while-目标 reading的问题。 3.学生通过小组合作讨论，制作出思维导图并复述文章内容。 1.95%的同学能够解答读前的问题。 评价2.90%的同学能够解答while-reading的问题。 任务 3.95%的同学都能参与小组讨论，100%的小组都能派代表展示本小组的讨论结果。 教学过程 教学环节 教学活动 评价 要点 Step1.Lead-in. Revision and pictures telling. 导 S: Review the new words ,especially the names of landmarks in Britain. 思 练 T: Present the words and pictures . Introduce the interesting points of Britain. 1.Help students 评 review the new words and lead them to get interested in 议 the Britain. 展 Step 2 Reading 1.To arouse the interest and lead them to get into the topic. 2.Let them get familiar with the Adverbs Pre –reading Scan and skim of frequency S: Look at the pictures and the information and answer questions on P66 T: Guide the students to read for the task on P66.B. S: listen to the tape and read after it to fill in the blanks. T: Play the tape and present the main idea for them to fill in the blanks. 3.To get familiar with the details of the text and train their ability of reading Post –reading Group work 1. S: (1)To get Work in groups to organize a report to have a role –play familiar with on the text. the details of T: the text and Help and encourage the students to role-play the text, train their the host ,Sarah, ability of Eric. reading Step 4 Discussion (2)Draw a S: mind-map Using your own words to talk about their mood about the and retell the visit. passage. T: Encourage them to find some words and sentences to describe the visit: educational Interesting. Step 5 Summary S: Try to make a summary to the given clues. Fill in the blanks to make a summary. T: Present the clues for them to make a summary . Homework Listen to the recording of the text and read after it until you can read it frequently Step 3 While –reading Task –learning Self –study and cooperation S: Read the text and translate the text by themselves .Then discuss to finish the tasks on P68.69. T: Give them directions and explanations on the task learning . Walk around to organize their study. 板书设计
8AU5 Reading 目标续写 - 图文
