目标导向式的教学评一致性教学设计
课题 Unit 8 English ：fun for life---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。本章节教材属于上海牛津英语教材第四模块Unit8 English week的内容，主阅读文章的体裁是新分析 闻报道，通过阅读文本，学生既可以了解英语周各项活动的名称，内容以及它们对英语学习的帮助，也可以了解一些学生和教师关于提高英语水平的建议。文中多次出现用should和had better 的句型，为学习本单元语法板块的内容作铺垫。 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 1.To arouse the interest and lead them to get into the topic. Get the students to understand the main idea of the text. 3.To get familiar with the details of the text and train their ability of Step1.Lead in . S: 导 1.Students look at the pictures on PPT about English activities at English week and guess what kind of activities they are . 思 练 1. The students speak out which activity the like best and why. T: 评 1.Show a group of activities at English week and ask students 议 to guess. 2.Ask students to work in group and discuss which activity 展 they like best. Step 2 Before reading S: 1.Look at the titles and articles and answer the given questions . T: 1.Hand out a learning sheet and ask students to answer some questions about memory. Step 3 While- reading S: 2.Skim and scan the articles and fill in the blank about some information of the text. 3.Scan the articles again finish the Ex. 4.Read the text and try to find some sentences from the passage with the same meaning as the sentence given. T: 2.Ask students to skim and fill in the blank about some information of the text. 2. Ask students to scan the articles and try to find out some needed information to finish the Ex 3. Ask students to read through the articles and try to find some sentences 4. Step4 Post – reading 1.Work in group and make a dialogue about the English Week activities . 2.The leaders report the dialogue 1. Judge which group is the winner 1.Ask students to work in group and give them the rules ,then ask them make a dialogue about the English Week. 2.Ask them to show it. 2.Give the scores. Step 5 Homework. 板书设计 reading 4. (1)To get familiar with the details of the text and train their ability of reading (2)Draw a mind-map and retell the passage.
8AU8 Reading 目标续写
