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8A Unit 2 School lifePeriod 2 Reading（1）Title(课题)Reading 1Type(课型)New（新授课）Period(课时)2理论支撑1. 多元智能理论。加德纳强调，人类智能是多元而非单一的，每个人都有独特的智能结构和智能优势，每个人的学习方式都是独特的。本课采用多元导入，运用录像和课件等视觉媒体，给学生直观的画面，不仅能够调动学生多种感官系统，参与学习，而且可以触发人的情感因素，有利于学生对知识的理解。2. 建构主义学习理论。皮亚杰为代表的建构主义学习理论认为，学习者的知识是在一定情境下，借助于他人的帮助，如人与人之间的协作、交流、利用必要的信息等等，通过意义的建构而获得的。本节课强调以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识在原有经验基础上的意义生成。教师只是学生主动建构知识的帮助者、促进者，学生学习的合作者。3. 情境教学法。是指在教学过程中，教师有目的地引入或创设具有一定情绪色彩的、以形象为主体的生动具体的场景，以引起学生一定的态度体验，从而帮助学生理解教材，并使学生的心理机能能得到发展的教学方法。情境教学法的核心在于激发学生的情感。情境教学中的特定情境，提供了调动人的原有认知结构的某些线索，经过思维的内部整合作用，人就会顿悟或产生新的认知结构。Aims and demands(教学目标)Key points and difficulties(教学重、难点)To learn some new words, useful phrases and sentence patterns. To know more about our school life Teaching Methods(教学方法) Task-based Teaching Approach Situational Teaching MethodAids: 课前准备（教具、活动准备等）1. Get some information about schools from all over the world2. Get some pictures or articles about different schools in different countries ready.3. Pre-reading and learn about the main ideas. 教 学 设 计课前延伸1. To listen to the tape and preview the new words of the text.2. To read the text and get a general idea.3. To find out the difficult points.（个人思考，小组讨论，待课上求助）4. Surf the Internet for some information about schools in different countries让学生通过课前自学，小组内的团结合作解决预习中的一些问题，为上课做准备Teaching Plan(授课计划)Studying Plan(学习计划)Aims(设计意图)课内探究学Step One Warming up1. Show the students some pictures of schools in Britain and the USA.2. Talk about different words which have the same meaning in Welcome to the unit. 1.检查课前预习：各组代表交流对school life in different countries的了解情况，再提出组内无法解决的疑难问题。2. 老师设问，导入新课。Step Two Presentation(Pre-reading)1. Teach the new words. Nouns: subject hero taste articleVerb: sew practice tasteAdjectives: tasty close (With the help of some pictures.)2. Explain the context of the reading passage. (John and Nancy are saying something about their school lives )1.通过单词竞赛，检查预习单词情况，为接下来的环节做好铺垫。（作好过程中激励性评价）2.采用相互问答或对话的形式，在语境中运用生词，激发学生兴趣，对Reading内容有进一步的感性认识。导Step Three Practice ( While-reading)1. Ask students to listen to the passage, paying attention to the pronunciation, and make some of them to read the paragraphs aloud.2. Listen to the tape and answer the following questions. (1)Which year is John in?(2)What kind of school is Woodland School?(3) Does John have lessons together with girls in his school?(4)What subject does John like best?(5)What does John learn at school?(6)What activity does John have every year?(7)What can John do during the Reading Week?(8)Why do students like the Reading Week?(9)How old is Nancy?(10)What grade is Nancy in?(11)When do students have driving lessons at school in the USA?(12)How does Nancy go to school every day now?(13)What sport does Nancy love?(14)How often does Nancy play softball?(15)What activity does Nancy join every Monday?(16)In the Buddy Club, Who often helps Nancy?(17)Which grade is Julie in now?2. Listen to the tape again and judge the following statements. Write a T if it is true, write an F if it is false.(1)In a mixed school, boys and girls have lessons together. (2)Johns favourite subject is English. (3)Students at Johns school can read magazines during Reading Week. (4)Students must not talk in class during Reading Week.(5)You can have driving lessons at the age of 16 in the USA.(6)Nancy plays softball twice a week.(7)Every Monday, Nancy meets Julie to talk about school.(8)Nancy and her friends go to shopping malls at lunchtime. 3. Read the passage together and complete the following articles according to it.(A)John is in a British school. It is _Woodland School. It is a _ school. That means boys and girls have lessons _.Johns favourite _ is Home Economics. He likes learning how to _ and _. Now he knows how to make _ and _ meals.(B)Nancy is 14 years old. She is in an _ school. His brother is 17 years old. He had _ lessons in school last year. Now he can _her to school every year. Its _ than taking the bus. Nancy likes playing _. Every Monday she goes to a “_ _”. There she can make some friends. Julie is her _. She helps Nancy a lot. So Nancy thinks Julie is her _.4. Check the answers.5. Read together.尊重学生的个性差异，分层要求。在学生自学过程中，教师通过观察、询问，有计划地点拨学困生，鼓励其大胆质疑；有针对性地向优生提出深层次的问题，使他们的聪明才智得到充分发挥。1. 通过对学生的听读训练，培养其搜索有用信息的能力。2. 强化听说训练，提高学生对文章细节的理解和推断能力。继续进行过程性评价。练Step Four Production (Post-reading)1.Enjoy a video about a school in Shanghai2.Questions:(1)Do you want to study in such a school?(2) If you do, what can you do and learn?(In groups.)3. A report(1) Each group chooses one student to come to the front to give us a report. (2) Give some presents to the best group.欣赏video并会用英语谈论video内容，培养学生的口语表达能力。以四二一小组为单位，合作交流，取长补短，集思广益，推优向全班展示成果。（教师巡视、了解，点拨有困难的学生大胆开口，引导优生发挥才智。充分体现面向全体学生，注重他们整体素质的提高。）课后提升Step Five Assignment1. Recite all the new words.2.Find more information about schools all over the world 3.Write an article about the life of the school you know控制作业量，既落实双基，又重视知识面的拓宽和能力的提升。（关心学生的认知发展）Blackboard design (板书设计) School Lives Phrases：my favourite subjectone of my heroes.learn how to sewpractice doing sth.taste good/ bad cook healthy and tasty meals a close friend5
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