资源简介

Unit 2 I’ll help to clean up the city parks Section B 2b-2e 教学设计
课标分析
基础教育阶段英语课程目标的各个级别均以学生语言知识、语言技能、情感态度、学习策略和文化意识五个方面的综合行为表现为基础进行总体描述。八年级课程应达到的综合语言运用能力目标的总体描述是明确自己的学习需要和目标，对英语学习表现出较强的自信心，能就熟悉的生活话题交流信息和简单的意见，能读懂短篇故事，能尝试使用不同的教育资源，从口头和书面材料中提取信息，扩展知识，解决简单的问题并描述结果，能在学习中相互帮助，克服困难，能合理计划和安排学习任务，积极探索适合自己的学习方法本课遵循课标的指导，通过 free talk培养学生就话题表达自己的意见，相互交流观点。运用 fast reading, careful reading阅读方法，从阅读材料中提取信息，解决问题并描述结果，并训练从上下文中猜测词和短语的意思。最后在小组合作中，互相帮助，发挥团队精神，发散思维，共同完成小组任务。
教材分析
本课是《英语》（人教版）（八年级下册）第 2单元 Section B的（14-15页）内容，主要谈论 Ben Smith给 Miss Li写的一封感谢信。感谢信是书信的一种，是学生熟悉的一种文体形式，学生在七年级已经对书信有所接触，而且英文书信和汉语书信在格式上有很大的相似之处，因此学生掌握书信的文体体裁并不难。文本内容涉及到残疾人和狗助手，残疾人是我们生活中常见的群体，关爱残疾人是学生思想品德教育中经常提到的一点，学生生活中经常看到狗对人的帮助，狗助手虽然是学生刚刚接触的一个概念，却是一个饶有趣味的话题。从背景知识上看，只要激活和拓展学生的相关图示，学生理解文本内容并无太大困难，八年级学生已具备一定的阅读基础，但很少将阅读策略运用于阅读过程中，因此在阅读时可向学生渗透相关阅读技巧。
学情分析邹
大多数学生经过 Section A的学习，对如何帮助他人以及主动提供帮助都有了一定程度的认识和理解，孩子们也能有话可说，也热衷于帮助他人，但我班农村学生英语基础相对薄弱，要想独立理解文章内容还是有一定难度的，根据学生的实际情况，我设置了好理解易完成的阶梯型任务，但是在阅读过程中还需要加强 Paraphrase的训练及用英语思维来表达英语的能力
Teaching aims
1. 理解掌握下列词汇：
excited, training, kindness, understand, set up, make a difference.
2. 能够通过 fast reading获取文章大意。能够通过 careful reading梳理信中涉及到的主要人物以及他们之间的关系.
3. 进一步讨论不同动物在其他方面对人的帮助。
教学重点
1. 学习英文感谢信的基本格式及结构；
2. 培养阅读微策略——在语境中判断词性并帮助理解词义的能力。
教学难点
1. 让学生学会使用相关短语动词来复述文章内容；
2. 让学生树立为他人提供帮助和服务的想法。
Step 1 Leading-in
1. Greeting
2. Ask student to read learning aims.
3. Watch a video and answer the question----
What kind of dog is it in the video
It’s a seeing eye dog/ guide dog(导盲犬).
It is a dog helper.
4. Ask the students to think about the question
----What can dogs help us to do
Possible answers: Dogs can help to carry things, answer the phone, guide the way and help the police etc.
5. Ask the students if they like dogs and what they think of dogs.
Students’ answers may be as follows:
Dogs are cute and friendly.
Dogs are people's friends.
Teacher adds more possible answers:
Dogs can also do a lot of things for people.
6. Ask the students to think about the question
----What can dogs help us to do
Possible answers:
Dogs can help to carry things, answer the phone, guide the way and help the police etc.
Step 2 Pre-reading
Predicting: Look at the picture and guess:
1) What difficulty does the man have
2) What's the relationship(关系 ) between the man, the woman and the dog
Step3 Learning new words
Read after the tape. Read after a student. Read together.
Step 4 While-reading
1. Fast reading
Read the letter above the picture, we can easily know that the letter is from __________ to _________.
Task 1 —— Scan the letter, and answer the questions.
1). What kind of letter is it
A. An invitation
B. A business letter
C. A thank-you letter
2). Why did Ben Smith write the letter to Miss Li
2. Careful reading
Choose T or F and tell why
( ) 1. The writer gives money to Animal Helpers.
( ) 2. The writer’s friend helped him out.
( ) 3. The wirter and his dog trained for sixty months.
( ) 4. Lucky can understand orders and many Chinese words.
( ) 5. The writer thanks Miss Li a lot.
3. Post-reading2c
Make your own sentences with these words.
1. group
___________________________________________
2. disabled ___________________________________________
3. difference _____________________________________________
4. imagine ________________________________
5. difficulties ________________________________
6. normal ____________________________________________
7. training __________________________________
8. kindness _______________________________________
Step 4 Discussion
In what other ways do you think dogs are able to help people What other animals can we train to help people
Step 5 Thinking
Animals are our good friends. We should protect them.
Homework:
1. Read the letter and review key words, sentences and language points.
2. To retell the story to your parents.
评测练习
一、中译英。
1. 建起；设立 ___________
2. 因做......而感谢某人______
3. （对......）有影响/有作用_______
4. 残疾人 _______
5. 由于你的仁慈_________
6. 接电话__________
7. 我的一个朋友________
8. 对......感到兴奋、激动_______
9. 立刻，马上_______
10. 改变某人的生活________
二、单词拼写。
1. Are you sending a l__________ to your son Why not send him an e mail It's quick and easy.
2. Grace has been d__________ for two years. But after the operation she can hear clearly.
3. I can’t i___________ what my life would be like if I can’t see anything.
4. The old man is b_________ and can’t see anything.
5. Lucky is very smart and u___________ many English words.
6. Ben can't use his arms these days. He even found it difficult to c__________ some light things.
7. Thanks to Miss Li's k__________, Ben Smith can have a “dog helper”.
8. Mark is c__________ than Paul, but he isn't as hard-working as Paul.
9. The windows were closed, so I o_______ them and let the fresh air in.
10. The t_________ dog can get things for disabled people after three months’ t__________.三、用所给单词的适当形式填空。
1. A friend of __________(she) gave her a nice bag as a gift.
2. The government has done a lot to care for the _______ (able) people.
3. The clean water makes it possible for different kinds of fishes __________ (live) in this river.
4. In learning a foreign language, you might meet with some ___________(difficult).
5. If it ____ (rain) tomorrow, I’ll put off __________(leave) for Shanghai.
6.Teachers always tell us_________(not waste) our precious time.
7. The little boy found it difficult for him ________(carry) the big box.
8. Her parents wish her ________(be) an excellent doctor in the future.
9. My grandfather used to ___________(take) a walk after dinner, but now he is used to_______(read) newspapers after dinner.
10. He is hurt badly while playing soccer, so he can't walk _________(easy).
11. Tom was able ___________(read) very well when he was 5 years old.
12. Animal Helper was _________(set) up to help disabled people
课后反思
1. 运用多重阅读策略开展阅读活动。本节课根据文本内容的特点，引导学生运用了多重阅读策略。在读前阶段通过观看图片激起阅读欲望，形成阅读期待；在读中阶段通过略读确定文本大意，通过细读了解文本细节，通过猜测词义突破语言障碍；在读后阶段通过思维导图，巩固了对文本内容的把握，深化了对文本内涵的理解。阅读策略的运用加深了学生对文本内容的理解，培养了学生良好的阅读习惯，促进了学生阅读能力的提高。
2. 激活并拓宽阅读图式，搭建好阅读支架相对于授课班级。本节课阅读文本篇幅较长，生词较多，学生理解起来有一定难度，考虑到这一情况，读前环节做了大量的铺垫。本节课通过观看图片展示学习单词，激活并拓宽了学生的内容图式和语言图式；通过出示书信图片和书信格式回顾，激活了学生的形式图式。通过激活与拓宽内容图式、语言图式和形式图式，学生更多地了解了阅读文本涉及的文体体裁和背景知识，扫除了阅读中的语言障碍。这些环节为开展阅读搭建了台阶，降低了阅读难度。
3. 教学目标明确，教学条理清晰。本节课围绕文本内容“在 Miss Li帮助下 Ben Smith获得狗助手 Lucky，从而改变生活”这条教学主线，合理有序地开展了各项教学活动，每项活动的目标指向都非常明确。读前结合文本内容搭建阅读台阶，扫清阅读障碍，开展读前预测，形成阅读期待；读中按照阅读的基本过程先略读、后细读，着重文本内容理解，同时渗透阅读策略的运用；读后结合文本内容，开展相关拓展输出活动，加深对文本内容的理解，训练语言表达能力。这些教学活动的安排条理清晰，层次分明，符合教学目标需要。

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