牛津译林版八年级下英语Unit2 Reading (II) 课件

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1、Unit 2 Travelling Reading (II)I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use the key words and expressions to introduce the trip to Hong Kong Disneyland;2. know how to include enough details to indicate the writers feeling and prepare to write abo

2、ut a trip; 3. know how to introduce a trip with the help of transitions.II. Teaching contents1. New words and phrases: miss, fantastic, indoor, roller coaster, speed, ride, cartoon, character, such, parade, magic, pie, feel, couple, castle, hurry to, on the way, such as, a couple of, at the end of,

3、enjoy oneself2. New structures: Were having a fantastic time here.It moved at high speed and was really exciting.We hurried to a restaurant to have a quick meal.On the way, we met some Disney cartoon characters, such as Snow White and Mickey Mouse.I ran after them and couldnt stop taking photos.I bo

4、ught a couple of key rings for classmates.III. Focus of the lesson and predicted area of difficulty1. Use the key words and expressions to introduce the trip to Hong Kong Disneyland.2. Know how to use the transitions to connect the events.3. Know how to make inferences.IV. Teaching proceduresStep 1

5、Revision1. Describe some picturesT: weve learnt about Kittys trip to Hong Kong Disneyland, and here are some pictures taken by Kitty. Look and try to describe them. Maybe you can tell us something about the Disneyland. 2. Read after the flashT: Read after the flash. Pay attention to the pronunciatio

6、n. 3. Retell the tripT: Introduce the trip to Hong Kong Disneyland with the help of pictures and key words.【设计意图：主题相关图片能快速有效地帮助学生回顾文章主体内容，flash 帮助学生正音，在关键词和图片的帮助下学生能够复述课文。 】Step 2 Language focus1. Study the first language pointT shows the sentence with “have a fantastic time” and asks the students t

7、o find a phrase in the letter with the similar meaning. T lists the similar phrases. Students translate a sentence into English. 2. Fill in the formStudents read the letter carefully and fill in the form.T shows the structure of the text and tells that these activities are organized in the time orde

8、r.【设计意图：学生读并完成表格是对课文的再一次回顾，先找时间线索，再依次确定地点和活动，这也是一种阅读方法的指导。本活动中我们列出文章主线索，下面的设计将以此为据，依照步骤，在主人公的活动中学习相关语言点。 】3. Study the activities one by one and the other language points(1) speedT introduces the phrases “at high speed”, “at low speed” and “at a speed of .” and asks students to complete the sentence

9、s with the help of pictures. (2) hurryT shows some phrases of “hurry”. Use a picture of hare and tortoise and complete three sentences to make a comparison. (3) characters, such as & for exampleT shows some pictures of Disney cartoon characters so that students can have a better understanding. Intro

10、duce Snow White and Mickey Mouse.T shows another sentences with “for example”, and invites students to find the differences between “such as” and “for example”. Translate two sentences into English using these two phrases.(4) paradeT plays a clip of video to help understand the meaning of “a parade”

11、. (5) pie, magic, a 4-D filmT uses a picture to help understand “apple pie”.T introduces “a 4-D film”, “a 3-D film” and “a 2-D film” and asks if students know the differences. T explains that “D” represents “dimensional” and uses some pictures to help understand.(6) a couple ofT shows the meanings o

12、f “a couple of” and “couple”, asks the students to do some exercise and introduces an English saying (not every couple is a pair).(7) at the end ofT lists some phrases with “end” and asks students to list the opposite ones. Students translate three sentences into English.4. Complete the storyT shows

13、 a passage about the story of Kittys dream and asks the students to complete it using the words weve learnt. 【设计意图：在语言点的教学中，教师试图出示足够多的示例，在真实的情境中引导学生总结出词的不同用法，随即让学生用这些词组去造句，实际运用中又巩固了这一语言点，语言点讲解注意到拓展学生知识面，介绍英语习语，并引导学生学会独立思考。语言点讲解结束后，教师自编了一篇与主题相关的文章，让学生用刚学到的短语填空，操练了重点语言点，巩固了学生对词义的理解。 】Step 3 Extension1

14、. Know the transitions(1) The usage of transitions.T: We know there are six events during the trip. In which order does the writer organize them? And how does she connect the ideas of the passage? Can you circle them? Yes, they are called transitions. Then, what are transitions?(2) The definition of

15、 transitionsT shows the definition, uses some pictures to help understand, and gives an example.(3) List more transitions【设计意图：连接词，又被称为胶水词，在习作中起着重要的作用。本环节初步介绍了其用法、定义，并列举了足够多的范例，有助于引导学生在日后的习作中运用他们。 】2. Know how to make inferencesT tells the students “why and how should we make inferences”, introduces

16、 an inference chart, and gives an example. Students work in groups to make more inferences.【设计意图：做出推断是较为高级的思维活动，也是学生阅读理解类题目的难点和失分点。本环节的设计介绍了其意义，并设计了表格帮助学生形成思维图像，教师示范进行一次推断，并请学生在组内讨论进行，有助于训练学生的思维，鼓励学生灵活运用所学的知识，从而提高综合语言运用能力。 】3. Write a similar articleStudents write another trip paragraph by paragraph, use the writers checklist to check their writing.【设计意图：读写结合应成为我国中学英语阅读教学的落脚点。采用“以读促写”的教学法，循序渐进地帮助学生完成一篇简单的游记，让学生认识到只有在有意义的交流中语言能力才能得到提高。 】V. Homework1. Finish the writing. 2. Read about more trips and share them in the class.