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視頻標簽：Treasure Isl
所屬欄目：初中英語優質課視頻
視頻課題：八年級下冊人教版英語Unit8 Have you read Treasure Island yet Section A(3a-3c)河北省優課
本視頻配套資料的教學設計、課件 /課堂實錄及教案下載可聯本站系客服
一、指導思想和理論依據
《英語課程標準》明確指出：英語教學應該以生為本，面向全體學生，不斷激發學生的學習興趣，聯系學生的生活實踐，倡導體驗參與，培養學生的語言運用能力。 本節課是一節閱讀課，內容節選自英文名著《魯濱遜漂流記》，講授這一課時，通過視頻情景導入啟發學生聯想，激發學生已有的背景知識和興趣。由于本節內容的是節選內容，根據預設的學生認知水平，先從學生閱讀技巧入手，讓學生略讀快速獲取段落大意，然后針對一二段內容設計了不同題型的細節題，包括第二段中思維導圖的運用，并針對段落局部和節選內容設計了相應的拓展思維題型，拓展了這篇名著內容，拋出一系列問題，激發學生的閱讀興趣，讓學生帶有批判的眼光讀此書，更重要的是突出強調主人公的獨立自主，永不服輸的精神，強調了語言的人文性。
二、教材分析
1、本課時位于人教版2013新目標八下八單元Section A第二課時，第一部分聽說訓練，學生初步了解了現在完成時態的構成和運用場景，第三部分將對現在完成時態在語法上有一個系統地解讀并針對性地進行訓練。
2、本節課內容節選自英國名著小說《魯濱遜漂流記》，描寫的是魯濱遜初到島上的經歷以及如何發現星期五并此后與其為伴的經歷。在敘述這些經歷時部分運用了現在完成時態。
3、由于本閱讀內容是節選，文章欠缺完整性，所以在此不便設計文章中心大意題，而且小說中節選的兩個段落大意并非位于首尾句，短時間內找尋有一定的難度，所以閱讀任務在此設計為選擇題，降低難度。本節內容涉及的新語法點不多，需要學生掌握的新的生詞短語也并不多，其中ran towards, name sb sth 應該重點突出點播。
4、本部分教材設計任務：導入（觀看視頻，聯想式提問）——段落大意的快速提煉（略讀閱讀技巧）——細節題的分段設計（猜詞，填表，回答問題，拓展，判斷正誤，看圖說話，語言點點撥）——整體性回顧（學生復述內容）——開放性問題——名著拓展閱讀（拋出一系列問題）——激發學生閱讀此書興趣，總結學習精神（推薦相關影視材料）
三、學情分析
1、大部分學生小學階段閱讀過中文版《魯濱遜漂流記》，對故事梗概比較熟悉。 2、本節課的單詞短語大部分是學生已知的，如ship，knife,boat,arrive,grow, see„doing, one„the other, give up...需要學生掌握的新單詞短語有tool,gun,mark,run towards,name sb sth，只需要學生認知的單詞cannibal.
3、關于獨立生存求生技巧，學生背景知識較差，因此教學中適當拓展了獨立生存技巧。
四、教學目標
1、在本節課結束時,學生能夠理解現在完成時態的使用情形以及構成Sb have/has done sth以及掌握少量出現的生詞如gun,mark和短語run towards, name sb sth 等。 2、激發學生們閱讀英文名著《魯濱遜漂流記》的興趣。
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3、讓學生們能夠感受并學習魯濱遜的堅強獨立，永不放棄的精神，并滲透給學生一些實用簡單的求生技巧。
五、教學重、難點及突破措施 1、教學重點：
(1)現在完成時態的應用。
突破措施：將現在完成時態體現在各個不同題型階段（填空，判斷正誤，看圖說話等）以及教師貫穿整節課的課堂用語多采用現在完成時態句型。 (2)激發學生們閱讀英文原版的興趣。
突破措施：結合小說拓展內容，提出一系列開放性問題，啟發學生思考質疑，激發學生閱讀此書的興趣。
(3)啟發學生們學習魯濱遜的堅強獨立，永不服輸的精神。 2、教學難點:
(1)Present Perfect Tense
突破措施：教師從頭至尾的多次重復性輸入以及不同閱讀環節設計現在完成時態的句子，將完成時態句子短語歸類重點突出，自然滲透。
(2)滲透一種人文情懷和永不服輸的精神，最大程度地感染學生，并且激發學生課下閱讀此書的興趣。
突破措施：導入讓學生身臨其境，讓學生在贊嘆魯濱遜的勇敢堅強的同時聯想學過的榜樣。在結尾拓展小說一部分情節，提出開發型問題，引發學生思考和激發學生閱讀興趣。 五、教學過程 1．Lead-in 【教師活動】：
1) Ask students to watch a video clip about Robinson Crusoe. 2) Ask students some questions
1. Do you know which story we are going to learn today?
2. Have you ever read Robinson Crusoe? What have you known about the story?3. 3. Do you know the writer of Robinson Crusoe? 4. Can you tell me his feelings at that time? 5.Has he lost his life?
3) “Today we are going to learn the story ”
【學生活動】： 1) Watch the video clip. 2) Answer the questions.
【設計意圖】Lead in the topic and activate their interests to read the passage. 2．Match the main idea of each paragraph 【教師活動】：
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1) Ask students to skim the passage and match the main idea of each paragraph.
Para1 is about______________ Para2 is about______________ A. Robinson arrived on an island.
B. Robinson's own activities on the island. C. how Robinson found Friday. D. how Robinson lived with Friday. 2) Check the answers.
【學生活動】： Skim the passage and make choices.
【設計意圖】： To practice students’reading strategy-skimming. 3.Para1 細節題設計 【教師活動】：
1) Ask Ss to guess the meaning of the words.
Ask students about what island they have known already. 2) Ask Ss to fill in the chart and give examples with a sentence. e.g. Robinson arrived on an island.
3) To enlighten students to think that these are just Robinson’s activities on the island alone.
4) Ask students to think about two questions. A．What do you think of Robinson? B．On the island, how do we survive?
5) Ask Ss to read I will not give up and I will wait for another ship. with strong emotions and think about and discuss how we could survive on the island in a group. Never give up. Have hope.
Be strong and independent. Use everything around us. Learn some skills.
4) Teach Ss some skills about survival. 1. How do we get water? raindrop, rivers, dew, trees Clothes (filter 過濾 ）、 Make it hot 2. How do we get food?
colorful fruits( X ),frogs, fishes, worms
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3. How do we send SOS?
bright-colored clothes , mirror , fire 4. How do we make fire? 【學生活動】：
1) Ss try to guess the meaning of the words. 2) Answer the questions. 3) Read the sentence.
4) Groupwork(Discuss survival skills) 【設計意圖】：
1) To get to know Robinson’s own activities on the island. 2) To input the new words.
3) To teach Ss some skills about survival. 4) To stress Robinson’s strong spirit. 3. Para2 細節題設計 【教師活動】：
1) Ask Ss to scan para2 and answer a question. 2) Ask Ss to judge the sentences and correct them. 3) Ask Ss to describe each picture with a sentence
4) Ask Ss to pay attention to the time clue when describing a thing. 5) Ask Ss to take notes about language points. 【學生活動】： 1)Scan.
2)T/F and correct the sentences.
3)Describe each picture with a sentence using given phrases.
4)Pay attention to the time clue and take notes about language points. 【設計意圖】：To input new words and phrases and also get students know the plot of finding Friday. 4. Retelling
【教師活動】：(1)Teachers ask some Ss to retell paragraph1 and paragraph2 using each given picture.
(2)Teachers give Ss one minute to let them retell the passage by themselves. (3)Teachers ask each group to send a member to try to retell each picture and take turns.
【學生活動】：Ss try to retell the content of para1 and para2 according to each
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picture.
【設計意圖】：To check whether Ss have mastered what they’ve learnt or not and to consolidate present perfect tense and new words and phrases. 5. Open Questions
【教師活動】：Ask Ss questions. • Is this passage from a diary?
• Would Robinson be lonely without Friday?
• What happened to Robinson before he came to the island?( link more information about this novel )
He went out to sea for three times to do business. Then, he was caught and became a slave(奴隸). After that, he went to Brazil (巴西) and became the owner of a big plantation(種植園). Because he needed more people to work for him . Then he decided to go to Africa to buy some slaves(奴隸).... • What will happen next between Friday and Robinson?(enjoy a video clip) • Can you think of other strong men?
【學生活動】：Answer questions and read more about this novel and enjoy the video. 【設計意圖】：To unlock their mind and to motivate their interests to read the novel with critical thinking after class. 6. Summary
【教師活動】：Finish the blackboard design .Stress that we can try to use these optimistic attitude like Robinson to make optimistic actions when we are in difficult situations. Recommend them some movies and TV programs with the same spirit
【設計意圖】：To further input Robinson’s spirit and expend their ways to know more about literature works 7. Homework 1). Retell the passage.
2). The book recommendation of Robinson Crusoe Book title: Writer： Main Plot(情節): Reason：
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