初中英语牛津译林版八年级上册Reading第2课时教案

Unit 3 A day out

Reading (Ⅰ)

一、教学目标

1. 掌握本单元重点词汇及短语：fine, join, myself, shine, clear, sky, journey, boring, finally, arrive, interest, main, sight, culture, Internet, page, yourselves, arrive at/in, can’t wait, get off, places of interest, can’t believe one’s eyes, home page

2. 掌握本单元重点句型：

We finally arrived at the park.

It is made of steel and is really tall.

We learnt a lot about different cultures.

Kitty’s classmate Daniel put them on his home page.

3. 获取Linda世界之行的人员、出行方式、所见所闻所感的信息。

4. 复习和拓展有关世界名胜的知识，增加北京世界公园的背景知识，感受世界文化。

5. 学会介绍自己的旅游经历。

二、教学重点及难点

重点：

1. 指导学生通过读，获取Linda世界之行的人员、出行方式、所见所闻所感的信息。2. 引导学生运用所学介绍自己的旅游经历。

难点：引导学生介绍自己的旅游经历。

三、教学过程

Step 1 Warming-up

1. Guide Ss to have a free talk about their dream destinations.

【设计意图】通过复习上节课所学的名胜古迹的名称来谈论梦想中的旅行目的地。顺利导入本课话题，同时活跃课堂气氛。

2. Guide Ss to discuss whether we can travel around the world in a day.

【设计意图】引导学生讨论是否在一天中能完成环游世界的梦想，引出本节课的旅游景点——北京世界公园。

Step 2 Pre-reading

1. Guide Ss to read a short paragraph about the World Park in Beijing and pay attention to the underline words.

We can travel around the world in a day in the World Park in Beijing. There are models of more than a hundred places of interest from all over the world. We can see the Eiffel Tower and the Golden Gate Bridge in the park.

【设计意图】引导学生阅读一小段关于世界公园的简介，同时在内容中呈现重点的表达，为接下来的读中活动做好准备。

2. Guide Ss to enjoy some pictures of the World Park in Beijing.

【设计意图】通过展示图片，让学生对世界公园有一个直观的了解，同时激发学习兴趣。

3. Guide Ss to match the words with their meanings.

【设计意图】通过连线练习，帮助学生学习阅读文章中出现的重点词汇，为接下来的阅读活动扫清词汇障碍。

Step 3 While-reading

1. Read the passage quickly and tick the correct answer (s).

【设计意图】通过快速阅读获取Linda在世界公园看到的景点和活动，上接复习过的景点名称，下接阅读旅游经历的文章获取旅游景点，进一步了解文章内容。

2. Guide Ss to read Para. 2 carefully and fill in the form.

【设计意图】引导学生精读第2段，再完成表格，帮助学生加深对第2段内容的理解。

3. Guide Ss to read Para. 3 to Para. 5 carefully and fill in the form.

【设计意图】引导学生精读第3到5段，再完成表格，帮助学生加深对文章主体内容的理解。

4. Guide Ss to read Para. 6 carefully and answer the questions.

(1) How can Linda’s mother know more about the trip?

(2) Who put the photos on the Internet?

【设计意图】引导学生精读第6段，再回答问题，帮助学生加深对第6段内容的理解。

5. Guide Ss to read the passage again and fill in the blanks.

【设计意图】引导学生通过阅读并完成表格，再次从整体上感知整篇文章的内容。

6. Guide Ss to further think about the following questions.

(1) Why did Linda feel bored with the journey to the park?

(2) Why did Linda enjoy herself after she got into the park?

【设计意图】通过问题，深化学生对文章内容的理解。

Step 4 Post-reading

1. Guide Ss to complete the conversation according to the passage.

【设计意图】将信件内容在新的语境中再现，内化相关语言和信息。

2. Guide Ss to work in pairs and have a conversation to talk about the places of interest they have been to.

【设计意图】将所学的话题迁移到学生自身，在谈论旅游经历的时候，要求学生使用本课所学的语言和结构等，提高学生的语言表达能力。

Step 5 Summary

Summarize what they’ve learnt in this class.

Step 6 Homework

1. Write an email to a close friend to tell him/her the pleasant trip to a place of interest. 

2. Find out more places of interest in the world and talk about them with friends.

【设计意图】将课上学习落实在笔头，迁移到学生自身，鼓励学生拓展背景知识，丰富自身经历。

四、板书设计

Unit 3

A day out
Reading (Ⅰ)

A trip to the World Park in Beijing

       Date:  10 October

       Place: The World Park in Beijing

       How to go : by bus

       What Linda saw in the park:

       the main sights of the world；

       wonderful song and dance shows.