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1、人教版初中英语八年级下册Unit 7 reading精品学案Would you mind keeping your voice down？学 案 Step 1 Pre-reading(阅读准备)In some Asian schools, students are not allowed to take mobile phones to school at first, and they cant drop litter everywhere. In public, they must keep their voice down, and they must take care not to
2、break the rules of the school, or they will be criticized and fell uncomfortable. A boy put out his cigarette and dropped it on the playground. His teacher saw it and said “Youre too impolite, you cant smoke. Pick it up!” What a poor boy! I think each of us should behave politely in public!1. Read t
3、he passage by yourself.2. Work in pairs. Translate the underlined phrases and make some sentences(两人一组练习,一人读划线短语并译成汉语,一人造句)be allowed to do sth at first drop litter in public keep down take care not to do sth break the rule put out pickup Step 2 Talk about the picture (讨论课本图)、师生谈论Model:T: Whats the
4、girl doing? Ss: Shes dropping litter on the bus.、Ask and answer in pairs(两人一组仿照以上例子练习) (可用短语：drop litter, talk loudly on the phone, smoke, spit, talk loudly)、Answer the question: What do you think of these activities? (你对这些行为怎么看?)These activities are _.Or: They break _ of etiquette.Step 3 Fast readi
5、ng (速读)1、Read 3a from a to f (读3a中a到f选项)2、Read the first sentences of each paragraph，then match the paragraphs with the best summaries(读每一段的第一句话,然后为每段从3a中选择一句最好的概要)3、Check up （学生互相检查，师检查个别同学）4、Read the best summaries together(齐读选出的概要)Step 4 Careful reading (细读)Paragraph 1(第一段)1、Read and underline th
6、e answer (读并找出问题的答案)Question:What does etiquette mean? It means .2、Check up （检查）3、Read the answer together.(齐读问题的回答)Paragraph 2(第二段)1、Read Paragraph 2 and complete the table (读第二段并完成表格)places activitiesstanding very close to talk istalking loudly isIn some Asian countriesIn EuropeIn China in your ow
7、n homes In a library,a museum, a movie theater2、Exchange with your deskmate and check up (同位互相交换检查)3、Check up in pairs (检查，一人读，一人填)4、Retell(复述)(1)Teacher gives a model (教师给示范)(2)Retell Paragraph 2 to each other (两人对着互相复述一 下)（3）Check up one or two students (检查一两个学生的复述情况)Paragraph3(第三段)1、Read Paragrap
8、h 3 and complete the table (读第三段并完成表格)If we see someoneyou could askcutting in front of you in a linesmoking on the bus2、Check up the answers in pairs (检查所填答案，一人读，一人填)3、Read the table together (齐读一下表格的内容)Paragraph 4(第四段)1、Read Paragraph 4 and the last three lines of Paragraph 2, then underline the a
9、nswer (读第四段和第二段最后三行，并划出问题的答案)Question:What activities are always wrong? 2、Check up one or two students.3、Read the answer together.(齐读一下问题的回答)Step 5 Writing (写作)待添加的隐藏文字内容31、Join the sentences together.（把下列句子连起来，使其成为一段话）I have seen someone I think spitting in public its better to keep our voice downs
10、lamming doors its bad for others healthtalking loudly on the mobile phone it will make others feel scary2、Check up in pairs (检查连线情况，一人叙述见到的现象，另一人表明观点)3、Ask a student to give a model orally(让一位同学口头作文，给个例子)4、Say to each other according to the model (根据例子同位互相说一下)5、Write by yourselves.6、Check up one or
11、two students.(展示一两位同学的大作) Step6 ExercisesIf we see someone the rules of etiquette, we may give them some suggestions . Perhaps one of the most polite ways is to ask someone, Would you mind this or Would you mind not doing that. For example, if someone in front of you in a line, you could ask them, S
12、orry, would youmind the line? If someone is smoking on the bus, you could ask, Excuse me, could you please that cigarette? People dont usually like to be , so we have to be careful how we do this.Homework:Rewrite the passage according to summaries, questions and the tables of Step 4.市英语研讨会就田老师阅读课的看法
13、 Step1 Warmup 第一环节，把单词、短语放在真实的语言环境中，让学生去感知、体验、理解，从而使他们富有了生命力，增强了学生的记忆效果。 第二环节，讨论图片这项任务使师生活动切入主题，即回归了作者的写作意图、回归了学生的生活。Step2 Reading practice 阅读层次分明，问题设计有梯度。速读，首先让学生抓住文章每一段的主题句，顺利地完成了3a。细读，向学生展示文章四个段落的问题(第一段落的问题是What does etiquette mean?其他段落的问题已表格的形式呈现出来)，让学生带着问题去读，加深了学生对文本的理解。也为他们复述第二段提供了充足的辅助条件。Step
14、3 Production由于整堂课的设计紧凑性、结构性比较好，符合了教学规律、学生的心理特征和认知规律，再加上教师的点拨、辅助，使得这项灵活设计的写作被顺利地完成，达成目标。总评：教态大方，语言具有感染力和号召性，很好的挖掘、整合了教材。课堂结构严谨、衔接自然。通过预读、速读和细读培养了学生的阅读习惯和能力，有利于学生的可持续性发展。有待于商讨的问题：1、在展示造句这个活动时，学生的展示效果很好。（也可以先让小组交流一会，或许会激活同学们的思维，迸发出更多的创新火花。）2、就预读、速读、细读问题的展示上，不一定必须由老师组织着进行全班展示。可采取生生、组组、立体交叉式的展示，这样更有利于调动同学们的积极性、参与性，使得课堂生动、富有趣味性。3、板书未设计，好比是警服的上面没带警号。4、由于时间紧张，不能对本课进行总结。作者的意图未能提升、未迁移到学生心灵深处、未起到加持、形成正确人生观的作用。5、本堂课好像缺失了一点东西，可能就是师生的情感交融吧！
