人教版八年级上册英语教案 Unit 1 第5课时

八年级英语上册-人教版-Unit 5 说课稿一. 教材分析人教版八年级英语上册Unit 5主要介绍了关于动物的知识。

通过本单元的学习，学生能够掌握有关动物的词汇，如tiger, panda, lion, elephant等，以及表达动物特点的句型，如I have two big eyes, I am a mammal等。

此外，本单元还介绍了如何用英语询问和描述动物的特点。

整个单元分为三个部分，分别是一个关于动物特点的阅读理解，一个关于保护动物的听力练习和一个关于动物的写作任务。

二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

但他们在口语表达和听力理解方面还存在一定的困难。

因此，在教学过程中，需要注重培养学生的口语表达能力和听力理解能力。

此外，学生对动物话题感兴趣，有利于激发他们的学习积极性。

三. 说教学目标1.知识目标：学生能够掌握本单元的生词和短语，理解课文内容，会用英语描述动物的特点。

2.能力目标：学生能够运用所学知识进行口语交流和听力理解，提高英语实际运用能力。

3.情感目标：学生能够培养对动物的关爱之心，增强保护动物的意识。

四. 说教学重难点1.重点：学生能够掌握本单元的生词和短语，理解课文内容，会用英语描述动物的特点。

2.难点：学生能够运用所学知识进行口语交流和听力理解，特别是在实际场景中运用。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成实际任务的过程中学习英语。

2.教学手段：利用多媒体课件、图片、视频等辅助教学，提高学生的学习兴趣和参与度。

六. 说教学过程1.导入：以动物图片或视频引入话题，激发学生的兴趣。

2.呈现：展示本课的生词和短语，让学生朗读并理解含义。

3.讲解：讲解课文内容，让学生理解动物的特点和保护动物的重要性。

4.练习：进行口语练习，让学生用英语描述动物的特点。

5.听力：播放听力材料，让学生回答相关问题。

6.输出：让学生写一篇关于保护动物的短文。

人教版新目标八年级上册英语优质课教案全册教案教学设计U n i t1-10(总57页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Unit 1 Where did you go on vacation?New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did you go on vacation? I went to the mountains．Did she go to Central Park？Yes，she did．No, she didn’t语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。

根据初中英语新课程标准和本科教材内容，我确定了以下目标：1． Master the vocabulary2． Master the key patterns:Where did you go on vacation? I went to the mountains •Did she go to Central Park？Yes，she did．No, she didn’t单元教学重难点1．Vocabulary and Expressions2. Grammar Focus：Where did you go onvacation？I went to the mountains. Did she go on Central Park？Yes, she did．No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following s entences：Where did you go on vacation?Did you go to…Yes. … /No，…Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的生活，They are all interested in talking about it.Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus教学目标知识与能力1. Match the vocabulary：New York City，Central Park，exam．2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp．Did you go to the beach？ Yes，I did．No, I didn’t．过程与方法通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。

Where did you go on vacation?教学设计(Period1)一、教学目标在本节课结束时，学生将能够：学习本单元的重点短语；用一般过去时就假期活动进行问答；能够口头介绍自己假期的旅游经历等。

知识与能力：通过本课学习，学会使用目标语言进行询问并描述假期活动。

同时在描述自己国内假期活动中学会爱国。

过程与方法：采用二人对话、头脑风暴、小组活动、听力活动和预测听力内容的学习策略，PPT、图片或制作课件等来展开课堂教学、二人对话、小组活动、口头作文等进行谈论假期的经历” 的课堂教学和练习。

利用视频、“询问和本单元的教学法建议：短语教学采取情景引入展开启发式的教学方式，让学生在思考中输出自己的语言，并在句型中学会运用；语音教学让学生进行听对话并跟读听力内容，并在模仿中内化语言，输出语言；口语教学采取pair work 、 report 和口头作文对学生进行教学；听力教学采取听音填表和听音打钩等的方式进行教学，训练学生的听力能力；口头作文教学通过图片启发学生就自己的假期经历进行简单输出；语法教学让学生模仿给出的过去时句子进行模仿，并教师及时纠正。

情感态度与价值观：通过参与课题教学活动，增进同学之间的了解和友情并学会在英语交流中注意他人的情感，同时通过谈论祖国的风景名胜而增强爱国情感。

二、教学重难点教学重点：学生学习并掌握一般过去时的疑问句及答语。

教学难点：帮助学生建立使用助动词did 提问的意识及对谓语动词原形的使用。

三、教学策略语音教学让学生跟读听力材料进行模仿式操练；短语教学采取视频引入话题然后进行启发式教学，并在对话中运用；口语教学采取 pair work 问答式的口语交际活动或小组活动互相操练；听力教学采取听音填表和听音打钩等方式；口头作文教学以对话活动，小组汇报，口头作文等进行口头作文练习；语法教学通过模仿听力材料进行对话练习，在教师的纠正中培养正确的一般过去时语法意识。

四、教学过程Step 1: Lead in通过播放视频引出本节课话题“假期经历”，复习有关假期活动的短语。

Unit 1 How often do you do exerciseTeaching aims of this unit:Language goals :1.Vocabulary: always usually often sometimes hardly ever never ,once a day ,twice a week ,three times a month, my eating habits ,healthy /unhealthy lifestyle , keep in good health, junk food ,eat less meat, the same as, be different from ,the difference between…and…, of course ,look after, be good /bad for, sleep nine hours every night all /most /some /no students ,maybe, although exercise =do/play sports2.Ask and answer : What do you usually do on weekends?I often watch TV on weekends.How often do you watch TV?I watch TV twice a week..How long do you sleep every night?I sleep nine hours every night.What are the differences?3. Topic :My lifestyle or habitsAims of abilities:Talk about how often you do thingsAims of emotion: Get the messages from the others successfully.nguage functions: Wh-questions, What do …?, How o ften …?,Adverbs of frequency, All/most/some/none课时安排5课时Period One: Section A (1a—2c)Period Two: Section A (3—4)Period Three: Section B (1a—2c)Period Four：Section B (3a—4)Period Five: Self check and Revision (A-self check)Period OneTeaching Aims:1. Learn to talk about how often do you do things2. To learn the words of the adverbs of frequency.Teaching Difficulties:1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.2.phrases:how often, on weekends, go to the movies, exercise, go skateboarding,always , usually , often , never , hardly ever , sometimes .3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies .How often do you shop ? Once a week / Twice a week ··· .Teaching Aids: Tape recorder; Multi-Media.Teaching Procedures:Step 1 ：Greeting.1.Welcome back: Talk about their holidays.2.Encourage Ss to share their holidays with the whole class.Step 2 ：Leading – in1. Do you like watching TV? Yes ,I do.Do you watch TV every day? Yes, I do.How often do you watch TV?I watch TV every day. I watch TV twice a week.2.Introduce the key vocabulary.Ask the students to say what they see in the thought bubbles.Check the answers on the board.2.3. Name each activity.Repeat reading the following: watch TV, read, shop, go skateboarding, exercise, draw4. Look at each picture in 1c.Tell what the person does on weekends.Check the Ss orally.1) Make sure what they will hear and do .2) Read these adverbs and explain.5.Play the tape twice .Write the letters on the line.Ask Ss: Well, do you still remember your last vacation?How did you spend it?Was it the same as this summer vacation?So what do you often do in your summer vacation?Then show some phrases for Ss to practice.Then present as following:always>usually>often>sometimes>hardly ever(几乎没有) >neverand let them understand their differences at the first time.Step 3 ：Guessing Presentation and Practice.always, usually, often, sometimes, hardly ever(几乎没有) or never.And during this part, present surf the net exercise and go skateboarding.How often does he take a shower?Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly ever(几乎没有) or never.Step 5: Homework1.Do exercises on pages 1-2 of the workbook to practice the language presented in this unit.课后记：Period TwoTeaching Aims:1. Students can learn to talk about activities and how often to each other2. Students can listen, talk ,read and write these words correctlyTeaching Difficulties:1. Words: high school, most, no, result, active, for as, for about2. Phrases: for as, for about3.Sentence patterns: How often do you shop? I shop once a month.How often does Cheng watch TV? He watches TV..Teaching Aids: Tape recorder; Multi-Media.Teaching Procedures:Step One ：Greeting.Step Two ：Leading – inDrills:T: What do you usually do on weekends ?S1: I usually play soccer .T: How often do you play soccer ?S1: I play soccer twice a week .T: How often does he play soccer ?The other Ss: He plays soccer twice a week .Repeat for three times .Step Three ：Pre-taskReview the grammar box .Step Four ：While-task1. Call attention to the survey .2.Make sure the Ss understand the chart .T: What activity do ninety-five percent of Green High students do every day ?3. Ss answer .If necessary , give them help .4. Review the information in the green box with Ss .5. Read the article first by the Ss .6. Check the answers .7. Practise reading .Step Five ：Post-task1.T: What can you do to improve your English ?(e.g. read English books, practice reading and speaking ) How often do you ··· ?2.Think of more things you can do to improve your English and write them here .3.Ask several Ss each question .4.See: Who is the best English students in the classStep Six: Homework:1.Revise the new words .课后记：Period ThreeTeaching Aims:Learn to talk about how often they do things to keep healthy.Teaching Difficulties:1.Words:junk food, milk, coffee, chips, cola, chocolate, drink, health, how many, interviewer.2.Phrases: how many, be good for, be bad for, every day.3.Sentence patterns: How often do you drink milk, Liu Feng?How many hours do you sleep every night?She says it’s good for my health.Teaching Aids: Tape recorder; Multi-Media.Teaching Procedures:Step 1 ：Greeting.Step 2 ：Warm-up1.Enjoy an English song.2.Free talk. Talk with Ss about the following questions:Do you like fruit vegetables?Yes, I do.I love it/ them. It’s/They’re delicious. And it’s /they’re healthy food. It’s/They’re good for our health. Or No, I don’t. It’s awful. I can’t stand it.Ask Ss: How often do you eat fruit vegetables?Step 3: Presentation1.Teach milk. Do you like milk? Do you drink milk every day? Why /Why not?2.Then teach chip /cola/chocolate/coffee in the same way. Don’t fo rget to ask them Are they/Is ith ealthy food /drink? They’re /It’s healthy/unhealthy/ junk food.Don’t eat /drink them /it too often. Step 4: Pair workSs make a similar conversation by themselves.A: How often do you{ eat…?drink…?B : I eat/drink… every day/….A: Do you like it ?B: Yes, I do. It’s g ood for my health./No, I don’t. But my mother wants me to eat/drink it.Step5 : PresentationThe teacher asks Ss other questions:How often do you exercise/watch TV/read English/play computer games?How many hours do you exercise/watch TV/read English/sleep/play computer games?Step 6: Pair workGet Ss to make a long conversation by themselves.Step 7: Listen (work on 2a)Get the Ss to listen and circle the answers to each question .Later check the answers.Step 8: Work on 2bListen again and fill in the blanks in the survey. Then check the answers.Step 9 .Group workRole play. Student A is the interview. Student B is Katrina. Student C is Bill. Try to act the conversation out .They can use their own words.Step 10.Task Get the Ss to ask their classmates as many questions as they can about their lives. The questions above (2b) can help them. After that they can give a report in front of the class.Step 11. Homework :1. Finish the exercise in this period.2. Write the report in the exercise book.课后记：Period Four:Teaching Aims:1. Learn following expressions:2. Learn to write one’s own habits.Teaching Difficulties:1.Words:habit, try, lifestyle, grade, better, same, as, different, difference, maybe, although, for, keep, must.2.Phrases: eating habits, look after, healthy lifestyle, unhealthy lifestyle, good grades.3. Main task: How to write a composition of one’s habits.Teaching Aids: Tape recorder; Multi-Media.Teaching Procedures:Step1: Revision1. Free talk:2.Ask and answerHow often do you exercise? How often do you eat vegetables/fruit/junk food?How often do you drink milk/coffee/tea? How many hours do you sleep every day?Use he/she/they ask and answer these questions.Group worksStep 2.Presentation and Practice1.Free talk.What is a healthy lifestyle.After that, T can show a picture with healthy lifestyle and unhealthy one:eat fruit never eat vegetables/fruitvegetables drink coffee/wine too muchdrink milk never drink milksleep 9 hours sleep 5 hoursdo exercise never do exercisehealthy lifestyle unhealthy lifestyleT: And you know: Healthy lifestyle can help us get good grades. Good food and exercise help us to study better. My student Katrina has a good lifestyle. Let’s see it.Step 3.Read 3a.Compare the passage with yourselves.Explain:of course , pretty healthy/good ,unhealthy ,a healthy lifestyle, try to do sth..,look after, help sb. to do sth., study better, the same as, be different fromGive more examples.Step 4. Finish 3b.Sep 5.Homework:课后记：Period Five: Self check and Revision Step1 Greetings & free talk .Step2DiscussionWork in groups, discuss which kind of life is healthy.Do a report according the discussion.We think we should eat fruit and vegetables…Step3 Self checkFill in each blank with the correct word given.Then make your own sentence with each word.1. wants2.exercises3.help4.try5.haveStep3 Key vocabulary1.ever adv. 曾经2. once adv. 一次3. twice adv. 两次4.internet n.互联网5. program n. 节目单，（电脑）程序6. hilltop n. 山顶7. result n. 结果，成果8. key n. 提醒，提示，线索，答案9. translate v. 翻译10. song n. 歌曲11.junk n. 垃圾，破烂物，废弃的旧物12. milk n. 牛奶13. interviewer n. 采访者14.habit n.习惯，习性15.difference n. 不同，差异，区别16.grade n. 分数，成绩，年级17. although conj. 虽然，即使，纵然18. unhealthy adj.不健康的，不益健康的19.skateboarding n. 溜滑板运动Step4 Key phrases:1. how often 多久一次2. as for至于，关于3. junk food垃圾食品4.eating habit 饮食习惯5.of course当然6.look after 照顾，照看7. start with 以……开始8. make a difference使得结果不同，有重要性9. go shopping去购物10.have a party 聚会11. go to the movie去看电影12. once a week每周一次13. hardly ever很少14. twice a week每周两次15. three times a week每周三次16. watch TV看电视17.on weekend在周末18. do homework做作业19. a lot of许多20. try to do试图（努力）做某事21. help sb (to) do sth.帮助某人做某事22. the same as和……相同23.keep in good health保持身体健康Step 5 Grammar1.掌握句型：1)What do you usually do on weekends? I often go to the movies.What does she do on weekends ？She often goes to the movies.What do you usually do on weekends? I often go to the movies.(watch TV、read books 、exercise 、clean、skateboard、play basketball、wash clothes、go shopping、go to movies)How often do you exercise/… ?Task one “Find my group members.”2)在规定时间内填完活动表格，再向周围同学开始询问，找出与自己课外活动大致相同的同（1）教师指着屏幕说：“ Now let’s see my activities on weekends. How often…?屏幕上出现各项活动的图片并介绍。

语法归纳Unit 4教学札记形容词的比较级和最高级（二）1. 形容词的比较级和最高级的用法（1）形容词比较级用于两者（人或物）之间的比较，表示一方比另一方“更……”或“较……”，后面通常用比较连词than连接另一方所比较的人或物。

than引导的是比较状语从句，但为了避免重复，从句中有些与主句相同的部分常常省略，而把相比较的部分省略出来。

另外，在上下文明确时，形容词比较级也可以单独使用。

例如：This room is smaller than that one (is). 这个房间比那个房间小。

He is younger than I(am). 他年纪比我小。

His English is better than his brother 's (is). 他的英语比他哥哥的好。

1.形容词最高级用于三者或三者以上的人或事物之间的比较，表示其中一方在三者以上的人或事物中“最……”。

最高级前通常用定冠词the, 并用of或in短语来说明比较的范围。

Of后面一般接表示同类的名词，in接表示范围的名词。

例如：He is the tallest of all. 他是所有人中最高的。

Li Hua is the best student in his class. 李华是他班上最好的学生。

2.比较级与最高级的区别与联系（1）比较级是用来把彼此独立的适合人进行比较；最高级是把一个群体中的一员与整体进行比较，这个群体必须包括这个成员，请看下面例句：（A）Mary is taller than her two sisters. 玛丽比她的两个姐姐高。

(B)Mary is the tallest of the girls. 玛丽是这些女孩中最高的。

【注意】句（A）中玛丽是在另外两个姐妹之外，是玛丽一个人同另外两姐妹（作为一方）来比较，所以用比较级。

句(B)中玛丽是这些女孩之一，所以用最高级。

（2）比较级可以用来表示最高级的含义。

Unit 1 Where did you go on vacation?教材解读本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。

因此“Where did you go on vacation?”“Did you go to the beach? Yes，I did / No，I didn’t．”等是教学的重点。

通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。

单元目标一、知识与技能1. 词汇：New York City, Central Park, exam, were, rainy, delicious，expensive, inexpensive, crowded, flew, kite, later, felt, little, corner, discuss, etc.2. 句型: Where did you go on vacation? I went to summer camp．Did she go to Central Park？Yes, she did．No, she didn’t.3. 语法：一般过去时的特殊疑问句、一般疑问句及肯、否定回答。

4. 能力目标：能用一般过去时熟练谈论假期发生的事。

二、过程与方法灵活运用教材，从所教学生的实际水平和语言能力出发，调整和取舍教学内容，合理安排本单元的课时数，设计好每课时的教学内容。

三、情感、态度与价值观1．通过描述假期发生的事，增进同学间的了解，增进感情。

2．通过图片和视频欣赏优美的风景，培养热爱祖国大好河山的思想感情，提高学生的环保意识。

3．了解自己的能力，培养情操4．培养学生们对英语的兴趣。

教法导航1. 以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。

2. 在教学中创设切实可行的任务型教学活动、突出交际性。

3. 教师为主导、学生为主体、任务为基础，注重实用性。

【能力目标】能够使用skimming和scanning阅读技巧找出文章的主要内容,并完成任务。

【情感目标】培养学生的阅读能力和语言表达能力,陶冶情操。

教学一般过去时态的各种句式。

重难点教学过程◆Step 1Leading inT:Good morning,class.Today we will learn Section B(1a-2e).First,let’s review what we learnedyesterday.Now let’s have a free talk.教学过程T:Where did you go on vacation?S:I went to summer camp.T:Did you do anything special there?S:Yes,I...T:Did you buy anything for your parents or friends?S:Yes,I bought...for.../No,I bought nothing.T:How was/were...?S:It was/They were...设计意图让学生做到温故知新。

◆Step 21a1.Look at the six pictures.2.Match the words with the pictures.3.Students complete the task in 1b individually.4.Check the answers.(见课件)◆Step 31bNow class,look at the words in 1a again.Which words do you think describe good things and which ones not.Let’s have a try.Try to write words on the left.Write words on the right.Check the answers.(见课件)◆Step 4 1c & 1d1.Ask students to scan the questions in 1c.2.Play the recording for the first time.And say:Listen to the tape.Lisa is talking about her plete the four questions.Unit 3 I’m more outgoing than my sister.Unit 4What’s the best movie theater?。

Unit 2 How often do you exercise?Section B (3a-self check)单词dentist, magazine, however, than, more1.能运用相关资料对他人进行好习惯与坏习惯的调查。

能运用所给的提示词完成人物生活习惯的写作。

Step 1复习上节课的单词和表达，为本节课写作做好词汇铺垫。

①Get Ss to review the words and expressions learnt in last class using flashcards.②Let some Ss retell the passage in 2b in short.③Show some pictures of daily activities and ask Ss questions using “How often”. Then let Ss answer the questions with the adverbs of frequency.Step 2以学生熟悉的日常习惯导入话题，并以小组讨论的形式让学生讨论自己的生活习惯，为接下来的写作准备素材。

Discussion①Show some pictures of daily activities.②Let Ss discuss their habits in groups and then share in class.2.Work on 3a①Tell Ss to look at the information in the chart and summarize the percentage for each activity. Then have Ss match the percentages with words.②Have Ss read the report and try to fill in the blanks with the words summarized just now. Then check the answers in class.【Keys： every day; often;hardly ever, usually; sometimes; hardly ever; never】3.Work on 3b①Let Ss complete the chart in 3b with their own information. In the last column, use expressions like always, every day, twice a week and never.②Select some Ss to share their results in class.Step 3合作学习让学生发挥各自的优点，相互学习。

Unit 2How often do you exercise?Section B 3a—Self Check教学设计一、教学目标1. 掌握本课重点词汇：dentist, magazine, however, than, more than, almost等。

2. 能够描写关于个人生活习惯的内容。

3. 巩固本单元有关“课外活动”的词汇和频度副词的使用。

4. 帮助学生了解自己，养成良好的生活习惯，更加健康地生活。

二、教学重点及难点重点：能够描写关于个人生活习惯的内容。

难点：巩固使用频率副词。

三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Step 1 Warming-upTake the health quiz.【设计意图】通过做健康小调查，复习本单元目标语言。

Step 2 Pre-writingWork on 3a & 3b1.Look at the information in the chart and then fill in the blanks with the words in the box.plete the chart with your own information. In the last column, use expressions like always, every day, twice a week and never.Step 3 While-writingWork on 3c1. Read 3c and try to understand what they will do.2. Analyze the writing skills.3.Write reports about their good and bad habits by themselves. Give any help if they need.4.Let two students read it to the class.【设计意图】通过写作思路的分析，帮助学生梳理写作要点，加强学生书面表达能力。

八年级英语上册-人教版-Unit 5 教学设计一. 教材分析人教版八年级英语上册Unit 5主要讲述了一对兄妹在动物园参观动物的故事。

通过本课的学习，学生可以掌握一般现在时的用法，学会如何描述家庭成员和动物的外貌及特征。

教材内容丰富，插图生动，有利于激发学生的学习兴趣。

二. 学情分析八年级的学生已经掌握了英语学习的基本语法和词汇，具备一定的听说读写能力。

但部分学生在语言表达上仍存在一定的困难，特别是在描述事物特征方面。

因此，在教学过程中，需要关注学生的个体差异，鼓励他们积极参与课堂活动，提高他们的语言运用能力。

三. 教学目标1.知识目标：学生能够掌握一般现在时的用法，学会描述家庭成员和动物的外貌及特征。

2.能力目标：学生能够听懂、会说、会读、会写本课的生词和重点句子，提高他们的英语表达能力。

3.情感目标：学生能够培养对动物的关爱之情，增强保护动物的意识。

四. 教学重难点1.重点：一般现在时的用法，描述家庭成员和动物的外貌及特征。

2.难点：一般现在时的句子结构，如何正确运用动词形式。

五. 教学方法1.情境教学法：通过设定动物园的情境，让学生在实际语境中学习英语。

2.任务型教学法：引导学生参与各种任务，提高他们的实践能力。

3.游戏教学法：通过趣味游戏，激发学生的学习兴趣。

4.小组合作学习：鼓励学生互相交流、讨论，提高团队合作意识。

六. 教学准备1.教师准备：备好课件、教学素材、动物图片等。

2.学生准备：预习课文，熟记生词。

七. 教学过程1.导入（5分钟）利用多媒体展示动物园的图片，引导学生谈论自己喜欢的动物。

教师提问：“Do you like animals? What’s your favorite animal?”学生回答后，教师简要介绍本课内容，激发学生的学习兴趣。

2.呈现（10分钟）教师展示课文插图，引导学生观察并回答问题：“How many people are there in the story? Who are they? What animals do they see in the zoo?”学生回答后，教师呈现课文标题和第一句话，介绍一般现在时的用法。

济南泉秀学校初中部教案专用纸济南泉秀学校初中部教案专用纸济南泉秀学校初中部教案专用纸济南泉秀学校初中部教案专用纸济南泉秀学校初中部教案专用纸同时帮助学生扫清地名给他们带来的阅读障碍。

通过问题驱动的方式引导学生利用略读这一阅读策略理解第一篇日记的主要内容。

使学生运用阅读策略合作完成文章思维导图的整体框架，使学生对文章的结构有一个整体的认识。

使学生运用Scanning阅读策略寻找具体问题的答案，检验学生对第二篇日记内容细节的把握程度，同时渗透猜读这一阅读策略，引导学生利用语境来猜测生词的含义。

Post-reading: Retell Jane’s diary.利用思维导图帮助学生在脑中建构文章的整体框架，激活学生已有的语言知识，让学生用自己的语言描述Jane的旅行经历，培养学生的口语表达能力，为本单元写作课做铺垫。

The second diary entry1）Pre-reading:Ask students to predict the main idea of the passage according to thepicture in the text.设计意图：引导学生通过看图片来预测文章的大意,并渗透prediction这一阅读策略。

（2）While-reading:1.Read aloud: Check predictions.2.Scanning: Read the article and answer questions.(1)Why did they decide to take the train to the top of the hill?(2)Could they see anything beautiful on the top of the hill? Why or whynot?(3)Did they bring an umbrella?(4）The last word “hungry” means_____此处渗透guessing阅读策略(5)What did they eat on Tuesday? Why did they eat that?Step 3. Summary总结阅读策略和写旅行日记格式及内容。