初中英语德育教学案例

初中英语德育教育案例

天峰中学 郑燕燕

教学内容：人教新目标版Unit 8 Have you read Treasure Island yet ? 教学材料：Period 1 Section A (1a- 1c)

Teaching aims:

Knowledge aims:

1.Words : treasure; island; full of; classic; page; hurry; hurry up; due;

2. Sentences:

1. A: Have you read Little Women yet? B: No, I haven’t. Have you? A: Yes, I’ve already read it. B: What’s it like? A: It’s fantastic.

A: Has Tina read Treasure Island?

B: Yes, she has. She thinks it’s fantastic.

3. Let Ss learn more about famous books.

4. have / has read

Ability aims:

Ss can talk about books they have read and describe them.

Moral aims: Encourage Ss to read.

Teaching key points:

1. Target language.

2. have/has read ; already / yet

教学手段：以师生讨论，生生讨论，小组合作等方式，全面训练学生的听说读写能力

Teaching steps:

Step1 Lead in

利用中外名著的图片，导出本单元的话题，询问学生对读书的看法，引用培根说过的一句话：读史使人明智, 读诗使人灵秀, 数学使人周密, 科学使人深刻, 伦理学使人庄重, 逻辑修辞之学使人善辩. 以这句话作为整节课情感价值观的主线，也以这条主线贯穿整个教学材料，教育学生要热爱读书。 T: Do you like reading books?

Ss: Yes. I do.

T: Do you often read English books?

S: Yes. I do. / No, I don’t.

T: What classic books have you already read? Have you heard of these books? Ss: ...

先出示同学们熟悉的中国古典四大名著的图片，让学生们熟悉本课的话题，再出示一些国外名著，引导出本单元提到的一些名著。

Step2 Work on 1a

Show some pictures of the books.利用之前展示的图片，引出本课的对话，让学生初步了解现在完成时的用法。

1. T: I like reading books. Here are some books that I have read. Have you

heard of these books?

2. Teach the names of the books.

3. Ss read and learn. 学生在组内运用新句型进行对话替换练习。再用PAIRWORK 的形式进行话题汇报。教师根据学生的汇报情况进行适时的纠正和总结，让学生更好地熟悉句型。

Let Ss check the ones they know in 1a, then make conversations like: A: Have you heard of Treasure Island yet?

B: Yes, I have. / No, I haven’t

A: Have you read Treasure Island yet?

B: Yes, I’ve already read it. / No, I haven’t

A: What’s it like? /What do you think of it?

B: It’s interesting/ exciting /„.

Step 3 Work on 1b. 先带领学生熟悉表格内容，导入听力材料的学习。

1. Let Ss read the chart. Play the tape.

2. Ss listen and write down the three books.

3. Play the tape again.

4. Ss listen again , check if they have read the books and what they think of them.

5. Check the answers. Ask Ss to read their answers in this way:

Nick hasn’t read Treasure land, but Judy has read it. She thinks it’s „. Step 4 Work on 1c.

1. Let a pair of Ss to read the conversation in 1c to the class, ask Ss to talk according to the information in 1a and 1b. 让学生小组讨论对上述小说的看法，引导孩子们读书时要善于思考。进一步练习本课的重点句型。再进一步系统讲解一般过去时与现在完成时的区别。

A: Have you read Alice in Wonderland yet?

B: No, I haven't. Have you?

A: Yes, I’ve already read it.

B: How is it?

A: It’s wonderful.

2. Explain the usages of the present perfect tense (have/has done)

have/has+read/heard

Have you read Little Women yet?

你已经读过《小妇人》了吗？翻译：_____________________________

现在完成时态

3. Do a game: Find the funniest fanfaron 利用谁是吹牛大王的游戏，激发孩子的想象力和学习热情，同时更进一步熟悉句型。

I have already flown to the moon.

I have already bought the bank.

I have already...

4. Explain the usages of “yet ” and “already ”.

Step5 Moral aims: Encourage Ss to read.

展示Library of Harvard （《哈弗凌晨四点半》）的图片，用凌晨四点半时分，哈弗大学图书馆灯火通明，学生们都在奋力苦读的图片，给学生以视觉震撼。

还有第二张图片 Reading in America，美国中小学特别重视对学生进行阅读训练。语言课一般不讲语法和语言理论，主要是阅读，分精读和泛读。精读课要求学生对所学文章加以分析和评论，进行概括和复述。泛读课学生有较大自由，没有统一的课本，通常由老师提出一个书单，供学生选读，有时也指定若干本书为必读。另外纽约州规定，小学生每年必须读

25本书。低年级可以读小人书，随着年级升高，读的书也随之加深。美国学生的阅读往往与写作联系在一起。一般说来，学生每读完一本书，都要写读书报告。

通过美国对读书的重视程度，引导青少年要热爱读书，“书中自有颜如玉，书中自由黄金屋，书中自有千种粟”，Reading can bring everything.达到本课主题的升华。

Step6 Homework

Choose one of them you like to do!

Do a survey and write a report like this.

调查我班自上学期至今的平均读书量。同学们喜欢读的书是哪些？读书习惯是怎样的？谁是我班的读书大王？你对我班读书情况的评价是什么？ In my group, A has already read the most books. He has already read …. He is reading … now. It’s about… He thinks it’s very ….And he is going to read …next.

2. 调查你家的读书情况并和爸爸妈妈制度读书计划。

不同的家庭作业，相同的目的，引导孩子们多读书，热爱读书。