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視頻標簽：soccer ball
所屬欄目：初中英語優質課視頻
視頻課題：人教版七年級上冊Unit5 do you have a soccer ball Setion B 2a-3c北京市海淀區
教學設計、課堂實錄及教案：人教版七年級上冊Unit5 do you have a soccer ball Setion B 2a-3c北京市海淀區教師進修學校附屬實驗學校
教學目標
[知識與技能] 1、學生能夠概述并理解故事中主人公Nick,從一開始不敢說出自己的真實愛好,到敢于表達自己的真實愛好的情感變化過程; 2、學生能夠梳理出文章的框架和主人公的情感變化; 3、學生能夠運用所學語言,通過角色扮演或角色朗讀,表現出主人公的情感變化過程。 [過程與方法] 1、學生在教師的引導下邊讀邊思考,通過學生不斷的“提問”,不斷的相互啟發、碰撞,激發學生的思考,以達到深入理解文本; 2、采用獨立閱讀、學生提問、小組討論、小組合作表演。 [情感態度價值觀] 通過對主人公的分析,學生能夠理解他身上好的品質,如積極向上、勇敢誠實、善于交流等品質,這些品質將對學生自身產生影響。通過對文本的深入挖掘,讓學生體會到文本的深層含義,“運動不僅能給我們帶來快樂,而且還能帶來友誼。”
2學情分析
3重點難點
重點:以學生為主體,通過讓學生問、學生答的方式,實現學生與所學文本進行有意義互動的過程,即達到“深挖文本“”。難點:整個教學過程,學生在反復閱讀和深挖文本的過程中,發展了他們的思維。
4教學過程
4.1第一學時
4.1.1教學活動
活動1【導入】1. 情景導入，提出問題
~教學階段 教師活動 學生活動 設計意圖 1. 情景 導入, 提出 問題 1. I’m slim and healthy. Guess: “What’s my favorite sport?” 2. What’s your favorite sport? 3. Raise a question and help students to wonder: “Just now, I asked you the same question. Were you nervous? But why was Nick nervous?” Try to guess the teacher’s favorite sport. Think about the teacher’s questions and begin to wonder by thinking. 激發興趣,復習所學體育項目的單詞。教師通過提問,引導學生進行情景對比,激起學生的疑問。 效果描述 一上課,讓學生猜老師最喜歡的運動,調動了學生的積極性。老師讓學生回答他們最喜歡的體育運動,激發了學生的興趣。老師通過情景對比:“同樣是老師問學生最喜歡的體育愛好是什么,為什么主人公Nick卻回答得很不輕松?”激起學生的疑問,激發他們探究文本的興趣。
活動2【導入】1. 閱讀首段，激起疑問
~1. 閱讀 首段, 激起 疑問 The first paragraph reading: 4. Show the beginning of the story with PPT. And ask students: “What do you want to know about the story?” 5. Write the three questions the students raised on the blackboard. After reading the first paragraph, the students raised their questions: Why was soccer a safe answer? What is Nick’s favorite sport? Why did Nick like ice hockey, while others don’t like it? 學生帶著疑問閱讀文本的第一段,通過讓學生邊讀、邊思考,邊提問,訓練學生的自主思維。 效果描述 學生在只閱讀完文本的首段后,提出了很多疑問,如:“Why was Nick nervous? Why did Nick need a good answer? Why was soccer a safe answer? What is Nick’s favorite sport? Why did Nick like ice hockey, while others don’t like it? 從學生提問的深度可以看出,學生們還是樂于思考,并且思考有一定的深度的。此時,教師板書學生提出的能有效推進后面文本內容學習的三個問題中的關鍵詞在黑板上。以便在學生通讀完全文后,讓學生回答,他們自己提出的問題。在這個過程中,逐步推進本節課的學習目標。
活動3【講授】3.生問眾答，深挖文本
~3 生問 眾答, 深挖 文本 The first reading: 6.Ask students to read the story independently in three minutes. 7. Ask students to answer the 3 questions they raised on the blackboard. 8. Invite students to tell the main idea of the story. 9. Ask students to raise their questions about the second paragraph and try to answer them by discussion. After reading the second paragraph, two students asked: Why did Nick come from a different place? Why do people in Maryland like ice hockey? 第一遍默讀,了解文章大意,回答剛才學生提出的三個問題。學生們在回答這些“疑問”的時候,就帶出了后面文本內容的學習。 The second reading: 11.Ask students to read the story independently again and find the following details: What was Nick’s feeling at school/ home /game/ school? How do you know that? 12. Ask students to paraphrase the long and difficult sentences. While reading, circle the places and feelings. Try to answer the students’ and teacher’s questions. 通過第二遍細讀,梳理出文章的框架結構以及推斷不同場景主人公的情感變化。通過學生間的提問、回答,以及用自己的語言闡述文本中某些長難句的含義,不斷激發學生與本文的互動,達到逐步深入理解文本內容的效果。 效果描述 學生通過不斷地自我提問和回答,通過相互間的啟發、碰撞、補充,實現了自己深入理解文本內容。在學生提問和回答過程中,出現了一些意想不到的亮點和精彩。比如,學生在回答“Why did Nick like ice hockey,while other students don’t like it?”這個問題時,就提到了文本第二段: “主人公與班上同學生活背景的不同,是因為主人公生活在馬里蘭州,所以他喜歡冰球,而班上同學生活在佛羅里達州,所以他們喜歡足球。”此時,我用一張美國地圖,形象地呈現了馬里蘭州和佛羅里達州的位置,并問學生,讀到這,你們有什么疑問?一個學生問:“Why do people in Maryland like ice hockey, but people in Florida like soccer?”我告訴學生這要用到地理知識解答。學生們小組討論,根據他們的地理知識,推斷出: “Because Maryland is cold, so they like ice hockey。再比如,文本中的第三個場景“在比賽場地”,需要學生根據故事的上下文,具體的語言描寫,推斷主人公的心情。文中的描寫是:“At the game, they had hot dogs and soda. They watched the game. Dave and Tommy asked Nick many questions about the rules and the team. They watched with great interest.”有學生通過 “……asked Nick many questions about the rules and the team.” “…… watched with great interest.”這些細節描寫的語言,判斷出此時主人公的心情是興奮的、高興的,因為Nick 的兩個同學,只有對冰球比賽感興趣才會問很多關于比賽規則的問題。學生在梳理主人公情感變化的過程中,就理出了文章的框架結構。
活動4【活動】4.聯系自我，拓深理解
~3 聯系 自我, 拓深 理解 Post reading: 12.Ask students to answer the three open questions in a group according to the story. What is Nick like? Why do you think so? What do you think of Nick’s future school life? What makes Nick’s change? 13. Invite students to share their answers with others. After discussion, the students express their different opinions. For example, “Nick was honest because he told others his favorite sport at last”…… 這三個開放性問題,是基于對文本的深入理解,既來源于本文,又高于文本。第一個問題,可以幫助學生理解主人公身上好的品質,這些品質將對學生自身產生影響;第二個問題,可以發展學生的想象力;第三個問題,促進學生理解“體育運動不僅能該給我們快樂,還能帶來友誼。”有利于學生今后學會處理類似的問題,有利于學生將來更好的生活。 效果描述 學生對這三個問題進行了多角度、多方面的回答,如:“For the first question, students answered: “Nick was honest because he told others his favorite sport at last.” “ Nick was shy because he was nervous when he answered the teacher’s question.” “Nick was good at communication because when he had a trouble he asked his dad for help…….” For the second question, most students said: “Nick will have a lot of friends at school”. One student said: “He will organize an ice hockey club, and he will be a leader of the team.……”For the third question, some students said: “His dad, his classmates Dave and Tommy, and ice hockey.”從學生們的不同回答來看,他們既能基于文本理解、聯系自身,又 能發揮豐富的想象力,實現了設計的意圖。
活動5【活動】5.角色扮演，內化語言
~3 角色 扮演,內化 語言 Group work: 14.Ask students to role-play or role-reading the story. (each group can choose one of the places) Present the role-play or role-reading. 基于對文本的理解進行角色扮演,既可以訓練學生的想象力,又強化了語言運用的能力。
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