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熱門關(guān)鍵詞： 小學(xué)四年級語文 三角形 三角形 八年級歷史 搖籃曲 端午節(jié)的由來
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視頻標(biāo)簽：belong to,Carl
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：人教九年級Unit8It must belong to Carl, Section B2b重慶
教學(xué)設(shè)計、課堂實錄及教案：人教九年級Unit8It must belong to Carl, Section B2b重慶市南岸區(qū)茶園新城初級中學(xué)校
人教九年級Unit8It must belong to Carl, Section B2b
教學(xué)設(shè)計 周燕琴
一. 教材分析：本次展示課內(nèi)容選用人教社新目標(biāo)初中英語教材九年級Unit 8 Section B 2b，該單元話題是“It must belong to Carla.”, 功能是“Make inferences”，終極閱讀任務(wù)是“梳理文本結(jié)構(gòu)，在推測文本細(xì)節(jié)信息中感知語言魅力，引導(dǎo)學(xué)生運用恰當(dāng)?shù)那閼B(tài)動詞對神秘事件進行推測。”課型定位為以Stonehenge---Can Anyone Explain Why It Is There?為話題的閱讀課。旨在通過對單元話題牽引下的文本閱讀，發(fā)展學(xué)生的閱讀能力提升閱讀技巧。Unit 1 Section A側(cè)重與話題有關(guān)的詞匯和語言結(jié)構(gòu)的學(xué)習(xí)，以及話題下的聽說訓(xùn)練；Section B鞏固Section A所學(xué)內(nèi)容外，對情態(tài)動詞表達(dá)推測的用法進行了拓展，使該功能更加生活化，實用化，最后落實到文本中，該語篇通過對世界自然遺跡的描述和介紹，讓學(xué)生在真實的語境中感知語言功用，同時，通過對文本的解讀，讓學(xué)生體會連詞在長句中的功能，引導(dǎo)學(xué)生學(xué)習(xí)感知長句難句的理解。
二. 學(xué)情分析：九年級上學(xué)生通過兩學(xué)年的英語學(xué)習(xí)，已經(jīng)具有一定的英語學(xué)習(xí)能力，但是本人所在的是一個城鄉(xiāng)結(jié)合學(xué)校，學(xué)生在閱讀能力和技巧方面比較欠缺。故本教學(xué)設(shè)計采取視頻導(dǎo)入激趣、思維導(dǎo)圖形式學(xué)習(xí)文本關(guān)鍵新單詞和文本結(jié)構(gòu)、skim for main idea、scan for specific information、true or false判斷等教學(xué)活動去提高學(xué)生的閱讀技巧、培養(yǎng)學(xué)生的閱讀能力。 三. 教學(xué)設(shè)計主要思路：
每個段落以一個特殊疑問詞為主導(dǎo)，并將此串聯(lián)，為學(xué)生感知段落大意、劃分文本結(jié)構(gòu)以及第二節(jié)課的“已讀促寫”作好鋪墊。
1、通過觀看巨石陣英文視頻，激發(fā)學(xué)生的學(xué)習(xí)興趣和對于這個歷史古跡的探索欲望。 2、通過細(xì)讀第一段，回答問題“Where is Stonehenge? Why is it so popular?”，及對于問題的多種回答形式的補充，讓學(xué)生理解中考詞匯receive在文本中的意思；通過細(xì)讀第一段落，理解連詞“not only...but also.../as”的意思。
3、通過細(xì)讀第二、三段，讓學(xué)生初步感知情態(tài)動詞表推測的用法，獲取細(xì)節(jié)信息并完 成表格：
讓學(xué)生進一步感知情態(tài)動詞表推測的用法，并建立一個概念，即：結(jié)論需要有具體細(xì)節(jié)
2
事實的支撐。
5、通過細(xì)讀第四段，回答開放性問題“Can you guess who is the builders of
Stonehenge?”“What do you think of the builders of Stonehenge?”,進一步調(diào)動學(xué)生的思維，體現(xiàn)“read and think”。
6、通過掃讀，讓學(xué)生完成段落大意配對連線，為下一步總結(jié)文本結(jié)構(gòu)作好鋪墊。 7、通過總結(jié)文本結(jié)構(gòu)，讓學(xué)生建立對于mystery敘寫時的文本框架。 8、通過觀看世界上其他mystery的圖片，激發(fā)學(xué)生探索世界的欲望。
四. 教學(xué)設(shè)計
Teaching content: Go for it! Grade 8 Unit 1 Topic Writing Learning Objectives:
By the end of this class, students will be able to: 1、 Know the function of the linking verb
2、 Use modal verbs to guess the possibilities of a mystery. 3、 Have an interest in exploring other mysteries. Focus and difficulties:
Focuses: the layout and language structure of a mystery introduction
Difficulties: understand the compound sentences and give out the text structure. Step1 Greeting and Leading in . Activities outline T—Ss Aims
Evaluation
1、Play a song.
2、Read the new words in this passage. 3、Greeting.
1、 To relax the Ss. 2、 Get familiar with the new words and phrases then the Ss can understand the passage more easily.
Ss can understand the meaning of the new
words.
Step 2 Pre-reading. Activities outline Ss/Half/G Aims
Evaluation
1、 Watch a video about “Stonehenge in Britain” to lead in the topic “Stonehenge” of this class.
1、To lead in the topic “Stonehenge—Can Anyone
Explain Why It Is There?” 2、To stimulate Ss’interest to
Ss show interest to learn more about Stonehenge ead the article.
Step 3 While reading. Activities outline T-Ss-Sind-G Aims Evaluation 1.Fast reading paragraph1 and try to answer the questions：
1.How many people go to to visit Stonehenge every year? 2.Because Stonehenge
is one of the greatest mysteries one of the most famous historical places in Britain.
3. What does “as” mean in sentence: “People like to go to this place especially in June as they want to see sun rising on the longest day of the year”? ( ) A： 像… B：當(dāng)…之時 C： 作為…
D：因為
2.Fast reading paragraph2 and paragraph3 to answer the question: How many ideas are discussed in para.2 and para3?
3. Detail reading paragraph2 and paragraph3 again to fill in the chart.
To have a general understanding of
paragraph1, learn about the popularity of Stonehenge and practice the reading skill , fast reading. To learn the specific information of Stonehenge , learn the function of modal verbs when they are used to infer something, learn the function of link verbs, and learn the reading skill , detail reading.
Most Ss can answer the questions.
Many Ss know the answers and hands up.
Ss can discuss with their group members and fill in the blanks in the chart.
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3、 Detail reading paragraph4 and try to answer:
Q1: Can you guess who was the builders?
Q2: What do you think of the builders of Stonehenge?
To stimulate
Ss’imagination , develop their critical thinking, and improve their abilities to answer open questions.
Ss can talk about their answers and give out simple reasons.
Step 4 After reading (5 mins) Activities outline Ss
Aims
Evaluation Tak1.Scan(掃讀) the passage and match the main idea of each paragraph.
Task2. If we divide the passage into three parts, what is it?
Can you draw a simple mind map according to task1 and task2?
Enjoy other natural mysteries.
Homwork:
Group work: Search information for any other mystery in the world. Your information would better be about:
Where is it?
What’s the purpose of it？
Who built it? Humans or the nature? How long does it exsit? Why is it a mystery?
To understand the whole
passage from the main idea and the structure, and help Ss give out the mind map more easily according to these activities, then get ready for the writing class later.
To stimulate Ss’curiosity to the unknown things in the world.
To get ready for the writing class later.
To develop Ss’ability to search information for their study.
Ss can give out the mind map through finishing task1 and task2.
Ss know the main ways of searching information, such as the internet, asking their history teacher, reading books, cooperation and communication with their group members
導(dǎo)學(xué)案：
Activity1: Read Para.1 and fill in the blanks.
1.How many people go to to visit Stonehenge every year? More than people.
More than 750,000 people Stonehenge every year. Stonehenge750,000 visitors every year.
2.Because Stonehenge is one of the greatest mysteries one of the most famous historical places in Britain.
5
3. What does “as” mean in sentence:
“People like to go to this place especially in June as they want to see sun rising on the longest day of the year”? ( )
A： 像… B：當(dāng)…之時 C： 作為… D：因為 Activity2: Read para2 and para3
How many ideas are discussed in para2 and para3?
whose idea? What was it (for)? why？ historians must be because Paul Stoker thinks
can’t be Another popular idea a calendar because
Other people believe as/since
Most agree for a special purpose might be a burial place a place to a place to Activity3: Read para4 and think :
Q1: Can you guess who was the builders?
Q2: What do you think of the builders of Stonehenge?
Activity4: Scan(掃讀) the passage and match the main idea of each paragraph. Para 1 Sure and unsure things(when,how,who)
Para 2 Another popular idea about its purpose(what ) Para 3 Historians' ideas about its purpose(what ) Para 4 Introduction(where)
Activity5:If we divide the passage into three parts, what is it?
Activity6:Can you draw a simple mind map according to task1 and task2?
Homwork:
Group work: Search information for any other mystery in the world. Your information would better be about:
Where is it?
What’s the purpose of it？
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