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視頻課題：仁愛科普版英語八年級(jí)下冊(cè)Unit7 Food Festival Topic1 We’re preparing for a food festival Section C重慶市 - 南岸區(qū)
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仁愛科普版英語八年級(jí)下冊(cè)Unit7 Food Festival Topic1 We’re preparing for a food festival Section C重慶市 - 南岸區(qū)
Unit 7 Topic1 Section C閱讀課教學(xué)設(shè)計(jì)
一、教學(xué)設(shè)計(jì)思路
本課是一堂閱讀課，主要展示的是讀中部分。葛炳芳專家曾說：“閱讀理解是一種活用語言的素質(zhì)”。中學(xué)英語閱讀教學(xué)的目的則是為了培養(yǎng)閱讀策略和語感，并培養(yǎng)學(xué)生在閱讀過程中獲取和處理信息的能力。我們貫穿閱讀課堂始終的要素，則是內(nèi)容、思維和語言的有機(jī)整合，我們要讓學(xué)生從閱讀內(nèi)容到閱讀素養(yǎng)。因此，本節(jié)課不僅僅關(guān)注文本內(nèi)容，還要讓學(xué)生去感悟語言的魅力，進(jìn)而上升到讀后的思考，既發(fā)展了語言水平，提高閱讀能力，又提升了閱讀素養(yǎng)。
本閱讀文本是一篇回信。首先，為了讓學(xué)生清晰明了作者為什么要寫這封回信，我在課前引入環(huán)節(jié)通過寫信人的口吻來介紹了背景，讓學(xué)生在具體的語境中去閱讀，降低了閱讀的難度。同時(shí)，也讓學(xué)生去感知語境下作者寫這封回信的心情。其次，在讀前帶領(lǐng)學(xué)生復(fù)習(xí)了一封邀請(qǐng)函中要具備的基本要求；讀前訓(xùn)練學(xué)生根據(jù)圖片內(nèi)容預(yù)測所讀的文本內(nèi)容，提高閱讀興趣，發(fā)展學(xué)生的思維品質(zhì)。再次，從英語學(xué)科核心素養(yǎng)的角度來看，在讀后讓學(xué)生去從一句話提煉出我們要肩負(fù)的責(zé)任，通過寫小紙條貼在世界地圖上，讓學(xué)生去感悟不管我們來自哪里，不管哪里需要幫助，就會(huì)有人去幫助他們。我們要讓世界充滿愛，愛讓世界轉(zhuǎn)起來。所以，這節(jié)課既提高了學(xué)生的語言能力，也培養(yǎng)和發(fā)展了學(xué)生的思維品質(zhì)和文化意識(shí)。
對(duì)應(yīng)英語課程標(biāo)準(zhǔn)閱讀技能的三至五級(jí)標(biāo)準(zhǔn)，本節(jié)課讀前活動(dòng)激發(fā)興趣，激活相關(guān)信息，明確閱讀話題；讀中通過略讀、尋讀、細(xì)讀和總結(jié)來獲取文本信息，理解所讀文本；讀后在進(jìn)一步理解所學(xué)語言的基礎(chǔ)上發(fā)表自己的觀點(diǎn)。讓學(xué)生學(xué)會(huì)讀后思考，幫助他們逐步建立正確、積極的生活態(tài)度和價(jià)值觀。
二、教學(xué)背景Background information
Students:26 students from Class 18 Junior 2 Material: Unit 7, Project English Type of lesson: Reading Lesson duration: 40 mins Date: Jun 23, 2018
Aids: textbook, blackboard, chalks, a map, multi-media
三、教學(xué)重難點(diǎn)
Focal points: Read the letter and get the information from the letter and tell what we should do to help the children.
Difficult points:
Students can talk about what they should do to help the children who need help.
四、教學(xué)目標(biāo) Learning Objectives
By the end of this class, we are able to 1. know what we must tell in an invitation.
2. find out some information about Craig and to know how he helped the children by reading the letter.
3.tell what we should do to help the children who are in need.
五、教學(xué)過程Procedures and Time Allotment
Stage 1: Lead-in (2 minutes)
Teacher ask one student to be Kangkang, and he introduces the background of the letter. (Purpose: To let Ss know why Kangkang received such a letter )
Stage 2: Pre-reading (4 minutes)
Read the invitation and go over the structure of an invitation.
(Purpose: to improve students’ ability of thinking after reading and try to encourage them to express their thoughts)
Stage 3: While-reading (20 minutes)
Step 1: Finding out who wrote this letter and if Craig can go to the food festival. Individual work: students read quickly to find out the information. (Purpose: to find out some easy information.)
Step 2: Students read for the main idea of each paragraph.
1. Students read the letter and find out the key words or sentences to express the main idea of each paragraph.
(Purpose 1: to improve students’ ability to find out the key words or sentences to express the main idea of each paragraph.)
(Purpose 2: to know the main part of this letter.)
2. Students read the second and the third paragraphs for some details.
(Purpose: to improve students’ ability to get the specific information we needed.)
3. Teacher show Ss some other questions and let them to think about them and express their ideas. (Purpose: to improve students’ ability of thinking after reading and try to encourage them to express their thoughts)
Stage 4: Post-reading (12 minutes)
Step 1: Ask Ss which sentence they like best in the letter. And tell the reason. Teacher make a structure on the blackboard to lead them understand the sentence. (Purpose: to let Ss think after reading and express their ideas.)
Step 2: Students are guided to write what they will do for the children who need help. And stick their paper on the map.
Stage 5: Conclusion (2 minutes)
The world become more and more beautiful because of our love. Love makes our world go round.
(Purpose: to guide the students to have a better understanding of helping others and try their
best to show the love to the world.)
六、板書設(shè)計(jì)
七、課后反思
優(yōu)點(diǎn)：
1.課前引入環(huán)節(jié)通過寫信人的口吻來介紹了背景，讓學(xué)生在具體的語境中去閱讀，降低了閱讀的難度。同時(shí)，也讓學(xué)生去感知語境下作者寫這封回信的心情。
2. 讀前帶領(lǐng)學(xué)生復(fù)習(xí)了一封邀請(qǐng)函中要具備的基本要求，還訓(xùn)練學(xué)生根據(jù)圖片內(nèi)容預(yù)測所讀的文本內(nèi)容，提高閱讀興趣，發(fā)展學(xué)生的思維品質(zhì)。
3. 從英語學(xué)科核心素養(yǎng)的角度來看，這節(jié)課既提高了學(xué)生的語言能力，也培養(yǎng)和發(fā)展了學(xué)生的思維品質(zhì)和文化意識(shí)。
4. 對(duì)應(yīng)英語課程標(biāo)準(zhǔn)閱讀技能的三至五級(jí)標(biāo)準(zhǔn)，本節(jié)課讀前活動(dòng)激發(fā)興趣，激活相關(guān)信息，明確閱讀話題；讀中通過略讀、尋讀、細(xì)讀和總結(jié)來獲取文本信息，理解所讀文本；讀后在進(jìn)一步理解所學(xué)語言的基礎(chǔ)上發(fā)表自己的觀點(diǎn)，幫助學(xué)生逐步建立正確、積極的人生觀和價(jià)值觀。 改進(jìn)：
1. 本節(jié)課的課堂活躍度還不夠，學(xué)生顯得有些拘謹(jǐn)，未能發(fā)揮出平時(shí)課堂思維碰撞產(chǎn)生火花的效果。
2. 在讀后分享學(xué)生所寫的話的環(huán)節(jié)，可以讓學(xué)生自行上臺(tái)來大膽展示，這會(huì)促使他們?cè)俅吻猩砀形虻綉?yīng)該要去幫助需要幫助的人，讓世界充滿愛。
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