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視頻標(biāo)簽：Stonehenge
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：九年級Unit 8 it must belong to carla Section B 2a—2e Stonehenge — Can Anyone Explain Why It Is There四川省 - 南充
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九年級Unit 8 it must belong to carla Section B 2a—2e Stonehenge — Can Anyone Explain Why It Is There四川省 - 南充
Unit 8 It must belong to Carla.
Section B 2a—2e
Stonehenge----Can Anyone Explain Why It Is There?
By Zhang Jingyi
教材分析：
本單元的話題是神秘事件，要求學(xué)生能根據(jù)相關(guān)信息，正確運用must，might，could和can’t進行推斷。本單元A部分內(nèi)容主要圍繞“推測物品的歸屬”展開，并進一步引入到B部分“神秘事件”這一話題，再過度到“未解之謎”巨石陣的介紹。本篇說明文涉及英國文化，要求學(xué)生通過對本文的學(xué)習(xí)，了解連詞的運用，并進一步鞏固情態(tài)動詞表推測的用法。 學(xué)情分析：
九年級的學(xué)生已具有一定的英語基礎(chǔ)及英語學(xué)習(xí)能力。聽說讀寫的能力都比較強。本篇說明文話題是“未解之謎”，故開篇就設(shè)計謎語導(dǎo)入，引起學(xué)生對“迷”的探索。采用思維導(dǎo)圖的形式引導(dǎo)學(xué)生進行精讀并獲取相關(guān)信息。最后的深度閱讀印發(fā)學(xué)生更進一步思考，從而培養(yǎng)學(xué)生的閱讀思考能力，去深度剖析作者所要表達的思想。 教學(xué)設(shè)計思路：
本堂課是閱讀課的第一課時，導(dǎo)入以“迷”開始，開啟“神秘之旅”。
1. 利用謎底是石頭的謎語導(dǎo)入，在謎語的表述中加入連詞，讓學(xué)生感知其用法。在猜謎語的環(huán)節(jié)中，學(xué)生運用情態(tài)動詞表推測這一
用法來進行推測，進一步鞏固了本單元的教學(xué)重點。
2. 學(xué)生通過跳讀來找出每段的大意，再根據(jù)每段大意，劃分全文的結(jié)構(gòu)。
3. 通過精讀三個部分，獲取巨石陣相關(guān)信息并完成思維導(dǎo)圖。 4. 深度閱讀由Paul Stoker對巨石陣建造者的評價展開，層層推進，由此讓學(xué)生們分組討論，各抒己見，再將學(xué)生們的觀點融合，讓學(xué)生們表達從這些偉大的建造者身上學(xué)到了什么。最后由How can we also make a wonder?讓學(xué)生思考并發(fā)生情感遷移，然后引出本節(jié)課的情感目標(biāo)：Keep trying to do what we want and make great plans with our partners.
5. 創(chuàng)建不同的語言環(huán)境，以小組的形式，在不同的語境下，用對話的形式來復(fù)述整篇文章的內(nèi)容。
6. 介紹世界上另外兩個人造的未解之謎，學(xué)生仍然以小組的形式搜索所需信息，任選一個寫一篇報告，并為之后的說明文寫作課作好鋪墊。 Teaching Aims:
1. Students can get general information from the title and the picture before reading.
2. Students can get basic information from the passage while reading. 3. Students can retell the main idea of the passage after reading. 4. Make inferences by using must, might, could and can’t. 5. Know the usage of linking words or phrases.
Teaching focus and difficulties:
Focus: Reinforce the usage of modal verbs for making inferences and
master the usage of linking words or phrases.
Difficulties: how to use the linking words or phrases rightly
Teaching strategies: 1. working individually 2. cooperating in groups
Teaching procedures: StepⅠ Leading in Activities Aims
Evaluation
Set a riddle.
1. To let Ss be aware of the usage of linking words or phrases.
2. To make inferences by using modal verbs. 3. To lead in the topic.
Ss can give their different guesses according to three tips from the riddle.
Step Ⅱ Pre-reading Activities
Aims Evaluation
Play a video about Stonehenge
1. To show
what Stonehenge is and let Ss Ss show their interest to know
more about Stonehenge.
feel its grandiosity. 2. To arouse Ss’ interest to Stonehenge.
Step Ⅲ While reading Activities Aims
Evaluation
1. Skim 4 paragraphs.
2. Divide the whole passage into three parts and get the main idea of each.
3. Peruse Part 1 to find out the facts of Stonehenge
in
1
1. To get the main idea of each paragraph.
2. To practice the skills of
skimming---no need to read the whole passage sentence by sentence.
To let Ss know that the passage
introduces Stonehenge from three sides.
1. To learn about the basic information of Stonehenge.
Most of Ss know the right answers.
Most of Ss know the right answers.
Most of Ss can finish the task
on time.
minute.
4. Peruse Part 2 to find out 6 guesses about the
purposes
of Stonehenge in
1 minute.
5. Peruse Part 3 to find out the mysteries of Stonehenge.
6. Analyze further
about the builders according to Paul Stoker.
2. To let Ss find out the specific information on time.
To reinforce the usage of modal verbs for making inferences and the usage of linking words or phrases.
To inspire Ss’ interest to what made Stonehenge so mystical.
To guide Ss to think further and inspire their imagination to answer open ended questions.
Most of Ss can finish the task on time.
Most of Ss can finish the task .
Some Ss can share their
ideas about it. Step Ⅳ After reading
Activities
Aims
Evaluation
Retell the passage in different situations.
1. To check if Ss know about the information Ss finish the task with their group members.
about Stonehenge from three parts.
2. To check if Ss can master the usage of modal verbs
for
making inferences
and
the
usage of linking words or phrases.
3. To let Ss know there are different expressions in different situations.
Step Ⅴ Homework
Activities Aims
Evaluation
Introduce
other wonders to Ss. And ask
Ss to choose one of them
to
write
a
detailed report from
three parts: the facts, the purposes and the mysteries. 1. To inspire Ss’ curiosity to the mystery.
2. To develop Ss’ ability to search information for their study.
3. To get ready for the writing class later.
Ss know how to write an
exposition and how to
search for the information they need.
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