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視頻標(biāo)簽：第十五屆全國初中英語
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：第十五屆全國初中英語教師教學(xué)基本功大賽外研版七年級下冊 Module 10 Unit 2 A holiday journey6.天津
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外研版七年級下冊 Module 10 Unit 2 A holiday journey6. 天津 秦茂娜
外研版七年級下冊 Module 10 Unit 2 A holiday journey
以讀促寫教學(xué)設(shè)計(jì)
| 學(xué)校 | 授課教師 | ||||
| 指導(dǎo)教師 | |||||
| 教學(xué)年級 | 七年級 | 教學(xué)模塊 | 七下 Module 10 Unit 2 | ||
| 設(shè)計(jì)主題 |
A holiday journey Writing-Through-Reading |
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| 授課時長 | 45 分鐘 | ||||
| 內(nèi)容分析 |
本模塊的主題語境是“人與社會”，閱讀語篇類型為電子郵件類應(yīng)用文，語篇模式為敘事模式。閱讀語篇所提供的是主人公 Betty 在巴黎的度假經(jīng)歷。語篇以時間為線索，著重展現(xiàn)了巴黎的秀美風(fēng)光。語言上使用了細(xì)節(jié)描寫，形象生動。時態(tài)運(yùn)用得體，為語篇服務(wù)。該語篇可以讓學(xué)生通過這座名城了解西方歷史和文化，接受文化熏陶，感受世界級文化遺產(chǎn)帶給我們的震撼；還可以培養(yǎng)學(xué)生的國際理解力，增強(qiáng)其尊重不同文化、珍惜文化遺產(chǎn)的意識。 本節(jié)課是基于上節(jié)閱讀課（對語篇大意和語言知識的學(xué)習(xí)）的進(jìn)一步學(xué)習(xí)。通過本節(jié)課的學(xué)習(xí)，學(xué)生能夠熟悉電子郵件類應(yīng)用文的基本格式和文體特征，掌握敘事語篇的結(jié)構(gòu)、段落順序、細(xì)節(jié)描寫和時態(tài)使用，并進(jìn)行仿寫。 |
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| 學(xué)情分析 | 授課對象是七年級學(xué)生，學(xué)生的英語水平參差不齊。但是他們之前已經(jīng)學(xué)習(xí)過和旅行相關(guān)的話題，具備一定的基礎(chǔ)知識。在生活經(jīng)驗(yàn)方面，根據(jù)課前調(diào)查，學(xué)生的旅行經(jīng)歷各不相同，其中部分學(xué)生的旅行經(jīng)歷較少。在學(xué)習(xí)能力方面，學(xué)生已具備了一定的與旅行話題相關(guān)的閱讀能力。但是在寫作技能方面，學(xué)生對于寫作語篇的結(jié)構(gòu)、行文的邏輯、描寫手段和時態(tài)的運(yùn)用方面還存在一些困難。 | ||||
| 學(xué)習(xí)目標(biāo) |
通過本課內(nèi)容的學(xué)習(xí)，學(xué)生能夠： 1.了解電子郵件類應(yīng)用文的基本格式和文體特征，并歸納總結(jié)敘事語篇的結(jié)構(gòu)、敘事順序、細(xì)節(jié)描寫和時態(tài)使用，為仿寫做鋪墊。 2.根據(jù)所給圖片信息寫一封電子郵件，并利用本課所學(xué)內(nèi)容對其它同學(xué)的電子郵件進(jìn)行評價。 3.在加深對模塊主題意義理解的基礎(chǔ)上，更加熱愛和珍惜家鄉(xiāng)天津的美好景色，同時愿意用英語對中華美景進(jìn)行描述，做中國優(yōu)秀文化的傳播者。 |
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| 教學(xué)思路 |
本節(jié)課的教學(xué)設(shè)計(jì)基于古德曼（1966,1967,1976）提出的“自上而下”的語言心理閱讀模式和深度學(xué)習(xí)理論。在學(xué)生于前一課已掌握語篇大意和語言知識的基礎(chǔ)上，設(shè)計(jì)了“梳—寫—評”三個環(huán)節(jié)。 寫作前，采取小組討論的形式，讓學(xué)生通過梳理語篇模式（宏觀上梳理敘事語篇的結(jié)構(gòu)和段落順序，微觀上梳理語篇中的細(xì)節(jié)描寫和多種時態(tài)的使用），建立已有知識經(jīng)驗(yàn)和新知識之間的聯(lián)系，進(jìn)入知識建構(gòu)環(huán)節(jié)，為后續(xù)寫作奠定基礎(chǔ)。 寫作中，“寫”的環(huán)節(jié)，學(xué)生借助對教材內(nèi)容的創(chuàng)新和改編，完成一篇在天津旅行經(jīng)歷的介紹。進(jìn)入遷移運(yùn)用環(huán)節(jié)。 寫作后，組織學(xué)生從語篇結(jié)構(gòu)、敘事順序、細(xì)節(jié)描寫和時態(tài)使用方面進(jìn)行師生共評、同伴互“評”。進(jìn)入評價反思環(huán)節(jié)。 |
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| Stages | Time | Teacher’s activities | Students’ activities | Purposes | PPT |
| Review and lead-in | 5 mins |
1. T leads Ss to recall the main idea of “My holiday in Paris”. 2. T divides Ss into groups and introduces tasks. |
Ss recall the main idea of the text previously learnt under the guidance of the teacher. | To consolidate what has been learnt and activate the background information. |
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| Pre-writing | 15 mins |
1. T leads Ss to work on the structure in groups and directs Ss to find the elements of narrative mode in the text. Then shows the first writing tip. 2. T leads Ss to work on the paragraphs and directs Ss to tell the order of writing as well as the signal words of the order in the text. Then shows the second writing tip. 3. T leads Ss to work on the sentences of one paragraph in groups and directs Ss to pay attention to the detail descriptions by filling in a table. Leads Ss to use 5 senses to give more detail descriptions at that moment by assuming that they were Betty. Then shows the third writing tip. 4. T leads Ss to work on the tenses of one paragraph in groups and ask Ss to find why the writer uses different tenses. Then shows the last |
1. Ss discuss and find the elements in the text. 2. Ss work on the paragraphs and share answers in class. 3. Ss work on the sentences of one paragraph in groups and fill in the table. 4. Ss work on the tenses of one paragraph in groups and share answers in class. 5. Ss share answers to have a quick review. |
1. To help Ss learn about the structure and features of a narrative writing and make preparations for the writing task. 2. To enhance their thinking and learning competence. |
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writing tip. 5. T leads Ss to have a quick review. |
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| While-writing | 12 mins |
1. T instructs Ss to write an email of a holiday journey according to the pictures in Activity 5 (P63). 2. T can also provide some useful expressions. |
Ss make use of the pictures in Activity 6 to write an email of a holiday journey. | To help Ss master how to write a narrative writing to introduce a holiday journey and develop their writing ability. |
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| Post-writing | 12 mins |
1. T encourages one or two representatives to share their writings with the class and demonstrates how to do the assessment. 2. T guides Ss to exchange their writings in groups and do peer assessment according to the table. 3. T invites one representative to show the peer assessment. |
1. Some representatives show their writings. T and other Ss do the assessment. 2. Ss exchange their writings in groups and do peer assessment. 3. One representative show the peer assessment. |
To help Ss have a better understanding of a good narrative writing and learn from others to improve their writing ability. |
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| Homework | 1 min |
1. Polish the work and send it to the teacher. 2. Write an email to Lingling about your holiday. (Optional) |
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