奎文實(shí)驗(yàn)初中英語Lesson 2 教學(xué)設(shè)計(jì)

1、.課題設(shè)計(jì)根本信息課題My school day -讀寫課是否屬于地方課程或校本課程 是學(xué)科英語學(xué)段：初中年級(jí)初一相關(guān)領(lǐng)域?qū)W校生活教材書名：初中英語整合課程文本 §2.1 摘自: 外研版七年級(jí)上冊(cè)Module5 備課設(shè)計(jì)參與人員姓名單位聯(lián)絡(luò)方式設(shè)計(jì)施行者劉 新奎文實(shí)驗(yàn)初導(dǎo)者其他參與者賀曉芹奎文實(shí)驗(yàn)初紀(jì)香奎文實(shí)驗(yàn)初曉敏奎文實(shí)驗(yàn)初曉燕奎文實(shí)驗(yàn)初 寵奎文實(shí)驗(yàn)初標(biāo)要求1. 能使用“and和“then連接兩個(gè)簡單句，可以簡單描寫個(gè)人一天的學(xué)

2、校生活。2. 能聽懂時(shí)間的表述方式及分辨學(xué)校的科目；能簡單介紹學(xué)校開設(shè)的課程及上課時(shí)間；能閱讀介紹學(xué)校生活的文章；能與同學(xué)就學(xué)校生活這一話題交換信息。3. 理解英語國家學(xué)生學(xué)校生活的情況。樂于議論學(xué)校生活，培養(yǎng)良好的學(xué)習(xí)愿望和興趣。學(xué)科核心素養(yǎng)落實(shí)語言才能 文化意識(shí) 思維品質(zhì) 學(xué)習(xí)才能語言才能：可以通過閱讀英國中學(xué)生亞歷克斯和中國學(xué)生胡斌的學(xué)校生活，可以運(yùn)用正確的時(shí)態(tài)和時(shí)間表達(dá)法說出并仔細(xì)描繪自己的學(xué)校生活。文化意識(shí)：可以通過比照中西方學(xué)校生活的不同這一小的方面，知道中西方教育體系的不同，從而拓寬文化視野，增強(qiáng)跨文化意識(shí)。兩篇文章形成鮮明的比照，可以激發(fā)學(xué)生對(duì)中西方教育的更深層次的理解。思維品

3、質(zhì)：可以積極主動(dòng)考慮，結(jié)合題目的設(shè)置進(jìn)展拓展閱讀，從細(xì)節(jié)提取有用的信息，學(xué)會(huì)利用時(shí)間軸和思維導(dǎo)圖考慮歸納文章脈絡(luò)，促進(jìn)思維才能的開展。學(xué)習(xí)才能：可以主動(dòng)積極考慮和探究，通過比照中西方兩篇文章的不同，可以結(jié)合時(shí)間軸和思維導(dǎo)圖復(fù)述文章。學(xué)會(huì)運(yùn)用恰當(dāng)?shù)拈喿x策略來閱讀文章，并通過文章的閱讀可以到達(dá)遷移運(yùn)用到寫作上去。課程整合資源設(shè)計(jì)1. 學(xué)科內(nèi)整合：拓展閱讀網(wǎng)絡(luò)改編文章：Hu Bins school life2. 跨學(xué)科整合：聯(lián)絡(luò)地理學(xué)科，Alex所在國家與Hu Bin在我國，兩地時(shí)間差異，為何有如此差異以及怎樣計(jì)算.3. 結(jié)合學(xué)生的生活實(shí)際：聯(lián)絡(luò)我們?cè)趯W(xué)校一天的生活學(xué)習(xí)任務(wù)和情境設(shè)計(jì)任務(wù)情境設(shè)計(jì)：W

4、rite a speech draft to introduce our school life The school opening day is coming. Some foreign students will come to visit our school. Please write a speech draft to introduce our school life to them?本模塊任務(wù)是校園開放日即將到來，一些外國學(xué)生將要到我們學(xué)校參觀，請(qǐng)你寫一篇演講稿向他們介紹我們的學(xué)校生活。任務(wù)情境分析：本模塊的文章介紹了英國中學(xué)生亞歷克斯在學(xué)校一天的生活。第二篇文章介紹了中國中學(xué)

5、生胡斌在學(xué)校一天的生活。理解中西方文化差異，恰逢外國學(xué)生來我校參觀學(xué)習(xí)，將自己一天的學(xué)校生活寫成演講稿，介紹給國外的學(xué)生，結(jié)交外國友人，可以通過加深彼此友誼，理解更多西方文化，同時(shí)把我們優(yōu)良的傳統(tǒng)文化傳遞出去，在此過程中也可以表達(dá)271學(xué)子的優(yōu)秀品質(zhì)。教學(xué)背景分析教學(xué)內(nèi)容：本單元主題是School Life，主題語境是在學(xué)校一天的生活，內(nèi)容主要包括一天時(shí)間安排、課程、課外活動(dòng)。第一篇文章介紹了英國中學(xué)生亞歷克斯在學(xué)校一天的生活。第二篇文章介紹了中國中學(xué)生胡斌在學(xué)校一天的生活。該文是一篇典型的敘事類文本，其明線是按照時(shí)間、地點(diǎn)的線索展開。學(xué)生情況：學(xué)生為初一學(xué)生，本模塊的任務(wù)是讓學(xué)生議論他們一天

6、的學(xué)校生活。任務(wù)本身對(duì)學(xué)生會(huì)有很大的吸引力，學(xué)生可以根據(jù)自己一天的學(xué)校生活構(gòu)思，并和同伴們交流。由于學(xué)生之前已經(jīng)學(xué)習(xí)過數(shù)字，所以時(shí)間的支架表達(dá)法對(duì)學(xué)生來說相對(duì)容易。不僅關(guān)注學(xué)生綜合運(yùn)用語言的才能，而且關(guān)注學(xué)生在活動(dòng)中的情感態(tài)度和學(xué)習(xí)策略的開展變化。同時(shí)我們還要注意引導(dǎo)學(xué)生討論時(shí)間安排的合理性，防止出現(xiàn)學(xué)生時(shí)間安排不合理的現(xiàn)象。重難點(diǎn)分析：1.運(yùn)用正確的閱讀策略來獲取文章的根本信息，把握文章脈絡(luò)，學(xué)會(huì)按照時(shí)間順序介紹個(gè)人一天學(xué)校生活的寫作方法。 2.文本中出現(xiàn)的一般如今時(shí)，通過讀寫方面的活動(dòng)展現(xiàn)英語一般如今時(shí)的應(yīng)用，為學(xué)生提供充足的體驗(yàn)運(yùn)用時(shí)機(jī)，在學(xué)習(xí)過程中利用詳細(xì)語加強(qiáng)對(duì)這一時(shí)態(tài)的掌握。教學(xué)資

7、源：教材、多媒體課件、希沃授課助手、學(xué)案、黑板和粉筆。 學(xué)習(xí)目的內(nèi)容框架1. Read and get information about two passages about Alexs and Hu bins school life.2. Retell the different school lives according to the timeline and the mind map.3. Write a speech to introduce our colorful school life to foreign students.教學(xué)過程設(shè)計(jì)表格描繪教學(xué)階段老師活動(dòng)學(xué)生活動(dòng)設(shè)置意

8、圖時(shí)間安排PreparationLead inStep 1: lead in Ask and answer: 1 Show some wonderful pictures of their wonderful school life.2 Ask some questions: Do you like your school life? Why? How long does it take you a day at school? What can you do between lessons? Ask the Ss think about the questions and then answ

9、er.1. Teacher introduces the text and explains the module task and the learning aims.Module task: Write a speech draft to introduce our school lifeIt is School Opening Week of our school. Students from Bodwell High School博域中學(xué) in Canada will come to our school. Write a speech draft to introduce our c

10、olorful school life to them.Learning aims:1.Read and get information about two passages about Alexs and Hu bins school life.2.Retell the different school lives according to the timeline and the mind map.3.Write a speech to introduce our colorful school life to foreign students.Ss can discuss the que

11、stions with their group members and think about them carefully with the pictures.During this process, Ss get familiar with new words in the text, and try to introduce their school life with time and subjects.1.Do you like your school life? Why?2.How long does it take you a day at school?3.What can y

12、ou do between lessons?利用問題和圖片，創(chuàng)設(shè)情境，引出主題。激活學(xué)生興趣和議論“學(xué)校生活的欲望，為本節(jié)課定下“議論學(xué)校生活的基調(diào)。同時(shí)導(dǎo)入部分文中生詞，掃除詞匯障礙，并通過問答讓學(xué)生接觸時(shí)間表達(dá)法和議論課程的常用句式和詞匯，為讀后生成做鋪墊。5 minWhile-readingWhole-readingActivity 1 1. Teacher asks students to read quickly and answer the following two questions. 2. Teacher asks Ss to underline the answers in

13、 the paper and leads them to think how to get the answers.3. Teacher asks students to show the answers and ask about students own school life.Students read the passage quickly and find the answer.1.How many hours does Alex stay at school one day? What about yours?2.We know the writer writes Alexs sc

14、hool life in _time or spaceorder. 2.Read and match the pictures with the para.從語篇的外顯構(gòu)造入手，引導(dǎo)學(xué)生整體關(guān)注語篇以及文體蘊(yùn)含的信息。通過圖片呈現(xiàn)文體內(nèi)容，并引領(lǐng)學(xué)生考慮自己的學(xué)校生活，為下一步閱讀做準(zhǔn)備。5 minCareful-readingActivity 2 1.Teacher asks students to read carefully and answer the question: Find what Alex does according to the timeline and think a

15、bout what you are doing at this time.2. Teacher asks Ss to underline the answers in the paper.3.Teachers asks students to show the answers. 1.Ss make predictions on what will happen next, then read to check if the predictions are accurate.2.While predicting and reading, Ss should focus on the detail

16、s of the time.3.Ss share their predictions and present some of them on the blackboard.針對(duì)敘事類文本讓學(xué)生嘗試“預(yù)測(cè)-閱讀的閱讀方式，在理解文中主人公學(xué)校生活的同時(shí)遷移考慮我們自己的學(xué)生生活。10minActivity 31.Teacher asks students to read carefully and try to retell Alexs school life according to the timeline.And think about what you are doing at this

17、 time.2.Teacher asks Ss to retell Alexs school life, and then retell in groups.3. Teacher asks students to read again and think about these two questions.4.Teacher asks students to show the answers.After reading:Task 1: Try to retell Alexs school life according to the timeline.Task 2: Read again and

18、 think about these two questions.Think: 1.If we want to introduce our school day, what aspects should we include?Think: Whats the biggest differences between this timeline and ours?過程中引導(dǎo)孩子們根據(jù)時(shí)刻表進(jìn)展Alex學(xué)校生活的復(fù)述，進(jìn)而結(jié)合自己真實(shí)的學(xué)校生活制作一個(gè)時(shí)刻表，并進(jìn)展學(xué)校生活的描繪。這個(gè)過程中要引導(dǎo)孩子們有意識(shí)的進(jìn)展中西方學(xué)校每日生活的不同做比照。感受中西方學(xué)校文化的差異。8minExtensive

19、-readingActivity 41. Teacher asks Ss to go online to search for information about what the students do after school?2.Teacher asks students to show the answers.Search online and get the information Alex finishes school at 3:30, do you want to know what they do after school?1.Ss try to get on line to

20、 search for information, and discuss and share their opinion freely in the group.2.While expressing, Ss should be logical and give convincing reasons.文化意識(shí)的浸透：在這個(gè)過程中老師引導(dǎo)孩子們上網(wǎng)查詢外國學(xué)校的孩子們?cè)谙挛缛c(diǎn)半放學(xué)后的事情，并考慮這些事情對(duì)孩子們的教育意義，并反觀我們的學(xué)校生活進(jìn)展比照，表達(dá)自己的看法。這個(gè)過程中要引發(fā)學(xué)生的考慮，培養(yǎng)他們表達(dá)的邏輯思維才能。7minPassage 2: Hubins school lifeWhi

21、le-readingWhole-readingActivity 1 1.Teacher asks students to read quickly and circle the right answers.2.Teacher asks Ss to underline the answers in the paper and think about the reasons to get the answers.3.Teacher asks students to show the answers.Students read the passage quickly and find the ans

22、wer.Read the passage quickly and find which aspects are mentioned in the passage and underline them.整體理解：文章中共提到了幾個(gè)方面？引領(lǐng)學(xué)生考慮還可以從哪些方面來描繪學(xué)校生活？從語篇的外顯構(gòu)造入手，引導(dǎo)學(xué)生整體關(guān)注語篇以及文體蘊(yùn)含的信息，并通過圖片呈現(xiàn)文體內(nèi)容，為下一步閱讀做準(zhǔn)備。5 minCareful-readingActivity 2 1.Teacher asks students to read carefully and answer the question: Read the p

23、assage carefully and complete the table about Hu Bins school life.4. Teacher asks Ss to underline the answers in the paper.3.Teachers asks students to show the answers. Careful reading: Read the passage carefully and complete the table about Hu Bins school life.1.While reading, Ss should focus on th

24、e details of the time.2.Ss share their answers and present some of them on the blackboard.思維導(dǎo)圖 的方式讓學(xué)生明晰理解作者的寫作脈絡(luò)：理解文中Hu Bin學(xué)校生活的課程和戶外活動(dòng)等方面完成思維導(dǎo)圖。10 minActivity 31.Teacher asks students to compare Alex, Hu Bins school life with our school life, and speak out the differences.Think:A. What do you think

25、 of his school life? Is it colorful ? Is it the same as yours?B. Whats the differences between western and eastern school life? Come and join us!2.Teachers asks students to discuss in the group and share their opinions. 3.Teachers asks students to show the answers.English Salon:Task: We learned abou

26、t Alex and Hu Bins school life, I believe you must have a lot to say. What do you think of his school life?Is it colorful ? Is it the same as yours?Whats the differences between western and eastern school life? Come and join us!The students need to discuss in the group and share their opinions.通過沙龍的形式讓學(xué)生暢所欲言，通過自己的背景信息及上網(wǎng)過程中所得來積極展示自己的想法或者困惑。過程中引導(dǎo)孩子們將Alex和Hu Bin的學(xué)校生活進(jìn)展比照，進(jìn)而結(jié)合自己真實(shí)的學(xué)校生活進(jìn)展比照，這個(gè)過程中要引導(dǎo)孩子們有意識(shí)的進(jìn)展中西方學(xué)校每日生活的不同做比照。感受中西方學(xué)校文化的差異。