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视频标签：第十五届全国初中英语
所属栏目：初中英语说课视频
视频课题：第十五届全国初中英语教师基本功大赛说课视频Unit 1 Where did you go on vacation Section B(2a-2e) Diary Reading 6.湖南
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Unit 1 Where did you go on vacation Section B(2a-2e) Diary Reading 6. 湖南 谭棹文
Teaching Plan
Unit 1 Where did you go on vacation?
Section B(2a-2e) Diary Reading
| Name | Tan Zhaowen | School | NO.9 Middle School | |||||||||||||
| Subject | English | Grade | Grade Eight | |||||||||||||
| Title | Where did you go on vacation? | |||||||||||||||
| 教材分析 | 本节课是一堂阅读课，选自人教版八年级上册第一单元，单元话题是假期旅行，单元任务是学会使用一般过去时谈论假期活动等过去的事情。 | |||||||||||||||
| 学情分析 | 本话题的内容在七年级下册第2单元和第11单元出现过，本单元在上两个单元内容的基础上增加了谈论对度假的看法和感受的表达，重点语法一般过去时，学生也在七年级有所接触，本单元着力将学生的注意力引向一般过去时的疑问结构，让学生注意观察谓语动词在问句中的特征。 | |||||||||||||||
| Teaching aims |
知识目标 1.能够正确使用核心词汇、核心语法（一般过去时）； 2.能够掌握旅游日记的基本句型； 3.能够利用积极性或消极性词汇表达自己的感受。 |
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能力目标 1.能够运用目标语言谈论自己的旅行情况； 2.能够掌握旅游日记的基本行文思路； 3.能够通过扫读文本定位信息，获取所需信息。 |
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思维目标 1.能够通过文章对比，自己总结旅游日记的基本结构； 2.能够通过小组讨论，提升交流表达能力； 3.能够在练习中学会同类词汇的方法，培养思维灵活性。 |
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态度目标 引导学生树立积极的生活态度，遇到问题能够自己解决，懂得知足常乐。 |
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The key and difficult points |
Teaching key points: 1.重点词汇和短语： decide, building, trader, umbrella, difference, hungry，feel like等。 2.重点句型：Where did you go on vacation? What did you do on vacation? 3.重点语法：一般过去时。 Teaching difficult points: 掌握旅行日记书写的基本格式和要素，能自己写一篇旅行日记，包括旅行时的活动，感受及原因。 |
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| Teaching methods | 任务教学法，交际教学法，PWP阅读教学法 | |||||||||||||||
| Teaching aids | Computer multimedia projector, PPT, videos. | |||||||||||||||
| Teaching procedures | ||||||||||||||||
| Step1.warming up |
头脑风暴思考自己喜欢或知道的假期活动回答问题，在图片的帮助下学习新词。 T:What did you do on vacation? S1:I tried paragliding on vacation. S2:I went to the Hill on vacation. |
设计意图：通过free talk的形式，激发学习兴趣，预习新单词，为后续的阅读扫除障碍，为新课做准备。 | ||||||||||||||
| Step2.pre-reading |
Task1:视频导入。 学习阅读文章中的地点名词： Malaysia 马来西亚 Penang 槟城， Penang Hill 槟城山 Georgetown 乔治市 Weld Quay 海墘街 |
设计意图：通过视频带领学生了解马来西亚，槟城，乔治市，海墘街等地方的基本信息，让学生了解这些词汇；了解马来西亚的风土人情及有关地名的词汇；通过词义的积极性或消极性推断作者的旅行感受。 | ||||||||||||||
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Task2:游戏：找不同 通过两篇马来西亚的介绍文章对比，让学生自己找出两篇文章的区别，归纳总结日记的基本格式。即右上角出现星期，日期的字样。 |
设计意图：通过马来西亚槟城的基本信息介绍文章，用大家来找茬的游戏方式，让学生自主发现日记的书写格式。文章右上角有日期、天气等标识。 | |||||||||||||||
| Step3.while-reading |
Task1:Listen and answer.(Fast reading) (1)What’s the main idea in the first diary? (2)Did Jane have a good time on Tuesday? Task2: Fill in the blanks. (the first diary)
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设计意图：在这个环节里，运用快速阅读完成Task1任务，能够掌握略读技巧，提取关键信息，得出问题答案。运用仔细阅读完成Task2 和Task3的任务，分别对两篇旅游日记进行精读，通过关键词定位，完成表格内容和思维导图。同时，也让学生概括两篇旅行日记的行为思路，为后续作文输出做铺垫。 | ||||||||||||||
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Step4.Post-reading |
Task1:Complete the conversation in 2d and have a pair work. Anna:Hi,Jane.Where did you go on vacation last week? Jane:I went to Penang in Malaysia. Anna:Who did you go with? Jane:I went with my family. Anna:What did you do ? Jane:The weather was hot and sunny on Monday, so we went paragliding on the beach.Then in the afternoon, we rode bicycles to Georgetown. Anna:Sounds great! Jane:Well,but the next day was not as good.My father and I went to Penang Hill,but the weather was really bad and rainy.We waited a long time for the train and we were wet and cold because we forgot to bring an umbrella. Anna:Oh,no! Jane:And that’s not all!We also didn’t bring enough money,so we only had one bowl of rice and some fish. |
设计意图：完成对话并进行小组对话练习，提升学生信息搜寻能力、语言交际能力。同时，学生能学会团队合作。 | ||||||||||||||
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Task2: Imagine Jane went to Penang Hill again and had a great day. Fill in the blanks and give a speech. Thursday,July 18th Today was (be) a beautiful day.My father and I went (go) to Penang Hill again,but this time we walked (walk) to the top.We started (start) at 9:30 a.m. and saw (see) lots of special Malaysian flowers along the way. About one hour later,we stopped (stop) and drunk (drink) some tea.Then we walked (walk) for another two hours before we got (get) to the top. I was (be) quite tired,but the city looked (look) wonderful from the top of the hill! |
设计意图：完成文章空格填写并进行小组活动展示。通过小组合作，合理分工，共同完成旅行日记，进行小组展示；能够对别人的小组进行评价。 | |||||||||||||||
| Step5.Summary |
Students will summarize what they have learned today, and I will give a timely supplement.
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设计意图：通过此环节，让学生进行思考整理，本堂课的重点词语，重点短语以及句式的用法，旅行日记的基本格式和行文要素，以及遇事积极乐观，知足常乐的情感态度价值观。 | ||||||||||||||
| Step6.Homework |
1.Learn more about Malaysia at some websites. 2.Write your travel diary to share with your friends. |
设计意图：通过作业进行巩固提升，掌握本堂课的重难点内容。 | ||||||||||||||
| Blackboard design | ||||||||||||||||
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| Teaching reflection | ||||||||||||||||
②课堂活动形式多样。虽然本堂课是一节阅读课，但本堂课设计过程中，听、说、读、写四个环节都有设计，符合新课标中提到的，提升学生综合语言运用能力。同时采取小组活动，锻炼和提升学生的小组探究能力、合作能力以及解决问题的能力。 ③重视行文结构。本堂阅读课的文章与平常的文章不同，是两篇旅游日记。因此，本堂课更注重旅游日记的基本格式以及行文思路，即：时间when、地点where、人物who、天气weather、活动activities、感受feeling。
②缺乏有效阅读策略和技巧。学生在阅读过程中缺乏有效阅读策略和技巧，导致阅读时逐句逐词翻译，陷入细节，难以把控文章结构和主旨大意。 |
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