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视频标签：第十三届全国初中
所属栏目：初中英语优质课视频
视频课题：第十三届全国初中英语课堂教学观摩培训课例I’m going to study computer science.Resolutions【贵州】
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第十三届全国初中英语课堂教学观摩培训课例I’m going to study computer science.Resolutions【贵州】
| 课文话题： | Resolutions |
| 单元名称： | I’m going to study computer science. |
| 教材版本： | 人教版新目标 Go for it! |
| 授课年级： | 八年级 |
|
整体设计思路 |
本课的教学内容是人教版新目标八年级上册 Unit 6 I’m going |
| to study computer science. Section B 2a-2d 部分的阅读材料， | |
| 该阅读材料分三个自然段介绍了 resolution 的定义及人们通常什 | |
| 么时候、为什么、怎么样下定决心，resolution 的种类以及人们对 | |
| make resolutions 的不同看法。文章的段落清晰，结构工整，各段 | |
| 落的句式特点规范，极具书面语体的规范性和工整性，这种语体特 | |
| 点在一定程度上利于学生对文本的理解，也便于进行读后的口语输 | |
| 出。说明文的文体特点是逻辑性、知识性强，但趣味性不足。 | |
| 从单元整体安排可以看出，阅读教学在本单元教学中起着以 | |
| 下几方面的重要作用：一是围绕单元话题激发学生意识到下定决心 | |
| 后的坚持和行动才能让美好的想法开花结果，成为更好的自己；二 | |
| 是为之后的写作板块提供语言铺垫。 | |
| 教师在研读文本内容后提炼出本文的主线为 make | |
| resolutions→break resolutions→keep resolutions。本文的作 | |
| 者对前两点加以大篇幅地介绍，但对人们怎样 keep resolutions | |
| 却所言寥寥，而这一点正是本课所要让学生意识到的主旨所在。因 | |
| 此教师借助电影的《摔跤吧，爸爸！》的片段并设计相关任务对此 | |
| 进行补充，升华文章的主题，引导学生树立正确的情感态度价值观。 | |
|
教学目标 |
（1）语言能力目标：能学会并运用以下与本课话题相关的词 |
| 语：promise, resolution, improve, physical health, | |
| self-improvement, take up, write down, at the beginning of | |
| 等；能够理解并尝试运用 have to do with 这一语言结构；能够根 | |
| 据所学简单描述自己所下定的决心。 | |
| （2）学习能力目标：能够灵活运用阅读中的信息定位能力， | |
| 快读定位关键句，细读定位关键词等阅读策略进行有效阅读；能够 | |
| 借助文本关键句反推段落主要内容的逆向思维能力；借助段落结构 | |
| 培养学生用逻辑思维厘清文章脉络的文本解读能力。 | |
| （3）思维品质目标：借助文本第一自然段的关键句反推段落 | |
| 主要内容，培养学生的逆向思维能力；通过阅读第二自然段，总结 | |
| 三种决心的类型，并由文本过渡到读者，讨论学生的决心类型，培 | |
| 养学生由文本语篇联系外部世界的发散思维能力；由最后一段的 | |
| the best resolution is to have no resolutions 引发学生讨论， | |
| 以此培养学生的批判性思维。 | |
| （4）情感态度目标：通过对文本第三自然段 the best | |
| resolution is to have no resolutions 的讨论以及读后环节电影 | |
| 片段的播放和思考，使学生意识到下定决心后的坚持和行动才能让 | |
| 美好的想法实现,只有拥有强大的意志力和行动力，人们才能真正 | |
| 实现对未来的美好愿景。 | |
| （5）文化品格目标：通过精读全文，使学生进一步加深对西 | |
| 方人 make New Year’s resolutions 这一传统习俗的理解，并能 | |
| 体会这之后所蕴含的人们对美好生活的追求和向往。 |
|
教学重难点 |
本节课的教学重点放在对语言能力目标和学习能力目标的达 成上，即能学会并运用与本课话题相关的词语和句型，并能运用这 些词语和句型进行基于文本的口语输出，能够运用阅读技巧对信息 进行准确定位和转化，培养学生的文本解读能力。 本课的教学难点在于对学生思维品质及情感态度目标的培养 上，即培养学生的逻辑思维能力、逆向思维能力、发散思维能力、 批判性思维能力，并让学生意识到意志力和行动力的重要性。 |
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| 教学过程 | ||||
| Teaching procedures | Teacher’s activities | Students’ activities | Teaching purposes | |
| Lead-in | Introduce the main characters of Dangal, lead in the topic of resolution and explain the meaning by sharing the film plot. | Get to know the main characters and the plot of Dangal, have a deeper understanding of resolution. | To lead in the topic and encourage students to form the reading expectations. | |
| Pre-reading | Encourage students to think and share their resolutions. Write down their resolutions. | Think and share the resolutions they’ve made recently. | To activate the background knowledge. | |
| While- reading | To be a sharp reader |
Lead the students to read the passage and match each paragraph with its main idea. Show the words or phrases. |
Skim the passage and match each paragraph with its main idea. Share the supporting words or phrases. |
To help students know the main ideas of the passage. |
| To be a smart reader |
Lead students to read Para.1 and try to fill in the blanks of the key sentences. Help students sum up what questions Para.1 talks about. |
Read Para.1 and try to fill in the blanks. Learn to sum up to get the main information of Para. 1. |
To guide students to sum up the structure. To develop their reverse thinking ability. |
|
| To be a careful reader |
Lead students to read Para. 2 and circle the kinds, underline the examples. Lead students to think about what kind their resolutions belong to. |
Read Para. 2 and circle the kinds and underline the examples. Think about what kind their resolutions have to do with. |
To help the students get the main line of Para.2. To help students have a better understanding of their own resolutions. |
|
| To be a critical reader | Lead students to read Para.3 and answer the question. Encourage students to share their ideas about “the best resolution is to have no resolutions”. | Read Para.3 aloud together and answer “Do most people keep their resolutions? Why? ” Share ideas about “the best resolution is to have no resolutions”. |
To help the students get the main line of Para.3-- fact, reasons and result. To develop students’ critical thinking ability. |
|
| Post- readi ng | To be a reflecti ve reader |
Play a video clip of Dangal to show students what Geeta did to make her resolution work. Encourage students to think about how to make their resolutions work and share their ideas. |
Watch the video clip of Geeta and tick the activities she did to make her resolution work. Think what they can do to make their resolutions work and share their ideas. |
To illuminate the subject by using the supplementary material. To lead the students to have conversations with the other readers. |
| Emotio nal educati on | Help students realize what we need to make our resolutions work. Actions speak louder than words. | Know the importance of a strong will and actions to keep resolutions. | To inspire the students to stick to their resolutions and take actions to make them come true. | |
| Homework |
Encourage students to choose one of the two to be their homework:
|
Choose one of the two to be their homework:
|
To consolidate what they’ve learned in this lesson. To check how much the students understand about the reading passage. |
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