奎文实验初中英语Lesson 2 教学设计.docx

1、课题设计基本信息课题My school day -读写课是否属于地方课程或校本课程 是学科英语学段：初中年级初一相关领域学校生活教材书名：初中英语整合课程文本 2.1 摘自: 外研版七年级上册Module5 备课设计参与人员姓名单位联系方式设计实施者刘 新奎文实验初中15853658511指导者其他参与者贺晓芹奎文实验初中15064689234刘纪香奎文实验初中13561410813刘晓敏奎文实验初中15265607005杜晓燕奎文实验初中13863699836陈 宠奎文实验初中13153693330课标要求1. 能使用“and”和“then”连接两个简单句，能够简单描写个人一天的学校生活。2

2、. 能听懂时间的表述方式及分辨学校的科目；能简单介绍学校开设的课程及上课时间；能阅读介绍学校生活的文章；能与同学就学校生活这一话题交换信息。3. 了解英语国家学生学校生活的情况。乐于谈论学校生活，培养良好的学习愿望和兴趣。学科核心素养落实语言能力 文化意识 思维品质 学习能力语言能力：能够通过阅读英国中学生亚历克斯和中国学生胡斌的学校生活，能够运用正确的时态和时间表达法说出并仔细描述自己的学校生活。文化意识：能够通过对比中西方学校生活的不同这一小的方面，知道中西方教育体系的不同，从而拓宽文化视野，增强跨文化意识。两篇文章形成鲜明的对比，能够激发学生对中西方教育的更深层次的了解。思维品质：能够积

3、极主动思考，结合题目的设置进行拓展阅读，从细节提取有用的信息，学会利用时间轴和思维导图思考归纳文章脉络，促进思维能力的发展。学习能力：能够主动积极思考和探究，通过对比中西方两篇文章的不同，能够结合时间轴和思维导图复述文章。学会运用恰当的阅读策略来阅读文章，并通过文章的阅读可以达到迁移运用到写作上去。课程整合资源设计1. 学科内整合：拓展阅读网络改编文章：Hu Bins school life2. 跨学科整合：联系地理学科，Alex所在国家与Hu Bin在我国，两地时间差异，为何有如此差异以及怎样计算.3. 结合学生的生活实际：联系我们在学校一天的生活学习任务和情境设计任务情境设计：Write

4、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?本模块任务是校园开放日即将到来，一些外国学生将要到我们学校参观，请你写一篇演讲稿向他们介绍我们的学校生活。任务情境分析：本模块的文章介绍了英国中学生亚历克斯在学校一天的生活。第二篇文章介绍了中国中学生胡斌在学

5、校一天的生活。了解中西方文化差异，恰逢外国学生来我校参观学习，将自己一天的学校生活写成演讲稿，介绍给国外的学生，结交外国友人，可以通过加深彼此友谊，了解更多西方文化，同时把我们优良的传统文化传递出去，在此过程中也能够体现271学子的优秀品质。教学背景分析教学内容：本单元主题是School Life，主题语境是在学校一天的生活，内容主要包括一天时间安排、课程、课外活动。第一篇文章介绍了英国中学生亚历克斯在学校一天的生活。第二篇文章介绍了中国中学生胡斌在学校一天的生活。该文是一篇典型的叙事类文本，其明线是按照时间、地点的线索展开。学生情况：学生为初一学生，本模块的任务是让学生谈论他们一天的学校生活

6、。任务本身对学生会有很大的吸引力，学生可以根据自己一天的学校生活构思，并和同伴们交流。由于学生之前已经学习过数字，所以时间的支架表达法对学生来说相对容易。不仅关注学生综合运用语言的能力，而且关注学生在活动中的情感态度和学习策略的发展变化。同时我们还要注意引导学生讨论时间安排的合理性，避免出现学生时间安排不合理的现象。重难点分析：1.运用正确的阅读策略来获取文章的基本信息，把握文章脉络，学会按照时间顺序介绍个人一天学校生活的写作方法。 2.文本中出现的一般现在时，通过读写方面的活动展现英语一般现在时的应用，为学生提供充足的体验运用机会，在学习过程中利用具体语加强对这一时态的掌握。教学资源：教材、

7、多媒体课件、希沃授课助手、学案、黑板和粉笔。 学习目标(内容框架)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.教学过程设计(表格描述)教学阶段教师活动学生活动设置意图

8、时间安排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 a

9、nswer.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(博域中学 ) in Canada will come to our school. Write a speech draft to introduce

10、 our colorful 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 t

11、he questions 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.Wha

12、t can you do between lessons?)利用问题和图片，创设情境，引出主题。激活学生兴趣和谈论“学校生活”的欲望，为本节课定下“谈论学校生活”的基调。同时导入部分文中生词，扫除词汇障碍，并通过问答让学生接触时间表达法和谈论课程的常用句式和词汇，为读后生成做铺垫。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

13、answers in 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 write

14、s Alexs school life in _(time or space)order. 2.Read and match the pictures with the para.从语篇的外显结构入手，引导学生整体关注语篇以及文体蕴含的信息。通过图片呈现文体内容，并引领学生思考自己的学校生活，为下一步阅读做准备。5 minCareful-readingActivity 2 1.Teacher asks students to read carefully and answer the question: Find what Alex does according to the timeline

15、 and think about 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 o

16、n the details of the time.3.Ss share their predictions and present some of them on the blackboard.针对叙事类文本让学生尝试“预测-阅读”的阅读方式，在了解文中主人公学校生活的同时迁移思考我们自己的学生生活。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

17、doing at this 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: R

18、ead again and 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?过程中引导孩子们根据时刻表进行Alex学校生活的复述，进而结合自己真实的学校生活制作一个时刻表，并进行学校生活的描述。这个过程中要引导孩子们有意识的进行中西方学校每日生活的不同做对比。感受中西方学校文化的差异。8

19、minExtensive -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 g

20、et on line to search for information, and discuss and share their opinion freely in the group.2.While expressing, Ss should be logical and give convincing reasons.文化意识的渗透：在这个过程中教师引导孩子们上网查询外国学校的孩子们在下午三点半放学后的事情，并思考这些事情对孩子们的教育意义，并反观我们的学校生活进行对比，表达自己的看法。这个过程中要引发学生的思考，培养他们表达的逻辑思维能力。7minPassage 2: Hubins s

21、chool lifeWhile-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

22、 find the answer.Read the passage quickly and find which aspects are mentioned in the passage and underline them.整体理解：文章中共提到了几个方面？引领学生思考还可以从哪些方面来描述学校生活？从语篇的外显结构入手，引导学生整体关注语篇以及文体蕴含的信息，并通过图片呈现文体内容，为下一步阅读做准备。5 minCareful-readingActivity 2 1.Teacher asks students to read carefully and answer the questio

23、n: Read the passage 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 shoul

24、d focus on the details of the time.2.Ss share their answers and present some of them on the blackboard.思维导图 的方式让学生清晰了解作者的写作脉络：了解文中Hu Bin学校生活的课程和户外活动等方面完成思维导图。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

25、 do you think 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

26、 learned about 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 o

27、pinions.通过沙龙的形式让学生畅所欲言，通过自己的背景信息及上网过程中所得来积极展示自己的想法或者困惑。过程中引导孩子们将Alex和Hu Bin的学校生活进行对比，进而结合自己真实的学校生活进行对比，这个过程中要引导孩子们有意识的进行中西方学校每日生活的不同做对比。感受中西方学校文化的差异。8minWriting TaskActivity 41. Teacher asks Ss to write down the speech draft.2.Teacher asks students to show the answers.We have been in our new school

28、for about two months. Do you like your school life? Our foreign students want to visit our school. Would you like to write a speech draft to tell them our colorful school life. We are waiting for you!在这个过程中教师引导孩子们要阳光积极的展示自己的学校。注意学校生活的不同方面的介绍。展示答案的时候，要求先小组内互批，找出写作的中的错误。然后教师有重点的讲评写作中可能会出现的问题。10min思考与精

29、进设计过程中的几点思考： 1. 分步阅读法处理叙事类文本的有效性：分步阅读可以充分体现老师的引领作用，但是打断阅读整体性和流畅度，这一阅读过程的处理不符合271的整体性要求。考虑完成细节阅读之后先让学生讨论自己的答案并朗读课文整体完成之后老师再作引领，尽量保证阅读时间的充足和有效，整体性要体现。 拓展阅读部分有让学生上网搜查相关西方教育的信息，关注学生文化意识层面的素养。这对于我们的学生来说不太现实，老师可以将网络上符合的文章提前找好建立电子库，方便学生及时使用。2.两篇文章虽然是中西方不同的学校生活，但是中国学生胡斌的学校生活并没有体现明显的中国特色，老师应该设置更多的问题追问，或者是结合我们学校的现状进行拓展，让学生能够真正知道中西方文化的不同。3.本课的设计缺乏有效的过程性评价。在大单元学习的前提下，应该创新评价方式做到自评与小组互评相结合，本节课老师可以结合我们学校的和西方的特色课程做成知识卡片做激励评价，既能激发学生，又让学生学有所获。