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熱門關(guān)鍵詞： 小學(xué)四年級(jí)語文 三角形 三角形 八年級(jí)歷史 搖籃曲 端午節(jié)的由來
熱門關(guān)鍵詞： 小學(xué)四年級(jí)語文 三角形 三角形 八年級(jí)歷史 搖籃曲 端午節(jié)的由來
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視頻標(biāo)簽：soccer ball
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：人教版七年級(jí)上冊Unit5 do you have a soccer ball Setion B 2a-3c北京市海淀區(qū)
教學(xué)設(shè)計(jì)、課堂實(shí)錄及教案：人教版七年級(jí)上冊Unit5 do you have a soccer ball Setion B 2a-3c北京市海淀區(qū)教師進(jìn)修學(xué)校附屬實(shí)驗(yàn)學(xué)校
教學(xué)目標(biāo)
[知識(shí)與技能] 1、學(xué)生能夠概述并理解故事中主人公Nick,從一開始不敢說出自己的真實(shí)愛好,到敢于表達(dá)自己的真實(shí)愛好的情感變化過程; 2、學(xué)生能夠梳理出文章的框架和主人公的情感變化; 3、學(xué)生能夠運(yùn)用所學(xué)語言,通過角色扮演或角色朗讀,表現(xiàn)出主人公的情感變化過程。 [過程與方法] 1、學(xué)生在教師的引導(dǎo)下邊讀邊思考,通過學(xué)生不斷的“提問”,不斷的相互啟發(fā)、碰撞,激發(fā)學(xué)生的思考,以達(dá)到深入理解文本; 2、采用獨(dú)立閱讀、學(xué)生提問、小組討論、小組合作表演。 [情感態(tài)度價(jià)值觀] 通過對(duì)主人公的分析,學(xué)生能夠理解他身上好的品質(zhì),如積極向上、勇敢誠實(shí)、善于交流等品質(zhì),這些品質(zhì)將對(duì)學(xué)生自身產(chǎn)生影響。通過對(duì)文本的深入挖掘,讓學(xué)生體會(huì)到文本的深層含義,“運(yùn)動(dòng)不僅能給我們帶來快樂,而且還能帶來友誼。”
2學(xué)情分析
3重點(diǎn)難點(diǎn)
重點(diǎn):以學(xué)生為主體,通過讓學(xué)生問、學(xué)生答的方式,實(shí)現(xiàn)學(xué)生與所學(xué)文本進(jìn)行有意義互動(dòng)的過程,即達(dá)到“深挖文本“”。難點(diǎn):整個(gè)教學(xué)過程,學(xué)生在反復(fù)閱讀和深挖文本的過程中,發(fā)展了他們的思維。
4教學(xué)過程
4.1第一學(xué)時(shí)
4.1.1教學(xué)活動(dòng)
活動(dòng)1【導(dǎo)入】1. 情景導(dǎo)入，提出問題
~教學(xué)階段 教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 1. 情景 導(dǎo)入, 提出 問題 1. I’m slim and healthy. Guess: “What’s my favorite sport?” 2. What’s your favorite sport? 3. Raise a question and help students to wonder: “Just now, I asked you the same question. Were you nervous? But why was Nick nervous?” Try to guess the teacher’s favorite sport. Think about the teacher’s questions and begin to wonder by thinking. 激發(fā)興趣,復(fù)習(xí)所學(xué)體育項(xiàng)目的單詞。教師通過提問,引導(dǎo)學(xué)生進(jìn)行情景對(duì)比,激起學(xué)生的疑問。 效果描述 一上課,讓學(xué)生猜老師最喜歡的運(yùn)動(dòng),調(diào)動(dòng)了學(xué)生的積極性。老師讓學(xué)生回答他們最喜歡的體育運(yùn)動(dòng),激發(fā)了學(xué)生的興趣。老師通過情景對(duì)比:“同樣是老師問學(xué)生最喜歡的體育愛好是什么,為什么主人公Nick卻回答得很不輕松?”激起學(xué)生的疑問,激發(fā)他們探究文本的興趣。
活動(dòng)2【導(dǎo)入】1. 閱讀首段，激起疑問
~1. 閱讀 首段, 激起 疑問 The first paragraph reading: 4. Show the beginning of the story with PPT. And ask students: “What do you want to know about the story?” 5. Write the three questions the students raised on the blackboard. After reading the first paragraph, the students raised their questions: Why was soccer a safe answer? What is Nick’s favorite sport? Why did Nick like ice hockey, while others don’t like it? 學(xué)生帶著疑問閱讀文本的第一段,通過讓學(xué)生邊讀、邊思考,邊提問,訓(xùn)練學(xué)生的自主思維。 效果描述 學(xué)生在只閱讀完文本的首段后,提出了很多疑問,如:“Why was Nick nervous? Why did Nick need a good answer? Why was soccer a safe answer? What is Nick’s favorite sport? Why did Nick like ice hockey, while others don’t like it? 從學(xué)生提問的深度可以看出,學(xué)生們還是樂于思考,并且思考有一定的深度的。此時(shí),教師板書學(xué)生提出的能有效推進(jìn)后面文本內(nèi)容學(xué)習(xí)的三個(gè)問題中的關(guān)鍵詞在黑板上。以便在學(xué)生通讀完全文后,讓學(xué)生回答,他們自己提出的問題。在這個(gè)過程中,逐步推進(jìn)本節(jié)課的學(xué)習(xí)目標(biāo)。
活動(dòng)3【講授】3.生問眾答，深挖文本
~3 生問 眾答, 深挖 文本 The first reading: 6.Ask students to read the story independently in three minutes. 7. Ask students to answer the 3 questions they raised on the blackboard. 8. Invite students to tell the main idea of the story. 9. Ask students to raise their questions about the second paragraph and try to answer them by discussion. After reading the second paragraph, two students asked: Why did Nick come from a different place? Why do people in Maryland like ice hockey? 第一遍默讀,了解文章大意,回答剛才學(xué)生提出的三個(gè)問題。學(xué)生們在回答這些“疑問”的時(shí)候,就帶出了后面文本內(nèi)容的學(xué)習(xí)。 The second reading: 11.Ask students to read the story independently again and find the following details: What was Nick’s feeling at school/ home /game/ school? How do you know that? 12. Ask students to paraphrase the long and difficult sentences. While reading, circle the places and feelings. Try to answer the students’ and teacher’s questions. 通過第二遍細(xì)讀,梳理出文章的框架結(jié)構(gòu)以及推斷不同場景主人公的情感變化。通過學(xué)生間的提問、回答,以及用自己的語言闡述文本中某些長難句的含義,不斷激發(fā)學(xué)生與本文的互動(dòng),達(dá)到逐步深入理解文本內(nèi)容的效果。 效果描述 學(xué)生通過不斷地自我提問和回答,通過相互間的啟發(fā)、碰撞、補(bǔ)充,實(shí)現(xiàn)了自己深入理解文本內(nèi)容。在學(xué)生提問和回答過程中,出現(xiàn)了一些意想不到的亮點(diǎn)和精彩。比如,學(xué)生在回答“Why did Nick like ice hockey,while other students don’t like it?”這個(gè)問題時(shí),就提到了文本第二段: “主人公與班上同學(xué)生活背景的不同,是因?yàn)橹魅斯钤隈R里蘭州,所以他喜歡冰球,而班上同學(xué)生活在佛羅里達(dá)州,所以他們喜歡足球。”此時(shí),我用一張美國地圖,形象地呈現(xiàn)了馬里蘭州和佛羅里達(dá)州的位置,并問學(xué)生,讀到這,你們有什么疑問?一個(gè)學(xué)生問:“Why do people in Maryland like ice hockey, but people in Florida like soccer?”我告訴學(xué)生這要用到地理知識(shí)解答。學(xué)生們小組討論,根據(jù)他們的地理知識(shí),推斷出: “Because Maryland is cold, so they like ice hockey。再比如,文本中的第三個(gè)場景“在比賽場地”,需要學(xué)生根據(jù)故事的上下文,具體的語言描寫,推斷主人公的心情。文中的描寫是:“At the game, they had hot dogs and soda. They watched the game. Dave and Tommy asked Nick many questions about the rules and the team. They watched with great interest.”有學(xué)生通過 “……asked Nick many questions about the rules and the team.” “…… watched with great interest.”這些細(xì)節(jié)描寫的語言,判斷出此時(shí)主人公的心情是興奮的、高興的,因?yàn)镹ick 的兩個(gè)同學(xué),只有對(duì)冰球比賽感興趣才會(huì)問很多關(guān)于比賽規(guī)則的問題。學(xué)生在梳理主人公情感變化的過程中,就理出了文章的框架結(jié)構(gòu)。
活動(dòng)4【活動(dòng)】4.聯(lián)系自我，拓深理解
~3 聯(lián)系 自我, 拓深 理解 Post reading: 12.Ask students to answer the three open questions in a group according to the story. What is Nick like? Why do you think so? What do you think of Nick’s future school life? What makes Nick’s change? 13. Invite students to share their answers with others. After discussion, the students express their different opinions. For example, “Nick was honest because he told others his favorite sport at last”…… 這三個(gè)開放性問題,是基于對(duì)文本的深入理解,既來源于本文,又高于文本。第一個(gè)問題,可以幫助學(xué)生理解主人公身上好的品質(zhì),這些品質(zhì)將對(duì)學(xué)生自身產(chǎn)生影響;第二個(gè)問題,可以發(fā)展學(xué)生的想象力;第三個(gè)問題,促進(jìn)學(xué)生理解“體育運(yùn)動(dòng)不僅能該給我們快樂,還能帶來友誼。”有利于學(xué)生今后學(xué)會(huì)處理類似的問題,有利于學(xué)生將來更好的生活。 效果描述 學(xué)生對(duì)這三個(gè)問題進(jìn)行了多角度、多方面的回答,如:“For the first question, students answered: “Nick was honest because he told others his favorite sport at last.” “ Nick was shy because he was nervous when he answered the teacher’s question.” “Nick was good at communication because when he had a trouble he asked his dad for help…….” For the second question, most students said: “Nick will have a lot of friends at school”. One student said: “He will organize an ice hockey club, and he will be a leader of the team.……”For the third question, some students said: “His dad, his classmates Dave and Tommy, and ice hockey.”從學(xué)生們的不同回答來看,他們既能基于文本理解、聯(lián)系自身,又 能發(fā)揮豐富的想象力,實(shí)現(xiàn)了設(shè)計(jì)的意圖。
活動(dòng)5【活動(dòng)】5.角色扮演，內(nèi)化語言
~3 角色 扮演,內(nèi)化 語言 Group work: 14.Ask students to role-play or role-reading the story. (each group can choose one of the places) Present the role-play or role-reading. 基于對(duì)文本的理解進(jìn)行角色扮演,既可以訓(xùn)練學(xué)生的想象力,又強(qiáng)化了語言運(yùn)用的能力。
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