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視頻標簽：Thanksgiving
所屬欄目：初中英語優質課視頻
視頻課題：北師大版unit3 Lession 9 Thanksgiving北京U3 L9 (A)教學設計
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| 課 題 | 北師大版8（下）Unit 3 Festivals and Holidays Lesson 9 Thanksgiving（A）教學設計 | 授課教師 | |
| 教學目標 |
本節課結束時，學生能夠做到： l 向小組同學介紹自己所讀的課外書，分享自己的讀書感受和自己制作的書簽； l 認識、熟記并正確使用下列詞匯：butter, salt, fridge, turkey, oven, order, notice等，在語言輸出過程中正確地使用這些詞匯； l 通過教師閱讀任務的引導，讀懂有關一家人過節前后的短文，并能通過小組討論的方式解決閱讀中存在的問題； l 學生能借鑒運用閱讀中獲取的信息，表述自己一次難忘的過節經歷。 |
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| 教學重點 | l 通過不同的閱讀策略，培養學生的閱讀習慣，培養學生在閱讀中快速獲取信息的技巧和能力，從而培養學生對閱讀的興趣，提高學生的閱讀能力。 | ||
| 教學難點 |
l 根據圖片和關鍵詞，復述課文； l 能夠仿照閱讀內容，運用所學，表述自己一次難忘的過節經歷。 |
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| 教學方法 | PWP | ||
| 課型 | Reading and Speaking | ||
| 板書設計 |
Unit 3 Festivals and Holidays Lesson 9 Thanksgiving（A）      A few days before Thanksgiving The night before Thanksgiving Early on Thanksgiving morning Then soon Finally That evening1. go wrong 2. a few 3. be proud of 4. look like 5. heat up 6. in a low voice 7. agree with |
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| 教學環節 | 教師活動 | 學生活動 | 設計意圖 |
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Step 1 Reading show |
l Ask the Ss to introduce their English books in the group. l Ask the Ss to share their book marks with others. |
l Introduce an English book to the class. l Share book marks with others. |
指導學生從故事發生的順序、主要人物、情節和喜歡這本書的原因等方面，向小組同學介紹自己的課外讀物，使學生分享讀書的快樂，培養學生課外閱讀的興趣。 |
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Step 2 Lead in |
Enjoy an English song l Ask the Ss to enjoy a song about Thanksgiving. l Show the Information Card about thanksgiving. l Ask the Ss to talk about thanksgiving with partners. |
l Enjoy the song. l Read the information. l According to the song and card to talk about thanksgiving in groups. |
導入以歌曲的形式，既介紹了感恩節，也起到了調動學生積極性，活躍課堂氣氛的作用。 |
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Step 3 Pre-reading |
l Show the pictures and ask the Ss to label these things. | l Look at the pictures and label these things. | 通過圖形與單詞對應的方式幫助學生記憶單詞，使學生在語言輸出過程中正確使用這些詞匯。 |
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Step 4 While-reading |
1st reading l Ask the Ss to read Tom’s story and answer the questions: What happened to the family? How did they solve the problem? 2nd reading l Ask the Ss to read the story again and complete the timeline of the whole story. l Ask the Ss to discuss the answers in groups. 3rd reading l Ask the Ss to paint expressions from the context and try to guess the meaning. l Ask the Ss to read the whole story loudly and discuss in groups: What is the most important thing for Thanksgiving according to the writer? |
l Read the story and answer the questions. l Read the story again and complete the timeline of the whole story. l Discuss the answers and check their answers. l Paint expressions and try to guess the meaning. l Read the whole story loudly and discuss the question. |
通過快速閱讀讓學生完成閱讀任務，使學生了解文章大意，并培養學生的快速閱讀能力。 通過填表格的形式，引導學生細讀文章，降低了閱讀的難度，同時也使文章的結構更清晰。 通過聯系上下文的方式，讓學生在語境中學習新詞匯和短語。 通過小組內討論的形式，加強學生對文章的了解。 |
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Step 5 Post-reading |
l Show some pictures and ask the Ss to retell the story. l Ask the Ss to tell the class their stories. |
l Look at the pictures and try to retell the story. l Tell the class their stories. |
運用本課重點句型和詞匯，進行復述課文和講述自己的故事，由簡到難，逐步突破難點。 |
| Homework |
l Read the text after class l Workbook P98 |
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