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視頻標簽：第十三屆全國初中
所屬欄目：初中英語優(yōu)質課視頻
視頻課題：第十三屆全國初中英語課堂教學觀摩培訓課例Reading with text sets—Vacation【26】成都
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第十三屆全國初中英語課堂教學觀摩培訓課例reading with text sets vacation【26】 成都 甘李
26.四川省成都市金蘋果錦城第一中學 甘李 教學材料
Learning Objectives:
Reading with Text Sets
Vacation
By the end of this class, we will be able to:
find out some meaning and trouble from a vacation;
share opinions on others' vacations;
plan our meaningful vacations.
A vacation is a great time for people to do different things. Different people have different vacations. Here are four passages about some students’ vacations in Jinyi.
Passage 1
We asked 100 students in Jinyi about what they usually do when they are on vacation. Here are the results.
Passage 2
Passage 3
Passage 4
教學設計
課文標題： Reading with text sets—Vacation
單元名稱： Reading with text sets—Vacation
教材版本： 新目標英語
授課年級： Grade 8
整體設計思路 本課中，教師以“假期的意義”為探究主題，借助柱狀
圖，明信片，QQ 空間和微信朋友圈等多模態(tài)語篇形式， 引導學生進行主題意義的自主探究和建構。
教學目標 Linguistic competence：
Ss can orally paraphrase the meaning of the following new words and phrases in context: relative, abroad, carelessly, mistake, fall over.
Ss can use the following expressions orally to talk about their vacations:
have a great time doing make new friends It’s just right for doing try one’s best to do feel like plan/want to do
Cultural awareness：
Sometimes we can’t fight against the trouble brought by the nature, but we can keep away from some trouble made by people so long as we are well prepared.
Thinking quality：
Ss can see the same thing from different perspectives and think about the trouble from a vacation critically.
Learning competence：
Ss can get help and different ideas from group members through group discussions.
教學重難點 Key points:
The decoding of the meaning of vacations
Difficult points:
The depth of exploring the meaning of vacations
教學過程
教學步驟 教師活動 學生活動 設計意圖 及資源準備
1.
Before reading Play a video and show the question to all Ss: What do you usually do when you are on vacation? Watch video share answers the and their To lead into the topic and arouse Ss’ interest in it(PPT, video)
2.
While reading Show Ss four passages and ask them: What do you want to read about in the four passages? Observe, predict answer question
and the To bring Ss closer to the topic and get ready for further
reading(PPT
)
3. Show Ss a bar chart about different vacation activities of students in Jinyi.
Show Ss four questions about the bar chart Read the bar chart and
answer the questions To get a general idea of vacation activities in Jinyi(PPT)
4. Show Ss passages 2-4 and ask: Where can you read the following passages? Read, think and answer To focus on the text features of each passage (PPT)
5. Ask Ss to go through passages2-4 quickly and find out the similar activities in the three passages according to the activities in the bar chart Read match and To read for the gist of each passage (PPT)
6. Show a chart and ask Ss to find out detailed information according to the questions Read and underline the information while reading To read for the details
of each passage (PPT)
7. Ask Ss to read the passages again and find out some meaning and trouble from a vacation Read, discuss and share their ideas To explore the deep meaning of each passage (PPT)
8. Show one question to Ss: Whose vacation do you like best? Why?
Do you think it’s necessary for Mike to do so? Think, discuss and share opinions To lay a fundamenta l base for further language
If you have almost the same trouble like Mike’s, what will you do? output (PPT)
9.
Post reading Show one question to Ss: Whose vacation do you like best? Why?
Do you think it’s necessary for Mike to do so?
If you have almost the same trouble like Mike’s, what will you do?
Think, discuss and share opinions To lay a fundamenta l base for further language output
(PPT)
10. Give the following task to Ss: Plan our meaningful vacation Think and
share each other’s meaningful vacations To put what has been discussed and summarized into practical
use (PPT)
板書設計
本節(jié)課 思維導圖
教學反思
第一，豐富課堂閱讀活動方式，將自主，合作，混合學習
等多種學習方式和主題探究學習結合起來，從而豐富學生 的探究體驗。 第二，在群文閱讀中，教師應把詞匯的“顯性學習”和“隱 性學習”結合，在閱讀中既要有專門的語言學習的板塊和 時間，又需要將部分詞匯和表達融入閱讀過程中去處理。 第三，使用文本時要盡量保持其原貌，保證其語言的地道 性。故在群文閱讀中，教師盡量為學生呈現(xiàn)原汁原味的語篇。當然，也可根據(jù)生情適當加以改編。
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