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視頻標簽：第十五屆全國初中英語
所屬欄目：初中英語優質課視頻
視頻課題：第十五屆全國初中英語教師教學基本功大賽外研版七年級下冊 Module 10 Unit 2 A holiday journey6.天津
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外研版七年級下冊 Module 10 Unit 2 A holiday journey6. 天津 秦茂娜
外研版七年級下冊 Module 10 Unit 2 A holiday journey
以讀促寫教學設計
| 學校 | 授課教師 | ||||
| 指導教師 | |||||
| 教學年級 | 七年級 | 教學模塊 | 七下 Module 10 Unit 2 | ||
| 設計主題 |
A holiday journey Writing-Through-Reading |
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| 授課時長 | 45 分鐘 | ||||
| 內容分析 |
本模塊的主題語境是“人與社會”，閱讀語篇類型為電子郵件類應用文，語篇模式為敘事模式。閱讀語篇所提供的是主人公 Betty 在巴黎的度假經歷。語篇以時間為線索，著重展現了巴黎的秀美風光。語言上使用了細節描寫，形象生動。時態運用得體，為語篇服務。該語篇可以讓學生通過這座名城了解西方歷史和文化，接受文化熏陶，感受世界級文化遺產帶給我們的震撼；還可以培養學生的國際理解力，增強其尊重不同文化、珍惜文化遺產的意識。 本節課是基于上節閱讀課（對語篇大意和語言知識的學習）的進一步學習。通過本節課的學習，學生能夠熟悉電子郵件類應用文的基本格式和文體特征，掌握敘事語篇的結構、段落順序、細節描寫和時態使用，并進行仿寫。 |
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| 學情分析 | 授課對象是七年級學生，學生的英語水平參差不齊。但是他們之前已經學習過和旅行相關的話題，具備一定的基礎知識。在生活經驗方面，根據課前調查，學生的旅行經歷各不相同，其中部分學生的旅行經歷較少。在學習能力方面，學生已具備了一定的與旅行話題相關的閱讀能力。但是在寫作技能方面，學生對于寫作語篇的結構、行文的邏輯、描寫手段和時態的運用方面還存在一些困難。 | ||||
| 學習目標 |
通過本課內容的學習，學生能夠： 1.了解電子郵件類應用文的基本格式和文體特征，并歸納總結敘事語篇的結構、敘事順序、細節描寫和時態使用，為仿寫做鋪墊。 2.根據所給圖片信息寫一封電子郵件，并利用本課所學內容對其它同學的電子郵件進行評價。 3.在加深對模塊主題意義理解的基礎上，更加熱愛和珍惜家鄉天津的美好景色，同時愿意用英語對中華美景進行描述，做中國優秀文化的傳播者。 |
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| 教學思路 |
本節課的教學設計基于古德曼（1966,1967,1976）提出的“自上而下”的語言心理閱讀模式和深度學習理論。在學生于前一課已掌握語篇大意和語言知識的基礎上，設計了“梳—寫—評”三個環節。 寫作前，采取小組討論的形式，讓學生通過梳理語篇模式（宏觀上梳理敘事語篇的結構和段落順序，微觀上梳理語篇中的細節描寫和多種時態的使用），建立已有知識經驗和新知識之間的聯系，進入知識建構環節，為后續寫作奠定基礎。 寫作中，“寫”的環節，學生借助對教材內容的創新和改編，完成一篇在天津旅行經歷的介紹。進入遷移運用環節。 寫作后，組織學生從語篇結構、敘事順序、細節描寫和時態使用方面進行師生共評、同伴互“評”。進入評價反思環節。 |
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| Stages | Time | Teacher’s activities | Students’ activities | Purposes | PPT |
| Review and lead-in | 5 mins |
1. T leads Ss to recall the main idea of “My holiday in Paris”. 2. T divides Ss into groups and introduces tasks. |
Ss recall the main idea of the text previously learnt under the guidance of the teacher. | To consolidate what has been learnt and activate the background information. |
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| Pre-writing | 15 mins |
1. T leads Ss to work on the structure in groups and directs Ss to find the elements of narrative mode in the text. Then shows the first writing tip. 2. T leads Ss to work on the paragraphs and directs Ss to tell the order of writing as well as the signal words of the order in the text. Then shows the second writing tip. 3. T leads Ss to work on the sentences of one paragraph in groups and directs Ss to pay attention to the detail descriptions by filling in a table. Leads Ss to use 5 senses to give more detail descriptions at that moment by assuming that they were Betty. Then shows the third writing tip. 4. T leads Ss to work on the tenses of one paragraph in groups and ask Ss to find why the writer uses different tenses. Then shows the last |
1. Ss discuss and find the elements in the text. 2. Ss work on the paragraphs and share answers in class. 3. Ss work on the sentences of one paragraph in groups and fill in the table. 4. Ss work on the tenses of one paragraph in groups and share answers in class. 5. Ss share answers to have a quick review. |
1. To help Ss learn about the structure and features of a narrative writing and make preparations for the writing task. 2. To enhance their thinking and learning competence. |
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writing tip. 5. T leads Ss to have a quick review. |
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| While-writing | 12 mins |
1. T instructs Ss to write an email of a holiday journey according to the pictures in Activity 5 (P63). 2. T can also provide some useful expressions. |
Ss make use of the pictures in Activity 6 to write an email of a holiday journey. | To help Ss master how to write a narrative writing to introduce a holiday journey and develop their writing ability. |
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| Post-writing | 12 mins |
1. T encourages one or two representatives to share their writings with the class and demonstrates how to do the assessment. 2. T guides Ss to exchange their writings in groups and do peer assessment according to the table. 3. T invites one representative to show the peer assessment. |
1. Some representatives show their writings. T and other Ss do the assessment. 2. Ss exchange their writings in groups and do peer assessment. 3. One representative show the peer assessment. |
To help Ss have a better understanding of a good narrative writing and learn from others to improve their writing ability. |
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| Homework | 1 min |
1. Polish the work and send it to the teacher. 2. Write an email to Lingling about your holiday. (Optional) |
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