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視頻標(biāo)簽：第十三屆全國初中
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：第十三屆全國初中英語課堂教學(xué)觀摩培訓(xùn)課例I’m going to study computer science.Resolutions【貴州】
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第十三屆全國初中英語課堂教學(xué)觀摩培訓(xùn)課例I’m going to study computer science.Resolutions【貴州】
| 課文話題： | Resolutions |
| 單元名稱： | I’m going to study computer science. |
| 教材版本： | 人教版新目標(biāo) Go for it! |
| 授課年級： | 八年級 |
|
整體設(shè)計(jì)思路 |
本課的教學(xué)內(nèi)容是人教版新目標(biāo)八年級上冊 Unit 6 I’m going |
| to study computer science. Section B 2a-2d 部分的閱讀材料， | |
| 該閱讀材料分三個自然段介紹了 resolution 的定義及人們通常什 | |
| 么時(shí)候、為什么、怎么樣下定決心，resolution 的種類以及人們對 | |
| make resolutions 的不同看法。文章的段落清晰，結(jié)構(gòu)工整，各段 | |
| 落的句式特點(diǎn)規(guī)范，極具書面語體的規(guī)范性和工整性，這種語體特 | |
| 點(diǎn)在一定程度上利于學(xué)生對文本的理解，也便于進(jìn)行讀后的口語輸 | |
| 出。說明文的文體特點(diǎn)是邏輯性、知識性強(qiáng)，但趣味性不足。 | |
| 從單元整體安排可以看出，閱讀教學(xué)在本單元教學(xué)中起著以 | |
| 下幾方面的重要作用：一是圍繞單元話題激發(fā)學(xué)生意識到下定決心 | |
| 后的堅(jiān)持和行動才能讓美好的想法開花結(jié)果，成為更好的自己；二 | |
| 是為之后的寫作板塊提供語言鋪墊。 | |
| 教師在研讀文本內(nèi)容后提煉出本文的主線為 make | |
| resolutions→break resolutions→keep resolutions。本文的作 | |
| 者對前兩點(diǎn)加以大篇幅地介紹，但對人們怎樣 keep resolutions | |
| 卻所言寥寥，而這一點(diǎn)正是本課所要讓學(xué)生意識到的主旨所在。因 | |
| 此教師借助電影的《摔跤吧，爸爸！》的片段并設(shè)計(jì)相關(guān)任務(wù)對此 | |
| 進(jìn)行補(bǔ)充，升華文章的主題，引導(dǎo)學(xué)生樹立正確的情感態(tài)度價(jià)值觀。 | |
|
教學(xué)目標(biāo) |
（1）語言能力目標(biāo)：能學(xué)會并運(yùn)用以下與本課話題相關(guān)的詞 |
| 語：promise, resolution, improve, physical health, | |
| self-improvement, take up, write down, at the beginning of | |
| 等；能夠理解并嘗試運(yùn)用 have to do with 這一語言結(jié)構(gòu)；能夠根 | |
| 據(jù)所學(xué)簡單描述自己所下定的決心。 | |
| （2）學(xué)習(xí)能力目標(biāo)：能夠靈活運(yùn)用閱讀中的信息定位能力， | |
| 快讀定位關(guān)鍵句，細(xì)讀定位關(guān)鍵詞等閱讀策略進(jìn)行有效閱讀；能夠 | |
| 借助文本關(guān)鍵句反推段落主要內(nèi)容的逆向思維能力；借助段落結(jié)構(gòu) | |
| 培養(yǎng)學(xué)生用邏輯思維厘清文章脈絡(luò)的文本解讀能力。 | |
| （3）思維品質(zhì)目標(biāo)：借助文本第一自然段的關(guān)鍵句反推段落 | |
| 主要內(nèi)容，培養(yǎng)學(xué)生的逆向思維能力；通過閱讀第二自然段，總結(jié) | |
| 三種決心的類型，并由文本過渡到讀者，討論學(xué)生的決心類型，培 | |
| 養(yǎng)學(xué)生由文本語篇聯(lián)系外部世界的發(fā)散思維能力；由最后一段的 | |
| the best resolution is to have no resolutions 引發(fā)學(xué)生討論， | |
| 以此培養(yǎng)學(xué)生的批判性思維。 | |
| （4）情感態(tài)度目標(biāo)：通過對文本第三自然段 the best | |
| resolution is to have no resolutions 的討論以及讀后環(huán)節(jié)電影 | |
| 片段的播放和思考，使學(xué)生意識到下定決心后的堅(jiān)持和行動才能讓 | |
| 美好的想法實(shí)現(xiàn),只有擁有強(qiáng)大的意志力和行動力，人們才能真正 | |
| 實(shí)現(xiàn)對未來的美好愿景。 | |
| （5）文化品格目標(biāo)：通過精讀全文，使學(xué)生進(jìn)一步加深對西 | |
| 方人 make New Year’s resolutions 這一傳統(tǒng)習(xí)俗的理解，并能 | |
| 體會這之后所蘊(yùn)含的人們對美好生活的追求和向往。 |
|
教學(xué)重難點(diǎn) |
本節(jié)課的教學(xué)重點(diǎn)放在對語言能力目標(biāo)和學(xué)習(xí)能力目標(biāo)的達(dá) 成上，即能學(xué)會并運(yùn)用與本課話題相關(guān)的詞語和句型，并能運(yùn)用這 些詞語和句型進(jìn)行基于文本的口語輸出，能夠運(yùn)用閱讀技巧對信息 進(jìn)行準(zhǔn)確定位和轉(zhuǎn)化，培養(yǎng)學(xué)生的文本解讀能力。 本課的教學(xué)難點(diǎn)在于對學(xué)生思維品質(zhì)及情感態(tài)度目標(biāo)的培養(yǎng) 上，即培養(yǎng)學(xué)生的邏輯思維能力、逆向思維能力、發(fā)散思維能力、 批判性思維能力，并讓學(xué)生意識到意志力和行動力的重要性。 |
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| 教學(xué)過程 | ||||
| Teaching procedures | Teacher’s activities | Students’ activities | Teaching purposes | |
| Lead-in | Introduce the main characters of Dangal, lead in the topic of resolution and explain the meaning by sharing the film plot. | Get to know the main characters and the plot of Dangal, have a deeper understanding of resolution. | To lead in the topic and encourage students to form the reading expectations. | |
| Pre-reading | Encourage students to think and share their resolutions. Write down their resolutions. | Think and share the resolutions they’ve made recently. | To activate the background knowledge. | |
| While- reading | To be a sharp reader |
Lead the students to read the passage and match each paragraph with its main idea. Show the words or phrases. |
Skim the passage and match each paragraph with its main idea. Share the supporting words or phrases. |
To help students know the main ideas of the passage. |
| To be a smart reader |
Lead students to read Para.1 and try to fill in the blanks of the key sentences. Help students sum up what questions Para.1 talks about. |
Read Para.1 and try to fill in the blanks. Learn to sum up to get the main information of Para. 1. |
To guide students to sum up the structure. To develop their reverse thinking ability. |
|
| To be a careful reader |
Lead students to read Para. 2 and circle the kinds, underline the examples. Lead students to think about what kind their resolutions belong to. |
Read Para. 2 and circle the kinds and underline the examples. Think about what kind their resolutions have to do with. |
To help the students get the main line of Para.2. To help students have a better understanding of their own resolutions. |
|
| To be a critical reader | Lead students to read Para.3 and answer the question. Encourage students to share their ideas about “the best resolution is to have no resolutions”. | Read Para.3 aloud together and answer “Do most people keep their resolutions? Why? ” Share ideas about “the best resolution is to have no resolutions”. |
To help the students get the main line of Para.3-- fact, reasons and result. To develop students’ critical thinking ability. |
|
| Post- readi ng | To be a reflecti ve reader |
Play a video clip of Dangal to show students what Geeta did to make her resolution work. Encourage students to think about how to make their resolutions work and share their ideas. |
Watch the video clip of Geeta and tick the activities she did to make her resolution work. Think what they can do to make their resolutions work and share their ideas. |
To illuminate the subject by using the supplementary material. To lead the students to have conversations with the other readers. |
| Emotio nal educati on | Help students realize what we need to make our resolutions work. Actions speak louder than words. | Know the importance of a strong will and actions to keep resolutions. | To inspire the students to stick to their resolutions and take actions to make them come true. | |
| Homework |
Encourage students to choose one of the two to be their homework:
|
Choose one of the two to be their homework:
|
To consolidate what they’ve learned in this lesson. To check how much the students understand about the reading passage. |
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