全国初中八年级英语优课大赛一等奖《Hometown Feelings》完美版教学设计.docx

附件4基于思维能力发展的历史与社会话题阅读课学校：姓名：教材版本：人教版新目标教学年级:教学年级:八年级课题名称：基于思维能力发展的历史与社会话题阅读课2022年1月19日2022年1月19日课型：阅读课（一）学情分析：学生掌握了七年级和八年级上册的内容，具有一定的词汇 基础，能运用略读和精读策略读懂小短文，能用简单的语言描述自己或他人的经 历，能发表简单的意见。能尝试通过阅读和视听材料中提取信息，扩展知识。能 在学习中互相合作探讨。但学生尚未接触完成时，故对时态的认识是模糊的。（二）教材分析：Hometown Feelings这篇文章取材与人教新目标八年级下 > Unit 10 Pve had this bike for three yearso文章以外来务工人员为例,通过主 人公钟伟对家乡变化与回忆的描述，表达了人们对家乡时时刻刻的关注与深深的 眷恋，向读者传达思乡爱乡之情。（三）教学目标1 .语言能力：学生能掌握 among, search for, return, according to, change, development, opposite等单词，并能用于真实的语境中。2 .思维品质：客观分析语篇内家乡的变与不变之间的内在关联，明确作者 意图和情感，推断语篇的内在逻辑关系，从而带着逻辑性思维与批判性思维思考hometown feelings 这个话题。3 .文化品格：学生通过阅读了解城乡生活的变迁，培养学生对家乡的热爱之情。4 .学习能力：学生能利用略读、精度等多种阅读策略有效阅读文本。（四）教学重难点1 .教学重点：结合历史与社会背景，运用略读和精读把握文章主旨、内容和情感。2 .教学难点：运用development、change、shame等新词汇表述家乡的变化和情感。（五）教学策略：语篇阅读法、图式阅读法 （六）教学媒体运用：黑板、电脑、PPT、视频、卡纸 （七）教学过程1.教学过程思维导图HometownFeelingsJPre-reading)( While-reading )(Post-readingLearn the topic andGroup DiscussionGroup Discussionnew wordsSkimmingCreate a mind mapBrainstorming and freeScanningabout hometowntalkComplete the mindfeelings.思维层次：知识、理解map.思维层次：分析、综合、Complete the summary i思维层次：理解评价2.教学过程课堂教学过程教学步骤教学流程设计意图思维培养的着力点教师活动学生活动1通过图片引入话题明确本节课主题创设情境，引导自主感知。知识2教师分享个人关于 hometown feelings 的故事并调查学生是否居住在自己家乡，以及对家乡的初步态度。通过老师的故事 联系到自身，讲 述自己是否居住 在家乡，是否喜 欢家乡，多久回 一次家。调动学生学 习兴趣，让学 生通过简单 描述家乡，建 立初步认知。理解3分享北上广深务工故 事，让学生了解社会 历史背景。通过故事 教授新词。了解社会历史背 景，学习相关新 词汇，扫清阅读 障碍。在情境中学 习词汇，理解 社会历史背 景。知识4引导学生思考：Why do people leave their hometowns?头脑风暴：Why do people leave their hometowns?加深对背景 的理解，同时 对文章主人 公离乡务工 的原因进行 预测。理解5.引导学生进行略读，把握文章主旨。学生通过略读，明确文章主人公和文章主旨。掌握略读阅 读方法，明确 文章主旨。理解6引导学生进行寻读，学生通过寻读把掌握寻读的理解把握文章主要内容和握文章主要内容阅读方法，把结构。和结构。握文章主要内容和结构。7引导学生完成文章的学生完成文章的深化词汇的理解归纳。归纳。应用和语篇的理解。8组织学生进行小组讨学生进行小组讨让学生联系评价论：If you are Zhong论：If you are自身实际，赏Wei, do you like the changes in your hometown? Why?Zhong Wei, do you like the changes in your hometown? Why?析评价，发展批判性思维。9引导学生多维度了解了解家乡的变化联系实际生分析、综合、家乡的变与不变，通与不变的回忆，活，理解文本评价过小组合作，创设组通过小组合作，内涵，激发学内成员 hometown创设组内成员生对家乡的feelings的思维导图， 进行情感与信息的交 流。hometownfeelings的思维导图，进行情感与信息的交流热爱。通过创 造，发展学生 发散性思维。(八)课堂实录Pre-readingStep 1. Look at the pictures and get the meaning of the topicT: Welcome to our English class today. Today I want to share my hometown feelings with you. Home sweet home. Home brings us happiness, so does our hometown. When we are not in our hometown, we may miss our hometown. Sometimes we feel homesick. Read after me. Hometown.Homesick.Ss:Hometown. Homesick.Step 2. Listen to a story of the teacher's hometown feelings and do a survey about students9 hometown.T: When I studied in a university in Chongqing. I was homesick. I missed my family,friends, and delicious food in Dongguan, and even the weather in Dongguan. I always told my mom I wanted to go back home. So I feel lucky to live in my hometown now. I want to do a little survey. Do you live in your hometown now? If you do, put up your hands.Ss( Some Students put up their hands)T:Let me count, one, two, three., well, 13 of us in the hometown, but 33 students don't live in the hometown. I want to know something more about your hometown. XXX, where is your hometown? How often do you go back to your hometown? Are you happy in your hometown?Ss: My hometown is./Once/Twice a year/Yes.Step 3. Learn some new words from the stories about the Beijing drifters and Shenzhen drifters.T： People are happy in their hometown. But many people still leave their hometown. Look at the pictures, who are they?Ss:Dengchao and Fan Bingbing.T: Dengchao and Fan Bingbing are Beijing Drifters. Many years ago, they left their hometown and began to act in movies in Beijing. Now they're famous actors. Kou Shishu is a Shenzhen drifter. 20 years ago, he took 50 yuan to Shenzhen and now he is a boss of 7 factories.Step 4. Brain storm why people leave their hometowns.T: Now let's think about it. Why do people leave their hometowns? Discuss this question with your group members. From these drifters7 stories, what can you get?Ss:Because they want to have a better life/make more money/make their dream come true.While-readingStep 1. Skim the passage and find out the hero and the main idea of the passage.T:We have learned Dengchao story.Now let's meet a new friend and learn his story. Let's read the passage on P78 and find out “Who is the hero of the passage”, “What's the passage mainly about? You'll have two minutes. Now time's up. Who wants to tell me who is the hero of the passage? XXX, please SI: Zhong Wei.T: You did a good job. Whafs the main idea of the passage? How about XXX?S2: The changes and his feelings of his hometown.Step 2. Scan the passage and complete the mind map of Zhong Wei's story.T: You can read the passage very quickly. Can you read the passage very carefully? Let's read it again and complete the mind map of Zhong Wei's story. Go ahead! You'll have 5 minutes to do it. Have you finished. Lefs complete the mind map together. Who wants to be the first one to complete the mind map. XXX, please. Where does Zhong Wei live now?51: ： WenzhouT: XXX, how long has he lived there?52: 13 yearsT: Why does he leave his hometown?53: To search for work.T； How often does he return to his hometown?54: At least once a year.T: What changes may his hometown have?S5： Large hospital, new roads, new schools, teachers from the cities.T: What are his sweet memories of his hometown?S6: Children played together under the big tree.Step 3. Complete the summary of Zhong Wei's story.T: Wow, you draw a mind map of Zhong Wei's story. Very good. Why don't we complete the summary of his story? Let's have a try. Youll have four minutes to do it. Time's up. Let's finish the summary together. Many Chinese people.S:cities, hometown.T； Let's read the summary again.S: Many Chinese people.Post-readingStep 1. Group discussion: If you are Zhong Wei, do you like the changes in your hometown? Why?T； As we can see, Zhong Wei thinks the changes in his hometown are good. What's your idear? If you are Zhong Wei, do you like the changes in your hometown? Why? Discuss it with your group members.Ss:.T: Who wants to share your idea with us?Ss: I like the changes because it makes our life better and better. /I don't like the changes because it has broken our memories.Step 2. Look at the picture and find out “What's the symbol of Zhong Wei's hometown?”T: We know something may change in our hometown. But something never changes in our hometown. Look at the picture and find out "What's the symbol of Zhong Wei's hometown? Ss: The tree.Step 3. Look at the pictures and watch a video, understand people's love for their hometown.T: The tree means soft and sweet memories for Zhong Wei. Hometown so important for us that many people try their best to return home, especially on Spring Festival. Let's watch about a video about how people return home.Ss( Watch the video and learn the love and importance of hometown)Step 4. Group work: Look at the pictures and draw a mind map of your group's hometown feelings.T: When people get home, they may find something has changed. Lefs look at the pictures. These are pictures about Changsha in 1990s, and these are Changsha in 2018.(Look at pictures about Chanagsha, Wuhan and Dongguan) Do you like the changes of Dongguan?Ss: Yes, /No.T: What do you think of Dongguan now? What do you think of your hometown now? Lefs share our hometown feelings with our group members. Let's take out the paper and draw a mind map of our group's hometown feelings. Go ahead. Discuss these questions with your classmates. You will have 10 minutes to do it.Ss (Discuss in a group and draw a mind map together)T: Hurry up. After finishing the mind map,every group put their mind maps on the blackboard and share your group's idea with us.Ss:(Put up the mind map on the blackboard)T: Give big hands to yourselves. You did great! Which one is the best.T: Let's invite them to make a report.Ss(Three groups make a report)T: East or west, home is the best. No matter what happened to our hometown, we still love our home.Step 5. Write a passage: My Beloved Hometown（九）板书设计 Hometown Feelingschanges memories（十）教学反思本节课以生动形象的图形开头，加以教师个人经历和社会热点，引起学生对家乡 的情感共鸣，引导学生代入情境进行阅读。同时，利用授课语篇布局逻辑性强的特点，结合 图像和思维导图，锻炼提升学生阅读策略，提升学生的阅读能力。同时紧紧把握住文章的主 线，逐步深化学生对家乡的综合认知和情感把握。但仍有以下几点需要改善：1 .在读前，通 过人物故事帮助学生理解新词，但更应该在授课过程中潜移默化地深化学生对新词的应用， 尤其是在后面的环节设计和课堂的师生交流中渗透新词的应用，提升学生的语言应用和表达 层次。2.小组合作设计思维导图的过程可以进一步明确小组内各个成员的分工，提升小组合 作的效率与质量。