英语人教版八年级下册Hometown felings.doc

教学设计 作者姓名刘小萍所在学校兰州新区中川中学所用教科书书名人民教育出版社义务教育课程标准实验教科书英语Go for it!所教年级八年级所教册次、单元八年级下册 Unit 10设计主题Unit 10 Ive had this bike for three years.Section B (2a-2c)1.整体设计思路、指导依据说明本节课的主要指导思想是英语课程标准课程设计的基本理念，联系生活实际，围绕 “Hometown Feelings”这一话题来谈论当今中国进城务工人员的生活和他们的家乡发生的巨大变化，以及农民工浓浓的乡愁。在文本的基础上引导学生关注进城务工人员的生活，了解今日中国的发展和进步以及在政府对农村地区的大力投入和建设下农民工返乡建设家乡的情况。在教学设计和课堂教学过程中，面向全体学生，尊重学生的个体差异，在完成共同任务的条件下，为每一学生提供自主选择和发展的机会，突出课程设计的人文价值，促进学生的学习和学生的发展。同时，在引导学生关注中国农村的发展和农民工生活的过程中，渗透思想品德教育，培养学生养成关爱他人，热爱学习，热爱家乡，建设家乡的良好品质。2.教学背景分析教学内容分析：本节课的教学内容是Unit 10 Ive had this bike for three years. Section B (2a-2c)。该部分是一篇阅读材料，话题围绕Hometown Feelings 来谈论进城务工人员的生活和他们的家乡发生的巨大变化等问题，通过了解主人公钟伟的生活和他的家乡的变化，来进一步了解今日中国农村的进步与变化，体会钟伟对家乡的眷恋和浓浓的乡愁，从而激发学生树立努力学习，报效祖国，建设家乡的理想和志向。学生情况分析：生活在城市的孩子对农村的生活不甚了解，也没有特别关注到我们城市的建设者大批的进城务工人员的生活状况。同时，八年级的学生年龄基本在十三、四岁左右，对很多事物都积极、好奇、感兴趣、接受能力强，也都富有关爱之心和同情心。在日常生活中，学生们通过媒体等介质对对农民工和中国农村会有初步的认知，当本节课的教学内容和学生的认知结构联系起来的时候，这种学习便产生了十分积极的意义。联系学生的实际生活，以学生为中心，学生愿意开口说，有话可说，学生之间的交流会很自然地进行。3.教学目标分析Analysis of the teaching goalsIKnowledge goals：1. Vocabulary search, among, crayon, shame, count, century, opposite, especially, memory, consider, hold, someothers, search for, regard as, according to2. Target languages （1）Why do millions of Chinese leave the countryside every year?（2）Some people still live in their hometown. However, others may only see it once or twice a year.（3）With a hard job in a crayon factory, he doesnt find much time to visit his hometown.（4）Our hometown has left many soft and sweet memories in our hearts.II. Ability goals：1. Using Previous Knowledge: Guessing what a text is about by using what they already know. 2. Guessing the meaning of the vocabularies according to the context and word-formation.3. By reading students can master the different reading strategiesscanning and skimming.III. Moral goals： 1. To care about others and love hometowns.2. Work hard and make efforts to build hometowns.IV. Culture Awareness：1. Help the students know the changes of Chinas countryside and the lives of the rural migrant workers.2. Encourage students to think about the ways on how to make contributions to the himetowns.V. Learning Strategies: 1. Personalizing.2. Inferring vocabulary.4.教学重点、难点分析Analysis of the teaching important/difficult points:1. Why do millions of people leave the countryside every year?2. How often do you think these people visit their hometowns?3. What new buildings does the government usually build in towns and villages?5.教学过程设计Design of the teaching proceduresStep 1. Greetings 1. Greetings. Say hello to the students as usual.2. Tell the students what we will learn today.Step2. Getting Started warming up 1. Tongue Twister Time Practice the speech sound “Whether the weather be fine or whether the weather be not. Whether the weather be cold or whether the weather be hot. Well weather the weather whether we like it or not.”2. Bingo Timehometown, memories, childhood, heart, opposite, shame, sweet, century, among, the Spring Festival, especially, important, crayon, count, search for, nowadays, regard, misses, according to (1) Please choose any of the words or phrases above you like to fill in the boxes. (2) Listen to a passage and cross the words or phrases you hear.(3) When you get three words in one line, you get a line, when you get two lines, say Bingo. 3. Brian storm TimeLets talk about home feelings. Try to stimulate students imagination and thinking, to activate the various relevant schemata in students mind by the way of word association, and let the students recall the knowledge or experience they have already learned, inspire them to speak freely. Present the Chinese traditional painting of Zhang Daqian to feel his hometown feelingPresent the famous England poet Robert Brownings short poem Home Thoughts from Abroad to feel his hometown feeling. 4. Video Time Enjoy a video of a sand painting about the rural migrant workers way back home.Guide the students to further discuss why a lot of farmers leave hometown to the city life, which can be well prepared for the reading.Step3. Presentation (2a) Reading Time Task (1): Pre-readingWhat are your opinions to these three questions?1. Why do millions of people leave the countryside every year?2. How often do you think these people visit their hometowns?3. What new buildings does the government usually build in towns and villages?Task (2): Scanning TimeTry to find the answer to the question: What makes Zhong Wei feel shame?Task (3): Careful reading1. Read the passage carefully. 2. The statements below are false. Use information from the article to correct them.a. Zhong Wei has lived in Guangzhou for ten years.b. He returned his hometown last year.c. Zhong Wei thinks his hometown will never change.d. The government has built new schools and sent teachers from the cities to Zhong Weis hometown. e. The river opposite the school reminds Zhong Wei of his happy childhood.Task (4): Sharing time1. Read the passage paragraph by paragraph and try to find the important or beautiful sentences.2. Ask questions or share your favorite words. Task (5): Summary timeBooks closed. Look at the screen and try to fill in the blanks according to the passage. Step 4. Interviewing TimeSuppose you are a reporter from Gansu TV. You are interviewing Zhong Wei and his family now. Please talk about Zhong Weis life in Wenzhou, his future life and the changes in his hometown. (how old, what, where, when, how long, how often, how )Step 5. DiscussionImagine its the fifth day of the Spring Festival. Will Zhong Wei go back to Wenzhou or stay?If he wants to stay, what can he do and what should he do for his family and hometown？Step 6. Homework Image you are Zhong Wei, please write a passage about your life and your hometowns changes in 5 years. Evaluation 1. Formative Assessment: Good. Most of the students can take part in class activities actively.2. Summative Assessment: 95% students can finish retelling the story correctly.6.教学评价设计评价内容一、学生话语：学生能否就本节课的话题与老师、同学进行课堂对话,对话是否流畅，是否能够进行话语的随机建构。二、学生行动：学生在谈论钟伟的生活和他的家乡时是否表现出主动性、互动性。三、学生应变能力：学生在谈论本节课的话题时，是否能够运用所学内容灵活随机与老师、同学交流，是否能适应学习情景，是否具有创造性。 评价方法一、观察：根据学生在课堂上的表现，了解他们对本节课语言知识和语言技能的掌握程度，了解他们对关于健康问题及事故，解决的方法这一话题的兴趣和态度，用肯定和赞扬的课堂评价语言来引导学生，强化课堂教学的实效性。二、测试：在本节课的听说读写各个环节都设置了一些测试题。在听和读的环节引导学生能识别、提取所需要的信息来完成任务，在说和写的环节引导学生能加工、利用所获得的信息来完成任务。AssessmentHow would you rate yourself in the following skill areas in this part?Listening comprehensionSpeakingReading comprehensionWritingActingTeam working7.教学流程Start Greeting Getting started and warming up Tongue Twister Time Bingo Timeword association about Hometown feelingsBrianstormDiscuss three questions before reading投影Reading Time 2aPre-readingAsk and answer the question about the passage投影Reading Time 2aFast readingUse information from the article to correct the mistakes in the statements.投影Reading Time 2aCareful reading 开拓性实践 Ask and answer about the passage. Share your favorite wordsSummary Time投影GroupworkInterview Time投影Interview Zhong We