奎文实验初中英语Lesson 2 教学设计

1、.课题设计根本信息课题My school day -读写课是否属于地方课程或校本课程 是学科英语学段：初中年级初一相关领域学校生活教材书名：初中英语整合课程文本 §2.1 摘自: 外研版七年级上册Module5 备课设计参与人员姓名单位联络方式设计施行者刘 新奎文实验初导者其他参与者贺晓芹奎文实验初纪香奎文实验初晓敏奎文实验初晓燕奎文实验初 宠奎文实验初标要求1. 能使用“and和“then连接两个简单句，可以简单描写个人一天的学

2、校生活。2. 能听懂时间的表述方式及分辨学校的科目；能简单介绍学校开设的课程及上课时间；能阅读介绍学校生活的文章；能与同学就学校生活这一话题交换信息。3. 理解英语国家学生学校生活的情况。乐于议论学校生活，培养良好的学习愿望和兴趣。学科核心素养落实语言才能 文化意识 思维品质 学习才能语言才能：可以通过阅读英国中学生亚历克斯和中国学生胡斌的学校生活，可以运用正确的时态和时间表达法说出并仔细描绘自己的学校生活。文化意识：可以通过比照中西方学校生活的不同这一小的方面，知道中西方教育体系的不同，从而拓宽文化视野，增强跨文化意识。两篇文章形成鲜明的比照，可以激发学生对中西方教育的更深层次的理解。思维品

3、质：可以积极主动考虑，结合题目的设置进展拓展阅读，从细节提取有用的信息，学会利用时间轴和思维导图考虑归纳文章脉络，促进思维才能的开展。学习才能：可以主动积极考虑和探究，通过比照中西方两篇文章的不同，可以结合时间轴和思维导图复述文章。学会运用恰当的阅读策略来阅读文章，并通过文章的阅读可以到达迁移运用到写作上去。课程整合资源设计1. 学科内整合：拓展阅读网络改编文章：Hu Bins school life2. 跨学科整合：联络地理学科，Alex所在国家与Hu Bin在我国，两地时间差异，为何有如此差异以及怎样计算.3. 结合学生的生活实际：联络我们在学校一天的生活学习任务和情境设计任务情境设计：W

4、rite a speech draft to introduce our school life The school opening day is coming. Some foreign students will come to visit our school. Please write a speech draft to introduce our school life to them?本模块任务是校园开放日即将到来，一些外国学生将要到我们学校参观，请你写一篇演讲稿向他们介绍我们的学校生活。任务情境分析：本模块的文章介绍了英国中学生亚历克斯在学校一天的生活。第二篇文章介绍了中国中学

5、生胡斌在学校一天的生活。理解中西方文化差异，恰逢外国学生来我校参观学习，将自己一天的学校生活写成演讲稿，介绍给国外的学生，结交外国友人，可以通过加深彼此友谊，理解更多西方文化，同时把我们优良的传统文化传递出去，在此过程中也可以表达271学子的优秀品质。教学背景分析教学内容：本单元主题是School Life，主题语境是在学校一天的生活，内容主要包括一天时间安排、课程、课外活动。第一篇文章介绍了英国中学生亚历克斯在学校一天的生活。第二篇文章介绍了中国中学生胡斌在学校一天的生活。该文是一篇典型的叙事类文本，其明线是按照时间、地点的线索展开。学生情况：学生为初一学生，本模块的任务是让学生议论他们一天

6、的学校生活。任务本身对学生会有很大的吸引力，学生可以根据自己一天的学校生活构思，并和同伴们交流。由于学生之前已经学习过数字，所以时间的支架表达法对学生来说相对容易。不仅关注学生综合运用语言的才能，而且关注学生在活动中的情感态度和学习策略的开展变化。同时我们还要注意引导学生讨论时间安排的合理性，防止出现学生时间安排不合理的现象。重难点分析：1.运用正确的阅读策略来获取文章的根本信息，把握文章脉络，学会按照时间顺序介绍个人一天学校生活的写作方法。 2.文本中出现的一般如今时，通过读写方面的活动展现英语一般如今时的应用，为学生提供充足的体验运用时机，在学习过程中利用详细语加强对这一时态的掌握。教学资

7、源：教材、多媒体课件、希沃授课助手、学案、黑板和粉笔。 学习目的内容框架1. Read and get information about two passages about Alexs and Hu bins school life.2. Retell the different school lives according to the timeline and the mind map.3. Write a speech to introduce our colorful school life to foreign students.教学过程设计表格描绘教学阶段老师活动学生活动设置意

8、图时间安排PreparationLead inStep 1: lead in Ask and answer: 1 Show some wonderful pictures of their wonderful school life.2 Ask some questions: Do you like your school life? Why? How long does it take you a day at school? What can you do between lessons? Ask the Ss think about the questions and then answ

9、er.1. Teacher introduces the text and explains the module task and the learning aims.Module task: Write a speech draft to introduce our school lifeIt is School Opening Week of our school. Students from Bodwell High School博域中学 in Canada will come to our school. Write a speech draft to introduce our c

10、olorful school life to them.Learning aims:1.Read and get information about two passages about Alexs and Hu bins school life.2.Retell the different school lives according to the timeline and the mind map.3.Write a speech to introduce our colorful school life to foreign students.Ss can discuss the que

11、stions with their group members and think about them carefully with the pictures.During this process, Ss get familiar with new words in the text, and try to introduce their school life with time and subjects.1.Do you like your school life? Why?2.How long does it take you a day at school?3.What can y

12、ou do between lessons?利用问题和图片，创设情境，引出主题。激活学生兴趣和议论“学校生活的欲望，为本节课定下“议论学校生活的基调。同时导入部分文中生词，扫除词汇障碍，并通过问答让学生接触时间表达法和议论课程的常用句式和词汇，为读后生成做铺垫。5 minWhile-readingWhole-readingActivity 1 1. Teacher asks students to read quickly and answer the following two questions. 2. Teacher asks Ss to underline the answers in

13、 the paper and leads them to think how to get the answers.3. Teacher asks students to show the answers and ask about students own school life.Students read the passage quickly and find the answer.1.How many hours does Alex stay at school one day? What about yours?2.We know the writer writes Alexs sc

14、hool life in _time or spaceorder. 2.Read and match the pictures with the para.从语篇的外显构造入手，引导学生整体关注语篇以及文体蕴含的信息。通过图片呈现文体内容，并引领学生考虑自己的学校生活，为下一步阅读做准备。5 minCareful-readingActivity 2 1.Teacher asks students to read carefully and answer the question: Find what Alex does according to the timeline and think a

15、bout what you are doing at this time.2. Teacher asks Ss to underline the answers in the paper.3.Teachers asks students to show the answers. 1.Ss make predictions on what will happen next, then read to check if the predictions are accurate.2.While predicting and reading, Ss should focus on the detail

16、s of the time.3.Ss share their predictions and present some of them on the blackboard.针对叙事类文本让学生尝试“预测-阅读的阅读方式，在理解文中主人公学校生活的同时迁移考虑我们自己的学生生活。10minActivity 31.Teacher asks students to read carefully and try to retell Alexs school life according to the timeline.And think about what you are doing at this

17、 time.2.Teacher asks Ss to retell Alexs school life, and then retell in groups.3. Teacher asks students to read again and think about these two questions.4.Teacher asks students to show the answers.After reading:Task 1: Try to retell Alexs school life according to the timeline.Task 2: Read again and

18、 think about these two questions.Think: 1.If we want to introduce our school day, what aspects should we include?Think: Whats the biggest differences between this timeline and ours?过程中引导孩子们根据时刻表进展Alex学校生活的复述，进而结合自己真实的学校生活制作一个时刻表，并进展学校生活的描绘。这个过程中要引导孩子们有意识的进展中西方学校每日生活的不同做比照。感受中西方学校文化的差异。8minExtensive

19、-readingActivity 41. Teacher asks Ss to go online to search for information about what the students do after school?2.Teacher asks students to show the answers.Search online and get the information Alex finishes school at 3:30, do you want to know what they do after school?1.Ss try to get on line to

20、 search for information, and discuss and share their opinion freely in the group.2.While expressing, Ss should be logical and give convincing reasons.文化意识的浸透：在这个过程中老师引导孩子们上网查询外国学校的孩子们在下午三点半放学后的事情，并考虑这些事情对孩子们的教育意义，并反观我们的学校生活进展比照，表达自己的看法。这个过程中要引发学生的考虑，培养他们表达的逻辑思维才能。7minPassage 2: Hubins school lifeWhi

21、le-readingWhole-readingActivity 1 1.Teacher asks students to read quickly and circle the right answers.2.Teacher asks Ss to underline the answers in the paper and think about the reasons to get the answers.3.Teacher asks students to show the answers.Students read the passage quickly and find the ans

22、wer.Read the passage quickly and find which aspects are mentioned in the passage and underline them.整体理解：文章中共提到了几个方面？引领学生考虑还可以从哪些方面来描绘学校生活？从语篇的外显构造入手，引导学生整体关注语篇以及文体蕴含的信息，并通过图片呈现文体内容，为下一步阅读做准备。5 minCareful-readingActivity 2 1.Teacher asks students to read carefully and answer the question: Read the p

23、assage carefully and complete the table about Hu Bins school life.4. Teacher asks Ss to underline the answers in the paper.3.Teachers asks students to show the answers. Careful reading: Read the passage carefully and complete the table about Hu Bins school life.1.While reading, Ss should focus on th

24、e details of the time.2.Ss share their answers and present some of them on the blackboard.思维导图 的方式让学生明晰理解作者的写作脉络：理解文中Hu Bin学校生活的课程和户外活动等方面完成思维导图。10 minActivity 31.Teacher asks students to compare Alex, Hu Bins school life with our school life, and speak out the differences.Think:A. What do you think

25、 of his school life? Is it colorful ? Is it the same as yours?B. Whats the differences between western and eastern school life? Come and join us!2.Teachers asks students to discuss in the group and share their opinions. 3.Teachers asks students to show the answers.English Salon:Task: We learned abou

26、t Alex and Hu Bins school life, I believe you must have a lot to say. What do you think of his school life?Is it colorful ? Is it the same as yours?Whats the differences between western and eastern school life? Come and join us!The students need to discuss in the group and share their opinions.通过沙龙的形式让学生畅所欲言，通过自己的背景信息及上网过程中所得来积极展示自己的想法或者困惑。过程中引导孩子们将Alex和Hu Bin的学校生活进展比照，进而结合自己真实的学校生活进展比照，这个过程中要引导孩子们有意识的进展中西方学校每日生活的不同做比照。感受中西方学校文化的差异。