英语教学设计 unit2 It is still read and loved

TeachingdesignTeachingcontentModule6GreatbooksUnit2ItisstillreadandlovedLessontypeReadingandwritingAnalysisoftextbookThismoduletalksaboutthetopicofgreatbooks,mainlylearnspresentsimplepassive.Unit2introducesaGreatbookTheAdventuresofTomSawyer,widelypracticingtheuseofpresentsimplepassiveandthemainstructureofabookreview.Thegrammarinthisunitlaysasolidfoundationforfuturestudy“pastsimplepassive”inmodule8.Weshouldleadstudentstousethemcorrectlyandleadthemtowriteabookreviewbyimitatingthepassage.TeachingobjectivesKnowledgeandabilityStudentscanunderstandandusethefollowingwordsandexpressionsadventure,cave,dead,neighbor,funeral,alive,southern,state,dialogue,action,surprised,everyday,getintotrouble,escape,payfor,runaway,foratime,etc.StudentsareabletograspthemainideaofthepassageaboutthebookTheAdventuresofTomSawyer.Studentscanusepresentsimplepassivetotalkaboutrelatetopic.ProcessandmethodStudentscanmasterthemainideaofthepassagebyfastreading.Studentscansolveproblemsrelatedtothetextbydetailreadingandmastertheskillsofreadingabookreviewthroughgroupworkanddiscussion.3.Studentscanwriteashortpassageabout“myfavoritegreatbook”byimitatingthetextandexercisesinclass.Emotion,attitudeandvaluesStudentscanrealizetheimportanceofreadingmorebooksandgetintothehabitofreadingbooks.Importantanddifficultpoints1.Studentscanusepresentsimplepassivetotalkrelatedtopic.2.Studentscanwriteashortpassageabout“myfavouritegreatbook”.TeachingtoolMultimedia,handout,blackboard,papercardsTeachingprocessStepPurposesTeacher’sactivities&Students’activitiesStep1Warmingupandleading-inTodraw

students’

attentiontothetopicabout

greatbooksandlearnnewwordsrelatedtoit.Andthenleadinthenewlesson.Askaquestion:Inunit1,wehavelearnedthreegreatwriters,whoarethey?2.Showthenamesandpicturesofthethreegreatwritersandaskstudentstomatch.3.Listentoashortdialogueandaskstudentstoanswerthenameofthebookandthewriterofit.4.AstudentcometothefronttointroduceMarkTwain.Sample:•MarkTwainis______________•His_____________isSamuelLanghorneClemens.•Hewasbornin1835in__________•Hewrotemanybooksinhislife,

including“TheAdventuresofTomSawyer”,________•Hisworkscriticize(批判)________andshowhisgreatcareto_____________.•MarkTwain_________in1910.5.Monitorleadstudentstoreadnewwords,playagame:"Whichoneismissing?"

andthenleadinnewlesson.Step2ReadingTodevelopstudents'reading

abilityandhelpthemgraspthemainideaanddetailinformation

ofthisreadingmaterial,meanwhile,masterthewayofreadingabookreview.1.Fastreading:Readthepassagequicklybyyourselvesandmatch.

Para.1

Mainstory

Para.2

Themeandfeature

Para.3

Background（背景）

Para.4

Favouritepart

Tip:Whenwereadabookreview,focusonthestructure(结构).2.

Detailreading:1)Readpara.1andcompletethesentence.(callastudent,readaloudforthewholeclass)

Thestoryisset________________________________2)Readpara.2-3loudlyandcarefully,dothefollowingexercises.(answergroupbygroup)

1.Tomandhisbestfriendranawayto_________2.HuckFinnhasmoretrouble.(T/F)3.WhydoesTomalwaysgetintotrouble?4.WhatisTomlike?5.Howmanycharactersarementioned?

Whoarethey?Circlethem.6.What'sthefavouriteplot(情节)ofthewriter?3)Readpara.4,discussinpairsandcompletethetable.Theme:____________________________________________Features:__________________________________________Step3PostreadingTomakeasummaryofthepassage,thenpresenthowtowriteabout"Myfavouritebook"andlayafoundationforthewriting.Showashortpassageaboutthebookreview,askstudentstofillintheblankstogether,thenshowthemhowtowritemyfavouritebook.Myfavouritegreatbookis___________________writtenby_______________.Thestoryisset____________________________.Ittells____________________________________.Myfavouritepartis_________________________Thebooktellsus___________________________.Ilikethebookbecause_____________________.2.Presentation:Howtowriteaboutyourfavouritebook?Background（背景）MainstoryFavouritepartThemeandfeatureStep4WritingTodevelopstudents'cooperativeawarenessandtrain

students'

writing

ability.1.Askstudentstoworkingroupsandwriteaboutmyfavouritebook.(GiveeachgroupaChinesenotetochoose,thewholegroupfinishwritingbasedonwhattheyhavechosen.Onegroupwriteontheblackboarddirectly.)2.Teachercorrectthewritingontheblackboard,thenaskothergroupstoshowtheirwritings,choosestudentstocorrect.Step5Homework1.Polishyourwriting.2.Finishkeysentencesonyourpaper.3.Mastersandleadersrecitethepassage,othersreaditfluently.WritingontheblackboardReflections

打造不一样的课堂——教学反思本节课从准备到正式授课历时半个月，现将对自己课堂翻转体会与反思总结如下：

一．课堂任务不形式化，由简到繁，真实高效我个人认为，初中英语阅读和写作教学离不开“任务型教学法”，然而，从我准备这节课一直到最后上完这节课，我对课堂任务的设置有了新的认识。在英语阅读教学中，以往我总是根据文章细节内容设置不同的任务，例如：选择，填空，改错，回答问题，让学生分段阅读，完成我设置的这些问题，目的是让学生在完成这些题的同时了解文章大意，同时掌握答题技巧。然而，其实在我出题时，大多情况下只是为了出题而出题，题目的质量以及意义并不大。这些任务的设置就难免有些流于形式，缺乏真实性，对学生能力的提升也没有任何的帮助。在设置本节课任务时，我刻意打破了以往的模式，有意识的减少了任务量，同时提高了任务质量，设置的题目少而精，学生在完成这些题目时要认真思考，而不是一眼从书中看出答案。第二，本节课的问题设置具有阶梯型，从最开始通过fastreading完成choosethemainidea到通过detailreading完成fillintheblanks,最后在细读课文后设置了一个深度再阅读文章回答问题，由易到难，由简到繁，这样层层深入，让学生充分挖掘文本信息，同时通过细读熟悉并掌握文章中的一些基础词汇，让课堂教学得到一个升华，而不是让学生总是一成不变的只是为了完成题目而完成题目。第三，本节课的任务设置，面向全体，分层明确，有利于小组合作。例如导入环节，由于是根据图片及图片上面的文字信息捕捉老师我的爱好，难度不高，我让每组的3号同学来回答，让他们通过回答，熟悉里面出现的重点词汇；在detailreading环节我设置了小组合作，由于篇幅较长，有些学困生在阅读和完成任务上确实存在困难，因此，通过小组合作，优生扶困，高效完成课堂任务，训练了孩子们的阅读能力；另外，写作环节可以说是本节课的难点，因此再次通过小组合作，使全员参与，对于班中的后进生，我只是要求他们完成handout中的课文关键词组和关键句部分，这样因材施教，分层教学，使所有学生都学有所得。同时，由于本课的写作内容难度较大，因此我给每组准备了中文提示，这样减轻了难度，也使课堂练习更贴近中考。最后请被我批改过作文的小组上前改正其他组的作文，这个环节非常具有挑战性，大大提高了上台同学的个人能力，同时打破了以往总是教师批改的形式。二．小组合作分工明确，全员参与，优生扶困本节课设置时，重点要考虑的问题就是：如何将小组合作自然有效的纳入到