全國初中八年級英語優(yōu)課大賽《HometownFeelings》完美版教學(xué)設(shè)計

附件4基于思維能力發(fā)展的歷史與社會話題閱讀課學(xué)校：姓名：教材版本：人教版新目標(biāo)教學(xué)年級：八年級課題名稱：基于思維能力發(fā)展的歷史與社會話題閱讀課授課時間：2023年1月19日課型：閱讀課（一）學(xué)情分析：學(xué)生掌握了七年級和八年級上冊的內(nèi)容，具有一定的詞匯基礎(chǔ)，能運(yùn)用略讀和精讀策略讀懂小短文，能用簡單的語言描述自己或他人的經(jīng)歷，能發(fā)表簡單的意見。能嘗試通過閱讀和視聽材料中提取信息，擴(kuò)展知識。能在學(xué)習(xí)中互相合作探討。但學(xué)生尚未接觸完成時，故對時態(tài)的認(rèn)識是模糊的。（二）教材分析：HometownFeelings這篇文章取材與人教新目標(biāo)八年級下冊Unit10I’vehadthisbikeforthreeyears。文章以外來務(wù)工人員為例，通過主人公鐘偉對家鄉(xiāng)變化與回憶的描述，表達(dá)了人們對家鄉(xiāng)時時刻刻的關(guān)注與深深的眷戀，向讀者傳達(dá)思鄉(xiāng)愛鄉(xiāng)之情。（三）教學(xué)目標(biāo)1.語言能力：學(xué)生能掌握among,searchfor,return,accordingto,change,development,opposite等單詞，并能用于真實的語境中。2.思維品質(zhì)：客觀分析語篇內(nèi)家鄉(xiāng)的變與不變之間的內(nèi)在關(guān)聯(lián)，明確作者意圖和情感，推斷語篇的內(nèi)在邏輯關(guān)系，從而帶著邏輯性思維與批判性思維思考hometownfeelings這個話題。3.文化品格：學(xué)生通過閱讀了解城鄉(xiāng)生活的變遷，培養(yǎng)學(xué)生對家鄉(xiāng)的熱愛之情。4.學(xué)習(xí)能力：學(xué)生能利用略讀、精度等多種閱讀策略有效閱讀文本。（四）教學(xué)重難點(diǎn)1.教學(xué)重點(diǎn)：結(jié)合歷史與社會背景，運(yùn)用略讀和精讀把握文章主旨、內(nèi)容和情感。2.教學(xué)難點(diǎn)：運(yùn)用development、change、shame等新詞匯表述家鄉(xiāng)的變化和情感。（五）教學(xué)策略：語篇閱讀法、圖式閱讀法（六）教學(xué)媒體運(yùn)用：黑板、電腦、PPT、視頻、卡紙（七）教學(xué)過程1.教學(xué)過程思維導(dǎo)圖HometownFeelingsHometownFeelingsPre-readingLearnthetopicandnewwordsBrainstormingandfreetalk思維層次：知識、理解While-readingGroupDiscussionSkimmingScanningCompletethemindmap.Completethesummary思維層次：理解Post-readingGroupDiscussionCreateamindmapabouthometownfeelings.思維層次：分析、綜合、評價2.教學(xué)過程課堂教學(xué)過程教學(xué)步驟教學(xué)流程設(shè)計意圖思維培養(yǎng)的著力點(diǎn)教師活動學(xué)生活動1通過圖片引入話題明確本節(jié)課主題創(chuàng)設(shè)情境，引導(dǎo)自主感知。知識2教師分享個人關(guān)于hometownfeelings的故事并調(diào)查學(xué)生是否居住在自己家鄉(xiāng)，以及對家鄉(xiāng)的初步態(tài)度。通過老師的故事聯(lián)系到自身，講述自己是否居住在家鄉(xiāng)，是否喜歡家鄉(xiāng)，多久回一次家。調(diào)動學(xué)生學(xué)習(xí)興趣，讓學(xué)生通過簡單描述家鄉(xiāng)，建立初步認(rèn)知。理解3分享北上廣深務(wù)工故事，讓學(xué)生了解社會歷史背景。通過故事教授新詞。了解社會歷史背景，學(xué)習(xí)相關(guān)新詞匯，掃清閱讀障礙。在情境中學(xué)習(xí)詞匯，理解社會歷史背景。知識4引導(dǎo)學(xué)生思考：Whydopeopleleavetheirhometowns?頭腦風(fēng)暴：Whydopeopleleavetheirhometowns?加深對背景的理解，同時對文章主人公離鄉(xiāng)務(wù)工的原因進(jìn)行預(yù)測。理解5.引導(dǎo)學(xué)生進(jìn)行略讀，把握文章主旨。學(xué)生通過略讀，明確文章主人公和文章主旨。掌握略讀閱讀方法，明確文章主旨。理解6引導(dǎo)學(xué)生進(jìn)行尋讀，把握文章主要內(nèi)容和結(jié)構(gòu)。學(xué)生通過尋讀把握文章主要內(nèi)容和結(jié)構(gòu)。掌握尋讀的閱讀方法，把握文章主要內(nèi)容和結(jié)構(gòu)。理解7引導(dǎo)學(xué)生完成文章的歸納。學(xué)生完成文章的歸納。深化詞匯的應(yīng)用和語篇的理解。理解8組織學(xué)生進(jìn)行小組討論：IfyouareZhongWei,doyoulikethechangesinyourhometown?Why?學(xué)生進(jìn)行小組討論：IfyouareZhongWei,doyoulikethechangesinyourhometown?Why?讓學(xué)生聯(lián)系自身實際，賞析評價，發(fā)展批判性思維。評價9引導(dǎo)學(xué)生多維度了解家鄉(xiāng)的變與不變，通過小組合作，創(chuàng)設(shè)組內(nèi)成員hometownfeelings的思維導(dǎo)圖，進(jìn)行情感與信息的交流。了解家鄉(xiāng)的變化與不變的回憶，通過小組合作，創(chuàng)設(shè)組內(nèi)成員hometownfeelings的思維導(dǎo)圖，進(jìn)行情感與信息的交流聯(lián)系實際生活，理解文本內(nèi)涵，激發(fā)學(xué)生對家鄉(xiāng)的熱愛。通過創(chuàng)造，發(fā)展學(xué)生發(fā)散性思維。分析、綜合、評價（八）課堂實錄Pre-readingStep1.LookatthepicturesandgetthemeaningofthetopicT:WelcometoourEnglishclasstoday.TodayIwanttosharemyhometownfeelingswithyou.Homesweethome.Homebringsushappiness,sodoesourhometown.Whenwearenotinourhometown,wemaymissourhometown.Sometimeswefeelhomesick.Readafterme.Hometown.Homesick.Ss:Hometown.Homesick.Step2.Listentoastoryoftheteacher’shometownfeelingsanddoasurveyaboutstudents’hometown.T:WhenIstudiedinauniversityinChongqing.Iwashomesick.Imissedmyfamily,friends,anddeliciousfoodinDongguan,andeventheweatherinDongguan.IalwaystoldmymomIwantedtogobackhome.SoIfeelluckytoliveinmyhometownnow.Iwanttodoalittlesurvey.Doyouliveinyourhometownnow?Ifyoudo,putupyourhands.Ss(SomeStudentsputuptheirhands)T:Letmecount,one,two,three…,well,13ofusinthehometown,but33studentsdon’tliveinthehometown.Iwanttoknowsomethingmoreaboutyourhometown.XXX,whereisyourhometown?Howoftendoyougobacktoyourhometown?Areyouhappyinyourhometown?Ss:Myhometownis…/Once/Twiceayear/Yes.Step3.LearnsomenewwordsfromthestoriesabouttheBeijingdriftersandShenzhendrifters.T：Peoplearehappyintheirhometown.Butmanypeoplestillleavetheirhometown.Lookatthepictures,whoarethey?Ss:DengchaoandFanBingbing.T:DengchaoandFanBingbingareBeijingDrifters.Manyyearsago,theylefttheirhometownandbegantoactinmoviesinBeijing.Nowthey’refamousactors.KouShishuisaShenzhendrifter.20yearsago,hetook50yuantoShenzhenandnowheisabossof7factories.Step4.Brainstormwhypeopleleavetheirhometowns.T:Nowlet’sthinkaboutit.Whydopeopleleavetheirhometowns?Discussthisquestionwithyourgroupmembers.Fromthesedrifters’stories,whatcanyouget?Ss:Becausetheywanttohaveabetterlife/makemoremoney/maketheirdreamcometrue…While-readingStep1.Skimthepassageandfindouttheheroandthemainideaofthepassage.T:WehavelearnedDengchao’sstory.Nowlet’smeetanewfriendandlearnhisstory.Let’sreadthepassageonP78andfindout“Whoistheheroofthepassage”,“What’sthepassagemainlyabout?You’llhavetwominutes.Nowtime’sup.Whowantstotellmewhoistheheroofthepassage?XXX,pleaseS1:ZhongWei.T:Youdidagoodjob.What’sthemainideaofthepassage?HowaboutXXX?S2:Thechangesandhisfeelingsofhishometown.Step2.ScanthepassageandcompletethemindmapofZhongWei’sstory.T:Youcanreadthepassageveryquickly.Canyoureadthepassageverycarefully?Let’sreaditagainandcompletethemindmapofZhongWei’sstory.Goahead!You’llhave5minutestodoit.Haveyoufinished.Let’scompletethemindmaptogether.Whowantstobethefirstonetocompletethemindmap.XXX,please.WheredoesZhongWeilivenow?S1：WenzhouT:XXX,howlonghashelivedthere?S2:13yearsT:Whydoesheleavehishometown?S3:Tosearchforwork.T；Howoftendoeshereturntohishometown?S4:Atleastonceayear.T:Whatchangesmayhishometownhave?S5：Largehospital,newroads,newschools,teachersfromthecities.T:Whatarehissweetmemoriesofhishometown?S6:Childrenplayedtogetherunderthebigtree.Step3.CompletethesummaryofZhongWei’sstory.T:Wow,youdrawamindmapofZhongWei’sstory.Verygood.Whydon’twecompletethesummaryofhisstory?Let’shaveatry.You’’llhavefourminutestodoit.Time’sup.Let’sfinishthesummarytogether.ManyChinesepeople…S:cities,hometown…T；Let’sreadthesummaryagain.S:ManyChinesepeople…Post-readingStep1.Groupdiscussion:IfyouareZhongWei,doyoulikethechangesinyourhometown?Why?T；Aswecansee,ZhongWeithinksthechangesinhishometownaregood.What’syouridear?IfyouareZhongWei,doyoulikethechangesinyourhometown?Why?Discussitwithyourgroupmembers.Ss:…T:Whowantstoshareyourideawithus?Ss:Ilikethechangesbecauseitmakesourlifebetterandbetter./Idon’tlikethechangesbecauseithasbrokenourmemories…Step2.Lookatthepictureandfindout“What’sthesymbolofZhongWei’shometown?”T:Weknowsomethingmaychangeinourhometown.Butsomethingneverchangesinourhometown.Lookatthepictureandfindout“What’sthesymbolofZhongWei’shometown?”Ss:Thetree.Step3.Lookatthepicturesandwatchavideo,understandpeople’slovefortheirhometown.T:ThetreemeanssoftandsweetmemoriesforZhongWei.Hometownsoimportantforusthatmanypeopletrytheirbesttoreturnhome,especiallyonSpringFestival.Let’swatchaboutavideoabouthowpeoplereturnhome.Ss(Watchthevideoandlearntheloveandimportanceofhometown)Step4.Groupwork:Lookatthepicturesanddrawamindmapofyourgroup’shometownfeelings.T:Whenpeoplegethome,theymayfindsomethinghaschanged.Let’slookatthepictures.ThesearepicturesaboutChangshain1990s,andtheseareChangshain2018...(LookatpicturesaboutChanagsha,WuhanandDongguan)DoyoulikethechangesofDongguan?Ss:Yes,/No…T:WhatdoyouthinkofDongguannow?Whatdoyouthinkofyourhometownnow?Let’sshareourhometownfeelingswithourgroupmembers.Let’stakeoutthepaperanddrawamindmapofourgroup’shometownfeelings.Goahead.Discussthesequestionswithyourclassmates.Youwillhave10min