ADDINCNKISM.UserStyle《新目標(biāo)》英語(yǔ)八年級(jí)上冊(cè)Unit8Howdoyoumakeabananamilkshake?SectionB2a-2c教學(xué)設(shè)計(jì)：任燕教學(xué)過(guò)程：教學(xué)內(nèi)容分析本節(jié)課的內(nèi)容為人教版《GoForIt!》八年級(jí)上冊(cè)8單元長(zhǎng)篇閱讀，通過(guò)閱讀篇章，了解美國(guó)的感恩節(jié)以及美國(guó)感恩節(jié)的傳統(tǒng)食物和火雞的制作過(guò)程。2a由談?wù)撝袊?guó)人在特殊節(jié)假日所享用的傳統(tǒng)食物，再引入到美國(guó)傳統(tǒng)節(jié)日的典型食物。2b閱讀語(yǔ)篇由兩個(gè)部分構(gòu)成：一是介紹美國(guó)感恩節(jié)由來(lái)的短文，二是展示火雞的制作過(guò)程和方法。要求學(xué)生先閱讀文章根據(jù)文章的描述為火雞制作步驟的五福圖片標(biāo)注序號(hào)。2c讓學(xué)生借助where,why,when,how,what等問(wèn)句關(guān)注文章細(xì)節(jié)，做出針對(duì)性的回答，加深對(duì)文章的理解。學(xué)情分析通過(guò)本單元SectionA的學(xué)習(xí)，學(xué)生已經(jīng)學(xué)會(huì)了食物制作步驟的表達(dá)法。在SectionA的基礎(chǔ)上，SectionB1a-1e介紹了三明治，讓學(xué)生通過(guò)聽(tīng)、說(shuō)等活動(dòng)，進(jìn)一步鞏固了食物制作過(guò)程的表達(dá)，由此再談?wù)務(wù)摳卸鞴?jié)大餐所吃的傳統(tǒng)食物。學(xué)生意愿了解與美國(guó)感恩節(jié)有關(guān)的文化背景和風(fēng)俗習(xí)慣。教學(xué)目標(biāo)Bytheendoftheclass,studentswillbeableto:1.giveabriefintroductiontoThanksgiving(where,when,why,how&what);2.showhowtomakeaturkeydinnerbyusing“first,next,then,finally”.步驟教學(xué)活動(dòng)設(shè)計(jì)意圖核心素養(yǎng)提升點(diǎn)Step1Warming-upTshowssomepicturesaboutsometraditionalfestivalsinChinaandasks“Whatarethepicturesabout?”Ssanswer:specialdaysinChina.T:Peopleeattraditionalfoodonspecialdays.Whatkindoftraditionalfooddopeopleeatonthesespecialdays?Ss:It’satraditiontoeat...on...T:PeopleeatdifferentkindsoftraditionalfoodonspecialdaysinChina.Wewilllearnaboutanotherspecialdaytoday.創(chuàng)設(shè)語(yǔ)境，利用圖片引出話題，在談?wù)搱D片過(guò)程中引出生詞“tradition”及其名詞形式，讓學(xué)生在語(yǔ)境中學(xué)習(xí)生詞并運(yùn)用生詞進(jìn)行描述。通過(guò)談?wù)撝袊?guó)特殊日子的傳統(tǒng)食物為接下來(lái)談?wù)摳卸鞴?jié)做好鋪墊。語(yǔ)言能力：在情境中理解并熟練使用已有語(yǔ)言知識(shí)進(jìn)行表達(dá)。Step2Activity1PredictionSsobservethetitleofthepassageandmakeapreditionaboutwhatthepassageisgoingtotalkabout.Helpsstounderstand“thanksgiving”bydividingitinto“give”+“thanks”andshowamapofNorthAmerica.Ssobservethepicturesandguesswhatelsethepassageisgoingtotalkabout.Readingstrategy:Thetitleandthepicturesalwayshelpusknowthemainideaofapassage.TinvitesSstotalkaboutwhattheyknowaboutThanksgingandwhattheywantotoknowaboutit.Readingstrategy:Backgroundinformationcanhelpusbetterunderstandthepassage.Askingquestionsisawaytohelpusfocus(專注)onthedetails(細(xì)節(jié))ofthepassage.利用文本標(biāo)題和圖片導(dǎo)入主題，并分解標(biāo)題復(fù)合詞，幫助學(xué)生理解標(biāo)題，挖掘圖片信息進(jìn)行推斷，預(yù)測(cè)語(yǔ)篇的大體內(nèi)容。通過(guò)讓學(xué)生自由談?wù)搶?duì)感恩節(jié)的認(rèn)識(shí)并對(duì)自己感興趣的方面提問(wèn)，激發(fā)閱讀興趣和進(jìn)一步閱讀的欲望。思維品質(zhì)：利用標(biāo)題和圖片進(jìn)行分析推斷，預(yù)測(cè)語(yǔ)篇大體內(nèi)容。Step3Activity2AnsweringthequestionsSkimthepassageandanswerwhatthepassageisabout.(Checkiftheirpredictionsareright.)T:Whatisthepassageabout?Ss:AbriefintroductionaboutThanksgivingandhowtomakeaturkeydinner.SsreadPart1andanswerthefivequestionsin2c.Thenchecktheanswers.Where:InNorthAmerica.When:onthefourthThurdayinNovemberinAmericaandonthesecondMondayinOctoberinCanana.Why:togivethanksforfoodinautumnandothergoodthingspeopleenjoyinlife.How:celebrateitwithabigfamilymeal.What:aturkeydinner.Writetheinformationdownontheblackboard.T:DopeopleonlyeatturkeyonThanksgiving?Ss:TogowithTurkey,peopleoftenprepareotherthings,suchasgravy,cornbread,mashedpotatoes,andpumpkinorapplepie.Tshowssomepicturestopresentthenewwordsaboutfood.T:However,aturkeydinneristhemaindish.初步感知文本，整體理解，獲取語(yǔ)篇大意。關(guān)注語(yǔ)篇結(jié)構(gòu)，獲取大意，搭建語(yǔ)篇框架。3.學(xué)生帶著問(wèn)題自主閱讀文章，理解并獲取文本事實(shí)性信息，了解感恩節(jié)的幾方面簡(jiǎn)介。4.在學(xué)生答問(wèn)過(guò)程中動(dòng)態(tài)生成板書(shū)，為讀后活動(dòng)逐漸構(gòu)建思維導(dǎo)圖。語(yǔ)言能力：提取、概括信息。思維品質(zhì)：分析、概括并整合信語(yǔ)言能力：提取、梳理信息，整合運(yùn)用語(yǔ)言進(jìn)行表達(dá)。思維品質(zhì)：分析、概括并整合信息，表達(dá)自己的觀點(diǎn)。息。Step4Activity3OrderingthepicturesT:Let’strytomakeaturkeydinnertoday.Lookatthepictures,theyshowawaytomakeaturkeydinner.Aretheyintherightorder?Trytoguesstheorderandshareyourreasons.T:Let’sreadthesecondpartandcheckyourpredictions.Asksstofinishthespecificstepsbyfillingintheblanks.Twritesdownthekeywordsoftheinstructionsontheblackboard.ThenTaskssstoreadthepassagealoud.1.通過(guò)讓學(xué)生讀圖并猜測(cè)火雞制作的順序，讓學(xué)生在猜測(cè)中思考可以有哪些依據(jù)。思維品質(zhì)：分析、概括并整合信息，表達(dá)自己的觀點(diǎn)。息。Step5Activity4ATVprogramThelpssstoreviewthepassagethroughthemindmapontheblackboard.Thenaskssstodogroupwork.SZSYTVStationinvitesyoutotalkaboutThanksgivingandhowtomakeitstraditionalfood.Giveashowingroupsoffour.Reporter:WelcometoSZSYTVStation.CanyoutellussomethingaboutThanksgiving?StudentA:Sure!Reporter:WheredopeoplecelebrateThanksgiving?StudentA:...Nowmyfriendswillshowyouhowtomakeaturkeydinner.StudentB:First,...StudentC:Next,...StudentB:Then,...StudentC:...Reporter:Sounds...Ithinkitmustbe...Thanks!基于語(yǔ)篇理解，讓學(xué)生活動(dòng)從學(xué)習(xí)理解過(guò)渡到運(yùn)用實(shí)踐。學(xué)生借助思維導(dǎo)圖、采用采訪的方式改編語(yǔ)篇，讓學(xué)生在更貼近自己生活的情景中內(nèi)化運(yùn)用所學(xué)內(nèi)容，激發(fā)了思維和參與熱情，產(chǎn)生更多的信息輸出。小組分工合作完成對(duì)感恩節(jié)的介紹及火雞制作過(guò)程，鞏固課文知識(shí)，復(fù)習(xí)基于語(yǔ)篇主題意義的重點(diǎn)詞塊和句法，真正體現(xiàn)自主和合作的學(xué)習(xí)方式。語(yǔ)言能力：鞏固整合所學(xué)語(yǔ)言和內(nèi)容，綜合運(yùn)用語(yǔ)言進(jìn)行表達(dá)。思維品質(zhì)：整合運(yùn)用、創(chuàng)造想象學(xué)習(xí)能力：合作學(xué)習(xí)Step6Activity5DiscussionT:PeopleinNorthAmericashowtheirthanksbyThanksgiving.HowaboutpeopleinChina?Ssareencouragedtohaveadiscussioninclassandsharetheiropinions.HowdoweChineseshowthanks?Makeasummary:Althoughwedon’thaveaspecialdaytoshowthanks,actually,ifyouarethankful,everydayisaThanksgivingday!EverydayshouldbeaThanksgivingday!T:Peopleindifferentpartsoftheworldhavedifferentwaystoshowthanks.Nomatterwhoweare,wherewearefrom,pleasealwaysbethankful.Andremember,"Littlehelpbringsmuchreturn!"基于語(yǔ)篇，結(jié)合中國(guó)實(shí)際，多角度地激活學(xué)生思維，引發(fā)學(xué)生思考感恩方式,引導(dǎo)學(xué)生表達(dá)自己的觀點(diǎn)和態(tài)度，升華語(yǔ)篇的主題意義，加強(qiáng)德育浸潤(rùn)，遷移創(chuàng)新。思維品質(zhì)：分析評(píng)價(jià)、遷移創(chuàng)新。文化意識(shí)：聯(lián)系實(shí)際生活，提出自己觀點(diǎn)。Step8Homework1.Say“Thankyou”topeoplewhohelpyouandloveyou.2.WritedownanintroductiontoThanksgivingandthestepsofmakingaturkeydish.鞏固強(qiáng)化所學(xué)知識(shí)，提升語(yǔ)言綜合運(yùn)用能力，深化主題意義的理解。學(xué)習(xí)能力：回顧梳理所學(xué)內(nèi)容并表達(dá)觀點(diǎn)。AbriefintroductiontoThanksgivingWhere:inNorthAmericaWhen:the4thThursdayinNov.inAmerica/the2ndMondayinOct.in