“課堂革命.青羊表達(dá)”青羊區(qū)2023年度教育教學(xué)主題研討活動(dòng)初中英語課堂教學(xué)設(shè)計(jì)Unit6I’mgoingtostudycomputerscienceSectionB2a-2eReading

TitleI’mgoingtostudycomputerscience.UnitUnit6SectionB2a-2eTextbook人教版goforit八年級(jí)上冊(cè)StudentsClass1,Grade8TypeoflessonReadingTime&date15:05-15：45,Teacher黃黠School成都市文翁實(shí)驗(yàn)中學(xué)教學(xué)內(nèi)容分析內(nèi)容介紹本部分內(nèi)容來自教材goforit八年級(jí)上冊(cè)u(píng)nit6I’mgoingtostudycomputerscience.SectionB.是本單元第四課時(shí)---常規(guī)閱讀課。本單元圍繞話題lifegoals展開，讓學(xué)生用begoingto結(jié)構(gòu)談?wù)搶?duì)未來的打算。引導(dǎo)學(xué)生通過對(duì)未來話題的討論，樹立積極健康的生活目標(biāo)和制定相應(yīng)的學(xué)習(xí)計(jì)劃。單元文本分析本課閱讀文本分析學(xué)生分析通過本單元前面部分的學(xué)習(xí)中，發(fā)現(xiàn)班級(jí)大部分同學(xué)都有職業(yè)目標(biāo)，但是在短期規(guī)劃方面存在問題。為了更好的了解同學(xué)的狀況，在課前進(jìn)行了問卷調(diào)查。調(diào)查結(jié)果顯示：同學(xué)們有長(zhǎng)遠(yuǎn)的職業(yè)目標(biāo)，但對(duì)于怎樣實(shí)現(xiàn)自己的目標(biāo)沒有規(guī)劃；有?的同學(xué)認(rèn)為resolutions沒有用也沒有必要；在制定了新年決心的同學(xué)中，超過半數(shù)同學(xué)的計(jì)劃沒有達(dá)成；對(duì)于新一年的計(jì)劃，有超過?的同學(xué)不打算再制定。由此可見，班級(jí)同學(xué)們有一定的目標(biāo)意識(shí)，但是對(duì)于怎樣實(shí)現(xiàn)自己的目標(biāo)存在很大問題，也因?yàn)闆]有成功實(shí)現(xiàn)目標(biāo)的體驗(yàn)導(dǎo)致更多的同學(xué)對(duì)學(xué)習(xí)和生活失去規(guī)劃。同時(shí)，通過平時(shí)的作業(yè)和考試發(fā)現(xiàn)，同學(xué)們對(duì)試題中“補(bǔ)全短文”題所需要的閱讀技能掌握不夠充分，導(dǎo)致完成此類題目有較大障礙，并對(duì)此類閱讀失去信心。教學(xué)目標(biāo)分析單元學(xué)習(xí)目標(biāo)本單元圍繞lifegoals，通過使用本單元關(guān)于職業(yè)等新詞匯、常用表達(dá)和句型wanttobe談?wù)撐磥淼睦硐耄籦egoingto談?wù)撐磥砩钪衱hat/when/where/how/why等相關(guān)話題以及newyear’sresolutions相關(guān)問題；學(xué)生能夠在本單元用聽、說、讀、看和討論等有效手段獲取信息；通過對(duì)未來話題的討論，能制定出適合自己的學(xué)習(xí)生活計(jì)劃，最終樹立健康積極的生活目標(biāo)。本課時(shí)學(xué)習(xí)目標(biāo)在本堂課結(jié)束時(shí)，學(xué)生能夠:Workoutthemeaningofthenewwordsandphrasesthroughthecontext;Matchthemainideawitheachparagraph;Usereadingstrategiestoputthesentencesbacktothepassages;Identifythemeaning,time,reasons,kindsaboutresolutions.Findoutwaystokeepmyresolutions;Makemyresolutionsthatareabletokeepformeandintroducethemtoothers;Workhardtokeepmyresolutionstoachievemylifegoal。教學(xué)重難點(diǎn)本課時(shí)有如下重難點(diǎn)：Usereadingstrategiestoputthesentencesbacktothepassages;Identifythemeaning,time,reasons,kindsaboutresolutions.Findoutwaystokeepmyresolutions;Makemyresolutionsthatareabletokeepformeandintroducethemtoothers;Workhardtokeepmyresolutionstoachievemylifegoal;突破措施：對(duì)于閱讀技能的訓(xùn)練，將閱讀步驟分解，在每一步的學(xué)生活動(dòng)之前給出相應(yīng)的閱讀策略。在整體閱讀活動(dòng)結(jié)束后，引導(dǎo)學(xué)生反思剛才的閱讀步驟并總結(jié)歸納；采用小組活動(dòng)幫助學(xué)習(xí)有困難的學(xué)生降低問題的難度，并通過討論激發(fā)思維；在文章細(xì)節(jié)理解和主題意義的探索上，采用FishboneDiagram提煉出文章的細(xì)節(jié)信息，最后引導(dǎo)學(xué)生思考并得出thewaysareimportantforustokeepresolutions.就像魚的尾巴是驅(qū)動(dòng)魚游起來的關(guān)鍵。并且只有日復(fù)一日的堅(jiān)持最終才能實(shí)現(xiàn)我們的lifegoal。Stage/TimePurposeTeacherActivityStudentActivityInteraction

PatternStage1Gettingreadyforlearning（2mins）Step1引入話題resolutions，通過談?wù)搱D片中的信息讓學(xué)生熟悉本課新詞，并了解不能堅(jiān)持resolutions可能的結(jié)果；ShowSsapictureaboutthatamancan’tkeephisresolutionsyearbyyear;Askquestions:

What’sthispictureabout?

Whendidhemakethem?

Whataretheseresolutionsabout?

Didhekeephisresolutions?

Whatdoyouthinkofhislife?Viewthepictureandanswerquestions:

It’saboutnewyear’sresolutions;

Hemadethematthebeginningof2023-2023;

It’saboutphysicalhealth;

Ithastodowithhiswork;

Itcanimprovetherelationshipwithothers;ClassStage2Pre-reading(3mins)Step1回憶lastyear’sresolutions,并寫來為后面活動(dòng)做準(zhǔn)備；鞏固核心句型：begoingto的用法；Askquestions:Didyoumakeanyresolutionslastyear?AskSstowritedowntheirlastyear’sresolutionsandthinkaboutwhethertheywereabletokeepthem.Writedowntheirlastyear’sresolutionsandthinkaboutwhethertheywereabletokeepthem.IndividualStep2通過談?wù)搇astyear’sresolutions，引入本課內(nèi)容；AskthreeSswhowereableto/unabletokeeptheirresolutionstosharetheirresolutionsandwhyorwhynot;ShowSsthelearningobjectivesofthisclass;ThreeSssharetheirresolutionswiththewholeclass;Readthelearningobjectivesbythemselves;ClassStage3While-readingStep1訓(xùn)練學(xué)生補(bǔ)全短文的閱讀技能，學(xué)習(xí)相關(guān)的閱讀策略;并理清文章脈絡(luò)；LeadSstomatchthemainideawitheachparagraph;LeadSstoputthesentencesbackintothepassage;LeadSstoconcludethewaytodothiskindofexercise;Matchthemainideawitheachparagraph;Putthesentencesbackintothepassage;Concludethewaytodothiskindofexercise;IndividualStep2獲取細(xì)節(jié)信息，引導(dǎo)學(xué)生主動(dòng)探究并構(gòu)建主題；FishboneDiagram將思維可視化，凸顯探究主題意義的層層遞進(jìn)；LeadSstothinkaboutwhenwetalkaboutresolutions,whatwecanknowaboutthem.AskSstoreadthefirstparagraphtofindoutthemeaning,reasons,timetomakeresolutions;AskSstocheckwhethertheirresolutionsaretrueresolutions;AskSsreadthereadthesecondparagraphandfindoutthekindsofresolutions;AskSstoClassifytheirresolutions;LeadSstofindonecommonthingofthedifferentkindsofresolutions;LeadSstoreadthethirdparagraphandanswerthequestions;LeadSstothinkthewaystohelpuskeepresolutions;Thinkaboutallaspectsofresolutions;Readthefirstparagraphtounderlinethemeaning,reasons,timetomakeresolutions;Workwiththeirgroupmembertocheckwhethertheirresolutionsaretrueresolutions;Readthereadthesecondparagraphandfindoutthekindsofresolutions;Talkwithgroupmemberstofindoutwhatkindstheirresolutionsare’Getaconclusionthatnomatterwhatkindsofresolutions,theyaregoodforusandcanmakeusbebetter;Readthethirdparagraphtogetthatweneedtofindsomewaystohelpuskeeptheresolutions;Workwithgroupmemberstofindoutthewaystohelpuskeepresolutions;ClassGroupIndividualStage4Post-readingStep1運(yùn)用本堂課的目標(biāo)語言解決學(xué)生實(shí)際問題，并為下一步活動(dòng)做準(zhǔn)備；LeadSstomakethisyear’sresolutionsthatcanimprovetheirlife.Andtheycankeeptheseresolutions;Thinkaboutwhattheywanttodoandwhattheycankeep;Writedowntheirnewyear’sresolutions;IndividualStep2通過采訪newyear’sresolutions,將語言進(jìn)行轉(zhuǎn)化，加深對(duì)文章的理解和主題意義的把握，為下節(jié)寫作課積累豐富的寫作素材；LeadSstomakeaninterviewabouttheirgroupmembers’newyear’sresolutions;Prepareandmakeaninterviewabouttheirgroupmembers’newyear’sresolutions;GroupStage5Summingup&Self-assessingStep1通過學(xué)習(xí)目標(biāo)總結(jié)本堂課內(nèi)容，監(jiān)控自己的學(xué)習(xí)情況，以便課后進(jìn)行反思和調(diào)整；LeadSstodoSelf-assessment,andgivethemhelpwhenSsneed;Thinkaboutthisclass,andwritedownwhattheyhavelearnedontheirstudylogsandgivethemselvesassessments;IndividualStage6AssigninghomeworkFinishyourstudylog.Writeyourownsentenceswiththephrases.

havetodowith/makepromise/have…incommon/writedown/forthisreason/takeupNote:T=TeacherSs=Students1’=1minuteIW=IndividualWorkGW=GroupWorkPW=PairWorkCW=ClassWork自我評(píng)價(jià)Bytheendofthisclass,Ica