韩文爽教学设计.doc

Grade Seven Unit 2
France is calling

（七年级第二单元，法国在召唤）

Han Wenshuang
(韩文爽)
Faku
（法库）
Donghu No.3 Middle School
（东湖，第三中学）

Teaching Design

教学思想

本节阅读课遵循“教师为主导，学生为主体，训练为主线，思维为核心"的原则，让学生主动参与教学的全过程，使他们真正成为学习的主人，在教学关键处体现教师的主导作用。同时倡导“任务型”的教学途径，始终坚持“以兴趣为出发点，以能力为落脚点”的教学理念，让学生在任务活动中通过感知、体验、参与、合作和交流等方式，获得学习的经验及体验任务完成后的成就感，逐步培养学生通过略读提高对文章的整体理解力，通过略读了解重要信息及利用构词法知识及上下文线索等猜测词义的阅读技能，激发学生的创造性思维，提高学生的整体素质，为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。

教学目标

【知识目标】
识记一些文中出现并课标中要求的单词和短语；
学会回答WH的问题；
学习就简单的话题提供的信息发表自己的观点和意见。
【技能目标】
逐步培养学生通过skimming提高对文章的整体理解力，通过scanning了解重要信息的能力；
逐步培养学生利用构词法和上下文线索猜测词义的能力。
逐步培养学生运用英语表达自己简单的想法和观点。
【情感目标】
让学生了解阅读的趣味性和技巧性，以便激发学生阅读的积极性，使学生增强学好英语的自信心；
通过开展小组活动，指导学生积极与他人合作，相互学习，相互帮助，培养其团队精神。

教学内容

I. Lead in
Teacher Q：What do you know about France? Let’s look at the pictures and say something about France. (use ppt. to show the pictures)
Purpose：To focus the Ss’ attention on France and practice speaking out what they have learnt on Page 16 and get ready for the lesson.
II. Contents
i．Look at the title and guess “What is the article about? “ And let students speak out.
ii．Let’s Ss skim the article and answer the questions.
France
①A country in _________________Europe
②Capital:______________________________
③Famous place of interest:________________________________________
④Famous museum:_________________________________________________
⑤Famous street :____________________________________________________
⑥Famous drink:_________________________________________________________
⑦South of France: wonderful _________and mountains
Purpose: To foster the students' skimming ability to grasp the main idea. Let’s students jump through an article in as quickly as possible, to answer some of the problems associated with the overall understanding and form the habit of browsing through and get the main idea.
iii． Let the Ss read the article again and answer the questions.
About Paragraph 1
Answer the questions:
1. Where is France? 2. What can you see in France?
About Paragraph2:
Fill in the blanks:

About Paragraph3:
Answer the following questions:
1. Where can you see many vineyards?
2. Why do French farmers grow grapes?
About Paragraph4:
Fill in the blanks
seasons
Place to go
Activities
In summer

In winter

swimming

Purpose: To foster the students' scanning ability to look for the exact answer to a specific question. Let the Ss know once them get the information they need, reading can be terminated, not to read the full text. Through the training, the information sensitivity can be greatly improved.
iv．Ss read the article again .And complete the following questions.
Let the Ss find these words with their group members and guess the part of speech and the meanings. Ss should give the reasons.
Western department stores excellent on the coast ski
v．Check the answers and see which team is the winner. Then conclude the rules of words.
Western adj. 西方的 （因为我们已经学过单词west 是西方，所以从词性来看，Western后修饰名词Europe，所以应该是形容词。
department stores n. 百货商店（因为它和shops 是并列连词，所以也和商店有关）
excellent adj. 极好的 （因为用来修饰名词wine 所以是形容词，而法国又以葡萄酒而著名，所以是极好的。）
on the coast 在海岸线上（因为后面的句子提到了有非常好的海滩）
ski v. 滑雪 因为是在阿尔卑斯山的山顶，从图片看山顶充满积雪。）

Purpose: To foster the students' ability of guessing the part of speech and the meaning of the word. Let the Ss know how to use knowledge of word-building and context clues to guess the meaning and then check the correct rate of their own through the dictionary or the teacher.
v. More practice
Use the words in the box to finish the article about Beijing.
The step is done by the Ss in groups. I’ll be their helper. I’ll help them if they need me. Let the Ss in each group report their ideas and the teacher will supply some necessary language points that they can’t refer to. Finally see which team can finish the task splendidly.
Purpose: To foster the Ss’ ability of using the knowledge to think about and solve the problem. Let the Ss develop their comprehensive ability of using language by practice. At the same time, foster their spirit of teamwork and experience the pleasure of cooperation.
ⅢA interview
Suppose one student has just gone back from France. A reporter is asking about her/him about France.
A: Hello. May I ask you some questions about your trip?
B: Sure.
A: …..
Purpose: To relax the Ss after finishing the first two tasks and arouse the Ss ’ great interest in English and love it. At the same time, foster the Ss to express their own opinions on some topic simply and improve their oral English.
III. Homework
Write a composition: Shenyang is calling
　　(以沈阳在召唤为题写一篇不少于60个词的短文，标点符号不占格)
　　注意：短文中要尽可能多地使用新学过的单词或短语。
Use the following points as a reference.
　　 Beiling Park , Shenyang Tropical Park, The Ocean Park , Shenyang Museum , Taiyuan Street
Blackboard Design

France is calling
1 skimming → scanning → guessing
2 practice → filling the blanks
3 Interview → talking about

教学分析

【教学内容分析】
本节阅读课的中心内容是通过任务型阅读逐步培养学生通过略读提高对文章的整体理解力，通过掠读了解重要信息及利用构词法知识及上下文线索等猜测词义的阅读技能，以及逐步培养学生运用英语表达自己简单的想法和观点，激发学生的创造性思维。这既符合课程标准对说，读提出的具体标准，也符合新课改要求改变学生单纯接受教师传授语言知识为主的学习方式，为学生构建开放的学习环境，提供多渠道获取语言知识，并将学到的知识应用于实践，促进学生形成积极的学习动机、良好的学习态度和正确的语言学习及交际策略，培养学生的创新精神和实践能力的理念。
【学生分析】
不同兴趣爱好的学生都可以在阅读中找到自己所关心的话题，不同类型不同水平的学生都能对所阅读的内容产生浓厚的兴趣，学生已对阅读有了一定的主动性。
学生对法国这个话题会比较陌生，但新奇的异国风情更能唤起他们学习的兴趣，因此有利于引导他们进行深入的思考与探讨。
通过初中半年的学习，学生已具备一定的阅读理解能力，掌握一些阅读理解的策略与技巧，借助本课的阅读理解活动进一步巩固、运用已学的策略与技巧，以提高学生的阅读理解能力。但学生对猜测词义的能力不是很强，因此在教学中逐渐渗透常见的构词法及在具体的语境中锻炼他们的猜词能力。
【教学方法与手段分析】
本节课的教学较好地解决了学生对阅读策略的学习和运用的问题。从阅读文本入手，先后设计了skimming, scanning等层次的阅读，每一步的阅读都提出了不同阅读要求，从了解大意到掌握具体信息再到通过构词法及根据上下文语境猜测意思，以便养成良好的阅读习惯，并且通过分享，阅读，分析，练习，讨论，表达等形式多样的任务型活动使学生始终保持较浓厚的学习兴趣，处于积极主动的认知状态，逐渐实现从语言输入到内化语言知识，再到语言输出，最终完成知识的建构，从而为培养他们的综合语言运用能力奠定基础，有效地提高了课堂活力。同时借助多媒体进行教学，旨在充分调动学生各官能，使他们积极参与教学活动，提高他们学习兴趣，为教学内容提供了贴切的背景和清晰的情节，起到了辅助教学的作用。