Module 8 Unit 2 We thought somebody was movg about 教案

Module 8 Time off Unit2 We thought somebody was moving about.
1、学生分析
学生在Unit1中已学习宾语从句的基本结构，且总体英语素养良好。但是在运用批判性思维进行阅读方面还有所欠缺，不习惯于主动思考。因此本节课的侧重点在于利用思维工具及问题训练学生的批判性思维。
2、内容分析
Unit2的文章文体是电子邮件，由Betty向读者介绍了她游览张家界国家森林公园的经历。文章结构清晰，开头介绍张家界基本信息，然后按照时间顺序介绍昨天，今天，明天的行程。这样的写作方式一定程度上体现西方人注重逻辑思维，情感表达直接。同时文章将张家界的客观事实以及Betty的旅游感想很好地结合在一起，给学生提供了一次锻炼思维能力的好机会。
3、教学思路（含流程图）
以“设计5A级景区张家界的传单”为任务主线，让学生在语境中正确运用that引导的宾语从句。运用网络视听资源、看图说话、设置问答等手段帮助学生提取信息、归纳总结，由浅到深地理解文本，从而达成学习迁移。另外，结合英语学科核心素养的基本要求，引导学生对文本进行交互式与独立式的思考，旨在提升学生的思维品质和学习能力。在评价系统以过程性评价为主，辅以分组游戏，鼓励学生积极参与课堂互动。
流程图：
1、教学目标
四、教学目标
在本课结束时，学生能够：
1、 语言能力：熟练运用宾语从句给出简单的评论和建议；懂得根据所给提示信息介绍旅游胜地。
2、 思维品质：运用思维工具进行分析、归纳和总结，提高批判性思维品质。
3、 文化品格：理解西方人注重逻辑思维、情感表达相对直接的写作方式；宣传本土文化，培养跨文化交流意识
4、 学习能力：运用所学的语言知识、表达方式来完成制作宣传单的任务。
五、教学过程
教学步骤 教学目的 教学过程 媒体运用
Step 1 Lead-in To lead in the topic and introduce the lesson task 1). The teacher has a free talk about what to do in time off with students and then leads in the topic.2). The teacher shows a blank leaflet of Zhangjiajie to students and asks questions: a. Do you like this leaflet Why or why not b. What information do you want to know from the leaflet 3). The teacher shows some beautiful leaflets to students and asks them to make the one of Zhangjiajie better. PPT
Step 2 Pre-reading To get the vocabulary ready for the lesson task and reading. 1). The teacher tells students the two requirements of the lesson task: a. Get your vocabulary ready. b. Get your information ready. (an information card)2). Students go to website Kouyu100 to learn the new words by using “Words in Two Minutes”. They need to get at least 90 points on it. PPT、口语100平台
Step 3 While-reading To understand the structure of the passage using time line.To improve students’ skill of acquiring, analyzing and concluding the key information as well as their critical thinking skills by using some effective thinking tools. To help students understand how to use object clauses to tell opinions and give advice better. 1). Skimming：a. Students look through the passage quickly and answer questions about the structure and the main idea of the passage: Q1: What is the passage How do you know A. an email B. a letter C. a leaflet Q2: How many parts can you divide it into Q3: What is the main idea of each part b. The teacher unfolds the main idea of each part when students say it out, after which the teacher leads students to find out how the structure is like ----Key structure2). Scanning : Analyze the passage part by part according to Key time line. a. Part 1: Read and underline ①. Underline the answers to the questions: Q1: Where is Zhangjiajie Q2: How large is it Q3: What can you see there ②. Think about the question: Q4: Does Betty like the things she see there How do you know Students need to distinguish which question asks for facts and which one opinions ①or② And then the teacher concludes: Use object clauses to tell opinions. b. Part 2: Read and tell ①. Find out the facts and opinions in Part 2. When students are telling the opinions they find, they need to use object clauses.c. Part 3: Read and discuss ①. Find out the facts and opinions in Part 3. Q1: What made Betty feel sorry Q2: What was uncle’s opinion ②. Find out the advice in Part 3. Q3: What was uncle’s advice After students find out the answers, the teacher concludes: Use object clauses to give advice.d. Part 4: Discuss and say ①. Discuss in groups and think about what terrible facts Betty may see tomorrow Give some advice. Students need to use object clauses to give advice.3). Finish the information card about Zhangjiajie on their computers. PPT
Step 4 Post-reading 1. To improve students’ critical thinking skill2. To allow students to practise and apply what they’ve just learned and consolidate the use of object clauses . The teacher leads students to think deeply about the writing purpose and reasons.a. Think and compare ①. Read the beginning and think: Q1: Why did Betty write such an email Q2: Why not talk on Wechat or make a call . The teacher leads students to distinguish the difference of an email and an information card, though both of them deliver information. Students think about which kind of writing method can make their leaflet more attractive.b. Think and compare ②. Compare the email and the information card they’ve just finished and think: Q3: Which one is more attractive Why 3). Students work in groups and make a leaflet for Zhangjiajie according to the information card on their computer using PPT. Student A: writerStudent B: editorStudent C: speakerAfter they finish the leaflets, they need to upload them to website Kouyu100 and show them to the class. PPT、口语100平台
Step 5 Homework To consolidate what they’ve learned in this class and transfer them to other situation The teacher asks students to make a leaflet for Wuzhen after class. Students go to “School Library” on Kouyu100 and down load some materials they may need.b. The teacher makes clear of the homework requirements to students. 口语100平台
七、教学反思
这是一堂互联网+初中英语阅读课。口语100网络平台给教师提供了非常好的教学工具与资源。其主打的功能能为英语听说看三大技巧提供非常优质的帮助。而本节课是阅读新授课型，在对平台功能的挖掘方面另辟蹊径。本节课运用了口语100网络平台中的“单词两分钟”、“微视频/图文作业”以及“学校图书馆”等功能。
1. 合理利用“单词两分钟”能够有效帮助学生达成读前的语言铺垫，扫除单词障碍。2. 而“微视频/图片作业”这项原本用于设置课后作业的功能被利用作为展示课堂
任务的载体，是对平台功能的新挖掘，使其能够适用于更多课型。 但是由于学
生现阶段利用电脑完成英文输入还较生疏，所以在课堂任务的设置上应当慎重考
虑难易程度。
3. “学校图书馆”功能能够给师生一个交互分享的平台。本节课老师正好利用这
样的一个平台，为学生的课后作业提供更加丰富的资源和素材，而学生也可将自
己的文字或图片的素材分享到图书馆中，形成一个师生、生生之间的庞大资源网。
对学生的阅读范围是个不小的提升。
但同时本节课仍然存在这很大的提升空间。单词两分钟的利用应当要更加顺理成章，才能够使得学生不会因为老师在“网页”与“PPT”之间转换而感到怪异。另外由于学生现阶段利用电脑完成英文输入还较生疏，所以在课堂任务的设置上应当慎重考虑难易程度。平台上的操作指令也应该更加清晰有效，才能避免学生因操作错误而浪费时间。
教学步骤
教学目标
学情关注
话题导入，任务介绍
创设情境，为读与写做铺垫。

为吸引外国游客设计一张张家界的宣传手册
语言词汇铺垫

关注学生的兴趣和生活经历
关注学生语言基础

任务交代
读前
快速阅读，回答大意、结构问题。

启发学生思考文章结构差异

获取大意、结构信息
启发学生思考文章结构差异

略读
关注学生阅读技巧
引导学生关注文章写作特点
学会新的语言知识

通过时间轴理解文章写作特点。
学习宾语从句结构用法。

细节提取
语言输入
分部分阅读文章，提取信息
归纳信息，完成时间轴
结合时间轴，总结游记的特点；并学习宾从。

细读
巩固新的语法
运用批判性思维
综合运用语言表达观点

强化语法使用与理解
提升思维能力
学以致用

结合自身，
思考与讨论
上传传单，

巩固语言
思考讨论
读后