Reading 1：Homes around the world教学设计第二课时

巧设情景

培养学生的阅读技巧 ----7B Unit1 Reading (1)

无锡市堰桥初级中学

葛黎群

[教材分析]

新版江苏译林版初中英语教材继续沿用牛津初中英语的话题功能，每个单元都围绕一个话题安排教学内容。本教材注重培养学生的英语思维习惯、对话和写作的逻辑性和条理性，以及学生的自主学习能力。本单元的大标题为“Dream homes”, 主要围绕“homes around the world”展开话题。本单元的阅读课分为两课时，本堂课为阅读课的第一课时，着重培养学生各种阅读技能与技巧，增强学生语感，为英语写作打下良好基础。

[学情分析] 初一新生经过大半个学期的初中学习生活的磨合，基本适应了紧张的初中学习生活，对英语的新奇与好奇心还没有泯灭，对英语的一知半解和阅读技能的缺乏促使他们仍然对英语充满兴趣，同时正值圣诞节临近，学生喜欢过圣诞节。基于这种情况，本人以“对世界各地的家感兴趣”为主线，将阅读材料设计成收到三位外国笔友圣诞贺卡（with different homes ）的形式，把课文和后面的相关练习串联起来，营造故事情景，吸引学生在轻松的学习氛围中完成阅读教学。

[教学目标] Knowledge aims: 1. Learn some words and phrases about different homes and different rooms in homes. 2. Learn how to use the newly-taught words and phrases to describe homes. Skill aims: 1. To improve the students’ skills of obtaining details by reading homes around the world. 2. To respond to the text by making about the three foreign students’ activities.

3. To improve the students’ listening, speaking, cooperation and communication skills.

Emotion aims: 1. To increase the students’ co-operative consciousness by pair work or group work.

2. To culture the students emotion to love their homes and country.

[教学方法]

Task-based & Situational Language Teaching

[教学手段] 整合网络资源，充分利用多媒体、文本、图片等教学媒体辅助教学，促进学生的有效性学习。

[教学准备] 1）知识准备：认真钻研教材，明确教学目标，把握该版块的重难点，布置学生做好课前预习工作。

2）资源准备：从网上下载所需图片，整合手头的相关文字图片信息，制作多媒体课件。

[Teaching Procedures] Step 1 Warming up

Play a video about “homes around the world ”for the students to watch, with the light music as the background music.

( 设计理念：给学生观看各个国家的民族特色的家园及室内摆设，并以轻音乐做背景，使学生对本课内容充满好奇，在轻松氛围中融入学习，有利于提高学生的参与度与专注度。) Step 2 Leading in 1. Say to the students: Just now we saw different kinds of homes around the world. Do you like them?

Yes,

I like them very much too, because I’m interested in homes around the world. Today let me show you around my home first. ( to lead in the teaching of all the new words. )

garden

/ɑ:/

one of the flats /æ/

Neil

London

Hi! I’m Neil. I live in…

Hello! My name

is Anna. I live in…

Anna Moscow Hi! I’m Stephen.

Stephen

Los Angeles I live in….

( 设计理念：利用圣诞节贺卡的形式，引入Reading 内容的学习，能吸引学生的注意，激发他们参与的热情和好奇心。) 2. Fast-reading

Ask the students to read through the three passages quickly, then find out what country they are from.

Fast reading:NeilAnnaStephenRussia the USAthe UK( 设计理念：让学生通过快速阅读寻找三个朋友的国家，培养学生快速查找信息的能力。) 3. Careful-reading

(1) Read about Neil’s home, and answer some questions in pairs. (2) Listen to Anna’s home, and fill in the blanks.

(3) Read about Stephen’s home, and do True or False exercises Careful reading:Neil’s homeAnswer some questions.1. Which is his favouriteroom?The kitchen.2. What does he do in the kitchen?He and his family often sit there andenjoy a cup of tea.3. What does he do in the garden?He always has fun with his dog there.( 设计理念：通过回答问题、短文填空、对错练习等不同题型的阅读训练，不仅充分地

理解三篇文章内容，也训练到了听力能力，巩固了文章的理解。

) 4. Loud-reading

Listen to the tape and repeat, read after the teacher again, then students read together loudly. ( 设计理念：在充分理解了三篇课文内容的基础上，让学生模仿课文录音朗读课文，训练学生的大声朗读能力，并进一步加深对课文的理解。

) 5. Comprehensive reading

After reading these three passages about Neil’s, Anna’s and Stephen’s homes, get the

students finish Part B2, B3 and B4.

( 设计理念：通过大声朗读，进一步加深对课文的理解，为学生解决文后的相应练习扫清了障碍。

) Step 4. Extension Say to the students: OK, you have learnt about my home, my foreign penfriends’ homes, and now I want to learn about your homes because I’m interested in homes around the world.

(1) Discussion

Get the students to talk about their homes by asking and answering the questions below in groups of four.

( 设计理念：通过四人小组问答形式，让学生充分谈论自己的家，使学生充分了解自己的家的详细情况，为下面即将进行的描述自己的家园做铺垫。

) (2) Description

Get the students to describe their own homes, write something about their own homes.

a)

Say to the students:

Now let me tell you about my home first. Hello！I’m Miss Ge. I live in a small town 15 miles away from Wuxi. My house isn’t very big but it’s very warm. My favourite place is the balcony because I like to enjoy the sunshine and read books there. I hope to have a beach in front of my house and then I can

look out at the beach and the sea. ( 设计理念：教师通过口头方式谈论自己的家园，目的是将本课中一些重要的知识点串在一起，让学生再熟悉一遍本课的重点知识，同时为学生呈现了一篇范文，使学生便于模仿。)

b)

And now it’s tome for you to tell me your own homes. You can take my passage as a model, also you can take Neil’s home, Anna’s home or Stephen’s home as a model.

It’s time to talk about your home.NameHi! I’m …HomeCity / TownHouse / FlatBig / SmallFavouriteplaceWhy ?Hope( 设计理念：通过对课文的充分阅读和理解，以及大量的练习做巩固，学生对课文内容已经相当熟悉，此时让学生谈论并描述他们自己的家是顺其自然、水到渠成。这也正是本课最终学习目标之所在，真正做到了学以致用。)

Step 5. Homework

Write an article about your own home with the important sentences in this lesson. (设计理念：课后作业是让学生结合自身的情况，用本课所学内容进行写作练习。这也正好和本课以homes around the world开场起到呼应。使这节阅读课有始有终。) [教后反思] 从整堂课来看，“homes around the world”这根主线分明、贯穿课堂始终：

从观看“世界各地的家”到了解“老师的家”，

再到学习“外国笔友的家”，到最终谈论“学生自己的家”，层次分明，层层递进。从课堂气氛看，摆脱了以往阅读课只是一味的读读练练的沉闷氛围。学生的参与度比较高，不管是游戏和阅读，还是谈论和写作，感觉学生的注意力都很集中。但是从学生在本课的课堂操练中，不难发现学生中的个体差异还是比较大的。教师对英语课堂中的“弱势群体”还要在以后的教学中继续多加关注。从课后学生写的小短文来看，绝大多数学生对本课新授内容已经熟练地认知和较好地掌握。但是还有个别同学对本课内容中的一些重点句型还是没有掌握，在以后的教学中还要继续呈现和操练。