Section D教学实录及点评

Teaching design 2019-5晒课

Unit5 -Topic1 You look excited Section D

学生将通过1的阅读了解我们的国粹——京剧的历史起源，主要角色，素材来源及艺术特点，进而让学生在感觉京剧的旋律美的同时，体会我们祖国文化的博大精深，关心热爱京剧艺术。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

role, frightened, worried, interested, upset, in the end 2.

Skill aims:

（1）能熟练运用linking verb + adjective 结构

（2）能综合运用本课短语、句型写出描述不同情绪的短文

Ⅱ. The key points and difficult points 1. Key points: 学生能正确拼读、书写并运用黑体单词，能用excited, upset, happy 等形容词描述故事中人物的不同情绪, 并熟练运用linking verb + adjective 结构。

2. Difficult points：

综合运用本话题的语法，词汇，句型描述故事中人物的不同情绪。

III.学情分析

学生的总体学习情况不容乐观，我所授课的对象是英语基础较为薄弱，阅读能力有限，学生对英语阅读理解的概念就是翻译和语法，上课不主动回答问题，参与教学活动的积极性不高，大部分学生无法达到课标要求的四级水平。针对学生已有的阅读心理特点和阅读现状，我用“PWP”阅读教学模式来引导学生理解这篇文章，提高课堂效率。通过图片和视频的直观导入，带领学生复习本话题所讲的重点知识，增强学生的自信心。然后通过一个京剧短视频的导入，让学生直观的了解Beijing Opera.从而激发学生们的阅读兴趣。八年级第二学期的学生有能力从网络中查找自己所需要的资料，所以本节课的课前任务我布置给学生去查找一些影响情绪的因素及这些因素造成什么情绪，考虑到有些学生没条件上网，

所以学生之间可以共享资源。这样既培养了他们的利用网络学习的能力也培养了他们合作学习的能力。

IV.教学过程

Step1 Lead in and pre-reading (5 minutes)

教师活动：

1. Teacher shows some different kinds of feeling pictures and asks How is he/she feeling? 2. Play a short video of Beijing Opera to Students. Ask students a question“What do you know about Beijing Opera?”

Teacher shows some pictures about Beijing Opera to Students to introduce it. 学生活动：

1. Students answer :He/She feels happy/worried/angry/excited/lonely and so on to review Grammar Linking Verb + Adjective 2. Enjoy a video of Beijing Opera and discuss. 3. Read the title of the passage, guess what this passage is about 4.The students see the pictures of the roles in Beijing Opera and learn some new

words to lead to the new lesson.

设计意图: 本环节通过视频和图片直接导入课文内容的阅读，设置问题引导学生学会读前通过标题和问题来预测文章的大概内容。

Step2 While-reading (25 minutes)

教师活动：

1.Reading for the main idea（Work alone）

①The teacher asks the students to skim the passage and find the main idea of each paragraph. ②Teacher checks the answers. 学生活动：

Students do it quickly alone. 设计意图: 帮助学生养成在阅读前关注文章每个自然段的首句，判断文章每段主题句的习惯，同时降低了阅读的难度，有助于提高学生的阅读兴趣。

2.Skimming (Work in groups)

教师活动：

Read the passage and mark T for true or F for false. 学生活动：

①Students scan the passage and mark T or F（pay attention to the key words) ②Check the answers by themselves.

设计意图: 让学生根据关键词有针对性地回到原文中，使用跳读的方法寻找答案，提高阅读的速度和理解能力。

3.Reading for details (Group work)

教师活动：

①The teacher asks the students to read Paragraph 1 and answer the questions: Q1:When did Beijing Opera come into being? Q2: Where did its music and singing come from? Q3:How many main roles are there in Beijing Opera? ②The teacher asks the students to read Paragraph 2 and answer the question : Are the young people interested in Beijing Opera nowadays? 学生活动：

Students read the whole passage and find the answers. And share their answers with the class. 设计意图:

本环节是分段阅读，通过提问的方式，让学生养成带着问题回到文章中细读的习惯。培养学生归纳总结的能力。

Step3 Post-reading (10 minutes)

教师活动：

1.Teacher shows the mind map to ask students to retell the passage.

2.The teacher makes a summary to explain the key points and difficult points to the students (1) come into being (2) used to (3) be full of (4) gesture (5) in the end (6) be popular with sb.

(7)be/become interested in ... 3.

Ask students to make their own sentences by using the new phrases. Then the teacher asks the students to fill in the blanks according to the passage.

学生活动：

①Students retell the passage according to the mind map. ②Students underline the language points in their books and make some notes; ③Students finish the exercises on the screen and share their answers

设计意图:

利用思维导图复述课文，培养学生归纳总结的能力,同时加深对京剧的了解。本环节涉及的是阅读文本中的重点词汇和句型，通过练习的方式，让学生更好的理解本文，从而便于后面的写作练习。

Step4 Homework The teacher shows Students the homework

1.To read aloud the passage together. 2. Write a short passage about your favorite movie or story and so on. 设计意图:

通过朗读课文进一步熟悉文中语言。通过写作练习，让学生巩固和运用所学内容，达到学以致用。