1、初中英语外研社新标准三年级起点七年级下册Module 2 What can you do? Unit 2 I can run really fast.教学设计一、教学背景分析教材分析: 本课使用教材为外研社出版的英语 （新标准） ，按照“素质题材功能结构任务可行”的体系编写，着重培养学生运用英语的能力，同时体现外语教学的跨文化教育本质。本书是初二下册，共有十二个模块，围绕十二个话题展开教学。每个模块下设三个单元。第一单元以培养学生的听说能力为主，兼顾读写，包括词汇、语法、语音等内容。第二单元以培养学生的读写能力为主。第三单元是训练学生能用本模块所学的语言结构与词汇综合提高听说读写技能等。本模块
2、的话题是询问和谈论能力，分三个课时进行学习。本节课是这个模块的第二课时，是一节读写课的新授课。本课的学习课文是学生的班委竞选词，学生写出自己要参选的职务和自己的优势和能力，号召大家选自己。经过第一单元的学习之后，学生已经能够对自己的能力进行清楚的表述，对自己的喜好也有了深入的了解。学生通过系列阅读和实践活动，学生可以进一步掌握情态动词“can”表示能力的用法。与实际生活相关联的内容总能激发学生的学习兴趣，所以学习之后，学生可以顺利的把语言运用于生活实践，写出自己的竞选词，展示自己的特长和能力。同时，综合性的语言运用活动可以为以后的学习打下一个坚实的基础。在本课教学中，我对教材活动一的内容进行了
3、整合，把问题整合为两层：1.What can you do? 2.What can you do for our class?以此导入阅读材料。把活动二、三、四的内容分解整合为三步阅读：1.短文大意的判定；2. 段落中心大意的获取；3.段落细节信息的获取和理解。在读后输出环节，把活动五分解为两步活动：1.写写自己要竞选的工作和理由；2.写写你选择谁做班委并陈述理由。通过整合教学内容，使学生由浅入深，由基础学习到能力提升，进一步提升学生的综合语言实践能力。在课程教学资源的取舍方面，我运用了一部分生活图片起到激发学生思维的目的；录制了平行班学生的演讲视频，使学生感觉话题更贴近他们的生活实际；在对学
4、生进行语言训练实践活动时，为突出语言学习的实用性，截取了奥巴马竞选总统成功获胜演讲的一段视频，使学生明白“真正的演讲要突出能力，发挥特长，打动听众的心灵” ，使学生学会自信的使用语言。学生情况：授课对象为初一年级的学生，班级整体学习氛围较好，学习英语的热情比较高，因此在英语课上思维比较活跃，都能积极参与活动中。 本模块的话题是竞选班委，是与学生的生活经验直接相关的话题，学生非常熟悉。学生在小学阶段接触过情态动词 can 用法，同时在第一单元的听说训练中，学生对情态动词can 的语法已经有了初步的理解和掌握。在阅读课上，初一的学生已经在逐步尝试使用阅读策略来解决阅读任务，教师要设置合理的问题来给
5、学生练习和展示的机会。但有些学生因为不自信，不是太敢表达自己的观点，所以课上尽量给每个同学分配不同层次的问题，并鼓励学生通过小组合作互相学习，在阅读方面，学生的理解能力较好，但词汇量还需扩充，应当多进行课外英语阅读训练。在阅读课前学生应当查阅生词，查阅有关背景信息，阅读理解文章内容。在阅读课结束之后，也要组织学生进行多样化的语言实践活动，例如：组织班级英语竞选会，能力比拼等。教学内容：本模块的话题是询问和谈论能力，分三个课时进行学习。本节课是这个模块的第二课时，是一节读写课的新授课。本课的学习课文是学生的班委竞选词，学生写出自己要参选的职务和自己的优势和能力，号召大家选自己。整体的文章设计结构
6、为：从小到大，从局部到整体。为接下来的写作训练提供了很好的范文和模板，教师引导学生进行小组活动，完成自己竞选职务的演讲稿和选举他人的演讲稿，并组合成一篇作文，最后展示。教学方式：PWP、Task-based teaching approach教学手段： 图片、视频、多媒体 课 型：阅读与写作二、教学目标及重难点1.语言知识目标（1）通过阅读，了解班委竞选演讲的基本情况；（2）认知竞选演讲的结构。2.技能目标（1）通过阅读，了解班委竞选演讲的主要信息；（2）运用所学语言知识和写作技巧完成一篇简要的班委竞选演讲 。3.学习策略目标（1）感知、运用 skimming 等阅读技巧和方法；（2）能够通过
7、小组合作的方式，学会合作学习。4.情感与态度目标（1）能够根据自己的喜好和特长确定自己的发展目标，增强自信；（2）能够认识自己的能力，增强为班集体服务的意识 。5.教学重点和难点教学重点：1. 利用课文培养学生的一些阅读技能，如预测、理解文章主旨大意、把握段落大意的技能等。2.用 can 陈述个人能力的用法3. 掌握英语中竞选演讲的文章结构。教学难点：1. 在特定语境中正确运用情态动词 can 表示能力，使语法知识的学习融入生活实践，培养学生用语言做事情的能力。2.帮助学生构建英语文章的思维模式，运用语言知识开展英语竞选演讲。三、教学方法PWP、Task-based teaching appr
8、oach、communicative approach、cooperative approach四、教学流程图：Lead-inPre-readingWhile-readingPost-readingSummary and homeworkA game: Can you do?Ask questions: What can you do? Pair work: What can you do for our class?1. Fast-readingRead the 1st paragraph quickly and answer the questions.Read and find the
9、headings with paragraphs2. Careful-readingTo get more information about Lingling, Daming and Tony.3. Extra-reading1. Elicit Ss to find out the passage structure about running for class monitors.2. Retell the passage in groups.3.Guide Ss to summarize how to run for a class monitor.4. Group work: to d
10、iscuss and write What they would like to be and why.5. Group work: to discuss and write who they choose as class monitors and why.4. Presentation: to present group work results in front of the class.1. Try to encourage students to make a contribution to the class by efforts 2. Homework五、教学过程Step. Le
11、ad-in活动 1：Listen , answer the questions and do the actions.T：Organize a game: Can you do?S: Do as the teacher asks. 【设计意图】通过询问学生的日常生活内容，调动学生学习兴趣，引入本课课题。活动 2： BrainstormingT：Ask questions: What can you do?S: Talk about ones abilities 【设计意图】以图片呈现例子，具有一定的挑战性，开放性的问题具有互动性。学生可以自由运用所学语言，可以鼓励学生不断提高自身素质。Step
12、 . Pre-reading活动：Watch a video and activate the background knowledge.T：Play a video from the learning monitor of a class. Guide students to know her name, her job in her class and her abilities. Get students to work in pairs to talk: What can you do for our class?S: Watch the video ,know more about
13、the girl. Talk in pairs and share the ideas.【设计意图】通过学生身边人物的简短演讲，使学生能够交流相关的背景信息，介绍班级职务，为阅读做好铺垫。What cnyou d?Step . While-reading活动 1：SkimmingT：Get the students to skim the passage and check if they have got the main idea the passage. Reading tip: We can find the main idea from the first paragraph.S:
14、Read quickly and finish the task with the help of the first paragraph. 【设计意图】通过速读课文，明确文章主要内容（Its the start of the new term and students are choosing their new monitors.） 。 激发学生全面理解文章细节的欲望，渗透阅读策略：首段即中心段。活动 2：Finding who and what they would like to be.T：Get the students to scan the text again and find
15、 out the paragraph headings. Meanwhile, draw a mind-map with students to consolidate the reading strategies.S: Read the whole passage quickly and try to find out the paragraph headings with the help of theT photos and the top sentences .Match the people with the job they would like to do.【设计意图】通过阅读活
16、动，学生能够借助图片和主题句快速理解文章的结构和段意。渗透阅读策略：图片和段落标题句可以帮助理解文意。活动 3：Careful reading -Para 2T：Get the students to read paragraph 2 carefully, develop students abilities of catching the key information and guessing the meanings of words and understanding the text.S: Read and try to understand the details of the t
17、ext, understand and guess some new words. Read after the tape and try to retell the paragraph together.Reading tp:hots secRead quickly andmtch: No1: Chose tcrt answer. 2Uodcibhatey wnto be.The firstpagrh edinsTh pot Al thes canpyoudrt t g.Lnitol1. Lingldoest gn welith (与 某 人 相 处 融 洽 )others?Tru FalC
18、arfli parg 2Gui thmais of rd2. “ready”ns_A准 备 B 乐 意 的3. proi 承 诺 愿 意准 备 乐 意 的承 诺 愿 意N1: Decid truo false. o2Ushndcmpltsenc .【设计意图】学生通过细读段落，识别并理解单词的含义，学会根据上下文猜测词义，获取更多信息。跟读可以培养学生形成准确的语音、语调，培养语感。渗透阅读策略：划出信息句，可以快速确定特定信息；根据上下文可以准确推断词义。活动 4：Careful reading -Para 3T：Get the students to read paragraph 3 ca
19、refully, Help students to get more information .S: Read carefully and find out the answers to the questions .Read after the tape and try to retell the paragraph by using the pictures and key information.【设计意图】学生通过细读段落，可以获取文段的关键信息。跟读可以培养学生形成准确的语音、语调，培养语感。梳理关键信息可以帮助学生更好的理解段意。活动 5：T Careful reading -Pa
20、ra 4T：Get the students to read paragraph 4 carefully, get detailed information.S: Read carefully and fill in the chart. Read after the tape and retell the paragraph.【设计意图】细读可以加深对文段的理解。跟读可以培养学生形成准确的语音、语调，培养语感。梳理关键信息可以帮助学生更好的理解段意。Step . Post -reading活动 1：Watch ,listen and read T: Get students to watch
21、 the video about the passage , pay attention to the pronunciation and intonation, try to improve comprehensive abilities.S：Watch ,listen and read, then read by themselves.Careful dingDmi1. Wht caido?2. Isingft healty3. at io ?prgh 3No1: Answer thquestion. 2k ads byghecrtand complet snces .parghWhate
22、 would iket bth cleni moitry (rsn)hate pomiNo1: Useth prase. 2cotndcomplet snces .Tny【设计意图】通过观看视频和跟读，学生对文章的理解借助正确的语音、语调和感情展现出来，培养提升学生的语感。活动 2：Retell the passageT: Guide Ss to summarize the structure of the passage, retell the passage after reading in groups.S：Work in groups , try to retell the passa
23、ge by using key information , act it out with the help of the mind-map.【设计意图】通过梳理文章结构和复述课文，巩固所学内容，加深对文章整体的理解。活动 3：Writing-What would you like to be in our classT: Help students summarize how to write a passage about running for a class monitor. Play the video from Obama Victory Speech, tell students
24、 a successful speech should touch peoples heart.Get students to work in groups and discuss the jobs they would like to do and the reasons. S：Summarize the structure of writing about running for class monitors.Enjoy the speech from Obama, learn something from him.Talk about their abilities in groups
25、and write about the jobs they would like to do and the reasons. Make the speech in groups in class.【设计意图】通过梳理竞选班委的演讲结构，欣赏奥巴马竞选成功的演讲视频，学生可以更好的把语言学以致用。介绍自己竞选的班级职务及理由的活动，可以进一步夯实本课所学，也能激发学生把语言运用于生活的热情。小组活动环节可以给每一个学生参与、展示自己能力的机The struc ofthe pasg1The main d3Studen 24t 32t 1Writng-1hat moit wuld yolike/
26、yuwant tbeincls?rk igp frStudAt/Mnit 1Boi2en Cr 3tDit4会，展示环节可以让学生进一步实践运用语言。活动 4：Writing-Choose class monitors for our classT: Get the .students to work in groups and choose the best students for the job. Give students emotional education：love their class and make a contribution to the class.S：Work i
27、n groups and write down their decision .Share the ideas in class .【设计意图】指导学生合作完成任务，深入延伸本课所学知识，小组活动环节可以给每一个学生参与的机会，给每个小组提供展示的机会，可以使学生进一步提升综合技能。 同时，为本课情感升华（Everybody can make a contribution for our class !每个人都能为班级做出贡献！）做了好的铺垫，引起学生情感上的共鸣。Step . HomeworkStudents must: Read the conversation after class,
28、pay attention to the pronunciation and intonation, arrange notes after you read;Choose a class monitor you can do and write down your reasons;Read the passages about running for jobs and finish off the tasks.If students can: Write a passage about running for a job.【设计意图】朗读可以使学生进一步理解文章内容，提升语感；阅读练习可以让
29、学生复习、巩固所学，获取更多文化背景信息，综合运用语言知识。六、课后提升1.收获：_2.困惑：_3.悦读积累：三篇阅读任选二篇，完成相关阅读任务。主题阅读一Millie is a little girl at the age of nine. She is a pupil in a primary school She works hard at her Writng-2Chose bs peol tbe hmnitiyuca.w /h ?atjes n d?y / caoitt subjects .In class, she takes an active part in all kinds
30、 of activities She looks smarter than her classmates.One day. she was doing her homework after supper as usual. Her father was not in. Her mother was taking a shower in the bathroom. After she finished her homework. Millie asked her mother to check her homework. but her mother didnt answer her. A fe
31、w minutes later, her mother was still in the bathroom. Millie felt strange. She knocked at the door. But her mother made no answer. She pushed the door open and found her mother lying on the floor. At the same time, she smelled something terrible. It was the gas. She quickly opened the window, turne
32、d off the gas and called 120 and 110 for help. Soon some doctors and policemen came and sent her mother to the nearest hospital. Her mother was saved at last.Why did the little girl know how to do that? That was because she had learned how to save herself and others in danger in school.( )1.Although
33、 Millie is , we should learn from her.A. a primary school pupil B. a college student C. a nineteen-year-old girl D. a middle school student( )2. What was her mother doing while Millie was doing her homework ? A. She was shopping B. She was workingC. She was taking a shower D. She was watching TV( )3
34、. Why didnt her mother answer her?A. Because she was angryB. Because there way something wrong with her mother.C. Because she wasnt at home. D. Because she is busy doing the housework.( )4. The accident happened _ A. in Millie s home B. in the cinema C. in a hospital D. in a school( )5. We should be
35、_ like Mille when we are in danger.A. brave and calm B. shy and afraid C. worried and frightened D. kind and strange主题阅读二Tom and Mike are good friends. They are kin d to children. They want to find summer jobs. One day Tom tells Mike that Qinling Kids Summer Camp needs help with sports, music and co
36、mputers. They are both very glad to hear(听说) this.Tom can play basketball and volleyball, and he can swim, too. Mike can play the violin, the trumpet, the drums and the guitar. Tom and Mike like computers very much. Can they join the Summer Camp?( )6. Tom and Mike want to _.A. help with sports, musi
37、c and computers B. be good with childrenC. join the Summer Camp D. get help from the Camp( )7. What does the Summer Camp need help with?A. Flying kites . B. Sports, music and computers.C. Making cakes. D. Drawing pictures.( )8. Mike can play _.A. the drums B. volleyball C. basketball D. football( )9
38、. Tom can play _.A. the drums B. table tennis C. basketball D. football( )10. What do Tom and Mike both like?A. Football. B. Computers. C. Swimming. D. Sports主题阅读三Zhang Peng is my friend. He is a b oy from Shanghai. He likes music. He is in their school r ock band（摇滚乐队）. He often plays the guitar on
39、 Sundays. He plays it very well . You can see lots of guitars in his bedroom. Now their school rock band needs two good musicians. Can you play the piano, the trumpet, the violin? Then you can join their band. You can Zhang Peng at 612-1251.You can also write to him. His e-mail address is .( ) 10 .Z
40、hang Peng isnt from China.( ) 11.He is good at playing the guitar.( ) 12.He has a lot of guitars at home.( ) 13. Zhang Pengs school rock band needs three good musicians.( ) 14.You can write to him,too if you want to join the band.4.写作留印：假设你是 Betty，来自美国，你想竞选你们班的班长。请根据下面的内容，写一篇短文介绍自己，为自己“拉票” 。姓名：Betty
41、 来自：美国 年龄：14 岁 爱好：唱歌、跳舞、弹钢琴、打篮球 性格：善良、乐于助人，与人相处融洽 竞选口号：选我，我承诺会作你们最好的朋友！要求：1. 条理清楚、意思连贯、语句通顺、标点正确。 2. 50-60 词。七、板书设计：Module 2 What can you do?Unit 2 I can run really fast.Class monitors:八、评价设计利用课堂评价表，小组成员之间进行评价，以为标记，每完成任务得 1 星，得星最多1.class monitor2.the learning monitor3. the cleaning monitor4. the Chi
42、nese monitor5. the PE monitor6的小组为 super group ，得星最多的学生为 Super star。初中英语阅读课学生过程性学习成果星级评价表组别_/_班 组长_ 时间_组员 读前热身文章阅读读后展示自我评价组长评价合计合计得星问题收获 说明：只要学生能够主动起立回答问题既得 1 星，2 人展示小组计 2 星，4 人展示计 4 星，学生个人对自己本堂课表现评价，满意即可加 1 星，组长对本组组员表现进行评价，及时统计，在下课前交给老师，评出明星小组和个人。（设计意图：阅读课学生过程性学习成果星级评价表，能让学生对自己本节课的表现，组长对组员的表现作出过程性评
43、价，表扬先进，鞭策后进，增强竞争意识。同时使教师和学生本人能够把握教学中每一个环节的学情，查漏补缺，同时为下一节课的教学做好铺垫。）十、教学反思本节课是初一下册第二模块 What can you do？第二单元 I can run really fast,是一节读写课。本课以是关于“班干部竞选”的演讲为话题，通过学习，让学生理解文章内容，并能在实际生活中加以实践运用。首先，为使初一下学期的学生更好的理解文章内容，提升阅读兴趣，我设置了分层次的阅读任务，先让学生快速阅读，把握文章中心。再分层速读，找出段落的大意。之后是对每一段落细节信息的理解和把握。设置让学生观看文章动画环节，有效的实现文本的理
44、解和输出。其次，在阅读的过程中，我注重对阅读策略的渗透，帮助学生归纳总结了猜测词义、判定大意等策略方法，通过判断对错、回答问题、选择答案、完成表格等多种形式评价学生对文本材料的理解。借助点读笔点读原文，对学生的语音、语调起到了好的训练提升作用。同时，在阅读过程中，充分运用思维导图的形式提升学生的思维能力， 使学生对文章的脉络和结构及语言有了更好的把握。再次，为使学生积极的参与课堂，实现用语言做事情的目的。结合本课学习内容Running for class monitors, 我设计了一系列运用问题的情景：从一开始的 what can you do? 活动，递进 what can you do
45、for our class? ,到最后的 what would you like to be ? Who do you choose? 都围绕学生的实际生活和身边熟悉的人和事务展开，使学生自然而然积极的参与到课堂活动中来。最后，为了有效的利用评价促进学生的学习，本课使用阅读课学生过程性学习成果星级评价表，让学生对自己本节课的表现，组长对组员的表现做出过程性评价，表扬先进，鞭策后进，增加竞争机制。同时使教师和学生本人能够把握教学中每一个环节的学情，查漏补缺，也为下一节课的教学做好铺垫。应该说，多数学生能够积极的参与到课堂活动中，体会到学习的成就感。与此同时，在设置阅读任务时，每项任务设置了不同等级的评价，按照任务完成的标准，如：是用短语表述还是用完整的句子表述，是自己回答问题还是同桌合作回答问题，学生获得的星值也不同，学生可以自由选择任务等级，这样，可以降低学习任务的难度，让更多学生参与到课堂中来。但是，在授课中，我充分感到了整个教学设计的不足。对学生阅读的引导、小组活动的指导明显不到位，尤其是在语言运用环节，没有充分激发学生展示的激情，学生练习的时间相对较少，展示的小组也少，也在一定程度上降低了学生的学习热情，导致部分学生停留在机械的模仿阶段，没有深层次的语言运用，缺乏自己的创造性学习。在对文化意识的渗透方面，也存在不足，缺乏情感教育，停留在表面，没有触动学生的心灵深处。
