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7A Unit 8 Unusual collections Lesson 1 Reading
一、教学材料
授课年级：初一
教材：义务教育教科书 英语 七年级上册（上海教育出版社）P101单元名称：Module 4 Fun time Unit 8 Collecting things
话题：Unusual collections
课型：阅读课
二、教学内容分析
1. 本课主题语境为“不同寻常的”收藏品（兴趣爱好）。语篇以对话形式呈现的故事。本课主题的题材是关于收藏物品，讲述的是 Sam 和 Helen 去看望祖父母的故事。这两位老人热衷收藏，藏品门类多样。老人们向孩子展示了自己的藏品，还给孩子提出了合理支配时间的建议。本课揭示了本单元的主题：收藏物品。此模块在模块四起非常重要的作用，七上 Module 4 的主题是“欢乐时
光”(Fun time)，它包含了两个单元：U7 和 U8。在 U7 学生了解了学校丰富多彩的社团活动（校园内），在 U8 学生了解不同的收藏爱好（校园外）。通过两个单元的学习，有助于学生培养积极向上的兴趣爱好，丰富自己的课余文化生活。故事中，通过对话的形式，作者向学生直接展示了：收藏爱好是可以很广泛的，学生们可以培养自己广泛、健康向上的兴趣爱好，同时应注意平衡爱好和日常学习生活的关系。
2.本课文体特征是一则小故事（以对话呈现形式）。对学生而言，趣味性更强，从标题到故事内容，都对学生有较强的吸引力。语言以第三人称为主，但文中以直接引语为主，通过对话的形式，更直观地向学生展示了祖父母对收藏品的热爱。如：She loves doorbells./ I like collecting newspapers. /They’re ours... 同时，文中也以第三者的角色叙述，添加一些描述让学生能从另一面体会到祖父母对
收藏品的热爱，如：There are eight doorbells on their front door./ They went inside and saw newspapers everywhere./ The children followed her into the living room and
saw lots of toys there.
另外，本故事以对话形式展开，多处出现了人称代词和物主代词，一是让学生在具体的语境中理解人称代词和物主代词的指代对象，二是为本单元的语法学习作铺垫。
三、学情分析
(
1
)
本阅读篇章是关于“不同寻常的藏品”，趣味性较强，对初一的学生而言有较强的吸引力。
以对话形式呈现的故事，学生需要花时间理解人称代词和物主代词所指代的对象，以此理清故事中的逻辑关系。
对于询问兴趣爱好的句型，大部分七年级的学生已经比较熟悉，但为了帮助学生在课上熟练输出目标语言，我们可以充分利用导学案的自学自研部分。本课时是一篇会话式的阅读文章，在分析阅读前期需要引导学生理清人物，以及相关句式。任务设计注重层次化，引领学生在阅读中掌握重难点。另外，对于七年的学生在课堂的注意力是有限的，因此在阅读的活动中，设计一些学生喜闻乐见的活动，让学生在活动中主动练习，培养他们综合运用语言的能力。
四、教学目标（语言、文化、思维、策略）
在本课学习结束时，学生能够：
认读和理解单词: collect, collector, collection, model, stamp, soon, inside, everywhere, follow, hardly, space, free
理解句型: I like collecting…\I’m a collector of...
理清对话式故事的逻辑关系，理解故事的结构和内容。
理解人称代词和物主代词所指代的人和物。
了解丰富的收藏爱好，培养和发展自身的兴趣爱好，并合理分配兴趣与学习的时间。
五、教学重难点
理解人称代词和物主代词所指代的人和物。
理清对话式故事的逻辑关系。
六、教学设计理念
在阅读课的教学中，首先要反复阅读课本指令和教学要求，抓住语言特征，从学生学习的角度出发，课前预测并在课堂上诊断学生阅读过程中遇到的潜在困难。阅读教学策略包括以下的要素：
点拨所教阅读材料的体裁特征。
明示所教阅读微技能目标或者阅读策略，比如通过图片和标题预测所学内容。
预测和诊断学生阅读练习的难度，在设计练习时，应遵循由易到难，在阅读中梳理词汇学习。
开展针对性的阅读训练活动，使用情景教学法，在学习的过程中发展学生探究合作精神，以及促进同伴互助教学。
七、教学过程（步骤、过程、意图）
Steps Teacher’s activities Students’ activities Step aims
Step 1 (3mins). Lead-in Ask questions about students’ hobbies. Talk about teacher’s hobby. Listen to the teacher’s questions carefully and answer the questions. To introduce the background knowledge of the topic. To introduce sentence patterns which will be used in the coming steps. To motivate Ss’ reading interest.
Step 2 (2mins) Talk about pictures Ask questions: What can you see in the picture Which one is the unusual collection Look at the picture and describe the picture and guess which one is the unusual collection. To predict what we are going to talk about.
Step 3 (4mins) General reading (the1st reading) Show Ss how to divide the story into 3 parts and give them the main idea of each part in disorder. Ask the Ss to go through the passage. After that, Ss match the relevant information. Go through the text for the 1st time and try to match the relevant information on the worksheet. To foster Ss’ reading skills of skimming. To help Ss clarify the structure of the story.
Step 4 (4mins) Intensive reading (the 2nd reading) Tell Ss to read the story again. Show some sentences to them and ask them to tell whether the sentences are T or F after reading. If it is wrong, Ss need to correct it. Check the answers to T or F exercise. Read the text To tell whether the sentences are T or F and correct the wrong ones as well. To train Ss’ reading ability of scanning. To have Ss pay attention to the detailed information.
Step 5 (3mins) Intensive reading (the 3rd reading) List two sentences extracted from the text and conclude the function of pronouns. Answer the teacher’s question in chorus. Do some multiple choice to clarify the usage of pronouns. To help Ss understand the basic usage of pronoun.
Step 6 (3mins) Finish the spider gram and retell the text Ask the Ss to read and think. Ask the Ss to finish the spider gram and retell the text. Listen to the teacher’s instruction and try to think and answer the question. Retell the text. To make Ss vivid and active. To develop the Ss’ ability of speaking based on the knowledge learnt above.
Step 7 (1min) Summary Guide the Ss to conclude what they have learnt in this lesson. Summarize what they have learnt in this lesson. To review what the Ss have learnt.
Ss may have difficulties in Listen to the teacher’s To help the Ss master these
understanding these two instruction and try to two important language
language points. think and speak out the points.
Step 8(5 min) 答疑环节 1. Guide the Ss to tell the differences between hard and hardly. sentences.
2. Guide the Ss how to use
“spend”.
八、板书设计
(
Unit 8
Unusual collections
New
words
key
sentence
collect
v.
collector
n. collection
n.
stamp
邮票
n.
model
模型
n.
everywhere
到处
adv.
hardly
几乎不
adv.
I like collecting… I’m a collector of…
spend …(in) doing sth
)

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