资源简介

课 堂 教 学 设 计
课题名称 Unit 1 I Love My Family 授课教师
授课内容 Reading and Writing 1 授课班级
课 时 第2课时 授课时间
教 学 内 容 分 析
“读写”板块呈现了两篇反映单元主题的课文。第一篇课文的语篇类型是记叙文，讲述了一位学生的家庭故事。首先，引导学生带着问题阅读课文，理解语篇的基本信息。之后，引导学生通过填写故事线，对语篇内容进行归纳，并联系自己的生活经历写一则家庭故事。第二篇课文是照片介绍，展示了徐丽-家十年间的变化，引导学生总结徐丽一家每位家庭成员的变化，并选择自己的两张家庭照片，写出每位家庭成员的变化。
学 习 目 标
学生能够运用略读和扫读策略，获取家庭故事的主旨大意。 学生能够通过填写故事线，梳理文章脉络。 学生能够仿写一则自己的家庭故事。 学生能够参考示例，写出照片中徐丽一家人十年间的变化。 学生能够根据自己的两张家庭照片，写出每位家庭成员的变化。 思政目标：能够了解家庭生活故事，并通过回忆令自己难忘的家庭故事，领悟亲情的难能可贵，感恩身边的亲人。
学 习 重 难 点
学习重点 能够正确理解家庭生活故事的内容，列出故事线。
学习难点 能运用故事线，结合自身情况，撰写家庭故事，分享自己的家庭生活的感悟。
资 源 与 工 具
PPT课件、多媒体设备、语音素材、拓展资源包等
教 学 方 法
小组讨论法、任务教学法、情境教学法
教 学 过 程 结 构 设 计
教学环节 教 学 活 动 设 计 设计意图
Step 1 Organization Greet the students and divide them into four groups. Good morning, boys and girls. It’s nice to see you again. How are you doing today 通过问候，尽快让学生进入课堂。
Step 2 Lead - in Play a video. The teacher shows a question for students to discuss: Do you like living alone or with parents, and why 联系学生的生活经历，激发学生相关思考，为进入阅读环节打好基础。
Step 3 New Lesson Pre-reading The students brainstorm and talk freely about the advantages and disadvantages of boarding schools. The teacher shows the family photo and introduces the main characters in the story, and has the students predicate what might happen to them. While-reading The students skim the story and choose the main topic. □ family activities a family story □my new school The students read the story again and choose the T or F. (1) I dislike my new school. ( ) (2) My mother came to see me because I was ill. ( ) (3) I am used to calling my parents every weekend. ( ) The students read the story again and finish the story line in Activity Two. The students read the story again and choose the right answer. (1) The boarding school means _____ for me. A. freedom B. annoying C. exciting (2) My mother came to see me by _____ . A. taxi B. train C. air (3) At first, I called my parents every weekend because _____ . A. I wanted to show that they are very important to me. B. I did as my parents asked. C. I was ill with a fever. The students work in pairs and retell the story based on the story line. Some students perform in the classroom. Others give comments. I ____ ____ _____ go to boarding school at first. I called my parents every weekend but I found it ______ when i was _____ _____ a fever, my mother took _____ _____ _____ to see me, which moved me deeply. From then on, I _____ _____ the habit of calling my parents every weekend to show my _____ and _____ for them. 寄宿学校的生活是学生耳熟能详的话题。通过讨论“寄宿学校”的优缺点，促使学生初步感知亲情可贵，为阅读做好语言和思想上的铺垫。 通过读前预测活动，培养学生根据图片、背景知识预测文章内容的能力，充分调动学生的主观积极性，激发进一步阅读的兴趣。 通过略读全文，提取关键词，验证读前预测，了解故事大致内容，培养略读和分析、判断的能力。 引导学生通过列故事线的方式来梳理文章脉络，把握中心思想。 学生基于故事线复述故事，促进文本内容与语言知识的内化和整合。生生互评和教师点评促进学生树立积极的学习态度。
Step 4 Practice Ss answers the question: What did the girl realise after she saw what her parents did for her The teacher explains the structure of the sentence “I realised how she loves me without expecting anything in return.” The students find out other two object clauses and make sentences accordingly. The students discuss the following question in groups and share in the class. Have you had any experiences which are similar to the girl and also make you realise how your parents love you without expecting anything in return The students write down their family stories using a story line and object clauses and share first in groups to get some comments and then in the class. 通过精确定位并分析宾语从句的结构，夯实学生的语言知识，扫除阅读障碍，逐步形成独立阅读的能力。 引导学生从本文内容迁移到真实生活，促发学生思考自己的家庭生活，深刻领悟亲情的可贵。 通过团队协作、同伴互助，修正提升写作内容，养成积极良好的学习习惯。
Step 5 Summary With the help of T, Ss summarize what they’ve learnt in the class. 梳理板书内容，高效整理本课思路，归纳知识点。
Step 6 Homework 1. Finish the exercise in this period. 2. The students make improvements to their family stories.
知 识 点 详 解
1. After graduating from middle school, I couldn’t wait to go to boarding school. 【知识点】 （1）graduat from 从...毕业 （2）middle school 中学 （3）couldn’t/can’t wait to do sth. 迫不及待做某事 例：I can’t wait to see you. 我迫不及待想见到你。 I can’t wait to get out and share the good news with others. 我迫不及待想出去与他人分享这个好消息。 （4）boarding school 寄宿学校 2. No more family rules to follow or chores to do like at home. 【知识点】 （1）rules to follow = follow the rules 遵守规则 （2）chores to do = do the chores 做家务 （3）at home 在家 3. But my parents asked me to call them every weekend. 【知识点】 （1）ask ab. to do sth. 要求某人做某事 例：I ask him to turn the volume down.我要求他把这大量声音关小一点。 （2）call sb. 给某人打电话 例：I will call you to confirm.我会打电话给你确认的。 4. I did as they asked, though I found it annoying at first, since I was so busy with my new friends and exciting life at the new school. 【知识点】 （1）though 尽管【引导让步状语从句】 （2）at first 起初 （3）be busy with sb./sth. 忙于某人/某事 【拓展】be busy doing sth. 忙于做某事 例：I'm busy with my homework.=I'm busy doing my homework.我忙于做家庭作业。 5. One day, something happened, which changed my mind. 【知识点】 （1）One day 一天 （2）which... 引导非限制性定语从句 （3）chang one’s mind 改变某人的想法 例：Once you make a decision, you'd better not change your mind. 一旦你作出决定，你最好别改变主意。 6. I became really ill with a fever and I called my mum. 【知识点】 （1）became really ill with a fever 生病发烧 7. She took the one-hour train journey to come to see me, bringing me soup and fruit. 【知识点】 （1）take train 乘坐火车 （2）one-hour 一小时的 （3）come to see me 来看我 8. I realised how she loves me without expecting anything in return. 【知识点】 （1）本句包含how引导的宾语从句 例：I’m wondering how she solved the difficult problem.我想知道她是如何解决这个难题的。 （2）in return 作为回报 例：He is always helping people without anything in return.他一直在不求任何回报的帮助他人。 9. From that day on, I got into the habit of calling my parents every weekend, as a way of showing that I care. 【知识点】 （1）From that day on 从那天起 （2）get into the habit of doing sth. 养成...的习惯 例：We should get into the habit of previewing and reviewing.我们应该养成预习和复习的习惯。 （3）as a way of 作为一种...方式 例：I still use my calendar, just as a way of reminding me of appointments.我也使用日历来提醒有约会等等，不过日历只是一种方法。 10. It is important to be independent, but we also need to show our love and respect for those who matter most. 【知识点】 （1）It is + adj. + to do sth. it做形式主语，to do 是真正主语。 例：It is interesting to play pingpong. 打乒乓球很有意思. （2）who matter most . who引导的定语从句，those是先行词。 （3）show one’s love and respect for ab. 表达对某人的爱和尊重 11. 宾语从句 （1）含义及其分类： 宾语从句是名词性从句的一种。在主从复合句中充当宾语，位于及物动词、介词或形容词之后的从句被称为宾语从句。 （2）基本用法： 宾语从句的连接词： 作用：连接主从句、引导从句、有意思、充当成分 常见的宾语从句的引导词有：连词（that、whether、if）连接代词（who、whose、 what、which）连接副词（when、where、how、why等）。 例：I realized how she loves me without expecting anything in return.我意识到她是如何爱我而不期待任何回报的。 if和whether在从句中不充当任何成分，只起连接作用,有“是否”的含义，在口语中多用if。一般情况下,二者可以互换,但在不定式前、介词后、与 or not连用或一般疑问句作为从句被置于句首时，只能用whether。 例：Can you tell me if/whether he is satisfied with mydesign 能否告诉我他对我的设计是否满意 Whether this is true or not,I can’t say.这是否是真的，我说不上来 that引导表示陈述的宾语从句,在从句中无意义,不充当任何成分，常可省略。 例：I think(that) he will arrive in a few hours.我想他几个小时之后就会抵达。 She said (that) she missed us very much.她说她非常想念我们。 ② 宾语从句的时态:主现从不限，主过从必过.客观真理永一现。 宾语从句的时态必须与主句的时态相互呼应。 主句的谓语动词为一般现在时或一般将来时,宾语从句中的谓语动词可根据意义的需要,使用任意时态。 主句的谓语动词为一般过去时,从句应使用相应的过去时态。 但如果宾语从句表示客观真理、科学原理、自然现象、现阶段存在的客观事实、现在经常性或习惯性的动作、谚语、格言等,不论主句用何种时态,从句一律使用一般现在时。 例：You'd better tell me what you were doinglast night.你最好告诉我你昨晚在干什么。 He didn't know what they had come here for.他不知道他们到这里来的目的。 My father told me that a friend in need is a friend indeed.我父亲跟我说过,患难之交才是真朋友。 ③ 宾语从句的语序 A. 宾语从句的语序必须用陈述语序,即“连接词+主语+谓语+其他成分” 例：I wonder which flight he will take.我想知道他会乘坐哪趟航班。 Could you tell me which answer is correct 你能告诉我哪个答案是正确的吗 B. 如果宾语从句太长，可以用it作形式宾语，将真正的宾语用that引导，放在句末。 例：They took it for granted that they should prepare everything for their children.他们理所当然地认为他们应当为孩子们准备好一切。 We think it quite right that we should be honest.我们认为我们应当诚实，这完全是对的。
板 书 设 计
Unit 1 I Love My Family
教 学 反 思

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