资源简介

(共38张PPT)
Unit 1 Wise men in history
Period 1 Reading
牛津深圳版 九年级上
Content
Learning objectives
01
Lead-in
02
Pre-reading
03
While-reading
04
Post-reading
05
Summary
06
Practice
07
Homework
08
Learn some language points.
Understand the general idea of the article according to the pictures and key words.
1
2
3
Learning objectives
Predicting
（预测）
Skimming /
Scanning
(浏览)
inferencing
associating
(推测关联)
Appreciating
Being critical
(赏析)
Lean to use different strategies to read a passage about the Archimedes and the golden crown.
Lead in
Let's enjoy the video.
Archimedes (287 BC - 212 BC), the great ancient Greek philosopher (哲学家), mathematician (数学家), physicist (物理学家), educationist (教育学家), scientist. He was born in Sicily (西西里). He was good at thinking and liked the debate. Archimedes was killed by a Rome soldier when he was 75 years old.
It’s Archimedes.
Lead in
Do you know who the man in the picutres is
Information about Archimedes.
1.Which of these ancient countries is in Europe
a. Greece. b. Egypt.
2.Which of these people lived in ancient Greece
a. Archimedes. b. Julius Caesar.
3. What was Archimedes
a. A scientist. b. A painter.
4. Archimedes died in 212 BC. How long was that
a. About 1800 years ago. b. About 2200 years ago.
A1 Try the short quiz below. Circle the correct answers.
What do you know about
Pre-reading
Archimedes [ɑ ki mi di z] n.
Egypt [ i d pt] n.
BC: before Christ AD: Anno Domini 算法：2021+212 = 2233 ---2200 years
A2 Do you know anything about these great men
Tell your classmates.
Pre-reading
Archimedes Mencius Zu Chongzhi Aristotle Aesop
阿基米德
亚里斯多德
伊索
祖冲之
孟子
1. Who was the crown probably made for
2. What is Archimedes doing in the first picture
3. Why is Archimedes so excited
4. What is in the right pot in the second picture
Pre-reading
B Look at the pictures and the title of the story on page 3. Then answer the questions below.
crown /kra n/n. pot /p t/n.
title
Pictures can make an article more attractive and its topic clearer.
It was probably made for the king.
Because he probably had a good idea.
He is having/taking a bath/bathing.
The crown.
Pic 1
Pic 2
Predicting
Read the article below about the Archimedes and the golden crown.
While-reading
Archimedes and the golden crown
One day in ancient Greece, King Hiero asked a crown maker to make him a golden crown. At first, he was very happy with it.
“It’s a nice crown, isn’t it ” he asked his men. Later, however, he began to doubt that it was a real golden crown. “Is it made completely of gold ” he wondered. He sent it to Archimedes and asked him to find out the truth.
“This problem seems difficult to solve. What should I do ” thought Archimedes.
Archimedes was still thinking about this problem as he filled his bath
with water. When he got into the bath, some water ran over.
“That’s it!” shouted Archimedes. “I know how to solve the king’s problem!”
Archimedes went straight to the palace to see the king. First, he weighed the crown and asked the king for some gold of the same weight.
Next, he put two pots into two big bowls and filled both pots with water. He put the gold into one pot, and some water ran into the bowl. Then he put the crown into the other pot. This time, even more water ran into the bowl.
“Look at this,” said Archimedes to King Hiero. “A crown made completely of gold displaces less water than a crown made of gold and another metal. This crown
displaced more water than gold of the same weight, so I’m certain that it’s not completely made of gold.”
“The crown maker tricked me, didn’t he What a bad man he is!” shouted King Hiero. He then sent the crown maker to prison.
golden [ ɡ ld n]
doubt [da t]
real [ ri l]
truth [tru θ]
One day in ancient Greece, King Hiero asked a crown maker to make him a golden crown. At first, he was very happy with it.
“It’s a nice crown, isn’t it ” he asked his men. Later, however, he began to doubt that it was a real golden crown. “Is it made completely of gold ” he wondered. He sent it to Archimedes and asked him to find out the truth.
Archimedes and the golden crown
Para. 1-2
While-reading
When & Where
He began to doubt that the crown was made completely of gold.
Skimming & Scanning
What does it actually talk about
Why did King Hiero send the crown to Archimedes
Who
What
King Hiero asked a crown maker
________________________.
He was __________ with it.
He began to doubt that
______________________.
He sent the crown to __________
and asked him _________________.
to make him a golden crown
very happy
it was a real golden crown
Archimedes
to find out the truth
While-reading
Fill in the blank according to the first two paragrahs.
make sb. sth. 为某人做某物
be happy with 对……感到满意
find out the truth 查明真相
“This problem seems difficult to solve. What should I do ” thought Archimedes.
Archimedes was still thinking about this problem as he
filled his bath with water. When he got into the bath,
some water ran over.
“That’s it!” shouted Archimedes. “I know how to solve the king’s problem!”
While-reading
Para. 3-5
seem[si:m] v. to give the impression of being or doing sth
solve [s lv] v. to find a way of dealing with a problem or difficult situation
fill [fil] v. to make sth full of sth; to become full of sth
Why was Archimedes so excited
Because he thought that he could solve the king’s problem.
What did Archimedes think when he received the crown from King Hiero
He thought it was difficult to solve the problem.
While-reading
Archimedes went straight to the palace to see the king. First, he weighed the crown and asked the king for some gold of the same weight.
Next, he put two pots into two big bowls and filled both pots with water. He put the gold into one pot, and some water ran into the bowl. Then he put the crown into the other pot. This time, even more water ran into the bowl.
“Look at this,” said Archimedes to King Hiero. “A
crown made completely of gold displaces less water
than a crown made of gold and another metal. This
crown displaced more water than gold of the same
weight, so I’m certain that it’s not completely made
of gold.”
Para. 6-8
How to find out the truth What were the steps
bowl [b l]
displace [d s ple s]
less [les]
metal [ met( )l]
certain [ s t( )n]
be made of 由……制成
How-steps
reason & conclusion
While-reading
“The crown maker tricked me, didn’t he What a bad man he is!” shouted King Hiero. He then sent the crown maker to prison.
Para. 9
Why did King Kiero send the crown maker to prison
prison [ pr z( )n]
send sb. to prison 把某人送进监狱
=put...into prison
Because the crown maker tricked him.
Ending
A guessing
game!
prison
Game
metal
Game
crown
Game
golden
Game
less
Game
bowl
Game
Post-reading
Inferencing & Associating
Read the story again and answer the questions below in complete sentences.
Why did King Hiero send the crown to Archimedes
Because the King wondered if the crown was made completely of gold.
What happened when Archimedes got into the bath
He didn’t make the crown completely of gold.
What did the crown maker do to the crown
Some water ran out of the bath/ ran over.
7
3
4
5
8
2
6
Post-reading
These pictures show the events of the story. Put them in the correct order by writing the numbers 1–8 in the boxes.
Read the story and find the right sentences from the article according to each picture.
Later, however, he began to doubt that it was a real golden crown. “Is it made completely of gold ” he wondered. He sent it to Archimedes and asked him to find out the truth.
Post-reading
2
Archimedes was still thinking about this problem as he filled his bath with water.
3
When he got into the bath, some water ran over.
4
First, he weighed the crown and asked the king for some gold of the same weight.
5
He put the gold into one pot, and some water ran into the bowl.
6
Then he put the crown into the other pot. This time, even more water ran into the bowl.
7
This crown displaced more water than gold of the same weight, so I’m certain that it’s not completely made of gold.
8
“The crown maker tricked me, didn’t he What a bad man he is!” shouted King Hiero. He then sent the crown maker to prison.
Post- reading
Retell the story according to the following pictures.
*D3 How did Archimedes find out that the crown was not
made completely of gold Discuss this with your classmates.
（---Simple Past Tense）
weigh，ask … for …
Next，put two pots into …，fill both pots with …，put the gold into …，run over
Then，put the crown into … This time, run into
displace, be certain …
Post-reading
was put into water
some gold of the same weight
some water was displaced
was put into water
even more water was displaced
the crown
the crown was not completely made of gold
How to find out the truth:
Post-reading
Appreciating
golden
crown
pot
doubt
real
truth
solve
fill
metal
displace
prison
certain
content
内容
organization
行文
language
语言
logical
when&where
who
what
how-steps
reason & conclusion
ending
Post-reading
Being Critical
Later, however, he began to doubt that it was a real golden crown.
Later, however, he began to doubt whether/if it was a real golden crown.
In this object-clause, it is better to use the word whether/if instead of that.
language
语言
1. Later, however, he began to doubt that it was a real golden crown.
a. feel sure b. not feel sure
C1 Here are some sentences from the story on page 3.
Do you know the meanings of the words in italics
Circle the correct answers.
Practice
2. This problem seems difficult to solve.
a. write down b. find the correct answer
3. Archimedes was still thinking about this problem as he filled his bath with water.
a. made …full b. emptied
4. Next, he put two pots into two big bowls and filled both pots with water.
a. deep round dishes b. flat dishes
5. A crow made completely of gold displaces less water than a crown made of gold and another metal.
a. a little b. a smaller amount of
C1 Here are some sentences from the story on page 3.
Do you know the meanings of the words in italics
Circle the correct answers.
Practice
One day, two women came to King Solomon with a baby boy. Both women said the boy was their son. No one knew which woman was telling the ______.
King Solomon ordered a soldier to cut the boy in half, and divide the boy between the two women.
truth
certain fill real seem solve truth
Complete the story below with the words from the box. Change their forms if necessary.
Practice
The first woman said, “Go ahead. That _______ fair.” However, the second woman was ______ with fear.
“No!” she shouted. “Don’t kill him! Let the other woman have him.”
King Solomon stopped the soldier. “ Give the boy to the second woman,” he said. “I’m_______that she’s his ______ mother.”
The woman took the baby boy home happily. Everyone was amazed at how King Solomon ______ this problem.
certain
real
solved
seems
filled
certain fill real seem solve truth
Practice
Summary
Summary
1. golden
2. crown
3. pot
4. doubt
5. real
6. truth
7. seem
Key words
金的；金色的
王冠；皇冠
罐
不能肯定
真的；正宗的
真相；实情
好像；似乎
8. solve
9. fill
10. bowl
11. displace
12. less
13. metal
14. certain
15. prison
解决；处理
装满；注满
碗；盆
取代；替代
较少的；更少的
金属
确定的；肯定的
监狱；牢狱
Summary
1.(be) happy with
2. fill ... with ...
3. run over
4. send ... to prison
5. make sb. sth,
6. be made of ...
7. find out
8. go straight to ...
9. ask sb. for ...
10. put ... into ...
Key phrases
（对某人或事物）满意的
用……把……装满
溢出
把……关进监狱
为某人制造某物
由……制成
查明
直接去……
向某人要……
把……放入……
Self-assessment
How well do you know about this lesson Tick (√)the boxes.
I can read a story about Archimedes. 口 口 口
I understand the new words and expressions in the text. 口 口 口
I know how to retell the main idea of the story with the pictures. 口 口 口
Assessment
Homework
1. With the help of reference books, organize key words and phrases in a notebook.
2. Retell the story of Archimedes and the golden crown according the pictures in P5 .
3. Talk about your opinions on the article critically and creatively.
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单 元 整 体 教 学 设 计
学科 英语 年级 九年级上册
使用教材 沪教牛津版（深圳·广州·沈阳） 教材页数 P1-5
单元名称 Unit 1 Wise men in history
单元主题及主要内容分析
主题范畴：人与社会 主题群：历史、社会与文化 主题：对世界、国家、人民和社会进步有突出贡献的人物 单元话题：历史上的智者 主题意义：通过对古代中外名人经典故事及古代的奥林匹克运动相关内容的学习，培养学生阅读中外历史智者故事的兴趣，促进学生语言能力的发展，同时也拓展了学生对古代文化知识的认识。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型语篇内容语篇主题意义一 Archimedes and the golden crown记叙文（读）介绍阿基米德和金色皇冠的故事。了解古代智者阿基米德的经典故事。二 The ancient Olympics说明文(听）介绍古代奥林匹克运动。了解古代奥林匹克的四种常见体育项目。三 Improving your work记叙文（写）学会使用修改符号修改作文用正确的符号修改作文。四 Cao Chong weights an elephant记叙文（读）介绍曹冲称象的故事。了解古代智者的经典故事。五 Laozi说明文（读）介绍古代智者老子及其作品《道德经》了解老子和《道德经》的基本介绍。
表二：单元大观念：
学情分析
（一）自然情况 本单元围绕“历史上的智者”这一话题，开展教学活动，学习《阿基米德和金色的王冠》、《曹冲称象》、《老子》等中外古代智者/儿童的故事。符合Module 1 Wise men in history这个话题的内容探究，以及九年级学生对知识的汲取需求。 （二）已有基础 (1)学生对“历史上的智者”的话题比较熟悉，对中外古代智者有关的故事有着浓厚的兴趣，并愿意分享。 (2)学生已经基本掌握了课内词汇并能理解反意疑问句的形式和四种句型。约有70%的学生可以准确表达含有反意疑问句的句子。 （三）存在问题
《阿基米德和金色的王光》属于Wise men in history这个话题，涉及的知识面非常广，学生虽然在小学和七年级上册涉猎了一些，但是比较浅显，涉及的知识面也不够广泛。本单元的教学内容应该站在一个更高更宽广的角度去理解。 （四）解决措施 1.鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。 2. 培养学生思考如何描述古代智者/儿童的有趣故事。 3. 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。 4. 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。 5. 从多角度多维度对学生进行多方位评价。
单元课标要求及教学目标
【单元课标要求】 1. 发展语言能力。能够在感知、体验、积累和运用等语言实践活动中，掌握用目标语言介绍中外伟人的基本信息、贡献和趣味故事的词汇和表达；能用含有动词不定式的句子来对话、介绍人物以及表达事物和人物特征。 2. 培育文化意识。培养学生阅读中外伟人背景故事和成就等相关信息的意识，关注中外文化异同，加深对中外文化的理解，阅读英语智者故事，体会英语学习的乐趣。 3. 提升思维品质。能将所学知识与日常生活相结合，培养自己解决实际问题的能力。从多角度了解中外伟人，有条理地讲述与伟人有关故事和成就的方法。 4. 提高学习能力。能够树立正确的英语学习目标，保持学习兴趣，主动参与语言实践活动；在学习中注意倾听、乐于交流、大胆尝试；学会自主探究，合作互助；学会反思和评价学习进展，调整学习方式；学会自我管理，提高学习效率，做到乐学善学。 【单元教学目标】学习本单元后，学生能够： 1.通过观察标题和图片来预测阅读文章的主题。了解阿基米德和金色皇冠的故事，树立阅读智者经典故事的意识；理解阅读篇章的文本特征，并掌握找读的阅读策略，了解篇章的主要内容；理解阿基米德如何证明国王皇冠是否是纯金制造的过程，并深度掌握文本关键信息；学习主阅读篇章中的核心词汇。 训练学生获取特定信息的能力；学习并运用反意疑问句的语音语调来表达征求同意或确定事物；了解故事复述基本要素的概念，学会如何用五个w来讲述故事。 3.学习反义疑问句的结构和用法，掌握四种句型。 4.根据图片、关键词提示，学会使用修改符号修改作文。 5.使用目标语言，理解短文《曹冲称象》，学习中国历史上智慧儿童的经典故事，向他们学习；通过短文《老子》，了解古代智者老子及其作品《道德经》的经典名句。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
第一课时Reading 阅读课 通过观察标题和图片来预测阅读文章的主题。了解阿基米德和金色皇冠的故事，树立阅读智者经典故事的意识；理解阅读篇章的文本特征，并掌握找读的阅读策略，了解篇章的主要内容；理解阿基米德如何证明国王皇冠是否是纯金制造的过程，并深度掌握文本关键信息；学习主阅读篇章中的核心词汇。 通过略读回答问题链，精读复述阅读篇章，评价学生能否能理解文章的大意；通过词义猜测和短文填空，评价学生是否掌握本课目标词汇；通过找出主阅读篇章中实验步骤的表达，评价学生在具体语境中对实验步骤和操作方法表达的把握。
第二课时Listening& Speaking 听力课 对话课 训练学生获取特定信息的能力；学习并运用反意疑问句的语音语调来表达征求同意或确定事物；了解故事复述基本要素的概念，学会如何用五个w来讲述故事。 通过学生完成听力练习的情况，评价学生是否能理解介绍类文章主旨大意的基础上抓住对应信息；通过朗读对话以及编制对话，评价学生是否能运用本单元所学的知识进行语言输出。通过运用5个W复述故事，评价学生能否掌握讲述名人故事的方法。
第三课时Grammar 语法课 学习反义疑问句的结构和用法，掌握四种句型。 通过补全对话，评价学生能否掌握反意疑问句的用法；通过造句，考查学生是否掌握四种句式的用法。
第四课时Writing & Study skills 写作课 根据图片、关键词提示，学会使用修改符号修改作文。 通过提问的方式进行讨论，评价学生是否能归纳总结写作的检查方法；通过修改示范文章，评价学生是否掌握写作的修改符合和修改方法。
第五课时 More practice & Culture corner 阅读拓展课 使用目标语言，理解短文《曹冲称象》，学习中国历史上智慧儿童的经典故事，向他们学习；通过短文《老子》，了解古代智者老子及其作品《道德经》的经典名句。 通过回答问题，评价学生是否更好地掌握篇章的细节信息；通过段落大意匹配，评价学生是否掌握概括段落大意的阅读策略；通过小组分享，评价学生是否能够就已知话题提供信息，表达观点以及参与讨论
单元评价设计
本单元课主要是基于主题意义进行单元整体教学的设计，以学生对于主题意义的理解和学习能力的发展为主线，设计体现关联性和递进性的学习活动，旨在向学生理解本单元的话题Wise men in history以及相关背景知识，通过主阅读记叙文“阿基米德和金色的王冠”，把本单元各板块的学习内容主题引出并串联起来，引起学生学习本单元的兴趣。本单元教学紧密地跟语篇教学和文化意识教学结合在一起。在“听、说、读、写”的活动中，教师能引导学生逐步从导读、分析到理解文本的内容，并且根据文本内容进行深度思考，思考中外古代名人对历史、社会和人类的影响，实现学生本人与文本的对话。在输出任务中，让学生综合单元所学的语篇知识和人文知识，以小组为单位，分别以说和写的形式，谈论智者的基本情况、重要事迹等，并能分享自己所知道的故事。在文化意识教学方面，通过阅读更多关于“阿基米德与金色的王冠”的拓展阅读，引导学生思考中外古代名人名言，增强了解中外历史智者及其重要事迹、名著等的兴趣，使得整个单元教学内容和情感目标得以升华。
21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
Unit 1 Wise men in history课时教学设计
本单元第1课时 Reading 课型 阅读课
语篇研读
What---语篇主题和主要内容 阅读阿基米德和金色的皇冠这篇文章，了解外国古代智者的有趣故事。 Why---语篇传递的主题意义 通过本课的学习，让学生掌握讲述故事的写作特征，同时让学生能理解主阅读篇章中的主要词汇及句型，并能运用相关的句型进行表达，培养阅读古代历史智者故事的兴趣。 How---文体结构、语言特点及功能 本阅读篇章体裁是记叙文，记人叙事，内容完成、结构清晰，每个部分有比较明显的主题内容和关联词、句、短语等。阅读理解难度不大，学生要总结归纳出故事发展的主要内容。
学情分析
【已知】学生对“阿基米德和金色的皇冠”的话题比较熟悉，对阅读古代智者故事有着浓厚的兴趣，并愿意分享。 【未知】学生对于历史智者故事的内容和细节理解还不够深入。同时，对于智者故事的发展描述，需要积累相关的表达。 【能知】本课时帮助学生了解阅读人物故事的基本要素、结构及语言特点；理解主旨大意和细节信息；了解故事的相关内容。
课时教学目标
通过本课学习，学生能够： 1. 语言能力:积累与历史智者故事讲述相关的词汇; 提取并归纳文章关键信息；运用所学内容，表达讲述历史智者的故事。 2. 学习能力: 运用略读策略，了解故事发展的大致内容。 3. 思维品质: 理解讲述故事的基本要素；对正文的关键信息进行提取和整理，得出本文的主旨思想。 4. 文化意识: 树立通过阅读名人经典故事学习古代文化知识的意识。
教学重难点
教学重点： 1. 积累讲述古代历史上智者故事的相关的词汇； 2. 提取并归纳文章关键信息。 教学难点： 运用所学内容，使学生对阅读技巧有很好的理解。
教学方法
英语教学活动观，情境式教学，任务型教学法
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 学习活动 效果评价
学习理解：通过视频，引出本单元主题。通过回答问题、图片匹配、小组讨论等激活学生背景知识，学生能够理解本单元主阅读篇章的题材，学习古代智者的故事。 创设情景：观看视频，了解本节课的主题，引出主题“阿基米德和金色的皇冠”。 任务一: Lead in 1. 观看视频。 2. 观看视频后，教师介绍阿基米德的基本信息。 任务二: Pre-reading 1. 学生完成课本P2 Part A的练习，学生认读和理解单词：crown和pot； 2. 学生阅读文章的标题并观察插图，然后回答问题。 Who was the crown probably made for What is Archimedes doing in the first picture Why is Archimedes so excited What is in the right pot in the second picture 3. 学生完成课文P2 Part B的练习。 任务一: 观察学生互动表现，判断学生能否清晰理解课时任务，鼓励学生积极参与本节课。同时检测学生对阿基米德和金色的皇冠的了解程度。 任务二: 分析整合信息，提取最关键信息，观察学生参与课堂的表现，判断学生是否能运用略读策略。
设计意图 通过导入的内容，引出这节课的学习内容，为后面的教学做铺垫，同时让学生能够了解阿基米德和金色的皇冠有关话题内容建立初步印象。
教学目标 学习活动 效果评价
应用实践：通过运用扫读、略读、精读等阅读策略阅读文章，初步理解文章的主要内容，理解文章的细节。 任务三: While-reading 学生跟读课文录音朗读第1段和第2段和回答问题，认读和理解单词和短语：golden, doubt, real, truth, make sb. sth., be happy with, find out the truth。 2.学生跟读课文录音朗读第3、4、5段和回答问题，认读和理解单词：seem, solve, fill。 3.学生跟读课文录音朗读第6、7、8段和回答问题，认读和理解单词和短语：bowl, displace, bowl, metal, less, certain, be made of。 4. 3.学生跟读课文录音朗读第9段和回答问题，认读和理解单词和短语：prison， send...to prison。 A guessing game. 任务三: 深入理解文章细节。根据学生的回答以及总结，判断学生是否能够掌握文章细节信息。
设计意图 通过问题和图片提示，复述采访问答，保证要点信息的准确性。
教学目标 学习活动 效果评价
迁移创新：能够通过学习文章，学会介绍树木对人类活动的重要性和影响，强化保护树木的意识。 任务四: Post reading 1. Read the story again and answer the questions below in complete sentences. 2.These pictures show the events of the story. Put them in the correct order by writing the numbers 1–8 in the boxes. 3. Read the story and find the right sentences from the article according to each picture. 4.Retell the story according to the following pictures. 5.*D3 How did Archimedes find out that the crown was not made completely of gold Discuss this with your classmates. （---Simple Past Tense） 任务五：Practice 1.C1 Here are some sentences from the story on page 3. Do you know the meanings of the words in italics Circle the correct plete the story below with the words from the box. Change their forms if necessary. 任务六：Summary 教师带着学生总结主阅读文章中故事情节发展顺序和文章结构。 重点词汇、短语总结 任务四: 从学生练习和对话的完成情况，判断学生对所教授的内容的掌握程度，并进行客观的评价和引导，及时调整教学。 任务五: 观察学生互动表现，判断学生能否清晰理解本节课的教学主题，鼓励学生积极参与本节课。 任务六: 观察学生互动表现，判断学生能否理解本课故事的主要内容和情节发展，鼓励学生积极参与本节课。
设计意图 通过小组活动能培养学生归纳篇章中的关键信息并参与讨论的能力，同时结合本单元话题，学生能理解故事情节发展情节，学会总结文章重点信息，落实本节课的情感及文化目标。
课时教学板书设计
评价量表
课时作业设计
作业内容 作业目标 设计意图
基础题： 在参考书的帮助下，在笔记本上组织关键词和短语。 掌握最基本的语言知识；培养学生自主学习的能力。 查漏补缺，复习和巩固本节课所学内容。
提高题： 用思维导图和你学过的单词、短语和句型复述采访问答内容。 掌握用目标语言朗读和转述信息。 加深对本节课内容的理解和消化。
拓展题： 批判性和创造性地谈论他们对树木的看法。 联系生活实际，用正确的目标语言讨论话题内容。 强化本节课实际操作和迁移运用能力。
课后反思（实施后填写）
本节阅读课主要引导学生分析采访问答的文本特征，抓住语篇内容(who, how, what)来厘清语篇的结构。本课时把阅读教学与写作技巧相结合，在阅读教学过程中渗透阅读技巧及写作技巧，并及时在每个教学环节总结写作技巧。在读后任务时，学生能模仿采访的语言特点和语篇内容的结构来口头创作讨论有关树在日常生活中的重要性，达到学以致用的目标。另外，本课时的教学设计既兼顾教学内容中的文章理解以及课文重点难句的分析，强化阅读学习的技能，使学生在课后不会觉得没有收获。同时，教学过程兼顾语言知识能力、思维理解能力及文化情感能力的培养，实现多维度目标。在教学过程中，围绕语言教学的重点，突出本课话题“拯救树木”的理解与意义教学，运用思维导图将相对零散的文本统一出主要的写作方式，让学生在学习过程中，能够体会拯救和保护树木的重要意义。
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