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课时教学设计首页
授课时间：2024年 月 日
课题 U2 Reading Plus 课型 新授课 （阅读） 课时 6 主备人
审核人
语篇研读 【What】在本课语篇中，作者以Family Ties in Names为题，介绍了英国名字的组成形式以及名字所体现的家庭纽带。 【Why】通过介绍英国名字相关知识，丰富了本单元的主题内容，助力了单元主题意义探究，帮助学生积累有关英语国家的文化背景知识，尝试进行跨文化对比，从而培养其跨文化交际意识。 【How】本课语篇属于说明文，通过由分到总的文本结构，分别介绍了作者Alan和他的祖父、爸爸、妈妈的名字组成及原因，遵循了逻辑性原则，运用了My full name is..., ... is my middle/last name等基本句式，同时呈现the same as, show great respect to, change... to..., allow... to do, live on等表达方式供学生学习积累，拓展词汇量。
学情分析 K (Know) — 已知 W (Wonder) — 想知 L (Learned) — 已学
学生对自己的中文姓名比较熟悉，了解姓名通常包含姓和名两部分，部分学生可能知道一些关于家族姓氏传承的知识；学生已经学习了一些简单的英语词汇和表达，如家庭成员的称呼、常见英文姓名等，具备一定的英语基础。 学生想了解不同国家的姓名特点和文化内涵，尤其是英语国家的姓名与家庭纽带之间的关系；对于如何用英语表达自己和家人的姓名，以及介绍姓名背后的故事充满好奇；希望掌握更多的英语词汇和句型，提高英语阅读能力。 了解了英语国家姓名的构成和文化意义；学会用英语介绍自己和家人的姓名，以及分享姓名背后的故事，提高了英语口语表达能力；掌握了一些新的英语词汇和句型，丰富了英语语言知识；在阅读过程中，学会了运用阅读技巧，如扫读、略读、精读等，提高了英语阅读能力和理解能力。
学习 重点难点 重点：获取、梳理、概括文章信息；分析文章语言特征；探究主题意义。
难点：推理生词含义，理解长难句；用英语表达更多家人信息。
学习 目标 能够通过阅读文章，获取大意，理清文章结构和内容，推测生词含义，理解长难句，获取一些与“英语姓名中的家庭纽带”主题内容相关的词汇和句式表达；(学习理解) 能够通过阅读拓展文章，了解说明文语篇的结构框架，赏析语言特征，通过预测、略读、扫读等阅读技巧的体验，促进阅读能力的提升；(应用实践) 能够通过结合自身实际情况，探究中英文姓名背后的意义，增强家庭意识，并通过了解中西方名字及其文化的差异，促进跨文化意识的形成。(迁移创新)
当堂评价 能够快速、准确获取文章大意，借助可视化工具将语言知识结构化，并结合上下文准确理解生词及长难句含义；（检测学习目标1） 2. 能够基于结构化知识，通过自主探究、同伴合作，分析文章主题，探究文本意义；（检测学习目标2） 3. 能够在小组活动中，用英语介绍自己和家人的姓名，以及分享姓名背后的故事，并在班级中进行汇报，做到表达准确、逻辑条理，增强家人意识。（检测学习目标3）
教学活动设计
学习活动 教师导学 学习评价
Step 1. Lead-in. Watch the video and take turns to talk about their Chinese names and explain the meaning of them. Sa: My Chinese name is... My ... gives this name to me. The meaning of my name is that... By giving me the name, my family hopes that... Play a video about Chinese names. Offer some useful expressions to help Ss. 师评。观察学生能否准确地理解教师的问题和视频资源，并就自己的姓名和意义与老师、同学做积极的交流分享。
【设计意图】利用多媒体资源导入姓名话题，引导学生就自己的姓名和意义进行交流分享，拉近与学生距离，激发学生的学习兴趣，激活学生与本课时教学内容之间的知识经验的关联。
Step 2. Reading. First, observe the family photo and guess the relationship. Ss: They are family. Then, read the title, the first sentence of each paragraph to get the main idea. Sa: It is about family ties in names. Sb: Composition(说明文). Sc: A magazine. Next, read the first sentence of each paragraph and match the main idea with each paragraph. Make sure they can understand the main ideas. After that, try to find out the names of the family members and finish the table. Learn some knowledge about middle name through the video. Read Para.1 carefully and answer the questions. Sa: He’s from the UK. Sb: Here most people have a first, middle, and last name. Read Para.2 carefully and answer the questions. Sc: It shows respect to the grandfather. Sd: By using “Senior” and “Junior”. Read Para.3 carefully and answer the questions. Try to understand the new words and long sentences in the context. T: What is the relationship between these people Can you guess Ask Ss to look through the passage quickly for the first time. Offer some questions and tips for Ss to get the main idea. T: The writer thinks that names show our . T: What is this article about What's the type of the passage T: What's the type of the passage T: This passage is probably from ___. T: How many paragraphs are there Which one is the correct structure of the passage Let Ss read the first sentence of each paragraph. Offer some main ideas. T: How many family members are mentioned Who are they Offer a chart for Ss to complete. Play a video about middle name. Let Ss read the first paragraph and ask questions. T: Where is Alan from T: What’s special in people’s names in the UK Let Ss read the second paragraph and ask questions. T: Why is the father’s name the same as the grandfather’s T: How to tell one from the other Play a video about “Senior” and “Junior”. Let Ss read the third paragraph and ask questions. Let Ss finish activity 1. 师评。观察学生能否根据图片合理地猜测出人物关系。 师评。观察学生能否基于题目、文章结构和首尾段的信息，快速、准确获取文章体裁、出处和大意，对文本进行初步的整体感知。 师评。观察学生能否根据各段段首句信息，快速、准确地匹配段落大意。 师评。观察学生能否通过扫读文本内容，在限定时间内快速找到不同家庭成员的姓名，并正确填写表格信息，将文本关键内容进行梳理，做结构化呈现。 师评。观察学生能否在老师的问题引导下，联系段落内上下文，准确理解生词和长难句，获取更多关于英语姓名体现家庭纽带的有效信息。
【设计意图】通过逐层不同的阅读任务设计，引导学生从整体感知到细节理解，利用图表将文本关键信息进行结构化梳理，利用问题引导学生深度研读语篇，充分理解文本内容和深层含义，帮助学生循序渐进地内化语言知识和文化知识，并注意阅读策略的及时渗透。
Step 3. Post-reading. Discussion. Discuss with their group members to understand better. Learn more about the different culture of Chinese and English names. Try to explain the meaning of their names in class. Sa: It means that names hold a family together, tying them closer and encouraging them to care for and support each other. Report. Make a report in groups and then in class about their family. Let Ss work in groups to have a discussion. T: In English names, which is the surname, the first or the last name How about Chinese names T: How do Chinese parents come up with names for their children How about English parents T: What’s the meaning of your name T: What do you think of the title and the sentence “Names show family ties” T: Do you agree with the writer’s opinion Why Provide some guided questions and encourage Ss to report their family information. Offer the passage structure and the rules and evaluation standards to help Ss. 自评、师评。观察学生能否在阅读文章后积极思考，与小组成员共同探讨，对于中英文姓名的差异、父母为孩子起名的初衷，以及自己姓名的寓意有更深的认识和了解。 自评、互评、师评。观察学生能否参考汇报示例和评价量规，按照语言、内容、表达三个方面去规范自己的语言表达。
【设计意图】通过自主思考和小组讨论，产生思维碰撞，联系学生自己的姓名，将所学姓名文化知识应用到实际生活中来理解和解决问题，并激发学生对家人更深的爱。
Step 4. Conclusion. Enjoy the video and try to understand the family love. With T’s help, try to sum up what they have learned this lesson. Play a video about the love of family. Guide Ss to have a conclusion about the knowledge they’ve learned.
【设计意图】引导学生进行课堂内容小结以及学法反思，以便学习策略的形成和经验的积累。同时，渗透情感教育，引发学生对家人的爱的思考。
课 时 达 标 检 测
一、完形填空。 Hello, my friends. I 　1　 Guo Li. Nice to meet you! I want to 　2　 something about my 　3　. Look at this 　4　! These are my grandparents. This 　5　 my father, and his name is Guo Jianshe. This is my mother, and 　6　 name is Ma Yun. We are in Beijing 　7　 my grandparents. And these are my 　8　 and my uncle. My aunt’s name is Hao Xia and my 　9　 name is Ma Dong. Ma Ke is their daughter. She is my 　10　. Ma Ke and her parents are in Shanghai. I have a happy family. What about you ( ) 1.A.be B.am C.is D.are ( ) 2.A.listen B.look C.say D.write ( ) 3.A.class B.school C.name D.family ( ) 4.A.map B.quilt C.picture D.telephone ( ) 5.A.be B.am C.is D.are ( ) 6.A.her B.his C.my D.your ( ) 7.A.to B.on C.after D.with ( ) 8.A.sister B.mom C.aunt D.grandma ( ) 9.A.brother’s B.uncle’s C.dad’s D.grandpa’s ( ) 10.A.student B.sister C.girl D.cousin 二、阅读理解。 Hello, I'm Linda. I’m in Jiaming Middle School. Here is a photo. These are my grandparents, Mike and Jane. They’re my mother’s parents. My mother’s name is Cathy and my father’s name is Jeff. This is my aunt. She is my mother’s sister. Her name is Mary Green. And Simon Green is her husband (丈夫). That is Duoduo and it is their dog. It is brown and white. These are my brother and sister. My brother’s name is Paul, and my sister’s name is Cindy. They are in Guangming Middle School. They are with my parents in this photo. But I’m not in this photo. ( ) 1.Jane is Linda’s 　　　. A.mother B.cousin C.grandmother D.aunt ( ) 2.　　　 are in Guangming Middle School. ①Paul　②Linda　③Cindy A.①② B.①③ C.②③ D.①②③ ( ) 3.Duoduo is 　　　dog. A.Paul’s B.Cindy’s C.Mike’s D.Mary’s ( ) 4.What color is the dog Black and white. B.Brown and white. C.White and yellow. D.Brown and yellow. ( ) 5.Which of the following is TRUE A.Simon is Cindy’s uncle. B.Mary’s last name is Brown. C.Mike and Jeff are brothers. D.Linda and her grandparents are not in the photo.
课时教学设计尾页
板 书 设 计
作 业 设 计 必做 Recite the language points after class. Introduce your family to your class.
选做 find out more famous people’s names with junior/senior. Read another passage about family and finish the tasks.
教学反思 【优点】在这节阅读课中，基本达成了预设的教学目标。学生通过阅读文本，了解了不同文化中姓名与家庭纽带的关系，提高了阅读理解能力。同时，在课堂讨论和分享环节，学生积极参与，表达了自己对姓名意义的理解，锻炼了口语表达能力。 【不足】采用了问题引导法、小组讨论法等教学方法，有效地激发了学生的学习兴趣和主动性，学生围绕“姓名中的家庭纽带在你的生活中有哪些体现”这一问题展开了热烈的讨论，分享了很多有意义的观点。但在教学过程中，部分学生参与度不够高，需要进一步引导和鼓励，对个别学生的关注不够，需要更加注重因材施教，满足不同学生的学习需求。 【改进】优化教学环节的时间安排，确保各个环节都能充分展开，同时不影响教学进度；丰富检查阅读效果的方式，提高学生的参与度；加强对个别学生的关注，鼓励他们积极参与课堂活动；在教学中注重语言表达的训练，提高学生的语言运用能力。

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