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汇报人：小熊猫
More than fun
Unit 2
第二课时 Understanding ideas
By the end of this lesson, students will be able to:
1.能读懂有关兴趣爱好的语篇，并学习略读、细读的阅读策略。
2.能梳理文本并提炼故事情节中描述角色的互动和情感变化的动词，推断人物情感。
3.能收集身边人的兴趣爱好及感受。。
What I need to achieve Items great (5points) good (4 points) not bad (3 points) try harder
(2 points)
1.能够通过阅读前读图、学习略读、细读的阅读策略获取语篇大意、结构。
2.能梳理文本并提炼故事情节中描述角色的互动和情感的动词，推断人物情感。
3.能够根据所获得的信息，归纳总结形成自己的理解观点。
4.能够深入思考语篇中不同音乐融合背后更深层的代际爱好融合，并在讨论中表达自己的观点，探索并享受爱好带来的快乐。
5.明确合作学习的重要性，在讨论中懂得分享与求助。
Point ____________in total Enjoy a song
Lead-in
While-reading
Post-reading
Homework
Pre-reading
How many instruments can you hear
How do you feel about the song
/ nstr m nt /
Understanding ideas
1.Look at the picture and answer the questions. Use the words and expression to help you .
rock music
enjoy
instrument
play
fun
erhu
What does Picture a show
What does Picture b show
In Picture a, some girls are playing the erhu...
In Picture b, a band is playing the rock music...
Lead-in
While-reading
Post-reading
Homework
Pre-reading
Prediction
What is the passage about
2.Look at the title and the pictures.
Lead-in
While-reading
Post-reading
Homework
Pre-reading
Who is in the passage
Are their music different or the same
What do they do last
Skimming
Skimming（略读）：目的不在于精确地理解文章，而是为了
了解大致内容，比如文章的主旨大意，传达的主要信息或作者的基本观点
Step1：Read the title.(先读文章标题)
Step2：Read the beginning and end of each paragraph.
(读段落的开头和结尾部分)
Step3：Read the first and last paragraph of the passage .
(读文章的第一段和最后一段)
Lead-in
While-reading
Post-reading
Homework
Pre-reading
Grandpa and I have different hobbies.
I write a new song for the school art festival.
Grandpa and I put our music together and have great fun.
3.Choose the best main idea of the passage.
Lead-in
While-reading
Post-reading
Homework
Pre-reading
fun
4.Complete the chart with the words and expressions from the passage.
rock music
write
playing
sing
instruments
enjoy
Careful reading
Lead-in
While-reading
Post-reading
Homework
Pre-reading
An idea suddenly hits me: "Why don't we put our music together
I can write a song for us. "
"Grandpa!" I rush into his room...
1.What does “An idea suddenly hits me” mean
Think and share
Can you find more sentences like this
=I have an idea.
Lead-in
While-reading
Post-reading
Homework
Pre-reading
Can you find more sentences like this
Careful reading
2.“Everybody moves with our music.”
How do you think the listeners feel
Think and share
Lead-in
While-reading
Post-reading
Homework
Pre-reading
Further thinking
What do the writer and his grandpa put together
rock music meet erhu
the west meets the east
the young meets the old
the Western culture meets the Chinese traditional culture
A hobby can be a bridge between people, bringing more happiness and good memories together.
Lead-in
While-reading
Post-reading
Homework
Pre-reading
Ask and answer with your partner.You can ues the sentences.
What's your hobby
How do you feel about your hobby
Lead-in
While-reading
Post-reading
Homework
Pre-reading
Items great (5points) good (4 points) not bad (3 points) try harder
(2 points)
1.能够通过阅读前读图、学习略读、细读的阅读策略获取语篇大意、结构。
2.能梳理文本并提炼故事情节中描述角色的互动和情感的动词，推断人物情感。
3.能够根据所获得的信息，归纳总结形成自己的理解观点。
4.能够深入思考语篇中不同音乐融合背后更深层的代际爱好融合，并在讨论中表达自己的观点，探索并享受爱好带来的快乐。
5.明确合作学习的重要性，在讨论中懂得分享与求助。
Point ____________in total Self-assessment
Must-do:
Complete the form about your family 's and friends' hobbies,and write down their feelings.
Optional:
Create a drawing, poster, or collage that shows how your hobby connects you with others.
Homework
Member Hobby feeling
Lead-in
While-reading
Post-reading
Homework
Pre-reading
汇报人：小熊猫
More than fun
Unit 2
第二课时Understanding ideas科目 英语 课题 Unit2 More than fun Understanding ideasRock 创作时间 2024年9月
解读教材
教材分析 单元主题： 本单元的主题是爱好在身心健康、人文素养、人际交往等方面都可以产生积极影响。该主题属于“人与自我”主题范畴下“生活与学习”主题群，涉及“多彩、安全、有意义的学校生活”子主题内容。二、单元语篇内容：本单元围绕 The benefits of hobbies 的话题，共设计了11个主要语篇，设计话题的启动、产出4个子话题。单元语篇解读：单元教学整体规划：单元教学目标及评价标准
Understanding idea课时教学设计
一、课时内容分析 本课为Unit 2 Understanding idea，第二课时，课型为阅读课。【What】本单元深入探讨了“兴趣爱好”这一主题。本课时语篇叙述一个学生与爷爷因有不同的音乐爱好共同参与学校艺术节，合作完成电子吉他和二胡演奏的故事，展示了爱好可以成为两代人沟通的桥梁，揭示了爱好多样性的魅力。【Why】本课时的语篇内容，让学生认识到兴趣爱好在个人生活中的重要性，以及音乐作为一种爱好及艺术形式，如何跨越文化和年龄的界限，连接不同的人群。语篇通过具体的故事情节，让学生感受到音乐的力量，体验爱好带来的乐趣，以及它在促进代际交流和文化融合中的作用。【How】通过叙述性的文本，让学生沉浸在故事情节中，梳理文本并提炼故事情节中描述角色的互动和情感变化的动词，推断人物情感，体会爱好带来的共鸣和乐趣。二、课时评价标准
教学目标 1.能读懂有关兴趣爱好的语篇，并学习略读、细读的阅读策略。2.能梳理文本并提炼故事情节中描述角色的互动和情感变化的动词，推断人物情感。3.能收集身边人的兴趣爱好及感受。
教学重点 1.能读懂有关兴趣爱好的语篇，并学习略读、细读的阅读策略。2.能梳理文本并提炼故事情节中描述角色的互动和情感变化的动词，推断人物情感。
教学难点 1.能梳理文本并提炼故事情节中描述角色的互动和情感变化的动词，推断人物情感。2.创造性地思考如何将不同代际的爱好融合，并在讨论中表达自己的观点，探索爱好带来的乐趣。
解读学生
学情分析 话题熟悉度：七年级学生对个人兴趣和爱好充满热情，话题贴近学生生活，能够联系自身生活谈论话题，可能未充分认识到爱好对个人发展的重要性。英语学科能力：他们具备一定的英语基础，能够运用目标语言进行描述，但梳理概括能力不足，需要通过具体的语境来巩固和扩展，同时提升听说和阅读理解能力；学习经验：积极活泼，乐于进行合作学习，同时也渴望探索和理解不同文化和传统；本单元的主题能激发学生的共鸣，使他们在学习英语的同时，增强跨文化理解的能力。
解读方法
教学方法 1.Task-based Language Teaching Method任务型语言教学法2.Communicative Teaching Method1交际教学法3.Inductive Teaching Method归纳教学法4.Audio-visual Teaching Method视听教学法
学习方法 1.The communicative approach交际法2.Cooperative learning method合作学习法3.Discussion 讨论
教学手段 多媒体辅助教学：制作教学课件，视频资料、音频资料、多媒体教学设备、图片资料、听说设备等多种元素辅助教学。-
教学过程 教学环节 教学活动 效果评价
Lead-in 活动1Present learning objectives T：Class begins.Hello boys and girls.T:Sit down please.Ok guys today we will learn Unit2 More than fun.The second period Understanding ideas.Please open your book and turn to Page32.T:Here are your learning objectives.Please read them together.T:You are going to check how many you can achieve during and after lesson.So that you can reach the goals in this Unit. 教师观察学生课堂准备情况
设计意图：让学生清楚学习目标，明确学习方向。
活动2Warm up T:Ok,Who can tell me what we have learnt yesterday S:Hobbies.T:Yes,we have talked about hobbies.Could you guess what my hobby is Ss:Planting flowers/Reading/Shopping...T:Sorry,that’s not right.Oh,that girl,please speak loudly.Yes,bingo.Listening to music.Boys and girls,I’d like to share a song with you.Please listen carefully and that tell me how many instruments you can hear that.How do you feel about the song T:It’s a new word for you.read after me instrument(twice) T:Are you ready Now here we go.(Enjoy a song)T:How many instruments you can hear that Ss:鼓/古筝/笛子/吉他/...T:How do you feel about the song Ss:Great./Beautiful./Wonderful/amazing/Exciting...T：Do you like it Wow I’m so happy to hear that.Let’s check your answers.(Watch a video) 观察学生回答的表现，根据说出的具体单词，了解其关于兴趣爱好的词汇掌握程度及感受类词汇储备情况。
设计意图：激发学生对话题的兴趣，引导他们思考并谈论感受。
Pre-reading 活动1Look and say 1.Look at the picture and answer the questions. Use the words and expression to help you. T:What does Picture a show S:In Picture a, some girls are playing the erhu... T:What does Picture b show S:In Picture b, a band is playing the rock music. 观察学生对图片信息的正确表达情况，掌握学生对本课单词的掌握情况。
设计意图：展示图片，给出关键词，帮助学生描述两幅图片，引出二胡和电吉他两种不同风格的乐器，激发学生对音乐多样性的兴趣，为文章阅读做铺垫。
Step 3 While-reading 活动1Prediction T：Now look at the pictures in your book,What are they doing Ss:They are playing instruments.S1:A boy plays electric guitar.S2:An old man plays erhu.T：Can you guess the two persons’ relationship T:Teacher and student./Grandpa and grandson.Look at the title .What is the passage about T:Now read the passage and check your answer. 根据学生猜测出的信息，评价其预测文章内容的能力
设计意图：培养学生观察文章标题与配图预测文章内容的能力。
活动2Skimming T：Can you read the passage in two minutes and find the answer Ss:No.T:Ok,you can use the skimming reading skill.Choose the best main idea of the passage. 观察学生对主旨大意题选择情况，评价其能否读懂文章大意
设计意图：指导学生阅读文章，培养学生对文章主旨的把握能力。
Careful reading T：Read the passage again.Please read it carefully and then complete the chart with the words and expressions from the passage. 观察学生对细节信息掌握情况，掌握学生对细节细节处理能力，并及时鼓励指导。观察学生对文章结构的了解情况并通过学生对段落主旨大意的概括表述，评价学生对文本掌握情况
设计意图：1.帮助学生识别文章中的关键词和表达，并引导他们如何在图表填空中正确使用这些词汇。.梳理结构，深入分析文本。
Step4Post-reading Think and share 1.T：What does“An idea suddenly hits me”mean S：I have an idea.T:Can you find more sentences like this 2.“Everybody moves with our music.” T:How do you think the listener feel S:Happy/Excited/glad/good/enjoyable3.Further thinkingWork in pairs 1.观察学生能否梳理文本并提炼故事情节中描述角色的互动和情感变化的动词，观察学生推断人物情感表述，评价学生对本课难点的掌握情况给与指导。2.观察小组讨论和小组展示情况，评价学生能否深度思考通过音乐跨代融合背后更深层含义。根据需要给出必要指导和反馈。
设计意图：1.引导学生深度思考句子背后隐藏的含义，感受语言的灵动，文字背后的情感。提炼故事情节中描述角色的互动和情感变化的动词。2.通过小组合作和想法分享，学生深入思考跨代融合背后更深层含义，培养学生跨文化思维能力，同时锻炼学生的团队协作能力。
Step4Post-reading Self-assessment 1.SummaryT:Boys and girls,What have we learnt today (look at the blackboard and review)2.Self-assessment 观察学生对本节课所学内容总结概括情况。观察学生自我评价赋分，评价学生本节课收获
设计意图：归纳总结本节课所学内容，巩固学生习得。落实“教学评”一体化，评价结果作为后续改进教学决策提供依据，提高学生学习成效。
Step 6 Homework Must-do Complete the form about your family 's and friends' hobbies,and write down their feelings.
Optional Create a drawing, poster, or collage that shows how your hobby connects you with others.
设计意图：帮助学生巩固今天所学的知识
板书设计：
本课亮点： 1.本课精心设计，循序渐进，对学进行学法指导渗透。2.整体运用任务型教学模式以及阅读课教学模式，重难点突出关注到了学生对文本的深层次的理解。3.通过深挖文本句子背后隐藏的含义，感受语言的灵动，文字背后的情感。提炼故事情节中描述角色的互动和情感变化的动词。培养学生提炼、概括赏析能力。4.通过本课学习，培养学生跨文化思维能力。有待改善之处：关注学生个体不到位，激励性语言还可以再丰富些。
学生制定一个计划，标题为A plan for club

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