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Unit7 Happy birthday (Reading Plus)
——基于英语学习活动观的初中英语群文阅读教学课
主题语境：人与自我，人与社会
What （主题意义和内容） 本课是该单元的最后一个课时。本课有三个语篇，涉及三张来自不同身份人物的三张生日贺卡，分别是父亲为儿子、女儿为妈妈、朋友为朋友写的生日祝福贺卡，表达了对亲人和朋友的深厚情感，同时，使学生理解纪念和庆祝生日的意义。在此呼应了本单元的大问题：Why do we celebrate birthdays 因为每一个生日都是生命的礼物和馈赠，生日是表达爱与祝福的日子。
Why （作者意图和育人价值） 通过语篇学习，引导学生思考人们庆祝生日的原因以及过生日的意义。每个生日都是生命的馈赠，在年龄增长一岁的那一天，我们感恩父母、珍惜友情、怀念往昔、珍惜现在，对未来生活进行展望并表达祝福。
How （文体结构和语言修辞） 词汇特点： （1）三个语篇生词较少，基本不会对学生造成阅读障碍。 （2）文中使用了很多褒义的形容词，使语言更生动，如wonderful, amazing, dear, happy, beautiful, kind。表达了对过生日的人最衷心的赞美和祝福，将读者带入到具体的语境情景中。 （3）文中出现了drive me up the wall这个非字面意思的短语，需要带领学生简单理解，以和后面的But I wouldn’t change a thing about you做对比，突出父亲对儿子的尊重和爱。
语篇特点： 语篇特征明显，三个语篇都采用贺卡的形式来表达爱和生日祝福。生日贺卡主要从生日祝福、表达感谢、表达爱与关心、赞赏四个角度展开。语言基调是积极向上且充满爱的。
文化知识： 在当今社会，人们庆祝生日的方式是多样化的，但人们依然会通过写生日贺卡的形式来传达爱与祝福。
学情分析
本节课的授课对象为七年级学生，授课内容为该学期最后一个单元的最后一课时。经过一学期的英语学习，学生的听、说、读、写、看等能力都有了不同程度的提高。下表从阅读策略和课堂小组合作探究两个方面对学生现阶段的已有基础和有待提高的内容进行分析，旨在发现学生的最近发展区，设计恰当的教学目标，发挥学生的最大潜能。
已有基础 有待提高 解决措施
阅读策略和能力方面 经过一学期的初中英语学习，大部分学生已经掌握了一些基本的阅读策略，如skimming和scanning，能在阅读中提取、梳理文本信息。 学生以往学习的阅读语篇主要是记叙文。本课的阅读语篇为生日贺卡，是一种较特殊的应用文体裁，学生较为陌生，但更接近学生生活，具有生活化。 通过学习理解类活动，引导学生建构生日贺卡基本结构并注意重点内容的表达。引导学生构建自己的写贺卡的框架结构。
课堂小组合作探究方面 自七年级英语学习开始，英语课堂活动就采用小组合作探究方式，学生对此类小组合作活动的流程较为熟悉。 本课的小组活动更考验小组自主合作和探究的能力，并要求学生在组内进行答案订正、成果分享等，对学生的语言表达能力有更高要求，学生在这方面还有困难。 在小组活动过程中对学生的学习行为给予恰当评价和反馈，再通过自评和互评促进学生反思。
教学目标
在本课结束时，学生能够：
了解生日贺卡的基本结构和内容。
Understand the basic structure and content of birthday cards.
通过小组合作，自主完成同类型语篇的群文阅读任务，分析建构文章细节信息。
Complete the group text reading tasks of the same type of discourse. Analyze and construct the detailed information based on group cooperation.
探究为什么人们要庆祝生日，并给苏轼制作一份生日贺卡，表达感谢和爱。
Explore why people celebrate birthdays. And make a birthday card for Su Shi to express gratitude and love.
教学重难点
根据学情分析，以上教学目标中（1）（2）为教学重点，（3）为教学难点。
学习方法
小组合作，思维导图构建
教学工具
教材、黑板、多媒体课件
教学过程
教学步骤 活动设计 学生活动 效果评价
导入激趣阶段
Step 1 Lead-in and pre-reading T greets Ss, shows some pictures of birthday and asks how to celebrate birthdays. According to students’ answers, lead the topic into birthday cards and show three pictures of birthday cards in the passage. Questions: What are these What words do you want to see if you receive the card Ss recall the background knowledge related to birthdays based on what they have learned before. Think about what they would expect to see on a birthday card if they received it. Based on Ss’ responses, T evaluates Ss’ interest and engagement in the topic through oral and body language feedback.
设计意图：引导学生回顾旧知，激发其对话题的兴趣。通过图片的形式给学生直观的视觉体验，让学生感受过生日时充满爱与欢乐的氛围。
点拨巩固阶段
Step 2 While-reading Step 2 While-reading Fast reading T leads Ss to observe the texts and ask some questions: Who are the cards from and to (2) What are the relationships between them 2. Careful reading T guides Ss to read three texts one by one to analyze the structure of birthday cards, and construct the content of birthday cards. The first card (Dad writes to his son): Q1: How does the father describe his son Q2: Does the father love his son How do you know that Q3: What wish does the father give to his son The second card (Tina writes to her friend, Penny): Q1: What kind of person is Tina’s friend Q2: Does Tina love her friend How do you know that Q3: What wish does Tina give to her friend The third card (Amy writes to her mum) Q1: How does Amy describe her mum Q2: Does Amy love her mum How do you know that Q3: What wish does Amy give to her mum Group text reading T divides Ss into three groups. They read different texts and complete the same task. The character relationships in the three texts are all different. After Ss’ sharing, T leads Ss to find out the personalities of the three persons.—The teacher is full of wisdom, the classmate is full of optimism, the idol is full of talent. Look at the texts quickly and find out the greeting and signature to answer the questions. Ss answer the questions according to T’s guidance. At the same time, finish the mind map. Group work Group one reads the text one. Group two reads the text two. Group three reads the text three. They all need to finish the mind map. After it, Ss check the answers in the group, and share the results in the whole class. Evaluate whether students have clarified the relationships based on their responses.
Through the understanding and detection of detailed information, evaluate whether students have obtained the main information of the birthday cards. Through the group text reading task, evaluate whether Ss can cooperate in groups to explore and obtain the main information of the birthday cards.
设计意图：快速阅读阶段，让学生迅速了解人物关系，对卡片内容有大概情感方向预测。细节阅读阶段，三个卡片分别设置了三个问题，三个问题的指向性明确，即对家人朋友的描述、对家人朋友表达爱、对家人朋友表达祝福。同时，这也为写一份生日卡片的输出活动做了语言结构铺垫。群文阅读阶段，三个小组分别阅读三份不同人物关系的贺卡，再次让学生构建输出框架，不管什么人物关系，写贺卡的结构和内容是大相径庭的。同时，三个人物身上分别有不同的品质，通过思维导图的第一个问题能总结出分别是智慧、乐观、才华，这三个品质或能力是诗人苏轼身上都有的，为最后的输出活动写贺卡的对象提供背景信息。
拓展升华阶段
Step 3 After-reading Based on the qualities of the three characters summarized in the group text reading, ask Ss to guess who has all three qualities at the same time. Give students some language hints and give a picture. —The person is Su Shi. T plays a video of Su Shi speaking and introducing himself, which is made by AI. The self-introduction covered three aspects: wisdom, optimism and talent. Based on the background information of Su Shi's self-introduction, Ss write a birthday card to Su Shi to express their love, gratitude and respect for him. After completion, several Ss read the cards to Su Shi across time and space, and Su Shi responds to the Ss’ cards. Evaluate whether Ss have achieved their learning objectives through the self-evaluation form.
设计意图：通过群文阅读中三个人物身上被赞扬的品质，结合三苏文化，引出苏轼。学生们通过为苏轼写贺卡，检验其是否掌握生日贺卡的结构和内容，并利用AI，与苏轼进行一场跨越时空的对话，通过该活动，理解生日的意义。即生日是表达爱与感谢的一天，我们会感恩父母、珍惜友情、怀念过往等。今年是苏轼诞辰987年，人们依然在为他庆生，因为他的智慧、才华和乐观的人生态度鼓舞着人们，这是他留给后人的生日礼物。无论是谁，每一个生日都是生命的馈赠，都有值得被记住被爱的理由。
Step 4 Summary Birthday is a day for us to express love and gratitude. On this day, we are grateful to our parents, cherish friendship and remember the past. This year marks the 987th anniversary of Su Shi's birth, and people are still celebrating his birthday. Because his wisdom, talent and optimistic attitude towards life still inspire and influence people to this day, this is the gift he left to people. Whoever it is, every birthday is a gift of life.
Step 5 Homework Write a birthday card for your family, friends, classmates or others to express your love, thanks and wishes.
群文阅读文本
Text one (Group 1)
Dear Mrs. Brown,
Your classes are so fun—you help us understand even difficult math problems. Thank you for teaching us math and how to be brave. You always say, "Mistakes help us learn," and that makes me feel strong. I want to be wise (充满智慧的) and kind like you someday! Happy birthday to the best teacher!
Your grateful student,
Beth
Text two (Group 2)
Dear Lisa,
Happy birthday to the bravest (最勇敢的) runner! I remember when you fall (跌倒) in the race but still smile and run to the end. You show me that real winners never give up, even when it’s hard. Stay strong and keep smiling. Let’s keep racing towards our dreams together. I believe we can do it!
Your close classmate,
Jack
Text three (Group 3)
Dear Jim
Happy birthday! In our eyes, you are the piano king! When you play the piano, even quiet rooms light up like stars. Your songs speak feelings that words can’t explain. You teach us to chase (追逐) dreams through every song. Please keep making the world dance with your amazing music. The world needs your special songs.
Your biggest fan,
Sarah

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