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沪教版《英语》七年级上册
Unit 8 Reading 教学设计
教学目标
通过本单元的学习，学生能够讲述收藏故事，认识收藏价值，介绍自己的收藏情况，形成正确的收藏观，同时学会欣赏博物馆藏，感受收藏魅力。 通过本课的学习，学生能够： 1. 获取语篇中文本类型、结构、段落大意以及梳理提炼邮票收藏背后的故事。 2. 分析、评价祖父对Zhao Rui在邮票收藏和中华历史文化传承方面产生的影响，以及邮票收藏的价值。 3. 迁移所学内容，描述邮票收藏背后的故事和蕴含的价值。
教学内容
教学重点： 获取语篇中文本类型、结构、段落大意以及梳理提炼邮票收藏背后的故事，认识到收藏的价值。 教学难点： 通过问题和关键词复述课文内容，并迁移所学内容，描述邮票收藏背后的故事和蕴含的价值。 预计课时：1.5-2课时
教学过程
课堂教学过程 Step 1 阅读前通过了解同学的收藏，激活对收藏品的已有认知和经历。 1. 认识核心主题词汇 提炼标题里的核心动词collect，利用英文注释解释词汇内涵，并且通过图示引出collector以及collection这两个核心主题词汇，让学生对收藏这一含义有更直观的理解。 2. 学生完成p116的读前活动，教师引导学生关注分享中的核心短语a collector of, my collection of 以及love collecting，为下一阶段的分享做铺垫。 3.教师以身为例，展示自己的藏品，并提供语言框架，引导学生介绍教师的藏品，了解藏品的多样性。 Sissi likes collecting things. These are her collections. She is a collector of ... 接下来，教师引导学生两人一组在班级用p116的对话示例分享各自的收藏。 建议句型： I collect I love/like/enjoy/am keen on collecting … I am an avid (狂热的) collector of … I have a small/handsome (大量的) collection of … 4. 学生两人一组利用交谈时的笔记互相简单描述同桌的收藏。 (示例句型) She/He collects… She/He loves/likes/enjoys/is keen on collecting … She/He is an avid(狂热的) collector of … She/He has a small/handsome(大量的) collection of … Step 2 了解主阅读语篇的大意 1. 教师引导学生快速浏览课文的导语、标题、图片等，通过以下问题了解本篇文章主题内容，并预测Zhao Rui要分享的故事。 What does Zhao collect What is the building in the picture What stories do the stamps have to tell 2. 引导学生快速阅读全文，进行分层任务，连线找出每段的主旨，或者根据U4及U7所学阅读策略用wh-问句对每段进行主旨概括，同时鼓励学生在课文中划出标志性句子或者关键词。 Possible key sentences or key words: Paragraph 1: Today, I’m going to talk about my hobby; love stamps; because Paragraph 2: I developed this hobby thanks to my grandpa Paragraph 3: Let me show you an absolutely wonderful stamp; my favourite because Step 3 分段精读，了解更多有关Zhao Rui的信息以及作者的藏品经历以及收藏价值。 1. 阅读第1段，回答Why does Zhao love stamps这个问题，并鼓励学生用一句话概括答案，并使用not only… but also这个重要句型。 (Key: Because stamps not only look beautiful but also teach him about the history and culture of different countries.) 2. 阅读第2段，根据课文内容完成表格，并根据表格内容，评价Zhao的祖父。 Question: What do you think of Zhao’s grandpa I think he is______(adj.) because_________________. (possible answers: careful; knowledgeable; patient…) 3. 阅读课文第3段，回答Why does Zhao like this stamp？这个问题，鼓励学生找出答案并用关键词概括，同时引出“榫卯结构”这一中国优秀传统工匠技术。 Keys: A valuable gift: first, my grandpa bought it for me Amazing culture: hundreds of years ago; built them without using a single nail Interesting history: many other interesting bits of history about the old building Positive influence: thanks to; became interested in; started to collect; more and more about Chinese history and culture 如果学生程度较薄弱，只需要找出原因，无需概括。 Step 4 重读整篇文本，学习阅读策略，深度探究收藏背后的故事。 阅读文章，并回答以下问题 How did Zhao Rui develop his hobby of collecting stamps (key: experienced grandpa’s love for collecting stamps→helped grandpa and learned a lot→received a stamp as a gift from grandpa→got interested in traditional buildings and started to collect→learned more and more about Chinese history and culture) Does Zhao Rui share his grandpa’s hobby of collecting stamps (Yes) Why can Grandpa’s hobby of collecting stamps be passed down to Zhao Rui (答案见下一活动) 2、学习本单元阅读策略，通过联系自身经历，解释Why can Grandpa’s hobby of collecting stamps be passed down to Zhao Rui这一问题。 3、再次阅读文章，回答What stories do the stamps tell according to passage这一问题，探究收藏背后的故事。 Key: About stamps: The history and culture behind the stamps About Zhao Rui: how he developed this hobby and this hobby’s influence on him. About grandpa: Zhao Rui’s golden memory with his grandpa. Step 5 通过复述，进一步巩固学生对文章内容的掌握，进行思辨以及迁移创新。 创设真实情境，并通过提供问句以及关键词，引导学生对课文进行复述。 情境：Your best friend missed this presentation, and she/he really wants to know what this presentation is about. Please make a dialogue in pairs using the questions and key words on the right to retell this presentation. 针对Zhao分享中的最后一句any questions，引导学生对文章内容进行提问，更深一层去研读及探究文本。以下是给学生的范例： 针对文中“I am learning more and more about Chinese history and culture”，可提问“What do you plan to do to promote the Chinese history and culture that you have learnt？” Other possible questions: Since fewer people write letters or postcards now, how do you collect the stamps Is it harder to collect the stamps now Does it take more money and time now 小组合作，讲述他们带来学校的邮票背后的故事。教师带着学生了解分工、演讲稿的结构(ABC structure)及语言特征(interactive language)，提供讲稿模板。 分工如下： S1: Describe what is on the stamp. S2: Describe how I got the stamp and why I like the stamp (patterns, colours, memory). S3: Describe what I learn from the stamp (history, culture). 讲稿模板 Dear class, Today, I am going to talk about my stamp. On this stamp, there is _____________________. I got this stamp from_______. I like it because____. I learn a lot from this stamp._______________________________. Thank you for listening! Step 6 引导学生课后填写学习评价表并总结今天课堂学习的内容。 Self-assessment
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