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/ 教学评一体化 高效备课 | 英语学科
Unit 1The Changing World第7课时 阅读课教学设计
教材分析
【What】本课时语篇主题为热爱家乡，建设家乡。文章开篇总述：不同年龄、不同职业的人怀着对家乡的热爱，为家乡发展贡献力量。随后并列讲述三个普通人的故事：70 多岁的西瓜技术专家刘广辉，常年在田间劳作，业余免费给村民开展技术指导，带动当地农业经济增长；“鲜花女孩” 姜慧大学毕业后返乡创业，线上直播售卖鲜花，还教会村民网上销售农产品；乡村教师袁白灵，见证家乡巨变，大学毕业后回到家乡任教，助力乡村孩子获得良好教育。文末点明：依靠人们的勇气与奋斗，家乡会拥有光明未来。课后设置表格信息提取、小组讨论输出两类习题，落实读、说技能训练。 【Why】本课时语篇旨在让学生看见平凡个体的价值，懂得普通人也可以用实干为家乡发展出力，打破只有大人物才能改变家乡的固有认知;厚植学生乡土情怀，激发热爱家乡、回报家乡的情感，树立责任与奉献意识;引导学生联系自我，思考青少年当下可以怎样努力、未来能为家乡做什么，实现语言学习与德育育人融合。 【How】本课时语篇是人物记叙短文，总并列总结构。开头总起引出三位人物；中间三段平行独立，分别介绍三个人物的经历、行动与贡献；结尾总结升华主题。三段人物段落框架高度一致，便于对比归纳信息。语篇以一般现在时为主，穿插一般过去时讲述人物过往经历；句子长短结合，大量使用简单句，词汇贴合初中学生水平；段落句式模板化，适合学生模仿进行人物介绍写作。语篇旨在训练学生阅读中定位、筛选、概括人物信息的阅读技能；提供人物事迹介绍的语言范本，支撑口头复述与书面表达；借助真实人物故事渗透家国情怀的德育教育。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生具备基础记叙文阅读力，能够识别文本中人物、职业、行为等表层信息；掌握一般现在时、一般过去时基本用法可以用简单英文句子介绍人物；对家乡、奋斗奉献有生活体验，具备情感认知基础。会借助表格梳理阅读信息，能够开展简单的小组讨论。 难以对文本信息进行深度概括，只会摘抄原文，不会提炼人物的贡献与精神品质；不能灵活迁移文本句型，自主仿写人物故事、表达个人观点；很难把文本人物故事和自身生活结合，用英语有条理表达自己可以为家乡做什么。 通过阅读，提取信息完成课本表格，梳理三个人物的姓名、职业、贡献；依托文本框架，简单复述三位家乡建设者的主要事迹；在小组合作下，简单说出青少年能为家乡做的事，输出简单观点。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能听懂、认读并运用核心词汇：contribute to, expert, guidance, livestreamer, graduate from 等；读懂并列式人物记叙语篇，获取并归纳人物经历、职业、贡献等关键信息，完成表格任务；能够口头复述人物故事，运用所学语言简单表达自己能为家乡做的事； 学习能力： 学会表格梳理、分段阅读的阅读策略，提升信息概括能力；观察平行段落文本结构，学会借鉴篇章结构辅助阅读与表达；积极参与小组讨论，学会合作探究完成思辨类任务； 思维品质：通过对比三个人物不同的奋斗方式，锻炼归纳、对比、分析的逻辑思维；透过故事挖掘人物无私奉献、艰苦奋斗的内在品质，提升深度阅读思考能力；辩证思考：岗位不同，同样可以为家乡创造价值； 文化意识：感悟当代普通人扎根乡土、建设家乡的时代精神；萌发热爱家乡的情感，树立少年担当，懂得奋斗与奉献的意义。 完成课时目标所需的核心语言如下： 【核心词汇】 contribute to, grow along with, agriculture technology, expert, spend...doing sth, day off, for free, joint effort, farming economy, graduate from, promote sales, online, agricultural product, worthwhile, witness, further development, a bright future. 【核心句型】 With a deep love for their hometown, people of different ages and professions are contributing to its development and growing along with it. Although he is more than 70 years old, he still spends most of his days working in the sun on the farmland. On his days off, Guanghui provides local farmers with technical training and guidance for free. When she was young, Hui often visited her aunt's flower field after school, where she learnt how to grow flowers. As she grew up, she witnessed how her village changed greatly over the years. Though the area still needs further development, through the courage and hard work of its people—like Bailing—it has a bright future ahead.
教学重难点
教学重点： 梳理文本，获取三个人物的姓名、职业、主要贡献，完成表格;把握并列式人物短文的阅读方法，积累介绍人物事迹的话题表达;能够复述文本故事，完成话题口头输出。 教学难点：跳出原文摘抄，概括人物精神品质，理解文本深层主题意义；迁移文本语言，结合自身实际，用英语表达青少年如何为家乡出力；实现语言学习、思维训练与情感价值的融合落地。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 导入 1.Play a song named Country road takes me home and let the students have a free talk. T:What is this song about Do you love your hometown Have things in your hometown changed a lot Can you share one change you have noticed 2.Show some pictures and lead the students to the reading class. T:They all love their hometowns. How did they help their hometowns 1.Watch a video and listen to the song named Country road takes me home. Then answer the questions to have a free talk. Sa:It’s about hometown. Sb:Yes. Sc:My hometown used to have dirt roads. Now we have wide paved roads. More and more shops are selling things online now. /... Look at some pictures on the screen to know there are some people who love their hometown and build their hometown. 播放英文乡村主题歌曲，营造轻松的英语课堂氛围，激活学生已有生活经验，快速把学生带入 “家乡变化” 话题；通过层层递进的问题链，引导学生结合自身生活，口头描述家乡的变化，实现旧知唤醒，同时激发学生表达欲望。 展示三位主人公人物图片，抛出核心设问 “How did they help their hometown ”，设置阅读悬念，自然引出本课阅读主题Love My Hometown, Build My Hometown，让学生初步感知本课 “普通人建设家乡” 的核心话题，为后续文本阅读做好主题与情感铺垫。
Presentation 学习理解 While-reading:(1)Fast reading. Ask the students to read the story to get the style and the structure of the story by the title and the subtitles. T: What is the main style of the passage What is the structure of the passage Provide the students with a reading tip to let the students get the key events with the help of the subtitles. Then ask them to match the pictures with the paragraphs. (2)Careful reading. Let the students read para.1and have a think to answer the questions. T:Who will the stories be about What is the main topic of the passage let the students read Part 2 and answer a question and then complete in the table. Then ask several students to check the answers. T:What is Liu Guanghui’s job Provide a reading tip and let the students read para.3 and guide them to fill the table with the information about her nickname, job, talent and contribution. Guide my students to have a deep thinking and express their ideas. T:Was Jia Hui’s online business successful at the beginning How did she deal with the difficulty What good qualities can we learn from Jia Hui Ask the students to read paragraph 4 carefully to get the writing order and complete the mind map . Then check the answers. T:What order is the story written in 1.(1)Have a fast reading about the style and the structure of the story by the title and the subtitle. Sa: A narrative text Sb:Total-part structure. Read through the passage and match the pictures with the paragraphs. (2)Read paragraph 1 to skim the passage to find key words and locate specific details quickly. Then answer the question. Sa：Three people of different ages and professions. Sb:The passage talks about people contributing to their hometown. Read part 2 to answer the questions and then complete the table to get his job, work and result. Sa:He is an agricultural technology expert in watermelon farming. Read paragraph 3 and try to get the information about her nickname, job, talent and contribution . Then report the answers to the class. Have a deep thinking about the two questions and share ideas. Sa:No, it wasn’t. It was hard at first. She was always patiently explained and offered practical advice to customers. Sb:She is persistent hardworking. She didn’t give up when it was hard at first. Read the paragraph 4 together to get the writing order and complete the mind map. Then report the answers . Sa:Time order. And it compares the past with the present. 引导学生识别文体、分析总并列总篇章结构，教授 “借助小标题抓取关键事件” 的阅读策略，训练学生宏观语篇意识，帮助学生学会从整体把握记叙类文本框架；人物图片匹配段落任务，降低文本阅读难度，初步建立人物与段落的对应关系，培养快速定位信息的略读能力。 研读文章第一段总起段，设置问题链，让学生找出文章写作对象与中心主旨，理解总起段提纲挈领的作用，训练学生抓取主旨大意的阅读能力，让学生明白全文围绕 “不同年龄、职业的人为家乡做贡献” 展开。 分段处理三个人物故事，依次阅读刘广辉、姜慧、袁白灵的段落，运用表格、思维导图等可视化学习支架，引导学生梳理人物姓名、年龄、职业、所作所为、带来的贡献与结果，训练学生筛选、提取、整理细节信息的阅读能力。表格和思维导图把碎片化信息结构化，降低信息梳理难度，落实本课语言能力目标，同时渗透 “用表格梳理阅读信息” 的学习策略。 设置 Think and Say 深度思考问题，不止停留在 “找原文信息”，进一步追问人物遇到的困难、处理方式以及人物身上的优秀品质，引导学生基于文本事实进行推理、分析、归纳，实现从表层信息读取走向深层意义解读，落实思维品质素养。 所有阅读任务均在语篇语境下开展，学生在阅读故事的过程中自然接触 contribute to, expert, guidance, witness, graduate from 等核心词汇和重点句型，实现在语境中感知语言，而不是孤立背单词，为后续语言输出积累话题语言素材。
Practice and Production 探究应用及 迁移创新 Post-reading: Show two questions and guide the students to think deeply.Let several of them to show their work. T:What do you think of Yuan Bailin’s choice(return to her hometown to become a village teacher) If you were a college graduate, would you work in in big city or return to your hometown 2.Ask the students to read the text and complete the table. T:How did each person in the text contribute to the development and growth of their hometown 3.T:What can you do for your hometown to make a difference in the future Provide the students a sample and some sentence patterns. Ask the students to work in groups and have a discussion. Then let them express their ideas. Read the two questions, think deeply and show ideas about them. Sa:I think her choice is really great and touching. She shows her deep love for her hometown with her actions./... Sb:I would choose to return to my hometown. I want to help my hometown develop. Also, I can stay with my family. I love my home town./... Sc:I would choose to work in a big city. There are more job chances. I can learn new things and meet different people. It helps me grow quickly./... 2.Read the text and complete the table. How did each person in the text contribute to the development and growth of their hometown 3.Read the question and the sample answer from the teacher. Work in groups to have a discussion to express ideas in class. Ss:I will learn about my hometown’s traditions, stories and culture, and share them through videos or events, so that more and more people will know about my hometown. Sb:To make my hometown better, I plan to ______. I want to ______ because it can help ______. In the future, I will ______ to improve my hometown. If everyone does a small thing, our hometown will ____. 思辨问题探究：设置开放性对比思考问题，引导学生辩证看待返乡工作与大城市就业两种人生选择，不设置唯一标准答案，尊重学生多元想法，锻炼学生批判性思维，深化对 “建设家乡” 内涵的理解，落实思维品质素养。 整合表格填空：对全文三个人物信息进行归纳整合，帮助学生复盘梳理全文关键信息，巩固阅读输入成果，夯实本课话题核心语言，检验学生对文本内容的理解程度。 小组讨论分享：提供示范例句和句型支架，降低口语输出难度，开展小组合作探究，实现从文本人物故事迁移到学生自身现实，引导学生思考青少年当下可以为家乡做的事情；借助句型支架，帮助学生把阅读所学语言转化为口头表达输出，实现输入 — 内化 — 输出闭环；同时厚植学生乡土情怀，落实热爱家乡、少年担当的德育目标，达成语言学习与价值育人相融合。|
Language points 1. With a deep love for their hometown, people of different ages and professions are contributing to its development and growing along with it. 怀着对家乡的深切热爱，不同年龄、不同职业的人们都在为家乡的发展贡献力量，也与家乡一同成长。 介词短语作状语：With a deep love for their hometown 用法：with + 名词短语 在句中作伴随 / 原因状语，表 “怀着 / 带着…… 的情感 / 状态”。 with the help of sb. 在某人的帮助下 with great interest 怀着浓厚的兴趣 with a smile 带着微笑 contribute to 含义：为…… 做贡献；促成；导致（to 是介词，后接名词 / 代词 / 动名词） 名词形式：contribution (n.) → make a contribution to... 为…… 做贡献 易混点：contribute to 表 “贡献” 时，与 devote oneself to 同义，注意两者的 to 都是介词，后接动名词 2. Although he is more than 70 years old, he still spends most of his days working in the sun on the farmland. 尽管他已经 70 多岁了，却依然把大部分时间花在农田里，顶着烈日劳作。 spend time (in) doing sth. spend + 时间/金钱 + (in) doing sth. 表示 “花费时间 / 金钱做某事”，其中介词 in 常省略，是中考完形、语法填空和写作的超高频考点。 句中应用：spends most of his days working = spends most of his days (in) working 3.On his days off, Guanghui provides local farmers with technical training and guidance for free. 在休息日，光辉免费为当地农户提供技术培训与指导。 ① provide sb. with sth. 为某人提供某物 ② provide sth. for sb.含义：为某人提供某物（和上面句型可互换） 4.When she was young, Hui often visited her aunt's flower field after school, where she learnt how to grow flowers. 慧小时候放学后常去姑姑的花圃，在那里她学会了如何种花。 宾语结构：how to do sth. how to grow flowers 如何种花 结构：疑问词 + to do 不定式，在句中作 learn 的宾语。 中考常考同类：what to do（做什么）、where to go（去哪里）、when to leave（何时离开） where 引导非限制性定语从句 ...flower field after school, where she learnt how to grow flowers. where 用法 where 是关系副词，指代前面地点 flower field（花田），在从句中作地点状语，相当于 in which / in the flower field。 5.As she grew up, she witnessed how her village changed greatly over the years. 随着慢慢长大，她亲眼见证了这些年来村庄发生的巨大变化。 时间状语从句：As she grew up as 此处引导时间状语从句，意为随着；当…… 时，强调两个动作同步进行。 时态：描述过往经历，用一般过去时，grow → grew witness / w tn s/ v. 目睹；见证；亲眼看见（书面常用，写作加分词） 6.Though the area still needs further development, through the courage and hard work of its people—like Bailing—it has a bright future ahead. 尽管这片区域仍需进一步发展，但靠着像白灵这样的当地人的勇气与付出，它终将拥有光明的未来。 让步状语从句：Though though 意为 “虽然、尽管”，引导让步状语从句，用法同 although。 规则：though/although 不能和 but 连用，但可与 yet/still 搭配。 further adj. 进一步的；更多的（far 的比较级，侧重抽象程度加深）
Summary 归纳总结 Ask the students to sum up the new words, sentences and the structure of the text Have a summary of the new words, sentences and the structure of the text with the T’s help. 引导学生自主总结本节课的新单词、句型和文本结构，充分发挥学生的主体作用，培养学生的知识归纳和梳理能力。
分层作业设计
A层： 基础巩固 复习并牢记本堂课的重点单词、短语和句型。
B层： 能力运用 用3-5句话任选文中一个人物，复述她/他为家乡做的贡献。
C层： 拓展挑战 搜集身边一位为家乡出力的普通人的小故事，用2分钟英文口头分享。
板书设计
教学反思
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