联系本站客服加+微信号15139388181 或QQ：9899267 |
视频标签：belong to
所属栏目：初中英语优质课视频
视频课题：九年级Unit 8 it must belong to carla Section B 2a—2e 湖北省 - 襄阳
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
九年级Unit 8 it must belong to carla Section B 2a—2e 湖北省 - 襄阳
九年级Unit 8 It must belong to Carla
Section B 2a-2e
一、教学内容分析
九年级Unit8围绕“神秘事件（Mysteries）”为话题展开活动。Section B引入对英国神秘巨石阵的介绍。活动2a-2e则通过阅读语篇加强语言输入量，发展学生的阅读技能，强化对本单元新语言知识的认识。引导学生运用预测、导读、略读、细读、推断等阅读技巧，理清文章的脉络和框架，理解文章的主旨和细节，对文章形成完整清晰的概念，把握文章的语境特点。
二、学生情况分析
初中阶段学生年龄一般在12-15岁之间，抽象思维有了很大的发展，可以把事物的形式和内容分开，可以进行逻辑推演、逻辑分析和评价。阅读目标也应包括：能理解段落中各句之间的逻辑关系；能找出文章的主题，理解故事情节，预测故事情节的发展和可能的结局；能读懂常见体裁的阅读材料；能根据不同的阅读目的运用阅读策略获取信息。
三、教学目标 1.知识目标
在本节课结束后，学生能掌握：
（1）连接词（linking words or phrases）：so, as, because, since, but, however, though, not only...but also, or, when, while.
（2）语法：运用情态动词 must, might, could, can’t 进行推测 2.能力目标
在本节课结束后，学生能够：
（1）通过相关的连接词理解句子之间的逻辑关系；
（2）能有效获取阅读信息并根据相关信息进行预测、推断或续写故事； （3）能读懂事物说明文。 3.情感目标
通过感受英国巨石阵无与伦比的独特魅力，抒发对历史文化遗产和自然风光的喜爱和敬畏之情，亲近历史。既培养学生获取信息、整合信息的能力，同时可以增加学生对国内外历史文化遗产的理解，扩大国际视野。
四、教学重点及难点
帮助学生理解大意，理解说明文的文本，根据上下文线索进行推理判断，培养学生根据阅读目的使用不同的阅读策略。
五、教学方法
PWP教学模式同时结合了任务型教学模式的一些特点。
六、教学设计 Step 1: Watch a video.
设计意图：通过看英国巨石阵的短片，一方面激发学生探求世界之谜的兴趣，另一方面通过视觉材料帮助学生快速进入上课内容。 Step 2: Prediction
Teachers asks students to look at the pictures and the title of the passage below. Discuss in pairs what kind of information you think will be introduced in the passage.
(Possible answers: It talks about why Stonehenge is there.)
设计意图：通过看课文标题、图片预测课文包含的内容，一方面引发学生的阅读兴趣，另一方面也是对学生阅读技巧的培养。 Step 3: Fast reading
Skimming: Teacher asks students to analyze the structure, and think about the main ideas in each paragraph.
(Possible answers:
Para 1: Stonehenge, a rock circle, is not only one of Britain’s most famous historical places but also one of its great mysteries.
Para 2: Stonehenge can’t be a temple.
Para 3: No one is sure what Stonehenge was used for. Para 4: One of the greatest mysteries is how it was built.) Step 4: Fast reading
Scanning: Teacher asks students what Stonehenge have been used for.
(1)For many years, historians believed _______. . (2)However,historian Paul Stoker thinks ________because _______________. (3) Another popular idea is that _______________________. (4) Other people believe the stones _____________. (5) Some think it might be __________ or ______________. (6) Others think it was ____________________.
(Possible answers: It was a temple. It can’t be a temple. It might be a kind of
calender. It has a medical purpose. It might be a burial place or a place to honor ancestors. It was built to celebrate a victory over an enemy.) Step 5: Analysis of Details（分析内容）
1.Teacher asks students to skim through paragraph 1 and answer these questions.
Question 1: What is Stonehenge?
Question 2: What is special about Stonehenge?
(Possible answers: 1. It’s a rock circle. 2. It is not only one of the Britain’s most famous historical places but also one of its greatest mysteries.)
设计意图：引导学生发现本文是介绍英国巨石阵的事物说明文，要求学生在第一段细读分析巨石阵的特点。本篇说明文的要点就是巨石阵的特征。 2.Teacher asks students to explain what the underlined word refers to.
Stonehenge, a rock circle, is not only one of Britain’s most famous historical places but also one of its greatest mysteries.
(Possible answers: “its” refers to Britain’s.)
设计意图：引导学生关注说明文的语言，“它的”在文中具体指代什么，一般指的是代词前面的话，找最近的一句话，有时要注意可能不是整句话，而是其中一部分。
3.Teacher asks students to skim through paragraph 4 and answer this questions. Question : What are the mysteries about Stonehenge？
1. One of the greatest mysteries is how it was built because the stones are so big and heavy.
2. We don't really know who built Stonehenge. Step 6: Analysis of structure（分析结构）
Teacher asks students to divide this passage into three parts and choose their main ideas.
Part 1(Para 1): Stonehenge is famous and popular among British people. Part 2(Para 2, Para3): 6 popular opinions about what Stonehenge might be used for.
Part 3(Para 4): No one knows who built it, how it was built, when it was built. 设计意图：初步了解文本内容和结构框架。
3.Teacher asks students to read paragraph 2,3,4 and find out the mysteries about Stonehenge.
Part 1: One of Britain’s greatest mysteries.
Part 2(para 2 and 3): What it is used for / why it was built
Part 3: How it was built and who built it.
4.Teacher asks students to identify what kind of article it is.
What type of text does the passage belong to? A. A narration(记叙文) B. An argument(议论文) C.An ad(广告) D. An exposition(说明文) 5.The passage is in order of .(逻辑顺序)
设计意图：引导学生分析文章，介绍巨石阵的说明顺序。为什么说明巨石阵（它在英国人民心中独特的地位和它蕴藏的神秘），人们猜测巨石阵的修建目的（6种观点），巨石阵的修建者和修建时间仍是谜团。文章是总分结构，而分的部分又按照并列方式排列。 Step 7: Enjoy the passage. 鉴赏好文
1.Teacher asks students to discuss these underlined sentences in the passage. (1)Every year it receives more than 750,000 visitors.
(2)In 2001,a group of English volunteers tried to build another Stonehenge,but they couldn't.
The writer uses
设计意图：引导学生弄清作者介绍的是哪些方面的特征，以及是如何介绍的。作者运用了列数据的说明方法。运用准确的科学数据说明巨石阵的游客之多，受欢迎之盛，体现了说明文语言的语言的准确性，易于读者接受。作者举了一个代表性例子，志愿者重建而失败，说明了这些石头形状大，体积重，增强说服力。巨石阵如何建造确实是未解之谜。
2.Teacher asks students if we can cut these underlined words out.
(1) Another popular idea is that Stonehenge might be a kind of calender. (2) No one is sure what Stonehenge was used for, but most agree that the position of the stones must be for a special purpose.
(Possible answers: We can’t. “might” means there is a possibility. Stonehenge could be a calender. “most” means the majority of people. )
设计意图：带领学生赏析说明文的语言。不能删去。“可能”表示估计，“大多数”表示数量。结合本句话，若删去就变成巨石阵就是一种日历，所有人都同意巨石阵中石头位置摆放一定特殊原因，不符合客观实际，语言过于绝对。“可能”、“大多数”表现了说明文语言的准确性、周密性和科学性。
3.Teacher asks students to find three quotes(引语) and discuss what we can get from the quotes.
Quote 1: “The leaders arrived in England much later,” he points out.
Quote 2: “As you walk there, you can feel the energy from your feet move up your body,” said one visitor.
Quote 3: “We don’t really know who built Stonehenge,” says Paul Stoker, “And perhaps we might never know, but we do know they must have been hard-working and great planners！”
(Possible answers: Quote 1 supports his opinion - Stonehenge can’t be a temple. Quote 2 describes visitors’ feelings when they walk there. Quote 3: One volunteer said himself they tried but failed, so there still remained many mysteries.)
Quotes can make the passage vivid and lively. And quotes are very authentic and real.
设计意图：引导学生关注说明文的两种说明方式平实性说明和生动性说明。生动性说明除了运用说明的表达方式，还使用记叙、描写等表达方式特别是描写的表达方式，还会使用生动形象的比喻、拟人、排比等修饰手法。如第二句栩栩如生地描写出游客站在巨石阵中感受神秘能量的场景，生动形象地说明了巨石阵的独特魅力，让抽象的巨石阵之秘变得通俗易懂，使文章具有文学色彩，吸引读者的阅读兴趣。
Step 8: Linking words and phrases 连接词和词组
1.Teacher asks students to match each linking words with its purpose.
Stonehenge, a rock circle, is not only one of Britain’s most famous historical places, but also one of its greatest mysteries.
Adding information
People like to go to this place especially in June as they want to see the sun rising on the longest day of the year.
Giving reasons
However, historian Paul Stoker thinks this can’t be true because Stonehenge was built so many centuries ago.
Expressing a difference
Some think it might be burial place or a place to honor ancestors.
Giving a choice
设计意图：通过呈现这些含有连接词的句子，教师要求学生完成将连接词和其用途相匹配的活动。关注连接词在文章中的使用，尝试理解句意，并思考体会连接词在句子中的作用。
2.Teacher gives students some time to fill in the linking words, and explain to each other why they chose that answer and how the linking words contributes to the meaning of the sentence.
so as because since but however though not only... but also or when and
Happiness is important for everyone. Most people want to be happy but few know how to find happiness. Money and success don’t bring lasting happiness. Happiness depends on ourselves. In other words, we make our own happiness.Some people believe that if they are wealthy, they will be able to do anything they want, which means happiness. On the other hand, some people believe that holding a high position in the government is happiness. In this way, you have money,
many other things which can’t be bought by money. , other people believe that having lots of money is not happiness, nor is holding a high position in the government. These people value(重视) their beliefs, or their intelligence, or their health. They think these can make them happy.Here are a few ways to help you be happier.
The first secret of happiness is to enjoy the simple things in life. Too often, we spend so much time thinking about the future, for example, getting into college or getting a good job, that we don’t enjoy the present. You should enjoy life’s simple pleasures, such as reading a good book, listening to your favorite music,
spending time with close friends. People who have close friends usually enjoy happier and healthier lives.
The second secret of happiness is to be active. Many people go dancing or play sports. People can forget about their problems only think about the activities.
Finally, many people find happiness in helping others. According to studies, people feel good they volunteer their time to do many meaningful things for other people. If you want to feel happier, do something nice for someone. You can help a friend with his or her studies, go shopping to get food for an old neighbor, or simply help around the house.
Now maybe you know how to find happiness!
设计意图：要求学生根据连接词的用法，结合各句句意选择并填写适当的连接词，引导学生尝试对部分句子进行同义句转换。教师进一步有意识地指导学生通过连接词的运用理解句子之间的逻辑关系。 Step 9: Collect information for writing 收集写作材料
Teacher asks students to think of any other mysteries, either in China or another part of the world, which are similar to Stonehenge.
What mysteries can you think of? What do you know about them? What is mysterious about them?
设计意图：通过让学生以小组为单位，用以上问题为线索，讨论世界上和
Stonehenge相似的具有神秘色彩或未解之谜的地方。并且要求学生讨论时使用连接词，丰富句式和表达。
Step 10: Checklist for Reading自我提问单
教师为了培养学生的自我监控阅读策略，引进了下面的Checklist for Reading（郑敏，2002）。自我提问单用于学生自我评估，检查自己在阅读中策略的运用和效果，对培养学生的元认知阅读能力很有帮助。
Checklist for Reading（郑敏，2002）
概览——选择目标
1、从标题看，这篇文章讲的是什么？
2、从文章的开头和结尾（或摘要/小标题/各段首句）来看，该文章的内容是否与我刚才的猜想一致？ 3、这篇文章值不值得我细读？ 摘要——把握文章脉络
1、我采用了摘要还是别的方式提炼文章的主题？ 2、我采取纲要法理清文章的脉络了吗？ 3、我很好地把握了文章的主题和结构了？ 细读——对文章内容进行深层次理解
1、我每读一句是否能够考虑它与上文的联系？ 2、在读的过程中我能否对下文进行预测？ 3、读完一段我能否考虑其与上文的联系？ 4、我能根据上下文猜测词义吗？ 5、我理解了文章的潜在含义吗？ 6、我了解作者的写作意图吗？ 7、我同意文章中的观点吗？
8、我能够把整篇文章连贯起来理解吗？ 检测——任务自查
1、我理解了文章的字面意思和隐含的意思了吗？ 2、我把握了文章的结构了吗？
3、我学到了哪些知识（包括词汇和句法）？
4、我在阅读中遇到了什么困难？原因是什么？解决得如何？
5、我在阅读过程中运用了哪些阅读技巧？运用得是否得当？效果如何？ 6、我解答理解题质量如何？为什么？ 7、我完成阅读任务了吗？
8、本次阅读对以后的阅读有什么启示？
视频来源：优质课网 www.youzhik.com
