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视频标签：第十五届全国初中英语
所属栏目：初中英语优质课视频
视频课题：第十五届全国初中英语教师教学基本功大赛外研版七年级下册 Module 10 Unit 2 A holiday journey6.天津
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外研版七年级下册 Module 10 Unit 2 A holiday journey6. 天津 秦茂娜
外研版七年级下册 Module 10 Unit 2 A holiday journey
以读促写教学设计
| 学校 | 授课教师 | ||||
| 指导教师 | |||||
| 教学年级 | 七年级 | 教学模块 | 七下 Module 10 Unit 2 | ||
| 设计主题 |
A holiday journey Writing-Through-Reading |
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| 授课时长 | 45 分钟 | ||||
| 内容分析 |
本模块的主题语境是“人与社会”，阅读语篇类型为电子邮件类应用文，语篇模式为叙事模式。阅读语篇所提供的是主人公 Betty 在巴黎的度假经历。语篇以时间为线索，着重展现了巴黎的秀美风光。语言上使用了细节描写，形象生动。时态运用得体，为语篇服务。该语篇可以让学生通过这座名城了解西方历史和文化，接受文化熏陶，感受世界级文化遗产带给我们的震撼；还可以培养学生的国际理解力，增强其尊重不同文化、珍惜文化遗产的意识。 本节课是基于上节阅读课（对语篇大意和语言知识的学习）的进一步学习。通过本节课的学习，学生能够熟悉电子邮件类应用文的基本格式和文体特征，掌握叙事语篇的结构、段落顺序、细节描写和时态使用，并进行仿写。 |
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| 学情分析 | 授课对象是七年级学生，学生的英语水平参差不齐。但是他们之前已经学习过和旅行相关的话题，具备一定的基础知识。在生活经验方面，根据课前调查，学生的旅行经历各不相同，其中部分学生的旅行经历较少。在学习能力方面，学生已具备了一定的与旅行话题相关的阅读能力。但是在写作技能方面，学生对于写作语篇的结构、行文的逻辑、描写手段和时态的运用方面还存在一些困难。 | ||||
| 学习目标 |
通过本课内容的学习，学生能够： 1.了解电子邮件类应用文的基本格式和文体特征，并归纳总结叙事语篇的结构、叙事顺序、细节描写和时态使用，为仿写做铺垫。 2.根据所给图片信息写一封电子邮件，并利用本课所学内容对其它同学的电子邮件进行评价。 3.在加深对模块主题意义理解的基础上，更加热爱和珍惜家乡天津的美好景色，同时愿意用英语对中华美景进行描述，做中国优秀文化的传播者。 |
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| 教学思路 |
本节课的教学设计基于古德曼（1966,1967,1976）提出的“自上而下”的语言心理阅读模式和深度学习理论。在学生于前一课已掌握语篇大意和语言知识的基础上，设计了“梳—写—评”三个环节。 写作前，采取小组讨论的形式，让学生通过梳理语篇模式（宏观上梳理叙事语篇的结构和段落顺序，微观上梳理语篇中的细节描写和多种时态的使用），建立已有知识经验和新知识之间的联系，进入知识建构环节，为后续写作奠定基础。 写作中，“写”的环节，学生借助对教材内容的创新和改编，完成一篇在天津旅行经历的介绍。进入迁移运用环节。 写作后，组织学生从语篇结构、叙事顺序、细节描写和时态使用方面进行师生共评、同伴互“评”。进入评价反思环节。 |
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| Stages | Time | Teacher’s activities | Students’ activities | Purposes | PPT |
| Review and lead-in | 5 mins |
1. T leads Ss to recall the main idea of “My holiday in Paris”. 2. T divides Ss into groups and introduces tasks. |
Ss recall the main idea of the text previously learnt under the guidance of the teacher. | To consolidate what has been learnt and activate the background information. |
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| Pre-writing | 15 mins |
1. T leads Ss to work on the structure in groups and directs Ss to find the elements of narrative mode in the text. Then shows the first writing tip. 2. T leads Ss to work on the paragraphs and directs Ss to tell the order of writing as well as the signal words of the order in the text. Then shows the second writing tip. 3. T leads Ss to work on the sentences of one paragraph in groups and directs Ss to pay attention to the detail descriptions by filling in a table. Leads Ss to use 5 senses to give more detail descriptions at that moment by assuming that they were Betty. Then shows the third writing tip. 4. T leads Ss to work on the tenses of one paragraph in groups and ask Ss to find why the writer uses different tenses. Then shows the last |
1. Ss discuss and find the elements in the text. 2. Ss work on the paragraphs and share answers in class. 3. Ss work on the sentences of one paragraph in groups and fill in the table. 4. Ss work on the tenses of one paragraph in groups and share answers in class. 5. Ss share answers to have a quick review. |
1. To help Ss learn about the structure and features of a narrative writing and make preparations for the writing task. 2. To enhance their thinking and learning competence. |
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writing tip. 5. T leads Ss to have a quick review. |
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| While-writing | 12 mins |
1. T instructs Ss to write an email of a holiday journey according to the pictures in Activity 5 (P63). 2. T can also provide some useful expressions. |
Ss make use of the pictures in Activity 6 to write an email of a holiday journey. | To help Ss master how to write a narrative writing to introduce a holiday journey and develop their writing ability. |
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| Post-writing | 12 mins |
1. T encourages one or two representatives to share their writings with the class and demonstrates how to do the assessment. 2. T guides Ss to exchange their writings in groups and do peer assessment according to the table. 3. T invites one representative to show the peer assessment. |
1. Some representatives show their writings. T and other Ss do the assessment. 2. Ss exchange their writings in groups and do peer assessment. 3. One representative show the peer assessment. |
To help Ss have a better understanding of a good narrative writing and learn from others to improve their writing ability. |
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| Homework | 1 min |
1. Polish the work and send it to the teacher. 2. Write an email to Lingling about your holiday. (Optional) |
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