曲鴻梅

Part 1：設計理念

教材分析：因學校是五四學制，學生六年級已經(jīng)完成了小初銜接教學，七年級上學期學習任務相對輕松。為進一步擴大學生的閱讀量，提高學生的閱讀能力，結合本學期所學內容，有針對性地對學生進行課外閱讀拓展訓練。課外閱讀是課內閱讀教學的輔助與補充，可有效解決七年級學生閱讀量不足的問題。在閱讀教學過程中，教師要注重培養(yǎng)學生對語篇的領悟與分析能力，更要重視培養(yǎng)學生的語言運用能力和文化意識。

文本分析：為滿足七年級學生的閱讀需求，本節(jié)課選取了一篇介紹哈爾濱的說明文。說明文是以說明為主要表達方式的文體，要求抓住事物的特點，采用舉例子、列數(shù)字等說明方法，客觀地來說明事物或闡明事理，要求語言簡明，說明方法嚴謹，文章結構清晰，條理性強，便于學生讀后仿寫。

Part 2：教學目標

1.知識目標：（1）了解說明文的文體特征;（2）學習舉例子、列數(shù)字等說明方法。

2.能力目標：（1）引領學生“吃透”文本，把握說明文的文脈，培養(yǎng)學生運用所學知識表達觀點、口述同類文章的能力，最終提升學生的讀后仿寫綜合語言能力;（2）培養(yǎng)學生使用思維導圖對文段進行解析的技能。

3.情感目標：培養(yǎng)學生熱愛家鄉(xiāng)，熱愛祖國的情感。

Part 3：課堂實錄

Step Ⅰ. Warm-up（2minutes）

T：Dear boys and girls，lets sing an English song.

Ss：......

（設計意圖：通過演唱與閱讀素材相關的英文歌曲，為導入環(huán)節(jié)做鋪墊。）

Step Ⅱ.? Pre-reading （3minutes）

1.Lead in ：predict the topic.

T：Boys and girls，lets look at the map and guess which city it is.

Ss：Harbin.

2 . Brainstorm：talk about the information about Harbin.

T：Yes！ This is our hometown-Harbin. What do you think of Harbin ？ Now，lets brainstorm.

（Two students draw pictures on the blackboard. Other students express their opinions.）

S1：Its famous.

S2：Harbin is cold in winter.

S3：There are many places of interest in Harbin.

S4：Many foreigners like Harbin because of the kind people here.

S5：......

3.Teacher describes Harbin in her eyes.

T：Excellent！You have mentioned many aspects. In my eyes，Harbin is a modern and popular city. It is cold in winter，so we always have a long and cold winter vacation. Also，public transportation here is convenient，so the subway and buses can take us to many places of interest. In addition，its famous at home and abroad. People here are warm-hearted and friendly. Do you want to know more about our hometown？ Today，we will learn more about Harbin by reading the following passage.

（設計意圖：教師通過圖片引導學生預測出閱讀的話題;學生通過頭腦風暴激活已儲備知識。）

Step Ⅲ. While-reading （20minutes）

1.Read for the type of writing. Students read the whole passage in silence quickly and choose the type of writing.

T： At first，please read the article by yourselves and finish Task1. If necessary，you can underline some clue sentences.（Students read for the first time and answer the question.）

Question：? Whats the type of writing？

A：Narration 記 敘 文? ? B. Exposition 說 明 文

C. Argumentation 議 論 文

T： Ok，can you tell me what the format of this text is？

Ss： The type of this article is an exposition.

（設計意圖：整體感知文章，辨別文體。為接下來分析說明文的文體特點做準備。）

2.Read for the topic. Students read the passage again and choose the best title .

Question： Whats the right title ？

A： The story of Harbin.

B： A modern and popular city- Harbin .

C： A place of interest-Harbin.

T： Well done. Now，let's read the text again. But this time，you need to share the theme of the text you think . At the same time，finish Task2 .（Students read again in pairs.）

T： Finish？ Ok，lets look at the question. Which title is suitable for this article？

Ss： A modern and popular city-Harbin.

（設計意圖：通過預測標題，了解標題的作用。）

3.Read for the topic sentences. Students read in pairs and underline the clue sentences. Then，finish Task3.

T： Wow，its easy for you，isnt it？How do you know that？

S1： There are some topic sentences.

T： You are so smart！ How do you find so quickly？

S2： By finding the sentences at the beginning or ending of a paragraph.

T： Can you give an example？

S3： Of course. “Harbin is a big，modern city.” It is the first sentence of the second paragraph，and it is the topic sentence of the second paragraph.

T： You are so excellent. I cant agree with you more.

（設計意圖：教會學生快速地找出段落主題句的方法，并幫助學生梳理主題句和拓展句之間的關系。）

4. Read for the structure. Discuss and analyze the structure of the passage with the partners. After reading，students can finish Task4.

T： Well，boys and girls，these topic sentences can help you summarize the structure of the text. Whats the structure of the passage？ And how do you know that？

Ss： 總分結構。As we can see that the author tells us Harbin is a modern and popular city in the first paragraph. Then，he introduces Harbin in these two aspects in the following two paragraphs.

T： Yes，you got it！

（設計意圖：幫助學生梳理本文的結構，教會學生構建文章框架的方法，提升布局謀篇的能力。）

5～6.Read for the content and sum up the order of writing. Read again carefully and work in groups to finish the Task5 and Task6.

T： Which sentence refers to the location of Harbin？

S1： Harbin in northeast China is a modern and popular place to take a holiday.

Match E.

T： Great. After learning the location，lets move on，What about the features？

S2： Its not only modern but also popular. Match D.

S3： The area of Harbin is 53286 square kilometers. Match B.

S4： More than 10.6 million people live in Harbin. It is about the population. So，I match A.

（設計意圖：引導學生分析文章內容，幫助學生了解說明文細節(jié)添加的方法。）

7～8：Read for the description methods. Cooperate and discuss in groups again to finish Task 7 and Task 8.

T： How many description methods do you find？

Ss： Two.

T： What are the methods？

Ss：列數(shù)字和舉例子。

T： Where can you find them？

Ss： “53186 square kilometers”and “More than 10 million ” in the second paragraph mean statistics. And in the third paragraph，“such as，the Central Street ，the Ice and Snow and Dragon Tower” means illustration.

T： Ok，in this passage，we have known two description methods. What are they？

Ss： 列數(shù)字和舉例子。

T： Ok，lets fill in the blanks by using these two methods.

S1： About 28 million people live in and around Beijing.

S2： Beijing has many places of interest such as the Summer Palace，the Great Wall and so on.

（設計意圖：教會學生基本的說明方法，運用所學的說明方法寫句子，為仿寫句式做準備。）

9. Polish the following sentences.

T： There are many good sentences in the passage. Do you like them？ Here is another way to express the same meaning. Which one do you like better？

Ss： I like the second one.

T： Why？

Ss： 添加了同位語。

T： Yes，there are many ways to polish sentences. Adding the appositive，adverbial or proper conjunctive words can make the sentences more beautiful. Lets practice more to grasp them.（Ss practice polishing the sentences in groups.）

T： Now，we have known how to polish a sentence.

（設計意圖：掌握通過添加同位語、狀語或恰當?shù)年P聯(lián)詞來美化句子的方法，并通過練習，最終達到學以致用，為下文的口頭輸出和課后仿寫打好語言基礎。）

Step Ⅳ. Post- reading （15minutes）

10. Finish the mind map in groups and retell the passage according to the mind map. （5minutes）

T： Boys and girls，I believe you have prepared well to retell the whole passage.（ Ss retell the whole passage according to the mind map.）

（設計意圖：運用思維導圖復述文章，為接下來的口述作文做鋪墊。）

11.Show the oral composition about travel agency in groups. One of the group members acts as a tour guide，while the others are tourists. After performing，the other students vote for the best tour guide.（10minutes）

T： Wow，I'm really proud of you. Now you have a chance to be a tour guide to introduce Beijing. Please read the following information.

S1： Feature： capital，the second biggest city.

S2： Location： in the north of China.

S3： Population： 28 million.

S4： Weather： warm and pleasant in spring.

S5： Places of interes

T： The Summer Place，the Great Wall.

S6： Delicious food： Beijing roast duck，tanghulu...

T： OK，thank you. I believe youve known how to introduce a city. Now，its your show time to introduce Beijing. All groups prepare to present your shows. （Students give a show in groups to introduce Beijing.）

（設計意圖：以口頭作文訓練的形式，把從本節(jié)閱讀課中學到的知識與技能運用到實踐中，最終達到以讀促寫的目的。）

StepⅤ. Summary

T： I really take pride in you because all of you learn so well about reading for writing. And we also realize that our hometown Harbin is such a wonderful city that we should love it forever.

（設計意圖：通過本節(jié)課的學習，激發(fā)學生熱愛家鄉(xiāng)的感情。）

Step Ⅵ. Homework

1.必做作業(yè)：Imitate a modern and popular city——Harbin.

2.自助作業(yè)：Visit a place of interest in Harbin.

3.選做作業(yè)：Write a composition about introducing Beijing.

（設計意圖：設置分層作業(yè)，使不同層次的學生鞏固所學知識，提升學習興趣。）

Part 4：板書設計

（設計意圖：本篇文章是關于介紹哈爾濱的說明文。首先圍繞哈爾濱這一主題，在板書中設計標志性建筑和代表哈爾濱的圖片，讓學生更好地融入情景之中。以龍塔為背景，從最下面的文體開始分析，到結構，再到內容，最后品析語言，代表著對一篇說明文層層剖析的邏輯順序。學生能在圖片的輔助下更好地理解這篇文章的脈絡并在寫作中體現(xiàn)出清晰的邏輯性。）

Part5： 反思

本節(jié)課通過閱讀來促進仿寫，課程容量比較大。在完成全部環(huán)節(jié)的目標下，存在“匆忙”的現(xiàn)象。在復述課文和口頭作文輸出環(huán)節(jié)給學生消化的時間不足，練習不充分，可能會影響學生的最終仿寫。同時，在這節(jié)課引領學生進行文本深度剖析的過程中，我深深體會到，英語的讀寫過程是不可分割的有機體，教師要注意二者的內在聯(lián)系。在教學中，教師不僅要注重對知識的講解，更要重視對閱讀文本的解讀。學生只有在明確文本的內容、結構、語言特點等前提下，有針對性地積累素材和方法，才會在寫作時有話可說、有法可循、有據(jù)可依?？傊耙宰x促寫”這種教學策略，不僅能夠提升學生的閱讀能力，也可以逐步提高學生的寫作能力，培養(yǎng)其英語學科核心素養(yǎng)。

學生的智力發(fā)展離不開良好的閱讀能力，閱讀是培養(yǎng)學生愛好的重要手段。課外閱讀既是思考的大船借以航行的帆，也是讓思考鼓帆前進的風。我們能通過教師的有效指導幫助學生把握閱讀的方法，也很有可能總結出一種“模式”。但是，“模式”是一把雙刃劍，它也可能會制約一個人的思想。所以，我們教給學生的是方法而不是框架。好的方法是符合一個人的學習和認知規(guī)律的，科學的學習方法需要我們努力探索。前路漫漫，吾將上下而求索。