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译林版英语八年级上册Unit 3 A day out A day outReading 1教案
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移步换景 情景交融——“Unit3 A day out---ReadingⅠ”课堂教学设计与评析摘要：阅读教学是基于对文本深入而多元的解读，而这又取决于教者的文化视野和审美感悟，能够精准地看出文章的主线，分析信息点之间的相互联系，引导学生去思考并理解文本所承载的知识、技能和情感。关键词：情景交融；文本视角；体裁研究背景对于阅读教学，笔者基于对校内、片区、大市等级别的公开课的观察，发现对于阅读教学课堂普遍缺乏对对文本深入而多元的解读,套用“固定教学模式”的课堂分相对较多，而不同题材和题材文本须有不同视角的解读，因而就会有不同的教学目标和教学思路，也会带来不同的教学效果，从而给学生带来深远的影响。研究问题阅读教学中根据文本体裁和题材的不同，如何深入处理文本。方法思路《英语》八年级上册“Unit3 A day out ReadingⅠ”，表面上看是一封电子邮件，本质上是一篇游记，从游记体裁的角度去分析文本。教学实践（一）教学内容译林出版社《英语》八年级上册“Unit3 A day out ReadingⅠ”。（二）设计思路从游记的文本体裁出发，学生去寻找游途和感情的融合。教学目标1. 体会到游记中的移步换景、情景交融。2. 读出作者字里行间饱含的感情。3. 领悟到游山玩水的真正内涵。4. 指出另一篇游记的不足。教学重点体会到游记中的移步换景、情景交融。教学难点领悟到游山玩水的真正内涵。（三）主要教学环节 教学环节一（导入环节）【设计意图】通过小诗的导入让学生初步掌握游记的读法，移步换景，情景交融。激发学生学习游记这一体裁文本的热情。T：At first , Let’s enjoy a poem. Read it together and answer what this poem about ?S1：Trip. (possible answer) T： How does this bird feel at first ?S2：Unhappy, sad…(possible answer) T：How do you know this ?S2：Because “ The trip is far away, and night is nothing.” (possible answer)T：How does this bird feel at last ?S3：Happy, excited…(possible answer)T：Yes, how do you know this?S3：Because “The bird is singing, and light is anything.” (Possible answer)T：We can know the feeling of the bird from the trip. Today we will learn another trip.教学环节二（阅读中环节）【设计意图】学生学会快速浏览文本，找出文章主题；引导学生理解文章标题的精彩之处。 T：Look through the email and then answer: This email is from________to_________. It’s about ____________.S4：This email is from Linda to her parents. It’s about a school trip.T：But the title is “Around the world in a day”, which one is better?S5：“Around the world in a day” is better. Because it makes us feel surprised and want to read more. T：Yes, I would like to read more. I wonder who is around the world in a day and what about you?S6：When?S7：Where? S8：How?T：Read Para.1 and answer all these questions with one sentence. Linda_____________________________________________.S9：Linda and the students and the teacher went on a trip to the world Park happily. (possible answer)教学环节三（阅读中环节）【设计意图】引导学生理解游记中的背景信息，体会出作者蕴含的感情。 T：What was the weather like that day? Read Para.2 and answer.S10：It was a fine warm day. The sun was shining in a clear blue sky.T：The verb of “shining” is shine. Here Linda says “is shining”. Which one does Linda want to say?shone all the time. shone only for a whileS11：I guess “shone all the time”.教学环节四（阅读中环节）【设计意图】引导学生体会到游记中的移步换景、情景交融。T：What did Linda see during the trip? Read the email and underline the views finish the chart.________________________________________________________The way of the journey S12：Main sights and song and dance showsthe model Golden Gate Bridge the model Eiffel Tower the whole world The way of the journey T：Read Para.3 and answer: How did Linda feel on the way ?S13：Linda felt bored.T： How do you know?S13：The journey was a little boring.T：Why didn’t Linda say “a trip ” here ?S14：Because “journey” here helps us understand “she felt bored on the way”. T：What other words show her boring feeling?S15：finally, couldn’t wait to… T：Let’s enjoy the power of the words. And read it together.T：After reading these words, do you know how to read traverls? We read Linda’s feeling from_________________________.S16：Between the lines. T：Let’s go to the model Eiffel Tower. How did Linda feel now ?S17：Excited.T：Read Para.4 and finish:The model tower _________the real one.a. looked just like b.didn’t look like S18：Choose a. looked just likeT：There are models of more than a hundred places of interest here. Why did Linda choose to write the model Eiffel Tower here?S19：The model Eiffel Tower is so special. And it looked just like the real one. T：Yes. Linda just enjoyed the most special views. Ok, let’s go to the model Golden Gate Bridge. How did Linda feel?S20：She can’t believe her eyes.T：That means unbelievable. Can you finish: I can’t believe my eyes excited surprised a. > b. < S21：I can’t believe my eyes > excited > surprised T：As the views changes, Did Linda has the same feelings?S22：As the views changes, Linda has different feelings.T：Let’s go to main sights ＆song and dance shows. Read Para.5 and answer: How did Linda feel?S23：She felt amazed.T：Why?S23：They were around the world in just one day.T：Let’s see. It is just the title! Let’s have a discussion: what did Linda get from the trip?S24：(Possible answers)She became happier and happier. She learnt different cultures. She enjoyed different places of interest. …教学环节五（阅读后环节）【设计意图】引导学生运用游记中的移步换景、情景交融的写作手法。T：One of my students also wrote a trip. Is it good?S25: No, I don’t think so.T：Why? Let’s have a discussion. S26：He didn’t enjoy the most special views. S27：He didn’t write his changing feelings.S28：He used the same style of sentence.…T：from this trip, what did we learn this class?S28：We enjoyed different places of interest and feelings.S29：We learnt how to read travels.…五、研究结论分析不同视角，多元化处理文本会有多方面的影响。其一，教师在阅读课中提升水平。如果缺乏对于教材的充分解读，那么一堂课很难成为这个教师思考的结晶，同时也无法体现出这个教师真正的人文素养和教学水平。其二，学生在阅读课中学会思考。随着阅读课堂的展开，学生不断地思考，从简到难，由浅入深，从阅读的教材中提炼出尽量多的内容与内涵，这就是学会思考的过程。其三，多元知识的传递和渗透。在文本处理中，教师能够挖掘不同文本的不同魅力，然后通过设计与引导，使其发挥出相应的作用。作者姓名：胡正才电子信箱：huzhengcaii@163.com联系电话：15995415445邮政编码：215000通讯地址：苏州工业园区第十中学内部资料 请勿外传 谢谢合作！！
移步换景 情景交融——“Unit3 A day out---ReadingⅠ”课堂教学设计与评析摘要：阅读教学是基于对文本深入而多元的解读，而这又取决于教者的文化视野和审美感悟，能够精准地看出文章的主线，分析信息点之间的相互联系，引导学生去思考并理解文本所承载的知识、技能和情感。关键词：情景交融；文本视角；体裁研究背景对于阅读教学，笔者基于对校内、片区、大市等级别的公开课的观察，发现对于阅读教学课堂普遍缺乏对对文本深入而多元的解读,套用“固定教学模式”的课堂分相对较多，而不同题材和题材文本须有不同视角的解读，因而就会有不同的教学目标和教学思路，也会带来不同的教学效果，从而给学生带来深远的影响。研究问题阅读教学中根据文本体裁和题材的不同，如何深入处理文本。方法思路《英语》八年级上册“Unit3 A day out ReadingⅠ”，表面上看是一封电子邮件，本质上是一篇游记，从游记体裁的角度去分析文本。教学实践（一）教学内容译林出版社《英语》八年级上册“Unit3 A day out ReadingⅠ”。（二）设计思路从游记的文本体裁出发，学生去寻找游途和感情的融合。教学目标1. 体会到游记中的移步换景、情景交融。2. 读出作者字里行间饱含的感情。3. 领悟到游山玩水的真正内涵。4. 指出另一篇游记的不足。教学重点体会到游记中的移步换景、情景交融。教学难点领悟到游山玩水的真正内涵。（三）主要教学环节 教学环节一（导入环节）【设计意图】通过小诗的导入让学生初步掌握游记的读法，移步换景，情景交融。激发学生学习游记这一体裁文本的热情。T：At first , Let’s enjoy a poem. Read it together and answer what this poem about ?S1：Trip. (possible answer) T： How does this bird feel at first ?S2：Unhappy, sad…(possible answer) T：How do you know this ?S2：Because “ The trip is far away, and night is nothing.” (possible answer)T：How does this bird feel at last ?S3：Happy, excited…(possible answer)T：Yes, how do you know this?S3：Because “The bird is singing, and light is anything.” (Possible answer)T：We can know the feeling of the bird from the trip. Today we will learn another trip.教学环节二（阅读中环节）【设计意图】学生学会快速浏览文本，找出文章主题；引导学生理解文章标题的精彩之处。 T：Look through the email and then answer: This email is from________to_________. It’s about ____________.S4：This email is from Linda to her parents. It’s about a school trip.T：But the title is “Around the world in a day”, which one is better?S5：“Around the world in a day” is better. Because it makes us feel surprised and want to read more. T：Yes, I would like to read more. I wonder who is around the world in a day and what about you?S6：When?S7：Where? S8：How?T：Read Para.1 and answer all these questions with one sentence. Linda_____________________________________________.S9：Linda and the students and the teacher went on a trip to the world Park happily. (possible answer)教学环节三（阅读中环节）【设计意图】引导学生理解游记中的背景信息，体会出作者蕴含的感情。 T：What was the weather like that day? Read Para.2 and answer.S10：It was a fine warm day. The sun was shining in a clear blue sky.T：The verb of “shining” is shine. Here Linda says “is shining”. Which one does Linda want to say?shone all the time. shone only for a whileS11：I guess “shone all the time”.教学环节四（阅读中环节）【设计意图】引导学生体会到游记中的移步换景、情景交融。T：What did Linda see during the trip? Read the email and underline the views finish the chart.________________________________________________________The way of the journey S12：Main sights and song and dance showsthe model Golden Gate Bridge the model Eiffel Tower the whole world The way of the journey T：Read Para.3 and answer: How did Linda feel on the way ?S13：Linda felt bored.T： How do you know?S13：The journey was a little boring.T：Why didn’t Linda say “a trip ” here ?S14：Because “journey” here helps us understand “she felt bored on the way”. T：What other words show her boring feeling?S15：finally, couldn’t wait to… T：Let’s enjoy the power of the words. And read it together.T：After reading these words, do you know how to read traverls? We read Linda’s feeling from_________________________.S16：Between the lines. T：Let’s go to the model Eiffel Tower. How did Linda feel now ?S17：Excited.T：Read Para.4 and finish:The model tower _________the real one.a. looked just like b.didn’t look like S18：Choose a. looked just likeT：There are models of more than a hundred places of interest here. Why did Linda choose to write the model Eiffel Tower here?S19：The model Eiffel Tower is so special. And it looked just like the real one. T：Yes. Linda just enjoyed the most special views. Ok, let’s go to the model Golden Gate Bridge. How did Linda feel?S20：She can’t believe her eyes.T：That means unbelievable. Can you finish: I can’t believe my eyes excited surprised a. > b. < S21：I can’t believe my eyes > excited > surprised T：As the views changes, Did Linda has the same feelings?S22：As the views changes, Linda has different feelings.T：Let’s go to main sights ＆song and dance shows. Read Para.5 and answer: How did Linda feel?S23：She felt amazed.T：Why?S23：They were around the world in just one day.T：Let’s see. It is just the title! Let’s have a discussion: what did Linda get from the trip?S24：(Possible answers)She became happier and happier. She learnt different cultures. She enjoyed different places of interest. …教学环节五（阅读后环节）【设计意图】引导学生运用游记中的移步换景、情景交融的写作手法。T：One of my students also wrote a trip. Is it good?S25: No, I don’t think so.T：Why? Let’s have a discussion. S26：He didn’t enjoy the most special views. S27：He didn’t write his changing feelings.S28：He used the same style of sentence.…T：from this trip, what did we learn this class?S28：We enjoyed different places of interest and feelings.S29：We learnt how to read travels.…五、研究结论分析不同视角，多元化处理文本会有多方面的影响。其一，教师在阅读课中提升水平。如果缺乏对于教材的充分解读，那么一堂课很难成为这个教师思考的结晶，同时也无法体现出这个教师真正的人文素养和教学水平。其二，学生在阅读课中学会思考。随着阅读课堂的展开，学生不断地思考，从简到难，由浅入深，从阅读的教材中提炼出尽量多的内容与内涵，这就是学会思考的过程。其三，多元知识的传递和渗透。在文本处理中，教师能够挖掘不同文本的不同魅力，然后通过设计与引导，使其发挥出相应的作用。作者姓名：胡正才电子信箱：huzhengcaii@163.com联系电话：15995415445邮政编码：215000通讯地址：苏州工业园区第十中学内部资料 请勿外传 谢谢合作！！
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