Hometown feeling教学设计

Analysis of teaching material.This is a reading lesson. It is the fourth period of this unit. It is about living environment. Such a topic is related to our daily life, so it will be helpful to arouse students’ learning interests. They will be able to talk about possessions and things around you. Through learning this lesson, students can improve their reading skills. Therefore, this lesson is in an important position of the teaching material.Teaching aimsAccording to the new curriculum standards and the principle of “one core ,four layers and four wings, simultaneous development of five education ”, the teaching aims can be divided into 3 aspects.Knowledge aims:1.To help students to master new words such as nowdays, search,among, crayon, shame, …; useful expressions like search for ,close to,…2.Help students understand the passage and retell it after reading.3.Help students talk about the changes in his hometown andwhether it is good.Ability aims:1.To improve students’ reading abilities such as using previousknowledge and reading for details.2.To improve students’ writing abilities according to group work.3.To improve students’ abilities of cooperation.Moral aims:Help students get to know the targeted poverty alleviation of our country and make them love the country and study hard to be a usefulperson.The analysis of studentsGrade 8 is a very important year in junior high school. They have learned the present perfect tense with since and for, but need further understanding and exercises. They should read more to improve the reading skills and learn to be cooperative. Some of them have less interest in English, more encourage indeed.效果分析After this class, students have a good understanding of the passage and the target language. They can retell the passage according to the mind map. They have improved the ability to scan, skim and retell. They get to know they should be better to do more for our country.Hometown Feelings 教学设计Part 1 Analysis of teaching material.This is a reading lesson. It is the fourth period of this unit. It is about living environment. Such a topic is related to our daily life, so it will be helpful to arouse students’ learning interests. They will be able to talk about possessions and things around you. Through learning this lesson, students can improve their reading skills. Therefore, this lesson is in an important position of the teaching material.Part 2 Teaching aimsAccording to the new curriculum standards and the principle of “onecore ,four layers and four wings, simultaneous development of five education ”, the teaching aims can be divided into 3 aspects.Knowledge aims:4.To help students to master new words such as nowdays, search,among, crayon, shame, …; useful expressions like search for ,close to,…5.Help students understand the passage and retell it after reading.6.Help students talk about the changes in his hometown andwhether it is good.Ability aims:4.To improve students’ reading abilities such as using previousknowledge and reading for details.5.To improve students’ writing abilities according to group work.6.To improve students’ abilities of cooperation.Moral aims:Help students get to know the targeted poverty alleviation of our country and make them love the country and study hard to be a useful person.Part 3 Teaching key points and difficult points.The key point is to understand the passage and retell it after reading.The difficult point is to talk about the changes in his hometown and whether it is good.Part 4 Teaching methods and aidsI’ll stick to the principle that “Students are the master of the class, teachers are the directors.” So in this class, I’ll adopt the task-based method and the situational method. Guide students to try to finish thetasks by individual work, pair work and group work to cultivate the spirits of communication and cooperation.I’ll use short videos, some pictures and multimedia to help finish my lesson.Part 5 Teaching proceduresTo improve the efficiency of my class, I’ll divide the students into 6 groups. They will get 1-3 stars each time according to their performance. At the end of the class, I will give the winner group some small stars or flowers as a prize to encourage them.Step1Warm up and lead inT: what did you do during your last holiday?Students give the answers. Teacher leads the topic to “spending time with family”.(The purpose is to arouse the students’ interest and focus their attention on the class.)Step2 Before readingHave students watch a video and guess.1. Why do millions of Chinese leave the countryside every year?2. How often do you think these people visit their hometowns?3. What new buildings does the government usually build in towns and villages?(The purpose is to have students get to know the reading strategy and have them be interested in the passage.)Step3 While readingI.Fast readingHave students listen, read and find out the answers.1. Why do millions of Chinese leave the countryside every year?2. How often do you think these people visit their hometowns?3. What new buildings does the government usually build in towns and villages?(The purpose is to have students get to know the general meaning of the passage and improve their fast reading ability.)II．Careful readingHave students read para.1 and finish the tasks in 2 minutes all by themselves. Then check the answers and finish the mind map.Have students read para.2 &3 and finish the tasks in 4 minutes, discuss No.3 and No.4 questions in groups.Then check the answers and finish the mind map.1.Translate the sentenceMany people like Zhong Wei regard with great interest how their hometown have changed._______________________________________________________ _______2.List how Zhong Wei’s hometown has changed.____________________________ has appeared_has built_________________________________has sent________________________________3. Find out the sentence with similar meaning.Kids have been taught to read and count at my primary school for 70 years.4. How does Zhong think of the changes in his hometown?Have students read para.4 and finish the tasks in three minutes, discuss No.4 question in groups. Then check the answers finish the mind map.1. Which picture shows the meaning of opposite?2. What is the symbol of his hometown?3. How did he feel about his childhood？4. If they cut down the big tree to build a mall, do you think it is good or bad?(The purpose is to have students get to know the details of the passage. Improve their reading abilities and the cooperation ability. ) Step4 After readingHave students retell the story of Zhongwei according to the mind map.(The purpose is to have students master the target language in the passage and improve their ability of language using.)Step5 Group workHave students think of changes that happening in their town today. And discuss which changes are generally good and which changes could be seen as bad?One student is the reporter, asking questions. Others answer. Like this: A: How has your hometown changed?B:A: Do you think it is good or bad?B:A: Why?B:The reporter will give a report like:A’s hometown …… He thinks it’s good/bad. Because ……B……(The purpose is to have students used the target language and train students’ communicative ability and the writing ability.)Step6 HomeworkWrite a passage:For all：Write something about changes that are happening in your hometown.For No.1-4: Talk about it is good or not, and give at least two reasons. (The purpose of layered homework is to think about Ss’ different levels and the feeling inside their hearts. It is better to improve their learning initiative, enleash their potential and give full play to the infiltration effect of more homework.)Blackboard designHometown feelings`评测练习Unit 10 I’ve had this bike for three yearsSection (2a-2d)一、知能演练提升Ⅰ.根据句意及首字母或汉语提示完成单词1.The car is quite small, e if you have children.2.He has never c how to solve the problem.3.They have (相反的) ideas on the question.4.He h the thief by the arm yesterday.5.There are 100 years in a cⅡ.单项选择1.I don’t believe that this boy can paint such a nice picture.A.five years oldB.five-years-oldC.five-year-oldD.five year old2.—Peter, can you tell me the differences the four words?—Sorry, I don’t know.A.betweenB.amongC.forD.on3.The basketball match was really fantastic, when he scored in the last second.A.probablyB.especiallyC.exactlyD.mostly4.—I’ve no idea where to go next month.—Why not visiting Beijing? There are so many places of interest there.A.suggestB.wonderC.considerD.regard5.Rose finished her study in the university and went to a good job.A.take afterB.look afterC.care forD.search for二、Write a passage:For all：Write something about changes that are happening in your hometown.For No.1-4: Talk about it is good or not, and give at least two reasons.课后反思本节课课堂教学顺利开展，收到了预期的学习效果。

附件4基于思维能力发展的历史与社会话题阅读课学校：姓名：教材版本：人教版新目标教学年级：八年级课题名称：基于思维能力发展的历史与社会话题阅读课授课时间：2022年1月19日课型：阅读课（一）学情分析：学生掌握了七年级和八年级上册的内容，具有一定的词汇基础，能运用略读和精读策略读懂小短文，能用简单的语言描述自己或他人的经历，能发表简单的意见。

能尝试通过阅读和视听材料中提取信息，扩展知识。

能在学习中互相合作探讨。

但学生尚未接触完成时，故对时态的认识是模糊的。

（二）教材分析：Hometown Feelings这篇文章取材与人教新目标八年级下册Unit 10 I’ve had this bike for three years。

文章以外来务工人员为例，通过主人公钟伟对家乡变化与回忆的描述，表达了人们对家乡时时刻刻的关注与深深的眷恋，向读者传达思乡爱乡之情。

（三）教学目标1. 语言能力：学生能掌握among, search for, return, according to, change, development, opposite等单词，并能用于真实的语境中。

2. 思维品质：客观分析语篇内家乡的变与不变之间的内在关联，明确作者意图和情感，推断语篇的内在逻辑关系，从而带着逻辑性思维与批判性思维思考hometown feelings这个话题。

3. 文化品格：学生通过阅读了解城乡生活的变迁，培养学生对家乡的热爱之情。

4. 学习能力：学生能利用略读、精度等多种阅读策略有效阅读文本。

（四）教学重难点1. 教学重点：结合历史与社会背景，运用略读和精读把握文章主旨、内容和情感。

2. 教学难点：运用development、change、shame等新词汇表述家乡的变化和情感。

（五）教学策略：语篇阅读法、图式阅读法（六）教学媒体运用：黑板、电脑、PPT、视频、卡纸（七）教学过程1. 教学过程思维导图2. 教学过程（八）课堂实录Pre-readingStep 1. Look at the pictures and get the meaning of the topicT: Welcome to our English class today. Today I want to share my hometown feelings with you. Home sweet home. Home brings us happiness, so does our hometown. When we are not in our hometown, we may miss our hometown. Sometimes we feel homesick. Read after me. Hometown.Homesick.Ss:Hometown. Homesick.S tep 2. Listen to a story of the teacher’s hometown feelings and do a survey about students’ hometown.T: When I studied in a university in Chongqing. I was homesick. I missed my family,friends, and delicious food in Dongguan, and even the weather in Dongguan. I always told my mom I wanted to go back home. So I feel lucky to live in my hometown now. I want to do a little survey. Do you live in your hometown now? If you do, put up your hands.Ss( Some Students put up their hands)T:Let me count, one, two, three…, well, 13 of us in the hometown, but 33 students don’t live in the hometown. I want to know something more about your hometown. XXX, where is your hometown? How often do you go back to your hometown? Are you happy in your hometown? Ss: My hometown is…/Once/Twice a year/Yes.Step 3. Learn some new words from the stories about the Beijing drifters and Shenzhen drifters.T：People are happy in their hometown. But many people still leave their hometown. Look at the pictures, who are they?Ss:Dengchao and Fan Bingbing.T: Dengchao and Fan Bingbing are Beijing Drifters. Many years ago, they left their hometown and began to act in movies in Beijing. Now they’re famous actors. Kou Shishu is a Shenzhen drifter.20 years ago, he took 50 yuan to Shenzhen and now he is a boss of 7 factories.Step 4. Brain storm why people leave their hometowns.T: Now let’s think about it. Why do people l eave their hometowns? Discuss this question with your group members. From these drifters’ stories, what can you get?Ss:Because they want to have a better life/make more money/make their dream come true…While-readingStep 1. Skim the passage and find out the hero and the main idea of the passage.T:We have learned Dengchao’s story.Now let’s meet a new friend and learn his story. Let’s read the passage on P78 and find out “Who is the hero of the passage”, “What’s the passage mainly about? You’ll have two minutes. Now time’s up. Who wants to tell me who is the hero of the passage? XXX, pleaseS1: Zhong Wei.T: You did a good job. What’s the main idea of the passage? How about XXX?S2: The changes and his feelings of his hometown.S tep 2. Scan the passage and complete the mind map of Zhong Wei’s story.T: You can read the passage very quickly. Can you read the passage very carefully? Let’s read it again and complete the mind map of Zhong Wei’s story. Go ahead! You’ll have 5 minutes to do it. Have you finished. Let’s complete the mind map together. Who wants to be the first one to complete the mind map. XXX, please. Where does Zhong Wei live now?S1：WenzhouT: XXX, how long has he lived there?S2: 13 yearsT: Why does he leave his hometown?S3: To search for work.T；How often does he return to his hometown?S4: At least once a year.T: What changes may his hometown have?S5：Large hospital, new roads, new schools, teachers from the cities.T: What are his sweet memories of his hometown?S6: Children played together under the big tree.Step 3. Complete the summary of Zhong Wei’s story.T: Wow, you draw a mind map of Zhong Wei’s story. Very good. Why don’t we complete the summary of his story? Let’s have a try. You’’ll have four minutes to do it. Time’s up. Let’s finish the summary together. Many Chinese people…S:cities, hometown…T；L et’s read the summary again.S: Many Chinese people…Post-readingStep 1. Group discussion: If you are Zhong Wei, do you like the changes in your hometown? Why?T；As we can see, Zhong Wei thinks the changes in his hometown are good. What’s your idear? If you are Zhong Wei, do you like the changes in your hometown? Why? Discuss it with your group members.S s:…T: Who wants to share your idea with us?Ss: I like the changes because it makes our life better and better. /I don’t like the changes because it has broken our memories…S tep 2. Look at the picture and find out “What’s the symbol of Zhong Wei’s hometown?”T: We know something may change in our hometown. But something never changes in our hometown. Look at the picture and find out “What’s the symbol of Zhong Wei’s hometown?”Ss: The tree.S tep 3. Look at the pictures and watch a video, understand people’s love for their hometown. T: The tree means soft and sweet memories for Zhong Wei. Hometown so important for us that many people try their best to return home, especially on Spring Festival. Let’s watch about a video about how people return home.Ss( Watch the video and learn the love and importance of hometown)S tep 4. Group work: Look at the pictures and draw a mind map of your group’s hometown feelings.T: When people get home, they may find something has changed. Let’s look at the pictures. These are pictures about Changsha in 1990s, and these are Changsha in 2018...(Look at pictures about Chanagsha, Wuhan and Dongguan) Do you like the changes of Dongguan?Ss: Yes, /No…T: What do you think of Dongguan now? What do you think of your hometown now? Let’s share our hometown feelings with our group members. Let’s take out the paper and draw a mind map of our group’s hometown feelings. Go ahead. Discuss these questions with your classmates. You will have 10 minutes to do it.Ss (Discuss in a group and draw a mind map together)T: Hurry up. After finishing the mind map,every group put their mind maps on the blackboard and share your group’s idea with us.Ss:(Put up the mind map on the blackboard)T: Give big hands to yourselves. You did great! Which one is the best.S s:…T: Let’s invite them to make a report.Ss(Three groups make a report)T: East or west, home is the best. No matter what happened to our hometown, we still love our home.Step 5. Write a passage: My Beloved Hometown（九）板书设计（十）教学反思本节课以生动形象的图形开头，加以教师个人经历和社会热点，引起学生对家乡的情感共鸣，引导学生代入情境进行阅读。

初中英语《HometownFeelings》优质教学设计、教案Unit 8 Section B 2a-2d 教学设计Hometown Feelings一、教学目标：1.知识与技能目标1.通过观看视频，使学生能够根据教师创设的情境说出符合情境的情感单词。

2.通过阅读任务，让学生学会运用阅读策略匹配文章主旨大意、理解文中细节信息并且梳理钟伟对家乡的感情。

3.通过引导学生运用mind-map，使学生学会使用意群将家乡变化的内容加以复述，并且通过本节课的学习写出自己的家乡情。

2.过程与方法学生运用自学、讨论、扫读、细读、复述、写作等学习活动，达成知识目标，最后学生能够在理解文章内容的基础上生成自己新的语言。

3.德育渗透本节课以家乡情作为德育渗透的主线，贯穿于整堂课中。

由一开始的农工返乡视频导入，然后带领学生逐段品读钟伟的家乡情感。

品读完之后教师介绍威海的30 年的变化谈教师的家乡情，从而引出学生的家乡情，将课堂感情基情调推向高潮。

最后以余光中乡愁这首诗结束本节课，为本节课画上一个完美的句号。

二、教学重难点：依据教学目标和学情，我将本节课的教学重难点确立为：引领学生品读文章，体会钟伟的家乡情感；通过对本文的学习学生能表达自己的家乡情感。

三、教法学法：依据学情及本课的教学重难点，我将采用的教法为：情境教学法、任务型教学法、多媒体辅助教学法。

学法为：情境探究法、自主学习法。

四、教学评价：1.课堂上根据学生的表现给与适时的鼓励性语言评价。

2.设计快读、细读、复述、写作等阅读任务评价学生对文章内容的理解。

五、教学过程：Step1 Pre-reading1.Free talk。

英语人教版八年级下册U n i t10-H o m e t o w n-F e e l i n g s教学设计 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit10 SectionB (2a-2d)Hometown Feelings杭州市采荷实验学校初二英语陈蓓蓓I. Analysis of teaching materialThe topic is about hometown. And such a topic is so related to our daily life that it’s easy to arouse students’ learning interests. In accordance with the teaching material and the new syllabus of English, I designed the following objectives:II. Teaching objectives1.Knowledge objectives：Ss can master the important words and expressions, such as nowadays, search for, among and so on.2. The ability objectives:Ss can make predictions by using what they have already known, the title and the pictures in the passage.3. The moral objectivesSs will experience the happiness of learning English through group work and share their hometown feelings.III. Teaching key points and difficult pointsThey are to let the students learn to predict the text using the previous knowledge and answering questions before reading.IV. Analysis of the studentsStudents in Grade 8 have learned English for some years. And they can communicate with others in English, using the simple words and expressions.V. Teaching approaches and learning ways1. Teaching approaches:I will adopt task-based language teaching approach, situation teaching approach and audio-visual teaching approach.2. Learning ways:Cooperation and self –studying will be taken.2VI. Teaching procedures32.Does Mr. Zhong want to visit his hometown? 2.引发思考，为下文做铺垫。

教学设计(Hometown Feelings)〖教材课题〗八年级上册〖教学目标〗●知识目标1、识记本课中涉及到的重要词汇search、crayon等。

2、了解本篇文章的基本脉络。

3、掌握运用现在完成时复述课文。

●能力目标1、通过找出四个段落的关键动词，简单了解每段的话题，进一步掌握运用快读策略的能力。

2、学会利用表格、问题与图表的提示，获取文章的重要信息。

3、能够设计思维导图，并根据思维导图介绍家乡特色与家乡变迁。

●情感态度目标1、以钟伟为典型，了解家乡的历史变迁。

2、在小组活动中积极与他人合作，相互帮助，共同完成学习任务。

3、培养学生关爱家乡、保护家乡、建设家乡的美好情怀。

〖教学重难点〗●教学重点1、通过找关键词了解文章段落大意。

2、通过对文章细节的理解，总结家乡变迁方面的信息。

●教学难点绘制思维导图，并根据其复述文章。

〖教学方法〗多媒体教学及任务教学〖教学过程〗Step1. Greetings lead-in (pre-reading)课堂伊始,通过一个小调查师生展开对话，然后学生欣赏余光中先生的英文诗“Homesick”，并提问异地学生“How do you feel about the poem?”。

设计意图：欣赏余老的“Homesick”，并通过提问，激起学生的乡愁，把其带入文本的情景中去。

Step 2. Lead-in (pre-reading)Play video as lead-in.设计意图：播放视频作为导入，让学生感知背井离乡的复杂情感，抛出两个问题，学生小组讨论，教师不多做评价。

1.Why do millions of Chinese leave the countryside every year ?2.How often do you think these people visit their hometowns?Step3. While-reading1.Ss read the whole passage quickly, use a key verb in each paragraph.Para.1:设计意图:引导学生用快读策略，抓住每段的关键词，并了解整篇文章篇章布局。