1、1Design concept 设计理念设计理念1.The English Curriculum Standards (revised in 2011) focuses on Junior 2 studentsreading ability:1)Students can read the passage aloud correctly and smoothly;2)Students can understand different types of text including expositions;3)Students can skim for particular information
2、 and catch the main idea;4)Students can guess the meaning of new words according to the context;5)Students can understand and explain the information of charts and graphs.英语课程标准 （2011 年版）针对 8 年级学生的阅读能力，要求如下：1)学生能连贯、流畅地朗读课文；2)学生能读懂说明文等应用文体的材料；3)学生能从简单的文章中找出有关信息，理解大意；4)学生能根据上下文猜测生词的意思；5)学生能理解并解释图表提供的信
3、息。2.English core literacies require students to improve from four aspects: language competence,learning ability, thinking quality and cultural awareness. Different teaching activities are designed forthis lesson based on them.英语核心素养要求学生从语言能力、学习能力、思维品质和文化品格这四个维度来提升自己。在此基础上，这节课设计了不同的教学活动。3.In my perso
4、nal teaching, I focus on cultivating students understanding of the passage and theirlogical thinking while teaching in a friendly and encouraging way.在我个人教学中，我着重培养学生对文章的理解能力和逻辑思维能力，并通过一种有亲和力、鼓励的方式来教学。Teaching material interpretation 教材解读教材解读1.What 主题、内容主题、内容The topic of Module 4 is “School life”. It
5、 covers Unit 7 Memory and Unit 8 English Week. Thereading passage of Unit 7 is an exposition from the school newspaper which includes three shortarticles about how to improve students memory. The topic is the same as Listening, Speak up andMore practice of the unit. The passage is also a good langua
6、ge input of “if+clause” and“unless+clause” patterns for Grammar.模块 4 的话题是“校园生活” ，它包含第 7 单元记忆力和第 8 单元英语周 。第 7 单元的阅读文章是校报上的一篇说明文，内含 3 篇提高记忆力的学生习作。该话题与本单元的听力、口语、拓展阅读的主题相同。本文同时也为单元语法“if 引导的条件状语从句”和“unless引导的条件状语从句”的句式提供语言输入材料。2.How 文体特征、语言特点、内容结构文体特征、语言特点、内容结构The passage uses the simple present tense, “
7、if+clause” and “unless+clause” patterns to talk aboutmemory methods. Each of the three short articles describes a way to improve studentsmemory. Eachshort article starts with a topic sentence and then uses an example to explain the memory method.这篇文章用一般现在时、if 引导的条件状语从句、unless 引导的条件状语从句来讲述记忆方法。每篇短文都描
8、述了一种不同的提升记忆力的方法。每篇短文都以中心句开始，随后用举例子的方法来解释这种记忆方法。3.Why 写作意图、情感态度价值观写作意图、情感态度价值观The reading passage provides a good chance for students to know how to improve their memory. Italso helps students practise these memory methods in their study. Meanwhile, students can learn toshare their own memory methods
9、 with others.文章给学生提供了一个了解如何提升记忆力的好机会。 文章还帮助学生在学习中实践这些记忆方法。同时，学生还能学会与他人分享好的记忆方法。2Students analysis 学情分析学情分析1.There are 51 students in this class. Most of the students are good at English learning.2.One third of the students are quite active in class and brave enough to talk in English.3.Only a small
10、number of them have difficulty in listening, speaking, reading and writing.4.This is the first period of the unit which is totally new to students.1. 这个班共有 51 个学生。大部分学生基础优秀，擅长英语。2. 三分之一的学生课堂活跃，勇于用英文发言。3. 只有一小部分学生在听说读写上有障碍。4. 本节课是本单元的第一课时，对学生来说是全新的知识。Teaching objectives 教学目标（教学目标（English core literac
11、ies 英语核心素养）英语核心素养）1. Language competence 语言能力语言能力(1) Students read and understand new words: memory, lose, improve, mention, method, spelling,mind, silly, mile, letter, worth, unless, list, steps and new phrases: improve ones memory, amethod for doing, water cycle;(2) Students know about the genre,
12、structure and main idea of the passage.(1) 学生了解并认读重点单词、短语；(2) 学生理解文章的体裁、结构和大意。2. Learning ability 学习能力学习能力(1) Students use reading sub-skills like scanning, skimming and summarizing to finish certain tasks;(2) Students analyze the logic of the passage.(1) 学生运用查读、略读、归纳等阅读微技能完成相关阅读任务；(2) 学生分析文章的逻辑关系。3
13、. Thinking quality 思维品质思维品质(1) Develop their logical thinking through text analysis;(2) Cultivate studentsdivergent thinking through group discussion.(1) 通过文本解读，发展学生的逻辑思维；(2) 通过小组讨论，培养学生的发散性思维。4. Cultural awareness 文化品格文化品格(1) Guide students to know about different memory methods;(2) Encourage them
14、to share their own memory methods with others.(1) 引导学生了解不同的记忆方法；(2) 鼓励学生将自己的记忆方法分享给别人。Teaching key and difficult points 教学重难点教学重难点1.Teaching key points 教学重点教学重点(1) Know about the genre, structure and main idea of an exposition;(2) Use reading sub-skills like scanning, skimming and summarizing to fin
15、ish certain tasks;(3) Analyze the logic of the passage.(1) 理解文章的体裁、结构和大意；(2) 运用查读、略读、归纳等阅读微技能完成相关阅读任务；(3) 分析文章的逻辑关系。2.Teaching difficult points 教学难点教学难点(1) Cultivate studentsdivergent thinking through group discussion;(2) Know about more memory methods.(1) 通过小组讨论，培养学生的发散性思维；(2) 了解更多的记忆方法。3Teaching m
16、ethods 教法教法1.Task-based teaching method 任务教学法2.Communicative approach 交际法3.Cooperative teaching method 合作教学法Learning methods 学法学法1.Individual learning 自主学习2.Cooperative learning (pair work & groupwork) 合作学习（结对子、小组活动）Teaching aids 教具教具Multi-media, projector, PPT, pre-class homework and worksheet.
17、多媒体、投影仪、幻灯片、前置性作业、学案Teaching diagramTeaching proceduresStepsTeachers activitiesStudentsactivitiesPurposesLead-in(4 mins)1. Play a game: test your memory.Show Ss nine pictures and askthem to remember in 30 seconds.And then ask Ss to write down thenames of each picture.2. Let Ss finish ExerciseA2.1. 玩
18、游戏：测测你的记忆力。展示 9 张照片，让学生记忆 30 秒之后写出照片的名字。2. 请学生口头回答练习 A2。1. Ss test their memory andremember the nine pictures.And then write down thenames of each picture.2. Ss finish ExerciseA2.1. 学生测试自己的记忆力，记忆 9 张图片，并写下其名字。2. 学生口头回答练习 A2。1. To arouse studentsinterest in the topic.2. To stimulatestudentsbackground
19、knowledge for Unit 7stopic (Memory).1. 吸引学生的阅读兴趣。2. 激活学生的背景知识。Pre-reading&Skimming(8 mins)1. Predicting: ask Ss to look atthe introduction, the title and thefirst sentence of each article andanswer the questions in ExerciseB.2. Skimming: ask Ss to read the1. Ss look at theintroduction, the title
20、 andthe first sentence of eacharticle and answer thequestions in Exercise B.2. Ss read the three short1. To train studentsreading sub-skills(predicting andskimming).2. To get students readyfor the next part.4three short articles and find thetopic sentence of each article.1. 预测预测：学生观察文章引言段、标题和每篇短文的首句
21、，完成练习 B 的 4 道单选题。2. 略读略读：学生略读 3 篇短文，找出每篇短文的中心句。articles and find the topicsentence of each article.1. 学生观察文章引言段、标题和每篇短文的首句，完成练习B的4道单选题。2. 学生略读 3 篇短文，找出每篇短文的中心句。1. 锻炼学生预测、略读等阅读微技能。2. 帮助学生为下一环节做好准备。Detailedreading(10 mins)1.Ask Ss to read each short articlecarefully and fill in the blanks inTask 1, an
22、d then check answers.2. Guide Ss to analyze the logic ofeach short article.3. Pair work: ask Ss to finish four“True or False” questions and findthe evidence from the passage.1. 让学生阅读短文， 完成学案上任务一任务一的表格题，并核对答案。2. 引导学生分析短文的逻辑。3. 结对活动结对活动： 让学生完成 4 道判断正误题，并从文中找出处。1. Ss read each short articlecarefully an
23、d fill in theblanks in Task 1.2. Ss analyze the logic ofeach short article.3. Pair work: Ss finishfour “True or False”questions and find theevidence from the passage.1. 学生阅读短文，完成学案上任务一的表格题。2. 学生分析短文的逻辑。3. 学生结对完成 4 道判断正误题， 并从文中找出处。1. To train studentsreading skill ofscanning for details.2. To deepen
24、studentsunderstanding of thepassage.1. 锻炼学生找读细节的阅读微技能。2. 加深学生对文章内容的理解。Extendedreading &Groupdiscussion(16mins)1. Extended reading: ask Ss toread two more short articles aboutmemory methods and answerthree questions.2. Task 2: ask Ss to discuss theirmethods for memorizing newwords and invite some
25、 to share.3. Group discussion: ask Ss tochoose their favorite memorymethod and form a new group.Then Ss talk about why they likeit best, and give one example.4. Invite some Ss to share theirideas with the whole class.1. 延伸阅读延伸阅读： 让学生阅读两篇记忆方法的短文，回答 3 个问题。2. 任务二任务二： 学生小组讨论更多的记忆方法。3. 小组讨论小组讨论： 让学生选择自己最
26、喜欢的记忆方法，组成新的小组，然后组内讨论为什么最喜欢它，并举一个例子。4. 请几组进行分享。1. Extended reading: Ssread two more short articlesabout memory methods andanswer three questions.2. Task 2: Ss discuss theirmemory methods and someSs share their methods.3. Group discussion: Sschoose their favoritememory method and form anew group. The
27、n Ss talkabout why they like it best,and give one example.4. Some Ss share their ideaswith the whole class.1. 延伸阅读延伸阅读：学生阅读两篇记忆方法的短文，回答3 个问题。2. 任务二任务二：学生小组讨论更多的记忆方法。3. 小组讨论小组讨论：学生选择自己最喜欢的记忆方法，组成新的小组，然后组内讨论原因，并举一个例子。4. 学生进行分享。1. To strengthenstudentsreading skillsof summarizing andscanning.2. To deve
28、lop studentsability of cooperation.3. To develop studentsdivergent thinkingthrough groupdiscussion.1. 强化学生归纳、找读的阅读技巧。2. 锻炼学生的合作学习能力。3. 通过小组讨论，发展学生的发散性思维。Summary&Homework1. Guide Ss to summarize whatthey have learnt.2.Assign homework: 1) read the1. Ss recall what has beenlearnt.2. Ss finish the t
29、wo kinds of1. To guide students tosummarize andconsolidate what they5(2 mins)passage after the tape; 2) Write ashort article about your way toimprove your memory in 60words.1. 引导学生总结出本节课所学内容。2. 布置作业：1）模仿朗读；2）就自己的记忆方法，写一篇不超过 60 字的短文。homework.1. 学生总结出本节课所学内容。2. 完成作业：1）模仿朗读； 2） 就自己的记忆方法，写一篇不超过 60 字的短文。
30、have learnt.2. To extend the readingtopic and help studentscombine reading andwriting.1. 锻炼学生自我总结和巩固所学知识的能力。2. 将阅读话题延伸，并帮助学生读写结合。Blackboard layout 板书设计板书设计8AUnit 7 Reading: Memory CornerNew words & phrases:memory, lose,improve, mention,method, spelling,mind, silly, mile,letter, worth, unless,list, stepsMethodsExamples1. to imagine a picturesmiles2. to make a sentencebecause3. to understand it wellwater cycleG1:G2:G3:G4:G5:G6:G7:G8:G9:
