欢迎您进入常州市金坛区第五中学!
设为首页 加入收藏
当前位置:首页>>教学科研>>课题研究>>初中英语阅读核心素养>>研究动态>> 文章
The Firebird of Rio 导读课教案

发布时间:2024/2/26 13:34:12 作者:包香 浏览量:1702次

Title

The Firebird of RioLesson 1

语篇研读

what属于人与社会主题语境下的故事类语篇是一个关于给凤凰涂颜色的故事本书主要讲述了两个好朋友Victor LopezCarlos Garcia被选来为里约热内卢狂欢节彩车上的凤凰涂颜色。在完成这项工作的过程中,VictorCarlos一开始各执己见,Victor认为凤凰是金色的,而Carlos认为凤凰是红色的Carlos偷偷将凤凰涂成红色,这令Victor非常生气,两人又发生了争执。在争执过程中,VictorCarlos把颜料涂到了对方的脸上,两人大笑。最终,他们一起合作完成了涂色的工作。本书呈现了真正的友谊是学会妥协和合作的主题意义

why】本围绕两个好朋友VictorCarlos凤凰涂色的故事展开,通过讲述他们在完成这项工作的过程中,从开始的各执己见到最后合作完成,旨在引导学生理解真正的友谊是学会妥协和合作的主题意义的故事贴近学生的生活具有很强的现实意义和教育意义

how本书属于记叙文体裁采用了一般过去时的时态按照时间顺序讲述了整个故事全书共分为四个章节第一章主要介绍了故事的背景信息VictorCarlos被选来为里约热内卢狂欢节彩车上凤凰涂色,但是两人对于凤凰的颜色意见并不统一第二章主要讲述了Carlos偷偷地将凤凰涂成红色,两人为此发生了冲突第三章描述了两个小伙伴在争执中将颜料涂到了对方的脸上,因而大笑,化解了争执第四章主要描述VictorCarlos各退一步,互相合作完成了工作VictorCarlos最终明白了友谊的真正含义,也通过这个故事,让读者们明白真正的友谊是学会妥协和互相合作

学情分析

授课对象为七年级学生,经过小学英语学习,他们已经掌握了一定的语言知识、语言技能和阅读能力,但是阅读策略思维品质和学习能力亟待提升。本话题贴近学生真实的生活经验,情节简单易懂却寓意深刻,学生阅读兴趣和探索欲望较强。

教学目标

通过本节课的学习,学生能够:

  1. 通过快速浏览文本,了解故事大意,把握文本结构;

2. 通过观察书本封面目录和插图对本书的主要人物和大致情节有初步预测

3. 通过细读书本第一第二章整体感知文本梳理细节信息概括故事的起因和经过,并对故事后续发展进行预测;

4. 通过初步概括故事中主要人物的行为分析人物情绪及性格特征并对人物之后的行为进行预测

教学重难点

教学重点:

1. 通过快速浏览文本,了解故事大意,把握文本结构;

2. 通过观察书本封面目录和插图学生能对书本背景信息和书本内容有初步预测

教学难点:

通过细读书本第一第二章整体感知文本获取细节信息并通过人物行为分析人物情绪及性格特征对故事后续发展进行预测

教学方法

任务型教学法与交际教学法相结合

教学评一体的教学设计

教学目标

学习活动

设计意图

教学效果评价

1.通过观察书本封面目录和插图对书本背景信息和内容有初步预测

Pre-reading

1.Information from the cover: view and guess.

Teacher shows the cover to the students to get some information of the title, and asks the students to predict what may happen in the story.

QWhat can you see from the cover? How much do you know about Rio? What may happen in the story?

2.Information from the content: view and match.

Teacher asks students to predict how the story probably develops by introducing the story mountain first.

QCan you match the main parts of the story mountain to the contents?

通过分析书本封面目录和插图了解书本背景信息和主要人物预测故事内容后续书本阅读做铺垫。

教师通过聆听学生的回答观察学生是否关注到封面目录和插图传递的潜在信息并给予指导

2.通过细读文本,整体感知文本获取细节信息并通过人物行为分析人物情绪及性格特征对故事后续发展进行预测

While reading

Chapter 1 The Color of Fire

Setting of the story: view and answer

Teacher leads students to read on their own and fill in the blanks.

QWhen and where did the story happen?

Predicted answers: The Rio de Janeirro Carnival parade was in two weeks.

Their neighborhood club decided to put a phoenix on their

float. Victor and Carlos were chosen to paint the phoenix.

Beginning of the story: view and answer

Teacher leads students to read on their own and asks the following questions.

QWhy did people choose to put a phoenix on the float?

Predicted answers: Phoenix is a bird from myth. Phoenix represents never-ending life.

Main characters: view and answer

Teacher leads students to read on their own and guess the relationship between the main characters.

QWhat is the relationship between the boys?

Predicted answers: They were good friends.

Plot: view and analyze

Teacher leads students to read on their own and asks the following questions.

Q1Victor and Carlos were friends, why did they look angrily at each other?

Predicted answers: Because they argued about what colour to paint the firebird.

Q2What are their opinions?

Predicted answers: Victor thought the firebird should be gold because his grandmother told him that. However, Carlos thought the firebird should be red. Neither boy would compromise.

Q3How will you react if you have different opinions with your friends?

Predicted answers: We may discuss the problem together. We may ask others for advice.

Q4What did Victor and Carlos actually do?

Chapter 2 Seeing Red

Plot: view and analyze

Teacher leads students to read for details and asks the following questions.

Q1What did Victor see?

Predicted answers: The phoenix had been painted red. He couldn’t believe his eyes.

Q2How did Victor feel then?

Predicted answers: Victor might feel angry and disappointed.

Teacher leads students to read on their own and fill in the blanks.

Q1Can they solve the problem by doing so?

Predicted answers: No, both of them became angrier and angrier.

Q2Will their friendship last then? What will happen next?

通过细读文本,获取更多细节信息,通过人物与插画相匹配检查学生对不同人物的心理活动是否理解,提升学生梳理归纳信息的能力,通过人物语言行为等引导学生分析人物的情绪和个性特征提升学生的归纳总结能力同时为进一步了解书本后续内容做好铺垫

教师通过聆听学生巡视学生做匹配题,观察其是否掌握了提取和梳理信息的能力,必要时给予指导和帮助。

通过聆听学生的回答观察学生是否掌握文章细节是否根据人物语言行为能够分析人物的情绪和个性特章必要时给予一定的引导和帮助

作业设计

Finish the reading journal according to the reading plan.

【打印此页】 【关闭窗口】

版权所有:常州市金坛区第五中学 地址:常州市金坛区华阳南路1号 电话:0519-82330716

技术支持:南京裕后网络科技有限公司 苏ICP备06023074号