阅读教学中的审辩式思维培养：人教版九年级八单元阅读教学设计（游俊瑜）_邓敏鸿名师工作室

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阅读教学中的审辩式思维培养：人教版九年级八单元阅读教学设计（游俊瑜）

(2018-12-31 10:59:29)

分类：高徒悟教

Unit8 It must belong to Carla. Section B 2a----2e.

一、教学内容分析

The theme of unit 8 is making inferences to some mysterious things. This lesson is the further internalization and application of modal verb for making inferences.

The reading material “Stonehenge” is a mystery in Britain. This is an extensive reading of unit 8. It’s longer and more difficult than the reading on P59 because it has more information and long sentences, also because it requires students to learn the skill of identifying linking language. 2b & 2c require students to understand the details of the text, the mysteries of Stonehenge and various inferences about Stonehenge. 2a and 2d require students to make inferences using linking words and to understand the logical relationship between facts and inferences. Also the students should know some different ideas about Stonehenge. 2e needs students to think of other mysterious places in the world and why they are mysterious. This is the base of writing in 3a-3b. It aims to explore students’ views about the world and cultivate students’ spirit of exploration.

二、学习者分析

Students have learned how to make inferences in Section A. And students have read a short passage about mysterious things in the neighborhood. Besides, students have some common reading skills like skimming and scanning to get information. They are curious about more mysteries. But it is difficult for them to read long reading materials and find out the main idea and the mysteries of Stonehenge.

三、教学目标设计

By the end of this lesson, students will be able to:
＊Language ability:
Obtain the skill of getting main information by identifying conjunctions or phrase;
Know the skill of reading by questioning;
Talk about mysterious things using the words and phrases related to mysteries, eg. Britain, historian, purpose, position, receive, etc.

＊Cultural character:
Know about outstanding human historical sites.
Have the spirit of exploring the world.
Solve problems from a global perspective.

＊Thinking quality:
Learn the skill of induction and making inferences according to facts;
Cultivate students' logical thinking, critical thinking and creative thinking.

＊Learning ability:
Effectively acquire information by summing up themes in pairs/groups, forming the habits of learning by discussing and cooperating with their class.

四、教学过程设计

Step 1: Pre-reading

1. Show the pictures of UFO, ask one question,” What could it be? UFO is a mystery.”

We’ll talk about another mystery today.

2. Watch a short video, and ask students to answer some questions.

1.----It could be a UFO/ an alien

UFO is a strange thing.

-----mystery

2 Watch the video and answer:

Q1:What’s the video about?

Q2:What does it look like?

Step 2: While-reading

Skimming:

3. Q3: Where is it?

Q4: What is it made of?

Q5：What is Stonehenge?

4 Q4: A famous place?

(1).How many visitors go to there every year?

(2). Why do people visit it especially in June?

5 Q5: A historical place?

(1).How long have it been there?

6. Q6The great mysteries?

(1). What are the mysteries?

(2)What do people guess about it? What are the people's views?

Guide students to know from facts and figures.

Scanning:

7. Q7: Who gave ideas in the passage?

Q8: How do we know their views?

Circle various points of view in terms of view words.

Give a chart to students and ask them to list all views.

Skimming Task:

3. Q3: In Britain.

Q4: Rocks.

Q5:It’s a rock circle, not only one of Britain’s most famous historical places, but also one of its greatest mysteries.

4 -----More than 750000 people visit it every year. As they want to see the sun rising on the longest day of the year.

5 -----It’s almost 5000 years old.

6 (1) Fill in the chart of 2C

The mysteries of Stonehenge

Who built it?

How was it built?

What was it used for?

why is it there?

Draw the SS’ to think.

Scanning:

7. Discussion in pairs.

(1). Who gave ideas in the passage?

(2). How do we know their views?

Fill in the chart, and collect all views of people.

Check answers in pairs to Prove that Stonehenge is a great mystery.

Who think?	What was it used for	Why do they think so?

Step3: After reading

8. Deep thinking:

Discussion and answer questions to prove the planners were hard-working and great.

9. The linking words help to get the writing purpose logically.

10.Make clear the purpose of linking words.

8. Discuss questions in groups

Q9. Do historians agree with each other about what it was used for?

Q10. What idea do people agree most?

Q11. Can volunteers build another Stonehenge? Why or why not?

Q12. What does Paul Stock think of the planners? Do you agree with him?

9. List the linking words and find out the original sentences to analyze the logical meanings expressed by these words.

“However, but, as, because”

10 Take the purpose of linking words, then finish 2C with the purpose of 2a.

Step 5: Summarizing

11. Summarize the main idea of each paragraph and make the SS choose the structure of the passage.

12. Complete the mind map.

Help students review article with key words,

13. Raise thinking: Thinking with video, we should keep a curiosity to explore the big world.

12. Complete the mind map

13. Watch a short video of the world which is not solved by mystery, and get the hope that the world waits for us to explore.

Step 6 homework

14. Two tasks of giving students homework

14 Assignment

1). Click www.stonehenge.co.uk to find out more information:

If you want to visit Stonehenge, what about Times and Prices? How to get there ? Where to stay?

2) What other mysteries do you know? What is mysterious about them? Give a small talk before the next English class with the help of the mind map.

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