七年级上册Unit 2 Let’s play sports阅读课·教学设计

构建多元教学策略，培养学生阅读素养

——牛津译林版初中七年级上册Unit 2 Let’s play sports阅读课

教学设计

英语阅读教学在英语教学中占有举足轻重的位置，撰写教学设计和试讲也是近年来教招考试中出现频率较高的考查形式，能够测出考生的语言功底和表达能力。故设计好一堂阅读课是考生在面试中取得成功的第一步。本文以牛津译林版初中七年级上册Unit 2 Let’s play sports阅读课为例进行教学设计，该教学设计以学生的现实生活为出发点和归宿点，旨在发挥学生的实际语言运用能力。

Teaching aims:

Knowledge aims:

Students can get familiar with the topic of sports and learn some new words and phrases.

Ability aims:

Students can use skimming skills to get the main idea of each part and use scanning skills to get specific information.

Students will express their opinions on their favourite sports and players.

Emotional aims:

Students will build up a good habit of exercising and doing sports.

Teaching key points and difficult points:

Key points:

Students can get familiar with the topic of sports and learn some new words and phrases.

Students can apply reading strategies: making prediction, skimming and scanning.

Difficult Points:

Students can express their opinions on their favourite sports and players.

Teaching procedures:

Step 1 Lead-in

Greet students and show some photos of some famous sports players. Students can tell the names of these people and express whether they like these sports.

(Justification: the teacher can lead the topic of “sports” very naturally and it can also arouse students’ interest.)

Step 2 Pre-reading

Do a survey among students about whether they have the habit of doing sports, what kinds of sports they prefer and which sports player they like best.

(Justification: students can combine this topic with their own daily life and express some simple ideas, it can also attract students’ attention and lay a foundation for the following reading steps.)

Step 3 While-reading

1. Fast reading

Read the passage for the first time and match the main idea of each paragraph with the correct number:

(a) What is Li Hua’s dream?

(b) Who is Li Hua?

(c) Who is Simon’s favorite football player?

(d) What does Li Hua do in his free time?

(Justification: students’ skimming skills can be trained. It’s an individual work, so the autonomous learning method can be demonstrated also.)

2. Careful reading

Read the passage carefully and help Simon answer Millie’s questions:

(1) Is Li Hua in any club?

(2) How old is he?

(3) How does he look?

(4) Does he come from Beijing?

(5) Does he play football well?

(Justification: these questions can help students to understand this passage much better. This activity can also develop students’ scanning skills to grasp the detailed information.)

Step 4 Post-reading

Group discussion: Do you like football? Do you have a favorite football player? And why? Please share some information about it. If not, you can also talk about some other sports.

(Justification: this discussion can help students improve their speaking ability and achieve the emotional aims to build up a good habit of exercising and doing sports.)

Step 5 Summary and homework

Summary: Invite one student to summarize what we have learned today.

Homework: Ask students to write a small article to introduce his or her favorite sports player.

(Justification: it can help students consolidate what they have learned in this class and improve their writing ability.)

Blackboard design:

中公教育解析