初中英语基本功大赛优质课现场比赛教学设计模板Hometown feelings(Reading1)7
初中英语人教版八年级下册hometown-feelings
A mind map
Students can freely express their opinions andthoughts in
English
学习能力
Toimprove reading ability.
To use the language pointslearned in thepassபைடு நூலகம்ge。
教学过程
课堂活动
教学难点
To learn the grammar words and structures to talk aboutsimilartopics.
教学目标
文化品格
To understand thefeelingsofhometown.
思维品质
Analysis、summarize、judgment
语言能力
How often does he go home?
Task3。Groupwork：Asking students to scan Para2&Para3and answer questions。
Task4。Scan Para4 and find outthe right answers。
Step 3 Post-reading
初中英语阅读课教学设计
教师
Zhao Li
授课班级
8。3
学生人数
56
课型
Reading
教学媒体
CAI
授课时间
课题
Hometown feelings
学情分析
The students may have their own memories but they may not have thehometownfeelings。So it’s a little difficult for the students to understand hometown feelings。
人教版八年级英语下册Unit10SectionBHometownFeelings优秀教学案例
在导入新课后，我会开始讲授新知识。我会用生动的语言和丰富的教学资源，为学生介绍本节课的主要词汇和句型，如“hometown”、“feeling”、“changes”等。同时，我会通过例句和练习，让学生掌握现在进行时态的运用。在教学过程中，我会注意引导学生主动参与，鼓励他们积极提问，保证他们对新知识的掌握。
作为一名特级教师，我深知教学目标的重要性，只有明确了教学目标，才能有针对性地进行教学设计，确保教学过程的有效性。在教学实践中，我将根据学生的实际情况，灵活调整教学目标，确保每个学生都能在课堂上得到有效的学习。同时，我也会注重教学目标的达成情况，通过课堂观察、作业批改等方式，及时了解学生的学习进度，为下一步的教学提供有力保障。
（五）作业小结
在课堂的最后，我会布置一份与本节课内容相关的作业，让学生结合所学知识，撰写一篇关于自己家乡的短文。这样既能检验学生对知识的掌握程度，也能锻炼他们的写作能力。同时，我还会提醒学生在课后进行复习，巩固所学知识。
作为一名特级教师，我深知教学内容与过程的重要性。在教学实践中，我会根据学生的实际情况，灵活调整教学内容与过程，确保每个学生都能在课堂上得到有效的学习。同时，我也会注重教学内容的拓展与延伸，激发学生的学习兴趣，提高他们的综合素质。
3.小组合作：组织学生进行小组讨论和合作活动，让他们在真实的语言环境中运用所学知识。小组合作既能培养学生的团队合作精神，又能提高他们的口语表达能力和跨文化交际意识。
4.反思与评价：教师组织学生进行自我反思和评价，帮助他们找出自己的不足之处，并制定相应的改进措施。这种反思与评价的教学策略能够培养学生的自主学习能力，提高他们的自我认识和自我调节能力。
五、案例亮点
1.情境创设：通过播放家乡风景的视频，引导学生直观地感受家乡的美，激发学生的学习兴趣和情感共鸣，增强他们对家乡的热爱之情。这种情境创设不仅有助于学生更好地理解和记忆课程内容，还能培养他们的审美能力和情感表达能力。
全国初中八年级英语优课大赛一等奖《Hometown Feelings》完美版教学设计
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。
英语人教版八年级下册Unit10-Hometown-Feelings教学设计
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。
初中英语_Hometown Feelings教学设计学情分析教材分析课后反思
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。
初中英语《Unit10 SectionB reading Hometown feelings》优质课教案、教学设计
一、学习目标教学设计八年级下册Unit 10 Section B(2a-2d) Reading Hometown Feelings1.能利用已掌握的背景知识，对将要阅读的内容进行预测。
2.通过阅读，找出钟伟的个人信息、家乡的变化、不变的记忆。
理解体会离乡人对家乡的感情。
并表达自己的家乡情。
3.能在阅读中借助语境猜测词汇的含义。
4.能运用现在完成时谈论家乡的变化。
二、教学重点通过阅读，理解体会离乡人思乡的情感。
三、教学难点能运用现在完成时谈论家乡的变化。
四、学生准备（小组竞争）1.Raise your hands as quickly as you can, if you know the answer.2.Your group will get one point, if your answer is correct.3.You’re the winner, if your group gets the highest score.五、教学过程设计Step 1 Warming-up1.Watch a digital story about migrant workers while enjoying the music“Take me home ,country road.”2.After watching the story ,you'll have to answer three questionsQ1. Why do millions of Chinese leave the countryside every year?Q2. How often do you think these people visit their hometowns?Q3. What new buildings does the government usually build in towns and villages?（伴随着歌声观看农民工生活基本状况的数字故事，不仅放松学生心情，将学生的注意力迅速转移到课堂，而且暗示本课主题。
英语人教版八年级下册Hometown Feeling
Step3 Production
Post- reading
活动：采访
安排组织学生就自己家乡的变化4人1组编一个对话。
学生在老师的指导下借鉴参考对话4人1组编一个新的对话，小组竞赛。
以记者采访的形式来练习口头表达能力达到学以致用。
Step4 Progress
hometownfeelings课型阅读课关于家乡变化及情感课题执教教师覃兰兰单位常德淮阳中学教材分析本篇课文主要围绕钟伟家乡的变化以及对家乡的情感展开论述
Unit 10 I’ve had this bike for three years.
Period 4(2a-2d)教学设计
课题
(Reading): Hometown Feelings
1.通过完成图表以理清钟伟家乡的变化。
2.通过分解长难句，提高学生分析英语语句的能力。
Part 3
请学生朗读文章第4段，并在屏幕上显示相应练习。
1.朗读并回答问题：
What things will never change?
A. The happy childhood B. The soft and sweet memories
深入思考家乡变化，深化对家乡的热爱之情。
通过情感升华，同学们能够更加珍惜自己周围事物的变化，感恩社会，关爱他人。
Home-
work
1.再次阅读文章，回顾本堂课所学知识；
2.运用所学阅读策略完成导学案上的课后作业（一篇类似的阅读文章）。
完成课后作业。
对所学知识更好地巩固。
Teaching reflection
Step2 Presentation and Practice
Hometown-feelings教学设计
Hometown feelingsGood afternoon ladies and gentlemen. My topic is Hometown Feelings. I will talk about my teaching ideas from 6 parts.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：By the end this lesson, students can master the important words and expressions, such as nowadays，search for，among and so on.2. The ability objectives:To train students’ reading ability: Students can make predictions by using what they have already known, the title and the pictures in the passage.3. The moral objectivesIn this lesson, let students experience the happiness of learning English through groupwork.After this lesson, students will pay more attention to the migrant workers.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，situational teaching approach and audio-visual teaching approach.2. Learning ways:Cooperation and self –studying will be taken.VI. Teaching proceduresVII Blackboard design Hometown feelingsBlackboard 1 Blackboard 2。
初中英语《HometownFeelings》优质教学设计、教案
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Hometown feelings 教学设计
2.Correct the answers.
3. Listen.
跳读课文，认识阅读策略
Fast Reading
1.Show the task. Give the instruction. Give help if they need.
Never change
Old tree
Happy childhood
Left memories
The symbol
Play together
八、总结和帮助（反思及改进）
Is our hometown in the city？
Why most of the people in hometown go to the cities every year？Even though they go to cities or live in cities，they sometimes come back，right？This is called Hometown Feelings.
七、板书设计
Hometown
Feelings
Facts
Search for work
A shame
No time to visit
Change
Development
Hospital
Regard with interest
Good
Can’t stay the same
Roads
Schools
Teachers from cities
教学内容
Unit10I've had this bike for three years.
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this.
2.Now can you guess what we will learn in this passage from
the questions above?
Step 3: Read for general idea
1.Ask students to read the passage quickly and answer the
questions.
Why do millions of people leave the countryside every year? How often do these people visit their hometown?
What new buildings does the government usually build in towns and villages?
Whose story was told in the passage?
2.The story about Zhong.
3.Introduce Wen Zhou to students.
Wen Zhou is a big and rich city in China. It is famous for manufacturing industry. Many people come to the city for jobs. Step 3 Read for detailed information
1.Ask students to read again and answer the questions. Make students to get a general idea of the passage.
compare
answers above.
Make students to get a
Zhong Wei.
What are the people like Zhong Wei interested in?
Why does he say that?
2. The changes in Zhong’s hometown
What does Zhong think of the change? 3. The unchanged things in Zhong’s home.
Step 4 Read for further thinking
What was unchanged for Zhong? Why?
Make find information.
Home feelings is our title, what kind of feelings could it be? Step 5: Read for retelling
Step 6: Group work
Ask students to work in groups.
Are there any changes in your hometown? What are they? Do you like the changes? Why? Is there anything unchanged about it? Step 7: Writing
Write a passage about the changes in your hometown and the unchanged things about it. Step 8: Homework Polish up your writing.
Finish exercises on your workbook
Make find hometown passage.。