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初中英語 閱讀

一、考題回顧

二、考題解析

【教案】

My grandma

Teaching aims

Students are able to grasp the main idea of the passage about grandma.

Students can sharpen their reading abilities, such as getting the main idea and extracting detailed information from the text.

Students will strengthen their understanding of simple past tense and know how to describe a person.

Students can cherish their family members and learn to be grateful.

Key and difficult points

Key point

To understand the content of the reading material and know how to describe a person.

Difficult point

To sharpen their reading abilities and learn to be grateful.

Teaching procedures

Step 1: Warming-up

1. Daily greeting.

2. Let students enjoy a movie clip named Kapoor and Sons and ask them what this movie is mainly about. Ask students to answer the question. Then tell them that Kapoor and Sons tells a story about the grandfather who always wanted a family photo, a seemingly simple wish but hard to come true.

3. Lead in the topic naturally according to the movie.

Step 2: Pre-reading

Present some pictures of famous characters to students and ask them to describe them by using adjectives. For example, “short” to describe the photo of Pan Changjiang, “kind” to describe Han Hong and “cheerful” to describe the comedian Jia Ling.

Show a picture of grandma to ask students to predict what characteristics will be mentioned in the reading passage.

Step 3: While-reading

1. Global reading

Read the passage for students and ask them to find the main idea of the reading material.

Then invite one student to write the answer on the blackboard. Check the answer together with students.

2. Detailed reading

Ask students to read the passage again. They need to pay attention to the key words and read word by word within 5 minutes. Later, students should answer the following two questions:

Q1: What are grandma’s appearance and personality traits?

Q2: How does the author feel for grandma?

Then lead students to fill in the chart on the blackboard.

3. Ask students to read after the tape and pay attention to different tenses. Then explain to them that the simple past tense refers to the action or statement happened in the past, the structure is “-ed”; while the simple future tense refers to the action or statement will happen in the future and its structure is “will + V”.

Step 4: Post-reading

Ask students to describe their conversant friends or family members in groups of four. 5 minutes will be given for discussion. Students have to apply what they have mastered in the conversation. During the discussion, necessary help will be offered. Later, invite some representatives to share in the front.

Step 5: Summary and Homework

Summary: summarize today’s lesson with students together. Ask students to cherish family members and be grateful for their love.

Homework: ask students to make a list of ten little things that they can do for their family members, and execute it within seven days.

Blackboard design

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Teaching reflection

【答辯題目解析】

1.你認(rèn)為預(yù)測文章內(nèi)容重要嗎?為什么?

1. Do you think it is important to predict the content of this article? And why?

【參考答案】

我認(rèn)為預(yù)測文章內(nèi)容十分重要，因此我在本節(jié)課讀前環(huán)節(jié)也有所體現(xiàn)。

首先，讀前預(yù)測是為閱讀熱身準(zhǔn)備的過程。在讀前活動中，學(xué)生了解文本內(nèi)容信息將有助于他們樹立閱讀信心，明確閱讀任務(wù)以及減少閱讀過程中的障礙。

其次，預(yù)測是一個積極思維的過程，基于同一話題能夠延伸多種多樣的設(shè)想，能夠激發(fā)學(xué)生的創(chuàng)新思維和獨立思考能力。

總之，預(yù)測文章內(nèi)容是十分有效的讀前活動，對于學(xué)生的閱讀理解有著重要的輔助作用。

【Suggested version】

I think it’s important to predict the content of the text, so I’ve conducted prediction activity that in my pre-reading section of this class.

First of all, prediction is a warming up process for reading. Students’ understanding of text content and information in pre-reading activities will help them build up reading confidence, clarify reading tasks and reduce their obstacles in reading process.

Secondly, prediction is a process of positive thinking, which can extend a variety of assumptions based on the same topic and stimulate students’ innovative thinking and independent thinking ability.

In a word, predicting the content of a text is a very effective activity, which plays an important auxiliary role in students’ reading comprehension.

2.你通常為討論環(huán)節(jié)分配幾分鐘?時間足夠嗎?

2. How long do you normally set for your discussion part? Is it enough?

【參考答案】

我通常將討論時長設(shè)置為5分鐘，我覺得5分鐘的討論時長對于學(xué)生來說基本足夠。

首先，我會在討論前明確討論主題和探討方向，避免學(xué)生偏題或者毫無探討方向。

其次，在討論過程中，我會在教室巡場，關(guān)注討論情況。在討論過程中，我會注意傾聽學(xué)生的發(fā)言，一旦討論出現(xiàn)離題現(xiàn)象，應(yīng)及時提醒學(xué)生注意所要討論的論題，有時也可以臨時中止討論，通過小結(jié)來理順學(xué)生的思路。

因此，在討論前指令明確，討論中條理清楚的情況下，我認(rèn)為5分鐘的討論時間是合適并且足夠的。

【Suggested version】

I usually set 5 minutes for the discussion part, which I think is basically enough for students.

First of all, I will clarify the topic and direction of discussion before their discussion, so as to avoid students deviating from the topic or having no direction at all.

Secondly, during the discussion, I will walk around the classroom and pay attention to their discussion. Meanwhile, I will listen to what students are discussing. Once their discussion deviates from the topic, I will remind them to go back to the topic in time. Occasionally, I may temporarily stop the discussion and straighten out the students’ thoughts through the summary.

Therefore, when the instructions are clear before the discussion and the ongoing discussion is well organized, I think 5 minutes for discussion is appropriate and sufficient.

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