Unit8 Section B (2a-2e)教学设计2024-2025学年人教版八年级英语上册

Unit8 How do you make a milk shake? Section B (2a-2e)教学设计 一、教学目标 （一）核心素养目标 1. 语言能力： - 学生能够掌握与火鸡相关的词汇，如“turkey”“feather”“gobble”等，理解其在文中的含义与用法，并能运用这些词汇进行口头与书面表达，描述火鸡的特征、习性等。 - 能够熟练运用阅读策略，如略读获取文章大意，精读理解细节信息，通过分析文章结构、语句之间的逻辑关系，提高阅读理解能力与阅读速度。 2. 文化意识： - 深入了解火鸡在西方感恩节文化中的重要象征意义，以及相关的传统习俗与文化背景，理解文化差异，增强对西方文化的认知与尊重。 - 通过对比中西方与动物相关的节日文化，拓宽国际视野，培养跨文化交流的意识与能力。 3. 思维品质： - 培养学生的逻辑思维能力，在阅读过程中通过分析、推理、归纳等方式，理解文章中关于火鸡的各种信息之间的内在联系，如从火鸡的外貌特征推断其生活习性。 - 激发学生的创新思维与批判性思维，鼓励学生对文中关于火鸡养殖、文化现象等内容提出自己的观点与疑问，并能通过小组讨论、查阅资料等方式进行探究。 4. 学习能力： - 引导学生掌握自主学习策略，如预习新词汇、自主提问、总结阅读技巧等，提高自主学习能力。 - 通过小组合作学习，培养学生的合作学习能力与沟通能力，学会在团队中分享观点、倾听他人意见、共同完成学习任务。 （二）思政目标 1. 文化自信与传承：在了解西方感恩节火鸡文化的同时，引导学生回顾中国传统节日中与动物相关的文化元素，如春节的生肖文化等，让学生认识到不同文化都有其独特魅力，增强对本国文化的自信与热爱，培养传承和弘扬中华优秀传统文化的意识。 2. 动物保护意识：通过学习火鸡的生活习性与生存现状，引发学生对动物保护的思考，使学生认识到动物是地球生态系统的重要组成部分，培养学生关爱动物、尊重生命、保护生态环境的责任感与使命感。 3. 品德修养与价值观：借助文中对火鸡在感恩节中所代表的感恩寓意的挖掘，引导学生树立感恩意识，感恩父母、师长、朋友以及社会，培养学生积极向上的人生态度与正确的价值观。 二、教学重难点 （一）教学重点 1. 帮助学生理解火鸡相关的英语词汇与表达，梳理文章内容，掌握火鸡的基本信息与文化内涵。 2. 培养学生的阅读技巧，如寻读、跳读、精读等，提高学生的阅读能力与语言运用能力。 （二）教学难点 1. 让学生深入理解火鸡文化背后所蕴含的价值观与跨文化差异，并能进行批判性思考与讨论。 2. 引导学生将动物保护意识、感恩意识等思政元素内化为自身的价值观，并能够用英语准确地表达自己的观点与感悟。 三、教学方法 情境教学法、任务驱动法、小组合作法、问题导向法 四、教学过程 （一）导入（5 分钟） Show pictures of turkeys and Thanksgiving scenes, and play a video clip of Thanksgiving celebration activities. Ask students: "What can you see in the pictures and video? What do you know about Thanksgiving?" Guide students to share their initial impressions of Thanksgiving and introduce the topic of this lesson - English reading about turkeys and Thanksgiving. （二）阅读前（8 分钟） 1. Teach new vocabulary related to turkeys, such as "wild turkey", "domestic turkey", "plump", "magnificent", etc., and help students understand and remember through word cards, pictures, physical models and other ways. 2. Conduct a "brainstorming" activity. Let students discuss in groups "What comes to your mind when you think of a turkey?" to stimulate students' background knowledge and interest and prepare for reading the article. （三）阅读中（20 分钟） 1. Skimming: Let students quickly browse the article, find the title, the first and last paragraphs and the topic sentence of each paragraph, summarize the main content of the article, and answer the question "What is the main idea of the passage?" to cultivate students' ability to quickly grasp the general idea of the article. 2. Intensive reading: Assign tasks. Let students carefully read the article and answer some detailed questions, such as "How does a turkey look like?" "What does a turkey eat?" "What is the relationship between turkey and Thanksgiving?" etc. Guide students to pay attention to the key information in the article and make inferences. At the same time, let students find out the wonderful sentences describing the appearance and habits of turkeys in the article and analyze their language structures and expressions, such as the use of rhetorical devices such as metaphors and personifications. （四）阅读后（12 分钟） 1. Group discussion: Organize students to discuss in groups "What can we learn from the turkey culture about gratitude?" "How can we protect wild animals like turkeys?" etc. Encourage students to express their own views and cultivate students' critical thinking and team cooperation ability. 2. Report and display: Each group selects a representative to speak and share the results of the group discussion. The teacher summarizes and comments to deepen students' understanding of the article content, cultural connotations and ideological and political education significance. 3. Writing practice: Let students write a short article introducing turkeys and their cultural significance according to the article content and the results of the discussion. It is required to include the basic characteristics of turkeys, their roles in Thanksgiving and their own thinking about animal protection and gratitude, so as to consolidate the learned knowledge and improve language application ability and thinking ability. （五）教学反思 在教学过程中，多种教学方法的结合有效提高了学生的参与度与学习兴趣。通过情境创设与任务驱动，学生能够积极投入到阅读与讨论中，语言能力与思维能力得到了锻炼。然而，在文化意识与思政教育的融合方面，部分学生理解深度不够，在今后的教学中可增加更多文化对比与案例分析活动，引导学生深入思考。同时，小组合作中个别学生参与度较低，需要进一步优化分组策略与评价机制，确保每个学生都能在合作学习中有所收获，更好地实现英语学科核心素养与思政目标的有机统一。 学科网（北京）股份有限公司 $$