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視頻課題：九年級Unit 8 it must belong to carla Section B 2a—2e 湖北省 - 襄陽
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九年級Unit 8 it must belong to carla Section B 2a—2e 湖北省 - 襄陽
九年級Unit 8 It must belong to Carla
Section B 2a-2e
一、教學內容分析
九年級Unit8圍繞“神秘事件（Mysteries）”為話題展開活動。Section B引入對英國神秘巨石陣的介紹�；顒�2a-2e則通過閱讀語篇加強語言輸入量，發展學生的閱讀技能，強化對本單元新語言知識的認識。引導學生運用預測、導讀、略讀、細讀、推斷等閱讀技巧，理清文章的脈絡和框架，理解文章的主旨和細節，對文章形成完整清晰的概念，把握文章的語境特點。
二、學生情況分析
初中階段學生年齡一般在12-15歲之間，抽象思維有了很大的發展，可以把事物的形式和內容分開，可以進行邏輯推演、邏輯分析和評價。閱讀目標也應包括：能理解段落中各句之間的邏輯關系；能找出文章的主題，理解故事情節，預測故事情節的發展和可能的結局；能讀懂常見體裁的閱讀材料；能根據不同的閱讀目的運用閱讀策略獲取信息。
三、教學目標 1.知識目標
在本節課結束后，學生能掌握：
（1）連接詞（linking words or phrases）：so, as, because, since, but, however, though, not only...but also, or, when, while.
（2）語法：運用情態動詞 must, might, could, can’t 進行推測 2.能力目標
在本節課結束后，學生能夠：
（1）通過相關的連接詞理解句子之間的邏輯關系；
（2）能有效獲取閱讀信息并根據相關信息進行預測、推斷或續寫故事； （3）能讀懂事物說明文。 3.情感目標
通過感受英國巨石陣無與倫比的獨特魅力，抒發對歷史文化遺產和自然風光的喜愛和敬畏之情，親近歷史。既培養學生獲取信息、整合信息的能力，同時可以增加學生對國內外歷史文化遺產的理解，擴大國際視野。
四、教學重點及難點
幫助學生理解大意，理解說明文的文本，根據上下文線索進行推理判斷，培養學生根據閱讀目的使用不同的閱讀策略。
五、教學方法
PWP教學模式同時結合了任務型教學模式的一些特點。
六、教學設計 Step 1: Watch a video.
設計意圖：通過看英國巨石陣的短片，一方面激發學生探求世界之謎的興趣，另一方面通過視覺材料幫助學生快速進入上課內容。 Step 2: Prediction
Teachers asks students to look at the pictures and the title of the passage below. Discuss in pairs what kind of information you think will be introduced in the passage.
(Possible answers: It talks about why Stonehenge is there.)
設計意圖：通過看課文標題、圖片預測課文包含的內容，一方面引發學生的閱讀興趣，另一方面也是對學生閱讀技巧的培養。 Step 3: Fast reading
Skimming: Teacher asks students to analyze the structure, and think about the main ideas in each paragraph.
(Possible answers:
Para 1: Stonehenge, a rock circle, is not only one of Britain’s most famous historical places but also one of its great mysteries.
Para 2: Stonehenge can’t be a temple.
Para 3: No one is sure what Stonehenge was used for. Para 4: One of the greatest mysteries is how it was built.) Step 4: Fast reading
Scanning: Teacher asks students what Stonehenge have been used for.
(1)For many years, historians believed _______. . (2)However,historian Paul Stoker thinks ________because _______________. (3) Another popular idea is that _______________________. (4) Other people believe the stones _____________. (5) Some think it might be __________ or ______________. (6) Others think it was ____________________.
(Possible answers: It was a temple. It can’t be a temple. It might be a kind of
calender. It has a medical purpose. It might be a burial place or a place to honor ancestors. It was built to celebrate a victory over an enemy.) Step 5: Analysis of Details（分析內容）
1.Teacher asks students to skim through paragraph 1 and answer these questions.
Question 1: What is Stonehenge?
Question 2: What is special about Stonehenge?
(Possible answers: 1. It’s a rock circle. 2. It is not only one of the Britain’s most famous historical places but also one of its greatest mysteries.)
設計意圖：引導學生發現本文是介紹英國巨石陣的事物說明文，要求學生在第一段細讀分析巨石陣的特點。本篇說明文的要點就是巨石陣的特征。 2.Teacher asks students to explain what the underlined word refers to.
Stonehenge, a rock circle, is not only one of Britain’s most famous historical places but also one of its greatest mysteries.
(Possible answers: “its” refers to Britain’s.)
設計意圖：引導學生關注說明文的語言，“它的”在文中具體指代什么，一般指的是代詞前面的話，找最近的一句話，有時要注意可能不是整句話，而是其中一部分。
3.Teacher asks students to skim through paragraph 4 and answer this questions. Question : What are the mysteries about Stonehenge？
1. One of the greatest mysteries is how it was built because the stones are so big and heavy.
2. We don't really know who built Stonehenge. Step 6: Analysis of structure（分析結構）
Teacher asks students to divide this passage into three parts and choose their main ideas.
Part 1(Para 1): Stonehenge is famous and popular among British people. Part 2(Para 2, Para3): 6 popular opinions about what Stonehenge might be used for.
Part 3(Para 4): No one knows who built it, how it was built, when it was built. 設計意圖：初步了解文本內容和結構框架。
3.Teacher asks students to read paragraph 2,3,4 and find out the mysteries about Stonehenge.
Part 1: One of Britain’s greatest mysteries.
Part 2(para 2 and 3): What it is used for / why it was built
Part 3: How it was built and who built it.
4.Teacher asks students to identify what kind of article it is.
What type of text does the passage belong to? A. A narration(記敘文) B. An argument(議論文) C.An ad(廣告) D. An exposition(說明文) 5.The passage is in order of .(邏輯順序)
設計意圖：引導學生分析文章，介紹巨石陣的說明順序。為什么說明巨石陣（它在英國人民心中獨特的地位和它蘊藏的神秘），人們猜測巨石陣的修建目的（6種觀點），巨石陣的修建者和修建時間仍是謎團。文章是總分結構，而分的部分又按照并列方式排列。 Step 7: Enjoy the passage. 鑒賞好文
1.Teacher asks students to discuss these underlined sentences in the passage. (1)Every year it receives more than 750,000 visitors.
(2)In 2001,a group of English volunteers tried to build another Stonehenge,but they couldn't.
The writer uses
設計意圖：引導學生弄清作者介紹的是哪些方面的特征，以及是如何介紹的。作者運用了列數據的說明方法。運用準確的科學數據說明巨石陣的游客之多，受歡迎之盛，體現了說明文語言的語言的準確性，易于讀者接受。作者舉了一個代表性例子，志愿者重建而失敗，說明了這些石頭形狀大，體積重，增強說服力。巨石陣如何建造確實是未解之謎。
2.Teacher asks students if we can cut these underlined words out.
(1) Another popular idea is that Stonehenge might be a kind of calender. (2) No one is sure what Stonehenge was used for, but most agree that the position of the stones must be for a special purpose.
(Possible answers: We can’t. “might” means there is a possibility. Stonehenge could be a calender. “most” means the majority of people. )
設計意圖：帶領學生賞析說明文的語言。不能刪去。“可能”表示估計，“大多數”表示數量。結合本句話，若刪去就變成巨石陣就是一種日歷，所有人都同意巨石陣中石頭位置擺放一定特殊原因，不符合客觀實際，語言過于絕對。“可能”、“大多數”表現了說明文語言的準確性、周密性和科學性。
3.Teacher asks students to find three quotes(引語) and discuss what we can get from the quotes.
Quote 1: “The leaders arrived in England much later,” he points out.
Quote 2: “As you walk there, you can feel the energy from your feet move up your body,” said one visitor.
Quote 3: “We don’t really know who built Stonehenge,” says Paul Stoker, “And perhaps we might never know, but we do know they must have been hard-working and great planners！”
(Possible answers: Quote 1 supports his opinion - Stonehenge can’t be a temple. Quote 2 describes visitors’ feelings when they walk there. Quote 3: One volunteer said himself they tried but failed, so there still remained many mysteries.)
Quotes can make the passage vivid and lively. And quotes are very authentic and real.
設計意圖：引導學生關注說明文的兩種說明方式平實性說明和生動性說明。生動性說明除了運用說明的表達方式，還使用記敘、描寫等表達方式特別是描寫的表達方式，還會使用生動形象的比喻、擬人、排比等修飾手法。如第二句栩栩如生地描寫出游客站在巨石陣中感受神秘能量的場景，生動形象地說明了巨石陣的獨特魅力，讓抽象的巨石陣之秘變得通俗易懂，使文章具有文學色彩，吸引讀者的閱讀興趣。
Step 8: Linking words and phrases 連接詞和詞組
1.Teacher asks students to match each linking words with its purpose.
Stonehenge, a rock circle, is not only one of Britain’s most famous historical places, but also one of its greatest mysteries.
Adding information
People like to go to this place especially in June as they want to see the sun rising on the longest day of the year.
Giving reasons
However, historian Paul Stoker thinks this can’t be true because Stonehenge was built so many centuries ago.
Expressing a difference
Some think it might be burial place or a place to honor ancestors.
Giving a choice
設計意圖：通過呈現這些含有連接詞的句子，教師要求學生完成將連接詞和其用途相匹配的活動。關注連接詞在文章中的使用，嘗試理解句意，并思考體會連接詞在句子中的作用。
2.Teacher gives students some time to fill in the linking words, and explain to each other why they chose that answer and how the linking words contributes to the meaning of the sentence.
so as because since but however though not only... but also or when and
Happiness is important for everyone. Most people want to be happy but few know how to find happiness. Money and success don’t bring lasting happiness. Happiness depends on ourselves. In other words, we make our own happiness.Some people believe that if they are wealthy, they will be able to do anything they want, which means happiness. On the other hand, some people believe that holding a high position in the government is happiness. In this way, you have money,
many other things which can’t be bought by money. , other people believe that having lots of money is not happiness, nor is holding a high position in the government. These people value(重視) their beliefs, or their intelligence, or their health. They think these can make them happy.Here are a few ways to help you be happier.
The first secret of happiness is to enjoy the simple things in life. Too often, we spend so much time thinking about the future, for example, getting into college or getting a good job, that we don’t enjoy the present. You should enjoy life’s simple pleasures, such as reading a good book, listening to your favorite music,
spending time with close friends. People who have close friends usually enjoy happier and healthier lives.
The second secret of happiness is to be active. Many people go dancing or play sports. People can forget about their problems only think about the activities.
Finally, many people find happiness in helping others. According to studies, people feel good they volunteer their time to do many meaningful things for other people. If you want to feel happier, do something nice for someone. You can help a friend with his or her studies, go shopping to get food for an old neighbor, or simply help around the house.
Now maybe you know how to find happiness!
設計意圖：要求學生根據連接詞的用法，結合各句句意選擇并填寫適當的連接詞，引導學生嘗試對部分句子進行同義句轉換。教師進一步有意識地指導學生通過連接詞的運用理解句子之間的邏輯關系。 Step 9: Collect information for writing 收集寫作材料
Teacher asks students to think of any other mysteries, either in China or another part of the world, which are similar to Stonehenge.
What mysteries can you think of? What do you know about them? What is mysterious about them?
設計意圖：通過讓學生以小組為單位，用以上問題為線索，討論世界上和
Stonehenge相似的具有神秘色彩或未解之謎的地方。并且要求學生討論時使用連接詞，豐富句式和表達。
Step 10: Checklist for Reading自我提問單
教師為了培養學生的自我監控閱讀策略，引進了下面的Checklist for Reading（鄭敏，2002）。自我提問單用于學生自我評估，檢查自己在閱讀中策略的運用和效果，對培養學生的元認知閱讀能力很有幫助。
Checklist for Reading（鄭敏，2002）
概覽——選擇目標
1、從標題看，這篇文章講的是什么？
2、從文章的開頭和結尾（或摘要/小標題/各段首句）來看，該文章的內容是否與我剛才的猜想一致？ 3、這篇文章值不值得我細讀？ 摘要——把握文章脈絡
1、我采用了摘要還是別的方式提煉文章的主題？ 2、我采取綱要法理清文章的脈絡了嗎？ 3、我很好地把握了文章的主題和結構了？ 細讀——對文章內容進行深層次理解
1、我每讀一句是否能夠考慮它與上文的聯系？ 2、在讀的過程中我能否對下文進行預測？ 3、讀完一段我能否考慮其與上文的聯系？ 4、我能根據上下文猜測詞義嗎？ 5、我理解了文章的潛在含義嗎？ 6、我了解作者的寫作意圖嗎？ 7、我同意文章中的觀點嗎？
8、我能夠把整篇文章連貫起來理解嗎？ 檢測——任務自查
1、我理解了文章的字面意思和隱含的意思了嗎？ 2、我把握了文章的結構了嗎？
3、我學到了哪些知識（包括詞匯和句法）？
4、我在閱讀中遇到了什么困難？原因是什么？解決得如何？
5、我在閱讀過程中運用了哪些閱讀技巧？運用得是否得當？效果如何？ 6、我解答理解題質量如何？為什么？ 7、我完成閱讀任務了嗎？
8、本次閱讀對以后的閱讀有什么啟示？
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