A Modern and Popular City

曲鸿梅

Part 1：设计理念

教材分析：因学校是五四学制，学生六年级已经完成了小初衔接教学，七年级上学期学习任务相对轻松。为进一步扩大学生的阅读量，提高学生的阅读能力，结合本学期所学内容，有针对性地对学生进行课外阅读拓展训练。课外阅读是课内阅读教学的辅助与补充，可有效解决七年级学生阅读量不足的问题。在阅读教学过程中，教师要注重培养学生对语篇的领悟与分析能力，更要重视培养学生的语言运用能力和文化意识。

文本分析：为满足七年级学生的阅读需求，本节课选取了一篇介绍哈尔滨的说明文。说明文是以说明为主要表达方式的文体，要求抓住事物的特点，采用举例子、列数字等说明方法，客观地来说明事物或阐明事理，要求语言简明，说明方法严谨，文章结构清晰，条理性强，便于学生读后仿写。

Part 2：教学目标

1.知识目标：（1）了解说明文的文体特征;（2）学习举例子、列数字等说明方法。

2.能力目标：（1）引领学生“吃透”文本，把握说明文的文脉，培养学生运用所学知识表达观点、口述同类文章的能力，最终提升学生的读后仿写综合语言能力;（2）培养学生使用思维导图对文段进行解析的技能。

3.情感目标：培养学生热爱家乡，热爱祖国的情感。

Part 3：课堂实录

Step Ⅰ. Warm-up（2minutes）

T：Dear boys and girls，lets sing an English song.

Ss：......

（设计意图：通过演唱与阅读素材相关的英文歌曲，为导入环节做铺垫。）

Step Ⅱ.  Pre-reading （3minutes）

1.Lead in ：predict the topic.

T：Boys and girls，lets look at the map and guess which city it is.

Ss：Harbin.

2 . Brainstorm：talk about the information about Harbin.

T：Yes！ This is our hometown-Harbin. What do you think of Harbin ？ Now，lets brainstorm.

（Two students draw pictures on the blackboard. Other students express their opinions.）

S1：Its famous.

S2：Harbin is cold in winter.

S3：There are many places of interest in Harbin.

S4：Many foreigners like Harbin because of the kind people here.

S5：......

3.Teacher describes Harbin in her eyes.

T：Excellent！You have mentioned many aspects. In my eyes，Harbin is a modern and popular city. It is cold in winter，so we always have a long and cold winter vacation. Also，public transportation here is convenient，so the subway and buses can take us to many places of interest. In addition，its famous at home and abroad. People here are warm-hearted and friendly. Do you want to know more about our hometown？ Today，we will learn more about Harbin by reading the following passage.

（設计意图：教师通过图片引导学生预测出阅读的话题;学生通过头脑风暴激活已储备知识。）

Step Ⅲ. While-reading （20minutes）

1.Read for the type of writing. Students read the whole passage in silence quickly and choose the type of writing.

T： At first，please read the article by yourselves and finish Task1. If necessary，you can underline some clue sentences.（Students read for the first time and answer the question.）

Question：  Whats the type of writing？

A：Narration 记 叙 文    B. Exposition 说 明 文

C. Argumentation 议 论 文

T： Ok，can you tell me what the format of this text is？

Ss： The type of this article is an exposition.

（設计意图：整体感知文章，辨别文体。为接下来分析说明文的文体特点做准备。）

2.Read for the topic. Students read the passage again and choose the best title .

Question： Whats the right title ？

A： The story of Harbin.

B： A modern and popular city- Harbin .

C： A place of interest-Harbin.

T： Well done. Now，let's read the text again. But this time，you need to share the theme of the text you think . At the same time，finish Task2 .（Students read again in pairs.）

T： Finish？ Ok，lets look at the question. Which title is suitable for this article？

Ss： A modern and popular city-Harbin.

（设计意图：通过预测标题，了解标题的作用。）

3.Read for the topic sentences. Students read in pairs and underline the clue sentences. Then，finish Task3.

T： Wow，its easy for you，isnt it？How do you know that？

S1： There are some topic sentences.

T： You are so smart！ How do you find so quickly？

S2： By finding the sentences at the beginning or ending of a paragraph.

T： Can you give an example？

S3： Of course. “Harbin is a big，modern city.” It is the first sentence of the second paragraph，and it is the topic sentence of the second paragraph.

T： You are so excellent. I cant agree with you more.

（设计意图：教会学生快速地找出段落主题句的方法，并帮助学生梳理主题句和拓展句之间的关系。）

4. Read for the structure. Discuss and analyze the structure of the passage with the partners. After reading，students can finish Task4.

T： Well，boys and girls，these topic sentences can help you summarize the structure of the text. Whats the structure of the passage？ And how do you know that？

Ss： 总分结构。As we can see that the author tells us Harbin is a modern and popular city in the first paragraph. Then，he introduces Harbin in these two aspects in the following two paragraphs.

T： Yes，you got it！

（设计意图：帮助学生梳理本文的结构，教会学生构建文章框架的方法，提升布局谋篇的能力。）

5～6.Read for the content and sum up the order of writing. Read again carefully and work in groups to finish the Task5 and Task6.

T： Which sentence refers to the location of Harbin？

S1： Harbin in northeast China is a modern and popular place to take a holiday.

Match E.

T： Great. After learning the location，lets move on，What about the features？

S2： Its not only modern but also popular. Match D.

S3： The area of Harbin is 53286 square kilometers. Match B.

S4： More than 10.6 million people live in Harbin. It is about the population. So，I match A.

（設计意图：引导学生分析文章内容，帮助学生了解说明文细节添加的方法。）

7～8：Read for the description methods. Cooperate and discuss in groups again to finish Task 7 and Task 8.

T： How many description methods do you find？

Ss： Two.

T： What are the methods？

Ss：列数字和举例子。

T： Where can you find them？

Ss： “53186 square kilometers”and “More than 10 million ” in the second paragraph mean statistics. And in the third paragraph，“such as，the Central Street ，the Ice and Snow and Dragon Tower” means illustration.

T： Ok，in this passage，we have known two description methods. What are they？

Ss： 列数字和举例子。

T： Ok，lets fill in the blanks by using these two methods.

S1： About 28 million people live in and around Beijing.

S2： Beijing has many places of interest such as the Summer Palace，the Great Wall and so on.

（设计意图：教会学生基本的说明方法，运用所学的说明方法写句子，为仿写句式做准备。）

9. Polish the following sentences.

T： There are many good sentences in the passage. Do you like them？ Here is another way to express the same meaning. Which one do you like better？

Ss： I like the second one.

T： Why？

Ss： 添加了同位语。

T： Yes，there are many ways to polish sentences. Adding the appositive，adverbial or proper conjunctive words can make the sentences more beautiful. Lets practice more to grasp them.（Ss practice polishing the sentences in groups.）

T： Now，we have known how to polish a sentence.

（设计意图：掌握通过添加同位语、状语或恰当的关联词来美化句子的方法，并通过练习，最终达到学以致用，为下文的口头输出和课后仿写打好语言基础。）

Step Ⅳ. Post- reading （15minutes）

10. Finish the mind map in groups and retell the passage according to the mind map. （5minutes）

T： Boys and girls，I believe you have prepared well to retell the whole passage.（ Ss retell the whole passage according to the mind map.）

（设计意图：运用思维导图复述文章，为接下来的口述作文做铺垫。）

11.Show the oral composition about travel agency in groups. One of the group members acts as a tour guide，while the others are tourists. After performing，the other students vote for the best tour guide.（10minutes）

T： Wow，I'm really proud of you. Now you have a chance to be a tour guide to introduce Beijing. Please read the following information.

S1： Feature： capital，the second biggest city.

S2： Location： in the north of China.

S3： Population： 28 million.

S4： Weather： warm and pleasant in spring.

S5： Places of interes

T： The Summer Place，the Great Wall.

S6： Delicious food： Beijing roast duck，tanghulu...

T： OK，thank you. I believe youve known how to introduce a city. Now，its your show time to introduce Beijing. All groups prepare to present your shows. （Students give a show in groups to introduce Beijing.）

（設计意图：以口头作文训练的形式，把从本节阅读课中学到的知识与技能运用到实践中，最终达到以读促写的目的。）

StepⅤ. Summary

T： I really take pride in you because all of you learn so well about reading for writing. And we also realize that our hometown Harbin is such a wonderful city that we should love it forever.

（设计意图：通过本节课的学习，激发学生热爱家乡的感情。）

Step Ⅵ. Homework

1.必做作业：Imitate a modern and popular city——Harbin.

2.自助作业：Visit a place of interest in Harbin.

3.选做作业：Write a composition about introducing Beijing.

（设计意图：设置分层作业，使不同层次的学生巩固所学知识，提升学习兴趣。）

Part 4：板书设计

（设计意图：本篇文章是关于介绍哈尔滨的说明文。首先围绕哈尔滨这一主题，在板书中设计标志性建筑和代表哈尔滨的图片，让学生更好地融入情景之中。以龙塔为背景，从最下面的文体开始分析，到结构，再到内容，最后品析语言，代表着对一篇说明文层层剖析的逻辑顺序。学生能在图片的辅助下更好地理解这篇文章的脉络并在写作中体现出清晰的逻辑性。）

Part5： 反思

本节课通过阅读来促进仿写，课程容量比较大。在完成全部环节的目标下，存在“匆忙”的现象。在复述课文和口头作文输出环节给学生消化的时间不足，练习不充分，可能会影响学生的最终仿写。同时，在这节课引领学生进行文本深度剖析的过程中，我深深体会到，英语的读写过程是不可分割的有机体，教师要注意二者的内在联系。在教学中，教师不仅要注重对知识的讲解，更要重视对阅读文本的解读。学生只有在明确文本的内容、结构、语言特点等前提下，有针对性地积累素材和方法，才会在写作时有话可说、有法可循、有据可依。总之，“以读促写”这种教学策略，不仅能够提升学生的阅读能力，也可以逐步提高学生的写作能力，培养其英语学科核心素养。

学生的智力发展离不开良好的阅读能力，阅读是培养学生爱好的重要手段。课外阅读既是思考的大船借以航行的帆，也是让思考鼓帆前进的风。我们能通过教师的有效指导帮助学生把握阅读的方法，也很有可能总结出一种“模式”。但是，“模式”是一把双刃剑，它也可能会制约一个人的思想。所以，我们教给学生的是方法而不是框架。好的方法是符合一个人的学习和认知规律的，科学的学习方法需要我们努力探索。前路漫漫，吾将上下而求索。