Hometown Feelings (Reading)教学设计与反思
Hometown feeling教学设计
Hometown Feelings
changes
New hospitals and new roads have appeared.
The government has built new schools and sent teachers from the cities.
It’s a shame, but I just don’t have the time.
shame
Original meaning:
used to say that something is a cause of feeling sad & disappointed
the meaning in the context: regretful, pity
Para2&3: ①Discuss in pairs What are the changes in
Zhong ’s hometown? How did zhou feel?
② Tick out all sentences with the present perfect tense and sum up the meaning &usage of it.
husaba4n6Wd-yaehnaord?-ofaldther
inWWheenrez?hou
..H..h..aooswnnc'teobfaeteeynneba?ar.ck
for 3 years.
IHt'oswa…shfaeeml?e.
I used to return home at least once a year, but I haven’t been back for almost three years now.
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。
初中英语《1Hometown Feelings》优质教学设计、教案
υ课标分析Unit 8 Hometown Feelings教学设计本节课的课型为阅读课，要求学生在阅读的过程中能借助关键信息对文本大意进行归纳或概述。
υ教材分析本单元话题本单元话题是居住的环境。
话题功能是能谈论你拥有的物品和周围的事物。
本单元Section B 部分的主题是周围环境的变化。
该部分不仅呈现了与家乡变化话题相关的词汇，还通过听说读写活动进一步巩固学生对目标语言——现在完成时的认识和理解，并要求学生能够围绕家乡变化话题进行口头和笔头语言输出。
υ学情分析由于学生是八年级的学生，已经掌握了大量的语言能力，对英语的分析能力也比七年级有了很大的提高。
但阅读技能的培养还不能放松，所以我们在教学的环节里面除了注重学生的语言知识的学习外，还为学生设置了不同的阅读微技能活动。
υ教学目标1.能够通过阅读，在篇章中理解新词汇2.能够运用有效的阅读技巧阅读：Catching the key words to get the main idea;Guess the meaning of new words with the help of words they have learned;Make a mind map to talk about the structure.3.能够在阅读文本后增加文化积累，开阔视野，调动学生学习英语的积极性。
教学重、难点描述家乡或某个地方的历史变迁并利用目标语言进行输出。
教学步骤Step1. Lead-in1.W arm-up: play a video2.L ead in:Show the Greeting to the students and know moreabout each other. (Question& Answer)【设计意图】调动学生情绪，迅速提高学生学习的积极性，同时在交谈中渗透于本节课相关的知识，为接下来的阅读环节做铺垫。
Step2. While-reading1.Fast-readingRead the passage quickly and match the main idea.【设计意图】帮助学生掌握文章脉络，将文章分为三大部分：结构划分能够帮助学生理清文章脉络。
英语人教版八年级下册Reading Hometown Feelings
八年级下册Unit 10 Section B(2a)Reading Hometown Feelings无为县三溪初级中学刘春梅一、教学目标1. 能利用已有的背景知识，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。
二、教学重点通过阅读，理解体会离乡人思乡的情感。
三、教学难点能运用所学知识谈论家乡的变化。
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。
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。
Hometown Feelings (Reading)教学设计与反思
Talk about the questions: 1. Why do millions of Chinese leave the countryside every year?
六、教学过程
教师活动
学生活动
设计意图
Show the pictures of Zhenyuan, in the old days and nowadays
pare the pictures in different periods and find out the changesinour hometown.
2. How often do you think these people visit their hometown?
Try to guess the main idea with
the help of the tile and pictures
训练学生运用已有知识，预测文本内容的能力。本环节可以激活学生原有的知识，同时为文本的学习做铺垫。
1.通过完成表格，学生可以清晰地把握第一部分的文本信息,也为后面的复述环节做铺垫。
2.通过回答问题理清钟伟家乡的变化。
3.总结钟伟在家乡永远不变的美好回忆，了解什么使家乡情结。
1.Lead students to review the story ofZhong Wei with the help of mind map.
1.学生借助思维导图复述钟伟的故事，既可以回顾本节课主要内容，又可以锻炼他们的口语表达能力。
2.通过引导学生从自身、当地政府和国家三个角度讨论如何帮助农民，开启学生的思维，鼓励他们尊重农民工，从自身做起并尽可能的影响周围的人关爱农民工。
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_Hometown Feelings教学设计学情分析教材分析课后反思
Unit 8 Hometown Feelings教学设计◆课标分析本节课的课型为阅读课，要求学生在阅读的过程中能借助关键信息对文本大意进行归纳或概述。
◆教材分析本单元话题本单元话题是居住的环境。
话题功能是能谈论你拥有的物品和周围的事物。
本单元Section B 部分的主题是周围环境的变化。
该部分不仅呈现了与家乡变化话题相关的词汇，还通过听说读写活动进一步巩固学生对目标语言——现在完成时的认识和理解，并要求学生能够围绕家乡变化话题进行口头和笔头语言输出。
◆学情分析由于学生是八年级的学生，已经掌握了大量的语言能力，对英语的分析能力也比七年级有了很大的提高。
但阅读技能的培养还不能放松，所以我们在教学的环节里面除了注重学生的语言知识的学习外，还为学生设置了不同的阅读微技能活动。
◆教学目标1. 能够通过阅读，在篇章中理解新词汇2.能够运用有效的阅读技巧阅读：Catching the key words to get the main idea;Guess the meaning of new words with the help of words they have learned;Make a mind map to talk about the structure.3.能够在阅读文本后增加文化积累，开阔视野，调动学生学习英语的积极性。
教学重、难点描述家乡或某个地方的历史变迁并利用目标语言进行输出。
教学步骤Step1. Lead-in1.Warm-up: play a video2.Lead in:Show the Greeting to the students and know more abouteach other. (Question& Answer)【设计意图】调动学生情绪，迅速提高学生学习的积极性，同时在交谈中渗透于本节课相关的知识，为接下来的阅读环节做铺垫。
Step2. While-reading1. Fast-readingRead the passage quickly and match the main idea.【设计意图】帮助学生掌握文章脉络，将文章分为三大部分：结构划分能够帮助学生理清文章脉络。
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To train students’ reading ability: Students can make predictions by using what they have already known, the title and the pictures in the passage.
二、教学目标
1.Knowledge objectives：
By the endofthis lesson, students can master the important words and expressions, such as nowadays，search for，among and so on.
2. How often do you think these people visit their hometown?
Try to guess the main idea with
the help of the tile and pictures
训练学生运用已有知识，预测文本内容的能力。本环节可以激活学生原有的知识，同时为文本的学习做铺垫。
2.Let students to guess the main idea through the title and the pictures.
Talk about the questions: 1. Why do millions of Chinese leave the countryside every year?
Let students read the whole passage to divide the passage and get the main idea of each part. Show the choices.
1.Read quickly to answer aquestion: How many parts can the passage be divided into? 2. Choose topic sentence of each part.
三、学习者特征分析
Students in Grade 8 have learned English for some years. And they can communicate with others in English, using the simple words and expressions.
Age
Hometown
How often?
2. Read paragraph 2&3 and answer two questions: What are the changes? Does Zhong Wei like the changes?
3. Read part 3 and Read and answer questions: What things haven’t changed in Zhong Wei’s hometown? What are Zhong Wei’s hometown feelings?
四、教学策略选择与设计
I will adopt task-based language teaching approach and audio-visual teaching approach. Also Cooperation and self –studying will be taken.
五、教学重点及难点
教学设计与反思
课题：Hometown Feelings（Reading）
科目：英语
教学对象：八年级学生
课时：2
提供者
单位：
一、教学内容分析
The topic is about hometown and such a topic is so related to our daily life that it’s easy to arouse students’learning interests. We also need to cultivate students’feelings of hometown.
六、教学过程
教师活动
学生活动
设计意图
Show the pictures of Zhenyuan, in the old days and nowadays
pare the pictures in different periods and find out the changesinour hometown.
1. To master some words and expressions in this passage.
2. Let the students learn to predict the text using the previous knowledge and answering some questions before reading.
3.The moral objectives
In this lesson, let students experience the happiness of learning English through group work. After this lesson, students will pay more attention to the migrant workers.
Part 1. A
Part 2 B
ห้องสมุดไป่ตู้Part 3 C
训练学生快速阅读的能力，通过给文章分段，找主题句，帮助学生整体把握文章结构
Let students readeach partand finish theexercises.
1. Read part 1 and finish the chart.
Name
2.Discussion: who makes the contribution to our hometown?
1.通过图片展示镇沅的变化，激发学生的学习兴趣并思考家乡的意义。
2.学生通过讨论家乡的变化，认识到农民工在家乡建设的重要性。此环节为文本的学习做铺垫。
1.Encourage students to talk about the questions about migrant works.