一、栏目编者按

好课，就是教师的模样。为展示几年来“百课行动”的成果，引导全体教师深入领会新课标精髓，把握教学规律，切实用好统编教材，提高教学效益，落实立德树人根本任务。正式开设《新华好课堂》专题栏目，每周三推送，深入挖掘教师课堂上优秀的课型课例，展现他们扎实的教学基本功和的教研专、精度，展示新华教育的品质底色。欢迎各位老师们积极投稿并参与讨论。

二、好课示例

九年级英语课堂教学

《Home alone》

授课教师：汤儒

01、学习目标

By the end of the class, students are expected to:

1.Understand the usage of order, unhappy, manage, unable and other core words in the free talk context by creating the context.

2.Through title prediction, quick reading and intensive reading, get the general idea of the theme of the article, and get the details of what the protagonist did at home alone, the specific problems encountered and emotional changes.

3.Develop a plan to improve labor skills.

4.Through group discussion,cultivate the ability of cooperation and inquiry learning, and guide students to learn how to plan, arrange their own life, guide students to improve the awareness of labor skills, as soon as possible to become able to earn their own living, with life skills.

02、教学重难点

Key teaching points:

1.Use reading skills prediction and scanning to help students understand the general idea of the text, and obtain it2.Cultivate students' awareness of the ability to live independently.

Difficult point in teaching:

Through group discussion, students can express their views more deeply and develop their thinking quality.

03、课时安排/教学方法

Duration: 45 mins

Teaching methods: Activity-based teaching approach

04、教学过程

1、导入环节

Show students a video and guide them to have a free talk.

Lead in some new words by asking questions.

设计意图：

①吸引学生兴趣

②落实核心素养中语言能力(词汇目标)

2、授课环节

Step 1. Prediction

Guide students to make a prediction according to the title.

【设计意图】通过猜测，落实核心素养中语言能力(获取主旨大意),提升阅读技巧 (prediction)

Step 2. Fast reading

Have students scan the passage and choose the best summary.

【设计意图】加强scanning阅读技巧，落实核心素养中语言能力目标(获取文章主旨大意)。

Step 3. Careful reading

Read carefully and locate some specific information

①His feelings

②Things he did

③Problems he met

④Things he realized

【设计意图】通过问题设置及问题引领，引导学生获取细节信息，加深文章理解。落实核心素养中语言能力。

Step 4. Further thinking

Have students have a discuss:Why was the holiday not perfect?

How can you make your holiday perfect?

Have them discuss in groups of 4.

【设计意图】通过小组合作、探究，发展学生思维能力，探究主题意义。培养合作、探究学习能力，引导学生学会规划、安排自己的生活。

Step 5. Writing

Guide students to make a plan for improving labor skills.

【设计意图】跨学科融合，体现目标的融合发展(语言、思维、生活劳动能力)。早日成为能够自食其力、有生活技能的人。

Step 6. Homework

①基础性作业(必做)：Retell the passage with the help of the feelings.

②拓展性作业(选做)：Share your plans and share how they are going.

【设计意图】“双减”背景下的作业设计。

【课堂总结】

通过学习运用语言，引导学生探究主题意义，发展思维品质，培养文化意识。通过课程活动设计，引导学生提升劳动技能的意识。同时，引导学生通过课堂活动，梳理出两条线，一条线为主人公独自在家的经历，另外一条为主人公情绪变化及起伏。学生在主题语境下通过学习理解，应用实践等关联活动来促进语言知识的学习、语言技能和思维的发展并表达真实情感。

05、教学反思

九年级的学生，具备一定的读写能力。但学生平时很少有独立生活的机会，也缺乏独立生活能力。因此除了引导学生要通过对这一模块的学习，掌握的阅读技巧和语法知识外，还要引导学生反思自己存在的问题，积极培养自己的自理、自立能力，早日成为能够自食其力、有生活技能的人;同时，引导学生提升劳动技能的意识。

本节课授课教师简介

汤儒 双语部中学英语教师

执教数十年以来，担任班主任及初高中英语教学工作。工作中注重对教学方法的探索，对教育方式的研究。以爱心感染学生，以真诚感动家长，所带班级在各项活动中表现突出，受到学校和家长的好评。多次获得校优秀教师称号，所撰写的论文多次获得市、区级奖项。

教育理念：爱生要从内心去爱，用语言去爱，更要用行动去爱

图片

供稿：双语部中学

图片：双语部中学

一审：叶君宜;二审：储小娟;终审：尹渐平