新目標人教版七年級下冊英語《Unit6 Im watching TV. 》Section B(2a-2c)教學設計

教學設計年級 Grade7 單元 Unit6 課題 I’mwatchingTV.SectionB〔2a-2c〕執(zhí)教教師TeachingMaterials&StudentsTeachingObjectives

授課時間ThereadingmaterialisderivedfromUnit6,textbooksforGrade7students,publishedbyPeople’sEducationPress.Thetitleis“DragonBoatFestival”.somethingaboutthefestivalbuttheymaynotknowthebackgroundofthefestival.Languageknowledge:Masterwordsandexpressionsrelatingtothistopic(pronunciation,spelling,usage)Talkabouttheirmemories(comprehensiveoutput)Languageskills:AcquirethestrategyofgettinginformationfromthepreviousinformationGraspthelogicandthemainideaofthepassage(divisionofthepassage)Affectiveobjectives:HavetheawarenessoftreasuringmemoriesandestablishgoodattitudestowardsthepastKey points1.Guesswhatatextisaboutbyusingthepreviousknowledge.anddifficulties2.Writtenandoralproductionoflanguagerelatingtothistopic.Teaching SituationalApproach;Task-basedLanguagemethodsTeachingmaterial

Teaching.Taperecord 2.Colorfulchalks 3.PPTTeachingprocedureStep1Warming-up(Beforeclass)PlayavideoChinesetraditionalfestivals培育學生們的愛國情懷。同時也為本節(jié)課講端午節(jié)做鋪墊。Playagame“Me,too.”Fromthegame,askallthestudentstopayAtthesametime,introduceChinesetraditionalfestivalstostudents.學生進展愛國主義教育。Step2Lead-inafreetalk.“Whichonedoyoulikebest()?Whatdopeopleusuallydointhefestival?”1:“WeareallChinese.Weshouldloveourtraditionalfestivals.”設計意圖：通過和學生之間進展freetalk，爭論你最寵愛的中國節(jié)日，完本錢節(jié)課第一個情感目標：“我們都是中國人，我們應當愛我們的傳統(tǒng)節(jié)日”。Step3Pre-readingPart1Newwords.Usethenewwordstomakeupashortstory.Usethestorytoteachstudentsnewwords.Showstudentsavideo“Hostfamily”.設計意圖：通過把本節(jié)課所需單詞變成一個小故事，用故事教會學生單詞。family”小視頻，讓學生了解何為寄宿家庭。拓展學生們的視野。Part2Fastreading.Readitquicklyanswerthequestion.Thispassageismainlyabout .A．HowtomakeZongzi B.ZhuHui’story C.HostFamily設計意圖：帶著學生讀標題、看圖片、速讀文章、特別是每段的第一句話，引參與閱讀。Step4While-readingPart1Readpara.1andanswerthequestions1.Whereishefrom?WhereisZhuHuinow?Whatishedoing?WhoisZhuHuilivingwith?Part2ReadPara1againandanswerthequestions.1.WhatfestivalisittodayinChina?2.Playavideo“DragonBoatFestival”.WhattimeisitnowinChina?WhatareZhuHui’sfamilydoingathome?Part3ReadPara2andanswerthequestionsIsZhuHuialsowatchingtheracesandeatingzongzi?Why?WhattimeisitnowinNewYork?WhatareZhuHui’shostfamilyandZhuHuidoingathome?feeling“Thereisnoplacelikehome”?FinishEmotionaleducation3“Weshouldloveourfamily.”設計意圖：分段閱讀縮短了文章的長度，便于學生準時找到段中具體信息，同時對文本也是深一步的理解。教師用問答形式檢查閱讀效果。Step5Post-readingPart1Retell Retellthewholepassageaccordingtothemind-map.ZhuHuistudent

Shenzhen NewYork livewithDragonBoatFestival noDragonBoatFestival9:00a.m. 9:00p.m.Activitiesathome Activitiesathomemom

dad mother ZhuHui fatherfeeling熬煉學生的思維力量，而且穩(wěn)固他們的英語表達力量。Part2challengeareZhuHui,let’smakeupatelephoneconversationbetweenZhuHuiandhiscousin.另一方面熬煉學生們對文章信息的處理力量。Step6WritingRewritethepassageZhuHui:Hello,thisisZhuHuispeaking.Cousin：Hello,thisisZhuMingspeaking.ZhuHui:Cousin:文章已有肯定的思路。Step7homework1.WritedownthetelephoneconversationbetweenZhuHuiandhiscousin .Readthisarticleafterthetape.Rewritethisarticleaccordingtothequestionsandmind-map.Readthisarticleafterthetape.Rewritethisartic