新目標(biāo)英語七年級下4-6單元教案和教學(xué)反思.doc

Unit 4 I want to be an actor教案示例教學(xué)目標(biāo)：1. 學(xué)會(huì)不同工作的英文表達(dá)方式。2. 了解同學(xué)父母的工作。3. 學(xué)會(huì)簡單的介紹自己將來的理想。教學(xué)導(dǎo)向：重點(diǎn)詞匯：teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police重點(diǎn)句型：1. What does your mother do? She is a teacher. What does your father do?He is an engineer. 2. What do you want to be? I want to be a teacher. What does she want to be? She wants to be a singer. 本節(jié)課流程圖教學(xué)板塊設(shè)計(jì)Task 1：Know the names of the different jobs目的：通過這個(gè)環(huán)節(jié)，教師完成本單元的新單詞的導(dǎo)入，通過提供給學(xué)生對于不同工作的具體描述，讓學(xué)生猜出工作的名稱，這樣為整節(jié)課任務(wù)的完成奠定最基本的詞匯基礎(chǔ)。在做猜謎游戲時(shí)學(xué)生能夠做到精神集中，并能激發(fā)學(xué)生的學(xué)習(xí)興趣。課前準(zhǔn)備：教師需要準(zhǔn)備關(guān)于teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police等工作的具體文字描述。 課堂學(xué)生活動(dòng)：1. 教師向每個(gè)小組發(fā)放一份關(guān)于工作的描述，競賽看那個(gè)小組最先猜出答案，并將本組的謎語提供給全班，讓其他組競猜，這可以將學(xué)生的注意力，吸引到課堂上來，并對同學(xué)年的謎語加以思考。此活動(dòng)以小組為單位，讓學(xué)生通過謎語來猜測工作的名稱，猜對者給小組加分。The riddles supplied by the teacher:1) I work in the hospital every day. My work is very hard but also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us “angels in white”.2) I drive a car every day, but the car is not mine. There are many people sitting in my car every day. After they go out of the car, they must pay me money.3) My job is very difficult but interesting. I help people on the court. If I succeed I will get lots of money, but if I fail, I get no money.4) I am very proud of my job. Because I am like your mother. I will tell you what is right and what is wrong. Sometimes I am very strict.5) I work outside; I am very busy because there are many letters in my bag, and I must give the letters to different people.6) I work in a restaurant and I always carry some fruits and dishes. I often ask people: What would you like? I am really very busy.2. 在所有單詞導(dǎo)入后，以小組為單位，將所有單詞按不同的標(biāo)準(zhǔn)分類，如：適合男人的工作，適合女人的工作等，通過這項(xiàng)活動(dòng)，學(xué)生能將所學(xué)單詞落到筆頭上，同時(shí)是對所學(xué)單詞的又一次鞏固，而且不同的組有不同的分類原則，開發(fā)了同學(xué)無限的想象空間。Task 2: Know what your group members parents do.目 的：通過這個(gè)任務(wù)，學(xué)生能應(yīng)用本單元的主要句型，詢問本組成員父母的工作。課堂活動(dòng)：1. 小組活動(dòng)，在小組內(nèi)小組成員互相詢問父母的工作。應(yīng)用句型：What does your mother do? She is a What does your father do? He is a.NameMothers jobFathers jobTomnursedriver 2. 向全班同學(xué)匯報(bào)調(diào)查結(jié)果3. 同學(xué)下座位，在限定的時(shí)間內(nèi)，看誰能找到父母與自己父母工作一樣的同學(xué)， 并且數(shù)量最多。4. 向全班同學(xué)作匯報(bào)。比賽看那個(gè)小組完成的數(shù)目最多。 Task 3 What do you want to be?目 的：讓學(xué)生學(xué)會(huì)用簡單的句型來介紹自己的理想，通過此活動(dòng)導(dǎo)入新的句型并進(jìn)行大量的操練，讓學(xué)生充分的掌握。課堂活動(dòng)：1. 教師通過介紹自己的理想導(dǎo)出句型: I want to be a singer. What do you want to be?2.小組內(nèi)組長來統(tǒng)計(jì)本組同學(xué)的愿望， 比賽看那組同學(xué)的愿望最多，并作小組匯報(bào)。Homework: 思考一下自己的理想工作對人都有哪些要求？課后反思：這是第四單元的第一課時(shí)，任務(wù)主要是導(dǎo)入本單元的基本詞匯和基本句型，內(nèi)容較多，所以針對不同的內(nèi)容設(shè)計(jì)了不同的任務(wù)活動(dòng)。通過課堂的試驗(yàn)，證實(shí)了這些任務(wù)的可行性，并達(dá)到了意想不到的效果。1. 在導(dǎo)入新單詞時(shí)，通過小組比賽的形式，讓學(xué)生通過工作的描述，來猜測工作的名稱，首先比賽的形式，調(diào)動(dòng)了學(xué)生的興趣，其次猜謎的這種形勢更有利于讓學(xué)生開動(dòng)腦筋，思考問題大大吸引了學(xué)生的注意力。2. 第二個(gè)任務(wù)由學(xué)生自己下座位找與自己父母工作相同的同學(xué)，通過這個(gè)競賽形式教師為學(xué)生提供了一個(gè)安全的語言環(huán)境， 學(xué)生可以大膽的練習(xí)所學(xué)的句型。其后讓學(xué)生用所學(xué)句型談?wù)撟约旱睦硐耄囵B(yǎng)了學(xué)生的價(jià)值觀和理想觀。3. 由單詞到句子，由簡單的對話，到簡短的語篇，本節(jié)課所有任務(wù)的設(shè)計(jì)，由簡到難，每一個(gè)任務(wù)都為下一個(gè)任務(wù)的完成奠定了一定的語言基礎(chǔ)。為任務(wù)的最終完成服務(wù)。本節(jié)課的不足之處，由于本節(jié)課的內(nèi)容較簡單，所以在各個(gè)任務(wù)環(huán)節(jié)的難度梯度不是很明顯。這樣沒有為能力較強(qiáng)的同學(xué)提供戰(zhàn)線的機(jī)會(huì)，而且本單元涉及的單詞較多，學(xué)生不能完全的熟練掌握。所以在以后的教學(xué)中還應(yīng)不斷的探索，尋求更大的突破。教案點(diǎn)評： 本案例采用任務(wù)型的教學(xué)模式，設(shè)計(jì)了三個(gè)任務(wù)活動(dòng)，首先以比賽的形式，讓學(xué)生通過工作的描述，來猜測工作的名稱；然后由學(xué)生自己下座位找與自己父母工作相同的同學(xué)，練習(xí)所學(xué)的句型；其后讓學(xué)生用所學(xué)句型談?wù)撟约旱睦硐搿Ｋ腥蝿?wù)的設(shè)計(jì)，由簡到難，每一個(gè)任務(wù)都為下一個(gè)任務(wù)的完成奠定了一定的語言基礎(chǔ)。為任務(wù)的最終完成服務(wù)。教案示例Unit 6 Where are the jazz CDs?清華附中 周喆教學(xué)目標(biāo)學(xué)會(huì)問路及給他人指路（建筑物內(nèi)）學(xué)會(huì)區(qū)分及描述不同種類的音樂表述自己喜歡的樂隊(duì)及歌手教學(xué)向?qū)繕?biāo)語言學(xué)習(xí)策略與思維技巧重點(diǎn)詞匯Where are the rock CDs?Go upstairs and take a leftTheyre behind the jazz CDs.Theyre next to the heavy metal CDs.Whats your favorite kind of music?My favorite kind of music is分類表述聽取特定信息pop, classical, jazz, country, danceamazing, terrible, awful, not bad, cool, fantastic, OKupstairs, straight語言結(jié)構(gòu)語言功能多元智能Where, What問句祈使句：take a left, go upstairs, turn right表示方位的介詞: next to, between, behind詢問方位表述方位方位識別與表述音樂欣賞邏輯分類與表述重點(diǎn)句型Wheres the classical music?Go upstairs and turn right. Its next to the dance music.Whats your favorite kind of music?My favorite kind of music is pop music.Whos his favorite group?Its Green Express. They are fantastic.主題詞表主題思維圖教學(xué)過程StepsTeachers ActivityStudents ActivityPreparationRevisionPlay several music clipsListen and guess what kind of music they are.CAI / CDsCheck the answers with SsGet familiar with the wordsOHP / CDsTask 1 Draw MapsAimDraw simple maps of inner buildings by listening to others description.1Read a music store directions twice as an example.Listen, draw and label a map of the music store.Handout2Show a students mapCheck the answer 3Show the map on the screenCheck the answerPowerPoint4Show the script on the screen as an example.Take out their homework. (A music store map they drew)PowerPoint5Ask Ss to introduce their maps to others and draw.Draw maps and check.A4 paperTask 2 My Favorite CDsAimGet to know others favorite music, and find out our favorite music type.1Ask Ss to guess the 4 persons favorite music / singer.Predict and discussP34 2a2Show the four names of the singers on the screenGet familiar with the namesPowerPoint3Play the recorder for the first time.Listen and finish 2aTape recorder4Check the answersPair work. Discuss 5Play the recorder againListen and finish 2a 6Play the tape the 3rd timeListen and finish 2b. Check.PowerPoint7Ask Ss to introduce their favorite music to each other.Take out their favorite CDs and present it to their partner.CDs8Move around the give some support.Pair workHandout9Ask Ss to change partners.Pair work. Change partners 10Ask some groups to give reports.Ss give reports 11Ask 12 group leaders to tell the class their favorite music.Do a survey. Find out what is their favorite kind of music.OHPTask 3 Buy CDsAimReal-life based task. Ss go to the CD store and buy their favorite CDs.1Arrange a real CD store by using a Ss map in Task 1.A group of Ss (4) buy CDs by following the map.A map2Ask Ss to listen & take notesOthers listen and take notes. 3Ask Ss to ask and answer question about the real task.Pair work. 4Ask several pairs of Ss to check their listening.Check the answer. EndPlay their favorite kind of music.CD任務(wù)型活動(dòng)設(shè)計(jì)Task One: Draw maps.教學(xué)目的：通過教師示范畫出的音像店路線圖，讓學(xué)生相互配合繪圖，從而掌握有關(guān)方位的語言知識。出現(xiàn)的句型：Wheres the pop music section?Pop music fans, follow these directions please.Go straight. Turn left at the classical music. Then go upstairs.Pop music is between jazz CDs and dance CDs.You can find classical music right behind the country music section.Step 1: 學(xué)生拿出教師分發(fā)的音像店平面圖，仔細(xì)觀察后，聽教師描述路線兩遍后，將路線圖畫好。(Tape scripts): Go straight. Turn left at the classical music. Go upstairs. Go straight, and turn right at the jazz music. Pop music is between jazz and dance. The dance CDs are behind the country music section.Step 2: 學(xué)生分別展示自己的路線圖，檢查是否與教師提供的答案相符。Step 3: 學(xué)生兩人一組將前一天完成的作業(yè)：一份自己繪制的音像店路線圖拿出，并拿出一張白紙。相互將自己繪制的路線圖讀給同桌聽（不許將圖給同學(xué)看），讓對方將圖畫出。完成后對比。Step 4: 請幾組同學(xué)上臺做示范。Task Two: My Favorite CDs.教學(xué)目的：聽錄音示范，相互詢問了解同學(xué)最喜歡的音樂類型以及歌手，找出全班最喜歡的音樂類型。出現(xiàn)的句型：Whats your favorite kind of music? My favorite kind of music is pop music. Whos his favorite group?Its Green Express. They are fantastic.Step 1: 聽力訓(xùn)練前，預(yù)測一下34頁2a聽力訓(xùn)練中四個(gè)人所喜歡的音樂類型分別是什么。然后做Section B 2a, 2b的聽力練習(xí)，進(jìn)行語言輸入。聽三遍檢查。Step 2: 讓學(xué)生拿出從家中帶來的自己最喜歡的CD或錄音帶。學(xué)生兩人一組，調(diào)查對方最喜歡的音樂類型及其原因，并在所發(fā)的表格中做記錄。Step 3: 在四人小組中找尋新的同伴，調(diào)查對方的情況；并調(diào)查對方方才小組成員的情況并做記錄。Step 4: 總結(jié)四人小組的情況，向全班匯報(bào)調(diào)查結(jié)果，找出全班最喜歡的音樂類型。Task Three: Buy CDs.教學(xué)目的：復(fù)現(xiàn)真實(shí)生活場景，在角色扮演活動(dòng)中綜合運(yùn)用所學(xué)知識，提高實(shí)踐能力。出現(xiàn)的句型：Wheres the pop music section? Its between the country CDs and dance CDs.Whats your favorite kind of music? Its classical music. I like Mozart best.Whos your favorite group? Oh, I love “West life”!How much are there CDs？ They are 30 yuan.Step 1: 陳述任務(wù)情景：你家附近新開了一家音像店，一天你和你的好友一起去逛這家音像店，由于是第一次來購物，不熟悉店里的布局，在導(dǎo)購員的幫助下，你們找到了想要買的CD。相互討論后各自買到了稱心如意的CD。Step 2: 將全班分成若干個(gè)四人小組。分別扮演導(dǎo)購員、你、朋友和收銀員。分小組上臺進(jìn)行角色扮演。Step 3: 其他在臺下的同學(xué)仔細(xì)傾聽臺上同學(xué)所選購的商品種類、價(jià)格、數(shù)量以及他們分別喜歡什么類型的音樂。并將聽到的這些信息一一記錄在表格中。Step 4: 小組角色扮演完成后，請臺下的同學(xué)驗(yàn)證記錄的結(jié)果。Students HandoutTask 1 Draw maps. Second FloorTask 2 My Favorite CDs YouPartner 1Partner 2Partner 3Name Favorite kindof music Favorite groupor singer Descriptionwords Our favoritekind of music Task 3 Buy CDs Student AStudent BFavorite kind of music Favorite group / singer The CDs they buy Money they spend￥教學(xué)點(diǎn)評及反思：一課堂任務(wù)設(shè)計(jì)思路：本課是一節(jié)任務(wù)型聽力課。由三個(gè)任務(wù)組成，由潛入深，逐層遞進(jìn)，形成完整的任務(wù)鏈教學(xué)結(jié)構(gòu)：第一個(gè)任務(wù)是談?wù)撘粝竦曷肪€圖。此任務(wù)既是對以前所學(xué)內(nèi)容的復(fù)習(xí)，也是一個(gè)任務(wù)活動(dòng)。學(xué)生將聽到的路線指示在圖中標(biāo)出，并且在此基礎(chǔ)上向同學(xué)描繪自己所熟知的路線圖，讓同學(xué)根據(jù)自己的描述，將路線圖繪出。此任務(wù)不僅訓(xùn)練了有關(guān)指路問路的聽說能力，還涉及到跨學(xué)科學(xué)習(xí)的繪圖能力訓(xùn)練。第二個(gè)任務(wù)聽錄音示范，相互詢問了解同學(xué)最喜歡的音樂類型以及歌手，找出全班最喜歡的音樂類型。在完成任務(wù)前，先要完成一個(gè)聽力訓(xùn)練，即語言輸入的過程。學(xué)生先通過反復(fù)向他人詢問和表述喜歡的音樂及歌手的方法，在此基礎(chǔ)上掌握相關(guān)語言結(jié)構(gòu)，為語言輸出，即任務(wù)的順利完成打下基礎(chǔ)。接下來的任務(wù)通過三步完成：首先學(xué)生決定自己最喜歡的音樂類型和歌手及喜好原因并將其填入表中。然后詢問同伴最喜歡的音樂、歌手及原因并填表。第三步四人一組活動(dòng)，詢問新的同伴的喜好以及通過他來了解他剛才的同伴（即第三方）的信息。最后進(jìn)行小組匯報(bào)。第三步尤為重要，因?yàn)樵诖送怀鲶w現(xiàn)了由信息差造成的交流活動(dòng)的必要性。第三個(gè)任務(wù)是一個(gè)接近真實(shí)任務(wù)，即在真實(shí)生活中會(huì)發(fā)生的事情。你家附近新開了一家音像店，一天你和你的好友一起去逛這家音像店，由于是第一次來購物，不熟悉店里的布局，在導(dǎo)購員的幫助下，你們找到了想要買的CD。相互討論后各自買到了稱心如意的CD。同學(xué)四人一組，分別在虛擬環(huán)境的音像店中扮演導(dǎo)購員、你、朋友和收銀員的角色。臺下觀察的同學(xué)要仔細(xì)傾聽臺上同學(xué)所選購的商品種類、價(jià)格、數(shù)量以及他們分別喜歡什么類型的音樂。并將聽到的這些信息一一記錄在表格中。在此活動(dòng)中所涉及到的最基本的句型結(jié)構(gòu)是關(guān)于問路指路和陳述最喜歡的音樂及其原因的綜合運(yùn)用，但是由于它是接近真實(shí)的聽力任務(wù)，學(xué)生參與性很強(qiáng)。任務(wù)的完成會(huì)大大超出最初的設(shè)想，因?yàn)樗畲笙薅鹊恼{(diào)動(dòng)了學(xué)生的積極性，他們會(huì)在完成任務(wù)的同時(shí)自覺的運(yùn)用他們在第一和第二個(gè)任務(wù)中所用到的知識，以及一些超出本課教學(xué)內(nèi)容的語言知識。這對學(xué)生自覺學(xué)習(xí)能力的提高是有很大好處的。在下課前，根據(jù)第二個(gè)任務(wù)完成后所選出的全班最喜歡的音樂類型，播放了一首此音樂類型中典型的喜聞樂見的歌曲讓大家欣賞，從而結(jié)束了本課的教學(xué)。二課后自評：對于任務(wù)型課程的設(shè)計(jì)要自始至終體現(xiàn)任務(wù)的要求與特點(diǎn)，尤其是如何使得任務(wù)從簡單重復(fù)性的起始任務(wù)逐層遞進(jìn)到真實(shí)的或接近真實(shí)的任務(wù)。使得課堂呈現(xiàn)階梯遞進(jìn)，由簡單到復(fù)雜的教學(xué)結(jié)構(gòu)。本課在設(shè)計(jì)上就是從這一點(diǎn)出發(fā)，在課堂呈現(xiàn)了三個(gè)環(huán)環(huán)相扣的聽力任務(wù)，形成了一個(gè)完整的任務(wù)鏈。最終達(dá)到完成最后一個(gè)復(fù)雜的真實(shí)任務(wù)的目的。在眾多老教師的指導(dǎo)下，我在如何設(shè)計(jì)任務(wù)型聽力訓(xùn)練以及如何讓這三個(gè)聽力任務(wù)形成一個(gè)自然過渡、環(huán)環(huán)相扣的任務(wù)鏈上下了一番功夫。最終順利的完成了所有的任務(wù)活動(dòng)。尤其在最后一個(gè)任務(wù)完成時(shí)出現(xiàn)了許多讓老師們驚奇的結(jié)果。學(xué)生的創(chuàng)造力和想象力被充分調(diào)動(dòng)，紛紛說出、做出許多佳作。這也體現(xiàn)了任務(wù)完成過程中的不可預(yù)知性。本課出現(xiàn)的問題是：第一，任務(wù)設(shè)計(jì)較多，致使第三個(gè)任務(wù)參與表演的小組受到限制，課堂時(shí)間沒有把握好。致使拖后了幾分鐘下課。第二，教師的激情有待改進(jìn)，在充分調(diào)動(dòng)學(xué)生的積極性上仍有待提高。教案點(diǎn)評： 本課是一節(jié)任務(wù)型聽力課。由三個(gè)任務(wù)組成，由潛入深，逐層遞進(jìn)，形成完整的任務(wù)鏈教學(xué)結(jié)構(gòu)：第一個(gè)任務(wù)是談?wù)撘粝竦曷肪€圖。第二個(gè)任務(wù)相互詢問了解同學(xué)最喜歡的音樂類型以及歌手，找出全班最喜歡的音樂類型。第三個(gè)任務(wù)是一個(gè)接近真實(shí)任務(wù)，音像店的導(dǎo)購員幫助你找到想要買的CD。教案示例UNIT 5 How Was Your Weekend? 清華附中 周喆 W5C1 1. Vocabulary (Past Simple Tense)A). Ask Ss to write down all the phases in P25 (picture 1A) under the time axis.B). Ask Ss to write down the past tense of the verbal phrases.C). After a small discussion, Ss find out the rules by themselves.D). Teach them the rules of verbs in past simple tense.1). regular verbs: + ed. /id/.y i +ed2). Irregular verbs: is / was are / were do / did go / went buy / bought3). 過去時(shí)無人稱和數(shù)的變化。2. P25 Section A 1A; P28 Section B 1A Read the new phrases and practice. 3. Listening. P26 Section A 2A, 2B.A). “Above are all the things about weekend activities. What would you say if you want to ask others about their weekend?” elicit the main sentences:e.g.:How was your / his / her weekend? It was great / boring / pretty good / What did you / he / she do over the weekend?How about you?B). “First, lets listen to other peoples weekend. They are Anita, Ben and Sonia. Lets see how did they spend their weekend.” Listen to the tape twice. 2a; 2b.(Then do P29 Section B 3a.)C). “Now, please work in pairs and tell your partner what did you do over the weekend and how did you feel.”Interview your partner and take notes.NameFeelingWhat you didTimeYou D). Change your partner and take notes.(Work in groups of four.)E). Ask four people (a group) come up to the front and do the memorizing activity. Other people take notes. Then let two Ss ask questions about what the people do in the front over the weekend. 4. Homework.Copy the new phrases. (4 times)Workbook. 1,2,5.Make at least ten pieces of weekend activity phrases (include the 7 new ones in the book). Cut them into small pieces. W5C21. Revision. (P27 Section A 3a)2. Listening (P25 Section A 1b)A). “Today, lets listen to a girls weekend activities. Her name is Lucy. What you should do is to tell me what do you think about her weekend. Do you like it?”Before listening, Ss first guess what did Lucy do over the weekend. (Pair work) Prediction (Guess)Reality (Tape)Feeling SaturdayMorning Afternoon Evening SundayMorning Afternoon Evening B). Listen to the tape twice. And fill in the chart.C). Stick the little pieces in the chart and check the answers with the partner.D). Check the answer together. Ask someone to give a reporte.g.: On Saturday morning, Lucy played tennis. And she did her homeworkE). “Do you like her weekend or not? Why?”3. Task: “The Best Weekend Plan”A). “Please work in pairs and find out who has got the best weekend plan. Who both did their work and had fun.” Ask your partner about their weekend plan and take notes. Draw J or L in the chart. YouP1P2P3Feeling SaturdayMorning Afternoon Evening SundayMorning Afternoon Evening B). Change your partner and take notes.C). Work in groups of four and find out whose weekend plan is the best. The group leader should give us a report. We need reasons. e.g.: Jim helped her mother clean the house on Saturday morning. (We think) It was good! Because he can help othersHe both had fun and did his homework. Thats pretty good.D). Design a best weekend plan (groups of four).4. HomeworkWorkbook: 3, 4Design a best weekend plan and write the reasons.Each group leader prepares 12 pieces of paper. Write 6 groups of regular and irregular verbs on them. W5C31. Revision (Porker Game) Give each group (groups of four) 12 blank cards and some markers. Help students write out pairs of cards with a present tense of a certain verb on one and the past tense of the same verb on the other. The students mix up the cards and give each student three cards. Players choose a card from the student on the right. The object of the game is to find the other (past or present tense) verb cards that match the ones you are holding and place the cards face up on the table. The first student to match up all their cards is the winne