新目標(biāo)人教版七年級(jí)下冊(cè)英語(yǔ)《Unit6 Im watching TV. 》Section B(2a-2c)教學(xué)設(shè)計(jì)

教學(xué)設(shè)計(jì)年級(jí) Grade7 單元 Unit6 課題 I’mwatchingTV.SectionB〔2a-2c〕執(zhí)教教師TeachingMaterials&StudentsTeachingObjectives

授課時(shí)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(xué)生們的愛(ài)國(guó)情懷。同時(shí)也為本節(jié)課講端午節(jié)做鋪墊。Playagame“Me,too.”Fromthegame,askallthestudentstopayAtthesametime,introduceChinesetraditionalfestivalstostudents.學(xué)生進(jìn)展愛(ài)國(guó)主義教育。Step2Lead-inafreetalk.“Whichonedoyoulikebest()?Whatdopeopleusuallydointhefestival?”1:“WeareallChinese.Weshouldloveourtraditionalfestivals.”設(shè)計(jì)意圖：通過(guò)和學(xué)生之間進(jìn)展freetalk，爭(zhēng)論你最寵愛(ài)的中國(guó)節(jié)日，完本錢節(jié)課第一個(gè)情感目標(biāo)：“我們都是中國(guó)人，我們應(yīng)當(dāng)愛(ài)我們的傳統(tǒng)節(jié)日”。Step3Pre-readingPart1Newwords.Usethenewwordstomakeupashortstory.Usethestorytoteachstudentsnewwords.Showstudentsavideo“Hostfamily”.設(shè)計(jì)意圖：通過(guò)把本節(jié)課所需單詞變成一個(gè)小故事，用故事教會(huì)學(xué)生單詞。family”小視頻，讓學(xué)生了解何為寄宿家庭。拓展學(xué)生們的視野。Part2Fastreading.Readitquicklyanswerthequestion.Thispassageismainlyabout .A．HowtomakeZongzi B.ZhuHui’story C.HostFamily設(shè)計(jì)意圖：帶著學(xué)生讀標(biāo)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(shè)計(jì)意圖：分段閱讀縮短了文章的長(zhǎng)度，便于學(xué)生準(zhǔn)時(shí)找到段中具體信息，同時(shí)對(duì)文本也是深一步的理解。教師用問(wèn)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(xué)生的思維力量，而且穩(wěn)固他們的英語(yǔ)表達(dá)力量。Part2challengeareZhuHui,let’smakeupatelephoneconversationbetweenZhuHuiandhiscousin.另一方面熬煉學(xué)生們對(duì)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