L12-1教學設計汪曉謙

1、英語閱讀課教學設計課題：北師大版初中英語七年級下冊教材 Unit 4 Seasons and WeatherLesson 12 Summer Holiday（第一課時）教師姓名：汪曉謙 學校：北京第十八中學西馬校區(qū) 授課時間： 2014.4.16教材分析本課是北師大版初中英語七年級下冊教材Unit 4 Seasons and Weather, Lesson 12 Seasons and weather，話題為計劃（9Plans and arrangements-28plans）和旅行（6personal interest-23tourism）。本課是本單元的第三課，主要學習的內(nèi)容是通過閱讀，獲

2、取個人暑假旅程以及在各個目的地所進行的活動的信息，是第十課（介紹某個城市氣候情況）和第十一課（介紹某個地方第二天的天氣情況）的基礎上進行的擴充，加入了假期活動。 本課的教學設計分兩個課時。第一課時側(cè)重對文本材料中信息的提取，梳理及加工，學生在學習了有關假期活動短語的基礎上，通過閱讀材料進行語言的輸入，獲取有關旅行中行程日期以及各個旅游地不同活動等信息兵對信息進行進一步的梳理和深入的理解，體會用be going to do來描述將來所要發(fā)生動作的功能句。學情分析情感方面，學生對此話題比較感興趣，正直清明假期結(jié)束，可以談論學生清明假期活動，激發(fā)學生已有生活體驗。之后可以結(jié)合五一假期調(diào)動學生積極性。

3、在上冊書及本冊書前三個單元中，學生并未系統(tǒng)有關旅行信息的文章。在語法中，在本單元第十一課簡單接觸了will表示將來時的用法。在本課中，學生將進一步學習be going to表達計劃打算的用法。教學內(nèi)容1. 話題：計劃；旅行2. 詞匯： 按義務教育英語課程標準（2011年版）的要求分類：二級詞匯：holiday, beautiful, party,五級詞匯：camp, tour, learn, abroad, eighth, second, fifth,ninth, guess, exciting, fourth,seventh, mountain, clear, last, trip, sea

4、, tonight, rock, concert, postcard, project, plan example,課標外詞匯：penfriend, nest,按照話題分類：3. 策略：記錄行程中的不同活動4. 功能：旅行,計劃第一課時First Period教學目標：在本節(jié)課結(jié)束時，學生能夠1. 辨認和準確說出有關假期活動的短語。2. 通過閱讀明信片，獲取并理清Tim假期計劃中的地點，時間以及參與的活動等相關信息。3. 理解并歸納Tim一家人設計假期計劃和旅行線路的想法和理由。4. 運用文本信息和be going to的句型，結(jié)合自己的生活體驗，口頭分享自己的假期計劃。教學重點：1. 通過閱

5、讀明信片，獲取并理清Tim假期計劃中的地點，時間以及參與的活動等相關信息。2. 理解并歸納Tim一家人設計假期計劃和旅行線路的想法和理由。教學難點：1. 理解并歸納Tim一家人設計假期計劃和旅行線路的想法和理由。2. 運用文本信息和be going to的句型，結(jié)合自己的生活體驗，口頭分享自己的假期計劃。教學資源：教材、錄音、PPT等。教學環(huán)節(jié)教學活動設計意圖互動模式和時間安排Lead inStep 1Lead inLead to the topic of this lesson Draw students attention to the topic of the lesson by sho

6、wing the photos about the teacher s traveling.T: Look at these photos, Can you guess where I am? Yes, Last holiday, I went to Qinghai. I took lots of photos. For this summer holiday, I want to go on a tour to the Disney Land. So I can do some shopping. What about you? Where do you want to? Why?通過展示教

7、師旅行的圖片，學習部分生詞同時引起學生對自己假期計劃的思考。CWIW1Pre-readingStep 2Words studyLearn and practice the new word1. Students talk about their holiday plan with the help of the pictures. T: Do you want to go to a summer camp? S:T：How about staying at home to read some books/going to a summer camp/studying abroad?板書5個詞組

8、2. Students learn the new phrases with the help of pictures 1) Read the phrases after the teacher.2) Read them togetherT: Your plan is great. Look at the picture. This is my friend Tim. Whats his idea? Lets open your books. Turn to page 46. 通過真實的任務激活學生已有話題詞匯，在真實的語境下進行詞匯學習。為閱讀理解以及學生思考自己的旅行計劃的最后的輸出活動做

9、好鋪墊。開闊學生思維，形成閱讀期待CWPWIW6While-readingStep 3Reading for general ideaSs get general information by answering the questions 1. Read fast and find out the general information of the postcard.T: Now read the passage quickly and circle the answer on your book.Q1: Tim is writing a _ to _Q2: Where is Tim no

10、w? Q3: What is Tim mainly talking about?1) Read and circle the answers on the books individually. 2) Share in class.2. Read fast and find out the aspects of Tims holiday plan individually.Q4: How many things is Tim going to do in summer holiday?T: So in fact, how many things is Tim going to do in su

11、mmer holiday?1) Read and underlined the answers on the books.2) Share in pairs.3) Share in class.學生在教師的引導下通過回答問題關注文本的大意和脈絡，培養(yǎng)學生快速獲取信息，抓住文章主線的能力。問題的設計由基本的信息到?jīng)]有固定答案的較為開放性問題的設置，開闊學生的思維。學生在教師的引導下在書中圈出答案及依據(jù)逐漸養(yǎng)成良好的閱讀習慣IWCW4IWPWCW3Step 4Reading for detailed informationSs get and understand the detailed inf

12、ormation with the help of the questions.T: Go on a tour? It must be exciting. So where is he going to?1. Get the detailed information of the places he is going to by circling them on the book.Q1: Which places is he going to?1) Circle the places he is going to on your book and number them individuall

13、y2) Check the answers in class3) Pay attention to the 3 places in BeijingT: He is in Beijing now. how many places is he going to visit in Beijing?觸發(fā)器點擊4) Write the numbers on the pictures by checking the answer with the teacher2. Get and understand the detailed information of the dates of his plan b

14、y writing them on the book.T: We have known where he is going to. So when is he going to these places? Lets find out.1) 1student reads the dates on Ex 2. 2）Observe and understand the given date by answering the questions.T: We have known that the first place he is going to is the Birds Nest, on July

15、 8th. When is he going to other places? Lets match the dates with the right pictures.3) Write the dates on the corresponding pics(1) Check in groups(2) Check the answers in class4) Students get and understand the conjunction by understanding the teachers questions.T: How do you know the answer? Whic

16、h word tell s you that?T: For the Great Wall and the Palace Museum, there arent such words. We can give them. What do you think is a good one?(如果學生答不出來，老師可以引導first, second)3. Get and understand the detailed information of the reasons why he choose these place to travel T: Now lets read and find out

17、why he is going to these places. 1）Read and fill in the form by filling in the form individually.wherewhenwhyBeijingfirstsecondThe Terracotta WarriorsThen JiuzhaigouAfter thatSanyaLast stop2) Share in class.3) Classify the reasonsT: there are different kinds of reasons. Lets put them into different

18、groups.(1) leads students to pay attention to the verb phrases- activities(2) Leads students to pay attention to “be famous for”-description(3) Lead students to pay attention to the last paragraph-feeling4. Understanding the further meaning of the information by thinking about the questionsQ1: Does

19、Tom like listening to music, How do you know?Q2: Which place does Tim like best? What about his and his parents? How do you know?Q3: Which place do you like best? Can you give your reason?1) Answer the questions individually.2) Share in pairs.3) Share in class.5. Understanding the sentence with “be

20、going to” by reading the article after the recording.T: Read with the recording and pay attention to the sentence pattern used to describe things happen in the future.1) Read with the tape帶著閱讀期待進行掃讀，快速獲取所去地點的信息，進行圈畫，培養(yǎng)閱讀過程中讀過留痕的閱讀習慣由旅行地點過度到旅行時間，逐步獲取有關旅行的信息檢查學生日期表達法的同時，為下一步的核對答案掃除障礙文章中并沒有出現(xiàn)具體的日期，學生需要

21、根據(jù)上一步的地點排序?qū)r間排序。這時需要引導學生關注文章中的時間連詞。連詞使文章更加通順自然，引導學生應用到寫作中分地點處理細節(jié)信息學生在老師引導下，經(jīng)由對旅行的地點時間的梳理到原因（在所在地進行的活動），使學生對文本信息進一步進行理解對于原因的理解，稍有難度，可以適當提示學生，給學優(yōu)生發(fā)揮的空間，答不出來不強求，老師進行引導此問題的設計涉及閱讀的三個不同層次，給各個層次學生思考發(fā)揮的機會，由基于文本的半開放性問題到開放性問題，可拓展學生思維，挖掘深層思想聽錄音，進行糾音，同時也是對文章的又一次理解IWCW5IWCWPW 4IWCW4IWPWCW4CW3Step 5Post readingFi

22、nish the task by using the languages they have learned this classTasks: 21世紀英語報準備在暑期組織學生進行夏令營活動?，F(xiàn)在對同學們的暑期旅游計劃進行簡單的調(diào)查。請你口頭分享一下你的假期旅游行程計劃?？梢园ǎ捍蛩闳ツ男┑胤?，和誰一起去，以及簡單的原因說明。 Teacher present the question1） Students observe the questions carefully and get to know the requirement.2） Fill in the form individual

23、ly3） Share in pairs4） Share in group跟讀錄音，糾正發(fā)音，同時提取句型復述課文，簡單層次語言輸出難度增加的語言輸出活動IWCW10Step 7課堂小結(jié)Weve learned1. The phrases about holiday activities2. How to describe holiday activities3. How to get the information about holiday activitiesCW 1Homework 1. 讀課文一遍，進行錄音。2. 完善作文，寫在作業(yè)本上。板書設計Unit 3 Seasons and Weather Lesson 12 Summer Holiday When go on a tour My Holiday Where activity be going to go to s summer camp Why description study abroad Feeling WORKSHEET學案一 大意理解1 Tim is writing a _ to _2 Where is Tim now? In Beijing or at a summer camp? Underline your clues.3 What does Tim mainl