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    Unit 10 Where did you go on vacation?(新目標(biāo)版七年級(jí)英語下冊(cè)教案教學(xué)設(shè)計(jì))

    發(fā)布時(shí)間:2016-9-2 編輯:互聯(lián)網(wǎng) 手機(jī)版

      Period 2

      Teaching aims and demands

      Knowledge: simple past tense and the past form of verbs

      Yes no questions and short answers

      Adj. of likes and dislikes

      Where did you go on vacation?

      Moral education: communication with others freely.

      Ability: Talk about things happened in the past and evaluate

      Key points:

      Where did you go on vacation?

      Did you go to Central Park?

      How was / were…?

      Difficult points

      Where did you go on vacation? I went to summer camp.

      Did you go to Central park? Yes, I did. / No, I didn’t.

      How was the weather there? It was hot and humid.

      How was the food there? It was awful.

      How were the beaches? They were fantastic.

      Teaching methods: Task based

      Step 1

      Lead-in: A video on vacation tour.

      Give a brief introduction before watching: it’s a teacher’s tour to Australia; try to find the activities she did.

      Ask Ss to talk about what the teacher did in Australia.

      Step 2

      Describe how students spend their vacation by pictures on P69 3b, imagination is allowed. And the following must be included:

      Where did they go?

      What did they do?

      How was the vacation?

      How was the weather like there?

      Sample report:

      Mary went a bus trip in Beijing. She went past mountains and lakes. It was sunny and warm. She was enjoying her trip. It was a relaxing…

      Step 3

      Read the diaries on P71 3a and try to find out:

      How was the weather?

      What did he do in these days?

      Was he happy? Why?

      Then discuss in groups:

      Did you do these activities? When did you do them?

      How were you feeling when you did them?

      Step 4

      Task: Harry Potter’s Story

      Imagine that you are Harry Potter, write about your greatest day.

      Step 5

      Show a short plot of the movie “Harry Potter”, and lead students to describe as:

      Today, I received a letter from Magic School. But my uncle didn’t allow me to read it. My cousin even laughed at me. I felt very upset…

      Step 6

      Group work: read your diary to group mates and select the activities you all like to make a greatest day of Harry Potter.

      Step 7

      Report: Harry Potter’s story

      One day, Harry Potter received a letter from Magic School…

      Step 8

      Homework:

      Choose your favorite fairy story and write it with your own words. Exchange your story with classmates.

      教學(xué)點(diǎn)評(píng)及反思:

      一.環(huán)節(jié)設(shè)計(jì)思路:

      本課以讀寫為主線,最后的中心任務(wù)也落實(shí)在寫。

      首先以聽和看引入,主要目的在于:一、回顧第一課時(shí)的主要內(nèi)容,復(fù)習(xí)過去時(shí);二、營造較輕松的語言環(huán)境,緩解部分學(xué)生對(duì)于讀寫的畏懼心理。接下來,從看圖說話引入讀寫,給學(xué)生鋪墊知識(shí)的過程。讀寫并不脫離聽說,因?yàn)檎Z言是交流的工具,因此,在讀的過程中適當(dāng)穿插說,既練習(xí)口頭表達(dá),又鞏固了讀的成效。最后,本課的中心任務(wù)選自于學(xué)生目前很感興趣的哈里波特,即是任務(wù),又象游戲,最后的展示是以日記的形式,這一點(diǎn)是根據(jù)課文練習(xí)來設(shè)計(jì)的。課下任務(wù)承接課堂任務(wù),讓學(xué)生自由查找神話故事,講給同學(xué)聽,是鞏固過去時(shí)的練習(xí)。

      二.課后反思:

      學(xué)生是活動(dòng)的主體,課堂上大部分的時(shí)間交給學(xué)生,教師的引導(dǎo)是關(guān)鍵。如何一層層的導(dǎo)入,由易至難的階梯狀任務(wù)何時(shí)引入,如何引入都是關(guān)鍵所在。同時(shí)要注意的是,學(xué)生活動(dòng)之前的范例一定要明確清晰,要每個(gè)孩子都知道做什么和怎么做,活動(dòng)才會(huì)順利的開展,學(xué)生才能在活動(dòng)中有所得。

      在課堂設(shè)計(jì)上體現(xiàn)了任型教學(xué)的主導(dǎo)思想,以任務(wù)貫穿教師教學(xué)和學(xué)生活動(dòng)的各個(gè)環(huán)節(jié)。學(xué)生活動(dòng)的目的明確,每個(gè)步驟教師都給出了活動(dòng)所需的語言知識(shí)內(nèi)容,學(xué)生亦能準(zhǔn)確的使用目標(biāo)語言,在活動(dòng)中學(xué)習(xí)掌握知識(shí)。

      教案點(diǎn)評(píng):

      本課以讀寫為主線,最后的中心任務(wù)也落實(shí)在寫。首先以聽和看引入,接著從看圖說話引入讀寫,在讀的過程中適當(dāng)穿插說,既練習(xí)口頭表達(dá),又鞏固了讀的成效。最后,本課的中心任務(wù)選自于學(xué)生目前很感興趣的哈里波特,即是任務(wù),又象游戲,最后的展示是以日記的形式,課后活動(dòng)讓學(xué)生查找并講述神話故事,鞏固過去時(shí)的練習(xí)。

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