新目标英语七年级下4-6单元教案和教学反思.doc

Unit 4 I want to be an actor教案示例教学目标：1. 学会不同工作的英文表达方式。2. 了解同学父母的工作。3. 学会简单的介绍自己将来的理想。教学导向：重点词汇：teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police重点句型：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. 本节课流程图教学板块设计Task 1：Know the names of the different jobs目的：通过这个环节，教师完成本单元的新单词的导入，通过提供给学生对于不同工作的具体描述，让学生猜出工作的名称，这样为整节课任务的完成奠定最基本的词汇基础。在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习兴趣。课前准备：教师需要准备关于teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police等工作的具体文字描述。 课堂学生活动：1. 教师向每个小组发放一份关于工作的描述，竞赛看那个小组最先猜出答案，并将本组的谜语提供给全班，让其他组竞猜，这可以将学生的注意力，吸引到课堂上来，并对同学年的谜语加以思考。此活动以小组为单位，让学生通过谜语来猜测工作的名称，猜对者给小组加分。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. 在所有单词导入后，以小组为单位，将所有单词按不同的标准分类，如：适合男人的工作，适合女人的工作等，通过这项活动，学生能将所学单词落到笔头上，同时是对所学单词的又一次巩固，而且不同的组有不同的分类原则，开发了同学无限的想象空间。Task 2: Know what your group members parents do.目 的：通过这个任务，学生能应用本单元的主要句型，询问本组成员父母的工作。课堂活动：1. 小组活动，在小组内小组成员互相询问父母的工作。应用句型：What does your mother do? She is a What does your father do? He is a.NameMothers jobFathers jobTomnursedriver 2. 向全班同学汇报调查结果3. 同学下座位，在限定的时间内，看谁能找到父母与自己父母工作一样的同学， 并且数量最多。4. 向全班同学作汇报。比赛看那个小组完成的数目最多。 Task 3 What do you want to be?目 的：让学生学会用简单的句型来介绍自己的理想，通过此活动导入新的句型并进行大量的操练，让学生充分的掌握。课堂活动：1. 教师通过介绍自己的理想导出句型: I want to be a singer. What do you want to be?2.小组内组长来统计本组同学的愿望， 比赛看那组同学的愿望最多，并作小组汇报。Homework: 思考一下自己的理想工作对人都有哪些要求？课后反思：这是第四单元的第一课时，任务主要是导入本单元的基本词汇和基本句型，内容较多，所以针对不同的内容设计了不同的任务活动。通过课堂的试验，证实了这些任务的可行性，并达到了意想不到的效果。1. 在导入新单词时，通过小组比赛的形式，让学生通过工作的描述，来猜测工作的名称，首先比赛的形式，调动了学生的兴趣，其次猜谜的这种形势更有利于让学生开动脑筋，思考问题大大吸引了学生的注意力。2. 第二个任务由学生自己下座位找与自己父母工作相同的同学，通过这个竞赛形式教师为学生提供了一个安全的语言环境， 学生可以大胆的练习所学的句型。其后让学生用所学句型谈论自己的理想，培养了学生的价值观和理想观。3. 由单词到句子，由简单的对话，到简短的语篇，本节课所有任务的设计，由简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。为任务的最终完成服务。本节课的不足之处，由于本节课的内容较简单，所以在各个任务环节的难度梯度不是很明显。这样没有为能力较强的同学提供战线的机会，而且本单元涉及的单词较多，学生不能完全的熟练掌握。所以在以后的教学中还应不断的探索，寻求更大的突破。教案点评： 本案例采用任务型的教学模式，设计了三个任务活动，首先以比赛的形式，让学生通过工作的描述，来猜测工作的名称；然后由学生自己下座位找与自己父母工作相同的同学，练习所学的句型；其后让学生用所学句型谈论自己的理想。所有任务的设计，由简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。为任务的最终完成服务。教案示例Unit 6 Where are the jazz CDs?清华附中 周喆教学目标学会问路及给他人指路（建筑物内）学会区分及描述不同种类的音乐表述自己喜欢的乐队及歌手教学向导目标语言学习策略与思维技巧重点词汇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分类表述听取特定信息pop, classical, jazz, country, danceamazing, terrible, awful, not bad, cool, fantastic, OKupstairs, straight语言结构语言功能多元智能Where, What问句祈使句：take a left, go upstairs, turn right表示方位的介词: next to, between, behind询问方位表述方位方位识别与表述音乐欣赏逻辑分类与表述重点句型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.主题词表主题思维图教学过程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任务型活动设计Task One: Draw maps.教学目的：通过教师示范画出的音像店路线图，让学生相互配合绘图，从而掌握有关方位的语言知识。出现的句型：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: 学生拿出教师分发的音像店平面图，仔细观察后，听教师描述路线两遍后，将路线图画好。(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: 学生分别展示自己的路线图，检查是否与教师提供的答案相符。Step 3: 学生两人一组将前一天完成的作业：一份自己绘制的音像店路线图拿出，并拿出一张白纸。相互将自己绘制的路线图读给同桌听（不许将图给同学看），让对方将图画出。完成后对比。Step 4: 请几组同学上台做示范。Task Two: My Favorite CDs.教学目的：听录音示范，相互询问了解同学最喜欢的音乐类型以及歌手，找出全班最喜欢的音乐类型。出现的句型：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: 听力训练前，预测一下34页2a听力训练中四个人所喜欢的音乐类型分别是什么。然后做Section B 2a, 2b的听力练习，进行语言输入。听三遍检查。Step 2: 让学生拿出从家中带来的自己最喜欢的CD或录音带。学生两人一组，调查对方最喜欢的音乐类型及其原因，并在所发的表格中做记录。Step 3: 在四人小组中找寻新的同伴，调查对方的情况；并调查对方方才小组成员的情况并做记录。Step 4: 总结四人小组的情况，向全班汇报调查结果，找出全班最喜欢的音乐类型。Task Three: Buy CDs.教学目的：复现真实生活场景，在角色扮演活动中综合运用所学知识，提高实践能力。出现的句型：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: 陈述任务情景：你家附近新开了一家音像店，一天你和你的好友一起去逛这家音像店，由于是第一次来购物，不熟悉店里的布局，在导购员的帮助下，你们找到了想要买的CD。相互讨论后各自买到了称心如意的CD。Step 2: 将全班分成若干个四人小组。分别扮演导购员、你、朋友和收银员。分小组上台进行角色扮演。Step 3: 其他在台下的同学仔细倾听台上同学所选购的商品种类、价格、数量以及他们分别喜欢什么类型的音乐。并将听到的这些信息一一记录在表格中。Step 4: 小组角色扮演完成后，请台下的同学验证记录的结果。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￥教学点评及反思：一课堂任务设计思路：本课是一节任务型听力课。由三个任务组成，由潜入深，逐层递进，形成完整的任务链教学结构：第一个任务是谈论音像店路线图。此任务既是对以前所学内容的复习，也是一个任务活动。学生将听到的路线指示在图中标出，并且在此基础上向同学描绘自己所熟知的路线图，让同学根据自己的描述，将路线图绘出。此任务不仅训练了有关指路问路的听说能力，还涉及到跨学科学习的绘图能力训练。第二个任务听录音示范，相互询问了解同学最喜欢的音乐类型以及歌手，找出全班最喜欢的音乐类型。在完成任务前，先要完成一个听力训练，即语言输入的过程。学生先通过反复向他人询问和表述喜欢的音乐及歌手的方法，在此基础上掌握相关语言结构，为语言输出，即任务的顺利完成打下基础。接下来的任务通过三步完成：首先学生决定自己最喜欢的音乐类型和歌手及喜好原因并将其填入表中。然后询问同伴最喜欢的音乐、歌手及原因并填表。第三步四人一组活动，询问新的同伴的喜好以及通过他来了解他刚才的同伴（即第三方）的信息。最后进行小组汇报。第三步尤为重要，因为在此突出体现了由信息差造成的交流活动的必要性。第三个任务是一个接近真实任务，即在真实生活中会发生的事情。你家附近新开了一家音像店，一天你和你的好友一起去逛这家音像店，由于是第一次来购物，不熟悉店里的布局，在导购员的帮助下，你们找到了想要买的CD。相互讨论后各自买到了称心如意的CD。同学四人一组，分别在虚拟环境的音像店中扮演导购员、你、朋友和收银员的角色。台下观察的同学要仔细倾听台上同学所选购的商品种类、价格、数量以及他们分别喜欢什么类型的音乐。并将听到的这些信息一一记录在表格中。在此活动中所涉及到的最基本的句型结构是关于问路指路和陈述最喜欢的音乐及其原因的综合运用，但是由于它是接近真实的听力任务，学生参与性很强。任务的完成会大大超出最初的设想，因为它最大限度的调动了学生的积极性，他们会在完成任务的同时自觉的运用他们在第一和第二个任务中所用到的知识，以及一些超出本课教学内容的语言知识。这对学生自觉学习能力的提高是有很大好处的。在下课前，根据第二个任务完成后所选出的全班最喜欢的音乐类型，播放了一首此音乐类型中典型的喜闻乐见的歌曲让大家欣赏，从而结束了本课的教学。二课后自评：对于任务型课程的设计要自始至终体现任务的要求与特点，尤其是如何使得任务从简单重复性的起始任务逐层递进到真实的或接近真实的任务。使得课堂呈现阶梯递进，由简单到复杂的教学结构。本课在设计上就是从这一点出发，在课堂呈现了三个环环相扣的听力任务，形成了一个完整的任务链。最终达到完成最后一个复杂的真实任务的目的。在众多老教师的指导下，我在如何设计任务型听力训练以及如何让这三个听力任务形成一个自然过渡、环环相扣的任务链上下了一番功夫。最终顺利的完成了所有的任务活动。尤其在最后一个任务完成时出现了许多让老师们惊奇的结果。学生的创造力和想象力被充分调动，纷纷说出、做出许多佳作。这也体现了任务完成过程中的不可预知性。本课出现的问题是：第一，任务设计较多，致使第三个任务参与表演的小组受到限制，课堂时间没有把握好。致使拖后了几分钟下课。第二，教师的激情有待改进，在充分调动学生的积极性上仍有待提高。教案点评： 本课是一节任务型听力课。由三个任务组成，由潜入深，逐层递进，形成完整的任务链教学结构：第一个任务是谈论音像店路线图。第二个任务相互询问了解同学最喜欢的音乐类型以及歌手，找出全班最喜欢的音乐类型。第三个任务是一个接近真实任务，音像店的导购员帮助你找到想要买的CD。教案示例UNIT 5 How Was Your Weekend? 清华附中 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). 过去时无人称和数的变化。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