L12-1教学设计汪晓谦.doc

英语阅读课教学设计课题：北师大版初中英语七年级下册教材 Unit 4 Seasons and WeatherLesson 12 Summer Holiday（第一课时）教师姓名：汪晓谦 学校：北京第十八中学西马校区 授课时间： 2014.4.16教材分析本课是北师大版初中英语七年级下册教材Unit 4 Seasons and Weather, Lesson 12 Seasons and weather，话题为计划（9Plans and arrangements-28plans）和旅行（6personal interest-23tourism）。本课是本单元的第三课，主要学习的内容是通过阅读，获取个人暑假旅程以及在各个目的地所进行的活动的信息，是第十课（介绍某个城市气候情况）和第十一课（介绍某个地方第二天的天气情况）的基础上进行的扩充，加入了假期活动。 本课的教学设计分两个课时。第一课时侧重对文本材料中信息的提取，梳理及加工，学生在学习了有关假期活动短语的基础上，通过阅读材料进行语言的输入，获取有关旅行中行程日期以及各个旅游地不同活动等信息兵对信息进行进一步的梳理和深入的理解，体会用be going to do来描述将来所要发生动作的功能句。学情分析情感方面，学生对此话题比较感兴趣，正直清明假期结束，可以谈论学生清明假期活动，激发学生已有生活体验。之后可以结合五一假期调动学生积极性。在上册书及本册书前三个单元中，学生并未系统有关旅行信息的文章。在语法中，在本单元第十一课简单接触了will表示将来时的用法。在本课中，学生将进一步学习be going to表达计划打算的用法。教学内容1. 话题：计划；旅行2. 词汇： 按义务教育英语课程标准（2011年版）的要求分类：二级词汇：holiday, beautiful, party,五级词汇：camp, tour, learn, abroad, eighth, second, fifth,ninth, guess, exciting, fourth,seventh, mountain, clear, last, trip, sea, tonight, rock, concert, postcard, project, plan example,课标外词汇：penfriend, nest,按照话题分类：3. 策略：记录行程中的不同活动4. 功能：旅行,计划第一课时First Period教学目标：在本节课结束时，学生能够1. 辨认和准确说出有关假期活动的短语。2. 通过阅读明信片，获取并理清Tim假期计划中的地点，时间以及参与的活动等相关信息。3. 理解并归纳Tim一家人设计假期计划和旅行线路的想法和理由。4. 运用文本信息和be going to的句型，结合自己的生活体验，口头分享自己的假期计划。教学重点：1. 通过阅读明信片，获取并理清Tim假期计划中的地点，时间以及参与的活动等相关信息。2. 理解并归纳Tim一家人设计假期计划和旅行线路的想法和理由。教学难点：1. 理解并归纳Tim一家人设计假期计划和旅行线路的想法和理由。2. 运用文本信息和be going to的句型，结合自己的生活体验，口头分享自己的假期计划。教学资源：教材、录音、PPT等。教学环节教学活动设计意图互动模式和时间安排Lead inStep 1Lead inLead to the topic of this lesson Draw students attention to the topic of the lesson by showing 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?通过展示教师旅行的图片，学习部分生词同时引起学生对自己假期计划的思考。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?板书5个词组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. 通过真实的任务激活学生已有话题词汇，在真实的语境下进行词汇学习。为阅读理解以及学生思考自己的旅行计划的最后的输出活动做好铺垫。开阔学生思维，形成阅读期待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 now? 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 summer holiday?1) Read and underlined the answers on the books.2) Share in pairs.3) Share in class.学生在教师的引导下通过回答问题关注文本的大意和脉络，培养学生快速获取信息，抓住文章主线的能力。问题的设计由基本的信息到没有固定答案的较为开放性问题的设置，开阔学生的思维。学生在教师的引导下在书中圈出答案及依据逐渐养成良好的阅读习惯IWCW4IWPWCW3Step 4Reading for detailed informationSs get and understand the detailed information 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 individually2) 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?触发器点击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 by 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 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? Which 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?(如果学生答不出来，老师可以引导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 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 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 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 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带着阅读期待进行扫读，快速获取所去地点的信息，进行圈画，培养阅读过程中读过留痕的阅读习惯由旅行地点过度到旅行时间，逐步获取有关旅行的信息检查学生日期表达法的同时，为下一步的核对答案扫除障碍文章中并没有出现具体的日期，学生需要根据上一步的地点排序将时间排序。这时需要引导学生关注文章中的时间连词。连词使文章更加通顺自然，引导学生应用到写作中分地点处理细节信息学生在老师引导下，经由对旅行的地点时间的梳理到原因（在所在地进行的活动），使学生对文本信息进一步进行理解对于原因的理解，稍有难度，可以适当提示学生，给学优生发挥的空间，答不出来不强求，老师进行引导此问题的设计涉及阅读的三个不同层次，给各个层次学生思考发挥的机会，由基于文本的半开放性问题到开放性问题，可拓展学生思维，挖掘深层思想听录音，进行纠音，同时也是对文章的又一次理解IWCW5IWCWPW 4IWCW4IWPWCW4CW3Step 5Post readingFinish the task by using the languages they have learned this classTasks: 21世纪英语报准备在暑期组织学生进行夏令营活动。现在对同学们的暑期旅游计划进行简单的调查。请你口头分享一下你的假期旅游行程计划。可以包括：打算去哪些地方，和谁一起去，以及简单的原因说明。 Teacher present the question1） Students observe the questions carefully and get to know the requirement.2） Fill in the form individually3） Share in pairs4） Share in group跟读录音，纠正发音，同时提取句型复述课文，简单层次语言输出难度增加的语言输出活动IWCW10Step 7课堂小结Weve learned1. The phrases about holiday activities2. How to describe holiday activities3. How to get the information about holiday activitiesCW 1Homework 1. 读课文一遍，进行录音。2. 完善作文，写在作业本上。板书设计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学案一 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