教学设计（窦金凤）.doc

在“交流”中学习，在“互助”中提高 Go for it!七年级上册Unit 3 Is this your pencil? Section B (2a-2c)教学设计襄阳市谷城县庙滩镇二中 窦金凤知识目标：1. Key vocabulary: library, ask, find, found, some, e-mail, at, call, lost, lose, must2. Key structures: ask. for., call.at., e-mail.at., lost and found case, must do, 能力目标：1.Enable students to master the key vocabulary and the key structures.2.Train students ability of reading and listening.3.Enable students to learn how to write lost and found notices. At the same time, consolidate the key sentences that they have learned. Eg: Is this/that.? Are these/those.?情感目标：Through the study of lost and found notices, to train students spirit of China. That is “not to pocket the money one has picked up.”重点与难点：Learn how to write lost and found notices.教材分析: 本课时的教学活动以阅读训练为主，通过阅读进一步巩固所学语言，为3a-3b的写作输出作了铺垫。2a是一个读前活动，要求学生联系自己的生活实际，写出自己常丢的物品，从而巩固前面所学基本词汇，同时为接下来的阅读做好准备。2b-2c通过公告栏上的失物招领和寻物启事进一步输入本单元的目标语言，让学生体会失物招领和寻物启事在真实语境中的运用情况，并能学习到一些常见表达法，如：e-mail.at., call.at., ask.for., a set of keys等。教学过程Step 1.Preparation（自主预习，明确目标）The teacher gives the students five to eight minutes to let them preview page17 according to these following exercises.1.列出你常丢失的物品 2.阅读2b，找出每份启事所涉及到的物品。3.圈出阅读过程中不理解的短语或句型。4.通过预习，你能找出哪些是失物招领，哪些是寻物启事吗？5.你会写寻物启事和失物招领吗？【设计意图】：教师设置预习任务，放手让学生带着任务浏览课本17页，目的是让学生了解本节课的内容，让学生对本节课要学习哪些知识做到心中有数。【点评】 ：“生本”理念就是要拒绝零起点的课堂，让学生在没有进入课堂前，就对自己即将学习的内容有所了解，避免了上课时面对陌生的学习内容的恐惧感。Step 2.Presentation & Practice（借助媒介，正音操练）.Warming-up The teacher plays a song which names “If you are happy”, doing three gestures: clap hands, stomp feet, shout “hurray”(这时，学生全体起立，跟随老师做拍手、跺脚、齐呼“hurray”这三个肢体动作。随着多媒体上播放的歌曲视频上的动画，学生的兴致很高，课堂气氛很好地被调动起来了) T : Are you happy？ Ss: Yes! T : Im happy, too. OK, now, please look here. (Point to the screen, at the same time, present pictures one by one). Answer my questions. T : Whats this?（近距离指着图片问） Ss: Its a book. T : Is it a book?/ Is it a notebook? Ss: Yes, it is./ No, it isnt. Its a book. T : Whats that?(向后迈一大步指着图片问) Ss: Its a watch. T : Is it a watch? Ss: Yes, it is. . T ： Whatre these?（近距离指着图片问） Ss: Theyre keys.T : Yes ,theyre some keys.(在黑板上板书新词some,并教读) Theyre a set of keys.(拓展a set of keys, 领读). T : Are they keys? / Are they pencils? Ss: Yes, they are. / No, they arent. Theyre keys.T : Whatre those? (向后迈一大步指着图片问) Ss: Theyre some pens. T : Are they pens? Ss: Yes, they are.【设计意图】：抓住现场的教学资源,从学生熟悉的书本、手表、尺子、笔记本到电子游戏、学生证，再到钥匙和钢笔意在复习阅读中会出现的所涉及物品和巩固上一课时所学的句型： Whats this/that? Whatre these/those? Is it? / Are they? 通过教师在课堂上的肢体动作（由近距离指着图片问到向后迈一大步再指着图片问） 来让学生自己领悟 this/these 与that/those的区别，区别就在于this/these是用于近指而that/those是用于远指。【点评】 ：节奏欢快的歌曲配以整齐有力的动作，激活学生学习的热情。由词到句，所复习的单词都是本节课后面的环节中将要出现的，为下面的学习做铺垫行打下了基础。.Leading-in First, the teacher presents three questions:1.What place does the woman call for help?2.Whats Richards phone number?3.Richard lost his _.Then, the teacher shows a video, the students watch the video with the three questions above in their mind.(用一个有关丢失东西的视频短片，一方面是集中学生的注意力，另一方面是用短片中两个人物的对话所涉及的话题引出丢失东西后可以通过打电话给失物招领办公室来寻物，还可以通过写寻物启事来寻物，从而引出寻物启事，进而引出招领启事，以轻松自然地过渡到本节课的阅读课中。)When the video stops, the teacher presents the three questions again and helps the students to finish them. T : The woman calls the lost and found office for help. (老师在黑板上板书lost, found, lost and found case,并领读) T : Richards phone number is 555-3090. And Richard lost his bag. T : Yes, Richard lost his bag, and he wants to find it. So maybe he can also write a lost and found notice to find his bag. (呈现一个失物招领栏，失物招领栏上呈现的启事中包含有Richard为找到他的bag所写的寻物启事。) T : Richard lost his bag. Have you ever lost any things? Ss: Yes. T : OK. Now, please write the things you lose easily in your books. Finish 2a. (让学生在自己书本上列出常丢失的物品，完成2a。并每组派一个代表在组对应的黑板上写下来。看在有限时间内，哪个组写得又多又好。取写得多且写得好的来让学生们齐读)【设计意图】：教师通过视频短片的内容的呈现，调动学生情绪的同时，更重要的是用短片中与本节课阅读内容相关的话题来引出阅读内容。直接由短片中Richard这个人物的寻物启事来过渡到本节课阅读中的寻物启事和招领启事。【点评】 ：真实的英国人、真实的英语对白，学生带着问题边听边看，刺激了学生探知的欲望。口、耳、眼、手、脑并用，激发了学生的学习动机。.ReadingActivity1 Skimming （略读）T: This is Richards lost and found notice, there are some other lost and found notices in our books. Now, please read 2b quickly and check these sentences true or false.1. A computer game is in the school. ( )2. Some keys are in Classroom 7E. ( )3. John found a watch. ( )4. Tom found a school ID card. ( )5. Toms phone number is 685-6043 ( )（学生快速浏览书本上17页2b中的四则启事，跳读找信息完成判断正误题）T : Have you finished?Ss: Yes.T : OK. Lets look at these sentences together. NO.1, A computer game is in the school. ”T” or “F”?Ss : FT : Why?Ss: A computer game is in the school library.T : Yes. Very good. The computer game is in the school library, not in the school. NO.2? （老师在黑板上板书library,并领读。）Ss: T.T : Wonderful. NO.3?Ss: T.T : Good job. NO3?Ss: T.T : Excellent. NO.4?Ss: F. Tom lost a school ID card.T : Youre so clever. NO.5?Ss: F. Toms phone number is 685-6034. （学生踊跃站起来抢答，争先恐后的表现自己，把课堂的教学氛围烘托起来，同学们的积极性也被提高了。）Activity2 Scanning （寻读）1. The teacher asks the students to number these four notices from one to four. Then, work in groups, try to find all the information about these four tables. Fill in the tables.寻物启事：_招领启事：_物品失主联系方式物品拾主联系方式招领启事：_招领启事：_物品拾主联系方式物品拾主联系方式（把阅读中的四则启事的内容分别用表格把信息浓缩化，教师引导学生使用自上而下的阅读策略：先整体理解，再搜索关键词，使学生通过再读，对四则启事的内容有进一步的理解。学生通过自己独立完成或是小组讨论完成表格中的信息。）2. The teacher asks the students to try to summarize each notice according to the information in the table. （学生根据自己在表格中所填信息试着按照给出的例句来对其它三则启事的内容进行概括。用于培养学生的整体归纳能力。）3. The teacher let the students finish 2c according to the information in the tables. （学生在经过找表格信息，概括启事大意，已经对四则启事的内容有了深层次的理解，在此基础上完成2c已经不是难题了。）Activity3 Careful reading （细读）1. The teacher asks the students to discuss in groups, try to find out five sentences that contains notional verbs. Let the students underline the five sentences. Each group asks one student to write the sentences on his/her blackboard. （学生通过组内讨论找出含有实义动词的句子并在书本上划出来。让学生进行小组讨论，为每个学生提供一个平等参与的机会，进行合作学习和探究，在学生的小组讨论中引出正确答案，相信学生会有豁然开朗的感觉，并且一定会记忆深刻。老师呈现出所出现的实义动词e-mail, ask, call, lose, 及情态动词must的常见用法。为下一步的短语翻译作准备。）2. The teacher asks the students to translate the phrases.（1）.我发邮件至 _（2）.拨打电话找我 _ （3）.（某人）要 _（4）.必须找到它 _（把知识落实到笔头上）Activity4 ListeningThe teacher plays the radio, and the students try to follow each sentence. （通过听力，让学生对启事的内容更熟悉，同时纠正了学生的读音。）Activity5 Pre-readingThe teacher plays the radio, and the students try to fill in the blanks according to what they have heard., A computer game is in the school_. Is it yours? _ the teacher _ it._ _ are in Classroom 7E.Are they yours? _ me _ .Is this _ watch? My _ number is 495-3539. _ me.I _ my school ID card. I _ _ it. Call me _685-6034._.（再次播放录音，让学生完成横线上的内容。此练习题目的设置依据的是课本上的四则启事的内容，通过此练习进一步让学生由听说练习上升到听写练习。）【设计意图】：将阅读过程分解成为阅读前，阅读中和阅读后。阅读前，学生通过快速浏览判断所给句子的正误来对阅读内容有一个初步的了解和认识。再次阅读时，学生在找读填信息的过程中对阅读内容能有进一步的理解，再经过概括大意在脑海中形成阅读内容的基本框架。最后，再细读启事，找出启事中含有实义动词的句子，由学生主动发现新知，体现出“任务链”，以培养学生“能做某事”为教学目标，变被动学习为积极主动参与学习，促进语言运用能力的提高。在初读，再读，细读之后，学生已对本节课的内容了然于胸了。在此基础上 ，放录音，借助媒介，正音操练，变换学习行为，体验学习语言的乐趣。整个过程,学生都处在教师创设的情境中,围绕 “ Lost and Found”展开教学.通过让学生初读、再读到细读，学生对阅读内容的理解由浅入深，学生对阅读内容已经渗透在心。最后再进行听力训练，正音纠错。整个阅读过程就显得井然有序，阅读课的设计也易于被学生接受，符合学生由浅入深的认知规律。【点评】英语课程标准（2011年版）要求阅读课分略读、扫读、找读、跳读。预测大意，猜测词义；推断理解细节、理解文章结构、理解图标信息等。本节课以由易到难的“任务链” 为主线设计阅读前、阅读中、阅读后的完整阅读教学过程。层层递进，挖掘知识，充分考虑语言学习的渐进性和持续性。很好地领会和贯彻了英语课程标准的精神。【Step 3.Production】 合作探究，展现提升1. The teacher presents two disordered notices, let the students put them into right orders.A: My name is Jack. B:A notebook.C: Found: D: Phone A: at 6375214.B: Please call CindyC: My bag.D: Lost:_2.The teacher presents two examples about lost and found notices. Ask the students to write their own lost and found notices on a piece of paper according to their own daily life. （学生由前面阅读练习升华为写自己的寻物启事和招领启事，学以致用。学生将自己写好的寻物启事或招领启事张贴在小组所在的小黑板上。组与组之间交叉检查评价。然后下位到各组小黑板前把启事内容读一读、评一评。） 【设计意图】：此环节一方面是与前面所学相挂钩,巩固所学;另一方面是在学生保持了较长时间的注意力之后,让学生得到放松。学生英语表达的细胞在此完全得到释放, 通过前面阅读别人写的寻物启事和招领启事来写自己的寻物启事及招领启事，学以致用，培养了学生在真实场景中运用英语的能力。在此部分,我们可以看到学生思维的火花得以绽放。是此课的精彩部分所在【点评】给学生一个展示自己的舞台，让学生结合生活中的事实说、画、写、贴，再互看、互评、互改，参与欲望强烈，让学生尝到了为人师的成就感和自豪感，与此同时，还让那些不会的同学有了更多、更细心的学习机会，让他们向自己的同龄人学习，感到自然，易于接受。 “知识的生成”得到了体现：学生动起来，课堂活起来，效果好起来。【Step 4.Progress】 达标检测，盘点收获翻译句子：1.我把我的铅笔弄丢了。_2.发邮件到找我。_3.打电话7877665找我。_4.找老师要你的笔记本。_5.我必须找到我的手表。_【设计意图】 ：旨在检测学生对本节课重点短语及句型的掌握情况，落实笔头练习。【点评】 ：最后给学生5分钟的课堂检测是很有必要的，可以让学生了解自己是否已掌握本堂课的学习目标，也可以让教师根据学生答题的情况反馈本节课的教学效果，即知识的验收。.学后反思:你能总结一下本节课我们学到东西都有哪些吗？1本节课我学到了哪些单词,短语？2本节课我学到了那些重点句型？3我会写失物招领启事和寻物启事吗？ 4我的自我评价（几星级？）【设计意图】本课结束时让学生对本节课所学新知加以再现，使他们在脑海中对所学内容形成一个清晰的知识体系。【点评】让学生回顾本节课的学习目标，可以帮助他们更清楚地认识到自己的学习成果，享受学习、享受快乐。【教学反思】 : 本课以一首节奏欢快，动作有力的英语歌曲开场，运用Whats this?/ Whatre these?; Is this/that？/ Are these/those?来巩固前面所学的和再现本节课所涉及的有关学习用品的名词。接