7BUnit 4教学设计.doc

Unit 4课时:1课时教学内容及课型: Reading A A servant of mankind(阅读课) 定位:input-based, 阅读理解为主教学目标及简单教学环节设计教学目标:1. 通过多种形式的阅读活动与任务,帮助学生理解课文2. 指导学生运用一定的阅读理解学习策略,培养一些阅读微技能,如:扫读,获取文章大意;通过构词法或上下文猜测生词大意;推断等3. 让学生了解电的生产传输过程,学习与电有关的词汇,对本单元的话题有初步的了解教学重点:1. 认知本课单词 Packet, electricity, fool, flow, explanation, servant, mankind, form, energy, bulb, flat, connect, power station, battery, chemical.2. 读懂文章细节;让学生带着问题看文章,训练学生获取信息的能力3. 让学生了解电的生产传输过程,了解电在生活中的重要性,并形成节约用电的意识教学难点:1. 认知本课单词2. 能运用一定的阅读策略正确理解课文 教学环节设计:1. Leading-inCartoon talk.2. Pre-readinga) Ask Ss several questions about electricity and present new words: electricity, energy , explanation, form , bulb . b)Help Ss talk about electricity by asking some questions.3. While- reading1) First reading: Ask Ss to read the first and the last paragraphs of the story and answer these questions. Check the answers.2) Second reading: Read the text again and complete A4.3) Reading for details:Find out how electricity gets to Bennys flat.4. Post-reading1) Exercise- fill in the blanks according to the passage. (To consolidate the Ss understanding on the passage.)2) Read aloud 3)Talking: Electricity is useful and helpful to people. What can we do to save electricity?1课时Reading A(复习与语法讲解练习)定位:practice -based, 以练为主教学目标&教学重点:1. 熟悉课文内容并流利朗读2. 熟悉课文短语并运用3. 理解课文相关语法知识并运用教学难点情态动词can,may的基本运用教学环节设计:1 Revision a. Dictation b. Check the homework.2. Read aloud a. Read the passage and make sure the Ss can read it fluently . b. Help the Ss to retell the passage .3. Learninga. Deal with some useful phrases and expressions in the passage. Guide the Ss to learn and use them.b. Learn the modal verbs can and may . Help the Ss practise them. 教后反思 (省实附中，邓乔丹)1. 本节课型是阅读课本课核心内容是电的一些基本知识,如电的形式,用途,电的流程图等尽管是一篇科普文章,但是体裁上是以一个有趣的故事来编写的,因此阅读理解的难度降低了,对于初一学生是可以接受并很好地学习的2. 课文的难点重点应当放在文章第二部分,即Benny父母教他一些关于电的基本知识,这部分应当着重引导学生理解课后的电从发电厂到用户的流程图应该紧紧结合课文内容讲解,不能只停留在完成填图任务的层面上一定要深挖课文文本内容,勾住电的流程图这条主线,让学生分析并描述图中各部分连接的步骤那才是编者编写A3这题的真正用意,也是学生认知过程不可缺少的一步因为课程设计还要从文本编写意图目的出发而且其中的重点词汇词组,如be connected to , o等都能融入到这个过程中来学习并运用不足之处是这一步我没有详细落实到课件书面上,而是现场结合流程图,通过问答方式口头上讲解了,以致易被疏忽3. 因为语法在英语学习中担当的不是主角,只是其辅助作用,不应该拉出来大讲特讲所以关于词汇和语法,其实大部分都已经融入到文章各个相关的环节中,这样是为了让学生在有获得语境中猜测词意和总结语法规律,并没有直接灌输中文意思和语法公式给学生为了让学生自己寻找摸索到正确的答案,我也提供了很多情景,如现场实物,临时板书图与画,当场应变翻译造句等技巧但因为考虑到其中四个知识点是比较难理解的,所以我把它们都放到最后做单独的language point来讲解和运用最后的词组中译英只是一个知识归纳总结的环节,并非为了应试,那些词组早就在前面各个环节中出现并学以致用过了4. 最后的一个环节是Debate,关于电是好仆人还是危险仆人的辩论辩题内容与本课内容是紧紧相关的,用电安全应是常识问题,尽管ReadingB才提到家庭使用安全的问题,所以我没有大做信息风暴的铺垫,况且我已经稍微课前抛出这个辩题让学生先思考,这样可以是课堂更高效率,因为这篇科技文是相当长,课容量相当大,要在短短四十分钟内为了Debate这个拓展的环节还煞费亏心铺垫常识实在要认真考虑值不值得当然Debate过程中是需要老师引导解决学生思考及语言表达困难的,那就要根据具体学生情况进行应急补充,而那时候所补充上来的东西才是学生所真正需要的5. Debate这环节我安排学生课前稍微自己思考下,课前的思考必定还要结合当堂刚学完的知识再思考,是两个相辅相成的过程,是符合学生认知规律的,是其深入学习过程中一个不可缺少的步骤课前思考准备并不与学生运用知识的产出相矛盾,反而是一个促进作用课前思考让学生主动学习,积极收集信息,在这过程锻炼了更多能力,学到包括书本和老师教授不了的知识（课件下载）Reading B Things at home (阅读课)定位:input-based, 阅读理解为主教学环节设计:1课时 Listening (听力课)定位:input-based, 听力理解为主教学目标:a) 让学生学习迅速判断一段文字大意的技能要了解大意通常只需听一段文字的开头,但是进一步的信息有助于全面的理解b) 让学生听介绍模拟电视和数字电视成像原理的科普短文,捕捉细节信息完成练习教学重点教学难点训练听力技巧:抓住标题图片重点词;特别留意对话的开头教学环节设计:1. 介绍听力技巧2. 听part A录音选答案听part B录音,完成练习参考设计 省实附中，曹怡Teaching material:Reading B-Things at homeTeaching aims：To know the safe way to use electircal appliances at home, understand the change of all forms of energy, learn the names of electrical appliances and understand the text.Difficulties:the understanding of the text.Teaching procedures（课件下载）:Step 1-Warmming-up Group work-Vocabulary competition.Step 2-Before reading B1Step 3-While reading B2Step 4-Language points and do some exercisesStep 5-After reading Do some exercises and give a summaryStep 6-Homework assignmentHomework assignment1. Finish Book B, TBDX and English Weekly-Reading B;2. Write a paragraph about how to use an electrical appliance safely;3. Read the text and words fluently. 课后反思：省实附中，曹怡上完课后，大家聚在一起进行了热烈的讨论，会后我经过思考，很有启发，从同事处复制来上课的录象看后，结合评课的情况，觉得在日后的教学中，有以下几点需要改进，值得注意：一、 要大胆地开展课堂活动，因为是上公开课，担心所备课件中的各个环节不够时间一一呈现，课堂活动没有大胆开展，匆匆带过，引入部分的词汇竞赛没有发动学生充分参与，只是随便口头说了一下，铺垫不到位；二、 Reading B做为拓展阅读，精讲的做法需要推敲，如能从整个单元的角度去讲，提前让学生在家中找一些电器的说明书，结合课文，活学活用，效果应该会好很多；三、 最后环节的游戏竞赛，如能先提问题再看视频，学生就能充分理解从什么角度重点去看了；四、 上完一堂课，要看学生的收获在哪里，当堂学到的东西应该趁热打铁，利用资源让学会输出应用就会加深理解。2课时Language(语法课)定位:practice -based,启发学生, 归纳语言知识,开展各层次强化性和综合性练习,多种技能结合训练, 以练为主教学目标:1. 帮助学生理解并正确运用情态动词2. 引导学生发现并归纳出情态动词can,may , must的用法3. 培养学生探究学习合作学习自主学习的能力教学重点1. 帮助学生理解并正确运用情态动词2. 引导学生发现并归纳出情态动词can,may , must的用法教学难点帮助学生理解并正确运用情态动词教学环节设计:1. Revision Get the students to revise the usages of modal verbs they learned last term .2.Grammar learning(1) Make sure the students understand the meanings of the modal verbs in the sentences .(2) Present CAN and CANT , finish A1(3) Present may and may not , finish B (4) Present must and mustnt , finish C(5) Do ExD in Book B3. Practice (1) Have a quiz about modal verbs.(2) Focus :Make sure the Ss can understand how to use the modal verbs.(3) Do some practice.(4) Talk about the rules of our class.4.WriteWrite a letter to your class teacher and give some advice aboutthe rules of your class.第7课时Writing (写作课)定位:output-based,以写和说为主教学目标:教学重点教学难点教学环节设计:设计思路参考：天荣中学 郑辅雯Unit 4 Writing书上的写作练习只是让学生列出一条条的规则，但没有让学生写出文章。于是我设计了两篇写作练习，体现了分层教学的原则。第一篇写作比较简单，是基于前面口语练习的基础上写成句子串成文。第二篇写作是运用适当的连词把句子串成文章（这点是学生在写作中常用到但又掌握不好的），并且与前面引入的歌曲首尾呼应，与生活息息相关。学生可根据自己的水平进行选择，而写作前的口语练习和笔头练习都是为后面的写作作铺垫。所以前面设计了看图说话，看录象讨论，小组讨论校规并进行比赛等环节来激发学生的兴趣，并为后面的写作降低难度。课型：写作指导课 一、 教材内容：牛津英语 7A（下）Unit 4Writing (P58-59)二、 教学目标：学生已掌握情态动词must &mustnt的意义和用法，这节课学习如何制定规则，如何把规则写成文章，从而帮助学生巩固所学的知识。三、 教学重难点：把规则写成文章,应用到日常生活中。四、 教学媒体：黑板，投影仪，多媒体课件 学练卷下载五、 教学步骤Step 1 Greetings and warm-uplisten to the song(周杰伦听妈妈的话) and guess the nameAre you a good boy or a naughty boy at home?Do you obey your mum at home?Do you listen to your teachers in class?Do you think you must obey the school rules?Do you think office workers must obey the office rules?Step 2 Part A1. talk about the picture at Page 59What are they doing? Did they do wrong? What must/mustnt they do?Can you make office rules for the boss?2. students complete the office rules in pairs3. find out the characteristics of rulesStep 3 Presentation People must obey rules in the office. 1. Discussion: Now we are having an English class. What must we do in an English class?2. watch some videos and discuss the following questions Questions: Did he/she do right? What must/mustnt we do?Step 4 Part B1. (work in groups of four) write the school rules on the paper 2. present the students school rules on the projector (Dont repeat others)3. correct the students school rulesStep 5 Writing (You can choose Writing 1 or Writing 2!)Writing 11. pre-writing: Do you think the school rules with 5 musts and 5mustnts are enough? Write a letter to our headmaster. You suggest to him he should add three more musts and three more mustnts to our school rules .Hope he can accept your opinions.2. writingDear headmaster,We are the students from Class 5, Junior 1. We think our school rules are quite good, but they are not enough. We suggest you should add more rules. We think students must_On the other hand, we dont think it is right to_Hope you can _Best wishesStudents from Class 5, Junior 1_Writing 21. pre-writingSometimes Mum will leave a note to you and tell you what you must do and what you mustnt do.Mum will be on business for 1 day. She leaves her son, Tommy alone, so she leaves a note to her son. Complete the note