探究式教学【教学设计】Unit 12 Section B（人教）

Unit12 What did you do last weekend?Section B 绵阳南山中学双语学校 邱靖恩教学模式介绍探究式教学模式是指在教学过程中，要求学生在教师指导下，通过以“自主、探究、合作”为特征的学习方式对当前教学内容中的主要知识点进行自主学习、深入探究并进行小组合作交流，从而较好地达到课程标准中关于认知目标与情感目标要求的一种教学模式。其中认知目标涉及与学科相关知识、概念、原理与能力的掌握；情感目标则涉及思想感情与道德品质的培养。探究式课堂教学模式的教学环节：创设情境启发思考自主（或小组）探究协作交流总结提高设计思路说明【创设情境】 通过游戏调动学生兴趣，通过语言表述复习动词的过去时态。【启发思考】对图片的信息和时间进行表述，同样练习动词的过去时态。【自主或小组探究】通过听、说、读、写训练让学生掌握了本单元的语言目标，灵活运用一般过去时态来叙述过去发生的事情，提高学生的语言综合运用能力。【协作交流】通过本单元话题的阅读训练，扩展学生的知识面，扩大学生的词汇量，培养学生的阅读能力，提高学生的阅读水平与技巧。【总结提高】通过阅读与写作训练相结合，进一步让学生掌握并巩固一般过去时态，并灵活运用到口语与写作中去，提高学生的语言综合运用能力。通过各种题型的巩固练习与复习一般过去时态，对本单元所学的单词、词组与句子进行归纳、总结，并灵活运用到听、说、读、写的各项训练中。教材分析本单元的语言训练重点是互相询问如何度过周末，并对已过上一周的周末进行评论。Section A 主要是听读说和基础语言运用，为目标句型提供分步示例和指导性练习；Section B知识扩展；新旧知识的运用；循序渐进的写作练习；运用所学的语言完成各种任务使学生能够对已经学过的目标句型运用自如；Self Check自我评价，词汇知识的评价，语言应用能力的评价.教学目标【知识与能力目标】1. 能熟知课文主要内容，掌握相应的语言知识（单词、习惯用语、语法和功能用语）。2. 能结合所给任务，综合运用新、旧知识完成任务。3. 能培养良好的听、说、读、写的能力，能正确使用动词过去式进行准确的描述。4. 通过观察、想象、模仿和表演等熟练、生动、有创造性地从图片或文字材料中获取有效信息，拓宽视野，围绕“上一周周末活动”进行交际。5. 能在日常生活中恰当理解这单元话题范围内的单词和习惯用语，在真实的语言环境中体会语言，运用语言，感受语言的真实价值，品味语言的实际意义，从而获得运用语言的实际能力，运用所学知识进行创造性地发挥应用和积极主动地用英语进行交流。 【过程与方法目标】探究式教学法、情景教学【情感态度价值观目标】1. 合理安排自己周末的学习、运动、休息、娱乐等活动形式，过有益义的周末。保持愉快的心情，以积极的姿态，精神饱满地面对生活与学习。2. 保护和引导学生对英语的好奇与探求心理。克服学习过程中的畏难情绪，勇于追求对学习的自我完善和自我奖赏。3. 激发成就感，强化竞争意识。4. 献爱心，见行动。树立正确的人生观和价值观。教学重难点1. 单词：beach, pool, visit, stay, cute, test, cook, spend, mountain, practice以及不规则变化行为动词is, do, go, have, read, see, write，sit的过去式形式was, did, went, had, read, saw, wrote, sat2. 短语：go to(a place), go shopping, go for a walk with, visit (a person), watch sb do sth, It is time to do sth, read a book about(history), see an interesting talk show, study for the(math) test。 3. 语音：掌握动词过去式规则变化中动词词尾所加的-ed的三种不同的读音规则(| t | | d | | id | ) 。4. 语法：掌握一般过去时表示过去发生的动作或存在的状态。通常由动词过去式表示，与表示过去的时间状语连用。 5. 日常交际用语:(1) What did you /your friend/he/she/they do last weekend?(2) How was your weekend?(3) It was great!/It was OK./It wasnt very good. （单词的词义/词的搭配和它们在一般过去时中的用法是难点）课前准备多媒体设备、电脑教学过程1、 创设情境1. Guessing gameTell the rules of the game,let me demonstrate for this game.every time you give the right answer, you get one point.2、 启发思考 1. Mini-play timeLets go and see what (Dory) did yesterday.3、 自主或小组探究1. 1a Here are some things that Sally and Jim did yesterday. Match the activities with the pictures.Well, do you know what Sally and Jim did yesterday? Here are some things that Sally and Jim did yesterday. Please look at these pictures in 1a and try to match the activities with the pictures.2. 1b Do you think the activities in 1a are fun? Draw a happy face or an unhappy.Teacher: Are these activities fun or not fun?Look at these faces.Please draw a happy face or an unhappy face under each picture.3. 1c Listen. What did Sally and Jim do last weekend? Complete the chart.Teacher: What did Sally and Jim do last weekend? Lets listen carefully. Pay attention to what they did. And write down what Sally and Jim did in the chart.Teacher: Lets work in pairs and talk about what Sally and Jim did last weekend.For example:A: What did Jim do?B: He went to the movie.A: What did Sally do?B: She cleaned her room.A: What did you do last weekend?B: I visited my sister.4. 1eTeacher: This time you can talk about your own weekend. Every time you make sentences you should pay attention to forms of verbs.For example:A: What did you do on the weekend?B: I had a party at home.What about you?A: I studied at home.And discuss: How was their weekend?4、 协作交流1. Make an Interview!Then make an interview! What did your friend do last weekend? Give a report like this: My friend, had a busy / nice / happy / great / colorful weekend. On Saturday morning, he /she .2. 2a What kind of animals are people sometimes afraid of? Why? Make a list.Teacher: What kinds of animals are you afraid of? Why? Can you make a list of some scary animals in your mind?3. 2b Read about Lisas weekend and answer the questions.Teacher: Lisa went camping in a small village in India with her family last weekend. It was interesting but scary. What happened to them? Read the passage and find out the answers to the following questions.4. 2c Put the phrases in order according to the passage. Then use them to retell the story.Teacher: Read the passage again. And put the phrases in order according to the passage. Then use them to retell the story.5、 总结提高1. Key phrases让学生分角色朗读对话内容，并让多个小组上台展示。2. Finish 3