探究式教学【教学设计】Unit 12 Section A（人教）.docx

Unit12 What did you do last weekend?Section A 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】 通过谈论学生上周末的活动导入本单元话题，让学生运用一般过去时来简单地叙述过去发生的事情。这样，学生可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。通过学习1a，让学生熟悉并掌握本节课的短语及其过去式；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练锻炼学生的口头表达能力，让学生灵活运用一般过去时谈论周末活动。【启发思考】拓展新词汇和短语，扩大学生的知识系统，为阅读做好铺垫。【自主或小组探究】通过对所学习的目标语言进行听、说、读、写训练，提高学生的语言综合运用能力，巩固学生对目标语言的学习、识记和运用。【协作交流】通过课堂的前面部分让学生实践操作运用本节课的单词，短语，句子。熟练掌握过去时态的转变。【总结提高】通过学习本单元的重点语法进行习题练习。再一次巩固知识点。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, sat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. 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 | ) 。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。 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. Teacher: Everyone likes weekends. How is your weekend? Maybe someone thinks its great/ terrible/ good/ OK/ not bad. What did you do last weekend? How was your last weekend? Now you can talk about your last weekend with your friends. (show some pictures, ask and answer questions about them.)2. 1a Match the activities with the pictures a-f.Please look at the picture on Page 67. What are they doing? They are talking about their last weekend. There are six actions to express what they did on their weekend. Lets see how they express the actions in the past.3. 1b Listen and write the day, morning, afternoon or night below each picture.Here is a conversation.Lets listen to the tape and write the day and “morning”,“afternoon” or “night” below each picture.4. 1c Role-play Since you just heard the tape, lets do a Role-Play practice.Student A is Lucy. Student B asks Lucy about her weekend like this:B: What did you do last weekend, Lucy?A: Well, on Saturday morning, I played badminton.2、 启发思考 1. Talk about the pictures . Teacher: What did you do last weekend?3、 自主或小组探究1. 2a Listen and underline the words you hear.Teacher: The teacher and students are talking about their weekends.Listen to the tape and underline the words you hear.2. 2b Listen again. Write C for Carol, J for Jack or B for Becky next to the statements in 2a.Teacher:I will play the recording the second time.Listen to the tape once more and write “C” for Carol, “B” for Becky, “J” for Jack next to the statements in 2a.4、 协作交流1. 2c Student A asks questions with who, what, or where and Student B answers. Then change roles.Teacher: Now work in pairs to practice the conversations with your deskmates.Student A asks questions with who,what or where and Student B answers.Then change your roles.Teacher: Now check some pairs of you.Who would like to act yo