英语人教版八年级下册Unit 7 Section B Writing.docx

作者: 从 心详细通讯地址：河 北 省 廊 坊 市 大 厂 县 夏 垫 镇大厂高级实验中学初中部邮编：065301工作单位：大厂高级实验中学初中部联系电话：1510658233电子邮箱：教 学 设 计Unit 6 Im watching TV. (Period 4)Reading 一、 教材版本：人民教育出版社新目标“Go for it!”2013版七年级下册二、教学设计题目：Unit 6 Im watching TV. (Period 4)Reading 三、教学目标: （1）知识与能力目标：Key vocabularies: study, the United States, Americian, young, child (children), miss, delicious, stillKey structures: be (am/is/are) doing, be like, any other + n.(single form), wish to do sth., like .a lot（2）过程与方法目标：1. Train students try to catch the main messages while listening and reading in our daily life.2. Understand the time difference between Shenzhen and New York.3. Learn to compare the simple present tense and the present progressive tense.（3）情感态度与价值观目标：Understand the Chinese traditional festivalthe Dragon Boat Festival better. Try to feel “no place like home”.四、教学重点和难点：1. Students try to learn and understand the key vocabularies and phrases. 2. Learn to compare the simple present tense and the present progressive tense.3. Try to catch the main messages while listening and reading in our daily life.五、教学方法和手段：Listening and reading learning method.Pairwork, Groupwork and individual learning method. Question-and-answer activity teaching method. And Task-based learning strategy.六、教学过程：Step 1. Lead inShow two pictures: zongzi dragon boat racesAsk: Whats the food in the first picture?Whatre they doing in the second picture?And when do we usually do the two things at the same time?设计意图：出示图片，调动学生的学习兴趣，导入端午节，帮助学生们联想到背景知识，降低学习难度。Step 2. Guide listeningPlay the tape. Students listen to the report. Try to catch much more information and share later.Ask: What can you get from the listening report? Who is the main character? Ask more students to answer the same question share their different opinions.设计意图：播放课文阅读材料，模拟真实的生活环境，让孩子们盲听，尽可能多的抓住相关的信息，培养其速记能力。然后让更多的学生共同回答一个问题，强化其口语与听力练习。哪怕学生只能说出一个单词、短语、动作、话题等，也要给他机会，让他们听、说交流。Step 3. Careful ReadingRead the report by themselves first, then ask and answer the questions in pairs.(1) What festival is it today in Shenzhen?(2) What do people usually do on that day?(3) Is there a Dragon Boat Festival in the US?(4) Do they in New York do the same activities as us or do their usual things? Whats Zhu Huis feeling while we are having the festival? Check the answers together later. (Show the PPT)设计意图：让学生们自己先带着问题去读短文，再与伙伴进行短文交流相关的问题及答案，更有针对性，可以相互帮助理解的更准确。同时，可以让孩子有时间自我感知之前所听的材料与阅读材料之间的偏差。Step 4. Careful ListeningBooks open, Ss listen to the report and fill in the chart about Zhu Hui. Play the tape twice. Check the answers by themselves from their books.（PPT）Zhu Huis story1. Zhu Hui is a student from Shenzhen. And he _ in the USA.2. Now he _ with an American family in New York.3. He _ New York and his _ a lot.4. Its 9:00 a.m. on the Dragon Boat Festival in Shenzhen now, but its 9:00 p. m. _ the festival in New York.5. He _ on the phone to his cousin in Shenzhen.6. He _ his family and _ his moms delicious zongzi.设计意图：将阅读材料进行适当修改，使其与听力考试习题相仿，长期坚持提高学生的听写能力。Step 5. Just ReadingBooks open, students just read the report after the tape. And then read by themselves and ask some single students to read aloud.设计意图：跟读练习口语，帮助其能辨析短语和句子中的中音，并能在朗读在适度把握重音。Step 6. Think and shareDiscuss in groups: Which parts or sentences do you think impress you after reading the passage? From this, what can you get? What should we do next?Share their opinions in class.设计意图：培养学生的发散思维能力，进行情感和德育教育。同时， 鼓励学生们用尽可能多的英语进行表述，提升英语思维能力。(1)Read the report again and try to report the passage in your own opinion.(2)Read the story and make a new conversation with your partner.Step 6.Homework设计意图：课后作业是课堂所学知识和活动的延伸，让学生们再次进行转述练习和让学生之间将其作为话题安排谈话两种活动， 充分利用阅读材料，安排学生活动，使其作用发挥到最大化。七、教后反思：1. 本节课是一节阅读课，主要学习体会时差的存在和人们的同时所做的不同活动。利用图片导入端午节，让孩子回想起how people celebrate the festival;然后，播放课文阅读材料，模拟真实的生活环境，让孩子们盲听，尽可能多的抓住相关的信息，培养其速记能力。接下来，再依次安排学生们带着问题去读课文、听力课文填空练习和跟读课文等环节，在这期间，安排学生们in pairs or in groups进行相互交流，更有针对性，可以相互帮助理解的更准确。最后，安排学生们相互交流分享彼此的收获和作业。对于本节课的安排，和上完课的总体感觉还算满意。2. 精彩的瞬间：同学们先in groups讨论彼此的感想和收获，再让一些同学volunteers, 分享所感。学生们很积极，说了文中的相关信息，也将be doing的结构进行了深入、自如的运用。更有学生说出了父辛劳工作，母亲烹出美味佳肴，自己则只是学习和玩耍，自己也要为父母多做些事情了。此环节，培养了学生的发散思维能力，对其进行了情感和德育教育。同时，学生们用尽可能多的英语进行表述，提升英语思维能力和口语表达能力。3. 学生对这节课的学习达到了我期望的水平，很满意。学生在本节课的各种活动进行中时，都比较顺畅，而且在完成了本节课上所有活动安排后， 出示给孩子们课后作业时，都表现的自信满满的样子，看来让学生们再次进行转述练习和让学生之间将其作为话题安排谈话两种活动都没有什么难度，也许，我应该安排一些更需要跳一跳的课后习题了。4. 在本节课中，不像平常的上课形式，安排小结环节，但就本节课think and share环节来说，更加深入交流了孩子内心更深层次的东西。是我的一次尝试，我感到很欣慰，孩子做的出乎我的意料，效果非常好。5. 如果让我重新上这节课，我会慢下来，把这节课和我的反思中的不足结合在一起，给孩子们更多的时间来阅读和表达，让他们充分的分享彼此的感受，把课堂还给孩子，包括板书等环节。板书设计：Unit 6 Period 4ReadingWhereWhenWhat the activities they doDo1.in Shenzhenthe Dragon Boat Festival eat/make zongzi have/watch t