七年级下册Unit6Outdoorfun.doc

七年级下册 Unit 6 Outdoor fun(Integrated skills)教学设计南通市第三中学 葛祎敏【Teaching objectives】1.Knowledge objectives:The students will be able to (1) learn sth. about the history of kites;(2) use some words and expressions correctly. 2.Ability objectives:The students will be able to(1) extract some information about kites from listening materials;(2) talk about picnics and the history of kites;(3) communicate and co-operate with others to complete tasks.3.Moral objectives:The students will be able to(1) increase the awareness of safety and protecting the environment; (2 ) enjoy outdoor fun by taking part in outdoor activities.【Learning strategies】The students will be able to:(1) predict possible information before listening;(2) write down the information quickly while listening;(3) grasp each chance to communicate with others in class.【Important points】The students will be able to predict information and extract information. 【Difficult points】The students will be able to talk about the history of kites and outdoor activities.【Teaching aids】Multi-media, some kites【Teaching procedures】Step 1: Lead-in1. Watch some videos and guess what the boy is doing.2. Talk about their favourite outdoor activities and why.( To lead in the topic picnic by talking about different outdoor activities)Step 2: Presentation1. Pair- work: listen to a conversation about a picnic in Speak Up and make up a similar dialogue;(To practice the sentence patterns to talk about a day out. )2. Listen and answer: What a short video about the kites in Nantong and then answer a question;(To present the new word “century” and help students understand it by giving examples. )3. Design their own kites: Talk about kites with different shapes;(To make students know the main topic of this part and get ready for the following listening.)4. Listen to a conversation and finish Part A1;5. Talk about the history of kites; 1) Prediction: Discuss the questions about the history of kites on the questionnaire; 2) A guessing game: Listen to the description carefully and guess who the famous man is; 3) Read the sentences on p75 carefully and guess what happened between them and kites;(To help students get more familiar with the topic and get ready for the following listening)Step 3: Practice1. Listen to the talk on the history of kites and match each person with the correct event ;2.Turn to P76. Read through the report and write down the possible answers;3. Show some skills to write down the key information;4. Listen again and try to finish the report on p76;5. Check the answers to the missing words;6. Have a memory test: How much do you know about the history of kites?(To make students know the history of Chinese kites and learn some listening skills.)Step 4: Production1. Discuss why people like flying kites;2. Ask students to choose kites and make a wish;(To make students know more about the culture of Chinese kites.)3. Talk about what to pay attention to when flying kites.(To make students increase the awareness of outdoor safety while having outdoor fun.)Step 5: Homework1. Talk about the history of kites with friends after class;2. Try to find more information about kites on the Internet;3. Read a passage about the history about flying kites.7B Unit6 Outdoor Fun- Integrated skills 教学反思执教老师：葛祎敏 参加活动的老师执教内容为牛津英语七年级下Unit6，该单元为教材改版后新增的一个单元，除此之外，组织方采取了同课异构的方式。精彩纷呈的课堂给全省的英语老师带来了一次教育理念的革新。回顾整节课的准备过程，我有如下几点的体会与感想。一、一堂成功的观摩课应以学生为主体1. 创设与学生学习生活贴近的情境，拉近与学生的距离。课堂第一部分中，选取执教班级其中一位学生主演的视频作为素材，消除了学生与老师之间的陌生感和距离感，同时为接下来的语言输出做好充分的准备。随后，以徐州著名的东坡广场为例，要求学生根据句型编对话谈论自己喜欢的户外活动。学生可以联系自己的生活实际，有话想说，有话可说。2. 创设开放性问题，尊重学生的不同意见，鼓励学生有创见的思想。在引入“风筝”这个话题后，提出“设计风筝”，同学之间展开想象，积极讨论，为听力A1部分做好准备。在关于风筝历史的调查问卷中，同学可以根据提示作答，也可以发表自己的观点，师生间积极的有价值的讨论给课堂增添了活力。3. 引入小组竞赛机制，加大各层次学生参与度。在丰富多样的听说活动中，注意激活学生已有的知识储备，通过抢答及记忆测试的方式，让学生在课堂上体验成功的喜悦，获得进取的力量，分享合作的和谐。 二、一堂成功的观摩课应加强对学生策略能力的培养在本次的观摩课中，执教老师都不约而同的在课堂中注重对学生策略的培养。Integrated skills课型要求以听说为主，读写为辅。本节课积极创设情境，重视策略的指导和训练，在一系列的预测活动中，激发学生学习欲望，缩小听力范围，帮助学生掌握听前策略的准备。在听写活动前，以举例的方式呈现听写技巧，降低听写难度，帮助学生获得实践的成就感。三、一堂成功的观摩课应注重文化意识的渗透本节课的教学目标为使用一般过去式讲述风筝的历史。本节课始终以风筝为主线，从谈论风筝的造型，到风筝历史的调查问卷，再到完成风筝历史的报告，似乎已经完成了课本预设的教学内容。在谈论风筝的过程中，学生始终对这一话题充满兴趣。中国作为风筝的发源地，我们作为龙的传人，对风筝文化又有多少了解呢？在课堂的最后一部分，在提出“人们为什么喜欢放风筝？”后，同学们展开了热烈的讨论，在进行深层挖掘后，我们得知人们放风筝有着祈福的寓意。于是设计了“Make a wish”这一环节，请学生上台选择自己喜欢的风筝，描述风筝的造型以及许下一个愿望，将风筝这一话题进行更进一步的延伸。在这一节课中，学生不仅操练了一般过去时，了解了风筝的悠久历史，还对中国的文化有了深层次的理解，激发了学生的名族自豪感。四、一堂成功的观摩课应创造性的使用教材Integrated skills这一板块中，听力训练在前speak up在后。在对教材充分理解后，我对教材的顺序进行了调整，先进行speak up再进行听力。一节课中，设计的学生课堂活动应从易到难，衔接自然。与A3的report相比，speak up的句型反而相对简单许多。在进行了顺序的调整后，outdoor activities为speak up增添了谈论的素材，也自然的引入了风筝的话题。与此同时，每节成功的观摩课都应有引人入胜的导入，耳目一新的高潮，将讨论风筝文化作为本节课的最后一个活动，无疑是本节课的一大亮点。课例评析南通市第三中学 葛婷婷 一、导课直接，紧扣单元主题义务教育英语课程标准（2011年版）（以下简称课标）要求我们，教学活动内容要尽可能接近现实生活中语言使用的实际情况，使学生能够理解和掌握目标语言项目的真实意义和用法。本堂课以所在班级学生参加户外活动的一组视频作为导课，轻松幽默的将学生带入单元主题“Outdoor fun”,这一导课方式即紧扣了单元话题、创设了真实的语言环境，又以最快的方式缩短了师生间的距离。作为一名借班上课的教师，能在短时间内搜集到所在班级学生的视频资源，难能可贵。二、文化渗透，体现人文教学授课教师很好的抓住了南通作为风筝之乡的契机，在课堂中不留痕迹的介绍了南通风筝的发源、特色以及其他相关的历史知识。即是为课文进一步提升服务，又是一次民俗文化的知识渗透。课标中指出，英语课程具有工具性和人文性双重性质。英语课程承担着提高学生综合人文素养的任务。风筝文化的介绍，恰逢时宜地开阔了学生的视野，丰富了民俗知识的储备，以一名教师对自己所在家乡的自豪感，真实地感染着学生，提升他们对祖国、家乡的热爱。三、策略指导，关注终生学习英语学习应根据学生的认知特点和学习风格，有计划、有步骤地指导学生发展具体的学习策略，把学生培养成自主的学习者。授课教师在每个听力片段播放之前，都以“Tips”的形式，告知学生听力技巧。作为初一起始年级的学生，在课堂上进行有意识、无意识的策略指导，对于帮助和促进学生形成符合自己的学习风格，寻找有效提高学习效率的英语学习策略起到很大的作用。四、放飞祝福，升华情感态度学生自主选择风筝，给出理由并放飞愿望是本堂课的高潮与升华部分。授课教师课前精心准备的手绘风筝烘托了真实的课堂气氛。学生走到讲台前，对各式风筝做自主选择，激发了他们的学习欲望、提升学习兴趣。对放飞风筝的民俗寓意，学生可以在英语课堂中做一次真实的体验，也实现了情感态度的升华。五、教材调整，优化教学效果课标提及，在教学中，教师要善于根据教学的需要，对教材加以适当的取舍和调整。本节课的教学目标是为了更好的提升学生对风筝的热爱和对风筝文化的理解与体验。教材B部分的speak up对于外出游玩的讨论的对话对于达成这样的教学目标，不能给予太大的帮助。因此，授课教师将对话部分的内容以讨论计划的形式，巧妙的放在了课堂的开始。然后，通过对话引出放飞风筝的话题，继而在风筝起源和历史、放风筝安全事项和风筝放飞的寓意上逐层提升，最终达到了教学目标的升华。教无定法，实践证明，与其他按照教材正常顺序的同课异构的课堂相比，本课在最终的课堂产出提升上确实占到了优势。根据实际的教学需要，对教材创造性的使用和适度的调整，未尝不是一种可行的尝试。徐州高级中学杨靖老师教学案例评析 南通市第三中学 葛婷婷 At the end of this lesson, students should be able to:l Catch the key points from the listening materialsl Know the history of Chinese kites and retell it with the help of some picturesl Learn to talk about a day out and share opinions with others Teaching procedures:STEPORG TEACHER ACTIVITY STUDENT PARTICIPATION PURPOSEI. Lead-inWhole classShow a video about Alice in wonderland.1. Think of what happened to Alice in the reading part.2. Answer a question after watching the video.To review and lead in teaching contents. II.Listening A1 Group work;Individual1.Show a message from Alice in wonderland.2.Play the listening material in A1.1. Look at the pictures in A1 and talk about them.2. Get to know new words: square3. Write down the answers.To make students know the main topic of this part and know about Chinese kites.III.Listening A2 Group work;Individual1.Show pictures of some famous people.2.Explain some new words to help them understand: wood, dynasty, period, century.3. Play the listening material in A2. 1. Look at the pictures in A2 and talk about these people.2. Get to know new words.3. Write down the answers and read aloud to check out.4. Ask any questions they do not understand after listening.To make students know the history of Chinese kites, and encourage them to think more about that by asking and answering questions. IV.Listening A3 Group workIndividual1.Play the listening material in A3.2.Ask students to write down the answers while listening.3.Explain some words or expressions if necessary.1. Write down the answers and read the passage to check out.2. Retell the history of Chinese kites with the help of some pictures.1. To make students have a better understanding of the history of Chinese kites.2. Encourage students to express their ideas after listening. V.Speak up Group work 1. Play the listening material and assign gist task.2.Ask students to read aloud.3. Make a list of outdoor activities.1. Listen carefully and answer the questions.2. Read the dialogue to comprehend.3. Choose a topic to make a new dialogue in groups.4. Act out the new dialogue.To make students learn to talk about a day out using the expressions theyve learnt.VI.SummaryWhole classGive a brief summary.Comprehend what they have learnt during this lesson.To consolidate and practise.VII.HomeworkTeacher centered 1. Write down your plan and enjoy your day out.2. Preview Task to know more ofAlicein wonderland.To enjoy the fun of outdoor activities and get ready for the next class. 一、扎实的基本功是学生英语学习的原动力英语教师的个人基本功是一堂英语课的“门面”工程，有时一堂课的好坏，授课教师在课堂伊始的一句话就能看出端倪。但凡成功的英语教师都有自己的授课风格，或激情四射，或活力无限。