Unit 2 Lingling’s uncle told us not to worry.doc

Module 7 Time offUnit 2 Linglings uncle told us not to worry.一、教案背景根据潍坊英语“五四一”的教学模式:五个课型，四个标准，一个尝试五个课型：听说课，读写课，语法课，复习课，讲评课四个标准：目标明确，多层设计，学生参与，注重实效一个尝试：单词预习的尝试我所设计本单元的课型属于读写，重点以阅读和写作为主，环节设置为课前读词新课导入阅读训练（多层读）快速阅读细读读后学读后写学以致用。环环相扣，充分让学生处于英语氛围中，达到阅读的全面训练。二、教学课题：在互联网条件下多媒体教学的优势三、教材分析本节课型为阅读课，因此本节课以阅读训练为主线，由武陵源名胜区的图片导入本课课题，通过一系列的fast reading，careful reading&post reading训练学生的阅读技能，最后把阅读运用到实际写作也就是学以致用的环节，通过青州本地云门山的图片等让学生自己当导游介绍青州，从而加深对我国自然风景区的了解，增强学生的环保意识，培养学生对祖国大好河山的热爱，激发建设祖国的热情。学习目标：1.知识目标：new words and phrasestent, cable, view, top, path, waterfall cable car , wake up,etc.grammar: direct and indirect speech2能力目标：能听懂描述旅游景点的文段；能抓住听力材料的中心和细节信息。能根据题目预测文章内容，能读懂介绍旅游景点和旅游经历的文章；培养学生预测上下文和获取细节信息的能力。能叙述自己的旅游经历。3.情感目标：培养学生对祖国大好河山的热爱，激发建设祖国的热情。加深对我国自然风景区的了解，增强学生的环保意识。重点难点：1. Master the new words and understand the passage.2. Improve the students reading skills and writing ability.3. Understand and use direct and indirect speech.四、教学方法：“五四一”的教学五、教学过程教学过程：Warm-up：watch a video（视频）about Wulingyuanstep 1Show the students some pictures about Wulingyuan.Introduce a beautiful place inQingzhou.Last class welearned that Sally and Lingling went to Wulingyuan Scenic and Historic Interest Area, now Sally is writing a letter to her Mom and Dad, Let s see what Sally wrote in her letter.step 2: Fast reading:Match the main ideas with the paragraphs.A.The story of their climbing Mount Tianzi. Para_B.Descriptions of Wulingyuan Para_C.A special experience at night during the holiday Para_step 3 Careful reading:Read Paragraph 1 and answer the questions.1.Where is it?_2.How large is it?_3.What kind of land is it?_4.What is it famous for?_Read paragraph 2 and check the true sentences (T/F)1.Sally heard a loud noise when she was Sleeping. ()2.When the bear saw us, it went back into the forest.()3.You can stay in the forest during the night. ()Read Paragraph 3&4and answer the questions.1.How did they go up to Mount Tianzi?_2.Did they see the view of the lakes and forests?_3.What was dangerous? _4.Was it right to pull leaves?_5. Where are they going tomorrow?_step 4Post-readingRead the letter again and finddifficulties, talk aboutthem with your groups (自读课文，自读课文，小组讨论，找出重难点)精讲点拨：(一)短语1. asif_2wake up_(wakewoke- woken)3. tell sb to do sth. _tell sb not to do sth _.4. leaveto do sth _5. hope for sth _.I often hope for good weather.6. the second largest “_”表示“第几最. 的”结构_(二)间接引语Eg .Linglings uncle told us not to worry.你还能从课文中找出其他间接引语的句子吗？_step 4 (读后写)Lets be guideNow you are the guide , please introduce Wulingyuan Scenic and Historic Interest Area with these key words. Hunan Province ;about 390 square kilometres;a magic land of mountains, forests and rivers;famous forstrange shape oftall rocks;_Lets be guide（watch the photos of Yunmen Mountain）Hello! Everybody!Welcome to_ .Im glad to show you around _.It is in_. As visitors you should _, but you shouldnt _. I hope youll have a good time here!step 5Homework1. Try to get some information aboutDongting Lake.2. Write a passage .A / An _ trip(exciting /interesting/wonderful/ unhappy/sad )What did you see there?What did you do there?What happened to you? How did you feel there?板书设计Unit 2 Linglings uncle told us not to worry.Step1 warm upStep2 fast readingStep 3 careful readingStep 4 post readingstep 5Homeworkgroup1group2group3group4group5group6六、教学反思本节课新单词虽然不多，但学生尚未学过，所以要求老师上课自己处理新单词，我把单词和对应的音标，汉语意思都打印到课件里，但只是单纯的领读，考虑到阅读课量大，一节40分钟完成阅读任务时间非常紧张，所以没有对新单词加以练习，这里也是不足之处。个人认为自己的教学环节设置还不错，教学环节环环相扣，阅读遵循泛读，精读，读后小组讨论找出本节课的重难点，并在学案上写下来，读后写，这也是学以致用的环节，个人加入青州的名胜云门山，让学生自己成为导游，介绍青州云门山，并加入自己在云门山的照片，比较不错。因阅读量大，一节40分钟完成本次阅读任务艰巨，所以最后在读后写环节只是简单的把流程演示了一遍，做得不够充分。另外就是学生上课的配合程度了，在一开始上课时给学生分组，并买了阿狸的橡皮作为奖励，这种激励措施在上课过程中反响还不错，学生比较主动回答问题，都站起来抢答问题，当然有极个别组还是回答问题不够主动，基本都是两个组一直遥遥领先抢答，这方面把握的不好，调动学生积极性方面