初中英语人教版七年级下册Unit 6 reading.doc

Go for it七下第六单元的第四课导学案设计主题Unit 6 Im watching TVSection B（2b-2c）reading1. 整体设计思路、指导依据说明本课的教学内容是Go for it七下第六单元的第四课时。本单元的阅读文本是以主人公Zhu Hui为主线，以中国的传统节日-端午节为话题展开阅读活动。阅读语篇共两段，分别介绍了端午节当天Zhu Hui家人的活动和他在美国纽约寄宿家庭里的家庭成员的活动。2a向学生传达了不同国家时间差的概念，活动2b要求学生通过快速阅读大致理解文本的写作背景，活动2c设计了匹配活动，并要求学生从文章中找出对应的句子。本单元阅读板块的设计思路是：读前通过时间差来向学生传达不同国家的文化差异，通过快速阅读来了解文章大意，通过细读获取文章细节信息。2. 学生情况分析本课教学对象为八年级的学生，他们的认知能力比初一阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。根据学生实际情况，尊重学生的认识差异，我采用情境教学法和任务型教学途径，设置尽量真实贴近学生生活的情境，同时设置一些符合学生现有水平和感兴趣的任务，让学生有用英语表达的愿望，在完成任务中体验成功。3.教学目标分析学生通过本节课学习，能达到以下几项目标：1. 语言能力能理解并能使用下列词汇和句型：study, miss, young, children watch boat races on TV, make zongzi, host family, any other, read a story to, wish to do sth, no place like home. be+doing2. 学习能力利用图片对文本内容进行预测；能在老师的引导下用完整的现在进行时回答老师的问题；学会根据表格信息能简单的复述课文。3. 思维能力学生能初步掌握快速阅读，理清文本结构、主旨大意以及细读抓住文中关键信息等阅读策略。4. 文化品格了解中国的传统节日端午节，尊重不同国家的文化，从而更加4.教学重点、难点教学重点： 1. 本课时的重点生词和词组。2. 阅读文章结构和内容的理解。教学难点：阅读文章结构和内容的理解。5. 学案导学步骤Step1: 【课前预习】1.在上阅读文本之前，布置学生去了解一下中国端午节有哪些习俗，可以上网查，也可以以口头形式向家里长辈咨询。设计意图：读前让学生去事先了解一下中国的传统节日-端午节，可以激发学生的背景知识,更有利于顺利开展本课文的教学。Step2: 【读前活动】Task 1-PredictionT: Look at the two pictures on P35, in the first picture, what are they doing? And in the second picture, whats this?S1: They are having a boat race.S2: Its zongzi.T: Do you like zongzi?S2: Yes, I do. Because it tastes good.T: That means it is delicious. So can you infer what festival we will talk about?Ss: The Dragon Boat Festival. 设计意图：通过文本中的插图来预测阅读内容，直接导入到了“端午节”这一主题，节约时间，从而给学生在接下来的阅读环节中留足了更多的时间。（下划线的词汇和句子是本单元的目标语言，在上课过程注重读音和运用）Task 2-DiscussionT：What activities can we do on the Dragon Boat Festival?Ss: We can(watch boat races, make zongzi and eat zongzi, wear sachet, drink realgar winehang Chinese mugwort) 设计意图: 核心素养下的英语课堂教学目标之一是培养学生的思维品格，通过与同伴分享交流的形式，有利于思维的碰撞，同时也是发展学生自主学习能力的关键。Step3: 【读中活动】Task 1-Fast readingT: We are all very happy on that day, but a student, Zhu Hui, is unhappy, do you know why? Read the article quickly and tell me. S1: Because he cant have the Dragon Boat Festival.T: Why?S2: He is now studying in the United States.T: Is he studying with his parents?S2: No, he is living with an American family in New York.T: Yes, that is to say, he is living in a host family. And is there a Dragon Boat Festival in the US?S3: No, there isnt a Dragon Boat Festival in the US.设计意图: 通过追问的方式，让学生了解了本篇文章的写作背景；同时，这几个问题层层递进，学生的思维也在不断地活跃中，避免了被动的接受。Task 2-careful reading (Para. 1)T: Zhu Hui is unhappy because he is in the US on that day, but all his family are at home, then what are they doing? Read para.1 and fill in the chart.His family in ChinaWhat are they doing?His mom and auntHis dad and uncleS1: His mom and aunt are making zongzi.S2: His dad and uncle are watching the boat races on TV.T: So can you conclude what the main idea of para.1 is?S3: Activities of Zhu Huis family in China.设计意图:通过细读，寻找文章中的细节，同时要求学生用完整的进行时句式来回答，一方面复习了本单元的目标语言，另一方面也为之后的复述做了铺垫。归纳段落的中心是学生阅读能力的其中一项技能，同时也是培养学生的学习能力。Task 3-careful reading (Para. 2)T: Zhu Huis family are busy. What about Zhu Hui? Is Zhu Hui also watching the races and eating zongzi?Ss: No.T: Why? And what time is it in New Yok?S: Because its 9:00 pm in New York and there isnt a Dragon Boat Festival in the US.T: What time is it in Shenzhen?S: Its 9:00 am.T: So we can see different places have different time. And then what are the people in Zhu Huis host family doing? Read Para. 2 and finish the chart.His host family in New YorkWhat are they doing?Zhu HuiThe mother in the host familyThe father in the host familyS1: Zhu Hui is talking on the phone to his cousin.S2: The mother is reading a story to her young children.S3: The father is watching a soccer gam on TV.T: Is it a special(特殊的) night for them.Ss: No, it is like any other night for them.T：Then whats the main idea of para. 2S: Activities of Zhu Huis host family.Step4: 【读后活动】Task 1-Answer the questionsT：Boys and girls, whats the type of this article?A. a novel(小说) B. a TV report C. ad. D. letterT：Does Zhu Hui like his host family? What does he think about his home in China?S: Yes, he likes his host family a lot. But there is still “no place like home”.T: What does this sentence mean? A, B, C, which one?A: All people like happy families.B: Theres no home at other places. C: East, west, home is best. 设计意图:在理解和分析文本的题题材后，再回到主人公当时的心情，与一开始提出的他在异乡留学就读相呼应。同时，最后一句是对文本情感态度的升华，并结合我们中国的谚语“金窝银窝不如家窝”，更加通俗易懂，学生也更有共鸣。Task 2-exercise 2cT: Match the verbs in column A with the words in column B. then use the phrases to write sentences according to the TV report.S: Zhu Hui is living with a family in the US.设计意图:此阅读任务一方面是对进行时的回顾，另一方面也是对文本信息得再次提取和呈现，从而为之后的复述做了铺垫。Step5: 【Further thinking】T: Suppose you are Zhu Huis cousin and you are talking on the phone to Zhu Hui, lets make a conversation to say something about the activities on the Dragon Boat Festival.Zhu Hui: Hello!Cousin: Hello! Zhu Hui. How are you in the US.Zhu Hui: Im OK. Today is the Dragon Boat Festival, what are you doing now?Consin:.What about you?Zhu Hui:His family in ChinaWhat are they doing?His mom and auntmakingHis dad and unclewatchingHis host familyWhat are they doing?Zhu HuitalkingThe motherreadingtoThe fatherwatching 设计意图:复述是对文本的再次理解和诠释，本环节创设了一个真实的语境，一方面符合文本中提到的Zhu Hui is talking on the phone to his cousin；另外一方面，这种形式降低了复述的难度，对于七年级的学生来说容易接受，同时两人合作也是彼此思维的碰撞。 6.教学评价设计评价内容：1.课堂评价：学生的课堂表现（语言表达的流利程度、准确性、完整性以及语音、语调等等）2.课后评价