探究式教学【教学设计】Unit 5 Section B（人教）.docx

Unit 5 What are the shirts made of?Section B南昌市心远中学 李玲蔚教学模式介绍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。 同时侧重小组研究和小组活动，关注学生自主性。设计思路说明【创设情境】教师展示京剧变脸、剪纸、中国结等图片，引发学生兴趣，询问学生了解中国文化的相关知识。【启发思考】 教师通过引出问题，把课本1a和1b引出的风筝制作原材料问题让同学思考和讨论，从而把A部分学习的内容再次结合导入新的学习部分，让学生能够充分的思考。【自主或小组探究】学生通过听力的训练进行自主探究，接着在小组和班级范围内进行答案的交流，学生进行小组对话的训练，就中国传统的工艺和文化进行探讨，导入B部分综合文章的理解和讲解学习，并对文章后的问题进行讨论，达到更深层次学习理解课文的目的。【协作交流】 学生通过小组讨论的形式练习所学的词汇和句型，和小组成员交流沟通，对中国传统工艺表达自己的看法。【总结提高】 教师引导学生对所学的知识进行归纳总结和提高，在写作练习中运用所学知识，巩固词汇和重点句型，对事物表达自己看法。教师通过解题训练了解学生学习弱项和强项，以便提高教学质量。教材分析本部分在A谈论英语学习的基础上，在话题上，从身边常见物品到中国传统工艺，在语言上，巩固A部分所学的语言结构，丰富了与物品制造相关的话题词汇；在技能上，将听说读写能力综合，突出阅读和写作训练，让学生了解了中国传统工艺，增加民族自豪感。教学目标【知识与能力目标】1准确区分一般现在时与一般过去时的被动语态。2进一步了解其他几种时态的被动语态的结构。3听并理解被动语态在语境中的运用。4运用教师所给材料，初步在文段中运用被动语态。【过程与方法目标】采用自主学习、小组合作探究、Classifying 、Contrasting的学习策略，利用教学图片、实物或制作课件等来展开课堂教学、通过为故事添加结尾的方法，让学生在半控制的语境中，创造性的运用语言。本单元的教学法建议：词汇教学采取图片来进行问答，达到听前的词汇教学，让学生在情境中操练、理解含义，并学会运用；口语教学采取 pair work的口语交际活动或小组复述活动进行操练；听力教学采取师生与生生互动的方式；语法教学总结规律、抓住特征、模仿操练。【情感态度价值观目标】 激发同学们了解民族特色文化活动的愿望。教学重难点【教学重点】1在语境中运用一般现在时与一般过去时的被动语态。2进一步了解其它几种时态的被动语态的构成和运用。3听懂并说出含有被动语态的过去经历。【教学难点】1在被动句中正确使用be动词的形式与动词的过去分词。2正确运用一般过去时的被动语态，描述过去生活中发生的事件。课前准备 PPT课件教学过程1、 创设情境教师展示京剧变脸、剪纸、中国结等图片，引发学生兴趣，询问学生了解中国文化的相关知识。Do you know anything about Chinese arts?二、启发思考结合1a、1b有关风筝制作的练习复习A部分内容。Work on 1a1. Do you know how to fly a kite? What are kites made of? Write down some materials used in making kites.2. Let Ss discuss about it. Then write down their answers.3. Check the answers together.Work on 1b:1. Tell Ss to listen to a conversation between Laura and Zheng Yun and circle the correct answers.2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and circle the correct answers.3. Check the answers:三、自主或小组探究I Listening PracticeWork on 1c:1. Let Ss read the sentences in 1c first. Tell Ss to listen again and write L for Laura or Z for Zheng Yun.2. Play the recording again for the Ss to listen and write the words.3. Ss listen to the recording carefully and try to write down their answers.3. Check the answers with the class.Work on 1d:Listen again and fill in the blanks with what you hear.Ss listen and try to write down their answers:Check the answers with the Ss.II Speaking PracticeWork on 1e:Role-play1. Work in pairs. Role-play a conversation between Laura and Zheng Yun using the information in 1b - 1d.2. Let two Ss make a conversation as a model:A: Where did you go on vacation?B: I went to an international kite festival.A: That sounds interesting. What did you see there?B: I saw many different kinds of kites at the festival.A: Were the kites nice?B: Yes, they were beautiful. They were made of different things like silk or paper. Some were painted with colorful drawings.A: Sounds like you really enjoyed it. I never thought that something as simple as kite flying could be so exciting.B: Yes, it was really fun to see which kite could fly the highest.A: I think I want to learn to fly a kite, too.3. See which groups is the best.Work on 2a1. Show some pictures of the paper cutting on the big screen. Tell Ss they are Chinese paper cuttings. Its one of the Chinese traditional arts.T: Do you know folk or traditional arts? Now discuss with your partner.2. Ask some Ss say what they know about the folk or traditional arts.II Reading PracticeTell Ss the following is about three kinds of Chinese traditional arts.Fast Reading:1. Read the passage and answer the questions.What is the main idea of the passage?Which part gives a general introduction?Where can you find specific details?2. Check the answers.Careful ReadingWork on 2b:1. Read the passage and complete the chart below.2. Check the answers.Work on 2c:1. T: Now lets read the passage again and answers the questions.2. Let Ss read the questions first and make sure they know the meaning of each question.3. Ss read the passage and answer their questions.3. Check the answers with the class.Work on 2d:1. Let one student read the phrases in the box and translate them into Chinese.2. Ss read the sentences and complete the sentences using the correct forms of the phrases in the box.3. Check the answers with the Ss.4、 协作交流Work on 2e. Discuss the questions in your group.1. Which art form do you think is the easiest? Which is the most difficult? Why?2. Which art form would you like to learn? Why?5、 总结提高1. Writing PracticeWork on 3aWhat are some special things that your town/ city is famous for? These can be food, artwork or any other products. Discuss them with a partner and take notes.Work on 3b.Write a paragraph about the product. Use your notes in 3a.写作指导：这是一篇科普性说明文，让同学们介绍灯笼的相关情况，语态应为被动语态为主；时态应以一般现在时为主，辅以少量一般过去时态或其他时态的句子。写作时，应理清自己的写作思路，逐条清晰地进行介绍。比如，可以先介绍灯笼的历史、用途及象征意义。然后介绍人们悬挂灯笼的时间。最后，介绍灯笼的制作材料、产地及其类型。注意要恰当运用被动语态，检查被动语态句的数、时态以及句子结构等是否正确。One possible version:Lanterns have been around for about 1800 years. They were first used for lighting in the old days. Today, they are used at festivals and other celebrations. Chinese people love lanterns very much because theyre symbols of good luck and family reunion. From Spring Festival to Lantern Festival, lanterns are hung up everywhere. Lanterns were usually made of bamboo and paper in the old days. Now they are made of many kinds of materials, such as steel, silk, cloth, plastic and so on. They are made all round China. Lanterns are made in the shape of different animals, vegetables, fruits and many other things.2. Self-CheckWork on Self Check 1.1. List some things you use every day. Write down what they are made of/from and whe