新目标人教版七年级下册英语《Unit6 Im watching TV. 》Section B(2a-2c)教学设计

教学设计年级 Grade7 单元 Unit6 课题 I’mwatchingTV.SectionB〔2a-2c〕执教教师TeachingMaterials&StudentsTeachingObjectives

授课时间ThereadingmaterialisderivedfromUnit6,textbooksforGrade7students,publishedbyPeople’sEducationPress.Thetitleis“DragonBoatFestival”.somethingaboutthefestivalbuttheymaynotknowthebackgroundofthefestival.Languageknowledge:Masterwordsandexpressionsrelatingtothistopic(pronunciation,spelling,usage)Talkabouttheirmemories(comprehensiveoutput)Languageskills:AcquirethestrategyofgettinginformationfromthepreviousinformationGraspthelogicandthemainideaofthepassage(divisionofthepassage)Affectiveobjectives:HavetheawarenessoftreasuringmemoriesandestablishgoodattitudestowardsthepastKey points1.Guesswhatatextisaboutbyusingthepreviousknowledge.anddifficulties2.Writtenandoralproductionoflanguagerelatingtothistopic.Teaching SituationalApproach;Task-basedLanguagemethodsTeachingmaterial

Teaching.Taperecord 2.Colorfulchalks 3.PPTTeachingprocedureStep1Warming-up(Beforeclass)PlayavideoChinesetraditionalfestivals培育学生们的爱国情怀。同时也为本节课讲端午节做铺垫。Playagame“Me,too.”Fromthegame,askallthestudentstopayAtthesametime,introduceChinesetraditionalfestivalstostudents.学生进展爱国主义教育。Step2Lead-inafreetalk.“Whichonedoyoulikebest()?Whatdopeopleusuallydointhefestival?”1:“WeareallChinese.Weshouldloveourtraditionalfestivals.”设计意图：通过和学生之间进展freetalk，争论你最宠爱的中国节日，完本钱节课第一个情感目标：“我们都是中国人，我们应当爱我们的传统节日”。Step3Pre-readingPart1Newwords.Usethenewwordstomakeupashortstory.Usethestorytoteachstudentsnewwords.Showstudentsavideo“Hostfamily”.设计意图：通过把本节课所需单词变成一个小故事，用故事教会学生单词。family”小视频，让学生了解何为寄宿家庭。拓展学生们的视野。Part2Fastreading.Readitquicklyanswerthequestion.Thispassageismainlyabout .A．HowtomakeZongzi B.ZhuHui’story C.HostFamily设计意图：带着学生读标题、看图片、速读文章、特别是每段的第一句话，引参与阅读。Step4While-readingPart1Readpara.1andanswerthequestions1.Whereishefrom?WhereisZhuHuinow?Whatishedoing?WhoisZhuHuilivingwith?Part2ReadPara1againandanswerthequestions.1.WhatfestivalisittodayinChina?2.Playavideo“DragonBoatFestival”.WhattimeisitnowinChina?WhatareZhuHui’sfamilydoingathome?Part3ReadPara2andanswerthequestionsIsZhuHuialsowatchingtheracesandeatingzongzi?Why?WhattimeisitnowinNewYork?WhatareZhuHui’shostfamilyandZhuHuidoingathome?feeling“Thereisnoplacelikehome”?FinishEmotionaleducation3“Weshouldloveourfamily.”设计意图：分段阅读缩短了文章的长度，便于学生准时找到段中具体信息，同时对文本也是深一步的理解。教师用问答形式检查阅读效果。Step5Post-readingPart1Retell Retellthewholepassageaccordingtothemind-map.ZhuHuistudent

Shenzhen NewYork livewithDragonBoatFestival noDragonBoatFestival9:00a.m. 9:00p.m.Activitiesathome Activitiesathomemom

dad mother ZhuHui fatherfeeling熬炼学生的思维力量，而且稳固他们的英语表达力量。Part2challengeareZhuHui,let’smakeupatelephoneconversationbetweenZhuHuiandhiscousin.另一方面熬炼学生们对文章信息的处理力量。Step6WritingRewritethepassageZhuHui:Hello,thisisZhuHuispeaking.Cousin：Hello,thisisZhuMingspeaking.ZhuHui:Cousin:文章已有肯定的思路。Step7homework1.WritedownthetelephoneconversationbetweenZhuHuiandhiscousin .Readthisarticleafterthetape.Rewritethisarticleaccordingtothequestionsandmind-map.Readthisarticleafterthetape.Rewritethisartic