Unit6I'mwatchingTV教学设计和教学反思

新目标英语七年级下册Unit 6 Im watching TV. （Section B 2a - 2c）教学设计和教学反思教学目标：知识与技能目标： 1. 能正确使用阅读篇章中出现的重点词汇和常用表达。 2. 能准确使用现在进行时谈论人们正在做的事情。 3. 能根据语境使用一般现在时与现在进行时表述现在。 4. 能运用阅读技巧及多项语言实践活动深入理解文章。 过程与方法目标： 1. 学会边听边做笔记，捕捉关键信息。 2. 能通过参与课堂、完成对话和小组活动等方式完成主动合作和探究式学习。 情感态度价值观目标： 1. 了解中西方文化的不同以及各国之间存在的时差现象。 2. 了解端午节，学会尊重并热爱中国的传统文化。教学重点：1. 掌握阅读文章中出现的重点词汇和常用表达。 2. 准确使用现在进行时谈论人们正在做的事情。 3. 多角度设计活动深入理解文章。教学难点：1. 能根据语境使用一般现在时与现在进行时表述现在。 2. 灵活运用所学语言解读文章并表达个人观点。教学方法：创设情境法、口语交际法教学过程：Step 1 Lead in T: First lets do something to relax ourselves. Imagine: You are free today. You can go to any place, for example, the zoo, the park, the cinema, etc. You can do anything you like, for example, play games, see a film, play sports, and so on. Now, tell me: Where are you? And what are you doing? The students make sentences with the Present Progressive Tense. 设计意图：通过学生想象，创设情境。用现在进行时造句复习本单元重点句型，并为后续语言学习做好铺垫。Step 2 Learn about the time in different placesT: Where am I? What am I doing? Can you guess?The students have different guesses.T: Im having dinner at home. Its very special, right? Yes, but Im in the USA now. Its half past eight in the morning in China, but its half past eight in the evening in America. Its time for dinner.Its half past eight in the morning. Its half past eight in the evening. Look at the clocks and ask your partner about the time in different places.T: What time is it in Beijing?S: Its eight oclock in the morning.T: What time is it in Tokyo?S: 设计意图：通过学生猜测游戏，自然导入新课，既激发了学生兴趣，创设良好的课堂氛围，又使课堂教学的推进和谐自然。根据图片进行对话练习，采用直观的方式让学生了解各国之间存在的时差现象，比较容易被学生接受。Step 3 Learn the new words and expressions(1) Look at the pictures.(ppt.) Learn some new words by asking and answering questions about the pictures. (2) Learn some new words by asking and answering questions about the TV report.设计意图：运用谈论图片、讨论问题和解释难句等师生对话方式引入生词、解释生词、学习生词，并且将词汇学习贯穿于整堂课的教学过程中。始终坚持词汇学习源于需要，源于情境。一方面通过将词汇分解学习降低了学习难度，一方面通过将词汇放入情境提升学习效果。以本环节最后一步引出Dragon Boat Festival和本文主人公ZhuHui。Step 4 Learn the TV report 1. Listen to the TV report and learn to read it well.设计意图：引导学生集中注意力倾听并自觉校正单词发音，保证阅读准确。2. Task1: Read the TV report and talk about what the main idea is.设计意图：通过阅读文章让学生对文章的大意和中心思想有一定了解，为全面深入理解文章做好预热。3. Task2: Find out what each paragraph talk about.Tips(小窍门): Skimming(快速浏览、略读):you should look the writing quickly without sound or without reading every word. Paragraph 1 A. Zhu Huis host family in the USA.Paragraph 2 B. Zhu Huis family in China.设计意图:布置任务要求，渗透skimming阅读思想，快速阅读后完成任务，了解skimming，练习使用此种阅读方法，提高学生的阅读能力。4.Task 3:Answer the questions.Tips(小窍门):Scanning(扫读、查阅): you should move your eyes quickly down the page to find the specific(具体的) information（信息）. 1.Where is Zhu Hui from and where is he now?2. Why are Zhu Huis family watching boat races and making zongzi?3.Whats the time in New York? 4.Is there a Dragon Boat Festive in the US?5. Does Zhu Hui like his host family? What does he think about his home in China?设计意图:布置任务要求，渗透scanning阅读思想，找读后完成任务；了解skimming，练习使用此种阅读方法，分析课文的同时提高学生的阅读能力。5.Task4:Read again the article then fill in the blanks.（which kind of skill can we use? Scanning.）设计意图：再次使用scanning来解决文章中的具体信息，对文章深入分析，同时复习现在进行时。6.Task5：Match the verbs in column A with the words in column B. A Bliving foodreading in the USmaking a racetalking with a familystudying on the phonewatching a story设计意图：通过连接短语和找出含有现在进行时态的句子，巩固本单元所学语法内容，为后续学生自主表达扫除障碍。7.Task6：Group workCan you talk about the TV report according to the mind map?（1）Introduce Zhu Hui.（2）Introduce Zhu Huis family in China.（3）Introduce Zhu Huis host family in the USA. 设计意图：通过重新组织整理语言，培养学生整合信息和完整表达的能力。学生可在教材内容的基础上有适当发挥，有利于学生开拓思维，提升表达能力。8.Task7：Explain difficult sentences and show ideas.1. so its like any other night for Zhu Hui and his host family.2. but theres still “ no place like home”.3. East or west, home is the best. 设计意图：教师引导学生关注重点句子，在老师的帮助下，学生实现对难句的理解。教师通过提问，引起学生对文化和主题的关注，实现对学生的情感态度价值观教育，达成教学目标。Step5.Homework:1. Oral homework Introduce Zhu Hui and his families.2. Written homework Finish a piece of exercise paper. 设计意图：作业设计既关注基础知识的落实，也关注学生的口语表达和对文章整体内容的把握。通过作业达成全面巩固课堂教学成果的目的。板书设计：Unit 6 Im watching TV.Section B (2a- 2c)Zhu Huia student from ShenzhenStudyding in the United StatesDragon Boat FestivalHis host family in USAWathching a soccer game on TVReading a story to her young children.His family in Chinamaking zongziwatching the boat races on TV教学反思：备课设计源于对教材和学情比较准确的分析和定位，教学过程清新流畅，由浅入深，教学环节层层递进，过渡自然，衔接紧密。本课设计也特别关注了学生思维的发展和学法的指导，引导学生进行有联系的学习，进而学会将事务放在环境中去思考，分析和解决。本节课也有不足之处：第一，课堂节奏略快，导致部分同学没有足够的时间呈现精彩的表达尤其是在最后复述课文部分。第二，教师指令中的部分生僻新词，适当做中文翻译，学生理解效果会更好。第三，一节课中同时渗透两种新的阅读方法，对于学生来说接受起来比较困难。第四，词汇教学部分，由于阅读课时间紧张，所以提前处理，如本节课能有部分时间进行词汇教学会更完整（置于阅读教学之后列出英汉清单）第五，板书中思维导图设计，可以更加细致，易于学生复述。第六，教师口语稍慢，适当放快语速对学生提高听力也会有很大的帮助。 教学反思： 备课设计源于对教材和学情比较准确的分析和定位，教学过程清新流畅，由浅入深，教学环节层层递进，过渡自然，衔接紧密。词汇教学突破以往常规，源于需要和情境，体现学习过程的一贯性原则，符合学生的认知规律。本课设计也特别关注了学生思维的发展和学法的指导，引导学生进行有联系的学习，进而学会将事务放在环境中去思考，分析和解决。本节课也有不足之处，那就是课堂节奏略快，导致部分同学没有足够的时间呈现精彩的表达。