Module7Unit2教学设计张丽姝.doc

教学基本信息课题Module 7 unit2 The camel that I rode had a bad temper.学科英语学段：七年级上册年级初三教材新课标（外语教学与研究出版社）教学设计参与人员姓名单位联系方式设计者张丽姝昌平实验中学15210357028指导者谢香萍昌平实验中学其他参与者无无 指导思想与理论依据中学英语教学大纲指出：“中学英语教学的目的，是对中学生进行听、说、读、写的基本训练，培养学生口头上、书面上初步运用英语的能力，侧重培养阅读能力。”阅读是理解和吸收书面信息的最重要手段。Module 7 Unit 2 是一节阅读课，是本模块教学上的重点。语篇知识是培养阅读素质的重要手段，所以我运用任务型教学的模式，通过“PWP”的教学流程，每个环节都给学生设置任务，精读与泛读应相互结合。教学背景分析本班学生属于B班学生，英语基础不是很好，运用语言的程度也参差不齐。通过Unit 1 的学习之后，大部分学生都对澳大利亚有了初步的了解，这也为本节课讲授unit 2做好了铺垫。在阅读方面，学生的阅读水平都停留在能读懂大意，找出个别细节，但是大多数学生词汇贫乏并缺乏阅读技巧，针对这一情况，我在设计略读和精读的过程中注重给学生进行阅读技巧方面的渗透。教材分析本模块以澳大利亚为话题，以旅游为引线，介绍澳大利亚的饮食，历史，文化等，使学生在学习语言知识的同时，能了解不同国家，不同文化。Unit 2 是本模块的第二单元，在第一单元中学生已经通过听说课对澳大利亚这个国家有了初步的了解，所以在第二单元阅读课中主要是通过Tony 写给父母的来信介绍了自己在澳大利亚旅游的经历。学生通过对这些经历的了解，掌握澳大利亚的饮食，历史，文化等。本模块的语法项目为由that 引导的定语从句，但本单元并不做系统的语法训练，只要求学生简单运用简单的由that 引导的定语从句。教学重点、难点教学重点：Key words: grape, ham, lamb, outback, sheep, spirit, wine, surfing, helicopter, purple, similar, ours, especially, cricket, rugby, sunshine, full, expression, mate, temper, lifestyle.教学难点：Key structure: The restrictive attributive clause with that. 教学目标(内容框架)语言知识：Some new words : grape, ham, lamb, outback, sheep, spirit, wine, surfing, helicopter, purple, similar, ours, especially, cricket, rugby, sunshine, full, expression, mate, temper, lifestyle.语言技能: 1. To have a general idea of what the reading passage mainly talks about.2. To train reading strategies including taking notes and scanning.语言运用：Students can say some simple restrictive attributive clauses with that.文化意识：To know the culture from different countries, and introduce some places of interest in China.情感态度：When you talk some experiences with others, please friendly to others , dont show off your experiences.教学流程示意(可选项)Pre-reading ScanningWhile-reading SkimmingPast-reading Homework教学过程教学环节教师活动学生活动设计意图Pre-readingStep1: Today we are going to read a letter that Tony wrote to his parents when he was traveling in Australia. Now with these pictures to help you, guess what he wrote in the letter.Step 2: show some pictures to the students and ask them to read the new words. Step 3: ask the students to guess what Tony wrote in his letter, and ask one or two students to say their ideas.Look at the pictures and learn the new words.Guess and share their ideas to other class.通过图片的展示，学习新单词，并且同时做读前的准备，为阅读扫清词汇障碍。通过让学生讨论猜测导入课文。While-readingScanningStep 1:show some sentences to the students, ask the students to read the text as fast as possible, then match the sentences with paragraphs.Step 2: call back the answers to the students.Step 3: Ask the students to notice the first sentence of paragraph.Read the text and find the main idea of every paragraph.Check answers.To learn reading skills.略读训练学生通过快速阅读文章，迅速的捕捉各段重点句，从而得知各段的大意。SkimmingStep 1: ask the students to read the text again, and do the activity 5, ask them to check the true sentences.Step 2: call back the answers to the class, and ask them to correct the false sentences.Step 4: ask the students to read the text again, then work in pairs and then fill in the table in activity 4.Step 5: call back the answers.Read the text.Check the true sentences.Read the text.Complete the table. 学生通过对文章的再次阅读，学会注意文章中的细节描写。学生通过第三次阅读文章，学会如何从文章中摘录出重要信息。After-readingStep 1: ask the students to find some restrictive attributive clauses, and try to translate.Step 2: teacher explain to the students how to use restrictive attributive clauses.Step 3: ask the students to try to retell the text by using the restrictive attributive clauses.Find some restrictive attributive clauses in the text.Try to retell the text.通过对课文中Homework1 copy the new words.2 read the text two times.对所学重点知识进行进一步的巩固。板书设计Look at the photos that I took on my trip. (先行词)（引导词）Who is the girl that talked to you yesterday? (先行词)（引导词）学习效果评价设计学习效果评价A 很好B 较好C 一般D 较差学生能很好掌握新单词的读音，写法及汉语翻译。学生能够通过阅读练习掌握文章每段段落大意。 学生能够通过阅读练习找出文章中的细节描写。 学生能够熟练运用由“that”引导的定语从句并会翻译。 本教学设计与以往或其他教学设计相比的特点(300-500字数)1. 本节课在教学模式的设计上采用任务型教学，每个阅读的步骤中都给学生设定一定的阅读任务，让学生带着任务去完成阅读，避免了传统的单纯带着学生去读课文，通过翻译课文去了解课文大意。第一阶段：任务前（pre-task）通过图片的展示和新单词的教授使学生联想本节课将要学习到的内容，没有固定答案，目的是使学生能够畅所欲言，达到提高学生学习兴趣的目的。第二阶段：任务中（During-task）通过略读和详读使学生能够找出文章主旨大意，并能够发现文章中的细节描写。第三阶段：任务后（past-task）通过对任务的检查与处理，进一步巩固阅读技巧。2利用学习效果评价设计表，稍作改动，变成学生自我学习效果评价设计。不仅能让学生自己对本 节课所学习的知识进行自我评价，也有利于教师掌握学生学习的程度。