（參考）Module7Unit2教學(xué)設(shè)計(jì)張麗姝

1、教學(xué)基本信息課題Module 7 unit2 The camel that I rode had a bad temper.學(xué)科英語(yǔ)學(xué)段：七年級(jí)上冊(cè)年級(jí)初三教材新課標(biāo)（外語(yǔ)教學(xué)與研究出版社）教學(xué)設(shè)計(jì)參與人員姓名單位了解方式設(shè)計(jì)者張麗姝昌平實(shí)驗(yàn)中導(dǎo)者謝香萍昌平實(shí)驗(yàn)中學(xué)其他參與者無無 指導(dǎo)思想與理論依據(jù)中學(xué)英語(yǔ)教學(xué)大綱指出：“中學(xué)英語(yǔ)教學(xué)的目的，是對(duì)中學(xué)生進(jìn)行聽、說、讀、寫的基本訓(xùn)練，培養(yǎng)學(xué)生口頭上、書面上初步運(yùn)用英語(yǔ)的能力，側(cè)重培養(yǎng)閱讀能力?！遍喿x是理解和吸收書面信息的最重要手段。Module 7 Unit 2 是一節(jié)閱讀課，是本模塊教學(xué)上的重點(diǎn)。語(yǔ)篇知識(shí)是培養(yǎng)閱讀素質(zhì)

2、的重要手段，所以我運(yùn)用任務(wù)型教學(xué)的模式，通過“PWP”的教學(xué)流程，每個(gè)環(huán)節(jié)都給學(xué)生設(shè)置任務(wù)，精讀與泛讀應(yīng)相互結(jié)合。教學(xué)背景分析本班學(xué)生屬于B班學(xué)生，英語(yǔ)基礎(chǔ)不是很好，運(yùn)用語(yǔ)言的程度也參差不齊。通過Unit 1 的學(xué)習(xí)之后，大部分學(xué)生都對(duì)澳大利亞有了初步的了解，這也為本節(jié)課講授unit 2做好了鋪墊。在閱讀方面，學(xué)生的閱讀水平都停留在能讀懂大意，找出個(gè)別細(xì)節(jié)，但是大多數(shù)學(xué)生詞匯貧乏并缺乏閱讀技巧，針對(duì)這一情況，我在設(shè)計(jì)略讀和精讀的過程中注重給學(xué)生進(jìn)行閱讀技巧方面的滲透。教材分析本模塊以澳大利亞為話題，以旅游為引線，介紹澳大利亞的飲食，歷史，文化等，使學(xué)生在學(xué)習(xí)語(yǔ)言知識(shí)的同時(shí)，能了解不同國(guó)家，不同

3、文化。Unit 2 是本模塊的第二單元，在第一單元中學(xué)生已經(jīng)通過聽說課對(duì)澳大利亞這個(gè)國(guó)家有了初步的了解，所以在第二單元閱讀課中主要是通過Tony 寫給父母的來信介紹了自己在澳大利亞旅游的經(jīng)歷。學(xué)生通過對(duì)這些經(jīng)歷的了解，掌握澳大利亞的飲食，歷史，文化等。本模塊的語(yǔ)法項(xiàng)目為由that 引導(dǎo)的定語(yǔ)從句，但本單元并不做系統(tǒng)的語(yǔ)法訓(xùn)練，只要求學(xué)生簡(jiǎn)單運(yùn)用簡(jiǎn)單的由that 引導(dǎo)的定語(yǔ)從句。教學(xué)重點(diǎn)、難點(diǎn)教學(xué)重點(diǎn)：Key words: grape, ham, lamb, outback, sheep, spirit, wine, surfing, helicopter, purple, similar, o

4、urs, especially, cricket, rugby, sunshine, full, expression, mate, temper, lifestyle.教學(xué)難點(diǎn)：Key structure: The restrictive attributive clause with that. 教學(xué)目標(biāo)(內(nèi)容框架)語(yǔ)言知識(shí)：Some new words : grape, ham, lamb, outback, sheep, spirit, wine, surfing, helicopter, purple, similar, ours, especially, cricket, rugb

5、y, sunshine, full, expression, mate, temper, lifestyle.語(yǔ)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.語(yǔ)言運(yùn)用：Students can say some simple restrictive attributive clauses with that.文化意識(shí)：To know the cultur

6、e from different countries, and introduce some places of interest in China.情感態(tài)度：When you talk some experiences with others, please friendly to others , dont show off your experiences.教學(xué)流程示意(可選項(xiàng))Pre-reading ScanningWhile-reading SkimmingPast-reading Homework教學(xué)過程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖Pre-readingStep1: Today

7、 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

8、 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.通過圖片的展示，學(xué)習(xí)新單詞，并且同時(shí)做讀前的準(zhǔn)備，為閱讀掃清詞匯障礙。通過讓學(xué)生討論猜測(cè)導(dǎo)入課文。While-readingScanningStep 1:show some sentences to the students, ask the students to read the text as f

9、ast 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.略讀訓(xùn)練學(xué)生通過快速閱讀文章，迅速的捕捉各段重點(diǎn)句，從而得知各段的大意

10、。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

11、 in activity 4.Step 5: call back the answers.Read the text.Check the true sentences.Read the text.Complete the table. 學(xué)生通過對(duì)文章的再次閱讀，學(xué)會(huì)注意文章中的細(xì)節(jié)描寫。學(xué)生通過第三次閱讀文章，學(xué)會(huì)如何從文章中摘錄出重要信息。After-readingStep 1: ask the students to find some restrictive attributive clauses, and try to translate.Step 2: teacher explain

12、 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.通過對(duì)課文中Homework1 copy the new words.2 read the text two times.對(duì)所學(xué)重點(diǎn)知

13、識(shí)進(jìn)行進(jìn)一步的鞏固。板書設(shè)計(jì)Look at the photos that I took on my trip. (先行詞)（引導(dǎo)詞）Who is the girl that talked to you yesterday? (先行詞)（引導(dǎo)詞）學(xué)習(xí)效果評(píng)價(jià)設(shè)計(jì)學(xué)習(xí)效果評(píng)價(jià)A 很好B 較好C 一般D 較差學(xué)生能很好掌握新單詞的讀音，寫法及漢語(yǔ)翻譯。學(xué)生能夠通過閱讀練習(xí)掌握文章每段段落大意。 學(xué)生能夠通過閱讀練習(xí)找出文章中的細(xì)節(jié)描寫。 學(xué)生能夠熟練運(yùn)用由“that”引導(dǎo)的定語(yǔ)從句并會(huì)翻譯。 本教學(xué)設(shè)計(jì)與以往或其他教學(xué)設(shè)計(jì)相比的特點(diǎn)(300-500字?jǐn)?shù))1. 本節(jié)課在教學(xué)模式的設(shè)計(jì)上采用任務(wù)型教學(xué)，每個(gè)閱讀的步驟中都給學(xué)生設(shè)定一定的閱讀任務(wù)，讓學(xué)生帶著任務(wù)去完成閱讀，避免了傳統(tǒng)的單純帶著學(xué)生去讀課文，通過翻譯課文去了解課文大意。第一階段：任務(wù)前（pre-task）通過圖片的展示和新單詞的教授使學(xué)生聯(lián)想本節(jié)課將要學(xué)習(xí)到的內(nèi)容，沒有固定答案，目的是使學(xué)生能夠暢所欲言，達(dá)到提高學(xué)生學(xué)習(xí)興趣的目的。第二階段