Unit 10 Where did you go on vacation?(新目標版七年級英語下冊教案教學設計)
Period 2
Teaching aims and demands
Knowledge: simple past tense and the past form of verbs
Yes no questions and short answers
Adj. of likes and dislikes
Where did you go on vacation?
Moral education: communication with others freely.
Ability: Talk about things happened in the past and evaluate
Key points:
Where did you go on vacation?
Did you go to Central Park?
How was / were…?
Difficult points
Where did you go on vacation? I went to summer camp.
Did you go to Central park? Yes, I did. / No, I didn’t.
How was the weather there? It was hot and humid.
How was the food there? It was awful.
How were the beaches? They were fantastic.
Teaching methods: Task based
Step 1
Lead-in: A video on vacation tour.
Give a brief introduction before watching: it’s a teacher’s tour to Australia; try to find the activities she did.
Ask Ss to talk about what the teacher did in Australia.
Step 2
Describe how students spend their vacation by pictures on P69 3b, imagination is allowed. And the following must be included:
Where did they go?
What did they do?
How was the vacation?
How was the weather like there?
Sample report:
Mary went a bus trip in Beijing. She went past mountains and lakes. It was sunny and warm. She was enjoying her trip. It was a relaxing…
Step 3
Read the diaries on P71 3a and try to find out:
How was the weather?
What did he do in these days?
Was he happy? Why?
Then discuss in groups:
Did you do these activities? When did you do them?
How were you feeling when you did them?
Step 4
Task: Harry Potter’s Story
Imagine that you are Harry Potter, write about your greatest day.
Step 5
Show a short plot of the movie “Harry Potter”, and lead students to describe as:
Today, I received a letter from Magic School. But my uncle didn’t allow me to read it. My cousin even laughed at me. I felt very upset…
Step 6
Group work: read your diary to group mates and select the activities you all like to make a greatest day of Harry Potter.
Step 7
Report: Harry Potter’s story
One day, Harry Potter received a letter from Magic School…
Step 8
Homework:
Choose your favorite fairy story and write it with your own words. Exchange your story with classmates.
教學點評及反思:
一.環節設計思路:
本課以讀寫爲主線,最後的中心任務也落實在寫。
首先以聽和看引入,主要目的在於:一、回顧第一課時的主要內容,複習過去時;二、營造較輕鬆的語言環境,緩解部分學生對於讀寫的畏懼心理。接下來,從看圖說話引入讀寫,給學生鋪墊知識的過程。讀寫並不脫離聽說,因爲語言是交流的工具,因此,在讀的過程中適當穿插說,既練習口頭表達,又鞏固了讀的成效。最後,本課的中心任務選自於學生目前很感興趣的哈里波特,即是任務,又象遊戲,最後的展示是以日記的形式,這一點是根據課文練習來設計的。課下任務承接課堂任務,讓學生自由查找神話故事,講給同學聽,是鞏固過去時的練習。
二.課後反思:
學生是活動的主體,課堂上大部分的時間交給學生,教師的引導是關鍵。如何一層層的匯入,由易至難的階梯狀任務何時引入,如何引入都是關鍵所在。同時要注意的是,學生活動之前的範例一定要明確清晰,要每個孩子都知道做什麼和怎麼做,活動纔會順利的開展,學生才能在活動中有所得。
在課堂設計上體現了任型教學的主導思想,以任務貫穿教師教學和學生活動的各個環節。學生活動的目的明確,每個步驟教師都給出了活動所需的語言知識內容,學生亦能準確的使用目標語言,在活動中學習掌握知識。
教案點評:
本課以讀寫爲主線,最後的中心任務也落實在寫。首先以聽和看引入,接着從看圖說話引入讀寫,在讀的過程中適當穿插說,既練習口頭表達,又鞏固了讀的成效。最後,本課的中心任務選自於學生目前很感興趣的哈里波特,即是任務,又象遊戲,最後的展示是以日記的形式,課後活動讓學生查找並講述神話故事,鞏固過去時的練習。
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