牛津译林版七年级下册Unit 4 Finding your wayReading教学设计及反思
展开7B Unit 4 Finding your way
设计题目 | 7B Unit 4 Reading 2 | |||||
教学内容 | Reading II is based on Reading I. It is intensive reading and we need to think deeply. Studens need to master the new words, phrases and key sentence patterns. Students can use their own language to express the main idea of the text and can solve the real problems in life. Key words: everybody, straight, bamboo, remember, dangerous, sound, forest, funny, laugh, giraffe, quite, neck, leaf, north-east, bridge, cross Key phrases: like to eat bamboo, lie down all day long, come here to see them, make beautiful sounds, jump around, make people laugh Key sentences: Go straight on, and you’ll find the panda House. Walk along the road. To the north of the Panda House, you’ll find the lions. Turn left, and to the west of the Lions’ Area, you’ll find the World of Birds. North-east of the giraffes there’s a bridge. Cross the bridge, and you’ll see the elephants.
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教学对象 | Grade seven students | |||||
教学目标 | 1. To use key words, phrases and sentence structures to introduce various animals in the zoo. 2. To know how to find the way by the map and master the basic expressions of different directions. 3. To learn to show directions for others and give the right response to others. 4. To think critically. | |||||
教学过程（可续页） | ||||||
教学步骤 Teaching Procedures | 所 用 时 间 | 教 师 活 动 Teacher’s activities | 学 生 活 动 Students’ activities | 设计说明 Design instruction | ||
Step 1 Lead in
Step 2 Presentation
Step 3 Practice
Step 4 Exercises&Consolidation
Homework
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2 mins
10mins
5mins
15mins
5 mins
8 mins
| Lead in 1. Enjoy a video. 2. Ask students to think what makes a good guide in the forest. （Teacher summarize answers ）
Be a vivid guide—animals L1. Pandas like to eat and lie down all day long. 1. Put a “leaf” with the word “vivid ”on the blackboard. 2. Show a picture of a panda and help students to say something about it.
L2. They jump around and make people laugh. 1. Ask one of the students to act an animal(only the students who acts can read the note), others guess which animal it is. 2. Practice “make as do sth/make sb +adj.” in the examples around us. 3. Show the use of the verb “make” and other phrases.
L3. Remember that they are dangerous. 1. Show two sentences to provoke students to think about the differences of “that” in two sentences.
L4. Birds make beautiful sounds when they sing. Differnent word formation of sound. (noun & verb)
L5. Their ears are like open fans. Present the usage of “be like”, explain them and present some examples T: Do youo like animals? Why? What are their ears like?What are their bodies like? are their legs like?
Be a sober guide—map 1) Read the map 2)Learn the expressions of showing the direction. 3）Explain the language points and useful expressions.
Be a smart and helpful guide—route 1. Talk about the signs 2. Open questions for students to discuss: Do you have any problems? 3. Show your classmates the route(自导自演) 4. Make a summary of giving directions. e.g. Go straight on and you’ll find…; Walk along the road; turn left/right; to the north of …; Cross the bridge, and you’ll see… 4. Encourage the students to put forward their own doubts and help them solve the difficulties.
Be a reflective guide 1. Let students fill in the blanks according to the important phrases they learn in class to check if they know the text well.
Be a critical guide Debate：Who feels happier, the animals in the zoo or in the wild?
Homework： 1.Plan a trip for the weekend(place,time,transportation交通,route,position位置,) 2.Send an email to me.(E-mail address: 2896265515@qq.com)
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| Preview the text they learned in last class and make a better preparation to understand the language points in this class(Design purpose: refresh existing knowledge, create pleasant situation and motivate students to learn.
Using their own classmates as an example to practice language points is easy for students to understand.
Students themselves act and guess. They like their own class and everyone can make a difference.
Effective practice make teaching more practical so as to cultivate students’ ability in solving practical problems and their ability yo learn.
1. Using the twins in their own class to practice “be like” makes students interested and understand the phrases visually. Free talk tells differences of “like”. 2. The map of Italy broadens students’knowledge and cultivate students’ imagination and creativity.
1. Summarize the sentence structure from sentences. 2. Through open questions to practice sentence pattern. (组内讨论，自己发现问题，解决问题，自主学，真正把课堂交给学生) 3.Emotional education 4. 自导自演 环节，教室是舞台（地图），学生自己创设情境，运用本课所学编演短剧。（教师引导解决难题） Help the students to know details. Train students’ organizing ability
To check out if they master the knowledge.
运用所学知识点对本课的相关主题进行辩论，既拓展了思路，又巩固了所学, 培养了学生的批判性思维。
Consolidate
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Blackboard design: Unit 4 Finding your way Reading II What makes a good guide in the forest?
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Reflection after teaching. The question “what makes a good guide in the forest?” thoughout the class makes it easier for students to remember what they learned today. The Blackboard design “a flower” also helps students remember what they’ve learned in class visually. In this class I tried to encourage students to show themselves, and their confidence let me know that class belongs to every student, and different students can make different classes. I let students be the master of the class, so they are very interesting and excited. Besides, they are willing to say out their own ideas. Input first and output next. Students can learn from cooperation, questioning and independently. In groups, they find questions and solve the problems by themselves. First, language points are relatively boring to learn, especially for middle school students, so I designed several open activities including short scene plays designed by themselves. In this way can we promote students’ motivation. Second, in this part, there’re many abtract language points, so students feel difficult to understand. For this, I designed lots of stratified questions as well as tasks in groups that are from easy to difficult. Teaching from easy to difficult, step by step is through all the activities. Besides, when students have some trouble in finishing the tasks, I adopt strategies to lower the difficulty. That allows every student has something to say and every student can actively participate in class and everyone can share the joys of success. We built an atmosphere of mutual trust. I put the language points into interesting tasks and each tasks is a task-oriented activity, which is full of fun, and designed for the psychology of middle school students. Therefore, students can learn by using, playing and experiencing. However, when it comes to the debate, students did not prepare well enough and the atmosphere is not so heated. Here I should provide them with more time and help. During teaching the language points, I should give more examples and provide more test exercises for them to practice. |
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