资源简介

Unit 6 I'm watching TV
第四课时Section B (2a-3b)
教学目标
通过本课的学习,学生能够:
1.掌握理解race、study、American、any、other、young、child、miss、wish、delicious、still、the United States、any other等单词和短语;掌握Dragon Boat Festival、host family等短语的意义。(获取信息)
2.学生能够运用现在进行时写信或者报道文章。(梳理整合)
3.通过阅读文章了解时差和中西方文化差异,提升学生的逻辑思维能力和分析问题的能力。(内化应用)
4.了解有关端午节吃粽子、赛龙舟等风俗习惯,培养家国情怀,提升对中华传统文化的热爱和民族自豪感。(迁移创新)
语篇研读
What:本课时的2a是课前活动,要求学生说出四个不同地方的不同时间,从而懂得不同地方存在时差, 2b通过电视报道的文章阅读,将本单元的现在进行时表达和关于传统节日端午节的习俗呈现出来。3a是写作部分,为写作输出做准备。
Why:通过介绍中国传统节日——端午节,让学生领略到中西不同文化的习俗,提升学生对中华传统文化的热爱和民族自豪感。
How:介绍了中国留学生朱辉的故事,展现了他在中国的家和国外寄宿家庭的生活场面。
教学过程
设计理念:以《英语课程标准》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《英语课程标准》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标 学生活动 效果评价
Lead-in Presenting a VCR to review the present progressive tense(视频导入) Activity 1: Look and say 跨学科教学,关于时差的知识 Watch the video and answer question. What are the people doing Look at the clocks and ask your partner about the time in different places. A: Why is the time different in different places B: Because there are 24 time zones. A: What time is it now B: It’s eight o’clock in the morning in Beijing. But do you know what time it is in New York now A: … 视频导入,引发学生学习兴趣,复习现在进行时。通过展示不同时间,让学生知道时差的存在 观察学生的课堂表现,必要时给予帮助
设计意图 通过观看视频复习现在进行时,复述一些常用动词短语为后续学习打基础。展示图片,让学生认识在不同的时区存在不同的时间,导入2b课文
Activity 2: Pre-reading 让学生思考端午节的由来 1.Discussing What do you know about the Dragon Boat Festival When What Who Why 2.Watching a video Watch a video about the Dragon Boat Festival, and try to get more information. 教师观察学生能否顺利回答出这些问题,判断学生对端午节的认知程度
设计意图 通过播放动画视频,让学生在原有知识的基础上了解更多关于端午节的知识,拓展学生的视野,并让学生快速融入课堂【学习理解】
续表
教学目标 学生活动 效果评价
Activity 3: While-reading 通过快读,找出文章主旨大意 通过精读,回答出更多细节的答案 Skimming reading. Read the TV report quickly, and match the main ideas with the paragraphs. 2. Scanning reading. (1)Read Paragraph 1 and answer the questions: Who is Zhu Hui Where is he now What are his family doing now Why are Zhu Hui’s family watching boat races and making zongzi (2)Read Paragraph 2 and answer the questions: Is Zhu Hui also watching boat races and eating zongzi What’s the time at the moment in New York What are his host family doing now What’s he doing now 教师观察学生能否带着问题阅读,以检测对文章的理解程度
设计意图 了解文章主旨大意;运用skimming和scanning阅读技巧回答问题,提高他们的英语阅读能力以及解决问题的能力【学习理解】
Activity 4: Post-reading 根据图片及关键词复述文章内容 Retell the story by students’ asking and answering questions: Does Zhu Hui like his host family What does he think about his home in China 观察学生能否正确复述文章以及能否以第三人称来描述他人正在做的事情
续表
教学目标 学生活动 效果评价
设计意图 通过复述,整体把握文章思路,深刻理解主题,并使学生能够整体使用语言素材。同时,对学生当堂课所学的内容进行过程性评价,实现“教—学—评”一体化的学习效果【应用实践】
Activity 5: Writing 学生借助地图及问题提示,理清写作思路,通过写作练习目标语言 Pre-writing Work on 2c. Match the verbs in column A with the words in column B. Work on plete Jim’s letter. While-writing Teacher helps students to organize the writing structures and know what to write in each part. Post-writing 1. Teacher shows a possible version to students and asks them to check out. 2. Self-check and peer-check. 教师观察学生写作完成情况,并给予指导
板书设计
作业设计
基础型作业:Make sentences with the words in 2a.
实践型作业:Write a short passage about different culture.
拓展型作业:Introduce the traditional and customs of other festivals.
教学反思

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