牛津译林版七年级下册Reading教案设计

这是一份牛津译林版七年级下册Reading教案设计，共3页。
Teaching design
The analysis f teaching material:
The tpic f this unit is abut amazing things in the wrld, and in this perid students will learn a stry "the ghst in the park" , this is quite an interesting tpic t the students. but the article is a little difficult, because it’s the first time fr students t learn the simple past tense. And there are many new wrds in this perid.
The analysis f learning cnditin:
The Grade seven students are very active and they are curius abut amazing things.
S they will be very interested in this stry. But there are t many past frms f verbs in this perid, in rder t help them understand the stry easily, the teacher had better teach the past frms f the verbs befre reading.
I. Learning bjectives:
A. Knwledge bjectives:
After this class, students will be able t
1.grasp the past frm f the verbs.
2.understand the new wrds and phrases: as usual, be afraid, turn arund, happen , say t neself, be surprised……
B. Ability bjectives:
After this class, students will be able t
1.use the target language t retell the stry.
2.use new phrases crrectly.
C. Emtin bjectives:
Help students t be aware f gd persnalities can help us cme ver the difficulties mre easily.
II. Teaching fcus:
Help the students talk abut the stry using target language.
Help the students grasp the language pints .
III. Teaching difficulty:
1. Inspire students t finish the exercise in class.
IV. Teaching methd:
Audi-Visual teaching methd, Task-based teaching methd, the cmmunicative apprach, grup wrk.
V. Teaching aids
Multi-media cmputer, blackbard
VI. Teaching prcedure:
Blackbard design

Teaching reflectin:
本课时为Reading的第二课时，主要是巩固学生对阅读材料的理解，以及向学生讲解重要的语言点。为了避免讲解语言点过于枯燥，我主要采用了复述故事的方式带出语言点，然后采用不同的活动方式让学生对语言点进行操练，效果还是比较满意的。
整个课堂活动都做得比较实际有效，学生参与得热情很高，参与面也比较广。不过最后一个活动（让他们说出自己的故事），还是没有达到我预期的目标，分析了一下主要原因有三个。首先初一的学生语言基础并不是非常扎实；其次教师在活动前的指示语言可以更明确一点；最后降低一点活动的难度，教师可以提供一些故事素材，图片等辅助学生说故事。Teaching prcedure
Teacher’s Activities
Students’ Activities
Intentin
Step 1
Review
Shw the key verbs in this perid , ask students t say ut the past frm f them.
Speak ut the past frms f the verbs.
1)Pave the way fr students t retell the stry.
Step 2
Analyze the structure f the
stry
Step 3
Retell Part ne
Step4 Language pints f Part ne
1) Analyze the structure f the stry fr the students.
Answer the teacher’s questins.
1) T help the students understand the stry as a whle.
Ask the students t retell the first part f the stry.
1) Retell the first part f the stry.
1) T help the students understand the stry better.
1)As usual
Ask the students t fill in the blanks .
2)Turn arund
D actins and ask the students t guess the meanings f the phrases.
3)Be afraid
Ask the students t d a pairwrk.
1)Fill in the blanks .
2)Lk at the teacher ‘s actins carefully and guess the meaning.
3)D the pairwrk.
Cnslidate the usage f the key phrases.
Step 5
Retell Part tw
1)Ask the students t retell the secnd part f the stry.
1) Retell the secnd part f the stry.
1) T help the students understand the stry better.
Step 6 Language pints f Part tw
Happen
Ask the students t translate the sentence.
Say t neself
Ask the students t fill in the blanks.
Translate the sentence.
Fill in the blanks.
Cnslidate the usage f the key phrases.
Step 7 Language pints f part three
Surprised
Ask the students t translate the sentence.
1) Translate the sentence.
Cnslidate the usage f the key phrases.
Step 8 Grup wrk
1)Ask the students t think abut what gd persnalities Andy has.
Discuss with their grup members abut Andy’s gd persnalities.
Help the students be aware f gd persnalities can help them cme ver the difficulties mre easily.
Step 9 Tell them a stry
Tell them a stry.
Listen t the stry.
Take the stry as an example t help the students t write their wn stry after class.
Step10 Hmewrk
Assign the hmewrk.
Take dwn the hmewrk.
Cnslidate what they’ve learnt in this class.