探究式教学【教学设计】Unit 6 Section B（人教）.docx

Unit 6 Im watching TV.Section B 绵阳南山中学双语学校 邱靖恩教学模式介绍探究式教学模式是指在教学过程中，要求学生在教师指导下，通过以“自主、探究、合作”为特征的学习方式对当前教学内容中的主要知识点进行自主学习、深入探究并进行小组合作交流，从而较好地达到课程标准中关于认知目标与情感目标要求的一种教学模式。其中认知目标涉及与学科相关知识、概念、原理与能力的掌握；情感目标则涉及思想感情与道德品质的培养。探究式课堂教学模式的教学环节：创设情境启发思考自主（或小组）探究协作交流总结提高设计思路说明【创设情境】 通过图片复习上节课的内容巩固单词短语与句型，主要练习What are they doing句型。然后引出本节课重点句型Where is she cleaning，让学生运用学过的单词练习相关对话。【启发思考】拓展Section B 的新单词：pool, supermarket, library，并让学生通过学习新单词运用到Sb is doing sth in somewhere的句型中。【自主或小组探究】通过课本任务1a-1d对所学新知识进行巩固训练，主要锻炼学生的听力能力。然后让学生针对表格内容进行1e的对话练习，锻炼学生口语表达能力。然后让学生通过完成课本任务2a-2c，围绕着2b的电视报道，锻炼学生的阅读能力。【协作交流】让学生协作完成3a和3b的课本任务，特别是3b让学生带自己的家庭照片，并和同学说互相交流照片上的人物和内容，既能锻炼学生的口头表达能力，又能锻炼学生的团队协作能力。【总结提高】通过语法点讲解，练习具有针对性的题以达到巩固作用。扩大学生的词汇量，培养学生的阅读能力，提高学生的阅读水平与技巧，同时进一步的巩固现在进行时态的用法和结构。再通过阅读和写作相结合，让学生将现在进行时态灵活运用于口语与写作中，提高学生的综合运用能力。教材分析主要围绕“What are you doing?”这一主题展开各种教学活动，并以这一主题引出现在进行时的一般疑问句，否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。教学目标【知识与能力目标】1. 能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。2. 能掌握现在进行时态及一些表示具体动作的词组搭配，如：watch TV, read books, play soccer, talk with/ to , be boring, go to the movies, want to do sth.等。3. 能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。【过程与方法目标】直观教学法、情景教学【情感态度价值观目标】通过对本单元的任务性活动，我的目的是能培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。了解西方人是如何表达或描述正在进行的动作。教学重难点基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和现在进行时的用法。教学难点为现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。课前准备多媒体设备、电脑教学过程1、 创设情境1. Review what we have learned yesterday.教师出示几张图片,要求学生就图片中的内容进行问答. What is he/ she doing ? He/She is talking on the phone/ reading a book.然后要求学生就图片中的内容,用完整的句子进行介绍(目的是培养学生观察能力及用英语表达的能力)。2. 引出本节课的重点句型 (对地点进行提问，主要是已学过的地点）：A: Whats she doing?B: Shes cleaning.A: Where is she cleaning?C: Shes cleaning in the house.2、 启发思考 Do you know these places?T: Here, Id like to share you some pictures, please pay attention to the words Places and complete the chart in 1a. Eg: Pool, supermarket, library通过展示图片让学生熟悉新单词，并且通过学过的句型进行操练。3、 自主或小组探究1. Work on 1a Look at the pictures. Complete the chart.2. Work on 1b T: Now pay attention to the conversation in the speech bubbles and read it aloud. Then make question and answers like that using the pairs of words on the list on the chart in 1a you just made.Model: -Is the man swimming in a river? -No, he isnt. He is swimming in a pool.3. Work on 1c T: Look at the chart about Alice, Mike and Lisa. Where are these kids? What are they doing? Well listen to three conversations about them. Listen carefully and write the places you hear on the recording on the chart.4. Work on 1d T: Please listen to the recording again. This time write an activity for each person on the chart.4、 协作交流1. Work on 1e T: Use the information in the chart to make a conversation.(让学生根据表格内容，两人一组进行对话练习完成1e任务，然后，可让几组学生表演对话）2. Work on 2a T: Look at the clocks and ask your partner about the time in different places.We know different places have different time. Look at the clocks and ask your partner about the time in different places.Model: A: What time is it in Beijing?B: Its eight oclock in the morning.3. Work on 2b T: Read the TV report and answer the questions below.Zhu Hui is a student from Shenzhen. He is studying in the United States. It is the Dragon Boat Festival now. His family are at home. They are doing different things. And what are his host family doing now? Read the TV report and answer the questions below.4. Work on 2c Match the verbs in column A with the words in column B. Then use the phrases to write sentences according to the TV report.5. Work on 3a Complete Jeffs letter.T: Read the passage. It is a letter from Jim to his pen pal Bob. It is about life of Jim and his families. What are they doing? Whats he or she doing?6. Work on 3b Bring in some photos of your own (or draw some pictures of you and your family or friends) and write about them.T: Please take out some photos of your family. Can you describe the photos and tell us what your family are doing in the picture?5、 总结提高1. Language pointsrace, any other, host family, miss, wish, no place like home(对阅读材料中的重点词组和句子进行讲解，然后让学生大声朗读阅读材料）2. Self Check1) Add more words in the chart. Then write at least