七上Unit6单元教学设计.doc

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1、Unit 6 Beyond Time and Space (I) 广州市第二中学一、教材分析本单元围绕着谈论“未来”来展开听、说、读、写的训练。通过带有科幻色彩的课文，渗透科学知识，拓展学生的对未来科技发展的思维。语法方面主要学习一般现在时的用法。本单元具体学习内容见“认知目标”。二、教学对象分析1. 学生对“未来”这个话题会比较感兴趣，有利于开展本单元的的各项听、说、读、写任务。2. 学生对于一般现在时的用法其实并不陌生，在小学已有接触，只是还没有进行专项的归纳性的学习。在本单元，教师可系统地帮助学生温故而知新，引导学生在一定的语境中熟练运用这个事态，并注意在实际语境中的运用。三、单元教学目

2、标1.认知目标： 学习水平学习内容学习水平的描述语音1. 能准确读出以下两对元音音标和一对辅音的发音及掌握其基本的字母组合发音规律： /i/-/ i ：/，/ /-/e/, /b/-/p/2. 让学生讨论并表述如何安排一场生日聚会词汇1. 重点词汇单词：adventure, towards, land, planet, pilot, cave, huge, shout, steel, bar, name, peace, shake, trust, light, front, cry, visitor, gone, future, illness, space, crazy, guess, en

3、ergy, petrol, environment, arrange volleyball, quiz, barbecue, male, round, shine词组：be able to, come true, from now on, get in, get sick, in a moment, in peace, in pieces, in space, in the future, land on, look like, part of, rather than, run out of2. 拓展词汇valley, navigator, monster, roar, alien, rep

4、ly, cure, source, hiking, cycling, sailing 句型1. 学习情态动词表猜测的用法It must be a spaceship.It cant be a star.2. 了解下列句型的基本用法：She saw a strange, coloured light moving across the sky.Will I be able to understand them?语法1学习由will verb 构成的一般将来时表示将要发生的事情2学习be going to verb构成的一般将来时表示计划和打算3学习用于将来时态的时间状语日常交际用语Lets ge

5、t out of here.Well wait.Youll see.This cant be true.That sounds great!I agree with you.Any questions?What do you think?Would you like to.?课文1. 能预习新单词, 听懂教师用学过的语言介绍课文和课文的录音材料。2. 能就课文内容进行问答。3. 能复述课文大意。4. 能背诵课文中的重点句型或句子。书面表达1. 能笔头回答课文内容提出的问题。2. 能用本单元学习的重点词汇、句型进行造句。3. 讨论并完成一段对假期活动安排得文字2. 思想情感目标：1）通过谈论“未

6、来”的相关话题，帮助学生了解我国及世界其他国家的习惯、科技等的未来发展。2）培养学生热爱科学，灌输要勇于创新的情感态度。3. 能力发展目标：1）能够在听、说、读、写等语言综合实践活动中运用本单元所学的重点词汇、句型与语法。2）在学习中提高交流和传递信息的能力，在写作中正确运用连词使文章更连贯和流畅。3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。四、单元教学重点1. 学生熟练掌握重点词汇34个，短语15个。2指导学生利用所学句型正确表达思想、进行交际活动。3指导学生归纳、总结一般将来时的用法并在实践运用中熟练运用它们。五、单元教学难点1. 通过形式多样的

7、课堂活动与任务，帮助学生完成阅读理解、听力理解等学习任务。2. 引导学生积极主动地探究学习，从教材以外的多渠道去了解与本单元主题相关的文化背景信息、资料等，并能与同学进行相互交流，顺利开展包括口头采访、调查报告展示等拓展活动，培养学生探究学习、自主学习、合作学习的能力。六、教学策略1在教学中，教师应积极创设情景引入，配合媒体、表情、动作、进行视听说演示，激发学生兴趣，以听说带读写。2教师应采用有利于学生学习的教学方法，善于引导学生通过阅读或观察、比较对知识进行归纳总结。增加学习内容的复现和巩固练习、及时反馈学习学习情况等。3教师应该根据自己学生的具体情况对教材进行整合，精讲多练，调动学生的学习

8、兴趣，使他们积极参与课堂各种学习活动。在阅读的过程中，教师指导学生培养阅读策略与技能及写作过程中的写作技巧训练。七、媒体的选择与设计1充分利用和发挥基本的教学媒体，如课本、教师的身体语言、板书的作用。2适时、合理地使用计算机多媒体，运用网上资源，增大课堂的容量，更好地辅助课堂教学。八、各课时教学内容安排建议课时教学内容及课型教学目标及简单教学环节设计第1课时Reading A(阅读课)一、定位: input-based，阅读理解为主,渗透阅读微技能的训练。二、教学目标：1. 通过多种形式的阅读活动与任务，帮助学生理解课文。 2. 指导学生运用一定的阅读理解学习策略，培养一些阅读微技能，如：扫读

9、，获取文章大意；通过文中的细节描写，归纳出故事之后欧冠人物的性格，并能在角色扮演中表现出来。3. 指导学生归纳故事的主要情节，并能复述故事大意。4. 拓展日常生活中的词汇，开阔学生的视野。三、教学环节设计:1. Leading-inAsk the Ss “what would you like to do if you have a long holiday?”Lead to the topic “adventures”. Talk about some exciting activities, such as diving and hiking ( meanwhile show the pi

10、ctures)If you have some excited experience, would you like to share with others?Introduce the leading role “Captain King”.2. Pre-reading (1) Ask the Ss “ Do you know who is Captain King?”(2) Prediction: answer the questions in A1.3. While - reading(1) Fast reading：Ss read the passage fast and try to

11、 find out: What is this story about? (About Captain Kings adventure experience.) What were Captain King and his crew? (On an unknown planet.)(2) Read it again and check the answers in A1. Try to find out some evidences which can prove your idea.(3) Reading for details: Who is Captain King? What did

12、they meet? A friendly one or an unfriendly one? Where did they land? Was peters afraid? Was Captain King afraid?4. LearningAsk the Ss to find out the main line of this story and deal with some useful expressions in the passage at the same time. Guide the Ss to learn and use them to talk about this s

13、tory in their own ways. (With some language support.) 5. Post-reading(1) Retell the story. Use an extra passage to train the Ss ability of finding out the main line of a story. And ask them to retell the story to their partners. (Each one S in a pair has different stories.)6Homework.(1) Write a shor

14、t passage to tell your friend this story.(2) 完成练习册内相关练习。第2课时Reading B 一、定位: input-based，阅读理解为主。二、教学目标：1. 通过多种形式的阅读活动与任务，帮助学生理解课文。 2. 指导学生运用一定的阅读理解学习策略，培养一些阅读微技能，如：扫读，获取文章大意；通过文中的细节描写，归纳出主人公看到太空船后的心情。3. 指导学生归纳故事的主要情节，并能复述故事大意。4. 拓展日常生活中的词汇，开阔学生的视野。三、教学环节设计:1. Revision-Competition (between boys and gi

15、rls)Ask the students to retell the story of “Nobody”. 2. Leading-in (1) Ask the students to imagine:What UFO will be like?Can ET speak your own language?(2) Ss finish the quiz in B2.(3) Say: Look at the picture. Discuss what happened to the girl and her dog.3. Reading B2(1) Get the Ss to read the pa

16、ssage silently and finish the “T or F” exercises.(2) Check the answers in class and ask the Ss to correct the untrue ones.(3) Learning: deal with some useful expressions or difficult sentences.4. Discussion(1) Tell the Ss: Suppose youre the girl in the story, what will you do? (Give at least three e

17、xamples.)(2) Ss discuss in groups of four.(3) Get some Ss to tell the class his/her opinions.5. Leading in (Optional)(1) Say: Chinese are proud of Shenzhou . (2) Ask: Is Shenzhou a spaceship? Why is it so important to our country? Say: Today lets read a passage about Shenzhou .6. Reading (Optional)(

18、本文作为泛读文章，供弹性处理。)(1) Ss read the passage quickly and try to find out information to complete the notes. (2) Check the answers in class.(3) Deal with some useful expressions or difficult sentences.7. Homework(1) Retell the story. (2) Finish the exercise in Book B.(3) Find out a story with spaceship fr

19、om the Internet and introduce it.第3课时Listening A&Listening B（听力课）一、定位：input and output，听力预判和速记技巧。二、教学目标：1. Master: Predicting and guessing in listening.Combination of listening and speaking for description.2. 情感目标：Always be friendly to your classmates and learn how to make description of your friend

20、s.三、教学环节设计:1/ Lead-in Draw students attention to the story of Gorkellas visit to Shanghai.2/ Activity OneListening Task One1. Have students read the pictures and predict what words will appear in the story according to the pictures.Give one example: spaceship, landed / left2. Ask students to listen

21、to the material for two times. 3. Check the students predictions， key words and answers.3/ Activity Two1. Ask students to complete the sentences in A2 according to what they have heard and the notes they have taken down.2. Ask students to retell the story with the help of the pictures and the keywor

22、ds.Activity Three4/ Listening Task Two:1. Draw students attention to a dialogue between Sun Fei and Mrs. Hu.2. Guide the students to make some predictions by finding out the key words of the comprehending questions.3. Play the tape for the first time and ask students to take down the key words of th

23、e answers.4. Play the tape for the second time and have students to complete their answers.5. Check answers.5/ Activity Four: Pair Work“Test your friend.” 1. Set up an information gap by giving a pair of students two different listening materials. 2. Ask students to read their own materials silently

24、 and design two questions according to it3. Guide the students to complete this activity step by step.5. Invite some students to show their works.6/ Summary and Assignment1. Emphasize the importance of predicting and taking notes while doing listening exercise.2. Homework assignment:A. Finish the li

25、stening part of Book B.B. Continue to design more questions of the materials.第4课时Language（语法课）一、定位：practice -based，启发学生, 归纳语言知识，开展各层次、强化性和综合性练习，多种技能结合训练, 以练为主。二、教学目标：1. 引导学生发现并归纳出will的用法，并能注意will与be going to的区别，能掌握表示将来时的一些时间状语如tomorrow, soon, in an hour, next等。2. 引导学生学会运用一般将来时来，比如描述自己的理想。三、教学环节设计:1.

26、 Revision- the simple present tense & the simple past tenseTake a review of the simple present tense and the simple past tense. Then ask Ss to tell how to describe sth in the future, by recall the passage we learnt in Reading A.2.Grammar learning the simple future tense(1) Ask Ss to take a look at t

27、he sentences in the green table on A and sum up the rules on using “will” and then finish Ex. A(2) Ask Ss to take a look at the sentences in the green table on B and sum up the rules on using “be going to” and then show their own opinions about the differences between “will” and “be going to”(3) Tea

28、cher sumps up the difference between “will” and “be going to” and then ask Ss to describe the picture on P88 with the given words- pair-work between deskmates.(4) Sum up the words and phrases we use in the future tense, such as “next”, “soon”, “tomorrow”, “in+time”etc.3. Game timeAsk students to mak

29、e a plan for their summer holidays and write 5sentences down on the paper, including the place they go, the time they start their trip, the transportation they take, the restaurant they plan to stay, and the people they go with.A student can ask 7 questions at most about their partners plan, for exa

30、mple, “Where will you go on summer holiday?” “When are you going to leave?” “Are you going to stay in a Five-star hotel?” etc.The winner goes to the one who asks less questions then his/her partner and get more information about his/her partners trip.6. Homework(1) Make a plan for your English study

31、 in the coming week, using simple future tense.(2) 完成练习册内相关练习。第5课时Speaking&Project(口语课)一、定位：output-based, 说为主。二、教学目标：1. 帮助学生准确读出以下三对辅音音标的发音及掌握其基本的字母组合发音规律：/i/-/ i ：/，/ /-/e/, /b/-/p/2. 在紧扣一般将来时的一系列讨论中，培养学生用英语交际的口语表达能力。3. 通过Project的讨论与制作，培养学生合作学习、自主学习的能力，。三、教学环节设计:1. Talk Bar(1) 由四名小组代表现场讲故事，以现场演绎的语音

32、、语调、感情色彩等评分，决出前三名并加以奖励。(2) Get some Ss to talk about the future. life 2. Speaking A-Talk time(1) Get the Ss to pronounce the following phonetic signs correctly: /i/-/ i ：/，/ /-/e/, /b/-/p/ (2) Play the tape for Ss to listen to the words. Ss circle the words they hear. (Ex. A1)(3) Ex. A2-Ss listen to

33、 the conversation and circle all the above sounds. Then Ss practice the conversation in pairs.(4) Get 2 or 3 pairs to act out.3. Speak upIntroduce task “the Best Party Planner”:(1) Start by asking students to think of different parties they took part in before, and write some of the good ideas on th

34、e board.(2) Now arrange students into groups of five, and ask them to make a plan of a party for someone.(3) Ask the students to discuss the following questions: What will you do? How will you do it? They can use some of the words and the sentence patterns to help them.(4) Presentation. Ask some gro

35、up to present their ideas. All the students vote for the best plan. 4. Project assignmentAsk students to brainstorm ideas for saving water at school and at home. Ask them one by one to tell you a way they could conserve water both at home and at school.5. Homework(1) Group work-Project Find more inf

36、ormation about party planning and holiday planning.(2) Get Ss to design a poster about holiday planning.第6课时More practice A &B一、定位：output-based，听说为主二、教学目标：1. 通过听力与口语训练，增补与本单元主题相关的材料，帮助学生了解更多与该话题相关的信息，拓展学生的知识面与文化视野。2. 培养学生热爱科学的情感态度和创新精神。三、教学环节设计:1. Leading-in (1) Ask Ss how much they know about solar

37、 system.(2) Play a video about the news that Pluto has been excluded from the solar system.2. Listening(1) Play the tape for the first time. Ss listen and try to finish Part A.(2) Play the tape for the second time and check the answers in class. Meanwhile, deal with any useful expressions or importa

38、nt sentences.3. Reading (1) Show some pictures about the moon as introduction.(2) Get Ss to read the text and finish Part B. Check the answers in class.(3) Get the Ss to finish Part C. Check the answers in class.(4) Deal with some useful expressions or difficult sentences.4. Discussion and drawing(1

39、) Get the Ss to discuss Part D in groups of four.(2) Share the Ss opinions in class.(3) Ss work in groups to draw a picture to depict their plan for the trip to the moon.(4) Vote to select the best work.5. Homework1. Work in groups of four-Find more information about the moon.2. 完成练习册内相关练习。第7课时Writi

40、ng &Project show(综合实践课)一、定位：output-based，以写和说为主。二、教学目标：1. 指导学生按照一般将来时完成一篇关于在假日岛上度假的小短文。2. 通过project的汇报展示，培养学生综合运用语言知识的能力。3. 引导学生小结归纳本单元所学重点知识。三、教学环节设计:1. Show time (1) Get some groups to present their posters and introduce their holiday plan.(2) Other advice: Wed better put up the posters of each gr

41、oup for the whole class to appreciate. And let the whole class to choose the top three.2. Writing(1) Say: When we go on holiday, we often make a list before going. Have you ever written that kind of list?(2) Let the Ss read Ex. A (3) Let the Ss complete Ex. A(4) Let the Ss discuss their own answers.

42、3. SummaryHelp the Ss to summarize they use the future tense in writing.4. Homework Go over this unit and get ready for the unit test.第8课时Project 和单元达成目标测试与测试结果的反馈一、教学目标: 1. 通过综合技能训练巩固本单元的教学目标。2. 提高学生综合运用语言知识与技能的能力。二、教学环节设计:1. Review Take a review of the simple present tense, the simple past tense a

43、nd the simple future tense. Take a brief review of what we learnt in Listening B About the future so as to inspire Ss to imagine the world in the future. 2. Practice 1) Ask the Ss: What do you think is the greatest invention of the world? Whats your partners opinion? 2) Ss list at least 2 examples t

44、o complete the blanks in Ex A on P95.3) Ask Ss: To make our daily life more convenient, what do you think needs to be invented? Try to think of at least 2 things. You can make compound words by linking two words together as it is showed in B.4) Tell Ss: Suppose you are an inventor. Make an introduction for your invention. Make clear the functions of your machine by writing them down in Ex. C. 4. Test Have a test about this unit.