Unit 1 Trip to the Silk Road Unit Review 教案

填表说明
校本课例是通过教研组（备课组）共同拟定教学设计方案、说明教学意图和教学策略，相互观察课堂教学的过程，授课教师与其他教师（教研组、科研处）对课例的讨论与评价等环节完成的。
1、“课堂教学设计”（表一）是某节课或某些课的教学设计方案（教学预期）；要写出教学目标、教学重点和难点、教学辅助手段的选用、教学课堂程序设计等方面内容。可采用循序渐进式、板块并列式、线索交替式等形式写课堂程序。要求：①要有较强的操作性。②理清教学思路。要划分教学环节、确定环节概念、阐释环节意义。③设计从学生的角度来想问题，关注学生的知识背景和经验，研究个别差异。
2、“课堂实录”（表二）是实际教学场景（教学生成）；学生学习状况及分析主要反映学生在课堂学习中的行为与表现。在课堂设计时，教师预设学生学习活动过程，预计学生在活动过程中可能生成的问题。而学生学习状况要体现师生互动的动态过程，在关注过程中理性的分析师、生的行为。
3、“教学反思”（表三）描述了“教学预期”的实现程度，也就是对教学的评价。包括成功之举、“败笔”之处、教学机智、学生见解、再教设计等方面。另外，要明确的问题指向：学科问题、教学法问题、认知水平问题、情感态度问题与教学情境问题等。 如：本课遇到了哪些教学问题，我在教学设计中是如何预设的？问题是如何发生，产生了哪些教学冲突？教学场景是怎样的？教学设计与实际进程的矛盾是什么，如何有效解决这些问题？
4、校本课例评审标准及计分（表四）说明
（1）教学目标
①符合课标要求和学生实际的程度包括知识、能力、情感态度与价值观等方面与学生的心理特征和认知水平相适应，关注学生的差异。
②可操作的程度: 教学目标明确、具体。
（2）学习条件
①学习环境的创设:有利于学生身心健康,有利于教学目标的实现。
②学习资源的处理: 学习内容的选择和处理科学, 学习活动所需要的相关材料充足, 选择恰当的教学手段。
（3）学习指导与教学调控。
①学习指导的范围和有效程度: 为大多数学生提供平等参与的机会, 对学生的学习活动进行有针对性的指导, 根据学习方式创设恰当的问题情景, 及时采用积极、多样的评价方式,教师的语言准确，有激励性和启发性。
②教学过程调控的有效程度: 能够根据反馈信息对教学进程、难度进行适当调整, 合理处理临时出现的各种情况。
（4）学生活动
①学生参与活动的态度: 对问题情景关注, 参与活动积极主动。
②学生参与活动的广度: 学生参与学习活动的人数较多, 学生参与学习活动的方式多样, 学生参与学习活动的时间适度。
③学生参与活动的深度: 能提出有意义的问题或能发表个人见解, 能按要求正确操作, 能够倾听、协作、分享。
（5）课堂气氛
①课堂气氛的宽松度: 学生的人格受到尊重, 学生的讨论和回答问题得到鼓励, 学生的质疑问难得到鼓励, 学习进程张弛有度。
②课堂气氛的融洽度：课堂气氛活跃、有序，师生、生生交流平等、积极。
（6）教学效果
①目标的达成度：基本实现教学目标，多数学生能完成学习任务，每个学生都有不同程度的收获。
②解决问题的灵活性：有些学生能灵活解决教学任务中的问题。
③师生的精神状态：教师情绪饱满、热情，学生体验到学习和成功的愉悦，学生有进一步学习的愿望。
表一 课堂教学设计
教材知识 初一 课题 Unit6 Review 所在教材位置 七年级下册第6单元复习
Knowledge Objectives: The students should master the words, phrases and structures of unit 6.Ability Objectives: The students can describe their favourite seasons.Emotion Objectives: The students can enjoy the beautiful seasons and value colourful life. Key points and difficult points: 1. The students can use the words and structure to talk about their favourite season.2. Exclamatory sentences.Teaching Methods: 1. Situation Teaching Method 2. Task-based Teaching MethodTeaching Aids: PPT, blackboard, textbookTeaching process:1.Lead in: Use pictures about four seasons to lead to the new lesson.2.New words and phrases: Use the correct form to fill in the blanks. Match the phrases to make a sentence. .3.Task-based Listening: Play the radio for students and answer the questions.4.Task-based Reading: Let students read a short passage about autumn and translate.5.Language Points: The exclamatory sentences with what and how.6.Exercises: Do some more exercises to consolidate the knowledge in this unit.7.Activity: Writing a composition about the favourite season.8.Emotional Theme: Love seasons and love life.9.Homework: ①Improve the writing ②Finish the exercise on the paper.
注：此表为一个完整的教学设计，可以附表。
表二 课堂实录
学生在课堂学习过程中行为与表现 教师分析
Step1: Warming upGreetingsT: Class begins.Ss: Good afternoon, teacher.T: Good afternoon, class. Sit down please.Lead inT: How’s the weather Ss: It’s hot and sunny.T: It’s summer now. These days, we are talking about seasons these days.There are four seasons in a year. They are_Ss: Spring,summer, autumn and winter.T: I think everything is great in its season. Let’s go to them one by one.Step2: PresentationSpring(1)T: (Show a picture of spring.)What season is it Ss: It’s spring.T: What can you see in the picture.Ss:I can see a river,some green trees and grass. I can see the bright sun, the blue sky and many clouds in the sky. …T：How beautiful spring is! Let’s do the exercise about spring. (Students need to fill in the blanks. Then the teacher calls the school number to answer the questions.)T:Our school held different kinds of activities in spring. I took many pictures for you. Can you match them to make a sentence What else did you do in spring What a wonderful time you had!SummerPlaying in spring makes us happy. How about summer Fill in the blanks about summer.People love summer for different reasons. Today, I invite a special person for you. Who is he Ss: He is Mr. Liu. T: Actually, Mr. Liu is good at English. He has something to share with you. Please listen to him carefully and then answer the questions. T:T:Listen again and check your answer. Let’s check the answer. Do you like summer Why AutumnT: What great fun it is! But it’s too hot. I want to go to a cool season. Do you want to join me There is a passage about autumn. Please read and translate. (Let the students translate the passage and learn some expressions about autumn.)Winter(1)T: I like winter best. I can’t wait for winter. What’s the weather like in winter.Ss: cold and snowy.T: So I can say “What a cold snowy day!” What will you do in winter (2)We can do a lot of things. How fun it is! It’s cold outside in winter. I ‘ll lead you to a warm place. Do you want to go with me Look！This is my office. What a clean office it is! How clean it is!The flowers are beautiful. What beautiful flowers they are! How beautiful the flowers are!The advice is useful. What useful advice it is！How useful the advice is!The teacher works hard.How hard the teacher works!Then let the students find out the sentence structures and do the exercises. The students can greet the teacher politely.Let the students know we will have a review of Unit6 in this lesson.The picture is beautiful and the students can list many things about spring. In this part, the students can use the simple past tense to describe the activities we held in this spring.It will be a surprise for the students to hear the Chinese teacher’s voice in our English class. And they will be interested in this question.The students can learn more about autumn by translating.Let the students use “will” or “be going to” to answer the question “What will you do in winter ”Use only one picture to review the grammar.
Writing We experienced four seasons in one class. It’s time to put them together.Before our writing, let’s draw a mind-map. Who can show your writing to the whole class 6.Emotional ThemeT: Different people love different seasons. Every season brings its joy. Life has seasons. For me, I have busy but meaningful work. I have a happy family. So i think I am in summer now. Which season are you in Ss:Spring!T: In your season, everything is new and fresh. It’s full of hope. You should try your best to have a bright future. I hope you can enjoy beautiful season and value interesting life! 7.Homework T: 1. Improve the writing. 2. Do the reading exercise on the paper. Use a mind-map to tell the students how to write the composition. The reading homework is a passage about four seasons of the life.
表三 课后反思
分析“教”与“学”中存在的问题；2、提出解决问题的方法；3、写出教学中的困惑或收获。 本次主题教研我们确定的主题为“以Unit6复习课为例探究七年级英语复习课教与学的时效性”，其目的在于共同探讨复习课的有效方法，使学生系统全面的巩固单元所学知识。 英语复习课中知识点繁杂，涉及到单词、词组、句型、语法、写作。如何将以上内容有效整合，引导学生将琐碎的知识串成一个线，老师们在备课时需充分考虑。 本单元的复习，我以春夏秋冬为主线，紧扣本单元主题将词法、句法、语法有效整合，并最终落实到写作。学生对话题感兴趣，并且有一定的知识积累，因此学生勇于在课堂上积极发言。其中讲述夏天的环节，由本班语文老师录音，进一步提高了学生的兴趣。语法环节以办公室一张图片复习，学生熟悉环境，能促进学生在真实的情景中习得英语的表达方法。然后以疯狂动物城中的一张图片为例，采用头脑风暴的方法让学生充分练习，并附有中考链接，让学生初步感知中考。写作环节，先带领学生构思写作内容的思维导图，引导学生在写作前先构思再写作。 本次复习课在对单词的处理上形式单一，可以采用多种方式进行处理；另外在秋天对文本翻译时可调出重难点句型，让学生翻译，节约时间并提高效率。 由于每个单元的复习课有不同的主题，在今后的备课中应充分考虑单元主题内容，虽然其他单元复习课不可能与本单元形式一致，但在集体研讨的基础上，为今后复习课的有效整合指出了方向。在今后的教研中，我们应群策群力，力争高效。
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