Interview Paper
Interviewer(采访者)：______________________
Interviewee(被采访者)：____________________
Time She/He is going to...
On the morning of May 1st
On the afternoon of May 1st
On the morning of May 2nd
On the afternoon of May 2nd
On the morning of May 3rd
On the afternoon of May 3rd
On the morning of May 4th
On the afternoon of May 4thModule 3 Unit 2英语教学设计
教学设计基本信息
所用教科书书名 外研新标准（2011年版）
所教年级 七年级 所教册次、单元 七年级下Module 3 Unit 2阅读写作课
1.整体设计思路、指导依据说明
外研新标准（2011年版）七年级下Module 3 Making plans Unit 2 We’re going tocheer the players主要是讲述如何用英文表达对未来的计划和安排，与孩子们的生活息息相关。尤其是五一节即将到来，今年的五一节有四天假期，孩子们本来就很期待。我就以如何度过五一节作为切入点贯穿整堂课，以此为讨论点引入，并以此为阅读后的活动主题，包括“采访”活动和“报告”展示，还以此布置成孩子们的课后作业。
2.教学背景分析
教学内容分析：本单元主要让学生通过学习能正确使用be going to do sth的结构来表达对未来的计划和安排，解决生活中的实际问题。学生在前面几个课时已经做了大量的练习，所以对本节课的话题和be going to do sth的结构并不陌生。本课时只是温故知新的强化，是一个输出的过程。学生情况分析：七年级下册的学生具有过渡性和动荡性的心理特点，处于两极分化的突出时候，学生差异逐渐增大，因此在任务设计上我注重分层，面向全体，充分调动每个学生的积极性。而且这个阶段的学生活泼好动，好奇心较强，再加上本节课又是他们非常感兴趣的话题，所以在课堂设计上我十分注意激发他们的好奇心并且非常注重排样孩子们的团队协作能力，并鼓励他们勇敢表达和展示自己，也提高自己的自信心。
3.教学目标分析
知识目标：本单元主要让学生通过学习能正确使用be going to do sth的结构来表达对未来的计划和安排，解决生活中的实际问题。能力目标：通过学习本课，使学生能够提高分析和解决生活中一些问题的能力。情感目标：使学生提高团队协作能力，并鼓励他们勇敢表达和展示自己，也提高自己的自信心。
4.教学重点、难点分析
教学重点：让学生通过学习能正确使用be going to do sth的结构来表达对未来的计划和安排，解决生活中的实际问题。教学难点： 让学生能自如地对语言进行输出，自如口头表达和书面阐述自己的对未来的计划和安排。
5.教学方法
1.恰当运用多媒体辅助教学，提高课堂效率增加趣味性。 2.以学生为中心，开展Role play, Guessing game, Pair work, Group work等英语教学活动。 3.注重分层教学，尊重差异，让不同层次的学生都能参与，获得成就感。 4.“任务型“活动策略，在做中学和练，任务明确，活动面广，使学生在交际中真实运用所学知识。
6.教学过程设计
Step 1 Warming-up and Lead-inGreet the students and have a free talk about the coming May Day holiday with them.设计意图：迅速与孩子们把气氛活跃起来，拉近彼此之间的距离。与孩子们进行的与接下来的五一节相关的闲聊很自然地与本节课的内容结合起来, 引入到Making plans的主题上。Step 2 Revision Show the students the new words and expressions which we are going to use when wetalk about making plans.Game time: After presenting the words and expressions, we’re going to play a game.Some of the words or expressions will disappear, and the students are supposed to guess which ones are missing and tell us how to use them. 设计意图：复习旧知识，为学习新知识做下铺垫; 孩子都是喜欢游戏的，在游戏中学习能够更好的激发孩子们的学习兴趣，学习效率也会高很多。Step 3 ReadingPre-reading——Look and predictShow the students the first picture about the passage we’re going to read and study. And try to lead them to predict and get some information from the first picture.Discussion: Show the another two pictures and ask the students to discuss in pair to get information them.设计意图：本节课是一节阅读课，引导孩子们学习更多的阅读技巧是很必要的。通过带领孩子们预测和指导孩子们同桌之间进行讨论的方式，我想让孩子们掌握根据图片预测文章信息的方法；同桌之间讨论有助于培养孩子们的团队合作意识。While-reading——Fast reading Match: Give the students one minute to read very fast, and then ask them to match the pictures we’ve talked about with the paragraphs. Remind them to use the key words in the passage and the information we got from the pictures.设计意图：快速阅读是为让孩子们迅速而高效地抓住文章的核心内容和关键信息，而快速阅读的关键在于掌握文章的关键词，因此我在让孩子快速阅读之前会反复强调合理利用关键词，并且充分利用阅读前预测图片内容信息。While-reading——Careful readingAsk the students to read Para. A carefully and finish the multiple-choice questions. 设计意图：阅读篇章然后完成选择题是中考必考题型，本篇文章分三个段落，第一个段落设计成选择题的题型也是出于应试的考虑，提高这种题型的得分率。Ask the students to read Para. B carefully and complete the table which was designed. Encourage the students to retell this paragraph according to the table.设计意图：这个段落是典型的以时间顺序展开的篇章，要求学生们完成的表格也是以时间为顺序进行设计的，根据这个表格让孩子们复述篇章既有利于锻炼孩子的英语表达能力，又有助于让孩子加深此等文章的结构，为阅读后的写作做好铺垫。Ask the students to read Para. C carefully and complete the passage which was designed with their books closed. 设计意图：这个段落比较简短，非常利于孩子们瞬时记忆。三个段落设计成三种不同的题型，孩子们不会感到枯燥无味，而且兼顾了应试的需求和学生英语综合运用能力提升的需求。Post-reading——Ask and answer There are five questions on Page 17. Ask the students watch the video of this passage and answer these questions. 设计意图：通过问答的方式再次对文章内容进行梳理和加深孩子们对文章内容的印象。Step 4 Activities Activity: Ask the students to do interviews about their friends’ plans for the coming May Day holiday, and make some notes on their “Interview Paper”, and the students should work in groups.Interview PaperInterviewer(采访者)：______________________ Interviewee(被采访者)：____________________TimeShe/He is going to...On the morning of May 1stOn the afternoon of May 1stOn the morning of May 2ndOn the afternoon of May 2ndOn the morning of May 3rdOn the afternoon of May 3rdOn the morning of May 4thOn the afternoon of May 4th设计意图：以采访的形式既练习了be going to do sth的一般疑问句和特殊疑问句句型，又增加了孩子用英语进行交流的机会，趣味性也强, 小组活动的形式还培养了小组之间的默契。2) Show: Ask some students to stand in the front to do the report about their interviews.设计意图：充分利用“采访稿”组织语言进行汇报有利于培养学生的语言逻辑性，并鼓励学生大胆讲英文，还充分复习和练习了本节课的重点知识——be going to do sth，也可作为本节课的一个总结。Step 5 HomeworkAsk the students to write “Report Paper” about their interviewee's plans for May Day holiday according to the “Interview Paper”.Report Paper要求：请根据你的采访报告写一个关于你的被采访者的五一节安排报告（以英文短文形式呈现）。注意时态和人称。_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________设计意图：这个作业是对本节课的升华和延伸，通过让学生根据刚才的采访结果和部分学生的汇报展示写一个被采访者的五一节安排报告。让学生在巩固知识的过程中能够提高分析和解决生活中一些问题的能力，激发了学生的学习兴趣，提高了学生的写作能力。
7.教学反思
优点：（1）学习兴趣。整堂课学生是有浓厚的学习兴趣，参与度很高。（2）情感、策略发展状态。在学生课堂听讲很认真、回答问题也很踊跃。在同桌搭档和小组讨论的活动中学生也积极参与，合作情况也越来越好，在展示环节学生也能较完整地完成活动任务。（3）所学语言知识和技能的掌握情况。整堂课下来，学生对be going to do sth 的结构，包括肯定句、否定句、疑问句的运动都能够做到比较自如的使用。（4）综合语言知识和技能的运用能力，通过各种各样的活动，学生的听、说、读、写都能得到综合的练习。不足之处：在最后一个汇报展示的环节中，我能看出来孩子们都很感兴趣，跃跃欲试。但由于时间有些仓促，因此展示的学生不多，只邀请了一些成绩稍微好一点的孩子进行展示，起到示范的作用，有些遗憾！
板书设计
Module 3 Making plansUnit 2 We’re going to cheer the players.What’s your plan for your May Day holiday be going to do sth.——I’m going to... ... ——I’m not going to... ... ——Are you going to... ... ——What are you going to do... ...
PAGE
7Report Paper
要求：请根据你的采访报告写一个关于你的被采访者的五一节安排报告（以英文短文形式呈现）。注意时态和人称。
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(共18张PPT)
Lead-in—Free talk
What's your plan for your May Day holiday
Making plans
Unit 2 We're going to cheer the players.
By Jane
3
Module
Revision—Words and expressions
cheer
second
enjoy oneself
Australia
go sightseeing
beach
during
hope
summer holiday
take a walk
May Day
make friends
Game time—Which is missing？
Pre-reading—Look and predict(预测)
a boy; match; team shirt;
a girl; go out；
Australia
a girl; stay in bed; read
Sydney Opera House
While-reading—Fast reading
Read the passage very fast and match the people with the pictures.
Martin
Zhang Sijia
Lucy
While-reading—Careful reading
Read Para. A and choose the right answer.
1. Who are going to watch a football match
A. Martin
B. Martin's friends
C. Martin and his friends
D. Martin and his parents
2. What isn't Martin going to do tomorrow
A. meet some fans
B. make new friends
C. watch a football match
D. play in a football match
A
I'm looking forward to the football match tomorrow. My friends and I are going to watch our favourite team. We're going to meet other fans, and make some new friends. We're all going to wear the team shirt, and we're going to cheer the players. I hope they win the match!
——Martin
While-reading—Careful reading
Read Para. B and complete the table.
The time What's Zhang Sijia going to do
On the morning of 1st May
On the afternoon of 1st May
On 2nd May
get up late; read a book
go out with her family and friends; take a walk in the country or go swimming
collect litter in the park near her friend's house
What is Zhang Sijia's holiday going to be
Great. Busy but good fun.
Can you retell this paragraph
B
I’m going to enjoy myself during the May Day holiday. On the morning of 1st May, I’m going to get up late and then read a book. In the afternoon I’m going out with my family and friends. We’re going to take a walk in the country or go swimming. And on 2nd May we’re going to collect litter in the park near my friend’s house. It’s going to be a great holiday—busy but good fun!
—— Zhang Sijia
While-reading—Careful reading
Read Para. C and complete this passage.
Usually I spend the _______________ at home, but this year is going to be very __________ because I'm going on a summer camp in Sydney, Australia. I'm going to stay with __________________ and speak English. We're also ________________ and going to ___________ on the beach.
——Lucy
summer holiday
different
an Australian family
going sightseeing
have a picnic
C
Usually I spend the summer holiday at home, but this year is going to be very different because I’m going on a summer camp in Sydney, Australia. I’m going to stay with an Australian family and speak English. We’re also going sightseeing and going to have a picnic on the beach.
—Lucy
Watch and read
Ask and answer the questions.
When is Martin going to watch a football match
What does Martin hope
Tomorrow
He hopes his team will win the match.
Post-reading—Ask and answer
3. Why is it going to be a busy holiday for Zhang Sijia
4. Why is this summer holiday going to be different for Lucy
5. Who is Lucy going to stay with
Because she’s going to do a lot of things during the holiday.
Because usually she spends the summer holiday at home, but this year she’s going on a summer camp in Sydney, Australia.
She’s going to stay with an Australia family.
Activity——Do an interview
Rules: Work in groups. Interview(采访) one of your group members and ask him or her about his or her plans for the coming May Day holiday. Then finish the “Interview Paper”.
Show——Do the report(汇报)
Good morning, everybody. I'm..., and I feel glad to be here to do this report. ...is my friend. And she/he is going to... ...
Rules: stand on the stage and do the report about your interviewee(被采访者)'s plans. You may begin like this:
Homework
Write a “Report Paper” about your interviewee's plans for May Day holiday according to the “Interview Paper”.
