Unit 7 Television Reading教案
文档属性
| 名称 | Unit 7 Television Reading教案 |  | |
| 格式 | zip | ||
| 文件大小 | 9.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（刘兆义主编） | ||
| 科目 | 英语 | ||
| 更新时间 | 2015-05-21 22:13:06 | ||
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文档简介
六）年级（下）册 (英语）学科集体备课
备课时间 2015.3.18 主备人 主 备 人所在单位
复备时间 授课教师 授课教师所在单位
课 题 Unit7 Can you read these three texts？Write your own text.） 课 型 Reading
课时分配 1课时 上课时间
项 目 内 容 修改栏
教学目标 知识能力 掌握本单元电视话题的词汇和句型：I/He/She like(s)…(very much).I/He/She don’t(doesn’t) like(watch)….I/He/She sometimes / often / never / always watch(es)….My favourite programme(s) is / are….I think … are…. 可以将写作列为 教学目标。区分不同的主语时动词形式的不同。
过程方法 指导学生阅读写作技巧，学生实践写作，提高学生阅读写作能力。
情感态度价值观 正确处理好看电视与学习的关系。
教学重点 I/He/She like(s)…(very much).I/He/She don’t(doesn’t) like(watch)….I/He/She sometimes / often / never / always watch(es)….My favourite programme(s) is / are….I think … are….
教学难点 正确运用动词形式
教学、教具（课件）准 备 电视节目图片 CAI 单词卡
教学流 程 评论或修改
教 学 环 节 教 师 活 动 预设学生活动
Step1 Warm-up1) Review the words of TV programmes using word cards. 2) Play a game. A pupil acts a reporter, then ask the others about their habit of watching TV: -What do you watch (教师引导学生用I often /sometimes / never / always watch …)- What about your family (教师帮助引导)Step2 Presentation1) Ask the pupils to read the first passage, then write the words in groups according to the pictures.After that, show some questions:What TV programmes does Pete like What TV programmes doesn’t Petelike？ Why (强调正确使用likes/ doesn’t like)2) Finish the second passage ingroups. First write the positivewords ,then read out, then ask:Who likes nature programmes Who often watches sports programmes What TV programmes does Jill’s Mum like (强调正确使用watch / doesn’twatch)3) The third passage. Ask the pupils to write the correct order about the text in groups, then read more. Thenshow the test:① Barbara’s favourite programmesare _______ and _______.② Barbara always _______ TV on ________ and________.③ Barbara often _________programmes and ________ films.④ Barbara_______________romanticand science fiction films. Step3 Practice1) Have a reading race about the three texts in groups.2) CAI shows a survey table, ask about their family members’ habit of watching TV.Step 4 ConsolidationWrite their own texts.Step 5 Homework On the Internet find TV and film stars’ habit of watching TV. Ss read the words more. Ss finish the task of asking and answering about watching TV. Read, write and answer the questionsin groups (Detective films.)(Romantic films . They are stupid.)Read ,write and answer. (Jill)(Jill’s dad) (Romantic films and nature programmes) The correct order:3-5-1-6-4-2 Read and finish the test. About the third passage.Have a race.Make a survey.Write a passage. 运用句型What do you watch What’s your favorite TVprogramme Why 引导学生回答.通过引导学生回答问题，学生很容易的理解了第一篇passage. 不同问题的设计吸引了孩子们的注意力，难度不攻自破。杜老师在完成 第三节的教学时，先让孩子们排序，再运用补全句子的形式来帮助孩子们更好的理解句子。 课堂上我让孩子们写一写他与他的家人喜欢的电视节目，并及时给予学困生指导，再次强调句子中动词的不同形式。
板书设计 Unit 7 TelevisionI/He/She like(s)…(very much).I/He/She don’t(doesn’t) like(watch)….I/He/She sometimes / often / never / always watch(es)….My favourite programme(s) is / are….
课后反思 本课是一节阅读课，在整节课主要通过阅读短文锻炼孩子们读和写的能力。通过问题引导学生理解文本，学生很容易的理解了第一passage.不同问题的设计吸引了孩子们的注意力，难度不攻自破。在练习环节中，先让孩子们排序，再运用补全句子的形式来帮助孩子们更好的理解句子，这样使整篇文章的难度又下降了。提高了学生阅读的技巧。
备课时间 2015.3.18 主备人 主 备 人所在单位
复备时间 授课教师 授课教师所在单位
课 题 Unit7 Can you read these three texts？Write your own text.） 课 型 Reading
课时分配 1课时 上课时间
项 目 内 容 修改栏
教学目标 知识能力 掌握本单元电视话题的词汇和句型：I/He/She like(s)…(very much).I/He/She don’t(doesn’t) like(watch)….I/He/She sometimes / often / never / always watch(es)….My favourite programme(s) is / are….I think … are…. 可以将写作列为 教学目标。区分不同的主语时动词形式的不同。
过程方法 指导学生阅读写作技巧，学生实践写作，提高学生阅读写作能力。
情感态度价值观 正确处理好看电视与学习的关系。
教学重点 I/He/She like(s)…(very much).I/He/She don’t(doesn’t) like(watch)….I/He/She sometimes / often / never / always watch(es)….My favourite programme(s) is / are….I think … are….
教学难点 正确运用动词形式
教学、教具（课件）准 备 电视节目图片 CAI 单词卡
教学流 程 评论或修改
教 学 环 节 教 师 活 动 预设学生活动
Step1 Warm-up1) Review the words of TV programmes using word cards. 2) Play a game. A pupil acts a reporter, then ask the others about their habit of watching TV: -What do you watch (教师引导学生用I often /sometimes / never / always watch …)- What about your family (教师帮助引导)Step2 Presentation1) Ask the pupils to read the first passage, then write the words in groups according to the pictures.After that, show some questions:What TV programmes does Pete like What TV programmes doesn’t Petelike？ Why (强调正确使用likes/ doesn’t like)2) Finish the second passage ingroups. First write the positivewords ,then read out, then ask:Who likes nature programmes Who often watches sports programmes What TV programmes does Jill’s Mum like (强调正确使用watch / doesn’twatch)3) The third passage. Ask the pupils to write the correct order about the text in groups, then read more. Thenshow the test:① Barbara’s favourite programmesare _______ and _______.② Barbara always _______ TV on ________ and________.③ Barbara often _________programmes and ________ films.④ Barbara_______________romanticand science fiction films. Step3 Practice1) Have a reading race about the three texts in groups.2) CAI shows a survey table, ask about their family members’ habit of watching TV.Step 4 ConsolidationWrite their own texts.Step 5 Homework On the Internet find TV and film stars’ habit of watching TV. Ss read the words more. Ss finish the task of asking and answering about watching TV. Read, write and answer the questionsin groups (Detective films.)(Romantic films . They are stupid.)Read ,write and answer. (Jill)(Jill’s dad) (Romantic films and nature programmes) The correct order:3-5-1-6-4-2 Read and finish the test. About the third passage.Have a race.Make a survey.Write a passage. 运用句型What do you watch What’s your favorite TVprogramme Why 引导学生回答.通过引导学生回答问题，学生很容易的理解了第一篇passage. 不同问题的设计吸引了孩子们的注意力，难度不攻自破。杜老师在完成 第三节的教学时，先让孩子们排序，再运用补全句子的形式来帮助孩子们更好的理解句子。 课堂上我让孩子们写一写他与他的家人喜欢的电视节目，并及时给予学困生指导，再次强调句子中动词的不同形式。
板书设计 Unit 7 TelevisionI/He/She like(s)…(very much).I/He/She don’t(doesn’t) like(watch)….I/He/She sometimes / often / never / always watch(es)….My favourite programme(s) is / are….
课后反思 本课是一节阅读课，在整节课主要通过阅读短文锻炼孩子们读和写的能力。通过问题引导学生理解文本，学生很容易的理解了第一passage.不同问题的设计吸引了孩子们的注意力，难度不攻自破。在练习环节中，先让孩子们排序，再运用补全句子的形式来帮助孩子们更好的理解句子，这样使整篇文章的难度又下降了。提高了学生阅读的技巧。