探究式教學【教學設計】Unit5SectionB(人教)

1、Unit 5What were you doing when therainstorm came?Section B本課時編寫：蚌埠高新教育集團實驗中學范鵬飛教學模式介紹探究式教學模式是指在教學過程中，要求學生在教師指導下，通過以“自主、探究、合作”為特征的學習方式對當前教學內容中的主要知識點進行自主學習、深入探究并進行小組合作交流， 從而較好地達到課程標準中關于認知目標與情感目標要求的一種教學模式。其中認知目標涉及與學科相關知識、概念、原理與能力的掌握；情感目標則涉及思想感情與道德品質的培養(yǎng)。探究式課堂教學模式的教學環(huán)節(jié)：創(chuàng)設情境啟發(fā)思考自主（或小組）探究協(xié)作交流總結提高Period 1設計

2、思路說明【創(chuàng)設情境】讓學生觀看視頻Late For School ，談談對視頻內容的理解。通過視頻引入今天的教學?！締l(fā)思考】讓學生結合問題自由談論，說說自己曾經上學遲到的原因和過程，啟發(fā)學生思考， 為接下來課文內容的學習奠定基礎?！咀灾骰蛐〗M探究】本環(huán)節(jié)分為閱讀和聽力兩個部分，學生首先完成1a, 1b, 1c, 1d 的聽力練習， 鍛煉學生的聽力能力。然后學生閱讀有關馬丁路德金和9-11 事件的相關知識，完成2a 的閱讀練習，鍛煉學生的閱讀能力?！緟f(xié)作交流】讓學生在閱讀后討論并回答課文相關問題，注意讓學生交流合作，提升學生的口頭表達和交流能力。【總結提高】教師帶領學生復習鞏固語法點：happ

3、en/take place, realize, make ones way等to。教材分析Section B 進一步加深和鞏固本單元的話題內容，講述一系列發(fā)生在過去某一時間的事情。教學重難點是進一步熟悉一般過去式和過去進行時的搭配使用，難點是運用這兩種重要的時態(tài)描述事件。教學目標【知識與能力目標】1. 掌握重點詞匯和短語。2. 培養(yǎng)學生的閱讀能力及技巧。3. 復習、運用過去進行時?！具^程與方法目標】訓練法，熟能生巧法，通過練習鞏固復習所學知識?！厩楦袘B(tài)度價值觀目標】培養(yǎng)學生在災害面前要更團結，更友善，更懂得互相幫助。教學重難點【教學重點】1. 掌握重點詞匯和短語。2. 復習、運用過去進行時?！?/p>

4、教學 點】1. 培養(yǎng)學生的 能力及技巧。2. when 和 while 的區(qū) 。課前準備 片， 音機，多媒體教學過程一、 情境1. Enjoy the video Late For School and talk about it .2. Discussion: Have you understood this video?Are they really late for school?二、啟 思考1. Free talk.Can you think of a time when you were late for class?When was that?What happened to yo

5、u?2. Show some pictures to let students think: I was late for school because三、自主或小 探究Part 1 Listening1. Work on 1aThink of a time when you were late for or couldn (1) What was the event? t go to an event.(2) What was the reason that you were late or couldn t go?(3) Tell your partner the story. 2. Wo

6、rk on 1bListen and write short answers to the questions.(1) What event happened at the school yesterday?(2) Who missed the event?(3) Which team won at the event? 3. Work on 1cListen again. Number the events 1-6 in the order they happened._ Kate saw a dog by the side of the road._ Kate got to the bus

7、 stop._ Kate called the Animal Helpline._ Kate left the house._ Kate waited for someone to walk by._ Kate realized her bag was still at home.Listen again and ask Ss to answer the questions.(1) What did she do when she got to the bus stop?(2) What did she do when she realized her bag was at home?(3)

8、What did she see while she was running back home?(4) What did she want to do when she saw the dog?(5) Why did she wait for someone when she wanted to call the Animal Helpline? 4. Work on 1dTalk about why Kate missed the school basketball competition.A: When the school basketball competition startedB

9、: When the school basketball competition started, Kate was still making her way to school.C: When Kate got to the bus stopD: When Kate got to the bus stop, she realized that her bag was still at home.E: Part 2 Reading1. Introduction to Martin Luther King and 9-11 event.2. Work on 2a:Do you know this

10、 man? What do you know about him?四、 作交流1. Work on 2dRead the passage and discuss the questions.(1) What are the two events in the passage?(2) When did they happen?2. Read again and talk about two more questions.(1) When and where was Dr Martin Luther. King killed?(2)What was Robert Allen doing when

11、he heard the news?五、 提高Introduction to language points: happen/take place, realize, make one s way toPeriod 2設計思路說明【 情境】 學生 看9-11 ，然后 9-11 事件的相關 介，了解 9-11 事件的相關背景和 程?！締?思考】 學生完成3a ，分小 自己 最深的事情，包括事情的 ，地點，人物， 程等， 下面的學 打下基 ?！咀灾骰蛐?探究】 學生 文， 完成 2c, 2d 的 ， 通 判斷 ， 句型等 學生 文的理解。然后通 2e 的小 合作 交流，提高學生的口 表達能力和溝通

12、交流能力。【 作交流】首先 學生分小 自己在北京奧運會開幕式以及汶川地震的 候分 在做些什么，然后 學生完成 3a, 3b 的寫作 ， 學生的寫作能力?！?提高】 學生 本 重要生 和 法點。教材分析Section B 一步加深和鞏固本 元的 內容， 述一系列 生在 去某一 的事情。教學重 點是 一步熟悉一般 去式和 去 行 的搭配使用， 點是運用 兩種重要的 描述事件。教學目標【知 與能力目 】1. 掌握重點 和短 。2. 培養(yǎng)學生的 能力及技巧。3. 復 、運用 去 行 ?！具^程與方法目標】訓練法，熟能生巧法，通過練習鞏固復習所學知識?！厩楦袘B(tài)度價值觀目標】培養(yǎng)學生在災害面前要更團結，更友

13、善，更懂得互相幫助。教學重難點【教學重點】1. 掌握重點詞匯和短語。2. 復習、運用過去進行時?！窘虒W難點】1. 培養(yǎng)學生的閱讀能力及技巧。2. when 和 while 的區(qū)別。課前準備圖片，錄音機，多媒體教學過程一、創(chuàng)設情境Let students watch a video about 9-11 attack and give students a brief introduction of 9-11 attack.二、啟發(fā)思考Work on 3aMake notes about an event you remember well.(1) What was the event?(2)

14、When did it happen?(3) Where did it happen?(4) What were you doing?(5) What were your friends doing?(6) Why was it important?(7) Why do you remember this event?二、自主或小組探究1. Work on 2cRead the passage again. Are the following statements true (T) or false (F), or is the informationnot given (NG)?_ 1. E

15、veryone in America remembers who killed Dr. King._ 2. Robert Allen was eating lunch when Dr. King was killed._ 3. Robert parents were shocked to hear the news._ 4. Kate Smith was watching a movie when a plane hit the World Trade Center._ 5. Kate didn2. Work on 2d t think her friend was telling the t

16、ruth about the event.Underline sentences from the passage with similar meanings to the ones below.(1) Not everyone will remember who killed him, but they can remember what they were doing when they heard that he got killed.(2) No one said anything for the rest of dinner.(3) September 11, 2001-the da

17、te alone means something to most people in the US.(4) I had trouble thinking clearly after that because I was very afraid.3. Work on 2eHow much do you remember about the events in the passage? Tell you partner.A: When did Dr. Martin Luther King die?B: He died on四、 作交流1. Let students work in pairs an

18、d discuss:(1) What were you doing ，when Opening Ceremony of the 29th Olympic Games was given?(2) What were you doing ，when Wenchuan earthquake happened?2. Work on 3a.Let students discuss and make notes about events they remember well.3. Work on 3b.Write a short article about the important event in 3a. Try to write three paragraphs.4. Do self check.五、 提高1. Summary of new words