人教版 七年級下冊第十一單元Section B 2a—2c 教學設計

1、.Unit 11 How was your school trip?Section B 2a-2c reading &writing教學設計一、教學分析1. 教學內容分析本課的教學內容為人教版go for it!七年級下冊Unit 11 How was your school trip? Section B中的閱讀文章。單元話題涉及學校旅行，本課的兩篇閱讀文章以日記的形式介紹了Helen和Jim各自的學校旅行經(jīng)歷和感受。全文共有約200個單詞，文章難度相對適中，文中涉及語法主要是一般過去時。2. 學生分析學生來自首師大二附中的普通班，一個班30人。學生聽說才能方面，約一半學生可以適應全

2、英文授課，并可以積極參與課堂互動。為了讓學生可以更好地理解老師的教學意圖并參與課堂活動，老師語言應以精煉、簡潔為主。讀寫才能方面，學生在閱讀習慣和閱讀策略方面具有較好的根底，大部分學生可以較好的理解本課的閱讀文章。學生寫作方面存在較大問題，因此完成寫作任務時會存在一定困難。3. 教學目的通過本節(jié)課的學習，學生可以：1聽、說、讀、寫文中出現(xiàn)的新詞匯：exciting, lovely, expensive, cheap, slow, fast, robot, guide, gift, all in all, everything, be interested in, dark, hear;2運用略

3、讀策略來獲取文章的主要內容，運用細讀策略來理解文本的詳細信息；3利用課上所學的內容和文體知識，完成一篇有關旅行的日記。二、教學過程Step 1: Warm-up and Lead-in師生問候之后，老師展示出四張照片，提出以下兩個問題：Where did I go? What did I do? 學生很快就從中捕獲關鍵信息，答復出老師的問題：Mrs Yang went to Australia. She went boating, went to Sydney opera house, went to the beach and fed the kangaroos. 接著老師繼續(xù)說出In th

4、ose days, I wrote some diaries. Would you like to read one diary? 至此，過渡到課本話題。設計意圖運用老師本人旅行的照片可以很好地舒緩學生的緊張情緒，另外也比較貼近學生的生活實際，激發(fā)了學生的學習興趣和熱情，非常自然地導入本課話題。Step 2: Pre-reading學生閱讀老師去澳大利亞旅行的一篇日記。Saturday, February 20thIt was sunny today. I went to Brisbane, one of the most famous cities in Australia. First I

5、 visited the Australia Zoo. I fed kangaroos and took photos with them. At noon, I had my lunch at a Chinese restaurant. After that, I went boating with my friend Peter. I enjoyed my visit to Brisbane. 設計意圖此環(huán)節(jié)是老師從閱讀話題、文本體裁兩個方面引導學生初步感知將要閱讀的內容，這樣可以為之后的讀寫活動做好鋪墊。Step 3: While-reading1. 老師讓學生略讀Helen和Jim的旅

6、行日記，并答復兩個問題Did Helen and Jim go on the same trip? How do they feel about the trip? 學生通過略讀策略很快就能找到答案，Helen and Jim went to the same trip. Helen thought the trip was great, but Jim didnt like the trip at all. 設計意圖閱讀策略指幫助學生理解文本信息、解決各種閱讀問題的方式和方法。略讀策略旨在幫助學生學會高效地處理信息。學生通過此種閱讀地策略可以迅速地把握文章的主題，并在老師的引領下順利走進語篇

7、。2. 進入細節(jié)閱讀1老師讓學生閱讀兩篇旅行日記，找出Helen和Jim對于這些事物的情感體驗的形容詞。HelenJimthe tripexcitingterriblethe trainfastslowthe museumreally interestingbig, boring, dark, too many people the gift shop and giftslovely, not expensiveso expensive2老師讓學生只閱讀Helen的日記，找出有關時間、地點、交通方式、活動和情感的細節(jié)信息后完成表格。Date: June 15th Place:The scien

8、ce museum Transportation:By train Activities:Helen learned a lot about robots. The guide taught them how to make a model robot. Helen took a lot of photos. After that, Helen went to the gift shop and bought some lovely gifts for her parents. Feeling:interesting, exciting 設計意圖老師引導學生體會Helen和Jim對于一樣學校旅

9、行經(jīng)歷的不同感受，并把側重點放在Helen的日記上，讓學生在填寫表格詳細信息的過程中體會日記寫作需要包括的因素。Step 4: Post-reading借助屏幕上顯示的關鍵詞匯，老師引導學生歸納日記寫作需要注意的環(huán)節(jié)，提問：Do you know some tips on how to write a diary? 學生總結出：1. Date is usually on the left. 2. We usually use the past tense. 老師繼續(xù)引導學生關注the transition words的使用。設計意圖在細讀文本的根底上，幫助學生提煉出日記寫作需要關注的部分：日期

10、和時態(tài)。為了使文章更為流暢，邏輯性更強，關聯(lián)詞的使用也是非常必要的。Step 5: Reading extension老師給學生提供一篇課本之外的旅行日記閱讀材料，讓學生細讀之后提取信息并填寫表格。May 28th I had a great time on the school trip. I went to Blue Water Aquarium for the day. First I visited the Visitors Center and watched a movie about sharks. Then I watched a dolphin show. After tha

11、t, I went to the Outdoor Pool where there was a giant octopus. After lunch, I went to the gift Shop where I bought lots of gifts. Finally, tired but happy, I took the bus back to school. At the end of the day, the science teacher was very happy because the students cleaned the bus after the trip.Dat

12、e: May 28th Place:Blue Water Aquarium Transportation:By bus Activities:First I visited the Visitors Center and Then I watched a dolphin show. After that, I went to the Outdoor Pool After lunch, I went to the gift Shop where I bought lots of gifts. Feeling:tired but happy 設計意圖在課本文章的根底上，豐富相關話題的閱讀材料，加大

13、學生的閱讀輸入，繼續(xù)強化日記寫作需要涉及時間、地點、交通方式、活動和情感五個要素，為后面的寫作活動做好鋪墊。Step 6: Writing a diary請學生根據(jù)你以前經(jīng)歷過的旅行寫一篇日記，包含三個提示問題：1.Where did you go and how did you get there? 2. What did you do? 3. How did you feel ? 老師展示圖片以科技館旅行為例，通過問題幫助學生整理寫作思路。老師提問：Where did you go? How did you get there? 學生積極響應，I went to the Science a

14、nd Technology Museum. I went there by bus. 老師繼續(xù)追問，What did you do there? 多數(shù)學生根據(jù)圖片能夠答復出，saw 4D movies, listened to the introduction, took notes, bought souvenirs, took photos, had lunch with friends, saw the robot dance最后老師提供一些有關情緒表達的形容詞和連接詞作為語言支持，形容詞如：happy, exciting, relaxing, unforgettable, boring, terrible, awful, tired 連接詞如：First thenafter thatfinallyat the end of the day 設計意圖閱讀的輸入是為了寫作的輸出，讀與寫必須有機的結合在一起，才能真正進步學生的英語語言運用才