英语人教版七年级下册Unit 11 reading.docx

七年级 Unit11 How was your school trip?教案 Section B (2a-2c) 郑晶晶【教材分析】。本部分继续围绕“school trip”开展教学活动，学习一般过去式。核心语言项目是”talk about events in the past“。从SectionA的 “How was your school trip？ What did you do?”等扩展到SectionB的其他一些学校组织的旅行活动，以日记这一形式的篇章的内容来融汇话题、交际功能和语言结构的循序渐进的生活化的学习程序。【学情分析】学生已经对一般过去时有所了解，对“school trip”的话题也已经熟悉。掌握了以过去式表达发生在过去的事情和对事物的一些看法。本课让学生通过日记这一典型一般过去时的篇章，进一步学习形容词，并分清褒义和贬义，以及不同的人对同一件事的不同看法。一、教学目标（一）知识与技能1.能正确理解并运用以下表达：exciting, lovely, expensive, cheap, slow, fast, robot, guide, gift, everything, dark, hear, be interested in, all in all等。2.能正确区分褒义词和贬义词，并将其运用于正确的语境之下。3.能在表格的帮助下，复述课文。（二）过程和方法1.通过找地点、形容词等，来理清文章的主要内容。2.通过篇章的阅读，训练学生对比分析的能力。（三）情感态度与价值观1.通过阅读两篇日记理解不同人对待同一事物可以有不同的感受。2.以积极的心态来面对各类事物，寻找适合自己的情绪调控方法。二、教学重难点（一）教学重点1.正确拼读理解重点词汇及其用法。2. 能够理解文章，掌握与旅行活动相关的动词短语和描述性形容词。（二）教学难点在表格的帮助下，复述课文。三、 教学过程Step1 Pre-readingLet Ss enjoy the photos of the Ts classmates ten-year reunion.(通过教师的同学会的照片，拉近师生距离，同时引出school trip的话题。)Free talk.Where did they go?How did they go there?What did they do?Did they buy anything?How was their trip?Present the new words: fast, slow, cheap, expensive, lovely （在自由交谈中引出本节课的一些新词汇，为下面的阅读扫清障碍）。T：How do you feel about their trip?S: I think the isT: I think it was exciting. Different people have different feelings about the same thing. They will use different words to describe. These words are called description words. 【设计意图：通过老师同学会，来导入新知，帮学生扫清部分单词的学习障碍。】Do Section B 2aGet Ss read the description words in 2a and then to find out which words describe good things? Which words describe bad things? And some words can mean both. Give them an example. ( The car is fast. But if you drive too fast , it means dangerous.) （在做选择之前先给学生个例子，部分学生对标题要求不清楚，给他们示范后难度降低）。【设计意图：能区分褒义词和贬义词，让学生明白对于同一件事情不同的人可以有不同的看法。】Step 2 While-readingLets predict. （猜图：通过课文的图片让学生先猜测下他们的心情，阅读期待感）Show the picture in 2a and get Ss predict how Helen and Jim feel about the check.Lets skim. (培养阅读策略：略读：寻找中心句或主题句，让学生明白它们通常出现在文章或段落的首句或末尾，找到文章的中心句或主题句有助于理解文章大意)。Get the look through the first two sentences and the last sentence and find out the answer to the question.( Check the prediction)The get Ss read and tell what type of writing it is( Diary Entry)Lets scan. （寻读：让学生找特定信息，避免逐字逐句阅读，培养良好的阅读习惯）.Get Ss read and answer the question. Did Helen and Jim go on the same trip?Then ask Ss to under what are the same things they talked. （找出相同的事物后，便于承接下面的联系，过渡自然）Lets read in detail.Get Ss read carefully and finish the chart.HelenJimHelens activities Jims activitiesThe tripThe trainThe museumThe gift shop and giftFirst let Ss read Helens and Jims diary entries quickly, circle the description words and then fill in the chart. （圈出描述性形容词，Then read again and find out what they did during the trip and fill in the chart.【设计意图：用表格帮学生简单提炼文章的主要内容。通过让学生圈出文章的形容词这一活动，上承2a又能为2c的解决提供思路，理清文章脉络，为复述做准备。】Step 3 Post-readingLets retell.Get Ss .look at the chart and retell the two diaries.Let Ss work in group of four and each Ss say one or two sentences to retell the diary.Lets conclude.（小组合作复述文章，可以让一些中等偏下生也能参与到课堂中来，提高课堂活动的参与度及增强活力）。What can we learn from the diary entries?(Different people have different feelings about the same thing; We should enjoy our life; Be happy every day, etc.)【设计意图：引导学生以积极的心态来面对各类事物，寻找适合自己的情绪调控方法。】Step 4 Homework1. Level A:Retell the story after class.2. Level B:Copy the important sentences. (分层作业有助于发挥不同层次的学生的能力，提高他们的学习兴趣)。板书设计Unit11 How was your school trip? Section B (2a-2c) adj verb exciting see-saw lovely learn-learned expensive can-could cheap teach-taught slow buy-bought fast hear-heard dark be interested in All in all,It is/was + adj to do sth.教学反思这是一堂SectionB部分的阅读课，课堂以为下一课的写作课做好铺垫为目的。课后得到了大家的点评和指导，受益匪浅。现将本堂课反思如下：一成功之处：1.整节课整体性较强整堂课以school trip为主线贯穿始终，首先以教师自己的十年同学会呈现话题，在此同时呈现了本堂课的新的形容词。然后再过渡到区分形容词褒义和贬义，进行巩固练习。再之后让学生通过看图片猜测主人公的心情，再让学生阅读文章首尾句验证猜测，培养学生读图和找中心句和主题句的阅读策略。再阅读时以表格形式将两人进行对比，比较直观，同时也便于学生根据表格进行复述。2.阅读部分设计的比较细致在找出形容词填入表格前我让学生先圈出文章中的所有形容词，再填入表格，这样难度降低，课堂的参与度也会相应提高，学生的阅读积极性也会提高。二反思改进：1.导入过长由于害怕学生对新单词的掌握不够，在导入过程中加入了过多解释，导致所用时间过久，给后面的活动开张造成影响。2.增加小组活动，让