初中英语人教版七年级下册u12 reading and writing.docx

教学设计个人信息姓名单位联系方式设计者李蕴海淀北部新区实验学学基本信息课题Unit12 What did you do last weekend?学科英语学段初中年级七年级教材出版社：人民教育出版社1.指导思想与理论依据2015年5月30 日，教育部关于全面深化课程改革落实立德树人根本任务的意见中提出了“核心素养体系”这一概念，而英语学科核心素养包括语言能力、文化品格、思维品质和学习能力四个方面。本节课侧重点放在对学生的思维品质的培养。思维品质指人的思维个性特征，反应其在思维的逻辑性、批判性、创新性等方面所表现的水平和特点。通过本课程的学习，学生能够概括、提取信息，分析、推断信息的逻辑关系，具备初步用英语进行多元思维的能力。英语课程标准（2011年版）指出，英语课程采用既强调语言学习过程又有利于提高学生学习成效的语言教学途径和方法，尽可能多地为学生创造在真实语境中运用语言的机会。鼓励学生在教师的指导下，发现语言规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略。英语课程标准（2011年版）指出，英语阅读教学以培养学生的阅读理解能力为能力目标，使学生掌握一定的阅读技巧从而从阅读教学中获取自己想得到的东西。阅读教学既要注重文本，回归文本，又能欣赏文本，跳出文本。2.教学背景分析初一（1）班为我校住宿班，学生英语的整体水平较好，学生参与课堂的热情较高，但是班级存在两极分化情况，需要在课堂活动中多加关注并搭建合理的台阶达到学生学习的发生和教学目标的实现。本单元以周末活动为主线，功能是运用一般过去时谈论刚刚过去的一些常见周末活动。Section B 2a-3b部分是阅读和写作的板块，首先通过阅读巩固所学语言，并从读的输入过渡到写的输出。Section B的输入文章是叙述一个值得记忆的周末，不同于只是简单叙述周末各项活动的文章。通过前面环节的学习，他们对简单的谈论过去的语言已经比较熟悉，但是很多孩子在描述过去经历时，没有描述一个完整事件的结构意识，也往往会落入“流水账”的俗套，另外学生也缺少运用新学语言知识的意识。因此，在设计本课时，我既重视培养学生写文章的结构意识，也设计了一些落实基础语言知识的活动。以此达到对整篇文章内容的理解和文章结构的明了。最后，小组合作共同设计难忘的一次周末活动，从而实现从读的输入过渡到写的输出。 3.教学目标(含重、难点)At the end of the class, students will be able to1. Get the detail information of the passage. Use most of the following phrases to tell the story about Lisas weekend with the help of the pictures：took us to., took a long bus ride to, put up tents, made a fire to keep us warm, sawdoing jumped up and down, woke up, feeldoing, as, sothat tellthat, When, Its important (not) to do, etc.2. Acquire the structure by time clue to describe past events3. Write about their own weekend using the phrases and structures they have learned.Teaching focus:Writing an article about weekends using some vivid language.Possible difficulties:Students may find it hard to write the article using some vivid language in real contexts.教学过程 教学环节教师活动学生活动设计意图时间安排Stage 1Pre-readingStep 1Brain storm for “A weekend to remember”Ask students to watch and predict about the passage.Free talk about weekends, then Watch and predict. Arouse students attention and lead in the topic.3Stage 2While-readingStep 1Ask students to read the article and answer the questions from Para.1 to Para.3.Read the article and answer some questions.Help students find the details of the story and get the main idea.8Step2Ask students to discuss some questions about the passage. Work in pairs and share their ideas.Encourage students to develop critical thinking.4Stage 3Post-readingStep 1Ask students to work in groups and retell the passage.Work together and retell the passage by the group leader. Encourage students to practice the target language.6Step 2Ask students to make up a weekend in groups. Encourage them to use the target language and to be creative. Practice the target language and make up a story. .Encourage them to use vivid language in the real contexts. 13Step3 Ask students to exchange and share the articles in pairs. Exchange in pairs and discuss.Learn to work with others and learn from each other.10Stage 4Homework Step1Ask students to polish their writings.Polish writing.1板书设计Unit 12 What did you d