人教版 七年级下册第十一单元Section B 2a—2c 教学设计

1、.Unit 11 How was your school trip?Section B 2a-2c reading &writing教学设计一、教学分析1. 教学内容分析本课的教学内容为人教版go for it!七年级下册Unit 11 How was your school trip? Section B中的阅读文章。单元话题涉及学校旅行，本课的两篇阅读文章以日记的形式介绍了Helen和Jim各自的学校旅行经历和感受。全文共有约200个单词，文章难度相对适中，文中涉及语法主要是一般过去时。2. 学生分析学生来自首师大二附中的普通班，一个班30人。学生听说才能方面，约一半学生可以适应全

2、英文授课，并可以积极参与课堂互动。为了让学生可以更好地理解老师的教学意图并参与课堂活动，老师语言应以精炼、简洁为主。读写才能方面，学生在阅读习惯和阅读策略方面具有较好的根底，大部分学生可以较好的理解本课的阅读文章。学生写作方面存在较大问题，因此完成写作任务时会存在一定困难。3. 教学目的通过本节课的学习，学生可以：1听、说、读、写文中出现的新词汇：exciting, lovely, expensive, cheap, slow, fast, robot, guide, gift, all in all, everything, be interested in, dark, hear;2运用略

3、读策略来获取文章的主要内容，运用细读策略来理解文本的详细信息；3利用课上所学的内容和文体知识，完成一篇有关旅行的日记。二、教学过程Step 1: Warm-up and Lead-in师生问候之后，老师展示出四张照片，提出以下两个问题：Where did I go? What did I do? 学生很快就从中捕获关键信息，答复出老师的问题：Mrs Yang went to Australia. She went boating, went to Sydney opera house, went to the beach and fed the kangaroos. 接着老师继续说出In th

4、ose days, I wrote some diaries. Would you like to read one diary? 至此，过渡到课本话题。设计意图运用老师本人旅行的照片可以很好地舒缓学生的紧张情绪，另外也比较贴近学生的生活实际，激发了学生的学习兴趣和热情，非常自然地导入本课话题。Step 2: Pre-reading学生阅读老师去澳大利亚旅行的一篇日记。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. 设计意图此环节是老师从阅读话题、文本体裁两个方面引导学生初步感知将要阅读的内容，这样可以为之后的读写活动做好铺垫。Step 3: While-reading1. 老师让学生略读Helen和Jim的旅

6、行日记，并答复两个问题Did Helen and Jim go on the same trip? How do they feel about the trip? 学生通过略读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. 设计意图阅读策略指帮助学生理解文本信息、解决各种阅读问题的方式和方法。略读策略旨在帮助学生学会高效地处理信息。学生通过此种阅读地策略可以迅速地把握文章的主题，并在老师的引领下顺利走进语篇

7、。2. 进入细节阅读1老师让学生阅读两篇旅行日记，找出Helen和Jim对于这些事物的情感体验的形容词。HelenJimthe tripexcitingterriblethe trainfastslowthe museumreally interestingbig, boring, dark, too many people the gift shop and giftslovely, not expensiveso expensive2老师让学生只阅读Helen的日记，找出有关时间、地点、交通方式、活动和情感的细节信息后完成表格。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 设计意图老师引导学生体会Helen和Jim对于一样学校旅

9、行经历的不同感受，并把侧重点放在Helen的日记上，让学生在填写表格详细信息的过程中体会日记写作需要包括的因素。Step 4: Post-reading借助屏幕上显示的关键词汇，老师引导学生归纳日记写作需要注意的环节，提问：Do you know some tips on how to write a diary? 学生总结出：1. Date is usually on the left. 2. We usually use the past tense. 老师继续引导学生关注the transition words的使用。设计意图在细读文本的根底上，帮助学生提炼出日记写作需要关注的部分：日期

10、和时态。为了使文章更为流畅，逻辑性更强，关联词的使用也是非常必要的。Step 5: Reading extension老师给学生提供一篇课本之外的旅行日记阅读材料，让学生细读之后提取信息并填写表格。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 设计意图在课本文章的根底上，丰富相关话题的阅读材料，加大

13、学生的阅读输入，继续强化日记写作需要涉及时间、地点、交通方式、活动和情感五个要素，为后面的写作活动做好铺垫。Step 6: Writing a diary请学生根据你以前经历过的旅行写一篇日记，包含三个提示问题：1.Where did you go and how did you get there? 2. What did you do? 3. How did you feel ? 老师展示图片以科技馆旅行为例，通过问题帮助学生整理写作思路。老师提问：Where did you go? How did you get there? 学生积极响应，I went to the Science a

14、nd Technology Museum. I went there by bus. 老师继续追问，What did you do there? 多数学生根据图片能够答复出，saw 4D movies, listened to the introduction, took notes, bought souvenirs, took photos, had lunch with friends, saw the robot dance最后老师提供一些有关情绪表达的形容词和连接词作为语言支持，形容词如：happy, exciting, relaxing, unforgettable, boring, terrible, awful, tired 连接词如：First thenafter thatfinallyat the end of the day 设计意图阅读的输入是为了写作的输出，读与写必须有机的结合在一起，才能真正进步学生的英语语言运用才