文档内容
课题 人教版七年级下册 Unit 7 A day to remember Section B 2a-2b 英文教案
课型 新授课 主备人
一、Learning objectives
1. Language ability goals
Students are able to understand and apply words and sentence patterns related to
school travel, such as "went on a school trip", "an art museum", "feel amazing / good /
bad / terrible", etc.
Students are able to use their vocabulary and sentence patterns to describe their
school travel experiences, including where, feelings and what they have learned.
Students are able to correctly write a diary about school travel.
2. Learning ability goals
Through reading and writing exercises, cultivate students' reading comprehension
and written expression skills.
Guide students to learn to use notes and outline to organize writing ideas.
3. Thinking quality goals
Encourage students to think and share their travel experiences, and develop logical
and innovative thinking.
Help students to describe their travel feelings from different perspectives and
develop critical thinking.
4. Cultural awareness goals
Let the students understand the different travel culture and art culture, broaden their
international vision.
二、Teaching is the key and difficult points
1. Teaching focus
Master the vocabulary and sentence patterns related to school travel.
Learn to use reading strategies to understand articles and extract key information.
Be able to write a diary of school trips based on an outline and prompts.
2. Teaching difficulties
How to guide students to describe their travel experiences clearly and
systematically.
How to help students overcome the grammatical mistakes and vocabulary spelling
mistakes they may encounter in writing.
三、teaching method
Task-based teaching method, situational teaching method, interactive teaching
method
学科网（北京）股份有限公司四、teaching process
（I）Leading in (5 Minutes)
1. The teacher interests the students, and then asks: " Have you ever gone on a
school trip?Where did you go?How did you feel?”
2. Invite several students to share their school travel experiences, and the teachers to
record key information, such as location and feelings, on the blackboard.
(II) Pre-reading (8 minutes)
1. The teacher presented the 2a form, and asked the students to discuss in groups
and complete the form, recording the relevant information about their latest school trip,
including where to go, how they felt, and what they learned.
2. Invite several groups of student representatives to share their discussion results,
and the teachers to make comments and supplements.
(III) White-reading
1. Quick reading (3 minutes)
The teacher asked the students to read 2b's diary quickly and answer the question: "
Where did the writer go on the school trip?”
After the students answer the questions, the teacher guides the students to
summarize the key reading skills of the article, such as the title, the first and last
paragraphs of the article.
2. Read carefully (7 minutes)
The teacher asked the students to read the diary carefully and complete the
following tasks:
Find out the words and sentences that describe your travel feelings.
To summarize what the author has learned during his trip.
After the students complete the task, the teacher checks the answers together with
the students, and explains the key words and sentence patterns.
3. Read aloud (5 minutes)
The teacher plays the recording, and the students read it along, imitating the
pronunciation and intonation.
Students read aloud in groups, and teachers inspect and give guidance.
(IV) Post-reading (10 minutes)
1. The teacher guides the students to review the table of 2a and the diary of 2b to
summarize the ideas and structure of the writing, such as the time and place of the trip at
the beginning, the travel experience and feelings in the middle, and summarize the
harvest of the trip at the end.
2. Teachers provide some words and sentence patterns related to school travel, such
as "visited", "saw", "had a great time", "It was interesting / exciting...". Let students
write a diary about school travel according to their own completed form in 2 A.
3. In the process of writing, teachers patrol and give individual guidance to help
学科网（北京）股份有限公司students solve grammar and vocabulary problems.
(V) Production (5 minutes)
1. After the students finished writing, the teacher invited several students to read
their diaries on stage. Other students listened carefully and evaluated the content,
grammar, vocabulary and other aspects.
2. Teachers should summarize and give feedback on students 'writing and
evaluation, affirm students' advantages, point out existing problems, and put forward
suggestions for improvement.
(VI) Summary and Homework (5 minutes)
1. Teachers and students will review the key contents of this lesson, including
vocabulary, sentence patterns, reading and writing skills.
2. Assignment assignment:
Ask the students to modify their diary and copy it into the exercise book.
Let the students prepare for the next lesson.
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