新目标英语七下Unit11HowwasB2a—2c[武老师]市一等奖优质课_最新人教版英语七年级下册_七下英语旧版_人教版初中英语7下(新目标)教案PPT课件优质课视频

教学目标 1.认知目标: (1)认读并掌握词汇和短语:exciting, expensive,be interested in, everything, hear, all in all, dark ,fast, slow, lovely, cheap (2)掌握描述性形容词的用法并会分辨其感情色彩 2.技能目标: (1)能初步运用一些阅读技能读懂文章 (skimming ,scanning, careful reading)。 (2)运用所阅读日记中的信息对比分析Jim’s school trip 和Helen’s school trip。 (3)能力拓展:写一篇关于游记题材的日记。 3.情感态度与价值观目标: (1)学生乐于在小组活动中学会团队合作,探索研究,共同完成任务。 (2)学生喜欢阅读。 (3)Different people have different feelings 2学情分析 学生情况分析: 七年级的学生仍然活泼好动,表现欲望强烈,因此,“激趣”和任务型教学成为 本课主要运用的手段;初中学生也渐渐有了抽象性思维。学生在前几个课时中已经学完前面 有关“school trip”的单词、句型,并有了一定的听说读写训练,为本课的学习奠定了基础。但由 于本单元是本套教材中第一次出现“一般过去时”,学生对于一般过去式的运用仍然容易出 错。 3重点难点 4.教学重点、难点分析 教学重点: 1.阅读关于游记题材的日记。 2.写日记。 3.在篇章中正确运用技巧猜单词含义。 4.描述性形容词的分类,以及利用描述性形容词对Jim 和Helen 的学校旅行进行对比。教学难点: 1.总结写作方法。 2.运用正确的方法猜测新单词含义。 3.让学生初步运用阅读策略阅读。 4教学过程 4.1 第一学时 4.1.1教学活动 活动1【讲授】 How was your school trip 活动一:阅读前 1:Ask students to talk about their schooltrip according to the pictures 2: Read my diary Task1:Talk about the school trip according to the questions. Q1: Where did you go? Q2: How did you go there? Q3: What did you do there? Q4:How was my trip? Why? 设计意图:学生回顾刚才所学内容,起巩固作用,同时为下一个“完成日记”的 任务做铺垫。 Task2: Read my trip and learn the new words!T: Now dear boys and girls, do you want to know something about me?教师展示 出自己在乡下旅游的图片并附以句子解释,在出示句子的同时穿插教授本课新 生词exciting, ,lovely, cheap,expensive,gift,robot,interested,guide,all in all My Diary On my school trip,I drove to a farm with my friends . There are many animals o n the farm .They are very _______(可爱的) . I fed chickens and picked some straw berries. The strawberries were _________(昂贵的)but delicious . I also bought so me ______(礼物).They were very ______(便宜的) On the way home , we saw a science museum. I was _________(感兴趣的) in it .In the science museum, the guide showed us around it .I saw some _______(机器 人)I was excited .________( 总之) the trip was ________ (令人激动的) Task3: Answer the questions according to my trip. 设计意图:为阅读教学铺垫,学生可以初步了解日记这一体裁;给学生设置的空 白处基本上都是形容词的填空,学生在完成了日记后巩固了新生词,之后也能 更好地将形容词进行分类:褒义形容词、贬义形容词、中性形容词。 3:Find out the description words and divide them into three parts: a) words that describe good things b) words that describe bad things c) words th at describe both good and bad things T: Just now we met lots of description words. Do you know which of them are use d to describe good things/bad things? 活动二:阅读中 T: When we read a passage, what should we do first? To look through the details d irectly? No, We should focus on the picture and try to guess if there is one, becaus e good readers means good guessers. OK, let’s look at the picture on our books to gether. Q1:Where’s the girl? Q2: Do you kno what she is doing? 设计意图:学生在教师的指导下运用科学的阅读策略进行阅读前的活动---猜测。步骤1:Skimming: How fast can you read? Q1:What kind of passage are they? A story B diary c letter Q2: The passages are about ______. A family trip B school trip C field trip Q3: What was the date? 设计意图:学生运用跳跃式快速阅读,以获得文章的题材、体裁、标题、日期、文 章结构等基本框架信息。Skimming 设置超链接,让生理解这一阅读策略。 步骤2:Scanning: Read Helen’s diary Q1:Where did they go on June 15th? Q2:What can robots do at the museum? Q3: What did the guide teach the students to do? Q4: Did Helen buy anything? What did she buy? 设计意图:学生“查阅”式阅读,解决skimming中没有解决的问题,;熟悉Helen 在学校旅行中的情况。Scanning 设置超链接,让生理解这一阅读策略。 步骤3:Read Jim’s diary carefully. Q1:Did Jim and Helen go on the same trip? Q2:What does he think of the trip? Q3: Did Jim buy anything? Why? Q4: Why didn’t he take any photos?设计意图:学生仔细阅读,寻找文章细节,熟悉Jim 在学校旅行中的态度和感受。 步骤4:Compare Jim’s diary with Helen’s diary. Read the diaries again and find out all the description words. Put the description words in the right places. 设计意图:这一环节亦是本课重点所在,以“鱼骨”形式将两篇日记进行对比, 学生一目了然并找出Jim和 Helen各自对学校旅行的态度和感受,这一深度 的任务让阅读教学升华了。最后以”What do you know from the two different d iaries?”这一问题引发学生再度思考,并以其答案结束本环节。 活动四:阅读后 步骤1:Summarize the writing methods 设计意图:将读写教学结合起来,让学生根据刚才已阅读的文章总结日记的开 头、正文和结尾写作方法。 步骤2:Invite students to keep a diary. Students can write their trip. (family trip/ school trip/ DIY tour…) 步骤3: Show yourselves(秀自己) Invite several students to show their writing. 设计意图:让学生对已学的信息进行加工分析,对比Helen和Jim的日记写一篇 日记。