Unit 3How was your school trip Section B (2a-2c)教学设计

鲁教版七上Unit
3How
was
your
school
trip?
Section
B
(2a-2c)教学设计
课标要求及分析：
1.课标对三级读的要求是：能读懂简单的故事和短文并抓住大意。
2.能归纳总结文章大意的句子叫中心句，通常出现在文章的首句或末尾，找到中心句有助于理解文章大意。
教材分析：
本课是本单元的第五课时，课型为读写课。在初步学习了一般过去时的基础上，通过阅读两篇旅行日记，考察学生对篇章的理解和培养阅读策略。启发了学生从所学的阅读篇章中吸取供模仿的写作的句型和框架，进而提高自己的语言表达能力。
学情分析：
七年级的学生对学校旅行这一话题很感兴趣。在之前的学习中学生已掌握了一些描述性形容词及动词过去式，也掌握更多动词的规则及不规则过去式，在这一基础上进行读写教学，可让学生进一步感悟体会怎样运用一般过去时对过去某一事情进行描述，但是，在英语学习中也存在着一些问题，比如，词汇量比较少，动词过去式使用不正确，而且，学生习惯用中文思维，不知道怎样用英语确切、流畅的表达自己的思想。
学习目标：
1.
知识目标
（1）话题:School
trips.
（
2）词汇:
exciting,
lovely,
expensive,
cheap,
slow,
fast,
robot,
guide,
gift,
everything,
dark,
hear,
along
the
way,
play
chess,
learn
a
lot,
all
in
all,
be
interested
in,
not...at
all
句型:
The
guide
taught
us
how
to....
I
think
...
was....
It
was
+adj.+
to
do...
（3）语法:
能使用
be动词和实义动词的一般过去时描述过去发生的事情。
2.
能力目标
（
1）通过阅读课文,
学生能够掌握一些阅读技巧,如
predicting,
skimming,
scanning
and
searching
for
details,
etc
（2）通过本课的学习，能运用一般过去时有条理的将自己过去所经历的事情写成日记。
3．情感目标
学会用过去时态进行回忆；学会用英语褒义词和贬义词进行描述；并体会以积极乐观的心态去看待人、事或物，懂得享受大自然的美，热爱美好生活。
教学重点：掌握与旅行活动相关的短语和描述性形容词
教学难点：正确使用英语褒义词和贬义词进行描述
教学流程：
Step1
Leading-in
Free
talk
Talk
about
the
school
trip
in
Shanqing
World
2
weeks
ago.
Questions:
Q1.
How
was
your
school
trip?
Q2.What
did
you
do
?
【设计意图】从学生生活实际出发，让学生有话可说。用上节课学过的两个问句以旧带新引出
school
trip话题，同时激发学生学习兴趣。
Step2
Daily
Report
Ask
one
student
to
give
a
report
about
her/his
trip.
Ask
the
other
students
to
listen
carefully,
and
answer
teacher’s
questions.
Q1：Where
did
she
go?
Q2：How
was
her
trip?
Q3：What
did
she
do?
Q4：What
do
you
think
of
fishing?
【设计意图】
通过学生做
Daily
Report，是对
Section
A所学知识的整合输出，让学生回答问题，培养学生听的能力；通过讨论
What
do
you
think
of
fishing?引导学生用不同的形容词发表不同的观点。进行情感教育：看待同一件事会有不同的看法。
If
you
are
interested
in
it,
it
is
great.
But
if
you
aren’t
interested
in
it,
it
is
boring.
Step3
Fast
reading
Helen
and
Jim
went
on
the
same
trip.
But
they
had
different
feelings.
Read
the
diary
entries
quickly,
and
find
out
the
answers.
1.
What
did
they
visit?
2.
How
did
they
get
there?
3.
What
was
the
museum
about?
4.
Did
they
go
to
gift
shop?
Check
the
answers.
【设计意图】此任务是让学生跳读，找出两篇日记中的相同信息。注意跳读的阅读策略(Just
circle
the
main
words)。
Step4
Careful
reading
Task1:
Helen
and
Jim
went
on
the
same
trip,
took
the
same
train
and
went
to
the
same
gift
shop.
But
they
describe
these
things
differently.
How
do
Helen
and
Jim
describe
these
things?
Helen
Jim
the
trip
the
train
the
gift
shop
and
gifts
Task2:
At
the
museum,
what
did
Helen
do?
List
them
in
the
chart.
Let
students
find
out
what
Jim
did
at
the
museum
by
asking
questions:
Did
Jim
do
sth?
Why?
Complete
the
chart,
and
read
and
remember
the
information
as
much
as
possible.
【设计意图】通过此两项任务的设计，整合教材，学生在对比阅读、完成表格的过程中，尽可能多的获取信息并识记信息。填表格培养了学生对比分析能力。追问让学生发散思维，体会不同人看待同一事物有不同的观点。
Step5
Groupwork
Students
have
learned
a
lot
about
Helen
and
Jim’s
trip.
Work
in
group
of
four
and
talk
about
one’s
trip.
Ask
questions
as
many
as
possible
and
write
the
answers
in
the
chart.
Students
can
add
their
own
questions
if
they
need.
How
was
your
trip?
Where
did
you
go
/visit?
How
did
you
get
there?
What
did
you
do?
What
did
you
buy?
How
was
the
food
there?
……
Step6
Writing
Task1
How
to
write
a
diary
entry?
Find
out
the
structure
of
diary
by
reading
2b
again.
Task2
According
to
the
structure
and
information
about
their
trip,
write
a
diary
about
their
own
trip.
Task3
Ask
3
students
to
share
their
diary.
【设计意图】通过设置层层递进的任务，层层铺垫，综合运用目标语言通过写作的方式进行语言输出，达到本节课的学习目标。
Step
7
Teacher’s
words
I
hope
students
can
walk
out
of
the
classroom
and
into
the
nature.
Enjoy
the
clean
air,
the
sunshine
and
the
natural
beauty.
Love
the
beautiful
nature
and
love
our
great
life.
板书设计：
Unit3How
was
your
school
trip?
Section
B
2a-2c
How
to
write
a
diary
entry?
Section
B
(2a-2c)课后反思
优点：
1.
本课时整体设计思路清晰且具有很强的梯度性，环环相扣，目的性明确。
2.
通过学生做
Daily
Report，是对
Section
A所学知识的整合输出，让学生回答问题，培养学生听的能力；通过讨论
What
do
you
think
of
fishing?引导学生用不同的形容词发表不同的观点。进行情感教育：看待同一件事会有不同的看法。If
you
are
interested
in
it,
it
is
great.
But
if
you
aren’t
interested
in
it,
it
is
boring.
3.
通过回答问题和填表格的任务设计，对教材的整合，找出
Helen
和
Jim
有关学校旅行日记中所描述的相同点和不同点，学生在对比阅读、完成表格的过程中，尽可能多的获取信息并识记信息。培养了学生对比分析能力。追问让学生发散思维，体会不同人看待同一事物有不同的观点。学生完成情况较好。
4.
小组合作任务的设计贴近学生，贴近生活，提高学生的讨论的兴趣，有了兴趣，才会提出创新的问题，完善有关学校旅行的信息，下一步的写作才会如鱼得水，有话可说。
5.为学生们搭建了展示自我的平台，无论是
Daily
report,还是小组活动，还是最后作文的展示，孩子们展现出了自信和较高的英语素质。
不足：
1.
忽略设计学习内容与现实生活的相关练习，缺乏体现语言的活用性，应适当增补额外的知识。
2.虽然大部分学生动起来了，但还有些学生没有发言，有些紧张，所以我对这些学生的鼓励，调动还做的不够。3.有些环节处理的都很仓促，还可以给学生更多的时间去巩固、去思考、去展示。