人教版七年级下册 Unit 11 How was your school trip？ Section B 2a-2c 教案（表格式）

Unit11 How was your school trip
Section B(2a-2c)
学情分析 本节课的授课对象是初一学生，从认知特点看，形象思维能力强，辩证思维和创造思维有待培养。思维活跃,但注意力维持时间不长，因而活动的多样性、新颖性及梯度性是教者关注的焦点。阅读本话题时要用到的描述词及一般过去时，学生们在前面的学习中，已经有了一定程度的认知。在阅读策略方面略读、扫读及猜词悟义能力需要逐步培养。预测学生可能在输出环节，遇到语言运用不够准确的问题，为此我通过加强内化、充分铺垫并辅助适当板书来帮助学生克服困难，达到预期的学习效果。
教材分析 教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。围绕学校郊游这一话题，学生在阅读中感悟一般过去时的用法，体会不同的情况下如何表达自己的感受，学会谈论和分享过去的经历。
教学重点 能够读懂文章大意，掌握与旅行活动相关的动词短语和描述词。
教学难点 用恰当的描述词来分享过去的经历
教学目标 文化品格 在人际交往中学会尊重和理解别人，学会交换不同的看法，用恰当的方式表达自己的观点，形成积极向上的生活态度。
思维品质 通过阅读两篇日记理解不同人对待同一事物可以有不同的感受，培养发散思维与创新意识，促进评判性思维的形成。
语言能力 能用恰当的语言分享自己或他人的过去经历。
学习能力 通过阅读文章，掌握日记的写作特点及猜词悟义等阅读能力。学习活动中，自主、合作、探究能力得到了提升。
教学过程StepⅠ EngageStepⅡ ReadStep Ⅲ ActivateStep Ⅳ Assignment and self-assessment 课堂活动Get to know Show what I did last weekend to lead to the topic and review uses of the past tense learnt before. Meanwhile some new words are also presented.1.Prediction Look at the pictures and try to guess if Helen or Jim likes the school trip.2. Fast reading Get Ss to go through the diaries as quickly as possible and answer:How do they feel about the school trip Ss try to offer a proper title for each diary.3. Reading for details A. Helen’s diary Activity one Get Ss to read Helen’s diary with the some questions and try to summarize “5W” in a diary. Activity two Show what Helen did in different places, then hold a competition, see which group has the best memory. B. Jim’s diary Activity one Disorder the diary by cutting it into simple sentences. Work in groups. See which group can put them in the right order in the shortest time. Activity two Get Ss to read it again and guess what the new words mean.Activity threeRead and understand what Jim did by chatting online.4.Appreciating the words Ss circle the words which describe things while listening. School trip survey Get Ss to make a survey about what they did in their trip and fill in the form.After finishing it , each group make a report. 1. Reread the article and underline what puzzles you, e.g. words, phrases or sentences.2. Prepare to share a story of your school trip. 目的教师即课程，充分利用教者的自身资源，激发学生兴趣，拉近师生距离。从预测入手，利于激发孩子好奇心，有效形成阅读期待。快读了解大意，通过标题的讨论凸显日记主题，关注阅读策略的指导。以海伦的日记为摹本，了解日记的行文特点，为今后的表达或写作提供支架。通过竞赛活动，学生进一步深入了解文章的细节内容。在学生充分理解第一篇日记后，采用Jigsaw阅读方式来处理另一篇日记，易于激发学生主动探知的学习热情，任务的“信息差”使得合作学习得到充分的展现。引导学生充分抓住文本的行间信息进行猜词悟义能力的训练。通过QQ聊天，在生动趣味学习中加深对文本细节的理解。词不离境，借助文本让学生在语境中充分理解描述词的用法。更能体现语言学以致用的原则。糅合听、说、读、写能力的开放性活动在小组中进行，真实的任务吸引学生全员参与， 活动效应得以最大化。
板书设计 How was your school trip A school trip Helen Jim fast train slow hotinteresting museum big boring cheap lovely the gift shop expensiveexciting terrible