人教新目标(Go for it)版七年级下册 Unit 11 How was your school trip Section B 2a-2c 教案

Go For It 7B Unit11 Section B 2a-2c
Analysis of teaching material What: The text is about Helen’s and Jim’s diary. They describe the school trip and express their different thoughts. Helen thinks it’s an exciting day, but Jim thinks the school trip is terrible. Why: The text summarizes the different attitudes of the two authors on the same travel experience through comparison, trains students’ comparative analysis ability, enables students to understand the travel activities of students in Britain and the United States, and guides students to arrange their spare time reasonably and love life. How: The text is a typical diary, involving adjectives commonly used in students’ life, such as exciting, lovely, expensive, cheap, slow, fast, interested, dark; Express your emotional attitude, e.g. “I didn’t like the trip at all”. Two students used the past simple tense when describing a school trip, which students have already been exposed to in previous courses and is both practical and educational.
Teaching objectives By the end of this lesson, students will be able to: learn about the activities and feelings of Helen and Jim on the school trip in their diaries, including the location of the trip, transportation, personal feelings and other information; talk about the different feelings of two people on the same school trip, extract, summarize and internalize the language expressions used to describe the activities and feelings in the diaries, such as the use of past tense and adjectives; use relevant language expressions, conduct role-playing interviews with peers, and write a passage about a family trip that impressed them most.
Teaching focus 1.Reading: Understand the main idea of the diary. 2.Vocabulary: exciting, lovely, expensive, cheap, slow, fast, guide, be interested in, all in all, and so on.
Anticipated difficulties Students may feel it difficult to use the regular past forms properly. Students may feel it difficult to use the simple past tense to write a diary, record their meaningful travel, describe their past good life, and learn to love life.
Teaching objectives 1.Learn about the activities and feelings of Helen and Jim on the school trip in their diaries, including the location of the trip, transportation, personal feelings and other information. (Learning and understanding) Learning activities Students look at pictures about school trips, think about whether they like school trips, and explain why; Brainstorm adjectives that can describe trips. (4 minutes) Students read the adjectives of 2a. And put a√for good and a×for bad. Leave a blank if they can mean both; Learn new words and feel the emotion. (5 minutes) Students read two diaries, extract key information, and fill in the forms with information about travel locations, events, feelings, etc. (6 minutes) Assessments Observe the students’ performance in answering the questions, and understand their vocabulary reserve about travel according to the specific words they say. Observe the key words students fill in the form to judge the comprehensive and accurate degree of information they obtain.
Justification:Activate students’ original knowledge , introduce new lessons naturally. Help students grasp the general idea and some details of the text and develop their reading skills.
2.Talk about the different feelings of two people on the same school trip, extract, summarize and internalize the language expressions used to describe the activities and feelings in the diaries, such as the use of past tense and adjectives. (Applying and practicing) With the help of the table, students retell the story by themselves；then talk about Helen’s and Jim’s different feelings about trips. (8 minutes) Students find and summarize the expressions that describe the past events in the conversation; Internalize the language points through practice. (7 minutes) Observe whether the details of the two students’ school trip are comprehensive and specific, and grasp the situation of the students’ internalized learning content and language.
Justification:Let students use the adjectives and express their feelings correctly .
3.Use relevant language expressions, conduct role-playing interviews with peers, and write a passage about a family trip that impressed them most. (Transferring and creating) 6.Students work in pairs and play roles: Reporter interview with Helen, asking about the experience and feelings about school trip; Write a passage about a family trip that impressed them most. (10 minutes) Observe whether students can correctly describe the location, event, transportation mode, feelings and other information of travel in group activities, and give necessary guidance and feedback as needed.
Justification:Help students consolidate what they have learned and develop their speaking and writing abilities.
Homework 1. Read the new words and passage three times. 2.Complete the exercises in the textbook.
Blackboard design Unit 11 How was your trip Section B HelenJimThe tripThe trainThe museumThe gift shop and gifts
All in all, it was an exciting day. I didn’t like the trip at all.
Reflection The teaching design is in line with the teaching objectives of learning and understanding, applying and practicing, transferring and creating. By setting questions, understand the students’ learning difficulties. During reading, by answering questions, filling in forms and other links, students should read the text at multiple levels as much as possible to fully understand the content and key knowledge of the article. After reading, students can consolidate the knowledge through working in pairs. The teaching design focuses on the cultivation of students’ reading strategies, and various teaching activities can inspire students’ thinking and mobilize students’ enthusiasm for learning English to the greatest extent. At the same time, there are problems. Teacher’s feedback and evaluation to students can be appropriately increased, so that students are timely aware of their own learning situation.