人教新目标(Go for it)版七年级下册 Unit 11 How was your school trip Section B 2a-3c 教案

Go For It 7B Unit 11 Section B 2a-3c
Analysis of teaching material What: The theme of this text is “man and self”. It explores the situation and problems faced by teenagers in school life, extracurricular activities, and other aspects. The text for this lesson is two diaries written by Helen and Jim about the school trip they participated in. Why: Through this discourse, the author aims to guide students to improve their ability to objectively express their views and maintain a positive and optimistic attitude towards life by understanding the two diaries written by Helen and Jim about the school trip they participated in. How: These are two formal letters. Structurally, the text already presents the basic structure of the diary, including date, body, and close, providing a structural framework for later students’ writing. In terms of language, the original text provides basic sentence patterns to express feelings, such as “It was really interesting...” “I think today’s school trip was...”, providing language support for students. In terms of content, the original text embodies two major characteristics of authenticity. Specific: When Giving reasons, the text refers to driving speed and gift price in detail to avoid “fake”, “big”, and “empty”; Comprehensive: When explaining the reasons, the author explains them in terms of location, transportation, photography, gifts, etc.
Teaching objectives By the end of the session, students will be able to: understand the meaning and usage of vocabulary such as science museum, model, lovely, terrible and some other words, master the usage of good and bad description words to describe a school trip, have a deeper understanding of past tense. improve their reading skills in the process of completing reading tasks at different levels such as skimming and scanning and learn the types of reading comprehension questions. use relevant language expressions to talk about the school trip they have participated in, complete the report by doing a survey and improve their sense of teamwork.
Teaching focus Reading: ①Help them understand the main idea and certain details of the story. ②Guide them learn about reading strategies. Vocabulary: ① Help them master the usage of “be” and other verbs’ past forms. ② Help them learn to use the description words and phrasal verbs to tell stories.
Anticipated difficulties Students may feel it difficult to use the past tense properly. Students may feel it difficult to get the idea of the types of reading comprehension questions.
Teaching objectives Understand the meaning and usage of vocabulary, master the usage of good and bad description words to describe the school trip and have a deeper understanding of past tense. Teaching procedure Students observe the WeChat interface provided by the teacher and express what aspects a school trip should include through brainstorming activities. Students are guided to put a “√” for good and a “×” for bad. (Finish 2a) Students can guess the meaning and usage of new words in the context and make predictions. Introductions According to the specific words spoken by the students, the teacher can understand the students’ vocabulary reserve about “school trip”. Evaluate students’ divergent thinking abilities based on their answers.
Justification: Introduce the topic naturally, create the real context, and stimulate students’ interest in participating. Activate their prior knowledge and teach key words or key structures before reading. Get students thematically and linguistically ready for class.
Improve their reading skills in the process of completing reading tasks at different levels such as skimming and scanning and learn the types of reading comprehension questions. Students are guided to skim the text and answer two questions. ①What is it about ②What kind of article is it Students are guided to locate certain information by reading the text quickly(scanning) and answer the following questions. ①Did Helen and Jim go on the same trip ②How do they feel about the trip And why Students need to finish the mind-map to improve their capacity of generalization. Students need to finish the multiple-choice questions in the textbook. (Main idea, Find more details, word guessing, Analysis) Students need to read the diaries again and complete the chart. HelenJimThe tripThe train
Evaluate students’ ability to infer text based on what they have guessed using clues. Observe the key information that students have identified based on the question, and determine the comprehensiveness and accuracy of the information they have obtained and recorded. Judge students’ capacity of generalization based on their performance in finishing the mind-map.
Justification: Guide students to master the main idea and locate key information of the text through reading strategies, internalize the core content of the text using a mind map and doing reading comprehension. Help them comb out key sentence patterns and key expressions.
Use relevant language expressions to talk about the school trip they have participated in， complete the report by doing a survey. Let the students try to express their opinions freely with the skeleton. Students need to make a report by doing a survey in groups of four. During the group presentation, observe whether students can express relevant expressions and sentence patterns about school trips, and provide necessary guidance and feedback as needed.
Justification: Guide students to deeply understand the text, expand logical thinking, express their own views. Contribute to the sustainable development of English reading teaching. Help students improve their comprehensive language ability, and cultivating their ability to use the language and cultural knowledge to solve practical problems in communicative tasks, promoting transfer and innovation.
Summary Skimming Scanning Word guessing Analysis
Homework Must-do ①Retell the passage after class. ②Finish the exercise book. ③Make a mind map of this lesson. Choose-to-do Search for more information about... and share it with others in the next class.
Blackboard design Unit11 How was your school trip Section B(2a-3c)
Reflection To achieve successful foreign language teaching, we should create more real situations, allowing students to have the opportunity to use the language materials they have learned. Therefore, I pay attention to carefully designing teaching activities and making full use of various media for teaching. In teaching, teachers should carefully design open activities to build a stage for students to use language, help them apply new and old knowledge to different language scenarios, enable students to experience, explore independently. Therefore, they can achieve the goal of using language truthfully and flexibly. What’s more, in the process of adopting the task-based language teaching approach, teachers should clarify the purpose of the task designed, consider the practicality and feasibility of the task and achieve integration of teaching, learning and evaluation.