广东省广州市2023-2024学年牛津深圳版（广州沈阳通用）七年级下册Unit5第一课时阅读课教学设计（表格式）
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| 名称 | 广东省广州市2023-2024学年牛津深圳版（广州沈阳通用）七年级下册Unit5第一课时阅读课教学设计（表格式） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2024-05-29 16:10:38 | ||
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课时教学设计
第一课时 课型 Reading
教学目标 1.通过借助图片、标题等预测文章内容。 2.通过快速阅读获取与梳理故事的基本要素，感知水从自然界进入家庭的全过程。 3.通过仔细阅读，描述水的旅程，阐释并分析其原因，内化与巩固所学语言知识。 4.通过思考和讨论，加深对故事主题的理解，提炼自己的观点，创造性的解决如何节约用水的问题。
教学内容 分析 What: 主阅读语篇是一篇介绍水的“旅程”的想象故事。通过“一滴水”和女孩Dora的对话，揭示了水从自然界进入家庭的过程。学生这一话题十分熟悉，文本难度中等。 How: 主阅读这一语篇按照先后顺序描述了水滴从自然界进入家庭的过程。篇章采用了拟人化的手法，文章中有很多生动有趣的语言。让学生懂得水资源的珍贵，从而树立节约用水、保护水资源的观念。 Why: 阅读语篇采用了拟人化的手法，语言生动有趣，旨在提升学生的阅读兴趣，更好地理解整个篇章的主旨大意，从而领悟到水对于家庭生活动的重要性。
学情分析 本课的授课对象为七年级学生，经过一个学期的初中英语学习，学生已经初步具备一定的语言能力；本语篇是一则想象故事，语言生动活泼，文本互动性较强，学生容易进入阅读情境；此外本语篇的话题“水的旅程”，主要聚水从自然界进入家庭的过程，学生对此话题比较熟悉，容易产生阅读期待。
教学重难点 本课学习的重点是感知、梳理并学会使用相应的动词短语描绘“水”从自然界进入家庭的过程；难点是领悟故事的主题，从中提炼自己的观点，进而提出创造性地解决节约用水的问题。
教学策略 本单元授课主要采用情境性教学策略，学生在教师的引导和启发下逐步探索水从自然界进入家庭的旅程，阅读过程中演绎与推理两种方式相结合，学生通过自主学习，深入思考和交流合作等方式完成本课学习任务。
前置作业 预习词汇表中P118的生词
教学环节 教与学活动（师生活动） 设计意图
Step 1. Warm up A guessing game Arouse students interest in this topic
Step 2. Lead-in Watch a short video and answer questions; Encourage the students to join the class and explore the fairyland of water together.
Look at the pictures and try to number the order. Students are motivated to explore how water cycle in nature.
Step 3 Pre-reading Pre-reading Prediction: look at the picture and title, then try to predict to whom water is talking. Get the students to learn how to predict the main content of an article by referring to its pictures and titles.
Step 4 While-reading Try to find out the basic information about the story by reading quickly. Students will be able to get the basic information of a story quickly.
Read the story carefully and write the names of the different places on the map with the words given. Students will be able to know about water’s journey quickly.
Read the story again and try to focus on the verbal phrase that we can use to describe the journey of water. Students will be led to pay attention to some new verbal phrases they can use to describe the journey of water.
Discuss in groups and answer some questions about the story. Students’ understanding about this story will be deepened by answering these questions.
Step 5 Post-reading Review the story again and try to complete Dora’s diary with the words given. Students will be able to retell this story in another way so that they consolidate what they learn in this period.
Step 6 Deep thinking Discuss in groups and try to develop your ideas by answering the following questions: 1. Focus on the title and think about why water wants to talk with Dora 2. Did Dora change her attitude How do you know that 3. What do you think of water after reading this story, can you find a word to describe it 4. Can you find other words to describe it How can we save it Students will be activated to reflect on the theme of the story gradually by answering the questions and meanwhile they will develop their own ideas and attitudes towards water, so in the end they can solve the problems of water creatively.
Step 7 Self-assessment Self-assess what is learnt in this period by filling in the self-assessment table. Students are supposed to summarize what is learnt in this period and try to work out how to make further progress.
Homework 绘制一张流程图，展示“水从自然界进入家庭的旅程”，如何节约用水等。
第一课时 课型 Reading
教学目标 1.通过借助图片、标题等预测文章内容。 2.通过快速阅读获取与梳理故事的基本要素，感知水从自然界进入家庭的全过程。 3.通过仔细阅读，描述水的旅程，阐释并分析其原因，内化与巩固所学语言知识。 4.通过思考和讨论，加深对故事主题的理解，提炼自己的观点，创造性的解决如何节约用水的问题。
教学内容 分析 What: 主阅读语篇是一篇介绍水的“旅程”的想象故事。通过“一滴水”和女孩Dora的对话，揭示了水从自然界进入家庭的过程。学生这一话题十分熟悉，文本难度中等。 How: 主阅读这一语篇按照先后顺序描述了水滴从自然界进入家庭的过程。篇章采用了拟人化的手法，文章中有很多生动有趣的语言。让学生懂得水资源的珍贵，从而树立节约用水、保护水资源的观念。 Why: 阅读语篇采用了拟人化的手法，语言生动有趣，旨在提升学生的阅读兴趣，更好地理解整个篇章的主旨大意，从而领悟到水对于家庭生活动的重要性。
学情分析 本课的授课对象为七年级学生，经过一个学期的初中英语学习，学生已经初步具备一定的语言能力；本语篇是一则想象故事，语言生动活泼，文本互动性较强，学生容易进入阅读情境；此外本语篇的话题“水的旅程”，主要聚水从自然界进入家庭的过程，学生对此话题比较熟悉，容易产生阅读期待。
教学重难点 本课学习的重点是感知、梳理并学会使用相应的动词短语描绘“水”从自然界进入家庭的过程；难点是领悟故事的主题，从中提炼自己的观点，进而提出创造性地解决节约用水的问题。
教学策略 本单元授课主要采用情境性教学策略，学生在教师的引导和启发下逐步探索水从自然界进入家庭的旅程，阅读过程中演绎与推理两种方式相结合，学生通过自主学习，深入思考和交流合作等方式完成本课学习任务。
前置作业 预习词汇表中P118的生词
教学环节 教与学活动（师生活动） 设计意图
Step 1. Warm up A guessing game Arouse students interest in this topic
Step 2. Lead-in Watch a short video and answer questions; Encourage the students to join the class and explore the fairyland of water together.
Look at the pictures and try to number the order. Students are motivated to explore how water cycle in nature.
Step 3 Pre-reading Pre-reading Prediction: look at the picture and title, then try to predict to whom water is talking. Get the students to learn how to predict the main content of an article by referring to its pictures and titles.
Step 4 While-reading Try to find out the basic information about the story by reading quickly. Students will be able to get the basic information of a story quickly.
Read the story carefully and write the names of the different places on the map with the words given. Students will be able to know about water’s journey quickly.
Read the story again and try to focus on the verbal phrase that we can use to describe the journey of water. Students will be led to pay attention to some new verbal phrases they can use to describe the journey of water.
Discuss in groups and answer some questions about the story. Students’ understanding about this story will be deepened by answering these questions.
Step 5 Post-reading Review the story again and try to complete Dora’s diary with the words given. Students will be able to retell this story in another way so that they consolidate what they learn in this period.
Step 6 Deep thinking Discuss in groups and try to develop your ideas by answering the following questions: 1. Focus on the title and think about why water wants to talk with Dora 2. Did Dora change her attitude How do you know that 3. What do you think of water after reading this story, can you find a word to describe it 4. Can you find other words to describe it How can we save it Students will be activated to reflect on the theme of the story gradually by answering the questions and meanwhile they will develop their own ideas and attitudes towards water, so in the end they can solve the problems of water creatively.
Step 7 Self-assessment Self-assess what is learnt in this period by filling in the self-assessment table. Students are supposed to summarize what is learnt in this period and try to work out how to make further progress.
Homework 绘制一张流程图，展示“水从自然界进入家庭的旅程”，如何节约用水等。