教学内容 | 新人教版七年级下Unit7 Section B Section B 2a--3a,3c 阅读课 | |
教材分析 | 本部分内容是Unit7 Section B的阅读,以“假期旅行”为主题,明信片制作为载体,通过对现在进行时态的继续学习,来培养学生提取细节信息及关键词,并利用关键词进行简单复述文段和简单传达信息的能力。 | |
学生 学情 分析 | 通过近一年的英语学习,学生已积累了少部分词汇,也接触到了少数常见的功能语句和话题项目,对于句子的模仿和生成能力不强。所以,为学生搭建学习平台就显得尤为重要。鉴于此,本节课将从已学过的知识入手,从单词学习逐步向具体信息的抓取过渡。以复述的形式为学生建立句子模型,最后,在文体结构基础上,通过制作明信片来达到对知识的输出。 | |
教学目标 | 语言知识 | 1. Ss can read and spell the new words and phrases ,such as visit,Canada,summer,sit,juice,soon,vacation,hard,Europe,mountain,country ,on a vacation ,sit by and so on. 2.Ss can learn Present Progressive Tense. |
语言技能 | 1. Ss can retell the main information in the postcards in English. 2.Ss can make postcards with their partners and describe them to others. | |
文化意识 | Ss can know different cultures between different countries. | |
情感态度 | Ss know that a postcard is a bridge between you and others. And it can make us get closer. | |
学习策略 | Ss can understand the topic by some non-verbal information. | |
教学重难点 | 教学重点 | 1.Ss can read and spell the new words and phrases ,such as visit,Canada,summer,sit,juice,soon,vacation,hard,Europe,mountain,country ,on a vacation ,sit by and so on. 2.Ss can learn the Present Progressive Tense. |
教学难点 | 1.Ss can retell the main information in the postcards in English. 2.Ss can make postcards with their partners and describe them to others |
时间 (分钟) | 活动环节 | 教学步骤 | 设计意图 | |
教师活动 | 学生活动 | |||
1 | Greetings | T greets with Ss. | Ss and T greet each other. | 激活学生学习状态。 |
5 | Pre-reading | Brainstorm. 1.T shows Ss some pictures , and asks Ss“ How’s the weather ?”. | Ss look at the pictures and answer the questions. | 通过“头脑风暴”,复习已学的表天气的词语,做好热身。 |
T shows Ss some pictures and asks Ss “What are they doing ?” | Ss answer the questions and learn the new words. | 通过图文转换,让学生学习本节课主要单词及短语,为接下来的阅读奠定基础。 | ||
T shows Ss some pictures and asks Ss with“What are they doing ?” | Ss answer the questions and learn the new words. | 进一步扫清学生的单词障碍。 | ||
15 | While--reading | T asks Ss to read the first postcard and then fill in the chart. | Ss read the first postcard and then fill in the chart. | 培养学生获取关键信息的能力。 |
T retells the first postcard according to the information on the blackboard with Ss. | Ss retell the main information of first postcard with T. | 在老师的示范下,通过师生共同复述,培养其图文转换的能力,为学生的口头输出做准备。 | ||
T asks Ss to read the second postcard and draw mind maps in groups according to the four questions. | Ss read and draw a mind a map in group. | 培养学生把握篇章结构的能力和抓取关键词的能力。 | ||
T asks Ss to show their mind map to others. | Ss shows their mind maps. | 培养学生口头表达能力,为后阶段的笔头输出奠基。 | ||
15 | Post--reading | T asks to finish 3a and then checks the answers with Ss. | Ss finsh 3a . | 培养学生获取关键词的能力。 |
T asks Ss to read 3a together. | Ss read 3a together. | 通过阅读让学生感知明信片的结构。 | ||
T asks Ss to write a postcard to their friends . | Ss discuss and make a postcard. | 培养学生信息传达及动手动脑的能力。 | ||
2 | Summary | T asks Ss to say how to make a postcard . | Ss say how to make a postcard. | 培养学生归纳和总结的能力。 |
1 | Conclusion | T tells Ss that a postcard is a bridge between you ,your friends and your family. And it can make us get closer. | Ss feel the importance of the postcards. | 对学生进行德育渗透,结束课堂。 |
1 | Homework | T asks Ss to write a postcard to their parents , and tell them about their school life. | Ss write a postcard after class. | 课后拓展。 |
板书设计 | file:///C:/Users/ADMINI~1/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg |
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