Unit11_SectionB（3a-Self_Check）-读书郎名师教案.doc

Unit11 SectionB（3a-Self Check）名师教案 【教材版本与册数】新目标人教版七年级下册 【单元名称】Unit 11 How was your school trip? 【课时】Section B 3a-Self Check（第5课时） 【课型】Writing（写作课） 教材分析 【本单元话题】本单元围绕学校组织的游览活动（School trips），展开形式多样的听、说、读、写学习活动。 【本单元重点掌握目标】本单元围绕“学校旅行”主题展开，以同学之间谈论各自的游览经历为背景，展开多种形式的语言训练活动，目的是让学生逐步学会运用一般过去时态叙述和询问过去的活动经历。 【教材内容拆分分析】Section B 部分是在section A部分基础上，围绕单元话题进一步丰富“学校旅行”的内容，增加目标语言的输入。 【通过本单元的学习学生需掌握哪些综合技能】通过本单元的学习使学生学会从所学的阅读篇章中吸取供模仿写作的句型和表达，有意识的进行语言输出。 教学目标 1. 语言知识目标： 1). 学习掌握以下词
汇： 复习词汇: climb → climbed, arrive → arrived
, study → studied stop → stopped, get → got, buy → bought, visited the zoo, took some photos, went to the countryside, saw a lot of flowers 2).引导学生复习，运用自己所学的目标语言，描述自己曾经经历的学校旅行，并对其评价和简述原因。 2. 情感态度价值观目标： 学习内容贴近学生的学习生活，培养学生对所参加的活动怀有积极地情感，学会感恩组织活动的人或单位，从中体验好的东西，丰富课堂内外。 教学重难点 1. 教学重点： 1). 学习掌握以下词
汇： 复习词汇: climb → climbed, arrive → arrived
, study → studied stop → stopped, get → got, buy → bought, visited the zoo, took some photos, went to the countryside, saw a lot of flower
s 2).引导学生复习, 运用自己所学的目标语言，描述自己曾经经历的学校旅行，并对其评价和简述原因。 2. 教学难点： 让学生运用一般过去时态完成笔头输出任务。 建议教法 情景交际法，任务型教学法 设计写前活动任务，先模仿再迁移 总结，写后设置任务提升学生语言运用能力 教学流程 详见教学活动设计 教学评价 1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。 2. 写前的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。 3. 写后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。 附：教学活动设计 步骤 过程 措施（教师活动与学生活动） 目的 持续性评价 1 预备与激活先期知识 Step 1 Warming -up revision 1. Greet the Ss as usual. Then check the homework. 2. Revise the words in this unit: Phrases: milk a cow, ride a horse, feed chickens, quite a lot (of…), in the countryside talk with a farmer take some photos grow apples pick some strawberries take them home go fishing go to the zoo visit a fire station climb
a mountain along the way teach sb. how to do sth. all in all be interested in It was difficult to do sth. not…at all
3. Revise the target languages : How was your school trip? It was great. What did you do? I fed chickens. Where did you
go? I visited a fire station. 学生通过小组汇报形式复习本单元所学词汇及句型。 学生是否能用已经学过的词汇回答问题 2 获取新知 Step 2 Before writing 1. T: Look at the pictures in 3a. What are they doing in each picture? S: The students answer four questions: (1). Where did Bob do? (Bob went to a zoo.) (2). How did he go there? (He took a bus to go there.) (3). What did he see? (He saw many animals.) (4). What
did he do there? (He took some photos and bought some gifts.) 2. Work on 3a S: Read 3a and complete the diary entry. Keys
: interesting, animals, gift shop, gifts 3 .Work on 3b S: Complete Linda’s diary entry. Keys: boring, saw many animals, the gift shop, they were so expensive 指导学生根据日记内容和格式确定顺序为写作铺垫格式。 要求学生完成教材练习3a，3b并通过大声朗读来背诵课文。 教师讲解出现在3a和3b中的语言知识点，为下一环节写作进一步扫清障碍。 学生是否能够完成教材练习3a，3b。 学生是否能够通过大声朗读背诵课文。 学生是否能够掌握语言知识点。 3 深度加工知识 Step 3 While writing 1. T: Let students think the points of the traveling diary. Help the students to finish: 1) What was the date? 2) Where did you do? 3) How was the trip? 4) How did you go there? 5) What did you do? / What did you see? 6) Did you like it?
/ Did
you have a good time? / Did you enjoy yourself? 2.Get the students to write their own school trip. 1. 教师指导学生写作时应该注意的格式，并提醒学生可能会用到的本单元所学句型，为学生写作搭好脚手架。 2.学生在课堂上规定时间内完成写作练习并相互批改作文以达到完成写作任务并进一步完善写作情况的目的。 3.教师给出一个示范作文以规范学生的写作的规范性 1. 学生是否能将教师给出句型运用到自己的写作里面去。 2. 学生是否能相互批阅作文。 4 评价学生的学习 Step 4 Post writing & Summar