UNit 6 Reading Plus 教学设计 2024-2025学年人教版（2024）七年级英语上册

富县羊泉初级中学课堂教学设计 课型 阅读课 课题 Unit 6 A Day in the Life Reading Plus 时间 年级 七年级 科目 英语 课时 6 授课人 课标关于 本单元的 教学要求 主题: 本单元围绕 “生活日常” 这一主题展开。该主题与课标要求的“人与自我”主题中的 “丰富、充实、积极向上的生活” “多彩、安全、有意义的学校生活” “自我认识、自我管理、自我提升”子主题以及 “人与社会” 主题中的 “公共秩序”子主题密切相关。 本单元不仅聚焦国内学生的日常作息,同时展示了一位芬兰初中生的上学日作息,还涉及不同职业的人在工作日的作息安排。通过本单元的学习,学生将掌握如何正确表达时间,准确描述自己或他人一天的日程安排。通过谈论和比较上学日和周末日程安排的异同,一方面反思自己日程安排的合理性,另一方面,感知其他国家人们的生活习惯和理念。 课标、教参关于本课中的要求及建议 要求: 1.通过阅读拓展文章，赏析文章的语言特征,提升思维的逻辑性与深刻性。 2.能够通过阅读文章，获取大意，理清文章结构，推测生词含义,理解长难句，获取一些语言知识。 建议: 1.教师指导学生快速、准确获取文章大意，借助可视化工具将语言知识结构化，并结合上下文准确理解生词及长难句含义。 2.学生在小组讨论当中，积极发表自己的看法,做到表达准确、逻辑条理，产生思维的碰撞。 本课 教学 目标 1.能够通过阅读文章，获取大意，理清文章结构和内容，推测生词含义,积累相关短语、句型结构等。 2.能够通过阅读拓展文章，了解文章的结构框架，赏析语言特征，通过预测、略读、扫读等阅读技巧的体验，促进阅读能力的提升； 3.能够通过结合自身实际情况，对比自己父母的工作日活动安排，与此同时促进跨文化意识的形成。 教学 重难点 重点: 获取、梳理、概括文章信息；分析文章语言特征；探究主题意义。 难点: 推理生词含义，理解长难句。 教学方法 任务型教学法、情境教学法相结合。 学习方法 课前预习、听说结合和俩俩对话的方法 教学准备 教师：录音机、书本、多媒体课件、黑板 学生：课前预习 教学过程 设计意图 Step 1. Lead-in. Students watch a video about an English teacher Yiyi’s day. Activity Time drink coffee leave home for school have the reading class have lunch go to work get off work go to bed Do you know your parents’ job? Do you know about their workday routines? Step 2. Reading. 1.Pre-reading Look at the first photo and guess: What’s her job? What does she need to do? What time does she go to bed? Look at the second photo and guess: What’s his job? What does he need to do? What time does he go to bed? 2.While-reading 1. Skimming. Read the passage quickly and answer the questions: (1) Who? Where? What jobs? (2) What type of texts are they? A. narration B. argumentation C. exposition (3) What are the texts about? A. special people B. special jobs C. special routines 2. Scanning. (1) Wenwen’s mother is a nurse. Colin’s father is a bin worker. Read the texts and complete the timelines for Wenwen’s mother and Colin’s father. What do you think of their work? (2) Read the first text again and answer the questions: How often does Wenwen’s mother check on each patient? When does his mother sometimes work? Is she busy? How does Wenwen’s mother make good use of her time? (3) Read the second text again and answer the questions: How many hours does his father do every day? And is he busy? How does Colin’s father make good use of his time? Though they are busy with their work, they can make good use of the time and balance the work and family well. 3.Post-reading (1) Discussion Discuss with their group members to understand better. Our parents have special workday routines. What about your parents? How are Wenwen’s and Colin’s parent’s routines different from your parents’? What are your parents’ professions? Can you talk about their workday routines? (2) Interview and Report Talk about your parents’ weekday routines. Sa: Interview others. Sb&c: Answer questions. Sb: Complete the table. The leader: Give a report. …’s father/ mother is a … Every day, he/ she gets up at … Then he/ she has breakfast at … After that, he/ she goes to work at … At …, he/ she has lunch at … Step 4. Summary Guide Ss to have a conclusion about the knowledge they’ve learned. Step 5. Homework  (1) Recite the new words and expressions. (2) Finish the exercise book. 利用视频导入Yiyi的工作日日程安排,激发学生兴趣,学生利用目标语言谈论Yiyi的一天。 通过逐层不同的阅读任务设计，引导学生从整体感知到细节理解。利用问题引导学生深度研读语篇，充分理解文本内容和深层含义。 通过画出Wenwen妈妈和Colin爸爸的工作日时间轴,培养学生准确获取、梳理、记录关键信息的能力。 通过自主思考和小组讨论，产生思维碰撞。 板书 设计 Unit 6 A Day in the Life Reading Plus 教后 反思 学科网（北京）股份有限公司 $$