Unit 7 A Day to Remember Section B (1a-1d) 教案 2024-2025学年人教版英语七年级下册

富县羊泉初级中学课堂教学设计 课型 阅读课 课题 Unit 7 A Day to Remember Section B (1a-1d) 时间 年级 七年级 科目 英语 课时 2 授课人 课标关于 本单元的 教学要求 主题: 本单元属于 “人与自我”范畴中 “生活与学习”主题群中的 “丰富、充实、积极向上的生活” “自我提升” “劳动实践、劳动品质”子主题内容,以及 “人与自然”主题范畴中的 “环境污染及原因, 环保意识和行为” 子主题内容。 本单元的通过核心问题 “What makes a day special?”引导学生探索如何让平常的一天过得有趣、不平凡、有意义。Section A的引导性问题是 “What was your special day like?” 在此部分,学生简单谈论自己的校外实践经历。Section B的引导性问题是 “What did you learn on that special day?” 除了引导学生探讨在特别的日子里做了什么, 还要深入探讨 “特别” 的原因和收获。通过本单元的学习,学生能够发现平凡生活的不平凡时刻,用心感受生活。同时,学生要思考如何把生活中的每一天过得有意义,力争在每一天都有新的收获。 课标、教参关于本课中的要求及建议 要求: 1. 能够使用直观、清晰的信息图表,清晰地展示农场研学的流程,准确识别并列出农场旅行中的关键活动。 2. 能够使用准确、流畅的目标语言,条理清晰,逻辑连贯地表达农场旅行的经历。 3. 能够准确、恰当地使用本单元所学的词汇来描述研学活动,如地点、活动、感受等,正确运用一般过去时来描述研学活动中发生的事件,灵活运用多种句型来丰富文章表达。 建议: 教师有必要训练学生 “看图” 的能力,从而让学生更有效地利用视觉信息来辅助阅读理解,提高英语学习的整体水平。 本课 教学 目标 1.学习理解: 能够基于文本,利用略读、寻读等阅读策略,获取、梳理短文中有关农场研学中的活动安排、劳动体验及个人感悟等基本信息,利用信息图表等可视化工具,梳理并概括农场旅行的关键活动及收获,理解农业劳动的不易,形成对农场旅行经历的全面理解。 2.应用实践: 能够以清晰、有条理的方式,使用目标语言向他人介绍农场研学的经历,包括农场探索的过程、劳动的具体内容和感受,理解农业劳动价值的影响。 3.迁移创新: 能够结合个人学校研学经历,撰写一段文段,运用一般过去时介绍研学的活动,并表达研学对自己的积极影响。 教学 重难点 重点: 掌握与农场及农业活动相关的词汇,理解并运用描述活动和感受的词汇及短语;进一步熟悉一般过去时在叙述过去事件中的运用,包括动词过去式的变化规则;从日记体裁的文本中提取关键信息。 难点: 部分短语含义的准确理解和灵活运用;一般过去时中不规则动词过去式的正确使用;理解文本中蕴含的深层含义;个性化表达自己的感受和思考,在描述学校旅行时融入自己独特的情感体验和从中获得的启示。 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: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. The teacher plays a video about Sam’s school trip to a farm and ask some questions. 1.Where did Sam go on a trip? 2.What did he do? 3.What is farming like in your mind? Let Ss complete a short passage about farming with some key words in this lesson. Step 2. Pre-reading 1.Ss observe the picture and recognize the fruits and vegetables. This is a picture from Sam’s diary entry. What can you see in the picture? 2.How do you know this is a diary? 3.Where do you think Sam has gone? A farm B. A zoo C. A market D. A factory 4.What do you think a diary includes? When did we go? Where did we go? What did we do? How do we feel? What did we learn? Step 3. While-reading 1. Skimming Find out the main idea of each paragraph. Para.1 What Sam learnt from his school trip. Para.2 Sam explored the farm and listened to the farmers to talk about fruits and vegetables. Para.3 Sam did some farm work. 2. Scanning Read Para.1 and answer questions. (1) Read and fill in the chart. When Where What 做的事情 How 感觉如何 (2) What did the large tents have? The large tents had … (3) What did the farmer do? (4) Why did the author (作者) feel very interested? Read Para.2 and answer questions. (1) What did they do on the farm? First, we …… In the afternoon, … Finally, … (2) Why is it important to cut branches and leaves from tomato plants? (3) What does the author think of their work? (4) If you were the farmer, what other advice would you give to help plants grow better? Read Para.3 and answer questions. (1) What did Sam learn from the trip? (What saying (谚语) does he think of? (2) How do we understand “Every grain comes from hard work”? (3) Why the vegetables taste better? (4) Do you agree with Sam that food tastes better when you work for them? Give an example. No pains, no gains. You reap what you sow. When we do something and invest time and energy in it, the results we get will be more satisfactory and we will have a sense of harvest. Complete the flow chart with the events from the text. Step 4. Post-reading 1. Finish the mind map and then retell the passage based on it. 2. How did Sam write his diary? Talk about your own school trip by describing time, place, character, weather, activities, results. Time When did you go? Place Where did you go? Activities What did you do? Feelings & Opinions How did you feel? Lessons What did you learn? Conclusion Step 5. Summary Let the students summarize the key knowledge in the lesson by themselves. Step 6. Homework  1. Write a diary about your own school trip. 2. Finish the exercise book. 通过询问学生是否有记日记的习惯,并讨论记日记作为保留想法的方式,引导其认识到记录日常经历和情感的重要性。 通过一系列有序、递进的阅读任务,引导学生利用预测、略读、扫读、精读等多种阅读策略,深入理解文章内容,提升他们的阅读理解能力。 通过回答问题,训练学生文本分析和推理能力。同时培养学生的反思习惯和自我提升意识,使他们能够从文本学习中获得更全面的成长。体现了以学生为中心的教学理念,注重培养学生的自主学习能力和综合素质。 通过绘制半控制性的思维导图并复述文章内容,学生需要自主完成信息的提取、整理和表达过程,有助于培养其自主学习能力。 通过总结写作要点,帮助学生梳理出写作时需要注意的关键信息,如时态选择、内容结构等,为接下来的写作活动提供指导。 板书 设计 教后 反思 学科网(北京)股份有限公司 $$