Unit 6 Section B(1a－2b)（word教案）-【优翼·学练优】2025-2026学年七年级英语下册同步备课（人教版）

该初中英语教案聚焦分析Helen与Peter对同一旅行的不同感受及原因，通过Free Talk结合学生爬山经历，Look and Guess环节展示黄山照片、播放视频导入，搭建从生活经验到文本分析的学习支架，衔接阅读预测与细节理解。 该资料以对比阅读为核心，通过略读验证预测、精读完成表格、分析形容词差异等活动提升语言能力，引导学生探讨感受差异原因培养思维品质。写作任务要求学生画图描述暴风雨场景，结合天气、动作、感受要素落实输出，教学环节注重结对讨论等策略培养学习能力，为教师提供清晰流程与反思建议，助力高效课堂。

第四课时Section B(1a－2b) 1、 Teaching Objectives In this class, students will: 1. grasp the information about Helen's and Peter's different feelings about the same trip. 2. analyze the reasons why they feel so different from several aspects. 3. draw a picture of some people experiencing a heavy storm and describe their actions. 2、 Teaching Advice Lead-in Free Talk 1. Have students talk about the following questions in pairs. · Have you ever climbed a mountain? · What mountain did you climb? · What did you see,hear or feel when climbing the mountain? 2. Present the photos of some famous mountains in China and invite some students to share their answers. Look and Guess 1. Present the photos of the beautiful views of Mount Huangshan, such as its strange rocks,unique pine trees,and the sea of clouds. Ask students to guess what mountain it is. 2. Play a video about Mount Huangshan to help students gain a better understanding.. Pre-reading 1a 1. Present the pictures in lb and ask students where Helen and Peter went. The teacher can offer some key words and expressions as language support. 2. Encourage students to describe as exactly as possible. 3. Invite some students to share their answers and give encouraging feedback. Look and Predict 1. Guide students to notice the format of the passages and summarize the elements of the post. 2. Have students predict what the posts may be about. The following questions can be used as prompts, · Who are the writers? · Where may the writers go according to the pictures? · What are they doing? 3. Invite some volunteers to share their answers in class. While-reading Skim Reading 1b 1. Ask students to read the posts quickly and check their predictions above. 2. Have students read the instructions and answer the questions. Remind them to find the reasons in the posts. For the second question,the teacher can ask students to underline the expressions that describe Helen's and Peter's feelings. 3. Invite some students to share their answers and reasons. Careful Reading 1c 1. Have students read the instructions and the table carefully to clarify the key information. 2. Ask students to read the posts carefully and complete the table. 3. Ask students to check answers in pairs. 4. Invite some pairs to share their answers in class and then present the correct answers. Explain the tricky parts. 1d 1. Have students read the instruction to get the meaning. 2. Guide students to read the question words in the box to review the meanings. Then have students complete the questions and answer them. 3. Let students check answers in pairs and then present the correct answers in class. 4. To extend, ask students to think of five different questions about the posts using the five question words. Post-reading Analysis of the Language and Feelings 1. Ask students to scan the posts and underline every adjective. 2. Have students compare the adjectives in Helen's posts with those in Peter's posts. 3. Point out that Helen uses mostly positive adjectives, whereas Peter uses mostly negative adjectives. Their use of adjectives reflects their attitudes to the situation they are in. 4. Explain the language points in the posts if needed. Think and Share 1. Have students talk about the following questions in pairs. · Why do Helen and Peter have totally different feelings about the same scenery? · Does the weather affect you when you climb mountains? If so,how? · What can you learn from Helen's and Peter's experiences? 2. Invite some pairs to share their answers and opinions. 3. Guide students to develop a positive attitude in life and present some sayings like “Enjoy your day,come rain or shine". Writing 2a 1. Have students look at the picture and answer the following questions. · What's the man doing? · Why is he doing that? · What's the weather like? · How do you think he feels? 2. Ask students to complete the passage with the correct forms of the words in brackets and check answers in pairs. 3. Check the answers with the whole class. 2b 1. Have students read the instruction to clarify the requirement. 2. Ask students to draw the picture from the following aspects. · What's the weather like? · Where are the people? · What are the people doing? · How do they feel? 3. Have students draw the picture according to the information above and write the description. Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard. Teaching Reflection This lesson successfully guided students to analyze contrasting perspectives through reading. Students were engaged in predicting, skimming, and scanning tasks,and effectively compared Helen's and Peter's feelings using adjectives. The discussion on attitude was meaningful. However,some students struggled to use the present continuous tense accurately in their weather descriptions. Next time,I will provide a clearer writing frame with sentence starters and key vocabulary before the drawing task to better support output.. 学科网（北京）股份有限公司 $