英語(yǔ)人教版七年級(jí)下冊(cè)UNIT 11 Section A Period 2.doc

Unit 11 How was your school trip? 七下英語(yǔ)Section A Period 2教學(xué)設(shè)計(jì) 教學(xué)課型：口語(yǔ)寫作課教學(xué)內(nèi)容：人教版七下英語(yǔ)Section A Period 2 教材分析：本節(jié)課選自人教版英語(yǔ)七下Unit 11 How was your school trip?課型是口語(yǔ)寫作課(口語(yǔ)為輔，寫作為主)。本課時(shí)是本單元第一個(gè)教學(xué)板塊的第二個(gè)課時(shí)，學(xué)生經(jīng)過(guò)第一節(jié)課的詞匯、聽說(shuō)學(xué)習(xí)之后，已經(jīng)掌握了許多與school trip有關(guān)的單詞、詞組與句型，在這些基礎(chǔ)上對(duì)他們進(jìn)行口語(yǔ)寫作課的教學(xué)，可以說(shuō)它是本單元內(nèi)容的延展與拓伸，處于精華的地位。通過(guò)本節(jié)課，可以幫助學(xué)生將已學(xué)過(guò)的語(yǔ)言知識(shí)內(nèi)化為可操作的語(yǔ)言技能。學(xué)情分析：教學(xué)對(duì)象為初中一年級(jí)學(xué)生,他們的認(rèn)知能力比上一個(gè)學(xué)期有了進(jìn)一步的發(fā)展，漸漸形成了用英語(yǔ)獲取信息、處理信息、分析問(wèn)題和解決問(wèn)題的能力。但在英語(yǔ)寫作中，也存在一些問(wèn)題：1. 心理因素方面。學(xué)生對(duì)老師布置的寫作任務(wù)持害怕態(tài)度的占75%，喜歡的只占10%。畏難情緒和信心不足是一方面；另一方面，學(xué)生感到寫作費(fèi)時(shí)多、見(jiàn)效慢，影響了寫作有效訓(xùn)練的動(dòng)力。2. 寫作基礎(chǔ)方面。學(xué)生感覺(jué)寫作最為突出的問(wèn)題是詞匯貧乏、遣詞造句能力差的占70%，寫不出好的句子，寫出的句子錯(cuò)誤也比比皆是。3. 寫作內(nèi)容方面。學(xué)生對(duì)作文內(nèi)容感到無(wú)話可說(shuō)的占60%，大部分作文翻來(lái)覆去就那么幾句話，內(nèi)容平淡，蒼白無(wú)力。教學(xué)目標(biāo)：1.語(yǔ)言知識(shí)目標(biāo)：（1）基本詞匯：milk, cow, horse, feed, farmer, quite, anything, grow, farm, pick, excellent, countryside（2）基本詞組：milk a cow, ride a horse, feed chickens, quite a lot (of), in the countryside（3）基本句型：How was your school trip? It was great! Did you go to the zoo? No, I didnt. I went to a farm. Did you see any cows? Yes, I did. I saw quite a lot. Did Carol ride a horse? No, she didnt. But she milked a cow. Were the strawberries good? Yes, they were. No, they werent. 2.技能目標(biāo): 能運(yùn)用一般過(guò)去時(shí)描寫過(guò)去的事情，并借助“思維導(dǎo)圖” 描述school trip, 提高他們的英語(yǔ)語(yǔ)言理解、口頭及書面表達(dá)能力。3. 情感目標(biāo): 學(xué)會(huì)客觀地表達(dá)對(duì)事物的看法，培養(yǎng)樂(lè)觀向上的性格。教學(xué)重難點(diǎn)：（1）教學(xué)重點(diǎn)：引導(dǎo)學(xué)生通過(guò)“思維導(dǎo)圖”理清故事的來(lái)龍去脈，并正確運(yùn)用一般過(guò)去時(shí)來(lái)講述一個(gè)小故事，提高他們的英語(yǔ)語(yǔ)言理解、口頭及書面表達(dá)能力；（2）教學(xué)難點(diǎn)：引導(dǎo)學(xué)生通過(guò)“思維導(dǎo)圖”理清故事的來(lái)龍去脈，并正確運(yùn)用一般過(guò)去時(shí)來(lái)講述故事。教學(xué)方式：觀察法；任務(wù)型教學(xué)法；思維導(dǎo)圖教學(xué)步驟：. Warmingup and RevisionStep 1. Greetings Step 2. Show a picture and ask Ss: Who is the girl? Where did she go? (Get Ss answer like this: She is Carol. Carol and his classmates had a school trip. They went to the farm.)Step 3. Ask Ss: What did they do on the farm? Step 4. Show some pictures again, ask Ss to say out the verb phrases, and then try to get the past tense verbs expressions according to the pictures. went for a walk milked a cow rode a horse fed chickens talked with a farmer took some photosStep 5. DrillsA: Did Carol take any photos?B: Yes, she did.A: Did Carol ride a horse?B: A: Did Carol talk with the farmer?B: A: What did Carol do on the farm? B: She Step 6. Answer the question.How was their school trip? (Get Ss answer like this: It is great!). Reading and speakingStep 1. 2d 你能找出里面的“過(guò)去時(shí)”嗎？Step 2. 你能找出在書上找出這些問(wèn)題的答案嗎？1. When was Erics trip?2. How was his trip last week? 3. Where did Eric go?4. How was the weather there?5. How did he feel about the trip?6. What did he do?Step 3.Role-play the conversation. Step 4. Listen to fill in the blanks, and then read out the dialogue.Step 5. Make up a story about “Erics trip” with the mind-map.(Get Ss finish the task with the help of mind-map. -PPT)_Eric _ his grandparents in the _. It was _ . The weather there was_, and the air was so clean. He _fishing every day and _the chickens with his grandpa. He _the stars at night. They were so beautiful. He was lucky. Writing and presentationStep 1.Enjoy a video of Ss trip to the Youth Sports Center.Step 2.Show some pictures of “My trip to the Youth Sports Center”, then get Ss say out the key words and phrases.Step 3. Enable Ss to draw a mind-map about the trip, then say out their stories.Step 4. Ask Ss : How was your own trip?Step 5. Enable Ss to draw a mind-map, then write their stories according to the mind-map.(Get Ss finish the