+Unit+5+Exploring+the+TopicReading+strategies教案+-2024-2025學(xué)年仁愛科普版（2024）七年級英語上冊

課題仁愛科普版七上英語Unit5ExploringtheTopic-Readingstrategies教案課型新授課主備人一、教學(xué)目標(biāo)1.KnowledgeandskillgoalsStudentsareabletounderstandthereadingstrategyofguessingthemeaningthroughpictures.Studentscanusethepicturestoguessthemeaningofthenewwords.2.ProcessandmethodobjectivesByobservingthepicturesandreadingthetexts,thestudents'observationabilityandreasoningabilityarecultivated.Guidethestudentstousethepicturecluestounderstandthenewwordsinthereadingprocessandimprovetheirreadingcomprehensionability.3.EmotionalattitudesandvaluegoalsStimulatestudents'interestinEnglishreadingandenhancetheirconfidenceinreading.Cultivatestudentstobegoodatobservationanduseeffectiveinformationtosolveproblems.二、教學(xué)重難點(diǎn)1.TeachingfocusGuidethestudentstomasterthemethodtoguessthemeaningofwordsbyusingpictures.Helpthestudentstounderstandthenewwordsrelatedtothetreesandbambooforestsinthetext.2.TeachingdifficultiesCultivatestudents'abilitytoflexiblyusepicturestoguessthemeaningofwordsinactualreading.三、教學(xué)方法Task-basedteachingmethod,intuitiveteachingmethod四、教學(xué)過程(I)Leadin(3minutes)Showsomepicturesofvarioustreesandforeststoarousestudents'interestandaskstudents:"Whatcanyouseeinthesepictures?"Guidethestudentstoanswerthetreesandforeststheymaysee,andthusleadstothethemeofthislesson.——Usepicturestoguessthemeaningoftheword.(II)Activity1(7minutes)1.Showquestion1:"Wherecanyouseesomanytrees?"Askthestudentstoobservethepictureandanswer.Guidethestudentstosaythepossibleplaces,suchas"forest","park",etc.2.Showquestion2:"Doyouthinkthesetreeshaveflowers?"Letthestudentslookatthepictureagain,andansweraccordingtotheirownobservations.(III)Activity2(10minutes)1.Presentthetext:"TherearelotsofpinetreesinDaxing'anling.Theycangrowverytall.TheybloominMayandJuneandtheflowersarered."Letthestudentsreadthetext.2.Pointouttheunderlinedword"bloom"inthetext,andguidethestudentstoobservethepictureaboveandthinkaboutthemeaningoftheword.3.Invitethestudentstosharethemeaningofthewordstheyguessthroughthepictures,andtheteacherwillsummarizeandconfirmthem.(IV)Activity3(5minutes)1.Showthepicturesofthebambooforest,Andprovidetherelevanttext:"ShunanBambooForestisinYibin,Sichuan.Itisaseaofbamboos.Thereareabout400differentkindsofbamboos.Insummer,thebamboosgrowthickly,andtheforestisallgreen.Peoplecantakethecablecarsandhaveagoodlookatthebeautifulforest."2.Pointouttheunderlinedword"thickly"inthetext,andaskthestudentstoguessthemeaningofthepicture.3.Organizestudentstogroupdiscussions,exchangetheirguessresults,andthensendrepresentativesfromeachgrouptoshare.(V)Practiceandconsolidation(5minutes)Presentmorepicturesandshorttextcontainingthenewwords,andletthestudentsguessthewordmeaningstrategywiththelearnedpictures,andguessthemeaningofthenewwords.Then,theteacherchecksthestudents'understanding,andmakesthenecessarycorrectionsandexplanations.(VI)Summary(5minutes)Reviewthemethodsandstepsofusingpictureswithstudents,emphasizingitsimportanceinreading.Encouragestudentstoactivelyusethisstrategyintheirfuturereadingtoimprovetheirreadingefficiencyandcomprehensionability.(VII)Homeworkassignment(5minutes)Letthestudentsreadashortpassagerelatedtothenaturallandscapeafterclass,trytousethestrategyofusingthepicturestoguessthemeaningofthewords,andrecordthem.五、教學(xué)反思Throughtheteachingofthislesson,studentshaveapreliminaryunderstandingandunderstandingofthereadingstrategyofguessingthemeaningofwordswithpictures,andpracticeandapplicationintheactivities.Intheteachingprocess,withthepicturesastheguidance,stimulatedthestudents'interestandenthusiasm,sothattheycanmoreactivelyparticipateinthelearning.However,therearealsosomedeficienciesintheteaching.Somestudentshavedifficultiesinobservingtheconnectionbetweenthepicturesandunderstandingthetext,leadingtotheinaccuratemeaningoftheguessingwords.Infutureteaching,moreattentionneedstobepaidtoguidingstudentstoobtaineffectiveinformationfrompicturesandcombiningitwithtextcontenttoimprovetheirreasoningandguessingabilities.Atthesametime,inthegroupdiscussionsection,thediscussionofindividualgroupsisnotwarmenough,perhapsbecausethetaskallocationisnotclearenoughorthecooperationbetweenthegroupmembersisnottacitenough.Inthefutureteaching,theorganizationandmanagementofgroupactivitiesshouldbefurtheroptimized,sothateverystudentcanfullyparticipateinitandgivefullplaytotheadvantagesofgroupcooperativelearning.Inaddition,theevaluationofstudents'feedbackandperforman