人教版（七下）Unit 11 How was your school trip -Section B 3a—3c Self check-教案、教学设计-省级优课-(配套课件编号：d0167).doc

1、 1 新目标英语七年级下册新目标英语七年级下册 Unit 11 一、教材分析一、教材分析 课程标准强调通过学习培养学生综合语言运用的能力，强调语言的实践性，主张学生在 语境中接触、体验和理解真实的语言并在此基础上学习和运用语言。本单元的话题目标是描 述自己学校旅行的活动经历，使学生进一步感知在口头较集中的语言功能，旅行日记不仅考 查学生对篇章的理解和培养阅读策略，同时启发学生模仿写作的句型和表达，进而提高自己 的语言表达能力。 二、学情分析二、学情分析 七年级下的学生经过了初中近一年的英语学习，听说读写各方面都刚刚有了一些基础， 并有了初步的逻辑分析的能力，因此通过本单元的学习，学生掌握了一般

2、过去时描述的语言 材料，为写作提供了大量的语言输入，通过教师在写前进行写作方法和技巧的指导，学生基 本可以在教师指导下写出符合标准的文章。 三、学习目标三、学习目标 1.知识与技能：能够运用一般过去时的句式，模仿范例框架，在教师引领和小组互助下 独立起草和修改描述自己活动的短文，并能互相评改赏析，提高美感，总结提升写作能力。 2.过程与方法：学生根据思维导图的形式再现描述变化的语言材料，再通过师生问答、 范文赏析和小组合作讨论形式激活学生思维，感知写作框架和技巧，收集写作素材，为写作 做好足够的铺垫，让学生的智慧在指尖灵动。 3.情感态度与价值观：通过描述自己学校旅行的活动经历，培养学生积极、

3、乐观的生活 态度。同时，让学生感恩父母及所有关心自己的人，努力学习。 四、重点难点四、重点难点 重点：能用目标语言描述自己学校旅行的活动经历，内容准确充实，逻辑清晰，会用总- 分-总结构写出自己变化的文章。 难点：1. 学会开头和结尾的多样化句式； 2. 使用不同句式描述活动。 五、教法学法五、教法学法 过程性写作教学法： 写前：让学生整体感知文章结构和句式，搜集写作信息； 写中：指导写作技巧，引导学生下笔成文； 写后：修改赏析，提高美感，总结提高。 思维导图、问答法、练习法、小组合作探究等方法。 六、教学资源六、教学资源 PPT 课件、范文 2 七、教学过程七、教学过程 Step 1. Wa

4、rm-up : Greetings. Step 2. Leading-in: Lets look at the pictures and then talk about them. Step 3. Pre-writing: 1. Talk about something about your school trip and make a conversation in groups. A: Hi, ! Did you go on the school trip? B: Yes, I went on a school trip. A: Where did you go? B: A: How wa

5、s the weather? B: A: What did you do? B: A: How was the trip? B: 2. Complete the diaries. June 23rd Yesterday my school visited the zoo. It was really _. We went there by bus. At the zoo, I saw a lot of _ and I took some photos. My classmates and I also went to the _ and bought some _. It was a grea

6、t day. June 23rd My school went to the zoo yesterday. The trip was _. At the zoo, I _ but I didnt like them. I also went to _ with my classmates, but I didnt buy anything because _. It was a boring day. 3. Talk about “the trip ”last Sunday. 4. beginning I went on a school trip./ I had a trip to the

7、trip activities weatherwhere who How Feelings (感受) ending All in all,It was an exciting trip. /I liked the trip very much. /I was tired but happy. 4.Introduce two kinds of compositions. 1.指令性作文。 3 上 海 之 行 weather 阳光明媚，炎热 where 动物园/博物馆 who my teacher and classmates how took the train to activities 看见

8、了熊猫和大象 （friendly） 照了一些照片 骑马 (exciting) 给朋友买了礼物 (not expensive) 吃了美味的食物 feeling tired but happy 2.开放性作文。 假期期间你到哪里旅行了？请你运用所学语言谈谈你自己的旅程。注意文章的结构与时态的运用。 Step 4. While-writing: 1.Show the writing demands: 请以“The trip to Changchun”为题，上周日你去了长春，请根据表格内 容写一篇作文。 weather Sunny and hot where the zoo/the museum wh

9、o my teacher and classmates How took the train to activities see the pandas and elephants take a lot of photos ride a horse (exciting) buy some gifts eat delicious food feeling tired but happy 要求：1. 包括所有提示内容，可以适当发挥； 2. 60 词左右。谈谈你这几年的变化。词数不少于 80 词。 2. 审题: (1) What kind of article is it?（体裁） (2) What

10、tense can we use? （时态） 4 (3) What structure is the passage?(结构） (4) What do we need to write in this passage?（素材） 3列纲：Groupwork : Discuss the writing lists. 4. Write the passage : The trip to Changchun 5. Check the passage : Judge by themselves first, the judge in groups. Step 5. Post-writing : 1. S

11、hare Time 2. Can you talk about your trip? 3. Can you learn something from others compositions? Step 5. Summary: Get Ss to sum up what they have learnt first, then the teacher adds. Step 6. Homework: 假期期间你到哪里旅行了？请你运用所学语言谈谈你自己的旅程,注意文章的结构 与时态的运用。 Step 7 板书设计板书设计: Unit 11 How was your school trip?Writing beginning I went on a school trip./ I had a trip to the trip activities weatherwhere who How Feelings (感受) ending All in all,It was an exciting trip. /I liked the trip very much. /I was tired but happy.