人教版七下Unit 7 It’s raining! Section B 阅读课教案重庆市松树桥中学校 程志勇一、教学内容分析
| 教学内容 | 新人教版七年级下Unit7 Section B Section B 2a--3a,3c 阅读课 | ||
| 教材分析 | 本部分内容是Unit7 Section B的阅读，以“假期旅行”为主题，明信片制作为载体，通过对现在进行时态的继续学习，来培养学生提取细节信息及关键词，并利用关键词进行简单复述文段和简单传达信息的能力。 | ||
| 学生 学情 分析 | 通过近一年的英语学习，学生已积累了少部分词汇，也接触到了少数常见的功能语句和话题项目，对于句子的模仿和生成能力不强。所以，为学生搭建学习平台就显得尤为重要。鉴于此，本节课将从已学过的知识入手，从单词学习逐步向具体信息的抓取过渡。以复述的形式为学生建立句子模型，最后，在文体结构基础上，通过制作明信片来达到对知识的输出。 | ||
| 教学目标 | 语言知识 | 1. Ss can read and spell the new words and phrases ,such as visit,Canada,summer,sit,juice,soon,vacation,hard,Europe,mountain,country ,on a vacation ,sit by and so>语言技能 | 1. Ss can retell the main information in the postcards in English. 2.Ss can make postcards with their partners and describe them to others. |
| 文化意识 | Ss can know different cultures between different countries. | ||
| 情感态度 | Ss know that a postcard is a bridge between you and others. And it can make us get closer. | ||
| 学习策略 | Ss can understand the topic by some non-verbal information. | ||
| 教学重难点 | 教学重点 | 1.Ss can read and spell the new words and phrases ,such as visit,Canada,summer,sit,juice,soon,vacation,hard,Europe,mountain,country ,on a vacation ,sit by and so>教学难点 | 1.Ss can retell the main information in the postcards in English. 2.Ss can make postcards with their partners and describe them to others |
| 时间 (分钟) | 活动环节 | 教学步骤 | 设计意图 | |
| 教师活动 | 学生活动 | |||
| 1 | Greetings | T greets with Ss. | Ss and T greet each other. | 激活学生学习状态。 |
| 5 | Pre-reading | Brainstorm. 1.T shows Ss some pictures , and asks Ss“ How’s the weather ?”. | Ss look at the pictures and answer the questions. | 通过“头脑风暴”，复习已学的表天气的词语，做好热身。 |
| T shows Ss some pictures and asks Ss “What are they doing ?” | Ss answer the questions and learn the new words. | 通过图文转换，让学生学习本节课主要单词及短语，为接下来的阅读奠定基础。 | ||
| T shows Ss some pictures and asks Ss with“What are they doing ?” | Ss answer the questions and learn the new words. | 进一步扫清学生的单词障碍。 | ||
| 15 | While--reading | T asks Ss to read the first postcard and then fill in the chart. | Ss read the first postcard and then fill in the chart. | 培养学生获取关键信息的能力。 |
| T retells the first postcard according to the information>Ss retell the main information of first postcard with T. | 在老师的示范下，通过师生共同复述，培养其图文转换的能力，为学生的口头输出做准备。 | |||
| T asks Ss to read the second postcard and draw mind maps in groups according to the four questions. | Ss read and draw a mind a map in group. | 培养学生把握篇章结构的能力和抓取关键词的能力。 | ||
| T asks Ss to show their mind map to others. | Ss shows their mind maps. | 培养学生口头表达能力，为后阶段的笔头输出奠基。 | ||
| 15 | Post--reading | T asks to finish 3a and then checks the answers with Ss. | Ss finsh 3a . | 培养学生获取关键词的能力。 |
| T asks Ss to read 3a together. | Ss read 3a together. | 通过阅读让学生感知明信片的结构。 | ||
| T asks Ss to write a postcard to their friends . | Ss discuss and make a postcard. | 培养学生信息传达及动手动脑的能力。 | ||
| 2 | Summary | T asks Ss to say how to make a postcard . | Ss say how to make a postcard. | 培养学生归纳和总结的能力。 |
| 1 | Conclusion | T tells Ss that a postcard is a bridge between you ,your friends and your family. And it can make us get closer. | Ss feel the importance of the postcards. | 对学生进行德育渗透，结束课堂。 |
| 1 | Homework | T asks Ss to write a postcard to their parents , and tell them about their school life. | Ss write a postcard after class. | 课后拓展。 |
| 板书设计 | file:///C:/Users/ADMINI~1/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg | |||
课堂教学反思
本节课，我主要以头脑风暴来激活学生的学习兴趣，通过教室在屏幕上展示关于天气的图片引入主题，并复习How’s the weather ?和What is he/she doing ?，引导学生熟悉本节课话题。
在读前活动中，我主要是采用师生互动的方式来教授新单词，为学生进一步扫除单词障碍。
为了丰富学生的课堂活动，增加课堂教学的趣味性，本节课我根据课程标准的要求认真设计了课堂实践活动。首先是在第一篇postcard中，引导学生通过填写表格来获取信息，并利用表格信息来形成简单的思维导图，引导学生根据思维导图提供的信息来复述文段。旨在培养学生信息收集和处理的能力，为学生创建思维导图模型，为学生下一阶段的活动打下基础。在第二篇postcard中，我巧妙利用四个问题让学生通过阅读来回答，并引导学生小组完成自己的思维导图。
在读后活动中，我主要目的是想让学生由读向写过渡。所以，我设计了明信片，让学生分组讨论要写的内容，然后完成一份写给朋友或同学的明信片，以达到语言输出的目的。
本节课由于对学生的能力估计过高，在绘制思维导图环节学生未在计划时间内完成，从而导致给学生用于写作和输出的时间过少。其次，在单词输入环节，占用的时间加多，应根据学生实际情况及时调节教学进度，保证课堂的紧凑性和有效性。再次，在以后的教学中要进一步使用规范的语言指令，学会使用肢体语言和学生进行交流。