本站QQ客服在线 |
视频标签：last weekend
所属栏目：初中英语优质课视频
视频课题：人教版七年级下册Unit12 What did you do last weekend Section B A weekend to remember.北京
教学设计、课堂实录及教案：人教版七年级下册Unit12 What did you do last weekend Section B A weekend to remember.北京市北外附属外国语学校
基本信息
学 科 英语 课 题
Unit12 What did you do last weekend?
Section B: A weekend to remember.
授课时间 班级 初一（6）A层
授课教师
陶懿
职 称 中教一级
教学背景分析
1.教材分析：本单元标题为What did you do last weekend? 在前一个单元How was your school trip 的基础上继续谈论过去发生的事，帮助学生进一步熟练使用一般过去时态. 同时，Section B的阅读部分更是在Section A学习周末活动短语的基础上，形成篇章阅读，以周末活动为中心话题，帮助学生学习故事发展的时间顺序。
2．学情分析：6班A层学生英语基础较好，个别同学听说能力很突出。同学们已经学习了一般过去时，能够用一般过去时谈论过去发生的事。对于周末活动的话题也比较熟悉。但对于把握故事类文章的主旨大意的方法还不熟练，在叙述故事时有存在“记流水账”的现象，讲述故事的能力还需加强。
教学目标设计
教学目标:
在本节课结束时，学生能够…
1. 通过阅读练习skimming和scanning的技巧，概括文章大意和找到细节类问题的答案。 2. 体会故事发展的开端-发展-高潮-结局，特别是高潮的描写技巧：1. 出人意料的情节（surprise） 2. 细节的描写，包括人物的心理和动作。并且通过图片思维导图，复述故事。
3. 理解并使用动词短语 take a bus ride, put up a tent, make a fire, tell stories, jump up and down, scare, scared, scary, 体会shout to/at, put up (with) 的一词多义。 4. 能够使用It is important (not) + to do sth.; …so…that…句型。
教学重、难点
教学重点:
在阅读中，帮助学生训练略读和寻读的阅读技巧，帮助学生学会概括故事类文章的大意以及利用图片，进而进行复述。 教学难点:
故事教学要体现故事的开端，发展，高潮和结局。A层学生水平来说，单纯完成教材上Ex.2c的任务比较简单，需要教师设置增加任务难度。
2
教学方法：启发法 谈论法 教学资源：教材、多媒体、课件
教学设计思路
本节阅读标题为《一个难忘的周末》，讲述了作者一家人野外露营的经历。全文共3段，从故事的开端一直到高潮再到结尾。
首先速读，掌握如何通过找到when,where,who,what的要素，概括故事类文章的大意； 二次阅读找到细节类问题答案，对文章有进一步的理解。
在二读基础上，根据图片，理清故事发展的顺序，体会故事的开端-发展-高潮-结局，并形成图片思维导图，进行复述，为单元写作做铺垫。
Teaching procedures
教学 环节
教 师 活 动
学 生 活 动
设 计 意 图 Lead-in
T asks Ss if they like animals and if there are animals they are afraid of
and why?
T may further show Ss pictures of some scary animals.
Brainstorm and answer
questions
Arouse their background knowledge about words describing scary animals. Hopefully to elicit the target words: scare, scared, scary,
Pre-reading
T may ask Ss if they see a
snake in front, what they will do.
T also asks Ss to read the title and the picture of a snake. And ask them to guess what the story could be about.
Ss guess and predict the story. Ss can predict the story and learn the target words jump up and down. Fast reading
T ask reviews the key elements of the story and ask them to find out the elements in the story in 2 minutes, by doing which T helps Ss to check their prediction . .
And then T may asks them to see if there are any topic sentences for the whole passage and asks Ss to think
Ss review the key elements of a story and read fast to summarize the main idea of the story.
Practice of skimming and scanning
And the techniques of summarizing the main idea of a story: 1) key elements 2) topic sentences
3
about if we can summarize the story using the topic sentence.
Detailed reading
T asks Ss to answer the detailed questions below the story. 1. How was Lisa’s weekend?
2. How did Lisa feel when she saw the snake？ …so scared that she
couldn’t move… The first two questions they can answer them after the fast reading, but T further explain the language points in the 2nd answer: so… that Then the rest questions are easy to check.
Ss read and find the answers. Help them to have a better understanding of the story.
And deal with the structure …so …that, shout to/at, It is important not to do ... Post reading I
T asks Ss to close the textbook and see if they remember the story clearly by putting the pictures on the handout in order. (see the handout)
At the same time T can check their understanding of the target words. Put pictures back in order. Explain the reason what they are doing in the pictures.
Check their memory and deal with the language points in the take a bus ride, put up, make a fire, tell stories and jump up and down.
Post reading II
T may show Ss another
version of para 3. Without the climax, the whole story
sounds boring to read
compared with this one. T
asks Ss to think about why
and they can discuss in
pairs.
Then based on their answers the T can complete the
Ss read the version
without a climax and
then discuss in pairs
what is missing so that
the story sound boring.
Hopefully they can find out there should be a “climax” in the story without which the weekend won’t be “interesting but scary”. T can also elicit the techniques plotting a climax: 1) a surprise (a snake in this story)
4
mind-map on BB making the story reading like climbing a mountain.
2) detailed description of the characters’ feelings and actions
Post-reading III T asks Ss to retell the story
with the help of the mind
map. Give them 3 minutes
to practice. Then ask 1-2 Ss
to show.
Practice retelling and show. Complete the teaching
objective-retelling based
on the pictures and the
mind map.
Board design
A weekend to remember
(interesting but scary)
Beginning
Who: Lisa and her family When: 2 w ago Where: Indian (village) What: went camping
Development
Put up Made a fire Cookd Told stories
Climax
A terrible surprise Scared Shouted Jump Woke up Move into
Ending
a useful lesson
视频来源：优质课网 www.youzhik.com
