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视频标签：Trip Diary
所属栏目：初中英语优质课视频
视频课题：初中英语七年级下册Unit 11 Writing A Trip Diary How was your school trip Section B 3a—3c Self重庆
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初中英语七年级下册Unit 11 How was your school trip Section B 3a—3c Self重庆市珊瑚初级中学
教学设计
一. 教材分析：本次晒课内容选用的是人教社新目标初中英语7下Unit 11 SectionB3a-3c整合性教材，该单元话题是过去的事件“Past events”, 功能是能谈论过去的事件“Talk about past events”。Section A部分侧重与话题有关的词汇和语言结构的学习，以及话题下的听说训练；Section B部分侧重读和写，除继续深入学习Section A所学的跟谈论发生过的school trip 有关的语言结构，还拓展了Section A的话题，从谈论“学校郊游怎么样”过渡到怎样写作一篇旅行日记。本课重点处理3a-3c的写作板块，灵活地将教材Section B2b部分出现的旅行日记篇章作为写前的输入和结构分析，将3a和3b处理成看图说话式作文，学生仅有的英语语言相对匮乏，本课就主要引导学生如何一步一步将一个行文简单的50词的旅行日记完善成一篇结构完整且表达优秀的120词左右的作文。
二. 学情分析：七年级下期的学生只在经过了初中一学期的英语学习，只具备一定的英语综合运用能力，部分学生在写作的能力方面还很薄弱，故本教学设计注重训练对学生的写作策略和技巧的培养，从分析篇章结构来指导学生的写作，化难为易为学生搭够梯子，从而实现对单元话题写作重难点的突破。
三. 教学设计主要思路：本课按照“文本输入——技能训练——成果展示”的过程逐层推进，课型定位为单元话题为核心的综合写作课。本节写作课教学注重培养学生的英语基础知识和基本技能，更重要的是培养孩子们正确的情感态度、价值观乃至思维能力。本课采用写前、写中、写后的过程性设计思路，将2b语篇文体结构特征作为作文的躯干，将优化作文的方法作为血肉，要求学生在构思成文的过程中利用预测、分析、质疑、讨论、总结、评判等方法，对原本很难的写作任务进行正确的认知、理解与加工，初稿形成之后逐步充盈完善。学生在掌握写作技能的过程中不断地师生、生生“对话、沟通和评价”，最后环节通过实战演练并将自己的旅行日记做口头报告，让每一个学生成为有话可说有文可作的写作者。
四. 教案提纲：
Unit 11 Writing: A Trip Diary
Step1: Lead-in
Task1: Enjoy a video
Watch the video of Peter’s school trip and retell the past-tense verb phrases.
Step2: Helen’s trip diary
Task1: Read it and find out the six key points
Who:
When:
Where:
How:
What:
Feelings:
Step3: Bob’s trip diary
Task1: Look at the picture and find out the six key points
Who:
When:
Where:
How:
What:
Feelings:
Task2: Pair-work:make a conversation
Task3: Story-telling:
Yesterday I went to …
Task4: A short writing example:
Step4: How to make the writing better(or to get a high level)?
1. Better words
2. Long sentences
3. Logical phrases
4. A good beginning and ending
5. …
Step5: Writing
假如你叫Peter，上个星期天(5月28日)你班组织了一次乘车去阳光农场（Sunshine Farm）的郊游活动。请写一篇旅游日记。
要求：1. 包含所给的全部信息，可适当发挥；
2. 时态正确，用词准确，行文流畅；
3. 不少于80词。 (unforgettable, like, and, but, so, many different kinds of)
Come to show us your writing!
Step6: Reflection
Step7: Homework
五. 教学设计详案：
| Teaching content: Go for it! Grade 7 Unit 11 Section B 3a-3c | |||
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Learning Objectives: By the end of this class, students will be able to: 1. talk about past events; 2. know how to write a trip diary; 3. know how to write a better composition. Focus and difficulties: Focuses: language structure of a trip diary. Difficulties: how to write a better school trip diary. |
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| Step1 Greeting and lead-in (3 min ) | |||
| Activities outline T—Ss | Aims | Evaluation | |
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Ss watch a short video of “Peter’s school trip” to lead in the topic of this class—A school trip. Ss challenge their memory to say out the past events of Peter’s school trip. |
Lead in the topic “A school trip”. Get Ss to review past tense verb phrases and be ready for the following writing. |
Ss can watch the video and say out the past activities as many as they can. | |
| Step 2 Learn to write (25 min) | |||
| Activities outline Ss/Half/G | Aims | Evaluation | |
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1. Ss Read Helen’s diary and find out the six key points of a trip diary. 2. T guides the Ss to mind-map the six key points of a trip diary. 3. Ss look at the pictures of Bob’s school trip and write down the six key points of Bob’s school trip. 4. pair-work: talk about Bob’s school trip. 5. Ss try to tell a story about Bob’s trip according to the six key points. |
1. Get Ss to learn to know the body of a trip diary; 2. Get Ss to know how to write the body of a trip diary. 3. Check if Ss really know how to find out the six key points. 4. Get Ss to share their opinions about Bob’s trip and check if the Ss can use right languages to talk about past events. 5. Get ready for the next step--writing |
1. Ss can find out the six points exactly. 2. Most of Ss know the body of a trip diary. 3. Yes, they can. 4. Some Ss did a good job, but others just listen and not brave enough to share their opinions in front of thr class. 5. Not every student has the chance to be the story teller. |
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6. T presents a writing example according to the story-telling. Ss read the sample diary and learn to find out its shortcoming. 7. T helps the Ss to write a better trip diary step by step. 1) Better words 2) Long sentences 3) Logical phrases 4) A good beginning and ending 5) … |
6. Get Ss to judge the writing example. 7. Create an information gap and get Ss to know how to make a sentence or a whole writing better Get Ss to learn to analyze the sentences. |
6. Ss can learn to judge. 7. Ss can analyze the sentences and make them better. Ss can write a better trip diary. |
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| Step 3 Writing. (10 min) | |||
| Activities outline T-Ss-Sind-G | Aims | Evaluation | |
| Ss write a trip diary according to what they’ve learned. |
Get Ss to write a better trip diary |
Ss can write a better trip diary. | |
| Step 4 Conclusion and homework(2 min) | |||
| Activities outline Ss | Aims | Evaluation | |
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1. Some Ss come to show us their writing. And others learn to judge their writing. 2. T assigns homework: 2c, 2d& write a survey report. |
Check whether the Ss can write a better trip diary. Evaluate the students’ learning in this period. |
Ss can write better now. Ss can judge better now. |
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