初中英语_7下Unit12SectionBReadingAWeekendtoRemember教学设计学情分析教材分析课后反思

Teaching plan of 7B Unit 12 What did you do last weekend?

(Section B 2a-2c)Reading A weekend to Remember

Teaching Objectives

Be able to understand the article by using some reading strategies such as predicting and reading a story in a time order.

Be able to talk about a weekend to remember by using simple past tense and the structure they learned.

Be able to calm down and think out solutions when something dangerous happened.

Key points and difficult points

Be able to talk about a weekend to remember by using simple past tense and the structure they learned.

Teaching aids CAI, videos, learning sheets.

Teaching procedures

Step 1 Warm-up & lead-in

Watch the video about a weekend to remember. Ask what we did last weekend.

设计意图：通过视频和头脑风暴的方式，激发学生说出以前周末所做的一些活动，为下文的阅读和输出做铺垫。

Step 2 Reading

1. Read fast and answer: How was Lisa’s weekend?

Ask ss “What are we talking about?” Guide ss to get the main idea by reading the title and get them to look at the picture to guess something. Then ask ss to read the passage quickly and answer: How was Lisa’s weekend?

设计意图：通过略读的方式，让学生掌握文本的大意和线索，并通过看图片对要读的文章产生预期。

2. Students read Para 2 and Underline the topic sentence and list the things Lisa’s family did during the camping.

Ask ss “Which is the topic sentence?” to guide ss to get what they did. Then ask “what are they doing? Where did they go?” to check the answer, show the map of India, asks “Where is India” . Then ask “What did they do there?” to let them know these activities about camping. Ask “What does camping mean in Chines?” to check if they can guess the word by the these sentences. At las ask “ What do you think of their first day? Why?”

设计意图：通过寻找主题句及列举活动,帮助孩子运用怎样利用上下文理解文本中的生词，帮助学探究文章结构和上下文之间的逻辑关系,最后询问他们对第一天的感受及原因，呼应文章主题句。

3. Students read Para 2 and answer the questions.

1. What was the surprise?

2. What did Lisa and her sister do?

3. What did their parents do?

4. What did they learn?

Ask students to check the questions and lead ss to think over step by

step. Eg：Was it a good or a bad surprise? When Lisa and her sister shouted, did the snake move? When her dad jumped up and down, did the snake move? What do you think of their second day? Why?

设计意图：通过引导学生回答这些问题，并让学生把主要的两个动作shout和jump up and down表演出来，让学生明白按照事件发展的顺序叙述一个故事，通过每个问题之后的深入提问，引发学生的深入思考，探究出蛇没有耳朵但能感知物体的移动，以及远离蛇的结论。最后问学生对第二天的感受，呼应文章主题。

4. Students talk about the question “Why did they see a snake?” in groups.

Teacher asks, Did you often see a snake before? Why did they see a snake?

设计意图：通过小组讨论这个问题，引导孩子通过生物、地理、人文等方面进行探究，关注事件之间的逻辑关系和事件发生的合理性。5. Students read the whole passage again and think over the question. What can we learn from Lisa’s weekend?

设计意图：通过回读全文，纠正发音，引导学生进行深入思考，锻炼发散思维。

Step 3 Retelling& Summary

First students retell the passage with the teacher and then retell in pairs.

设计意图：首先通过师问生答，然后生问生答的方式，既用文本的结构串起文本的内容，又问下文输出活动中的调查进行了形式上的示范。