初中七年级沪教版牛津英语B本7AUnit2Adayinmylife教学设计

牛津英语B本7a Unit 2 A day in my life单位/设计人：By Chinese and American Foreign Language School一、阅读材料分析（Analysis of the reading material）The article “a day in my life ” is a narration by the author himself, which depicts a workingday in a city in China. It describes a vivid high-tech company staff’s convenient and comfortable daily working life thanks to the modern technology.From getting up to arriving home ,every routine staff is done by smart devices like smart phone or smart systems. It is a smart extensionof the original article “a day at school “by student Sam. From the perspective of text style, it correlates perfectly to the article “a day at school ”, which makes the students feel less difficult to understand.However, the vivid and up-to-date topic and content can spark students’ interest to learn and explore. From the perspective of the language points, it is a little bit difficult for students to understand if they don’t have enough vocabulary input.From the perspective of emotional aims , it helps students to catch up with the latest trend and train their imaginative curiosity. “我生活中的一天”是作者自己的自述，生动地描述了在中国城市里一天的工作生活。

它刻画的是一为高科技公司员工在现代技术便利的环境中便捷舒适的上班生活。

从起床到回到家里，一切日常事务都是有智能设备完成，如手机或者智能系统.这篇文章是原文Sam 同学在学校的一天的智能升级版。

从文体的角度来看，该篇和原文完美地默契吻合，这会稍微降低学生阅读理解地难度。

但是，这个生动的与时俱进的话题和内容能很好地激发学生地学习探索兴趣。

从语言点分布地角度来看，对于没有足够词汇储备地学生来说有一点点难。

从情感价值观地角度来看，它能很好地帮助学生跟上时代潮流以及训练学生想象力和培养好奇心。

二、学情分析（Analysis of the learners: English proficiency, character, learning strategies, class size, previous knowledge and competence,etc.）Students of Grade 7 in the first term are on the way to getting used to the middle school English learning and they are acquiring some good learning habits and looking for the most suitable learning methods. The class which I am going to teach is made up of 49 students who are comparatively speaking not so proficient in the four basic skills in English as Grade 7 students in Shenzhen Luohu District.But they are active and willing to participate in class activities but need some guidance in learning strategies. Their previous vocabulary input and reading accumulationis not so good and haven’t learned textbook B passages before. They need bilingual help in learning English in class and more patient personal guiding and care. So challenging tasks are not suitable for them and we’d better focus on the basic reading tasks with some interesting activities to spark interest and some language activities to train the key reading quality according to our course target.七年级的学生在刚入学的第一个学期初期正处于适应初中英语学习的过程中，他们正在努力学习好的学习习惯，摸索最适合自己的学习方法中。

我所教的班级是一个有49人组成的大班，基础相对较差，英语听说读写的基础和同区的同龄学生相比较弱一些。

但是他们性格比较活泼，愿意参与课堂活动，但是需要学习策略以及语言上的帮助。

牛津英语B本的教材以前没有接触过，词汇输入和阅读积累都是不够的，需要很多耐心的指导和关注。

另外课堂活动的内容不宜太难，还是紧扣阅读基础，同时也有有趣的环节激发他们的兴趣，以及培养英语核心素养的阅读练习。

三、学习目标（Learning objectives）1 reading aim : by using scanning strategy ,students can understand the detailed information and are able to answer basic details-related questions.阅读目标：通过扫读策略，大部分学生能理解细节性信息，能回答一些基础的v细节性问题。

2Vocabulary aims : By reading the article several times ,students can match the correct English meanings with the target words or phrases, find out the English phrases with the help of Chinese hints,get to know basic part of speech of some key words and use some phrase patterns to translate simple sentences.词汇目标：通过多次阅读文章，学生能在语境中找到目标单词或者短语地正确英文含义，通过中文提示找到英文短语，了解核心词汇的基本词性变换，通过模仿用新学的短语翻译简单句子。

3 Emotional aim: By watching video, reading the article ,and discussion activities ,students areable to understand the convenience of smart life and can imagine and design their smart life.情感目标：通过看视频,阅读文章和讨论活动，学生能够理解智能生活的便利并能想象设计自己的智能生活。

四、学习重点（Key learning points）1 Fast reading by scanning 快速阅读获取细节信息2 Vocabulary learning 词汇学习3 students can describe smart life in English 学生能够用英文描述智能生活五、学习难点（Learning difficulties）1 matching the key words or phrases with the correct English meaning英英释义的词汇搭配2 trying to translate sentences with the help of language tips在语言知识点帮助下翻译句子3 talking about smart life fluently 流利地谈论智能生活六、学习过程（Learning process）学习步骤（Learning procedures）教师活动（Teachers’　activities）学生活动（Students’　activities）教学意图（Teachingpurpose）读前（Pre-reading） 1.Play the video clip Watch the video clip Arouse students’interest in the readingtopic2.Small talk with students after watchingStudents interactwith both theteacher and theirpartnersLead students to thereading part……读中（While-reading） 1.T/F judgementexerciseStudents readquickly by scanning tofind out the detailedinformationTo train students’fast reading skill3.Q and A part Read the article andwrite down theanswers in fullsentences To train students’ability to get details and the habit of answering with full Sentences4.English-English word matching By finding out thetarget word or phrasein the article to guessthe English meaningand then match themwith correct answersTo train students’ability to understandthe words in thecontext and think inEnglish5.Word forms practice Write down thecorrect forms of thewords according tohintsTo help studentsto know the differentforms of some keywords.6.Sentence pattern practiceLearn some languagepoints and imitate thepatter to translate orwrite simple sentencesTo help studentsenhance thefoundation of sentencewriting and acquiresome useful patterns读后（Post-reading） 1.a brainstormingdiscussion Students discuss ingroups and writedown their thoughts ordraw to express theirideas (play a video tohelp in necessary )To promoteteamwork and givestudents enough timeto think and talk ingroups2.Sharing ideas Students present ideasin groups To train criticalthinking andpresentation ability ……家庭作业（Homework）A.Write an 80-word article about smart lifeB. Prepare a poster about “smart life ”……板书设计（Blackboard design）需要一张清晰的板书的照片，而不是电脑做出来的图片。