外研版英语七年级下册：Module 10 Unit 2 This morning we took a walk. 教学设计.docx

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1、课题: 外研版New Standard七年级英语下册M10 Unit 2This morning we took a walk.教学设计【教材分析】Analysis of the teaching materialThe unit is from Book 7B, Unit10 “A holiday journey”. The language function in this unit is “talking about a holiday journey in the past. This is the reading lesson: This morning we took a walk

2、, the whole structure of the review is very clear; it introduces the journey of Betty, according to the timeline. Also its the third period of this unit. The objective is that students can read for specific information and master the reading strategies: write the journey using the timeline and the p

3、ast tense. According to the teaching objectives, I integrate the teaching content. First, I use the pictures that I took in Beijing to talk about my journey and lead into the reading. I adapt activity 1 true or false, not discussing all the sentences but adapt 3 sentences to deal with the paragraph

4、3and 4. I abandon the filling passage because its a bit difficult for most students and its better to be done in the second class of unit 2.Finally, let student have a group work to talk about their own journey. This arrangement allows students to learn from reading to real life experiences from con

5、trolled training to open training, effectively improve the spoken language ability. 【学情分析】Analysis of studentsThey have learned the usage of past simple tense in M9 and “who was with you?, what did you do” in unit 1.The anticipated difficulties in this class are to proficiently use the past tense su

6、ch as “arrived, waited, did” to introduce their own journey. In order to help students master the past tense, the teacher designs two tasks. First, let the students talk about the teachers journey. In the following activities, students can introduce the journey of Betty according to timeline thus re

7、duce the difficulty; almost all students can participate in the activity. As for speaking, the teacher shows the passage structure patiently and encourages students to have a group work.In conclusion, the teacher will try to design activities related to real life, stimulate students interest in lear

8、ning, encourage them to experience, practice, discuss, cooperate in real context, and train their ability of using English properly.【教学目标】Teaching objectivesAccording to the English Curriculum Standards, in order to fulfill the learning task of this lesson, I make out the following objectives:a) Kno

9、wledge objectives:1. By the end of the lesson, the students will have mastered some words “arrive, relax, world-famous, French, sell ”and so on2. By the end of the lesson, the students will be better able to use the past tense p to show their own journey. 3. By the end of the lesson, the students wi

10、ll be better able to know the structure of an email if a journey.b) Ability objectives:1. The students can learn to talk about their journey. e.g. I arrived in Beijing by plane.2. The students can learn the reading strategies such as: write the journey according to timeline and using the past tense.

11、c) Affective and attitude objectives Through the activities, students will be guided to learn how to introduce their own journey. Thus its helpful to help them get into the habit of sharing experience. d) Cultural awareness The students can have a preliminary understanding about journey both to Chin

12、a and western countries and improve cultural cultivation. e) Learning strategy 1. By pair work and group work, students can learn how to introduce their own journey. 2. By making full use of the timeline and the past tense, they can get the main idea of the passage thereby improve their reading and

13、self learning ability.【重点难点】Teaching and learning focus: 1. Students need to master the new vocabulary and phrases taught in class.2. Students need to learn to talk about their own journey with the help of the passage.Anticipated difficulties: 1. It may be a little difficult for students to master t

14、he usage of “did ,arrived, took” to read a passage about journey.2. Students may find its a little difficult for students to talk about their own journey.Solutions: 1. The teacher will design two tasks to help students to master the usage of the past simple tense.2. The teacher will show the passage

15、 structure patiently and divide it according to the time, and encourage students to have a group work of four. While the students are acting out, other students are the guide to make a comment of their journey.【教学方法】 Teaching strategy 1. Communicative Teaching: The teacher let students introduce the

16、 teacher and their own journey by pair work and group work. 2. Task-based Language Teaching: to help students to get the strategy, the teacher will design several tasks, such as fast-reading, careful-reading, post reading.【教学过程】Teaching ProcedureStep1 Free-talk T：(Greet and have a free talk with the

17、 students)(First, show pictures of my journey of Beijing. let students to ask “Where did you go? Who did you go with? When did you go there?” and answer the questions. Ss: (have a free talk with the teacher and talk about the teachers journey using what they learned in unit1.) Purpose of my design:

18、To begin the class with free talk is a good way to offer a relaxing atmosphere, meanwhile, let students get mentally prepared for the English learning. By asking about the teacher journey, students can recall some phrases about journey in unit 1. It can lead in the reading and lay a good foundation

19、for the following teaching.Step2 Reading1. Fast- readingT: Today, were going to read a passage about another persons journey. What kind of this article is it? A: a letter B: an email Ss: Its a letter. T: Maybe. But dose the letter have this information? Ss: No. T: So? S: Its an email. T: so an email

20、 should have this information. Who is the email from? Who is the email to? What is the emails subject? S: (answer the questions together.) T: How many paragraphs are there? Lets count together. S: one, two, three, four. T: Now find out the time of each paragraph. Such in paragraph 1, we can underlin

21、e “the day before yesterday”. S:(Underline the time.)T :( Show Tip1: we can write passages according to timeline.)Purpose of my design: Generally speaking, the students are interested in journey so they are willing to talk about the passage, and find out the time. In this way, the students can also

22、easily master the reading strategy: we can write passages according to timeline.T: Complete the diary according to timeline. For example, the day before yesterday, Betty arrived. So write “arrive”The day before yesterdayarrivedYesterdayThis morningThins afternoon and eveningtomorrow(before checking,

23、 ask students to share the answers, then Invite students to show the groups work )T: Look the verbs. They the past tense.(Show the tip2: use the past tense to talk about our holiday.) Purpose of my design: As for students in Grade7, the past tense is quite difficult for them. So, giving examples and

24、 checking in groups will help them. Then give the tip.2. Careful-readingPara 1(the day before yesterday)Ask the students to read Para1 and answer questions. 1. When did Betty get there? 2. How did she arrive there?3. Who was with her?4. What did she do that day? Why?Para 2(yesterday)Ask the students

25、 to read Para2 and answer questions. 1. Where did she go? 2. What did she see? 3. What did she do? Para 3+4(today)Ask the students to read Para3 and 4 and answer questions.( ) 1 Betty loves the street markets, and they sell fruit and vegetables.( ) 2.She didnt buy any presents for her grandma.( ) 3.

26、 They went to the Eiffel Towers top and went down quickly.Para5 TomorrowAsk the students to read Para5 and answer questions.What are they going to do tomorrow? Purpose of my design: These 4 tasks are designed to let students read the passage again in order to search the details, before telling the a

27、nswer , require the students to tell the reasons. This will help them develop a good reading habit.Step4 Post-reading T: (Ask students to discuss a group in four)What do you think of Bettys holiday? Why?Purpose of my design: This step is to allow students to read the passage again and make comments

28、of the journey. Discuss in four so student can learn to share their ideas with each other.Step5 Group-work Talk about your own journey according to the questions.1. Where did you go?2. Who did you go with?3. When did you go there? 4. How did you go there? 5. What did you do?6. What do you think of y

29、our journey?I went to . with lastand arrived by.In the morning, IIn the afternoon, So I think my journey is.Purpose of my design: This step is to allow students to use the target language actively. The activity is a little bit difficult so divide students in four and make comments of their journey,

30、and good students help the one who needs help.【板书设计】Blackboard designM10 Unit 2This morning we took a walk. (Reading) Arrived went took Were did didrelaxed had waited TodayTomorrowYesterdayThe day before yesterdayPurpose of my design: Blackboard writing can help students review the important points

31、systematically, thus students will be better able to master the reading strategies in this class. Also, in the last period, it can help students to talk about their own journey.【作业设计】Step5 HomeworkLevel A: Read the email again and recite.Level B: Write down your holiday journey according to timeline

32、.Purpose of my design: This is a reading for speaking class. As the extension of the class, homework must be designed to train students reading and speaking ability. Level B I designed is related to students real life, can help student get ready for the following class-writing and can also meet the

33、needs of students at different levels.【教学反思】Teaching reflection:The main line of this class is “Bettys journey”based on the timeline. I adhere to the “student centered” principle, and pay attention to the decentralized and centralized principles in the reading English teaching. The content is chosen

34、 and the order is reasonably arranged. 1. Easy opening, create the relaxing atmosphereAs the saying goes: “well begun is half done”. At the beginning of this class, I have a free talk with the students, discussing my journey by showing the pictures, thus create a relaxing and happy atmosphere in the

35、 classroom and also review what theyve learned in the last class.2. Induce students to think activelyI abandon the traditional way of presenting reading strategy, but let the students find the time then show the tip. Also, after students answer the question, I often ask the reasons. It can arouse th

36、eir initiative thinking, and understand the reading through asking. Also they will have a deeper impression than direct teaching. They will get into the habit of reading for thinking.3. Close to life, train the students communicative competence. “English Curriculum Standards” points out that teacher

37、 should design activities close to the actual life. We learn English not for empty talk, but to enable students to use English to communicate with others. So I invite students to participate in the group work, and ask them to talk about their own journey, thus not only help the students have a deep

38、understanding of learning content, but also is helpful to cultivate students active learning and active thinking. Through this way, liven classroom learning atmosphere; shorten the distance between life and class. Also there are some problems in the class. One is that students dont want to hand up i

39、n class even though they know the answers. So it always costs me time to think which student answers the questions so it will waste the time and the group works time will become less. So during the output process, teachers should walk around to offer help and check if students have talked about the target language.