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視頻標簽：last weekend
所屬欄目：初中英語優質課視頻
視頻課題：人教版七年級下冊Unit12 What did you do last weekend Section B A weekend to remember.北京
教學設計、課堂實錄及教案：人教版七年級下冊Unit12 What did you do last weekend Section B A weekend to remember.北京市北外附屬外國語學校
基本信息
學 科 英語 課 題
Unit12 What did you do last weekend?
Section B: A weekend to remember.
授課時間 班級 初一（6）A層
授課教師
陶懿
職 稱 中教一級
教學背景分析
1.教材分析：本單元標題為What did you do last weekend? 在前一個單元How was your school trip 的基礎上繼續談論過去發生的事，幫助學生進一步熟練使用一般過去時態. 同時，Section B的閱讀部分更是在Section A學習周末活動短語的基礎上，形成篇章閱讀，以周末活動為中心話題，幫助學生學習故事發展的時間順序。
2．學情分析：6班A層學生英語基礎較好，個別同學聽說能力很突出。同學們已經學習了一般過去時，能夠用一般過去時談論過去發生的事。對于周末活動的話題也比較熟悉。但對于把握故事類文章的主旨大意的方法還不熟練，在敘述故事時有存在“記流水賬”的現象，講述故事的能力還需加強。
教學目標設計
教學目標:
在本節課結束時，學生能夠…
1. 通過閱讀練習skimming和scanning的技巧，概括文章大意和找到細節類問題的答案。 2. 體會故事發展的開端-發展-高潮-結局，特別是高潮的描寫技巧：1. 出人意料的情節（surprise） 2. 細節的描寫，包括人物的心理和動作。并且通過圖片思維導圖，復述故事。
3. 理解并使用動詞短語 take a bus ride, put up a tent, make a fire, tell stories, jump up and down, scare, scared, scary, 體會shout to/at, put up (with) 的一詞多義。 4. 能夠使用It is important (not) + to do sth.; …so…that…句型。
教學重、難點
教學重點:
在閱讀中，幫助學生訓練略讀和尋讀的閱讀技巧，幫助學生學會概括故事類文章的大意以及利用圖片，進而進行復述。 教學難點:
故事教學要體現故事的開端，發展，高潮和結局。A層學生水平來說，單純完成教材上Ex.2c的任務比較簡單，需要教師設置增加任務難度。
2
教學方法：啟發法 談論法 教學資源：教材、多媒體、課件
教學設計思路
本節閱讀標題為《一個難忘的周末》，講述了作者一家人野外露營的經歷。全文共3段，從故事的開端一直到高潮再到結尾。
首先速讀，掌握如何通過找到when,where,who,what的要素，概括故事類文章的大意； 二次閱讀找到細節類問題答案，對文章有進一步的理解。
在二讀基礎上，根據圖片，理清故事發展的順序，體會故事的開端-發展-高潮-結局，并形成圖片思維導圖，進行復述，為單元寫作做鋪墊。
Teaching procedures
教學 環節
教 師 活 動
學 生 活 動
設 計 意 圖 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
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