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視頻標簽：Trip Diary
所屬欄目：初中英語優質課視頻
視頻課題：初中英語七年級下冊Unit 11 Writing A Trip Diary How was your school trip Section B 3a—3c Self重慶
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初中英語七年級下冊Unit 11 How was your school trip Section B 3a—3c Self重慶市珊瑚初級中學
教學設計
一. 教材分析：本次曬課內容選用的是人教社新目標初中英語7下Unit 11 SectionB3a-3c整合性教材，該單元話題是過去的事件“Past events”, 功能是能談論過去的事件“Talk about past events”。Section A部分側重與話題有關的詞匯和語言結構的學習，以及話題下的聽說訓練；Section B部分側重讀和寫，除繼續深入學習Section A所學的跟談論發生過的school trip 有關的語言結構，還拓展了Section A的話題，從談論“學校郊游怎么樣”過渡到怎樣寫作一篇旅行日記。本課重點處理3a-3c的寫作板塊，靈活地將教材Section B2b部分出現的旅行日記篇章作為寫前的輸入和結構分析，將3a和3b處理成看圖說話式作文，學生僅有的英語語言相對匱乏，本課就主要引導學生如何一步一步將一個行文簡單的50詞的旅行日記完善成一篇結構完整且表達優秀的120詞左右的作文。
二. 學情分析：七年級下期的學生只在經過了初中一學期的英語學習，只具備一定的英語綜合運用能力，部分學生在寫作的能力方面還很薄弱，故本教學設計注重訓練對學生的寫作策略和技巧的培養，從分析篇章結構來指導學生的寫作，化難為易為學生搭夠梯子，從而實現對單元話題寫作重難點的突破。
三. 教學設計主要思路：本課按照“文本輸入——技能訓練——成果展示”的過程逐層推進，課型定位為單元話題為核心的綜合寫作課。本節寫作課教學注重培養學生的英語基礎知識和基本技能，更重要的是培養孩子們正確的情感態度、價值觀乃至思維能力。本課采用寫前、寫中、寫后的過程性設計思路，將2b語篇文體結構特征作為作文的軀干，將優化作文的方法作為血肉，要求學生在構思成文的過程中利用預測、分析、質疑、討論、總結、評判等方法，對原本很難的寫作任務進行正確的認知、理解與加工，初稿形成之后逐步充盈完善。學生在掌握寫作技能的過程中不斷地師生、生生“對話、溝通和評價”，最后環節通過實戰演練并將自己的旅行日記做口頭報告，讓每一個學生成為有話可說有文可作的寫作者。
四. 教案提綱：
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，上個星期天(5月28日)你班組織了一次乘車去陽光農場（Sunshine Farm）的郊游活動。請寫一篇旅游日記。
要求：1. 包含所給的全部信息，可適當發揮；
2. 時態正確，用詞準確，行文流暢；
3. 不少于80詞。 (unforgettable, like, and, but, so, many different kinds of)
Come to show us your writing!
Step6: Reflection
Step7: Homework
五. 教學設計詳案：
| 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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