阅读课教学设计（沪教版七上）

Unit 2 Daily Life  Reading : A day at school  (Period 1)

一． 教材分析

    本课采用的是沪教版七年级上册第二单元阅读课第一课时。本教材坚持以“学习者为中心”的指导思想，采用“话题-功能-结构-任务”为主的编写体系，注重培养学生的语言使用能力。本单元为模块一My life 的第二部分，在学习完第一单元的自我介绍及交友的内容后，进一步学习如何介绍自己的学校日常生活，在此基础上掌握掌握一般现在时和频度副词的用法。本节课主要通过学习Sam的日常学习生活，掌握描述日常生活的重点单词及句型，如：junior high school, on foot,seldom,start,end, ring, have a good time，以及用以下句型提问事情发生的频率：which things do you do every day/once a week/twice a week。

二． 学情分析

    从整体上看，七年级学生的学习积极性还是不错的，尤其是部分从教学点来的学生，小学基本没有接触过英语，学生学习起来还是很积极。但同时由于地处山区，家长及学生普遍不是很重视英语的学习，因此大部分学生英语基础差，英语学习习惯不好，尤其是口语表达能力欠缺。因此在教学过程中，注重培养学生的英语学习兴趣，提高他们的英语学习积极性，努力提高他们的英语语言综合运用能力。不能以考试成绩作为评价学生的依据，要注重过程评价，逐渐帮助学生树立学习英语的自信心。

三． 教学目标

1.知识与能力:read and recognize the new words and phrases: on foot/seldom/start/practice/bell/ring...

Master the sentence pattern:

-Which of these things do you do every day/once a week?

 -I... every day/once a week.

2.过程与方法: Let students get to know how to talk about their daily 

life after learning Sam’ school life

  Improve students’ reading ability by skimming and scanning

3.情感态度与价值观: Enjoy the life and study with joy

四． 教学重难点

1.教学重点：Master the new words and grasp the main idea of the passage.

2.教学难点：Talk about their daily life in English

五． 教学准备: Teaching plan, tape player, PPT

六． 教学方式: Audio-lingual Approach , Task-based Method

七． 教学过程

Step 1 Greetings

Step 2 Warm-up and Lead-in

  Firstly, ask students to read all the new words together and correct the wrong ones if necessary.

Then let students watch a short video called School days.

Then answer the following two questions:   

T: How do you think of this video?  

S: It’s.....(great/good/beautiful...)

T: What’s the song/video about?

S: It’s about.....(school)

Secondly: the teacher summarize the main information of the song by asking questions:

what about your school days?

 What do you usually do at school?

What do you you often do after school?

Thirdly: pair work: ask and answer

 The teacher shows some pictures about daily activities, let students tell me the names of these actions like this:

T:What is he/she doing ?

S: She/He is doing sth .....(brush teeth/watch TV/ ride a bicycle/play table tennis....)

Then ask students to practice the phrases in pairs like this :

S1: What do you do every day/once a week/twice a week?

S2: I....every day/ once a week/twice a week.

Step 3 Before reading

T: just now, we talk about our daily life, and it’s time to get to know other people’s daily life. Open your book, turn to page 17 , now just look at the title of the article and tell me the correct answers to Exercise B1 on page 16 .

S: Sam/ school life

Step 64 While-reading

Fast reading:

listen to the tape and read after the speaker to get the main idea of the passage, then finish Exercise B2 on page 16.

Further-reading

Ask students to read through the passage and circle the new and difficult words, then and find the answers to the questions to activities D1 and D2.

Step 5 After-reading

Firstly :explain the new and difficult words to the students: show the meanings of the main words on PPT: on foot/enjoy doing sth/take a break/from...to../take  part in /have a good time...

Then ask students to finish Exercise D3 on page 19 to compare their school day with Sam’ s.

Step 6 Practice : reading competition

 play a game: reading game, choose a team leader for each group, then let them read the passage, and then choose the best team that read more correctly and frequently.

Step 7 summary

    In this class, we have learned six phrases of daily activities and a passage about Sam’s school life. So after class, you should read the passage over and over again, and finish the exercises on page 18. and try to talk about your daily life with your desk mates.

八． 作业布置

1. Recite the new words and phrases

2. Finish the exercises on page 18

九． 教学反思

1. 课堂导入和读前活动时间有点长，导致后面教学过程时间不够

2. 教学设计没有充分考虑学情，有个别学生跟不上节奏，而且重难点不突出

3. 但课前的视频导入还是比较成功的，难度适中，学生很快能够进入学生生活这一话题中。

 

 

 

 

 

Unit 4 Save the trees

Reading: Trees in our daily lives Period 1

沪教版 七下

一、教材分析

    Unit4 Save the trees 是以保护树木为话题，以树木对人类的贡献为主线的。Reading：部分围绕 Trees in our daily lives 这一主题，是以学生和科学家的访谈对话展开的，主要让学生了解树对人类的贡献，从而加强爱护树木的意识。在Module 2 Man’s best friends的第三单元中Our animal friends中，已经学习到了有关人类动物朋友的话题讨论，因此，学生在学习人类另一朋友“树木”的时候，就更加容易了。

二、学情分析

    我所带的班共37人，班里的大部分学生英语基础都比较差，且对英语学习不感兴趣，英语成绩平均分较低，高分少，40分以下的学生过多。因此在进行教学设计时，导入设计要有趣味性，要能吸引学生的注意力，在教学活动设计上要以学生为主体，同时要注意分层教学。

三、教学目标

1. 知识与能力:

Students can read and recognize the main words and phrases: save, pine, discuss, branch, fight, against, example, harmful, gas, produce, oxygen, major, convenient, furniture, imagine; take in, come from, for example, in fact, look around, be made of , millions of and so on.

      Students can get the main idea of the interview         

2. 过程与方法:

Improve students’ reading ability: skimming and scanning

Help students to guess the meanings of the words :harmful, produce, major, convenient, imagine according to the content.

3. 情感态度与价值观:

Get to know the importance of trees

Cultivate students’ awareness of protecting trees in their daily lives.

四、教学重难点

1. 重点：Students get the main idea of the interview by skimming and scanning;

The meanings of the main words and phrases in the passage

2. 难点：Students can tell the importance of the trees in English

五、教学准备

    Teaching plan;  PPT;  Tape player

六、教学方法

    Situational approach; group work; task-based method

七、教学过程

Step 1 Greetings

Step 2 Warm-up

Play a short video of the English song: The lemon tree to students, and ask them to listen and enjoy the song, then find out the Key Word in the song: Tree

Step 3 Lead-in : Brainstorm

After they find the key word “tree” in the song, then ask them to work in group of four to discuss : what can we get from trees?

The students can answer the questions in these ways: use/eat/drink

Step 4 Before Reading

Have a quiz about the trees : ask students to finish the quiz on page 44 Exercise A . let students know the main parts of the trees and the main usage of the trees.

Step 5 While Reading

Firstly: Fasting Reading(skimming)

Ask students to read the article quickly and then finish the Exercise B on page 44 to get the main idea of the interview;

Secondly: Further-Reading

1. Ask students to listen to the passage and read the passage carefully, and underline the difficult words or phrases ;

2.  Show the meanings of some key words and phrases on the PPT, and ask them write them down quickly: in many ways, major fighters , come from, in fact, a lot, get from , cut down;

3.  Ask students to read the passage again and finish Exercise D1 ;

Thirdly-further comprehension

Let them work in pairs to discuss the following questions based on the Exercise D1:

Q1: why are trees so important to people?

Q2: how do trees fight against the air pollution

Q3:what can we get from the trees?

Then choose some students make the conversations.

Step 6 After Reading

Ask them to Role-play the conversation in groups first, then invite 3 students to act out for the whole class.

Step 7 Group Work: survey and report

Firstly, show two kinds of pictures: some are full of green trees everywhere, others are fewer trees in the mountains, and lead students to think about how to protect the trees;

Secondly, do a survey and finish a report about how to protect the trees(students do the survey in class, and finish the report after class as their homework):

No.	Activities	Every day	Very often	Seldom	never
1	Use throwaway chopsticks
2	Throw away newspapers and magazines
3	Write only on one side of the paper
4	Use too many pencils
5	Burn wood to cook food
Suggested solution

Step 8 Summary

Ask students to read the following words to have a revision of the passage:

Trees are major fighters against air pollution, they also make our lives more convenient, do trees are really important in our daily lives, we cannot imagine a world without trees, so we should stop cutting down trees if we don’t want a world without trees.

八、作业布置

1. Finish the Exercises on page 46

2. Copy the new words and read the passage in pairs

3.  Finish the report according to the result of the survey

九、教学反思

本节课进步之处在于：在教学活动的设计中，尽量做到以学生为主体，教学导入环节注重趣味性，教学活动的设计难度逐渐递增，能注意到培养学生的阅读技能；

不足之处：课堂教学内容设计较多，没有充分考虑到学生的实际情况，后进生有可能跟不上节奏，再者，时间可能不够用，个别教学开展不充分。