人教版（2024）七年级下册Section B教学设计

这是一份人教版（2024）七年级下册Section B教学设计，共4页。
《义务教育英语课程标准》构建了以综合语言运用能力为核心的课程目标体系。英语课程改革的总体思路是建立以学生发展为本的，系统而持续渐进的课程体系。该体系以培养学生的综合语言运用能力为总体目标。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。学习策略是指学生为了有效地学习和使用英语而采取的各种行动和步骤，以及指导这些行动和步骤的信念。学习策略是提高学习效率、发展自主学习能力的保证。现行教材的语言教育理念是知识用于行动，注重知识的实际应用，倡导体验、实践、参与、交流与合作的学习方式，培养学生的创新、实践能力。这就要求在教学过程中发展学习策略，教会学生如何学。教材的编排是采用任务型语言教学（Task-based Language Teaching）模式。教材中每单元都设计了一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，尽可能的给学生创设英语环境，培养学生运用英语解决实际问题的能力。本单元的主题是让学生学会用英语进行点餐。在学生的听、说、读、写四大基本能力里面，本课时侧重读的能力的培养
教材分析：
本部分在 Sectin A的基础上，进一步深化关于本单元主题——“食物”的内容学习以及语言表达。“食物”的话题与日常生活息息相关，学生对于本单元的学习兴致较高，本节课涉及的内容 Sectin B(2a-2c)的阅读部分介绍了世界各地的人们庆祝生日时不同的饮食文化，内容紧扣单元话题，开阔了学生的视野，还渗透了文化意识的培养。阅读材料渗透了中西文化比较和跨文化理解的内容。
学情分析：
七年级学生的认知发展处于关键期，求知欲强，接受能力也较强。大部分学生对英语学习表现出较强烈的积极性和初步的自信心，主动参与英语活动的热情很高，课堂表现非常活跃，并渴求通过自己较好的表现得到同学和老师的认可。同时，七年级学生的英语语言知识也有了一定的积累，能够听懂有关熟悉话题的语段和简短的故事；能够用短语或句子描述系列图片；能根据提示简要描述一件事情，参与简单的角色表演等活动；能尝试使用适当的学习方法，克服学习中遇到的困难；能根据不同的阅读目的运用不同的阅读策略理解文章大意、获取相关信息、理清逻辑关系；能意识到语言交际中存在的文化差异等。但是每个学生的语言基础和学习能力不同，在英语学习活动中的表现就会存在差异。因此，教师要依据学生生个体差异性，选择贴近学生生活的内容，设计有趣的课堂活动和层次分明、螺旋上升的教学环节，采取有效的教学方法，调动学生学习英语的兴趣和自信心，既帮助了中等生和后进生有效落实“双基”，又保证了优等生学有所得。
Part1 Tpic Talk abut fd
Teaching gals
1. Knwledge bjectives
a) T master the imprtant wrds and expressins, such as candy; blw ut; a symbl f etc.
b ) T understand the cntent f the passage.
2. Ability bjectives
T knw the reading strategies and try t use the strategies in reading.
3. Emtinal attitudes and mral values
a) T knw different birthday fd traditins in different cuntries .
b) T knw in the glbal wrld, we shuld share the similarities, and respect the differences.
c) T knw we shuld be cnfident in ur traditinal cultures.
Part 3
Teaching imprtant an difficult pints
a) The imprtant pint is using the reading strategies while reading and get the ideas abut the passage.
b) The difficult pints are retelling and summary
Part 4
Teaching& learning methds
1. Teaching methds:
Task-based teaching methd, cmmunicative teaching methd, audi-visual teaching methd
2. Learning methds:
Cperative learning methd & cmmunicative learning methd
Part 5 Teaching Prcedures
Warming-up
Task 1: Let the students guess tday is my birthday and lead them t sing a birthday sng tgether.
Purpse: Ss are very interested in the vide s that it can aruse Ss’s interest.
Lead-in
Task 2: Free talk. Talk abut yur birthday. Ask Ss tw questins: What d yu d n yur birthday? What d yu eat n yur birthday?
Purpse:
Let Ss talk abut their experiences s that they can fcus n the new text naturally.
Befre reading:
Task 3: Ask Ss t lk at the title and the picture and chse:
What is the article abut?
A. fd traditins B. different birthday fd traditins(传统)C. eating habits
Reading strategy
1: The picture and the title can help us t predict(预测).
Purpse: Let Ss practice the skimming skills and get the idea f what the article is abut.
While reading:
Task 4: Ask Ss t read the passage quickly and match each paragraph with its main idea. Para 1 Birthday fd in many cuntries.
Para 2 Peple in different cuntries like t eat different birthday fds.
Para 3 Different birthday fds, the same idea.
Para 4 Birthday fd in China
Reading strategy 2: The first r the last sentence f each paragraph is very imprtant.
Purpse:
Let Ss practice the scanning skills and get the main idea f each paragraph.
Task 5: Let Ss Read Para.
1 and answer: D peple in different cuntries eat the same fd n their birthday?
Purpse:
Let Ss grasp the key wrd.
Task 6: Ask Ss t read Para 2 and try t find the answers t the questins:
1. Hw many cuntries can yu find in Para 2?
Scan and circle the cuntries.
2. Read carefully and cmplete the chart in 2e
3. Pair wrk: One t answer and the ther ne t act ut the answer2d
Hw can a persn make his r her birthday wish cme true?
Purpse: T prvide reading practice with the target language. Let Ss get the relevant infrmatin.
Task 7: Read Para 3 and cmplete the mind-map:
Purpse:
T let Ss find what the traditinal birthday fd is in China.
Task 8:Read para.4 and think
1. What des the wrd “They” refer t(指)?
A the ideas B birthday fds C gd luck
2. What is the same idea?
Purpse: T let Ss find that the birthday fds are different, but their ideas are the same.
After reading:
Task 9: Grup wrk
1. What's the structure(结构) f the passage?
2. Retell the passage in grups with the mind-map n the blackbard
Purpse: T let Ss retell the passage in grups with the mind-map.
Task 10: Let Ss watch a micr vide .
Purpse: T shw Ss mre birthday traditins arund the wrld. In different cuntries, peple have different birthday traditins, but they have similar meanings.
Task 11: Summary
Purpse: T cnslidate the target language they have learnt
Task 12:Farther thinking
D we have t eat the same fd ，wear the same clthes ，r behave the same way?
Purpse: T aruse Ss’ emtinal attitudes and mral value:
We shuld respect cultural differences and be cnfident in(对...有信心) ur wn traditinal cultures.
Task 13: Hmewrk:
Level A: Write a passage: Ways f Celebrating My Birthday
Level B: Retell the passage with the key wrds
Purpse: T cnslidate what we have learned and get mre infrmatin thrugh netwrk resurces.
Part6 Blackbard design
Cuntry
Fd
Special meaning
the UK
Krea