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冀教版七年级下册Lesson 8 Marco Polo and the Silk Road教学设计
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这是一份冀教版七年级下册Lesson 8 Marco Polo and the Silk Road教学设计，共4页。
学科
English
班级
Class8 Grade7
时间
授课教师
课型
Reading and Writing
课程
Lessn 8 Marc Pl and the Silk Rad
教材分析
本单元围绕游记话题，重点是让学生学会应用一般过去时态和表达过去的活动经历。本节课是单元话题内容的进一步丰富，增加目标语言的输入，考察学生的阅读能力，培养学生的阅读策略。然而本单元的教学难点是让学生运用一般过去时完成笔头的输出。故任务设计中利用阅读，体现单元设计的理念，启发学生从所学的阅读篇章中吸取模仿写作的句型和表达，进而提高学生的语言表达能力。
学生分析
授课班级七年级八班，本班的大部分学生已较好的掌握了一般过去时的应用，有较好的英语应用能力且能积极的参与到课堂任务中来，注意力集中。所以课程的设计中要充分的整合教材，任务设计体现出梯度性和综合应用能力，以激发本班学生的积极性，吸引学生的注意力。
教学目标
1. 知识目标：
1) Vcabulary：Eurpe, Asia, camel, discver,king
2)掌握和准确应用一般过去时
2. 能力目标：
培养学生的综合应用能力，提高学生的听说读写的能力。尤其是通过阅读游记提高学生的写作能力。
3. 情感目标：
通过拓展甘肃的名胜古迹，让学生了解甘肃文化和丝绸文化，培养学生对中国文化的自豪感，对家乡的热爱之情。
教学重难点
1. 教学重点
(1)学习重点词汇和表达。
(2)熟练掌握和应用一般过去时。
(3)学会阅读游记累文章。
(4)学会用一般过去时写英语游记。
2.教学难点
(1)能够根据时间顺序整体把握游记，并分段提取细节。
(4)能够用一般过去时写英语游记。
教学方法
任务型教学法
Cntent
Teacher’s Activities
Students’ Activities
Purpse
Lead-in
Where did I g?
When did I g there?
Wh did I g with?
Hw did I get there?
What did I d?
Hw lng did I stay there?
Greeting
2. Shw a picture f myself t students and ask where I went.
3. Talk abut my trip t Dunhuang and ask students t answer the questins
Listen and answer the questins abut the teacher’s trip.
通过老师的旅游吸引学生的注意力，提高学生的兴趣。
导入旅游话题，引出游记的要素，为最后的写作生成做好铺垫。
Pre-reading
1.Wh is the man wh is famus fr the Silk Rad frm Italy t China?
2.The past patterns f the verbs.
Shw the map f the Silk Rad and then intrduce the the Silk Rad. Intrduce Marc Pl simply.
Ask students write dwn the past patterns f the verbs.
Listen and answer the questin.
Write dwn the past patterns f the verbs and read them tgether.
在阅读前，通过丝绸之路的介绍解决部分生词，并强化动词的一般过去式，强化文章中的知识点，并降低学生的阅读难度。
Fast Reading
Marc Pl was brn in 1254.
When did he g t China?
When did he travel t Beijing?
When did he leave China fr Italy?
He died in 1324
Ask students t answer the questins and present hw they gt the answers.
Read the passage fast and answers the questins. Then present hw they gt the answers
通过时间轴，引导学生整体把握文章，了解文章的主要内容。
Careful Reading
Frm 1271--1275
Wh did he travel with?
What did they d alng the silk rad?
Hw did they travel?
Frm 1275--1292
What did he learn during 17 years in China ?
Frm 1292--1324
What did he bring back t Italy?
What did he write?
Ask students t read the first paragraph and answer the questins.
Ask students t read the secnd paragraph and answer the questins.
Ask students t read the last part and answer the questins.
1. Read the first paragraph and answer the questins.
2.Read the secnd paragraph and answer the questins.
Read the last part and answer the questins.
经过前一环节对文章结构和内容的整体把握，让学生学会分段处理文章，快速准确提取文章细节。
After Reading
一．1.__He met the king and wrked fr him.
__They mved gds between Eurpe and Asia n the silk rad.
___He learned abut cal and paper.
___He travelled t Beijing.
He wrte a famus bk abut his travels t China.
__He brught a lt f gds back
___At age f 17, Marc Pl went t China with his brther and father.
___He left Beijing fr Italy.
二.hpe jurney discver cal gds
1. Peple sell their ____ at he market.
2.It's cld in the huse. Put sme _____ n the fire.
3.After the lng ______, Marc Pl arrived in Beijing at last.
4.He didn't d well this time. But he _____ t d better next time.
5. I walked arund my city and I _____ sme beautiful places.
1. Ask students t put the sentences int the crrect rders accrding t the passage.
2. Ask students t fill in the blanks with crrect frms f the wrds.
1.Put the sentences int the crrect rders accrding t the passage.
2. Fill in the blanks with crrect frms f the wrds.
1.通过对句子的排序考察学生对文章的理解,并能加强对文章的理解，降低学生作业中复述课文的难度。
2.通过所给单词适当形式填空，考察学生对知识点的掌握。
Grup Wrk
Hw t write abut a travel.
What tense shuld we use?
What pints shuld we include?
Intrduce sme famus and cultural places in Gansu.
Ask students t discuss abut hw t write a trip in grups and answer the questins.
Discuss abut hw t write a trip in Grups and answer the questins.
让学生了解自己的家乡，培养学生对家乡的热爱之情
该环节是让学生明确游记的结构和应该应用的知识点。为了降低学生回答的难度，采用小组讨论的方式，加之之前活动的铺垫，学生能较好的总结出基本结构框架。
Writing
A trip alng the Silk Rad in Gansu.
Guide students while they are writing.
Shw students a writing frm a students and give cmments n it.
Write a passage n the title f a trip alng the Silk Rad in Gansu.
Check their classmates’ writing with the teacher tgether.
本节课以游记为主线，本环节也是最后一个输出环节。通过学生的写作和展评，提高学生的写作能力，并对激发学生对家乡的深刻印象。
Summary
Hw t write a trip
Where did I g? When did I g there?
Wh did I g with? Hw did I get there?
What did I d? Hw lng did I stay there?
Hw did yu fell abut the trip?
Hmewrk
Retell the travel f Marc Pl.
Finish the writing and make it better.
教学反思
本节课的设计对课本进行了很大的整合，以听教师的旅行替代课文的听力，既降低了学生的听力难度又引出了话题和游记结构的要素，为写作做好铺垫；以时间轴为主线的阅读方式引导学生对马可波罗一生有了整体把握，再分时间段提取细节，帮助学生更好更快的理解课文，避免了课本活动问题的凌乱。最后以写作方式对整节课进行拔高，极大的训练学生的综合能力。本节课存在的不足：1.跨度较大，对学习基础较弱的同学存在较大难度；2.活动设计追求梯度的同时造成活动设计较多，导致时间紧张，学生写作训练和教师讲评不充分。对于以上两点不足，我会在下节课中应该进行弥补。
学科
English
班级
Class8 Grade7
时间
授课教师
课型
Reading and Writing
课程
Lessn 8 Marc Pl and the Silk Rad
教材分析
本单元围绕游记话题，重点是让学生学会应用一般过去时态和表达过去的活动经历。本节课是单元话题内容的进一步丰富，增加目标语言的输入，考察学生的阅读能力，培养学生的阅读策略。然而本单元的教学难点是让学生运用一般过去时完成笔头的输出。故任务设计中利用阅读，体现单元设计的理念，启发学生从所学的阅读篇章中吸取模仿写作的句型和表达，进而提高学生的语言表达能力。
学生分析
授课班级七年级八班，本班的大部分学生已较好的掌握了一般过去时的应用，有较好的英语应用能力且能积极的参与到课堂任务中来，注意力集中。所以课程的设计中要充分的整合教材，任务设计体现出梯度性和综合应用能力，以激发本班学生的积极性，吸引学生的注意力。
教学目标
1. 知识目标：
1) Vcabulary：Eurpe, Asia, camel, discver,king
2)掌握和准确应用一般过去时
2. 能力目标：
培养学生的综合应用能力，提高学生的听说读写的能力。尤其是通过阅读游记提高学生的写作能力。
3. 情感目标：
通过拓展甘肃的名胜古迹，让学生了解甘肃文化和丝绸文化，培养学生对中国文化的自豪感，对家乡的热爱之情。
教学重难点
1. 教学重点
(1)学习重点词汇和表达。
(2)熟练掌握和应用一般过去时。
(3)学会阅读游记累文章。
(4)学会用一般过去时写英语游记。
2.教学难点
(1)能够根据时间顺序整体把握游记，并分段提取细节。
(4)能够用一般过去时写英语游记。
教学方法
任务型教学法
Cntent
Teacher’s Activities
Students’ Activities
Purpse
Lead-in
Where did I g?
When did I g there?
Wh did I g with?
Hw did I get there?
What did I d?
Hw lng did I stay there?
Greeting
2. Shw a picture f myself t students and ask where I went.
3. Talk abut my trip t Dunhuang and ask students t answer the questins
Listen and answer the questins abut the teacher’s trip.
通过老师的旅游吸引学生的注意力，提高学生的兴趣。
导入旅游话题，引出游记的要素，为最后的写作生成做好铺垫。
Pre-reading
1.Wh is the man wh is famus fr the Silk Rad frm Italy t China?
2.The past patterns f the verbs.
Shw the map f the Silk Rad and then intrduce the the Silk Rad. Intrduce Marc Pl simply.
Ask students write dwn the past patterns f the verbs.
Listen and answer the questin.
Write dwn the past patterns f the verbs and read them tgether.
在阅读前，通过丝绸之路的介绍解决部分生词，并强化动词的一般过去式，强化文章中的知识点，并降低学生的阅读难度。
Fast Reading
Marc Pl was brn in 1254.
When did he g t China?
When did he travel t Beijing?
When did he leave China fr Italy?
He died in 1324
Ask students t answer the questins and present hw they gt the answers.
Read the passage fast and answers the questins. Then present hw they gt the answers
通过时间轴，引导学生整体把握文章，了解文章的主要内容。
Careful Reading
Frm 1271--1275
Wh did he travel with?
What did they d alng the silk rad?
Hw did they travel?
Frm 1275--1292
What did he learn during 17 years in China ?
Frm 1292--1324
What did he bring back t Italy?
What did he write?
Ask students t read the first paragraph and answer the questins.
Ask students t read the secnd paragraph and answer the questins.
Ask students t read the last part and answer the questins.
1. Read the first paragraph and answer the questins.
2.Read the secnd paragraph and answer the questins.
Read the last part and answer the questins.
经过前一环节对文章结构和内容的整体把握，让学生学会分段处理文章，快速准确提取文章细节。
After Reading
一．1.__He met the king and wrked fr him.
__They mved gds between Eurpe and Asia n the silk rad.
___He learned abut cal and paper.
___He travelled t Beijing.
He wrte a famus bk abut his travels t China.
__He brught a lt f gds back
___At age f 17, Marc Pl went t China with his brther and father.
___He left Beijing fr Italy.
二.hpe jurney discver cal gds
1. Peple sell their ____ at he market.
2.It's cld in the huse. Put sme _____ n the fire.
3.After the lng ______, Marc Pl arrived in Beijing at last.
4.He didn't d well this time. But he _____ t d better next time.
5. I walked arund my city and I _____ sme beautiful places.
1. Ask students t put the sentences int the crrect rders accrding t the passage.
2. Ask students t fill in the blanks with crrect frms f the wrds.
1.Put the sentences int the crrect rders accrding t the passage.
2. Fill in the blanks with crrect frms f the wrds.
1.通过对句子的排序考察学生对文章的理解,并能加强对文章的理解，降低学生作业中复述课文的难度。
2.通过所给单词适当形式填空，考察学生对知识点的掌握。
Grup Wrk
Hw t write abut a travel.
What tense shuld we use?
What pints shuld we include?
Intrduce sme famus and cultural places in Gansu.
Ask students t discuss abut hw t write a trip in grups and answer the questins.
Discuss abut hw t write a trip in Grups and answer the questins.
让学生了解自己的家乡，培养学生对家乡的热爱之情
该环节是让学生明确游记的结构和应该应用的知识点。为了降低学生回答的难度，采用小组讨论的方式，加之之前活动的铺垫，学生能较好的总结出基本结构框架。
Writing
A trip alng the Silk Rad in Gansu.
Guide students while they are writing.
Shw students a writing frm a students and give cmments n it.
Write a passage n the title f a trip alng the Silk Rad in Gansu.
Check their classmates’ writing with the teacher tgether.
本节课以游记为主线，本环节也是最后一个输出环节。通过学生的写作和展评，提高学生的写作能力，并对激发学生对家乡的深刻印象。
Summary
Hw t write a trip
Where did I g? When did I g there?
Wh did I g with? Hw did I get there?
What did I d? Hw lng did I stay there?
Hw did yu fell abut the trip?
Hmewrk
Retell the travel f Marc Pl.
Finish the writing and make it better.
教学反思
本节课的设计对课本进行了很大的整合，以听教师的旅行替代课文的听力，既降低了学生的听力难度又引出了话题和游记结构的要素，为写作做好铺垫；以时间轴为主线的阅读方式引导学生对马可波罗一生有了整体把握，再分时间段提取细节，帮助学生更好更快的理解课文，避免了课本活动问题的凌乱。最后以写作方式对整节课进行拔高，极大的训练学生的综合能力。本节课存在的不足：1.跨度较大，对学习基础较弱的同学存在较大难度；2.活动设计追求梯度的同时造成活动设计较多，导致时间紧张，学生写作训练和教师讲评不充分。对于以上两点不足，我会在下节课中应该进行弥补。
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