新目標英語七年級上冊Unit 6 Do you like bananas？讀寫課教學設計

葉漢霞

一、教學內容分析

本節為讀寫課，授課內容為新目標人教版七年級英語上冊Unit 6 Do you like bananas？Section B 2a-2c 部分。本課主要是閱讀一篇關于一位排球明星好惡的文章并引導學生養成健康飲食習慣，讀后進行縱向拓展延伸——實施關于食物、運動或顏色好惡的寫作教學。

二、整體設計思路

1.閱讀教學部分：使用有效閱讀策略引導學生感悟文章。先讓學生帶著問題快速閱讀文章，使之大致了解文章主題；然后通過完成2b及2c部分的教學，引導學生讀懂文章各細節內容；最后通過師生、生生之間的合作交流，從宏觀角度把各細節內容串聯、并聯，構建文章的框架結構。

2.寫作教學部分：利用層層遞進的方式指導學生寫作。首先，利用不同的插圖幫助學生激活有關食物、運動、顏色及形容詞的單詞；其次，引導學生回顧文章的目標語言結構、重點句型并模仿文章的框架結構，進行寫作構思，從整體調控寫作內容，最后學生在小組內相互探討、修改，展示優秀的寫作作品。

三、教學目標

1. Knowledge goals：To be able to learn more food words and talk about likes and dislikes by reading the magazine article about Cindys eating habits，then write a passage about his or her likes or dislikes about food，sports or colors.

2. Ability goals： To be able to use different reading skills to read the magazine article about Cindys eating habits and practice writing skills ——write a passage about his or her likes or dislikes about food，sports or colors using the target languages and imitating the outline of reading.

3. Moral goals： Students will be able to work together to talk and write about his or her likes or dislikes about food，sports or colors to understand and care about others.

四、教學重點、難點

1.Teaching key points：

（1）How to read the magazine article by using reading skills，learn the target languages and get the outline of it.

（2）How to write a passage about his or her likes or dislikes about food，sports or colors.

2.Teaching difficult points：

How to write a passage about his or her likes or dislikes about food，sports or colors.

五、教學方法

The task-based language teaching method， the cooperation learning method，and the activity teaching method.

六、教學準備

Pictures about food， PPT， assignment paper.

七、教學過程

Ⅰ.Revision and warming-up

1. Show a list of teachers eating habits with pictures about food to make students review the food words and talk about teachers likes and dislikes.

2. Teach the new words by showing pictures in screen：stars，eat，well，habit，healthy，really，question，want，be，fat. Students learn and make sentences using the new words.

（設計意圖：先與學生共同介紹教師的飲食習慣，使學生感知如何談論關于食物的好惡，同時幫助學生回顧已學單詞，然后通過展示圖片的方式幫助學生直觀學習新單詞，再通過造句鞏固新單詞，為閱讀、寫作教學做好鋪墊。）

Ⅱ.Pre-reading

1.Make students check（√） Yes，Maybe or No in 2a.

2. Lead students to talk about which food is healthy in front of class.

（設計意圖：通過讓學生填寫表格的方式做調查，并讓學生談論他們眼中的健康食物，激起他們養成健康飲食習慣的意識，同時能提前熟悉下面關于Cindy談論其飲食習慣的雜志文章。）

Ⅲ.While-reading

1.Skimming

（1）Ask students to read the magazine article quickly to make a choice below and circle the food words in 2b.

Question：What does the magazine article talk about？（ ）

A：Cindys eating habits

B：Cindy likes fruit.

C：Cindy doesnt want to be fat.

（2）Check their answers with students.

（設計意圖：引導學生帶著問題有目的地使用略讀策略對文章進行整體感知，提取文章的主題。）

2.Scanning

（1）Ask students to read the magazine article carefully and finish 2b by themselves first.

Cindy likes healthy food.

Cindy ____________________________________

She ______________________________________

She_______________________________________

Cindy doesnt_______________________________

She doesnt _________________________________

（2）Then make students work in pairs to discuss their answers or ask the teacher for help if necessary.

（3）Check their answers with the class.

（設計意圖：通過采用細讀的閱讀策略，使學生獲取各項細節信息，并讓學生在“生生結對子”中進行合作交流，不但能夠提高學生對語言的運用能力，而且能使之加深對文章的透徹理解。）

（4）Ask students to work in groups to get the important sentence structures and find out the outline of the magazine article.

（設計意圖：此環節是讓學生在小組中共同探討文章的重點句子結構及框架，為下面的寫作教學做好充足準備。）

（5）Lead students to make healthy eating habits and do more sports like Cindy to be healthy.

（設計意圖：通過滲透情感教育，讓學生成為德智體美勞全面發展的學生。）

Ⅳ.Post-reading

1. Pre-writing

（1）Make students know what they will do——write a passage about his or her likes or dislikes about food，sports or colors.

（2）Ask students to review the words about food，sports or colors and some adjectives they have learnt by showing pictures.

（3）Ask students to think out the sentence structures and the outline of the writing by imitating the magazine article in 2b. For example：

Everyone has his or her likes or dislikes. My friends name is ____. He likes sports. He（She）likes______. He（She）thinks its _____. He（She）doesnt love______. He（She）thinks its _____...

（設計意圖：通過幫助學生激活可能使用上的單詞，并模仿文章2b，構建出寫作的框架及句型結構，從“詞—句—篇”的角度為學生提供寫作材料，最大限度地降低學生的寫作壓力。）

2.While-writing

（1）Give eight minutes for students to write a passage about their friends likes or dislikes about food，sports or colors.

（2）Teacher walks around the classroom to give help if necessary.

（設計意圖：給予學生足夠的時間去構思文章，學生通過獨立地寫作實踐，可以大大鍛煉并提高寫作技能。）

3.Post- writing

（1）Make students work in groups again and exchange their writing to find out the mistakes.

（2）Ask students to choose the best writing in their groups and read it in front of the class.

（設計意圖：讓學生在小組合作中，相互交流、指點，使他們在原有基礎上有更多的進步；然后讓學生念出組中最優秀的作品，既是對該生優秀寫作能力的表揚，同時也讓大家分享成果，人人都有借鑒及收獲。）

Ⅴ.Summary

（1）Ask students to sum up the new words and reading and writing strategies.

（2）Summarize how to talk and write about likes or dislikes.

（3）Lead students to have a healthy life style.

（設計意圖：通過讓學生進行回顧、反思本節課的重難點，從整體上掌握各項技能，并且再次滲透情感教育，引導學生形成健康的生活方式。）

Ⅵ.Homework

Write a passage about your or your familys likes or dislikes about food，sports or colors after class.

（設計意圖：讓學生課后進行第二次寫作，有利于學生鞏固、提高寫作能力。）

板書設計：

Unit 6 Do you like bananas？

Section B 2a-2c

Words：（on the left of the blackboard）

stars，eat

well，habit

healthy，really

question，want

be，fat

Sentences：（in the middle of the blackboard）

Cindy likes healthy food.

Cindy ____________________________________

She ______________________________________

She_______________________________________

Cindy doesnt_______________________________

She doesnt _________________________________

Passage：（on the right of the blackboard）

Everyone has his or her likes or dislikes. My friends name is ____. He likes sports. He（She）likes______. He（She）thinks its _____. He（She）doesnt love______. He（She）thinks its _____...

編輯 謝尾合