Goforit七下Unit3SectionB2a教案

1、七下 Unit 3 Section B ( 2a-2c)ReadingCrossing the river to school 教案一教材分析本單元是人教版 Go for it 七年級下冊第三單元。單元話題是“ Transportation” 。通過單元學(xué)習(xí)，讓學(xué)生學(xué)會“ Talk about how to get to places”， 理解并掌握“ How long doesit take? How do you get to school? How far is it? It takes sb. some time to do sth. It is adj. to do sth.”等句型

2、的提問和回答。讓學(xué)生能談?wù)撊粘Ｉ蠈W(xué)的經(jīng)歷，并且學(xué)會正確使用交通 工具和數(shù)字1-30 的英文表達(dá)。同時培養(yǎng)學(xué)生的交通安全意識。本課 Section B (2a-2c) 是本單元的第四課時，是讀寫課。目標(biāo)是培養(yǎng)學(xué)生良好的閱讀習(xí)慣，提高他們的閱讀能力，增強(qiáng)他們對文章結(jié)構(gòu)的整體感知能力，為接下來的寫作教學(xué)奠定基礎(chǔ)。本課時的閱讀材料講述的是邊遠(yuǎn)山區(qū)的孩子乘索道過河上學(xué)的感人故事，這個故事能吸引學(xué)生注意力和激發(fā)他們刻苦學(xué)習(xí)的動力。二 教學(xué)設(shè)計理念新課程標(biāo)準(zhǔn)指出：語言學(xué)習(xí)要從語法講解中和單詞的死記硬背中解脫出來，要通過創(chuàng)設(shè)良好的語言環(huán)境和提供大量的語言實(shí)踐機(jī)會，使學(xué)生通過自己的體驗(yàn)、感知、實(shí)踐、參與和交流，

3、形成語感；在教師的引導(dǎo)下，通過觀察、發(fā)現(xiàn)和歸納等方式，掌握語言的規(guī)律，形成有效的學(xué)習(xí)策略，發(fā)展交流與合作的能力。英語新課程標(biāo)準(zhǔn)明確規(guī)定：初中英語教學(xué)要側(cè)重培養(yǎng)學(xué)生的閱讀能力。英語閱讀教學(xué)的主要目的是教給學(xué)生正確的閱讀方法、閱讀技巧、培養(yǎng)學(xué)生的閱讀能力，為繼續(xù)學(xué)習(xí)英語和運(yùn)用英語切實(shí)打好基礎(chǔ)。本節(jié)課以學(xué)生為主體，以課標(biāo)為準(zhǔn)繩，以多媒體為手段，以興趣為中心，以合作為紐帶，為學(xué)生創(chuàng)造一個輕松愉悅、積極向上的英語學(xué)習(xí)氛圍，力爭為每個學(xué)生都提供適合自己的學(xué)習(xí)和練習(xí)機(jī)會。教師在教學(xué)過程中倡導(dǎo)體驗(yàn)、實(shí)踐、參與、交流與合作的學(xué)習(xí)方式，強(qiáng)調(diào)學(xué)生能用所學(xué)的英語想問題做事情，在做事情的過程中發(fā)展語言能力、思維能力以及

4、交流與合作的能力，使學(xué)生在發(fā)展語言能力，學(xué)習(xí)語言知識的同時，在思維和想象能力、分析問題和解決問題、協(xié)作和創(chuàng)新精神等綜合素質(zhì)方面也有所發(fā)展。三 教學(xué)設(shè)計思路本課教學(xué)過程主要分為四大部分，即課堂引入f課本結(jié)構(gòu)和內(nèi)容解讀-課本內(nèi)容轉(zhuǎn)述一布置作業(yè)。其中運(yùn)用到尋讀、精讀、個人思考、小組討論等學(xué)習(xí)策略和方法。本課從學(xué)生興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，通過體驗(yàn)、實(shí)踐、參與、探究、合作 與交流的學(xué)習(xí)方式和任務(wù)型的教學(xué)途徑，以視頻短片、語言交流和多媒體為手段，使學(xué) 生帶著明確的任務(wù)目標(biāo)，積極主動地進(jìn)行學(xué)習(xí)。在完成任務(wù)的過程中，感受、運(yùn)用語言, 從而達(dá)到使學(xué)生在發(fā)展語言能力，學(xué)習(xí)語言知識的同時，在思維能力、分析解決

5、問題能 力和創(chuàng)新精神等綜合素質(zhì)方面也有所發(fā)展的目標(biāo)。四.學(xué)情分析初一學(xué)生正處于對世界充滿好奇的少年期，對于閱讀材料中同齡人冒著極大風(fēng)險坐索道的故事會覺得很新鮮。同時會被文章主人公熱愛讀書，發(fā)奮學(xué)習(xí)的精神感動。我班 的學(xué)生經(jīng)過一個多學(xué)期的初中英語學(xué)習(xí)，已經(jīng)養(yǎng)成一個良好的習(xí)慣：上新課前，會自覺地預(yù)習(xí)新單詞，能夠做到讀其音，知其意。因此，上課時不會在認(rèn)讀單詞方面存在很大困 難。課堂上，學(xué)生主要的任務(wù)是參與課堂活動，理解文章內(nèi)容，提高閱讀技能，增強(qiáng)閱 讀能力。五.教學(xué)目標(biāo)（一）語言知識目標(biāo)1 .鞏固前面課時中學(xué)習(xí)過的關(guān)于交通方式的詞匯（by bus, take a train, walk等）和問答交通

6、的句型（How do you go to school? How far is it? How long does it take?）。2 . 掌握 cross, river, many, village, bridge, boat, ropeway, year, afraid, villager, leave, dream, true等13個單詞和 be like, betweenand, come true三個詞組的用法。3 .理解并能運(yùn)用句型：It's adj. for sb. to do sth.（二）語言技能目標(biāo)1 .學(xué)生能通過圖片和文章標(biāo)題預(yù)測文章內(nèi)容。2 .培養(yǎng)學(xué)生的“尋

7、讀”能力，理解主人公上學(xué)的方式和原因。3 .提高學(xué)生“精讀”能力，能尋找文章的細(xì)節(jié)信息，從而進(jìn)一步理解文章內(nèi)容。（三）情感態(tài)度目標(biāo)通過了解文章主人公艱辛上學(xué)路和學(xué)習(xí)上的奮發(fā)圖強(qiáng)，激發(fā)學(xué)生們刻苦學(xué)習(xí)的愿望和決心。通過比較自己和主人公生活學(xué)習(xí)環(huán)境的差異，使他們領(lǐng)悟到要珍惜自己優(yōu)越的 生活和學(xué)習(xí)條件。（四）學(xué)習(xí)策略目標(biāo)1 學(xué)生能根據(jù)閱讀需要做好預(yù)習(xí)。2能在學(xué)習(xí)活動中用英語和他人交流，參與小組合作。六教學(xué)重點(diǎn)、難點(diǎn)2 重點(diǎn)：使學(xué)生初步掌握預(yù)測、尋讀、精讀等閱讀技巧，提高閱讀能力。3 .難點(diǎn)：句型It's adj. for sb. to do sth的理解和運(yùn)用；怎樣幫助學(xué)生能有效地掌握 課文內(nèi)

8、容，達(dá)到成功轉(zhuǎn)述文章的目的。7 教學(xué)用具：黑板、粉筆、PPT課件，視頻短片8 教學(xué)過程Step1 Lead-inStudents guess how their teachers went to school when they were middle school students. The teacher should give some information to help the students. Show some teachers videos to prove if the student s answers are true or false. Teach new word

9、s “boat, river, bridge ” when the students are playing the guessing game。T: I have known how all of you usually go to school every day. Do you want to know how I went to school when I was young?S: Yes.T: My house is not far away from my school. So can you guess how I went to school?51: Did you walk

10、to school?T: Yes. Its easy for me to go to school.52: How long did it take?T: It took me ten minutes on foot. Can you guess how the other teachers went to school when they were young? You can get some information by asking me some questions? For example, “How far was it? How long did it take?” Your

11、PE teacher, Mr. Zhu had a small bike.S: I think Mr. Zhu went to school by bike.T: Right. You are so smart. How about your science teacher, Mr. Tang? He lived in the country. And there is a river.S1: Swim?S2:.T: And there was a boat in his village.S: I see. By boat.T: Yes. He went to school by boat.

12、Because there was no bridge over the river. But now there are two bridges over the river in his hometown.T: How about your music teacher?S:設(shè)計意圖:開門見山直接進(jìn)入本課話題“ How to go to school ？” 。讓學(xué)生猜測老師們小時侯的上學(xué)方式，引起學(xué)生的極大興趣和參與欲望。開展師生問答，鞏固了本單元已學(xué)過的重點(diǎn)語言知識 “by bike/bus/train/，it takes，how long, how far, "，又以舊導(dǎo)新，再

13、配上圖畫教新詞，呈現(xiàn)自然，學(xué)生容易理解。至于討論中所需要的過去時，學(xué)生沒有學(xué)過，錯誤很多，不用在意，也不必講解過多，表達(dá)的重點(diǎn)放在交通方式上。Step2 Pre-readingPlay a video about the villagers in Liangshan, Sichuan, who go on the ropeway to the town, the hospital or the school. Talk about the pictures from the short film. During the discussion the students study new wor

14、ds “ cross, many, villager, village, ropeway, betweenand, afraid, leave, dream “ and the sentence pattern “It s adj. for sb. to do sth.” .T: We know some of the teachers had to go to school by bus when they were middle school students. Because they lived in the countries. The countries are called vi

15、llages. The people who live in the village are called villagers. Now, let s watch a short film about the villagers and their children in a small village in Liangshan, Sichuan Province.How do the villagers go to the town or the school?S: They go to the town or the school by ropeway.T: Is it easy or d

16、ifficult for the villagers to go to the town?S： It is difficult to go to the town.T: Is it easy or difficult for the villagers to go on the ropeway?S: It is easy for them to go on the ropeway.T: Is it dangerous or safe for the villagers to go on the ropeway?S: It is dangerous to go on the ropeway.T:

17、 Why do they have to use the ropeway?51: Because there is a big river.52: And the river runs very quickly.53: There is no bridge.T: Yes, there is no bridge between their village and the road. How do they feel when they go on the ropeway over the quick river?51: They feel happy.52: They feel afraid.

18、We feel afraid, too.T: Do they want to leave their village?S: No. They like their hometown.T: So what do they hope to build over the river?S: They hope to build a bridge over the river.T: Yes. Its their dream. And we hope their dream can come true.設(shè)計意圖：真實(shí)的新聞短片吸引了學(xué)生的注意，激發(fā)其學(xué)習(xí)興趣，豐富他們的感性認(rèn)識。短片中介紹索道的使用方式為

19、學(xué)生進(jìn)一步理解閱讀內(nèi)容掃清障礙。短片中當(dāng)?shù)卮迕衩鎸ι顥l件的惡劣時不畏困難的生活態(tài)度，孩子們堅毅的學(xué)習(xí)精神給了學(xué)生們強(qiáng)烈的視聽震撼,也讓他們的思想受到洗禮,為接下來的閱讀訓(xùn)練打下了情感基礎(chǔ)。同時，討論新聞中的內(nèi)容讓學(xué)生們有話可說，有感可發(fā)，做到了在真實(shí)情景下開展英語交際。討論中教授新詞，在配上新聞中的圖片教詞匯，生動活潑、快速高效，容易給學(xué)生留下深刻的印象，不易忘記。Step3 While-readingTask1 PreviewPreview what the passage is about according to the title and the picture on Page17.

20、T: In our English book, there is also a picture about the ropeway. Open your books to Page17. Can you find it? What can you see in the picture?S: I can see two children over the river.T: What are they doing?S: They are going on the ropeway.T: How do they feel?S: They feel afraid.T: Why do you think

21、so?S: Let's look at their faces.T: I agree. They seem unhappy and afraid. They are so young. Why do they have to use the ropeway?51: I think they want to go to school.52: And there is no bridge .53: There is a big river. It runs very quickly.S4:.T: Look at the picture and the title “Crossing the

22、 river to school' . Guess what the passage is about.S: It's about how to go to school.T: Right.設(shè)計意圖：引導(dǎo)學(xué)生從分析標(biāo)題和觀察圖片入手，利用他們已有的背景知識，對課文的內(nèi)容做出自己的判斷，為下一步開展文章閱讀做好了鋪墊。通過預(yù)測，使閱讀過程 變成一個積極主動的學(xué)習(xí)過程，激發(fā)學(xué)生閱讀的興趣，喚起閱讀的欲望，降低閱讀的難 度，閱讀質(zhì)量相應(yīng)得以提高Task2 Fast-readingRead the passage quickly and fill in the form.T: Let&

23、#39;s read the passage quickly and fill in the form.Who?Where?How to go to school?Why?設(shè)計意圖：運(yùn)用尋讀的方法，讓學(xué)生帶著幾個特殊疑問詞找到所需要的某些特定信息，如人物、地點(diǎn)、原因等。尋讀是一種快速閱讀課文的方法，有針對性地尋找信息，培養(yǎng)學(xué)生在短時間內(nèi)獲取有用信息的能力，進(jìn)而達(dá)到對課文內(nèi)容的初步理解。學(xué)生掌握 這一技巧能有效地節(jié)約時間，提高閱讀效率。Task3 Careful-readingRead the passage carefully and answer the questions. When th

24、e students answer the 4th question, let them guess what “ be like" means in Chinese. And after answering all the questions, tell the students we should help the people who need help.T: Read the passage again and answer the following questions.1. Who is Liangliang?2. Where is he from?3. How does

25、 he go to school?4. Does he love his school? Why?5. What is the villagers dream? Do you think their dream can come true? Why or why not' 設(shè)計意圖：此任務(wù)是將教材中2b的問題進(jìn)行了部分替換。去掉上一個填空任務(wù)中已經(jīng)問答過的兩個問題 “ How do the students go to school ?” 和 “Why do they go to school like this? ” ；增加對亮亮這個人物的問題三個 1. Who is Liangli

26、ang? 2. Where is he from? 3. How does he go to school?這一改動豐富了學(xué)生對文章細(xì)節(jié)的理解。指導(dǎo)學(xué)生帶著問題細(xì)讀課文，梳理課文細(xì)節(jié)，培養(yǎng)學(xué)生對上下文的理解能力。Task4 Memory testRead the passage once more. And work in groups. Fill in the blanks without English books.6. Boys and girls, let s read the passage once more. After that, yducomplete the convers

27、ation between an interviewer from CCTV and Liangliang.Interviewer: Hello. I am from CCTV. May I ask you some questions about how you get to school?Liangliang: Sure.Interviewer: How do you go to school every day?Liangliang: I always go on a to school. We have to cross a veryriver between our school a

28、nd our village. Its for us to get to school. Interviewer: Do you feel when you are over the river?Liangliang: Yes, but just a little. You know the river runs too. We must be very . If not, we may drop into the river.Interviewer: It s really to go on the ropeway, do you want to here? Liangliang: Of c

29、ourse not. It's not for us to get to school every day. But we like our village. We love our teachers and our school here. Our teachers are very. They are our parents. I like to play with my classmates.Interviewer: What's your dream?Liangliang: I hope there will be a bridge our school and our

30、 village. So we can go across the bridge. At that time its for us to go to school Interviewer: I believe your dream can come.設(shè)計意圖：此活動是我在教材 2c的學(xué)習(xí)任務(wù)上做的替換和拓展。讓學(xué)生憑記憶填空，可以檢測他們對閱讀材料的理解程度和新語言知識的掌握情況。這個學(xué)習(xí)活動要求比較高，所以采取小組合 作，可以讓基礎(chǔ)好的同學(xué)幫助基礎(chǔ)中等的同學(xué)和學(xué)困生，組員各有任務(wù)分工，一人負(fù)責(zé)寫，一人負(fù) 責(zé)檢查拼寫，兩人負(fù)責(zé)在全班朗讀對話。這樣一來，每位同學(xué)都很“忙碌”，也就沒有人無聊困乏了

31、。Step4 Post-readingWork in groups. Suppose you are the interviewer from CCTV . Report Liangliang s ' story in your groups. You should use the following phrases and the sentence pattern: in a village, go on a ropeway, cross the river, between and, it is adj. to do sth. , come true. T: Let's h

32、ave a group work. Suppose you are the interviewer from CCTVYou'll report Liangliang s story in your group. You should tell the story with the following phrases and the sentence pattern on the slide.設(shè)計意圖：以記者身份報道亮亮的故事，既是對前一個學(xué)習(xí)任務(wù)的延續(xù)，又由 Pre-reading, While-reading兩個階段對語言的輸入自然過度到語言輸出和反饋的階段， 水到渠成。要求學(xué)生用

33、自己的語言轉(zhuǎn)述文章主要內(nèi)容，就是在進(jìn)行知識的內(nèi)化、遷移， 有利于學(xué)生將所學(xué)的語言轉(zhuǎn)換為自己的語言，能有效地提高學(xué)生的綜合語言運(yùn)用能力。轉(zhuǎn)述的效果能檢測學(xué)生對文章信息的理解程度以及閱讀策略的掌握程度。采取關(guān)鍵詞提示的形式，一是為了降低活動難度，二是為了讓學(xué)生再次使用本課重點(diǎn)詞匯和句型。經(jīng) 過前面多個學(xué)習(xí)任務(wù)的鋪墊，學(xué)生已經(jīng)能較好地完成口頭報道。Homework(Choose one task):Taskl Write a letter to Liangliang to tell him how you and your classmates go to school every day. You

34、 should use the following phrases and sentence patterns: come from, go to school, It takes sb. some time to do sth. It is adj. to do sth.Task2 Suppose you are the interviewer from CCTV . Write down your oral report about Liangliang s story. You should use the following sentence patterns: It takes sb

35、. some time to do sth. It is adj. to do sth.設(shè)計意圖：課后作業(yè)是深化課文內(nèi)容，鞏固語言知識，檢查學(xué)習(xí)效果的重要手段。它可以讓學(xué)生進(jìn)一步鞏固所學(xué)知識和運(yùn)用所掌握的語言技能，又能讓教師在作業(yè)的反饋情況中發(fā)現(xiàn)問題、解決問題。教師給出兩項(xiàng)任務(wù)，Task1適合基礎(chǔ)偏弱的學(xué)生，用本單元的重點(diǎn)句寫自己的上學(xué)方式。Task2適合基礎(chǔ)較好的學(xué)生，將把在課堂上對課文的轉(zhuǎn) 述在作業(yè)本上。學(xué)生可以自由選擇一份作業(yè)來完成。分層設(shè)計作業(yè)能夠滿足不同學(xué)生的 興趣與需要。教師把選擇作業(yè)的自主權(quán)交給了學(xué)生，讓學(xué)生各取所需，調(diào)動了學(xué)生的學(xué) 習(xí)積極性，學(xué)生的自主作用得到尊重和發(fā)揮。既“吃飽”又“吃好” ，提高了各層次學(xué) 生做作業(yè)的興趣和學(xué)習(xí)效率。十.教學(xué)板書11Vocabulary list: boat bridge village villager many year afraid leave drea