初中英語人教版七年級(jí)下冊(cè)u(píng)nite12.doc

Unit 12 What did you do last weekend?教學(xué)設(shè)計(jì) Section B 2a-2b 1、 教材分析 本單元的話題是談?wù)撝苣┗顒?dòng)，功能是能夠理解使用一般過去時(shí)態(tài)談?wù)撨^去發(fā)生的事情。Section A 通過Lucy的周末活動(dòng)和聽力輸入導(dǎo)入單元話題及關(guān)鍵句型。同時(shí)給出豐富的語言運(yùn)用環(huán)境，幫助學(xué)生進(jìn)行輸入輸出訓(xùn)練。Section B是對(duì)Section A 的拓展，學(xué)生通過詞匯及聽力教學(xué)、閱讀教學(xué)、寫作教學(xué)完成從讀的輸入到寫的輸出。 本節(jié)課是Section B2a-2b，是一節(jié)閱讀課。本節(jié)課生詞量大，其中重點(diǎn)生詞18個(gè)（含動(dòng)詞過去式2個(gè)）、非重點(diǎn)生詞4個(gè)、另外重點(diǎn)句型1個(gè)。學(xué)生通過閱讀Lisa在印度遭遇蛇的故事進(jìn)一步輸入目標(biāo)語言。鞏固語言基礎(chǔ)，開闊視野。同時(shí)又為下節(jié)課的寫作活動(dòng)做好鋪墊。2、 學(xué)情分析授課學(xué)生為七年級(jí)學(xué)生，班級(jí)學(xué)生40人。調(diào)查發(fā)現(xiàn)：在學(xué)生閱讀基礎(chǔ)方面，100%的學(xué)生都有感到進(jìn)行英語閱讀很困難，其中， 66.7%的學(xué)生認(rèn)為最影響他們對(duì)閱讀內(nèi)容的理解是生詞，33.3%名學(xué)生認(rèn)為是語法。同時(shí)，66.7%名學(xué)生會(huì)查英語詞典；在學(xué)習(xí)風(fēng)格方面，93.3%名學(xué)生喜歡通過用圖片、簡筆畫、視頻、動(dòng)作及游戲?qū)W習(xí)英語；生活體驗(yàn)方面，50%名學(xué)生害怕蛇，73.3%名學(xué)生有直面蛇的經(jīng)歷，93.3%名學(xué)生喜歡讀驚險(xiǎn)、刺激的故事。學(xué)生需要教師對(duì)其進(jìn)行詞匯的分級(jí)學(xué)習(xí)指導(dǎo)，創(chuàng)設(shè)有意義的情境，用學(xué)生喜歡的學(xué)習(xí)方式如圖片、簡筆畫、動(dòng)作等學(xué)習(xí)詞匯，促進(jìn)學(xué)生對(duì)閱讀內(nèi)容的理解，提高他們的閱讀能力。三、教學(xué)目標(biāo)知識(shí)目標(biāo)：1. 能認(rèn)讀下列詞語：Taj Mahal；2. 能認(rèn)讀、理解下列詞語：tent, up and down, scared, scary；3. 能夠認(rèn)讀、理解并運(yùn)用以下詞語或句型：special, finish, ago, put up, surprise, move, shout to., jump, India, moon, wake(woke). up, forest, so.that.。能力目標(biāo)： 1. 能夠在一定的情境中猜測(cè)詞義或理解運(yùn)用詞匯，從而加深對(duì)文章的理解；2. 能夠正確朗讀課文；3. 通過閱讀語篇，能按時(shí)間順序講述過去的經(jīng)歷。文化知識(shí)與情感態(tài)度目標(biāo)：1. 初步了解印度的蛇文化；2. 勇于克服對(duì)困難或可怕事物的恐懼心理。四、重難點(diǎn)分析及突破思路1. 重點(diǎn)：能夠理解大量的生詞從而促進(jìn)對(duì)文章的理解。2. 難點(diǎn)：能梳理故事順序并復(fù)述課文。突破思路：結(jié)合學(xué)生的現(xiàn)有水平，分級(jí)學(xué)習(xí)詞語，在情境中呈現(xiàn)生詞幫助學(xué)生進(jìn)行有意義的識(shí)記和理解，在閱讀任務(wù)中復(fù)現(xiàn)重點(diǎn)生詞或指導(dǎo)學(xué)生猜測(cè)詞義，在閱讀復(fù)述活動(dòng)中呈現(xiàn)關(guān)鍵詞語幫助學(xué)生復(fù)述和加深對(duì)詞語、語篇的理解。5、 教法學(xué)法 教師基于學(xué)生的認(rèn)知水平、年齡特征采用情景教學(xué)法、任務(wù)型教學(xué)法指導(dǎo)學(xué)生進(jìn)行閱讀理解。學(xué)生通過自主學(xué)習(xí)和適量的合作學(xué)習(xí)達(dá)成目標(biāo)。 教學(xué)手段：PPT6、 教學(xué)過程Step1 Warming-upThe T has a free talk with the Ss.T: (Greeting) What did you do last weekend? 【設(shè)計(jì)意圖】學(xué)生在輕松的交流中分享過去經(jīng)歷，激發(fā)學(xué)習(xí)興趣。Step 2 Pre-reading1. Share Ms Yangs story. Two months ago, I had a scary morning. First, I played badminton , I had a wonderful time. Suddenly, I couldnt find my ring. Then I looked for it. On the grass, I saw a snake. I was so scared that I couldnt move. Then I shouted “Help! Help!”. At that time, the snake ran away. How terrible! (用PPT展示圖片，分享自己的一次驚險(xiǎn)經(jīng)歷，圖片或肢體語言呈現(xiàn)生詞： snake，move，shout 。學(xué)生在故事中感知scary, scared, ago, so.that. 。) 2. T: Are you afraid of snakes, too? But in a country, people love snakes. Do you know which country? (PPT出示印度舞蛇人幫助學(xué)生回答或播放簡短視頻) In India, snakes are peoples good friends.People never hurt or kill snakes. If you go to India, you can enjoy the snake show. 3. Ss look at the pictures and the title “A weekend to remember”, guess what the passage about is. 【設(shè)計(jì)意圖】在讀前，用PPT生動(dòng)地介紹自己的一次經(jīng)歷，并以圖片、肢體語言、等方式幫助學(xué)生在情境中學(xué)習(xí)生詞，加深理解；過渡導(dǎo)出India, Taj Mahal，簡單介紹印度的蛇文化，拓展知識(shí)；學(xué)生根據(jù)插圖及標(biāo)題推測(cè)文章大意，激發(fā)閱讀興趣。Step 3 While-reading1. Fast reading Ss can and write short answers (2 minutes). What was the special gift? Who woke the snake up? (追加問題：How? Dad jumped up and down.Can you jump up and down?) 【設(shè)計(jì)意圖】通過速讀，學(xué)生驗(yàn)證自己的讀前推測(cè)，能激發(fā)學(xué)生的閱讀興趣。在閱讀過程中，學(xué)生根據(jù)已有經(jīng)驗(yàn)猜測(cè)special,jump up and down詞義；根據(jù)語句情境，根據(jù)sleeping，推理woke up的詞義，從而發(fā)散學(xué)生思維。2. Careful reading (1)Read Part1(My sister finished high school. But I was so tired that I went to sleep early.)Read and circle T or F. Lisas sister finished high school last weekend. F T Last weekend was interesting and happy. F T They put up their tents and made a fire to keep them warm. F T Lisa went to sleep very late. F TSs read and find the answers by themselves, then they can work in groups to solve the difficulties if necessary. Ss share the answers in the whole class. The T praises the Ss who do it well.在分享答案過程中，引導(dǎo)學(xué)生根據(jù)語句情境領(lǐng)悟finish, 引導(dǎo)學(xué)生猜測(cè)（用簡筆畫輔助）put up a tent，要求學(xué)生改正錯(cuò)句的同時(shí)正確認(rèn)讀finish, ago, scary, 學(xué)生通過完成句子加深理解so.that. (出示圖片) She is _ _ _she cant read. Today is so special that_. 【設(shè)計(jì)意圖】設(shè)計(jì)判斷信息的任務(wù)幫助學(xué)生細(xì)讀，在分享答案過程中引導(dǎo)學(xué)生改正錯(cuò)誤信息或追加問題，引導(dǎo)學(xué)生理解重點(diǎn)單詞,幫助學(xué)生對(duì)語篇細(xì)節(jié)的理解。Question Time Ss find out their difficulties in this part.They try to solve them in groups.They can raise up them in the whole class if necessary.Ss help each other or read in contexts and guess the meanings. A possible question for the Ss: What did they do on the first night? They sat under the big moon and told each other stories. 教師用簡筆畫幫助學(xué)生理解語句。 【設(shè)計(jì)意圖】學(xué)生通過自主、合作、探究，解決問題，掃清閱讀理解中的詞匯障礙。Read the part aloud.Ask the Ss to read aloud and prepare to show in the whole class. See which group can do best. Then the Ss will read aloud actively and ask for help if necessary. Ask Ss in groups of 4 to read the part in chains. Make sure they read the words or sentences correctly. Praise the Ss who do it well. 【設(shè)計(jì)意圖】學(xué)生通過朗讀課文，自主解決朗讀障礙，提高朗讀水平。通過小組展示朗讀，擴(kuò)大學(xué)生參與面，落實(shí)學(xué)生在語篇中對(duì)詞匯的認(rèn)讀和理解。 (2) Read Part 2 (The next morning.a very useful lesson for me) My sister and I got a terrible surprise saw a snake sleeping The snake shouted to parents jumped up and down Dad moved into the forest Match the the events with the performers. Ss share the answers one sentence by one sentence. Make sure they can read the new words and phrases correctly.學(xué)生通過猜測(cè)認(rèn)讀理解surprise,通過做表情、動(dòng)作加深理解surprise,shout to,根據(jù)語句上下義猜測(cè)理解forest?！驹O(shè)計(jì)意圖】學(xué)生在完成任務(wù)型閱讀中，通過多種策略認(rèn)讀和理解詞匯，發(fā)散思維，促進(jìn)心智發(fā)展。 Question Time Ss find out their difficulties in this part.They try to solve them in groups.They can raise up them in the whole class if necessary.Ss help each other or read in contexts and guess the meanings. A possible question for the Ss: The snake was_. I was_. Ss guess the meaning of “scared”. Ss can compare it with “scary” 【設(shè)計(jì)意圖】學(xué)生通過自主、合作、探究，解決問題，掃清閱讀理解中的詞匯障礙。 Read the part aloud with actions. Ss read aloud with actions in their groups.The T can give a model first. Then the Ss will read aloud actively and ask for help if necessary. Ask Ss in groups of 4 to read the part in roles. Make sure they read the words or sentences correctly. Praise the Ss who do it well. Then the Ss act out the part in roles. Make sure they read the words or sentences correctly. 【設(shè)計(jì)意圖】學(xué)生通過朗讀課文，自主解決朗讀障礙，提高朗讀水平。帶動(dòng)作分角色朗讀增加趣味性。學(xué)生在活動(dòng)中落實(shí)對(duì)詞匯的認(rèn)讀和理解，正確運(yùn)用一般過去時(shí)態(tài)。通過小組展示朗讀，擴(kuò)大學(xué)生參與面，從而加深對(duì)語篇的理解。3. Ss put the events in order. Ss number the events,they can read the passage if necessary._ snake went into the forest_ put up our tents and cooked food_ learned a useful lesson_ saw a snake and shouted to parents for help_ my dad jumped up and down_1_ took a bus to a small village in India_ told stories under the moon, then went to sleep Ask the Ss to share the answers one sentence by one sentence. 【設(shè)計(jì)意圖】學(xué)生通過梳理故事發(fā)生的順序進(jìn)一步整體理解課文，為復(fù)述文章做好準(zhǔn)備。Step 4 Post-reading Last weekend Ss try to retell the story according to the mind-map. Ask the Ss to retell the story in groups. on the first