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(jí)下冊(cè)第三單元。單元話題是“ Transportation” 。通過(guò)單元學(xué)習(xí)，讓學(xué)生學(xué)會(huì)“ 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(wèn)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(huì)正確使用交通 工具和數(shù)字1-30 的英文表達(dá)。同時(shí)培養(yǎng)學(xué)生的交通安全意識(shí)。本課 Section B (2a-2c) 是本單元的第四課時(shí)，是讀寫(xiě)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(duì)文章結(jié)構(gòu)的整體感知能力，為接下來(lái)的寫(xiě)作教學(xué)奠定基礎(chǔ)。本課時(shí)的閱讀材料講述的是邊遠(yuǎn)山區(qū)的孩子乘索道過(guò)河上學(xué)的感人故事，這個(gè)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(dòng)力。二 教學(xué)設(shè)計(jì)理念新課程標(biāo)準(zhǔn)指出：語(yǔ)言學(xué)習(xí)要從語(yǔ)法講解中和單詞的死記硬背中解脫出來(lái)，要通過(guò)創(chuàng)設(shè)良好的語(yǔ)言環(huán)境和提供大量的語(yǔ)言實(shí)踐機(jī)會(huì)，使學(xué)生通過(guò)自己的體驗(yàn)、感知、實(shí)踐、參與和交流，

3、形成語(yǔ)感；在教師的引導(dǎo)下，通過(guò)觀察、發(fā)現(xiàn)和歸納等方式，掌握語(yǔ)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(yǔ)新課程標(biāo)準(zhǔn)明確規(guī)定：初中英語(yǔ)教學(xué)要側(cè)重培養(yǎng)學(xué)生的閱讀能力。英語(yǔ)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(yǔ)和運(yùn)用英語(yǔ)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(gè)輕松愉悅、積極向上的英語(yǔ)學(xué)習(xí)氛圍，力爭(zhēng)為每個(gè)學(xué)生都提供適合自己的學(xué)習(xí)和練習(xí)機(jī)會(huì)。教師在教學(xué)過(guò)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(yǔ)想問(wèn)題做事情，在做事情的過(guò)程中發(fā)展語(yǔ)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(yǔ)言能力，學(xué)習(xí)語(yǔ)言知識(shí)的同時(shí)，在思維和想象能力、分析問(wèn)題和解決問(wèn)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(jì)思路本課教學(xué)過(guò)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(gè)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(guò)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(yǔ)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(dòng)地進(jìn)行學(xué)習(xí)。在完成任務(wù)的過(guò)程中，感受、運(yùn)用語(yǔ)言, 從而達(dá)到使學(xué)生在發(fā)展語(yǔ)言能力，學(xué)習(xí)語(yǔ)言知識(shí)的同時(shí)，在思維能力、分析解決

5、問(wèn)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(duì)世界充滿好奇的少年期，對(duì)于閱讀材料中同齡人冒著極大風(fēng)險(xiǎn)坐索道的故事會(huì)覺(jué)得很新鮮。同時(shí)會(huì)被文章主人公熱愛(ài)讀書(shū)，發(fā)奮學(xué)習(xí)的精神感動(dòng)。我班 的學(xué)生經(jīng)過(guò)一個(gè)多學(xué)期的初中英語(yǔ)學(xué)習(xí)，已經(jīng)養(yǎng)成一個(gè)良好的習(xí)慣：上新課前，會(huì)自覺(jué)地預(yù)習(xí)新單詞，能夠做到讀其音，知其意。因此，上課時(shí)不會(huì)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(dòng)，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(yǔ)言知識(shí)目標(biāo)1 .鞏固前面課時(shí)中學(xué)習(xí)過(guò)的關(guān)于交通方式的詞匯（by bus, take a train, walk等）和問(wèn)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(gè)單詞和 be like, betweenand, come true三個(gè)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(yǔ)言技能目標(biāo)1 .學(xué)生能通過(guò)圖片和文章標(biāo)題預(yù)測(cè)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(guò)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(guò)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(dòng)中用英語(yǔ)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(cè)、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(guò)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(jì)意圖:開(kāi)門(mén)見(jiàn)山直接進(jìn)入本課話題“ How to go to school ？” 。讓學(xué)生猜測(cè)老師們小時(shí)侯的上學(xué)方式，引起學(xué)生的極大興趣和參與欲望。開(kāi)展師生問(wèn)答，鞏固了本單元已學(xué)過(guò)的重點(diǎn)語(yǔ)言知識(shí) “by bike/bus/train/，it takes，how long, how far, "，又以舊導(dǎo)新，再

13、配上圖畫(huà)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(guò)去時(shí)，學(xué)生沒(méi)有學(xué)過(guò)，錯(cuò)誤很多，不用在意，也不必講解過(guò)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(jì)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(shí)。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?duì)生活條件的惡劣時(shí)不畏困難的生活態(tài)度，孩子們堅(jiān)毅的學(xué)習(xí)精神給了學(xué)生們強(qiáng)烈的視聽(tīng)震撼,也讓他們的思想受到洗禮,為接下來(lái)的閱讀訓(xùn)練打下了情感基礎(chǔ)。同時(shí)，討論新聞中的內(nèi)容讓學(xué)生們有話可說(shuō)，有感可發(fā)，做到了在真實(shí)情景下開(kāi)展英語(yǔ)交際。討論中教授新詞，在配上新聞中的圖片教詞匯，生動(dòng)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(jì)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(shí)，對(duì)課文的內(nèi)容做出自己的判斷，為下一步開(kāi)展文章閱讀做好了鋪墊。通過(guò)預(yù)測(cè)，使閱讀過(guò)程 變成一個(gè)積極主動(dòng)的學(xué)習(xí)過(guò)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(jì)意圖：運(yùn)用尋讀的方法，讓學(xué)生帶著幾個(gè)特殊疑問(wèn)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(duì)性地尋找信息，培養(yǎng)學(xué)生在短時(shí)間內(nèi)獲取有用信息的能力，進(jìn)而達(dá)到對(duì)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(shí)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(jì)意圖：此任務(wù)是將教材中2b的問(wèn)題進(jìn)行了部分替換。去掉上一個(gè)填空任務(wù)中已經(jīng)問(wèn)答過(guò)的兩個(gè)問(wèn)題 “ How do the students go to school ?” 和 “Why do they go to school like this? ” ；增加對(duì)亮亮這個(gè)人物的問(wèn)題三個(gè) 1. Who is Liangli

26、ang? 2. Where is he from? 3. How does he go to school?這一改動(dòng)豐富了學(xué)生對(duì)文章細(xì)節(jié)的理解。指導(dǎo)學(xué)生帶著問(wèn)題細(xì)讀課文，梳理課文細(xì)節(jié)，培養(yǎng)學(xué)生對(duì)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(jì)意圖：此活動(dòng)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(cè)他們對(duì)閱讀材料的理解程度和新語(yǔ)言知識(shí)的掌握情況。這個(gè)學(xué)習(xí)活動(dòng)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(xiě)，一人負(fù) 責(zé)檢查拼寫(xiě)，兩人負(fù)責(zé)在全班朗讀對(duì)話。這樣一來(lái)，每位同學(xué)都很“忙碌”，也就沒(méi)有人無(wú)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(jì)意圖：以記者身份報(bào)道亮亮的故事，既是對(duì)前一個(gè)學(xué)習(xí)任務(wù)的延續(xù)，又由 Pre-reading, While-reading兩個(gè)階段對(duì)語(yǔ)言的輸入自然過(guò)度到語(yǔ)言輸出和反饋的階段， 水到渠成。要求學(xué)生用

33、自己的語(yǔ)言轉(zhuǎn)述文章主要內(nèi)容，就是在進(jìn)行知識(shí)的內(nèi)化、遷移， 有利于學(xué)生將所學(xué)的語(yǔ)言轉(zhuǎn)換為自己的語(yǔ)言，能有效地提高學(xué)生的綜合語(yǔ)言運(yùn)用能力。轉(zhuǎn)述的效果能檢測(cè)學(xué)生對(duì)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(dòng)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(guò)前面多個(gè)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(bào)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(jì)意圖：課后作業(yè)是深化課文內(nèi)容，鞏固語(yǔ)言知識(shí)，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(shí)和運(yùn)用所掌握的語(yǔ)言技能，又能讓教師在作業(yè)的反饋情況中發(fā)現(xiàn)問(wèn)題、解決問(wèn)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(xiě)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(duì)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(lái)完成。分層設(shè)計(jì)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(dòng)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(shū)11Vocabulary list: boat bridge village villager many year afraid leave drea