人教版英語七年級下冊教案：Unit3Howdoyougettoschool？SectionB(2a-2c)

1、Unit3 SectionB ( 2a-2c)教案1.0教情分析1.1 Teaching objectives 教學(xué)目標(biāo)1.1.1 Language targets 語言目標(biāo)1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: cross, leave, river, village, bridge, year, dream, many, afraid, true, between, like, betweenand , come true1.1.1.1.2 For comprehending: ropeway, villager, Dave1

2、.1.1.2 Sentence Structures1) How do you get to school?2) For many students, it is easy to get to school.3) There is a very big river between their school and the village.4) There is no bridge and the river runs too quickly for boats .5) One 11-year-old boy, Liangliang, crosses the river every school

3、 day .6) But he is not afraid.7) He is like a father to me.8) It is their dream to have a bridge.9) Can their dream come true?10) Why do they go to school like this?1.1.1.3 Grammar Focus1) For many students, it is easy to get to school. ( It is + adj. +for sb. + to do sth. 對于某人來說，做某件事是怎樣的。在這句話中，句型中的

4、 for sb.提到了句首，強(qiáng)調(diào)真正的句子主語，意思是 “對于許多學(xué)生來說，上學(xué)是很容 易的?！?2) There is no bridge and the river runs too quickly for boats.(河上沒有橋，河流太急，沒辦法行船。在這句話中，用到了Therebe句型表達(dá)存在，句子中的 run表示河水流動，要注意翻譯時意譯。)3) One 11-year-old boy, Liangliang, crosses the river every school day.(一個 11歲大的男孩，亮亮，每天要穿過河流去上學(xué)。句子里 11-year-old是 一個復(fù)合形容詞，

5、意思是 “11歲大的 ”，在這種表達(dá)法中 “year”只能用原形，類似 的表達(dá)還有 an 800-meter-long rope “一條 800米長的繩子 ”，a 2-day holiday “一個兩天的假期 ”等。）4）It is their dream to have a bridge. （他們的夢想是擁有一座橋。 It is one's dream to do sth. “做某件事是某人的夢想 ”。類似的用法還有 It is one's duty to do sth. “做某事是某人的職責(zé) ”。）1.1.2 Ability goals 能力目標(biāo)1.1.2.1 教師教會學(xué)生

6、正確運(yùn)用 cross, leave, river, village, bridge, year, dream, many, afraid, true, between, like,betweenand ,cometrue，并能掌握 like 在不同詞性下的用法。1.1.2.2 教師教會學(xué)生通過根據(jù)圖片和文章標(biāo)題預(yù)測文章內(nèi)容，并通過略讀、掃讀等閱讀 策略掌握文章詳細(xì)內(nèi)容。1.1.2.3 教師教會學(xué)生通過分析文本結(jié)構(gòu)，利用圖片進(jìn)行文本復(fù)述。1.1.2.4教師教會學(xué)生掌握字母組合 ee, ear, e的r 發(fā)音規(guī)則。1.1.3 Emotional goals 情感目標(biāo)1.1.3.1通過文本內(nèi)容的學(xué)習(xí)

7、，教師引導(dǎo)學(xué)生珍惜良好的生活、學(xué)習(xí)條件。1.1.3.2 教師引導(dǎo)學(xué)生多方位思考如何給予有效幫助。1.2 Important and difficult teaching points 教學(xué)重難點(diǎn)1.2.1文中出現(xiàn)的重難點(diǎn)單詞，短語及句型。1.2.2 掌握文章大意和框架結(jié)構(gòu)分析，并復(fù)述文章。1.2.3 讓學(xué)生學(xué)會表達(dá)和話題討論：如何幫助村民實(shí)現(xiàn)夢想。2.0 Student analysis 學(xué)情分析2.1 Fundamental State 基本情況 本課時是一節(jié)閱讀課，文本內(nèi)容以鄉(xiāng)村孩子出行上學(xué)為出發(fā)點(diǎn)，從而引發(fā)學(xué)生思 考在那樣的環(huán)境中每一個學(xué)生、每一個村民的出行條件，他們的愿望。通過對文 本

8、的解讀，引導(dǎo)學(xué)生對比城市里的便利交通和優(yōu)越的生活條件，激發(fā)學(xué)生 “在如 此良好的條件下，我有什么理由不認(rèn)真學(xué)習(xí) ”、“我可以給予這樣的鄉(xiāng)村孩子什么 樣的幫助 ”、“當(dāng)我有什么樣的能力時，我才能給予他人有效的幫助 ”等思考。讓 學(xué)生在基本的閱讀策略的教學(xué)滲透下也有情感上的引領(lǐng)，讓學(xué)生有表達(dá)的愿望， 實(shí)現(xiàn) “用英語做事 ”的教學(xué)目標(biāo)。2.2 Knowledge Reserve知識儲備通過本單元 Section A的學(xué)習(xí)和 SectionB第一課時的學(xué)習(xí)，學(xué)生已經(jīng)能熟練掌握常用的交通方式表達(dá)，并且對“到達(dá)某一目的地 ”有多種路線的思考，能夠就某一目的地的達(dá)到方式進(jìn)行幾種交通方式 的換乘話題討論。同時

9、，學(xué)生已經(jīng)很清楚本單元的話題與 “出行”、“交通方式 ”密 切相關(guān)，因此，通過文章的圖片和標(biāo)題學(xué)生可以很容易地預(yù)測文本大意。在文本 閱讀時除了生詞容易給學(xué)生造成理解障礙以外， “l(fā)ike ”作為介詞的用法是一個難 點(diǎn)，學(xué)生對于該單詞的元認(rèn)知是理解句子 “He is like a father to me.”的障礙。2.3 Class data本班實(shí)際 本班學(xué)生學(xué)習(xí)動機(jī)明確，能夠在小組活動中互相幫助，積極與他人合作，敢 于用英語進(jìn)行表達(dá)。本課時讀前引導(dǎo)學(xué)生談?wù)?How do you get to school? How do we get to Shanghai? Itis+()to+().時，

10、內(nèi)容貼近學(xué)生實(shí)際，接近本單元話題內(nèi)容，學(xué)生愿意討論，應(yīng)該有 話可說。對于閱讀篇目，教師應(yīng)該使用恰當(dāng)?shù)拈喿x策略，引導(dǎo)學(xué)生從讀前討論， 進(jìn)入讀中的思考，進(jìn)行有效的思維訓(xùn)練。同時，讀后的難句理解分析也應(yīng)該為學(xué) 生留足空間。3.0 Teaching methods 教法建議3.1thematic teaching method主題教學(xué)法；3.2 Discussion method討論法；3.3question and answer metho問d 答法4.0 教學(xué)輔助blackboard and chalk, computer, projector5.0 Teaching procedures 教學(xué)進(jìn)

11、程5.1 Leading-in and warming-up 引入與激趣活動5.1.1 Show some pictures, and then talk abou“tH ow do we get to Shanghai?”5.1.2 Show pictures to learn the sentence structur“eI t is to .”5.1.3 Teach “It is my dream to.” Can your dream come true? (Teach the phras“ec ome true”)Possible answers: It is my dream to

12、 school. ( ride a bike / fly / take a subway/ )It is my dream to . ( have no homework every day / have fun playing computer gamesevery day / have much money / be NO. 1 in my class .)5.2 Reading Practice 閱讀訓(xùn)練5.2.1 Pre-reading讀 前導(dǎo)入5.2.1.1 Show pictures about the students in poor villages, ask “ What&#

13、39;s their dream?Can their dream come true?”5.2.1.2 Play a short video about how the students in villages go to school.5.2.2 while-reading 讀中理解5.2.2.1 Skimming5.2.2.1.1 Ask Ss to read the picture and the title, predict what the passage is about:The students cross a river to get to school.5.2.2.1.2 F

14、ocus on the following questions:1) How do the students in the village go to schoo？l2) Why do they go to school like that?3) Does the boy like his school? Why?4) What is the villagers' dream?Guide Ss to pay attention to the question words: how, why, what and does.Tips: To skim a passage, we can r

15、ead the title and sub-title (if there are any) and the picture to predict the content of the passage.5.2.2.2 Scanning:Work with the Ss to focus on Para 1, find out the answers to questions 1&2, help the Ss to learn to find out the detail information in the passage. Then the Ss can deal with the

16、next two questions in Paras 2&3.The answers are: 1. The students go on a ropeway to cross the river to school.2. Because there is no bridge and the river runs too quickly to cross the river to school.3. Yes, he does. Because he loves to play with his classmates. And he loves his teacher, the tea

17、cher is like a father to him.4. They dream to have a bridge.5.2.2.3 Play the tape, Ss listen and follow it, then read the passage.5.2.2.4 Activity 2c.1. For the students in the village, it is to get to the school.2. They have to cross a very _ river between their school and the village.3. They canno

18、t go by boat because the river runs too .4. It is not easy to cross the river on a ropeway, but the boy is not .5. The students and villagers want to have a bridge. Can their dream come ?Answers: difficult, big, quickly, afraid, true5.2.2.5 Help the Ss understand the difficult and long sentences in

19、the passage.5.2.3 Post-reading讀 后提升5.2.3.1 Show some pictures, get the Ss to retell the passage.5.2.3.2 Encourage Ss to think about: If you are one of the students in this village, how can you make your dream come true?5.2.3.3 Get the Ss to read the poem: Cherish each moment, each hour in each day,

20、Cherish everything you have,School life, classroom, teachers and friends.Life passes so swiftly and waits for no man,So cherish each second while you still can.珍惜每一刻 每一天的每一個小時 珍惜你所擁有的一切 校園生活、教室、老師和朋友。生命悄悄流逝不待人 珍惜現(xiàn)在你能擁有的每一秒5.3 New points interpretation 新知感悟(貼標(biāo)簽)5.3.1 Discovering chunks 語塊發(fā)現(xiàn)Get Ss to

21、read the text once again, this time, and underline all the useful chunks in it.1) How do you get to school?2) For many students, it is easy to get to school.3) There isa very big river between their school and the village.4) There is no bridge and the river runs too quickly for boats .5) One 11-year

22、-old boy, Liangliang, crosses the river every school day .6) But he is not afraid.7) He is like a father to me.8) It is their dream to have a bridge.9) Can their dream come true?10) Why do they go to school like this?5.3.2 Analyzing chunks 語塊分析5.3.2.1 There is a river between their school and the vi

23、llage. 在他們的學(xué)校和村莊之間有一條河。between and 在和 之間Mary sits between Tom and me.瑪 麗坐在湯姆和我之間。Our school is between my home and the bus station. 我們的學(xué)校就在我家和公共汽車站臺之間。5.3.2.2 He is like a father to me.對 于我來說，他就像一個父親。 句中 like意為 “像”，在這句話中是介詞，在以前的學(xué)習(xí)中， like作為動詞講意思是 “喜歡” 。The boy is like his father, they work hard. 這個男孩像他父親一樣，他們都很努力。 The boy likes his father very much. 這個男孩非常喜歡他的父親。5.3.3 Using chunks 語塊運(yùn)用Help Ss to make their new sentences using the new chunks in this passage.5.3.3.1For many students, it