人教新目標(biāo)英語(yǔ)七年級(jí)下冊(cè)：Unit3Howdoyougettoschool教案

人教版七下Unit3Howdoyougettoschool?SectionB2a-2c教學(xué)設(shè)計(jì)年級(jí)七年級(jí)學(xué)生人數(shù)50教材版本人教版七下課題名稱Unit3Howdoyougettoschool?課時(shí)安排5第3課時(shí)授課類型新授課一、學(xué)情分析所教班級(jí)是初級(jí)中學(xué)的普通班。班級(jí)一部分學(xué)生的基礎(chǔ)較為薄弱，水平不一，所以在教學(xué)過(guò)程中教師會(huì)盡量讓最多的學(xué)生都參與到活動(dòng)中來(lái)，讓他們感受到學(xué)習(xí)英語(yǔ)的樂(lè)趣所在。七年級(jí)學(xué)生活潑好動(dòng)，想象力豐富，因此更需要教師在課堂上運(yùn)用生動(dòng)活潑，形式多樣的教學(xué)手段來(lái)激發(fā)學(xué)生的學(xué)習(xí)積極性和自信心，慢慢讓學(xué)生找到適合自己的英語(yǔ)學(xué)習(xí)方法，并愛(ài)上學(xué)習(xí)英語(yǔ)。二、教材分析本節(jié)課是人教版七下Unit3Howdoyougettoschool?SectionB的閱讀文章，學(xué)生通過(guò)對(duì)SectionA部分交通方式的學(xué)習(xí)和掌握的基礎(chǔ)上，進(jìn)一步在閱讀中學(xué)習(xí)運(yùn)用新單詞、短語(yǔ)和句型，同時(shí)注重學(xué)生閱讀策略的培養(yǎng)，包括跳讀、尋讀以及對(duì)信息加工處理的策略?；顒?dòng)內(nèi)容循序漸進(jìn)，由淺入深，所以在教學(xué)過(guò)程中應(yīng)給予學(xué)生及時(shí)的方法指導(dǎo)。三、教學(xué)目標(biāo)設(shè)計(jì)Languageandknowledgeaim(1)Keywords:river,boat,bridge,village,villager,ropeway,between,dream,leave,cross,afraidandsoon.Keyphrases:between...and...,goonaropeway,one11-year-oldboy,manyof,cometrueandsoon.Understandsomeofthedifficultsentencesinthepassage.AbilityaimThroughvariousreadingexercises,studentscanlearnsomenewwords,phrasesandsentences,completethereadingcomprehensiontasksandobtainrelevantusefulinformation.Learningstrategyandskill自上而卜(top-down)的閱讀模式(指在理解文本時(shí)先抓文本中心，再抓文本結(jié)構(gòu)，最后理解細(xì)節(jié)和語(yǔ)言) 。Emotion,attitudeandvalues了解貧困地區(qū)孩子上學(xué)的交通困難， 城市孩子要關(guān)注他們，懂得珍惜自己的生活和學(xué)習(xí)條件，激發(fā)自己努力學(xué)習(xí)。四、教學(xué)重難點(diǎn)KeypointsNewwordsandphrasesinthepassage.DifficultpointsHowtounderstandandanalyzesomelonganddifficultsentences.Learnsomenewwordsandphrasesunderthecontext.Cultivatestudents'readingstrategies,letthembeabletopredicttheinformation,obtainthespecificinformationandprocesstheinformation.五、教學(xué)方法1、情景教學(xué)法：使用大量的圖片、視頻等資源，吸引學(xué)生的注意力和興趣，讓學(xué)生更容易去理解并樂(lè)于參與，提高興趣度，提高上課效率。2、任務(wù)型教學(xué)法：用各種各樣的，精心設(shè)計(jì)的具體、可操作的任務(wù)貫穿其中，倡導(dǎo)體驗(yàn)參與，培養(yǎng)自主學(xué)習(xí)能力。讓他們自己在完成一個(gè)又一個(gè)任務(wù)的同時(shí)獲得

成功感，從而提高學(xué)習(xí)英語(yǔ)的興趣。以參與、體驗(yàn)、互動(dòng)、交流、合作的學(xué)習(xí)方式，充分發(fā)揮學(xué)習(xí)者自身的認(rèn)知能力，真正實(shí)現(xiàn)“在做中學(xué)” 。六、教學(xué)過(guò)程設(shè)計(jì)Step1ProcessRevisionTeacheractivityAskstudentstoreviewdifferentexpressionsofthesametransportation,forexample:乘公交車：takethebus=bybus=onthebus.SsactivityStudentssayalltheseexpressionsonebyoneasquicklyaspossible.PurposeTohelpbuildthevocabularyandphrasefoundationforthereadingpassage.Step2ProcessPre-reading:LookandsayTeacheractivityShowsomemappicturesofhowpeoplegotodifferentplaces.SsactivityStudentslookattheseroadmapsandtrytodescribehowtogetthere.PurposePracticeaskingandansweringthewaysusingsomewordslikefirst,nextandthen.Atthesametime,studentsreviewdifferentplacesandthecorrespondingpositionprepositions.Step3ProcessPre-reading:Showthetopicofthisreadingclass:Differentwaystoschool.First,askstudentsaboutthetopic.Next,askstudents'opinionsaboutthem.TeacheractivityShowthetopicandleadthestudentstothinkabouttwoquestions.Howdoyougettoschooleveryday?andwhatdoyouthinkofit?SsactivityStudentstrytogivedifferentanswerstothesequestions.PurposeTohelpstudentsbefamiliarwiththetopicofthereadingmaterialandactivatetheirexistingschema.Step4ProcessPre-reading:Putforwardaquestion“Howdotheygettoschool?”andaskstudentstodescribeallthesedifferentandhardways.TeacherLeadthestudentstoseeseveralpicturesofgoingtoschoolin

activitysomehardwaysanddescribetheirfeelings.SsactivityLookallthesepicturesandsaysth.aboutthem.PurposeMakeacomparisonaboutthewaystudentsaroundtheworldhowtogettoschool,thusarousingtheirattentionaboutthereadingpassage.Step5ProcessPre-reading:LookandsayTeacheractivityAskthestudentstolookatthepicturetakenfromourEnglishbookandtellwhattheycansay.SsactivityLookatitandsaysomethingslikeabigriver,twostudents,dangerous,ropewayandsoon.PurposeTrytogetthestudentssaysomewordsofthepassage.Step6PurposeWhile-reading:Task1:Quicklyskimmingandanswerthequestion.TeacheractivityAskthestudentstoreadthepassageforthefirsttimequicklyandansweraquestionaboutthemainidea.SsactivityStudentsreadquicklyandanswerthequestion.PurposeTohelpthestudentsgetthemainideaandunderstandthepassagefromageneralperspective.Step7ProcessWhile-reading:Task2:SkimmingandanswerT(true)orF(false)TeacheractivityAskthestudentstoreadthepassageanddecidewhichstatementistrueandwhichoneisfalse.SsactivityStudentsquicklyreadanddecide.PurposeTohelpthestudentsbetterunderstandthecontentofthepassage.Step8ProcessWhile-reading:Task3:Scanthepassageandanswerthequestions.TeacheractivityTheteachergivethestudentsenoughtimetocarefullyreadallthedetailsofthewholepassage.SsactivityStudentsneedtoreadeverysentenceofthepassagecarefullyandfindoutallanswerstothequestions.PurposeTohelpthestudentsdealwiththedetailsofthereadingpassage.Step9ProcessWhile-reading:Task4:Scanthepassageagainandcompletethesentenceswithwordsfromthepassage.TeacheractivityAskthestudentstochoosesomewordstakenfromthereadingmaterialtofillinsomesentencesafterreadingitcarefullyonceagain.SsactivityStudentsreadthepassagecarefullyagainandchoosesomewordstofillintheblanks.PurposeTohelpthestudentsunderstandthekeywordsinthispassageinsomesituation-basedsentences.ProcessPost-reading:ChallengeTime(Retellthepassageaccordingto

Step10somekeywordsonthescreen)TeacheractivityAskthestudentstoworkingroupsoffourandtrytoretellthepassageaccordingtothekeywordsonthescreenonebyone.SsactivityStudentsworkingroupsoffourandtrytoretellthewholepassageintheirownwords.PurposeTopracticethestudents'oralEnglishwhilecheckingtheirunderstandingofthecontent.Step11ProcessEmotionaleducation:TwothingsyouneedtoknowTeacheractivityAskthestudentstoreadthesetwosentencesfTreasureallyouhavenow"and"Bebravetoeverydifficultyahead"andsaysth.aboutthem.SsactivityStudentsreadtogetheran