人教版英语七年级下册教案：Unit8 Is there a post office near here？ SectionB（2a-2c）.doc

1、Unit8 SectionB（2a-2c） 教案【教材版本与册数】新目标人教版七年级下册 【单元名称】Unit 8 Is there a post office near here ?【课时】Section B2a-1c（第4课时）【课型】 Listening and speaking（阅读课）教材分析本部分是在SectionA的基础上进一步拓展话题，同样围绕邻里社区的各种设施和场所位置，让学生通过各种活动，了解如何利用英语问路和指路，最后学会用英文描述自己的街坊邻里。本课时2a-2c是阅读教学部分，这一部分图文并茂，展现了三个学生所居住环境的的社区状况，阅读材料展现了本单元的重点词汇，语法，

2、功能项目，内容丰富，便于帮助学生掌握和巩固本单元所学知识。通过本课时的学习，在语言技能上，学生能正确地朗读课文。在阅读技能上，学生能通过快速阅读、细节阅读能正确获取文本中三个关于居住的社区环境状况的信息。在情感态度上，学生能认识到学习英语的目的在于交流和能将所学语言运用到真实的语境中给他人提供帮助。 教学目标语言知识目标：通过值日报告，老师的创设情景利用图片，学习本课词汇和激活本话题背景知识，学生能识记和巩固所学词汇与常用表达：neighborhood, spend, monkey, climb, road, often, air, sunshine, free, enjoy, easily,

3、 moneyspend time, enjoy reading语言能力：通过小组活动的分段学习，了解关于所居住的社区环境状况，通过教师阅读技能的逐层渗透和分段任务的设置，让学生能够逐步的获取有效信息和抓文本结构，体现从语言输入到语言的逐步输出。情感态度价值观：通过让学生学会如何得体的运用英语语言向别人问路和指路，引导学会在真实的情景中帮助他人的良好品质。文化意识：.如何正确的描述社区周围设施的地理位置。 教学重难点教学重点： There be句型询问和描述事物的所在位置和动词不定式的表达。 教学难点：能正确使用各种方位介词表述事物的地理位置。建议教法任务型教学法，情景教学法 ,阅读课型的p-w

4、-p 教学原则 P-读前 教师趣味性的教学活动设计激活学生对本阅读话题背景知识；W-读中 教师通过任务的层层设计，将核心语言点有效地挂靠到文本结构的学习，让学生能理解文本内容并获取文本有效信息；P-读后 创设真实情景，让学生将所学知识运用到新的情景中去，逐步体现语言的输出，为后面的写作作铺垫。教学流程（详见相应教学设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。2 在前三节课时的基础上对语言的归纳和运用的加深，充分运用阅读策略的渗透和语言知识的有效结合，深度挖掘文本信息和文本结构，为学生的语言输出跳出教材搭好梯子。3.遵循语言学习规律，体现从“欣赏-模仿-

5、再创”的语言输入到输出的搭支架的学习过程。附：教学活动设计步骤过程措施 （教师活动与学生活动） 目的持续性评价1预备与激活先期知识Step 1Greeting andLeading in （2mins）T: T asks Ss to make a duty report and its something about todays topic in class. S:One student will make a duty report about 2 minutes.通过学生的值日报告，达到对旧知识的复习，建立与新知识的联结。通过值日报告能否激起学生对本课时话题的兴趣与求知欲望。2 获取新知

6、识Step 2Pre-reading (3 mins)T: T lets Ss know something about the passage from the pictures.S: Ss look at the pictures carefully and try to read and remember them .通过图片形式直观形象的学习文本新单词和背景知识，为下面语段的学习做铺垫。学生是否通过图片形式快速的记忆本课时的新词汇。2获取新知识 Step 3While-listening(20 mins)1. T: T lets Ss listen and match each pas

7、sage with a mapSs: Ss listen to the tape carefully and try to mach each paragraph with the right picture.Answers : Anna Picture 1John Picture 2Lisa Picture 32.T: T asks Ss to read the first passage and answer the questions.1. Whats in Annas neighborhood ?There is a zoo in her neighborhood.2. What do

8、es Anna like doing in the zoo?She likes to watch the monkeys climbing around.3. How does Anna get to the zoo?To get there, she often turns right on Bridge Road. Then she walks along Bridge Road. The zoo is on the right. Ss: Ss read the first passage and try to answer the questions.3.T: T explains so

9、me points in the first passage. Ss: Ss listen and take some notes语言点讲解：1. I love to watch the monkeys climbing around. watch此处用作及物动词，意为：观看。watch sb. doing sth.看见某人正在做某事，强调动作正在进行。如：I watched him eating bananas.watch sb. do sth.看到某人做了某事或做某事的全过程。如：The girl watched him steal that book.2. To get there, s

10、he often turns right on Bridge Road. Then she walks along Bridge Road. The zoo is on the right. 这是英语不定式表示目的和加强语气的一种方式，它不影响句子结构，但可以使你表达的句子更加丰富和完美！4. T: T asks Ss to read the second passage and translate it. Then tell something about John.Ss: Ss try to translate the passage and try to retell something

11、 through the pictures.5.T: T asks Ss to read the third passage and complete the mind map. Ss: Ss try to fill the mind map for the third passage.WhereShe lives in a _ _. _ is a post office _ her house _ a clothes store .Lisas house WhatBut she _ the library best near her house_ it is very quiet and s

12、he _ _.When she reads books, time goes _.Its _ to _ get to the library . Just _ _ NorthRoad and _ _. Its _ _ the park. 通过听录音，快速找出与文章相符的图片，逐步引导学生去挖掘文章信息，减轻学生阅读障碍，提高学生的阅读兴趣。通过仔细阅读第一段，引导学生通过细读找出文中关键信息，也体现逐步对文本结构进行简单梳理。在理解文章大意的基础上，再次对本段中重要的语言信息进行挖掘与巩固。通过仔细阅读第二段，引导学生通过翻译了解文本内容，通过利用图片信息，引导学生逐步掌握文本结构。通过阅读第

13、三段，引导学生将本段的核心语言点信息挂靠到文本结构下的学习。是否80%的学生能抓住图片和文中关键信息进行正确的配对。是否70%的学生能通过仔细阅读，快速的根据问题抓住文章的关键信息进行回答。是否学生能比较容易的听懂并在后面的语言输出中进行运用与表达。是否60%的学生能通过利用图片信息对本段进行复述与归纳。是否70%的学生能对挖空的词进行正确的填写。 3深度加工知识4评价学生学习Step 4Post-listening (10 mins)Step 5Conclusion （2 minutes）Step6 Exercises（3 minutes）1.T: T helps Ss to get the

14、 main structure of the three short passages.Ss: Ss follow the teacher to review something about the three passages.2.T: T asks Ss to give a report like the three passages about their neighborhood or they can also make a conversation. Ss: Ss try to give a report or make a conversation in groups like

15、this:Hello, everyone! My name is Allen. I live in a busy neighborhood. There is a school near my house.I work as an English teacher in the school. I loveThere are manyTo get there, I often First, I walk out. Then, Its on A: Excuse me, is there a _ in your neighborhood?B; Yes, there is. There is a _

16、near my house.A: What do you often do there? B: I usually _. Because I think _.A: How do you get there?B: First, I _. Then, I just _. Its _.A: Thanks a lot.B: Youre welcome.Summary:Ss: Ss remember what they have learned in class.Useful expressions:I like to spend time there on weekends.I love to wat

17、ch the monkeys climbing around.To get there, I usually walk out and turn right on Bridge Road.It is very quiet and I enjoy reading there.You can get to the library easily. 2.Ss do some exercises in class.（单项选择）1. Alice spends too much time _ computer games.A. play B. plays C. playing D. to play2. Th

18、e girls enjoy _ to the music in the park.A .listen B. listening C. write D. writing3. Just _ along Long Street to enjoy the beautiful trees.A. going B. go C. to go D. goes4. The old man is a good swimmer, and even now he often swims_ the Tuojiang River in the morning.A. over B. through C. to D. acro

19、ssHomeworkWrite a passage about the places in your neighborhood.深度挖掘文本信息，帮助学生梳理文本结构，为下一步的语言输出做铺垫。通过模仿到再创的这样连续的学习过程，拓展学生思维，实现情景活动的迁移与运用。体现对学生归纳总结的思维能力的培养，让学生将零碎的知识进行整合并归纳。体现基础知识的当堂检测与及时反馈，并让学生能再次巩固和运用本堂课的基础知识。拔高提升跳出教材，实现将所学语言知识的情景迁移与运用。学生是否能跟随着教师比较容易的总结归纳三个语篇的核心信息。大部分的小组是否能够完成情景对话或报告的再编与运用。大部分学生是否能在老师的引导下进行对本堂课知识进行梳理与总结。90%学生应该能比较轻松容易的完成。是否能有70%的学生能较好的根据所学的文章结构来写出自己的文章，描述自己家附近的街区设施。