初中英语人教版七年级下册Unit12SectionB1a-2c.docx

Period 3 Section B 1a-2c Language goal:1) 能掌握以下单词： fly, kite, fly a kite. 2) 能掌握以下句型：Did you go anything interesting last weekend? Not really, but I visited my sister. My sister finished high school two weeks ago.Emotional attitude values goal:帮助学生对动物惧怕心理，鼓励学生学习自然知识。教育学生合理安排作息时间，健康生活。Key points：1) Key vocabulary, 一般过去时态一般疑问句练习。2) Talk about recent past eventsDifficulty points：Talk about recent past eventsPractice students listening, speaking, reading and writing skills.Teaching tool : Multimedia coursewareBefore class(课前).Test preview effect1.Translate some new words of this section.2. 认真预习课本,完成课时练自主预习的任务。 While Class (课中). Lead in (新课导入)1. Warming- up and revision1). Greet students2). Show students new words in page 70, write on the blackboard. Make the students read.2. PresentationWork on 1a. Call attention to the pictures. Ask students to point to and use the past tense to describe as many of the activities as possible. Point to and describe any activities they cant describe. For example, I played the guitar. Point to the numbered activities described in the list. Name the activities and ask students to repeat each one,.Check the answers：1d ,2 c ,3 f ,4 e ,5a ,6 b. Cooperative Research（合作探究）1. Work on 1b: This activity provides reading practice using the target language.Draw pictures of the happy face and unhappy face on the board. Write the words fun under the happy face and the words not fun under the unhappy face.Ask students to name some activities they think are fun and some that are not fun. For example, a student might say studying for a test is not fun.Point out the happy face under the pictures in la.Say, He sang and played the guitar. It was fun. The happy face shows it was fun. Say, draw a happy face or an unhappy face for letters a, c, and a,Review the answers. Students may have different answers for some items- For example, went to the library may be fan for some students and not fun for others.2. Listening 1c This activity provides listening and writing practice using the target language.Call attention to the names Jim and Sally and the write-on lines under each name.Say, Now you are going to hear a conversation between Jim and Sally. They are talking about what they did over the weekend. Listen to the conversation and write what each person did.Play the recording the first time. Students only listen.Point out the sample answer, did her homework.Play the recording again. Ss listen and check their answers. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish.3. Pairwork Work on 1d: This activity provides guided oral practice using the target language.Call attention to the example in speech bubbles. Ask a pair of students to read the dialogue to the class.Say, Now practice talking about what Jim and Sally did over the weekend. Practice in pairs- Use the dialogue as an example.Help students find partners. Then say. First read the dialogue together. Read both parts. Then make your own dialogues like that one. Tell what Sally and Jim did over the weekend.As students practice, move around the room monitoring progress.Ask pairs of students to present their dialogues to the class.4.Pairwork Work on 1e: This activity provides open-ended oral practice using the target language.Point out the example in speech bubbles. Ask two students to read the dialogue to the class.With a student, say a conversation about what you did over the weekend. You may wish to write two or three activities on the board for students to use in their conversations.Help students find partners. As they practice their conversations, move around the room monitoring progress and giving language support as needed.Ask some pairs to present their real-life conversations to the class.5. Thinking Work on 2a: This activity provides writing and oral practice using the target language. Show some photos of animals on the screen. Ask the class to answer the questions1. ）what kind of animal are you afraid of ? 2. ）Why?3. ）Make a list. Ask students to say the words by themselves.6. Reading Work on 2b:This activity provides reading practice using the target language.1.） Fast reading Read the article and find the answer to this question: What did they see near the fire the next morning?(They saw a snake sleeping near the fire)Ss read the article quickly and find the answers to this question. Then check the answers with the class.2. ）Careful reading Read the article and find the answers to the questions on 71. Ss read the passage and find the answers to the questions. Check the answers. 7. ReadingWork on 2c Read the instructions again, put the phrases in order according to the passage then use then to retell the story.1. ）Ask the student to read the story in 2b again, put the sentences in order. 2.） 阅读指导：（见课件部分）3.） Check the answer.Answer: 6 2 8 4 7 5 1 3 4） Ask the students retell the story using the phrases.Intelligence inspiration.（智能点拨）1. two weeks ago 两星期前，一段时间 + ago意为“多长时间之前”，是表达过去的时间。它常与一般过去时态连用。 三天前，我们参观了自然历史博物馆。 We visited the Natural History Museum three days ago. 【辨析】before 意为“在之前”，其后可以跟一个时间的点；表示“在某 个时间点之前”，但不一定用于一般过去时态。例如： 我常在七点钟前去上学。 I usually go to school before seven. 此外，before也可以单独用，意为“以前”，可用于一般过去时态中。例如：以前我不知道那件事情。 I didnt know that before. 2. put up 意为“搭起；举起” 让我们将帐篷搭起来吧。 Lets put up the tent. 如果你有什么问题，请举起手来。 If you have any questions, please put up your hands. 3. I was so tired that I went to sleep early. 我太疲劳了，以至于早早就睡觉了。 句式结构“so + 形容词 + that ”，意为 “如此以至于” 李老师的课如此有趣，以至于我们都喜欢他的课。 Mr. Lis classes are so fun that we all love his classes. Paul is so lazy that he doesnt go to work. “sothat”可以和“tooto”句式结构互换同义句。例如： Paul is too lazy to go to work. 4. wake up 唤醒; 后面可以跟名词或代词; 跟名词时可以放在wake up的后面或中间; 但是如果是跟代词的话应放于 wake up 的中间。如：早上你常什么时候醒来？ When do you usually wake up? 不要如此大声说话，你会将他们吵醒。 Dont speak so loud. Youll wake them up. 5. see/watch/feel/hear sb. doing sth. 看到/观察到/觉得/听到某人在做某事 我们能听到水从山上流下来的声音。 We can hear water running from the mountain. Ability training