英语人教版七年级下册Unit12 Section B Period 2.docx

Unit 12 What did you do last weekend? Section B 2a-2b 1、 教材分析 本单元的话题是谈论周末活动，功能是能够理解使用一般过去时态谈论过去发生的事情。Section A 通过Lucy的周末活动和听力输入导入单元话题及关键句型。同时给出丰富的语言运用环境，帮助学生进行输入输出训练。Section B是对Section A 的拓展，学生通过词汇及听力教学、阅读教学、写作教学完成从读的输入到写的输出。 本节课是Section B2a-2b，是一节阅读课。本节课生词量大，其中重点生词18个（含动词过去式2个）、非重点生词4个、另外重点句型1个。学生通过阅读Lisa在印度遭遇蛇的故事进一步输入目标语言。巩固语言基础，开阔视野。同时又为下节课的写作活动做好铺垫。2、 学情分析授课学生为七年级学生，班级学生48人和46人。调查发现：在学生阅读基础方面，100%的学生都有感到进行英语阅读很困难，其中， 66.7%的学生认为最影响他们对阅读内容的理解是生词，33.3%名学生认为是语法。同时，66.7%名学生会查英语词典；在学习风格方面，93.3%名学生喜欢通过用图片、简笔画、视频、动作及游戏学习英语；生活体验方面，50%名学生害怕蛇，73.3%名学生有直面蛇的经历，93.3%名学生喜欢读惊险、刺激的故事。学生需要教师对其进行词汇的分级学习指导，创设有意义的情境，用学生喜欢的学习方式如图片、简笔画、动作等学习词汇，促进学生对阅读内容的理解，提高他们的阅读能力。三、教学目标知识目标：1. 能认读下列词语：Taj Mahal；2. 能认读、理解下列词语：tent, up and down, scared, scary；3. 能够认读、理解并运用以下词语或句型：special, finish, ago, put up, surprise, move, shout to., jump, India, moon, wake(woke). up, forest, so.that.。能力目标： 1. 能够在一定的情境中猜测词义或理解运用词汇，从而加深对文章的理解；2. 能够正确朗读课文；3. 通过阅读语篇，能按时间顺序讲述过去的经历。文化知识与情感态度目标：1. 初步了解印度的蛇文化；2. 勇于克服对困难或可怕事物的恐惧心理。四、重难点分析及突破思路1. 重点：能够理解大量的生词从而促进对文章的理解。2. 难点：能梳理故事顺序并复述课文。突破思路：结合学生的现有水平，分级学习词语，在情境中呈现生词帮助学生进行有意义的识记和理解，在阅读任务中复现重点生词或指导学生猜测词义，在阅读复述活动中呈现关键词语帮助学生复述和加深对词语、语篇的理解。5、 教法学法 教师基于学生的认知水平、年龄特征采用情景教学法、任务型教学法指导学生进行阅读理解。学生通过自主学习和适量的合作学习达成目标。 教学手段：PPT6、 教学过程Step1 Warming-upThe T has a free talk with the Ss.T: (Greeting) What did you do last weekend? 【设计意图】学生在轻松的交流中分享过去经历，激发学习兴趣。Step 2 Pre-reading1. Share Ms Yangs story. Two months ago, I had a scary morning. First, I played badminton , I had a wonderful time. Suddenly, I couldnt find my ring. Then I looked for it. On the grass, I saw a snake. I was so scared that I couldnt move. Then I shouted “Help! Help!”. At that time, the snake ran away. How terrible! (用PPT展示图片，分享自己的一次惊险经历，图片或肢体语言呈现生词： snake，move，shout 。学生在故事中感知scary, scared, ago, so.that. 。) 2. T: Are you afraid of snakes, too? But in a country, people love snakes. Do you know which country? (PPT出示印度舞蛇人帮助学生回答或播放简短视频) In India, snakes are peoples good friends.People never hurt or kill snakes. If you go to India, you can enjoy the snake show. 3. Ss look at the pictures and the title “A weekend to remember”, guess what the passage about is. 设计意图】在读前，用PPT生动地介绍自己的一次经历，并以图片、肢体语言、等方式帮助学生在情境中学习生词，加深理解；过渡导出India, Taj Mahal，简单介绍印度的蛇文化，拓展知识；学生根据插图及标题推测文章大意，激发阅读兴趣。Step 3 While-reading1. Fast reading Ss can and write short answers (2 minutes). What was the special gift? Who woke the snake up? (追加问题：How? Dad jumped up and down.Can you jump up and down?) 【设计意图】通过速读，学生验证自己的读前推测，能激发学生的阅读兴趣。在阅读过程中，学生根据已有经验猜测special,jump up and down词义；根据语句情境，根据sleeping，推理woke up的词义，从而发散学生思维。2. Careful reading (1)Read Part1(My sister finished high school. But I was so tired that I went to sleep early.)Read and circle T or F. Lisas sister finished high school last weekend. F T Last weekend was interesting and happy. F T They put up their tents and made a fire to keep them warm. F T Lisa went to sleep very late. F TSs read and find the answers by themselves, then they can work in groups to solve the difficulties if necessary. Ss share the answers in the whole class. The T praises the Ss who do it well.在分享答案过程中，引导学生根据语句情境领悟finish, 引导学生猜测（用简笔画辅助）put up a tent，要求学生改正错句的同时正确认读finish, ago, scary, 学生通过完成句子加深理解so.that. (出示图片) She is _ _ _she cant read. Today is so special that_. 【设计意图】设计判断信息的任务帮助学生细读，在分享答案过程中引导学生改正错误信息或追加问题，引导学生理解重点单词,帮助学生对语篇细节的理解。Question Time Ss find out their difficulties in this part.They try to solve them in groups.They can raise up them in the whole class if necessary.Ss help each other or read in contexts and guess the meanings.A possible question for the Ss: What did they do on the first night? They sat under the big moon and told each other stories. 教师用简笔画帮助学生理解语句。 【设计意图】学生通过自主、合作、探究，解决问题，扫清阅读理解中的词汇障碍。Read the part aloud.Ask the Ss to read aloud and prepare to show in the whole class. See which group can do best. Then the Ss will read aloud actively and ask for help if necessary. Ask Ss in groups of 4 to read the part in chains. Make sure they read the words or sentences correctly. Praise the Ss who do it well. 【设计意图】学生通过朗读课文，自主解决朗读障碍，提高朗读水平。通过小组展示朗读，扩大学生参与面，落实学生在语篇中对词汇的认读和理解。 (2) Read Part 2 (The next morning.a very useful lesson for me) My sister and I got a terrible surprise saw a snake sleeping The snake shouted to parents jumped up and down Dad moved into the forest Match the the events with the performers. Ss share the answers one sentence by one sentence. Make sure they can read the new words and phrases correctly.学生通过猜测认读理解surprise,通过做表情、动作加深理解surprise,shout to,根据语句上下义猜测理解forest。【设计意图】学生在完成任务型阅读中，通过多种策略认读和理解词汇，发散思维，促进心智发展。 Question Time Ss find out their difficulties in this part.They try to solve them in groups.They can raise up them in the whole class if necessary.Ss help each other or read in contexts and guess the meanings. A possible question for the Ss: The snake was_. I was_. Ss guess the meaning of “scared”. Ss can compare it with “scary” 【设计意图】学生通过自主、合作、探究，解决问题，扫清阅读理解中的词汇障碍。 Read the part aloud with actions.Ss read aloud with actions in their groups.The T can give a model first. Then the Ss will read aloud actively and ask for help if necessary. Ask Ss in groups of 4 to read the part in roles. Make sure they read the words or sentences correctly. Praise the Ss who do it well. Then the Ss act out the part in roles. Make sure they read the words or sentences correctly. 3. Ss put the events in order. Ss number the events,they can read the passage if necessary._ snake went into the forest_