初中英语人教版七年级下册Unit12 SectionB 2a-2c.docx

Unit12 What did you do last weekend?Section B 2a-2c本课分析：本课是阅读课教学。2a-2c以阅读活动为主，通过阅读，进一步巩固所学语言，并从读的输入过度到写的输出。2a是读前活动，通过头脑风暴的形式让学生说出学过的所有动物的名称，复习所学词汇，然后通过讨论what kind of animals are you sometimes afraid of? Why?激活与文章有关的背景知识，激发学生说英语的热情，同时还能为后面的阅读做铺垫。2b活动让学生读故事回答教师巧妙设计的问题，整体感知文章结构、检测学生通过搜寻主题句、关键词来捕捉文章信息的能力。通过Lisa一家度周末时遭遇蛇的故事，进一步输入本单元的目标语言（last weekend was.but.;so.that.;see.doing.:feel.doing.）和动物的过去形式。教师补充的蛇和印度文化让学生增长了知识，开阔了视野。2c是读后活动，目的是通过让学生排序检测对学生文章的理解，通过让学生复述检测他们是否能有效的进行语言输出。学情分析：本课时讲述了Lisa一家人过周末时在印度遭遇蛇的故事。故事情节有趣，能激起学生学习的兴趣。学生带着强烈的求知欲探索文章信息，在跌宕起伏的情节中自然学得语言。教师又通过提供给学生图片，借助图片信息帮助其更好地理解文章内容。本课时是前面Section A内容的拓展和加深，学生要进一步学习更多的动词短语，掌握动词的过去式，还要熟练掌握并会运用功能句式.so.that.,文章出现两句：But I was so tired that I went sleep early./I was so scared that I couldnt move.学生在具体语境中能很好地理解其意，并仿照例句找出自己的句子。还要熟练掌握see/feel.doing结构，教师可以让学生观察文中出现的句子，让他们感悟其用法，并创设情境，让学生用此句式创造新句子，此部分更强调语言的运用，更注意发展学生的理解能力。虽然课文篇幅较长，但故事的顺序性、前后连贯性较强，学生学起来并不会感到很困难。教师应该设计有效的任务链，让学生轻松习得语言。整体设计：教学目标：Teaching aims:1.学生根据图片和文章标题等，预测新课内容。2.学生能通过不同的阅读策略，整体感知文章结构、搜寻主题句、关键词捕捉文章信息。3.通过完成一系列问题掌握文章的写作手法、写作顺序、写作结构，熟练掌握目标语言结构；last weekend was.; see.doing.; feel.doing.和大量的动词短语。4.通过了解蛇和印度文化，拓宽视野。教学重难点:Key points and difficult points重点：熟练掌握文章中出现的所有动词短语，熟练掌握动词过去式的写法。 能借助不同的方式复述故事。难点：通过读故事提炼出文章的结构（总分）、顺序（时间顺序）、内容（六要素：how,what,who,when,where,why）课时安排：1课时课前准备：课本、多媒体课件、学案。教学方法：头脑风暴、情境交际法、predicting,skimming,scanning,careful reading,detailed understanding,catching and filling in the key words,putting in the right order,retelling等阅读策略、观察与思考、构建图式、文化渗透等。教学设计：新课导入：Step1.:lead-inBrainstorming:Can you list as many adjectives of describing animals as possible?Can you list animals we have learned?Step2:Presentation(2a)1.Brainstorming:What kind of animals are you sometimes afraid of?(put a for being afraid of)Why?AnimalsBe afraid ofWhy2. Work in groups.Exchange your ideas with your group members.3. Ask several students to share their ideas in front of the whole class.（设计意图：通过brainstorming复习动物词汇，通过询问学生what kinds of animals are you sometimes afraid of? Why?引出交际的内容，激活与文章有关的背景知识，鼓励学生发表个人看法，在最短的时间里融入英语课堂。通过这种互动方式可以让学生增进彼此的了解，此话题还有效的为下面的学习做伏笔。）新知学习：Step3:While reading(2b)T:Now well read a story about Lisas weekend. I believe youll be interested in it.1. Look at the picture and the topic”A Weekend to Remember” and predict:How was Lisas weekend?(设计意图：通过图片和题目预测文章信息是有效的学习策略。）2. Skim the passage and check your answer. Skim the passage again,and answer the questions.How many paragraphs are there in the story?Choose A or B.Para1Para3Para2PPPoaraPara1Para3Para2A BScan para.1 and answer:When did her sister finish high school? Where did she and her family go last weekend?Scan para.2 and para3. and answer:By what sequence was the story written? Underline the verbal phrases.（设计意图：通过skimming和scanning等阅读策略，让学生整体感知故事结构和内容。）Read Para.2 carefully.Answer the questions.Fill in the blanks by using the verbal phrases.Fill in the blanks by using the verbal phrases without books.见PPT图Read Para.3 carefully. Answer the questions.What did Lisa and her sister do? How do you know that?Underline the key words.Read Para.3 aloud and complete the blanks.见PPTDetailed understanding. Answer the questions without books.How did Lisa feel when she saw the snake?What did their parents do? Why did they do that?What lesson did Lisa learn from the weekend?Add additional culture notes “Snakes and India” （设计意图：通过精度课文，让学生理解更多细节信息，考察学生对语音知识与语法知识的掌握。通过回答“WH”问题，检查学生的理解程度。通过拓展“Snakes and India” ，让学生初步了解蛇的印度文化。）观察与思考1. But I was so tired that I went to sleep early. I was so scared that I couldnt move.英语中“sothat”结构表示_，so后跟形容词或副词，that后引出结果状语从句。例如： 那时我很忙，一连三天都没睡觉。I was _ _ at that time _ I didnt go to sleep for three days. 这个游戏是如此有意思，以至于我都不想停下来。This game is _ _ _ I dont want to stop playing it.Step4:After reading(2a)1.Put the phrases in order according to the passage. _ snake went into the forest_ put up our tents and cooked food on_ learned a useful lesson_ saw a snake and shouted to parents for help_ snakes cant hear but feel things moving_ my dad jumped up and down in his tent_ took a bus to a small village in India_ told stories under the moon, then went to sleep2.Then Use them to retell the story. （设计意图：通过排序让学生加深对文章的理解，同时借助提供的短语帮助学生复述故事。）Summary:（课堂小结）同学们，写故事性文章时需要注意六要素（how, what, who, when, where, why），你们在构思sbs weekend时可以联想到以下六维图。whohowwherewhatwhywhen【家庭作业】1.听录音，模仿2b，用自己喜欢的方式背诵课文（如：关键词提示、问题提示、表格提示及图片提示等）。2. 据图画内容及所给提示，以Mikes Sunday为题介绍。看图说话“Mikes Sunday”写下来，（提示：图1和图2是上午的活动；图3和图4是下午的活动；图5和图6是晚上的活动。鼓励在此基础上拓展内容，让文章更丰富。）3. 小组合作把2b改编成一个小话剧，在活动课上为大家表演。根据图画内容及所给提示，以Mikes Sunday为题介绍板书设