英语人教版七年级下册Unit 12 Section B 2a-2c .doc

人教版新目标七年级下册Unit 12 What did you do last weekend?教学设计 Section B 2a-2c 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-2c，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。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。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、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（一）知识目标 1.自我检测单词 2. 掌握本课时的重点词汇：ago，put up，moon，surprise，snake，scared，move，shout to，start，jump，wake up，into，forest，ear等。（二）能力目标： 1. 学会用所学语言项目谈论周末发生的事情。 2. 培养阅读能力，锻炼语言表达能力。（三）情感目标： 克服对动物惧怕心理， 爱护动物。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,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，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-upLet Ss review the words of unit12, especially page 71T: (Greeting)today well learn Unit12 What did you do last weekend? Section B 2a-2c.【设计意图】学生进一步学习新单词，加深记忆，有利于对短文的阅读理解。Step 2 Pre-reading1. Show some pictures of animals. Let Ss answer “whats this?”2. T: Are you afraid of snakes, too? What kinds of animals are people sometimes afraid of? Why? Make a list. 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展示图片，让学生说出动物名称，并问“Are you afraid of.?”引出下文。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 readingRead about Lisas weekend. Tick () the right pictures. Show some pictures about Lisas weekend, let Ss read the passage quickly, and Tick () the right pictures. (2 minutes) 【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。2. Careful reading Read the article again and answer the questions below.1. How was Lisas last weekend? _2.Where did Lisa and her family go last weekend? _3.How did Lisa feel when she saw the snake?_4. What did Lisa and her sister do? _5. What did their father do? _ Why did he do that?_ 6. What lesson did Lisa learn from the weekend? _Ask the Ss to put the questions into Chinese, then guide Ss to read and find the answers by themselves, 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. 【设计意图】学生在完成任务型阅读中，通过自主、合作、探究，解决问题. 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” Ss put the events in order. Ss put the events into Chinese and nu into Chinese events, they can read the passage if necessary._ snake went into the forest_ put up our tents and cooked food_ learned a useful lesson_ saw a snake and shouted to parents for help_ my dad jumped up and down_1_ took a bus to a small village in India_ told stories under the moon, then went to sleep Ask the Ss to share the answers one sentence by one sentence. Then read together in order. 【设计意图】学生通过梳理故事发生的顺序进一步整体理解课文，为复述文章做好准备。Step4 Language pointsShow the pictures about language points, let Ss read together and exercise.【设计意图】用PPT展示图片直观，有利于理解和运用。Step 5 SummaryAsk the Ss to sum up the lesson.What have we learned?What problems do we have?The T helps the Ss and encourage them to face the difficulties.【设计意图】倡导学生总结课堂，用问题引导学生总结词语、阅读方法及文化意识情感态度，并提出自己的问题。鼓励学生勇于克服对困难或可怕事物的恐惧心理。Step 6 Home work1. Review the article in 2b. 2. Write down your ow