英语人教版七年级下册unit 3 section B.doc

Go for it七年级下册Unit 3 How do you get to school? Section B 2a-2c 成都双流中学实验学校 陈幸 一、 教学内容分析 (Learning Content)本单元是人教版新目标英语2012年版七年级英语下册第三单元。中心话题是“交通”，功能为“谈论如何到达某地”。通过本单元的学习，要求学生能够运用本单元所学与交通出行相关的词汇和“how, how long, how far”引导的特殊疑问句询问出行方式、所花费时间和两地之间的距离，本节课为单元第四课时的学习内容，Section B的阅读部分（2a, 2b, 2c），体现了从“读”到“说”到“写”再到“用”的过程。阅读材料介绍了一个偏远地区孩子上学的故事。这一题材展现了偏远地区孩子上学艰苦，目的是为了唤起城市孩子的关注，同时让他们懂得珍惜自己的生活和学习条件，从而更努力地学习。2a部分旨在培养学生的预测能力，要求学生通过对文章图片和标题的谈论来预测文章的大体内容，做好阅读铺垫；2b和 2c部分则旨在培养学生获取具体信息并对信息进行加工的能力。2b侧重于语篇信息的理解，通过四个由浅入深、层层深入的问题，让学生对课文有一个总体的了解；2c部分则利用句子填空的方式来强化、巩固对阅读内容的理解，填空内容均为描述性词语，正是这些词语形成了对文段细节的描述。二、 学生情况分析 ( Knowing Students) 通过对本单元前面几个课时的学习，学生已经能够较好地掌握了询问彼此上学方式、出行花费的时间以及家与学校之间距离的表达，这为学生完成本节课的阅读任务及读后的口头输出打下了良好的基础。同时，经过七年级以来每单元的阅读训练，学生已经掌握了一定的获取信息和加工信息的能力，这也为有效地完成本节课阅读内容做了一定的铺垫。但是，文中大量的生词和部分长难句可能会对学生的阅读造成一定的障碍。三、 学习目标(Learning Objectives )学习目标语言知识词汇1. 学习并理解与本话题相关的目标语言词汇,如cross, river, many, village, bridge, boat, year, afraid, like, villager, leave, dream等，并会读、口头使用以及拼读拼写。2. 正确使用以下表达：betweenand, come true，be like。句型1. 能正确运用He gets to school by /He takes to school句型来表达出行方式。2. 能读懂含有there be 结构及its +adj.+for sb. to do sth. 的句子语言技能1、 学生通过对文章图片和标题的谈论来预测文章的大体内容，从而提高预测的能力2、 学生通过阅读文字材料，完成四个由浅入深、层层深入的问题，从而提高获取信息、加工信息的能力。3、 学生通过句子填空的方式来强化、巩固对阅读内容的理解，从而提高信息加工的能力4、 学生利用读后的采访活动，从而提高说的能力。5、 学生运用语言目标来讨论生活中的实际问题，从而提高综合语用能力。情感态度1、帮助我们身边需要帮助的人。2、珍惜自己的生活和学习条件，从而更努力地学习。学习策略1、学生利用自身经历，调用已知信息，进行交际。2、通过生生互动和小组学习活动方式培养学生的合作意识。跨文化交际了解因地域文化差别所造成的出行方式的差异。四、教学重难点（Difficulties and Key Points in learning） 1教学重点：A、学生利用语境学习、理解并运用与课文相关的词汇。B、学生学会运用阅读策略来进行阅读活动，包括预测语篇信息和获取具体信息、对信息进行加工的策略。 2教学难点： A、学生利用语境学习、理解并运用课文相关的词汇。B、学生在读后活动中，能综合运用所学内容进行口头输出。五、教学辅助手段（Teaching Aids）多媒体六、学习过程 (Classroom Activities)教学过程Teaching procedures学生活动(Ss activities)教师指导(Tutoring)设计意图(Purpose)STEP 1 Lead-in（2 mins）Students are required to tell how they get to school, how long it takes and how far it is from his /her home to school.Lead the students to review what they have learnt - how they get to school, how long it takes and how far it is from his /her home to school. 紧密围绕本单元话题，复习学生已学知识和目标语言，为下一步的学习作好铺垫。STEP 2 Pre-reading（4 mins）Students are required to look at the picture and title of the passage to guess what the passage is about. 1. Lead the students to talk about the picture and title, try to get more useful information to help the students predict what the passage is about.2. Present some new words meanwhile. 1、通过对图片和文章标题的谈论，引出部分重点词汇，为学生下一步的阅读扫清部分词汇障碍。2、 通过对文章图片和标题的谈论来预测文章的大体内容，做好下一步阅读铺垫，同时培养学生的预测能力STEP 3 While-reading（18 mins）1. Skimming: Students are required to skim the passage and answer the question. ( Check if their guess in 2a is right. )What is the passage about?A. How the villagers in China get to work.B. How the students life is.C. How the students in a small village get to work.Get the students to skim the passage and answer what the passage is about.1、 让学生对文章有一个整体印象。2、培养学生略读，找出文章主旨的能力。2. Scanning:Students are required to read the passage again and answer the questions in 2b. After getting the information, students share their answers with their partners first, then give the right answers and read the original sentences to the whole class. 1. Get the students to read for more details.2. Get the students to share their answers with their partners3. Check answers. (Write down the useful information we will use in the following step on the blackboard. )4. Offer help if necessary.1. 学生带着问题再次阅读文章，获取信息，为后面的输出理清线索。2. 同伴之间分享答案，培养学生合作学习意识。3. 2 c The students are required to read the passage and complete the sentences with words from the passage. 1. Have the students guess the missing words first, and then complete the sentences with the words from the passage.2. Tell the students “Guess First to Go Fast”.1. 利用句子填空的方式来强化、巩固对阅读内容的理解，填空内容均为描述性词语，正是这些词语形成了对文段细节的描述。这一活动培养了学生获取具体信息、对信息进行加工的能力。2. 填空前引导学生先思考、猜测所需词汇，这会帮助他们更快找到答案，同时也是对学生学习策略的指导。STEP 4 Post-reading （14 mins）Interview:1. Students are required to think: Suppose he/she is a reporter from a TV station.He /She is meeting Liangliang, the boy in the passage. What questions may they ask about him?2. Students make a conversation with their partners. Student A is Liangliang, Student B is a reporter from a TV station.A: Thanks for joining our TV show, youre your friend Today, a boy called Liangliang will tell us his story. Hi, Liangliang .B: Hi, A: Liangliang, can you tell us how old you are?B: Sure, Im 11.A: Where do you live? B: A: This is Liangliangs story. Lets try our best to help him and other students like him. Ok, thats all for today. See you next time.3. Ss are invited to act it out.1. Lead the students to ask some questions about Liangliang according to the information on the backboard.Questions: How old are you?Where do you live ? How do you go to school?Why do you go to school like this?Are you afraid when you cross the river?Do you like your school? Why?What do you think of your teacher?Whats your dream?2. Get the students to make a conversation with their partners. Student A is Liangliang, Student B is a reporter from a TV station.3. Encourage the students to share their conversations in class.4. Give evaluation.1 基于教材，让学生将短文改成一段电视台记者的采访活动，改变了传统的课文转述形式，让学生在更贴近自己生活的情景中运用所学内容，这既激发了学生思维和参与的热情，又能产生更多的信息输出。2 承上启下。既让学生在有趣的采访中掌握了所学的文章内容，又引出了下一步的讨论。Discussion:1. After seeing more pictures about getting to school in the small villages in China, Students are required to discuss in groups what they think of from the pictures and the passage? What can you do for yourselves from now on?What can you do for for the students like Liangliang?2. Students are invited to share their ideas.1. Encourage students to practice the target language based on their own experience.2. Encourage students to give more ideas.3. Offer help if necessary.4. Give evaluation. 基于教材，结合实际生活，激活学生的思维，引发学生自己的深思,升华文章的主题。STEP 5 Homework1. Write down the conversation between Liangliang and the reporter. 2. Check their partners homework. Then the teacher will check again. Get the students check their partners homework first, then the teacher check again.1、巩固与强化所学知识，提升综合语言运用能力。2、 组织学生交叉评比，相互纠错，相互学习，形成自主学习能力。七、板书设计（Blackboard Design）Attachment I（附一）: Blackboard Design（板书设计）. Unit 3 How do you get to school? (Section B 2a2c)Whoriver ropewaybridgecross afraidvillagevilla