初中英语人教新目标 (Go for it) 版七年级下册Unit 3 How do you get to school?Section B教学设计

这是一份初中英语人教新目标 (Go for it) 版七年级下册Unit 3 How do you get to school?Section B教学设计，共9页。教案主要包含了教学目标，课前准备，教学过程，本节课亮点，不足之处，使用建议，参考答案等内容，欢迎下载使用。
Unit3 How do you get to school?第五课时Section B 2a-2e (Page17)【教学目标】一、功能：Learn to talk about different kinds of transportation.二、词汇和常用表达：Learn to read, spell and use the new words, phrases and sentences.  Curriculum words: cross, village, bridge, ropeway, leave, many, dream.  Useful phrases: between...and..., be afraid of, be like, leave for, come true.Sentences: 1. Crossing the river to school.         2. There is no bridge and the river runs too quickly for boats.         3. These students go on a ropeway to cross the river to school.         4. Many of the students and villagers never leave the village.         5. Can their dream come true?三、学习策略：Guide the students to master the reading skills of skimming and scanning. 四、文化知识：Lead the students to get to know different transportation in different areas in China. According to learning the passage, students can recognize that they must help with each other and work hard now.【课前准备】背景知识2013感动中国十大人物格桑德吉，女，河北师范大学民族学院1997届毕业生。2013年9月被评为“最美乡村教师”。2014年2月10日晚格桑德吉荣获2013感动中国人物。人物事迹：为了让雅鲁藏布江边、喜马拉雅山脚下的门巴族孩子有学上，格桑德吉放弃拉萨的工作，主动申请到山乡小学。她的教育梦想就是让门巴族孩子都能上学。格桑德吉老师所在的帮辛乡小学是墨脱最后一个通公路的乡，因常年泥石流、山体滑坡，从未有过完整的路。为了劝学，12年来格桑德吉老师天黑走悬崖、在满是泥石流、山体滑坡的道路上频繁往返；为了孩子们不停课，别村缺老师时她不顾六个月身孕、背起糌粑上路；为了把学生平安送到家，每年道路艰险、大雪封山时，作为校长的格桑德吉跟男老师一样，过冰河、溜铁索、走悬崖峭壁，把四个月才能回一次家的学生们平安送到父母的身边。在格桑德吉老师十二年如一日的努力下，门巴族孩子从最初失学率30%，变成到今天入学率95%。12年来，她教的孩子有6名考上大学、20多名考上大专、中专，而她自己的孩子却留在了拉萨，一年才能见一次。村民们亲切地称她为门巴族的“护梦人”。荣誉记录：【颁奖词】：不想让乡亲的梦，跌落于山崖。门巴的女儿执意要回到家乡，坚守在雪山、河流之间。她用一颗心，脉动一群人的心，用一点光，点亮山间更多的灯火。[1]【评语】：格桑花开(设计意图:此部分为课前准备环节，老师可以把相关背景知识以学案或课件的形式展示给学生，让他们能够了解到该人物。为后面的阅读活动做好情感铺垫。)【教学过程】Step I. Teaching Aims：We have known about some common transportation. Do you want to know some other special transportation? Let’s learn Section B 2a-2c. And show students the learning aims of this lesson.(设计意图:上课伊始，向学生展示学习课题与学习目标，帮助他们明确这一节课的学习任务所在。)StepⅡ.Pre-reading activities1. Preview(1)Preview the new wordsLet the students to read the new words according to phonetic symbols (音标). Then check the pronunciations.(2) Ask the students to turn to P17 and read 2b by themselves. Then say out these phrases and sentences orally according to the Chinese. If possible, they can close their books and write them down... ①过河_______________________②在他们学校和村庄之间__________________③河流湍急_______________________________④乘索道过河________________________⑤他对我来说就像一个父亲____________________⑥许多学生和村民从没离开过村庄__________________________⑦有一座桥是他们的梦想_________________________________⑧他们的梦想能实现吗？____________________________________________(设计意图:让学生提前感知课文，掌握基本的单词和短语，便于学生理解和掌握课文。这样也可以促使学生养成必备的预习习惯，为其今后的学习打下基础。) 2. Warming up and leading in(1)Show students some pictures.                          Then ask and answer questions with the students.T: How do you get to school?Ss: I ride my bike to school.   I take the bus to school.   I get to school by taxi...T: There are so many transport methods!  It is easy for you to get to school, do you think so?Ss: Yes.T: OK, Let’s look at some pieces of video clips.2014感动中国候选人 格桑德吉---美丽的乡村教师[流畅版]-0001 00_04_06-00_04_57.wmvT: Do you know her?Ss: She is Gesang DejiT: Yes. She’s Gesang Deji. We have known a little about her.  How do they get to school? Ss: Go on a ropeway.T: Do you still think it is easy to get to school?                 Ss: No.T: What do you think of this kind of transport?Ss: It’s very dangerous.T: Why do they choose so dangerous transport? Do you want to know?Ss: Yes.T: Let’s read the passage. (设计说明：（1）部分是利用图片来导入，一方面复习运用上一节课所学内容，另一方面为下面的话题铺垫。（2）部分播放一段视频，为学生创造了视觉上的冲击。图片的内容与视频的内容形成强烈的对比，为学习新课埋下伏笔。)Step Ⅲ While-reading activities1. Fast-readingRead the passage fast and silently to find the general idea.The main idea of the article is about_____.A. an 11-year-old boyB. how the students in a small village get to schoolC. the villagers’ dream(设计意图: 该任务意在引导学生速读课文，通过回答问题来实现对课文的整体感知。因为学生要回答这个问题，必须运用略读的技巧捕捉有用的信息，进而获取文章的大意。)2. Carefully-reading Read the passage carefully and silently to find the specific ideas.Give the students four tasks.Task one: Read the whole passage and fill the chart.Crossing the river to school Means Reasons  Dream Check the answers with each other. (设计意图：此为细读环节，目的是锻炼学生寻找细节的能力。第一个任务要求学生通读全文，从整体上把握课文。在阅读中把握信息呈现信息。该步骤的目的是培养学生寻读的策略。寻读一般要求搜索一些特殊的细节信息，这些信息在文字形式上有特点，比较容易搜索，学生甚至不需要一字一句地阅读文章就能够发现。表格的设计形式，更简单易懂并为下一步的复述课文做好准备。)Task two: Read the first paragraph. Complete the sentences with words from the passage.(1) For the students in the village, it is _______ to get to school.(2) They have to cross a very _____ river between their school and the village.(3) They cannot go by boat because the river runs too _____.(4) These students cross the river to school on a       （设计意图：第二个任务是填空的句型设计，引导学生注意阅读材料的细节。要求学生仔细默读短文，找到有用信息，把句子补充完整。锻炼学生信息输出的能力，帮助学生从知识向能力的转化。）Task three: Read the second paragraph and judge T (true) or F (false)(1) Liangliang’s father is a teacher. (   )(2) Liangliang is not afraid of crossing the river on a ropeway. (   )(3) The boy likes his school because he likes his classmates and teacher. (   )（设计意图：第三个任务是判断对错，针对阅读中容易出现理解干扰的句子进行有目的的练习，适当地降低了阅读的难度。主要是为激发中下等的学生参与热情做的设计。）Task four: Read the last paragraph and answer the questions.  (1) Do many villagers stay in the village all the time?(2) Do you think their dream can come true? Why or why not?（设计意图：第四个任务主要是开放性问题的设计，让学生各抒己见。有利于培养学生发散性思维，拓展学生的思维空间。有利于提高学生的创造性思维能力和运用所学知识解决问题的能力。） Step Ⅳ Post-reading activities 1. Task one: Read aloud(1) Listen to the tape and repeat.(2) Ask Ss to read the passage by imitating the tape (设计意图)此环节鼓励后进生展现自己，在大声朗读课文中培养学生的语感，此环节可评出“朗读之星”。2. Task two: RetellLet Ss retell the passage according to the pictures using your own words.     If you can’t, you can retell the passage according to the chart.Crossing the river to schoolMeansgo on a ropeway to cross the riverReasonsno bridgethe river runs too quickly for boatsDreamto have a bridge (设计意图:此环节分层次要求，程度中下等可看表格复述，成绩优秀的学生，可用自己的语言看图复述。鼓励并帮助后进生复述，哪怕说一句也要表扬，让他们体会成功的喜悦。让学生在了解文章的基础上，锻炼他们的思维能力、口头表达能力。)3. Task three: Complete the rewriting without looking at the passage.(设计意图:让学生用第一人称对短文进行改写，此环节是对以上两个学习任务的一个检测，同时可起到强化巩固的作用。)Step Ⅴ Emotional educationT: We have known that it is dangerous to get to school on a ropeway. Do you think that there is only one dangerous transport in China? Let’s look at some pictures.              T: What about these transport methods?Ss: They’re also difficult and dangerous for them to get to school.T: We should be ready to hold out a friendly hand. I think I can go there to teach them as a volunteer like Gesang Deji. What about you? What can you do? And what can they do?Ss: I think I can give my pocket money to help them.   I think I must work hard now. I can build a bridge for them in the future.    I think we all need to study hard now, and they must stick to the end.   I think we can collect social donations for them. …… (The teacher can give help)T: Great, Knowledge changes destiny！ We all need to work hard and stick to the end.       成龙 - 一路 - 励志电影 走路上学 主.mp3StepⅥ Summary: Inquiry into knowledge by translation一、For many students, it is easy to get to school.__________________________________________________1. many意为“________”，后跟可数名词_________形式。much也表示“_____”， 但他修饰________名词。用many或much填空。①I have ______ pens. ②There is __________ water in the glass.2. “It is + adj.+ to do sth.”意为“做某事------”。其中_______是形式主语。没有实际意义；to do sth.是真正的_________。在英语中为了避免头重脚轻，常用it作形式主语，把动词不定式放在后面。如：骑自行车很简单。_______ is easy _______ _______ a bike.二、One 11-year-old boy, Liangliang, crosses the river every school day.______________________________________________________11-year-old 是一个复合形容词，作定语，修饰名词 _______, 意为“_______”。在这种复合形容词中，名词只能用_______形式。①The girl is 12 years old.(换成同义句)___________________________________________②两周的假期_______________________________三、But he is not afraid.___________________________________________afraid意为“_________”，是一个表语形容词，其用法有：①be afraid of sth.意为“害怕某事/某物”。许多女孩怕狗。Many girls ___________ ______________ ______________ dogs.②be afraid to do sth.意为“害怕做某事”。她害怕一个人呆在家里。She _____ _______ _______ stay at home alone.③be afraid of doing sth.意为“害怕做某事”，指担心做某事会引起某种后果。不要害怕向老师求助。Don’t __________ afraid___________ ______________ the teacher for help.四、He’s like a father to me._____________________________________________此句中like是介词，意为“____________”,常与look或be连用。like还可用作动词，意为“________”。如：①     他像他妈妈。He _______ ________his mother.②     看起来要下雨。It________ ________rain.③     我弟弟喜欢吃香蕉.My brother _______bananas.答案：一．对于许多学生来说，到达学校是容易的。1. 许多； 复数； 许多； 不可数① many ②much2. it; 主语； It; to ride二．一个11岁的男孩，亮亮，每天过河上学。A boy; 11岁的； 单数① She is a 12-year-girl.② a two-week holiday三．但是他不害怕。害怕的，畏惧的① are afraid of② is afraid of③ be; of asking四．他对我来说，就像父亲一样。像； 喜欢① is like② looks like③ likes(设计意图：引导学生先自己独立完成题目，而后小组内部讨论或分享自己的答案，最后老师适当点拨学生认为比较难以理解的部分，从以往的竞争模式转向合作模式,以此来培养学生学习的自主性和合作探究的能力。)StepⅦ Exercises: the end-of-class test练习.exeT: Do you remember their dream? Ss: Have a bridgeT: Yes, they want a bridge. What do you think of this bridge?Ss: How beautiful a bridge!   It’s exciting.   It’s moving. ( 允许学生使用汉语)T: Our wills unite like a fortress! The PLA built a bridge with their bodies. Let’s do our best to do a bridge for them. Ok?Ss: YesT: Come on!一． 根据句意及汉语提示完成单词1. The girl is only five         (岁)old, but she can play the guitar.2. My          (梦想) is to go to France in 2015.3. She doesn’t go on a ropeway; She is very         (害怕)4. How many            (小船) can you see now?5. There are three          (hundred) trees in the park.二．用所给单词的适当形式填空.It’s difficult for the students          (cross) the river.He often has many         (dream) at night.She usually has a           (quickly) breakfast and then goes to school.Many people think the bus           (ride) is boring.My little sister is eight           (year) old.三．翻译下列句子1. 对于一些学生来说，到达学校是困难的。______________     _______________________2. 在我们的学校和村庄之间有一条很大的河。______________________  __________________3. 她对于我们来说就像母亲一样。__________________________________________4. 他们的梦想是有一所新学校。________________________           _______ T: Thank you very much. We built a bridge with the efforts of everyone.《走路上学》电影预告片 00_01_30-00_01_46.wmv I think they are very happy. （设计意图：本环节的设计为flash展示。每做完一个题目就会展示出大桥的一部分最终通过大家的共同努力完成大桥的建造。检测了学生对本节课所学内容的掌握又呼应了情感教育。） Homework:必做作业：Remember the new words and expressions in this period.
Try to retell the passage after class. 选做作业：Let’s write a letter to give Liangliang encouragement and comfort.             【本节课亮点】1.本课的背景知识是人物传记，让学生做好感情铺垫。2.导入环节，利用直观形象的图片和结合学生实际生活谈论交通工具，利用师生会话的形式，先复习了上一节课的词汇与句式，再自然过渡到新课的学习。视频与图片的展现可以帮助学生更好的了解彼此的差距。3.本课的阅读训练。学生带着问题略读文章，找出文章的关键信息，这是对文章总体的把握；本课的细读训练采取总分总的模式，让不同层次的学生都能有所收获。第一个任务让学生细读2b的信息，首先，让学生寻读全文，对文章有一个整体的感知，完成表格，为下步的复述课文做好铺垫。然后，分层阅读，设计不同难度的题目。让每一个阶层的学生都能参与其中，大大的调动了学生的积极性。最后，采用开放性问题的形式，拓展了学生的思维，培养了学生的创新能力。4. 读后的听、跟读、复述等活动有利于学生内化所读内容，使所学知识得到巩固,从而达到能力的提升。5. 本课的情感教育自然渗透。我认为本节课的情感教育远远大于知识传授。因此本节课的制作运用了大量的视频文件和图片，给学生营造最直观的视觉冲击，从而达到一种感同身受的情感体验。最终自然意识到学习的重要性。  【不足之处】1.学生在阅读过程中，缺少一些阅读技巧或策略的指导，更能让学生明白老师这样设计教学的目的所在，逐步提高学生的阅读能力。2.小组合作讨论的时间不够充分，效果不是很理想。【使用建议】1.视频的播放可以根据自己的实际教学时间适当的精简。  2.根据使用者当地的实际情况适当的添加一些更贴近生活的素材。【参考答案】Step II(2) ① cross the river   ② between their school and the village   ③ the river runs too quickly   ④ go on a ropeway to cross the river   ⑤ He’s like a father to me.   ⑥ Many of the students and villagers never leave the village.   ⑦ It’s their dream to have a bridge.   ⑧ Can their dream come true?Step 1: B2: Task one:Crossing the river to schoolMeansgo on a ropeway to cross the riverReasonsno bridgethe river runs too quickly for boatsDreamto have a bridge       Task two: differentbigquicklyropeway Task three:F T FTask four: (1) Yes, they do.         (2) Yes, I think so, but it needs time, money and technology.(参考)Step IVTask three:one small villagedifficultbetween …andbridgeruns too quicklygo on a ropewayafraidplay withto have a bridgecome true StepⅦ一． 1. years     2.dream      3. afraid     4. hundred二． 1. to cross   2. dreams     3. quick     4. ride       5. years三． 1. For some students, it is difficult to get to school.     2. There is a very big river between our school and the village.     3. There is no school.     4. She’s like a mother to us.     5. It is their dream to have a new school.