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七年级英语下册Unit 12听课记录

2016-11-24 编辑:佚名 查看次数:
栏目:初中英语

教学过程
Step1 Warming-up
The 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-reading
1. Share Ms Yang’s story.
   Two months ago, I had a scary morning. First, I played badminton , I had a wonderful time. Suddenly, I couldn’t find my ring. Then I looked for it. On the grass, I saw a snake. I was so scared that I couldn’t 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 people’s 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-reading
1. 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.
① Lisa’s sister finished high school last weekend.              F   T
② Last weekend was interesting and happy.                   F   T
③ They put up their tents and made a fire to keep them warm.     F   T
④ Lisa went to sleep very late.                              F   T
Ss 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 can’t 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.
    【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。带动作分角色朗读增加趣味性。学生在活动中落实对词汇的认读和理解,正确运用一般过去时态。通过小组展示朗读,扩大学生参与面,从而加深对语篇的理解。
3. Ss put the events in order.
   Ss number the 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.
   
【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。
Step 4 Post-reading
 Ss try to retell the story according to the mind-map. Ask the Ss to retell the story in groups.

  
  


【设计意图】创建思维导图、简笔画、原文记忆三种支架,帮助学生选择自己的学习策略,进行分层展示。差异教学满足了不同层次学生的需求。学生在复述语篇中运用目标词汇并加深对文章的理解。
Step 5 Summary
Ask 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 work
1. You have to memorize the new words and make sentences;
2. If you can, draw the story in your own way;
3. Challenge yourself by preparing your story.
    【设计意图】分层布置作业,针对不同层次的学生提出不同的要求,以实现教学目标的达成,为下节课的写作活动做好铺垫。同时可以通过拓展作业提高学生的学习兴趣,体现个性和创新素质的培养。

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