Section B教案1

人教版七年级下册Unit 8 Is there a post office near here? Section B (2a-2c) 阅读课教学设计

学校

南昌市红谷滩新区南昌大学附属中学红谷滩分校

年级

七年级

教师

张淼

文本解读：

这篇阅读是来自于人教版七年级下册第八单元阅读部分，这个单元主题是问路与指路，实用性特别强。文章分三段，谈了Anna，John，Lisa三位同学在不同的三个地方做着不同的事情度过各自的时光。段落之间彼此没有横向的联系，但从纵向来看，每一段都是围绕What’s his/her favorite place? What does he/she do there? How do they get there?这三个问题展开。深读文本，不难看出作者试图通过这三段内容，向我们传达了一个更深刻的含义：人们去往不同的地方做着不同的事情，实际上是为了满足人们对于朋友，身体与精神三个方面的需求。

学情分析：

这是一堂阅读课。内容上以问路及路线描述为主，是实用性很强的一个单元。结合初一学生性格上活泼好动并参与感强的学情特点，这节阅读课我的设计思路是以读促说。文章篇幅不长，生词与新句型都不多，为了训练孩子阅读之前做读前预测的技巧，我要求他们只背诵课本单词表新单词部分不

能提前阅读原文预习。

Teaching Targets：

1.

95% students learn the new words and expressions. 2.

85% students learn to use reading strategy—prediction, skimming and scanning. 3.

85%

students not only tell the way correctly ,but also understand why people go to different places. Teaching Importance: 1.To master the reading strategies . 2.To learn to find out their favorite place and tell the way to it. Teaching Difficulties: 1.

Guide students to understand the true meaning that people go to different places. 2.To learn to read passages by using reading strategies. Emotion attitude and values lead students to think critically: Can people do any things they like in any places? guide students to realize the meaning of going to different places;

Teaching Procedures: Step 1 Lead in

1.

Show a picture of the school gate and their photos taken on

Sep.1st last year. Ss need to guess the question they may ask the guard. Maybe it is a little difficult , give them a tip: Class4,Grade7 to help them. （设计意图：从他们去年入校的第一天这一真实情境出发，回忆作为新生时他们会找门卫伯伯问路去往七年级四班的真实情境开始，这样的导入很容易让学生产生代入感。）

2.

Game1：Listen and do!

Ss listen to a song and do some actions by hands Game2：Traffic signs! According to the traffic signs, Ss need to tell its meaning. Game3: I say and do! Step!.Ss need to do according to the teacher’s order, then answer the following questions? Q1: Who is on your right/left? Q2:Is there…in front of/next to…?

Q3:Where is…?It’s on…/behind/across from…

Step2. Ss need to go back their seats according to a student’s order （设计意图：用“边听边做游戏”1呈现关键单词，“路标游戏”2呈现词组，“我说你做”游戏3呈现与复习核心句型，内容上从词到句，难度上由易到难，既是对A部分的复习又是对新课内容的前期输入，符合孩子的认知规律。）

Step 2 Pre-reading This class is a trip. We’ll go to 3 different places on trip with our old friends. T：Who are they? T：Where are they? Ss read the passage quickly and match Anna, Lisa, and John with the pictures。

（设计意图：通过找出地点，学习使用阅读策略scanning）

Ss need to guess what Anna, John and Lisa do in the zoo , the park and the library. （设计意图：创设悬念，引发学生阅读欲望，同时训练学生使用阅读策略prediction）

Step 3

While-reading Task1: Read the 1st, and fill in the mind map.

Task2: Read the 2nd para, answer questions and discuss the answers with partners. 

What does John think the best things in life?  What does John think of them?  What other best things are free in our life?

(设计意图：引发学生思考，让学生有话说并愿意用英语表达自己并热爱生活)  How does John get to the park? Task3: 1. Read the 3rd para, make a memory challenge and fill in the blanks . I live in a______ neighborhood . There is a post office ________

my house ____ a clothes store. But my favorite place is the_______________ . It’s very______ and I enjoy_________ there. When I read books, time goes________ . 2.Can you make sentences?( 造句) When I read books , I …

Reading makes me…

(设计意图：从学生熟悉的阅读作为切入点，让学生有话说并愿意用英语表达自己的观点与看法) 3.

Can you circle the words of telling the way?

(设计意图：不同阅读活动以who are they? Where are they? What do they do? How do they get there?为主线设计相关阅读活动，这个过程既有对阅读技巧的训练又有对重点句型的复现，为后面的真实性输出做好准备) Final task Ss need to think and discuss the questions

Q1:Why do people go to different places?

Q2:Can people do any things we love in any places? （设计意图：培养孩子的批判性思维，从而让学生们认识到角色的重要性，作为学生应该做什么不应该做什么有清晰的界定。）

Step 4

After-reading 1.

Group work1: Discuss the following questions : Q1: What do you want to go in your group? Q2: What can you do/get there? Q3: How can you get there? (you can choose any starting place from A,B,C and D) (设计意图：通过分组讨论，学生对每个讨论部分的进行补充和评价，培养学生批判性思维。不同起点的选择既尊重了学生的个体差异，又增加了活动的挑战性）

Show it like this: S1: We want to go to….to get/see/do…

S2: Because it is … for …

S3: To get to … ,you just … ,

S4: When you see…, turn… .It’s…

After the show time, the other Ss need to choose the best group and tell the reason. （设计意图：同时给出评价标准--1.路线描述更准确2.内容

上更有创意3.团结合作，分工明确。目的在于给学生以导向，方便小组活动结束后的生生评价。) 2.

Group work2: How to get to Class 4,Grade 7 S1: We want to go to….to get…

S2: Because it is … for …

S3: To get to … ,you just … ,

S4: When you see…, turn… .It’s…

Together: We’ll start a…trip here. （设计意图：这节课始于问去七年级四班的路，结束于对于这个问题的回答。给这节课划上圆满的句号。) Step 5

Homework Write an e-mail to me, it’s about the discussion in your group. Start it like this：

Dear Ms. Zhang: After the trip with John/Anna/Lisa, I want to share my favorite place with you. It’s…

（设计意图：将学生的输出落实到写作，进一步巩固所学内容)