发布时间 : 星期一 文章人教版新目标英语七年级下册Unit 12 Section B(2a-2c)教案-新版 - 图文更新完毕开始阅读8fb732b888eb172ded630b1c59eef8c75ebf954c
Unit 12 Section B（2a-2c）教案
【教学目标】
1. 学生根据图片和文章标题等，预测新课内容。
2. 学生能通过不同的阅读策略，整体感知文章结构（总分）、搜寻主题句、关键词捕捉文章信息。
3. 通过完成一系列问题掌握文章的写作手法、写作顺序、写作结构，熟练掌握目标语言结构： Last weekend was...but...; so...that…; see...doing...; feel...doing...和大量的动词短语。 4. 通过了解蛇和印度文化，拓宽视野。
【教学重难点】
●重点：熟练掌握文章中出现的所有动词短语，熟练掌握动词过去式的写法。
能借助不同的方式复述故事。
●难点：通过读故事提炼出文章的结构（总分）、顺序（时间顺序）、内容(六要素：how，what，who，when，where，why。 【课前准备】课本、多媒体课件、学案。
【教学方法】头脑风暴、情景交际法、predicting, skimming, scanning, careful reading, detailed understanding, catching and filling in the key words, putting in the right order, retelling等阅读策略、观察与思考、构建图式、文化渗透等。 【新课导入】
Step l: Lead-in
Brainstorming: Can you list as many adjectives of describing animals as possible, 【新知呈现】
Step 2: Presentation (2a)
1. Brainstorming: Can you list animals we have learned? What kinds of animals are you sometimes afraid of? (Put aAnimals for being afraid of) Why? Be afraid of Why 2. Work in groups. Exchange your ideas with your group members.
3. Ask several students to share their ideas in front of whole class.
（设计意图：通过brainstorming复习动物词汇，通过询问学生What kinds of animals are you sometimes afraid of? Why? 引出交际的内容，激活与文章有关的背景知识，鼓励学生发表个人看法，在最短的时间里融入英语课堂。通过这种互动方式可以让学生增进彼此的了解，此话题还有效的为下面的学习作伏笔。 【新知学习】
Step 3: While reading (2b)
T: Now we’11 read a story about Lisa’s weekend. I believe you’ll be interested in it.
1. Look at the picture and the topic “A Weekend to Remember” and predict: How was Lisa’s weekend?
（设计意图：通过图片和题目预测文章信息是有效的学习策略。）
2. Skim the passage and check your answer. Skim the passage again, and answer the questions. How many paragraphs are there in the story?
What’s the structure of the story? Choose A or B. A:Para.1→ Para.2→ Para.3 Para.1
B:
Para.2 Para.3 3. Scan Para. 1 and answer.
When did her sister finish high school? Where did she and her family go last weekend? 4. Scan Para. 2 and Para. 3 and answer:
By what sequence was the story written? Underline the key words. （设计意图：通过skimming和scanning等阅读策略，让学生先整体感知故事结构和内容。）
5. Read Para. 2 carefully. Answer the questions:
How was Lisa’s weekend on the first day? And why? What did they do? Underline the verbal phrases.
Fill in the blanks by using the verbal phrases without books. There ( )and ( )to keep us warm First，( )to a lake in the countryside. went camping and( ) On the first night, ( )and( ) But...so tired that... ( ) 6. Read Para. 3 carefully. Answer the questions.
What did Lisa and her sister do? How do you know that? Underline the key words.
Read Para. 3 aloud and complete the blanks.
The next morning, Lisa’s sister and she a terrible .When they their tent, they a big snake near the fire. She was scared she couldn’t .They their parents to them about the danger. Her dad
to in their tent. This the snake and it the forest near the lake. Her dad her later that snakes don’t have but can
things . He also her it was go near a snake. This was a very for her.
7. Detailed understanding. Answer the questions without books. How did Lisa feel when she saw the snake? What did their parents do? Why did they do that?
What lesson did Lisa learn from the weekend? 8. Add additional culture notes “Snakes and India”.
（设计意图：通过精读课文，让学生理解更多细节信息，考查学生对语言知识和语法的掌握。通过回答WH问题，检查学生的理解程度。通过拓展“Snakes and India”，让学生初步了解印度的蛇文化。） 观察与思考
1. But I was so tired that I went to sleep early.
I was so scared that I couldn’t move.
英语中“so… that…”结构表示 ，so后跟形容词或副词，that后引出结果状语从句。例如：
那时我很忙，一连三天都没睡觉。
I was at that time I didn’t go to sleep for three days. 这个游戏是如此有意思，以至于我都不想停下来。
This game is I don’t want to stop playing it. 2. ... we saw a big snake sleeping near the fire.
My dad told me later that snakes... can feel things moving.
英语中表示感官的动词，例如see，hear，feel等动词后可以接动词-ing形式，表示“看到、听到、觉得某人或物在做（某事）”。例如：
我能听见孩子们在教室里唱歌
I can the child in the classroom. 我往窗外望去，看见一些男孩子在操场踢球。
I looked out of the window and some boys soccer in the playground. Step 4: After reading (2c)
1. Put the phrases in order according to the passage. 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 snakes can’t hear but can feel things moving my dad jumped up and down in his tent took a bus to a small village in India
told stories under the moon, then went to sleep 2. Then use them to retell the story.
（设计意图：通过排序让学生加深对文章的理解，同时借助提供的短语帮助学生复述故事。） 【课堂小结】
同学们，写故事性文章时需要注意六要素( how，what，who, when，where，why)，你们在构思sb.’s weekend时可以联想到以下六维图。 sb.’s weekend how what who when where why （设计意图：教给学生写故事性文章时注意的六要素，用六维图的方式展示给学生，有新意，且能加深学生的印象，此环节给学生的写作提供了脚手架。）