仁爱版七年级英语下册U6T2SC精品教学设计

I. Material analysis

Section C是一节阅读、写作课，主要活动是1a，2和3a。通过图片所创设的情景，将学生带入阅读材料的语境中，呈现一篇关于自己居住社区的周边设施的介绍，给学生提供写作的范文；还将要求学生根据1a所学内容，结合自己的实际情况写一篇介绍自己社区的短文，是一个信息输出的过程，旨在培养学生的写作能力；语音板块通过听录音完成不同的任务，来复习所学语音，培养学生的辨音能力、单词的连读、句子的升降调以及正确的朗读习惯。本课涉及邻里关系，因此教师在教学英语知识与技能的同时，应引导学生学会和他人和谐相处，共创美好的生活氛围。本课也是一堂阅读课，教师应该摒弃传统的满堂灌，转换为对学生阅读能力的培养，包括略读、扫读、寻找细节信息、信息转换能力等，为学生的终身英语阅读打下良好的基础。 II. Teaching aims 1.Knowledge aims

能根据已学语音、音标及发音规则，正确朗读并能拼写下列词汇：

such as, community, child, children, a lot of, lots of, sport, close, close to, far, far from, service, area, colorful

能够在篇章叙述中，熟练运用there be句型来介绍自己居住的社区、社区环境和周边设施；

能够就“谈论社区环境、周边设施”等话题进行交流与陈述，如：

(1)There are a lot of tall buildings and small gardens in our community. (2)There is a community service center in our area. ... 2.Skill aims

能听懂简单的课堂用语并做出适当的反应；

能根据图文就居住环境和邻里关系等基本话题进行交流； 能根据图文理解相关话题，并根据要求进行学习活动； 能写出介绍自己居住的社区环境的短文。 3.Emotional aims

能够在游戏、小对话、小表演等活动中，培养出学习英语的兴趣和积极主动的学习精神；

能够与同伴积极合作，参与课堂活动，大胆实践； 能够学会和他人和谐相处，共创美好的生活氛围。 III.The key points and difficult points

1.能够在篇章叙述中，熟练运用there be句型来介绍社区环境和周边设施； 2.能够在阅读过程中，学会略读、扫读、精读等技能。 IV. Learning strategies

1.能够养成运用图片、关键词、背景知识等帮助阅读理解的学习策略；

2.能够清楚、大声地进行朗读，认真听录音和老师的发音，大胆开口，反复模仿； 3.能在学习过程中养成预习和复习的学习习惯。 V. Teaching aids

录音机、教学挂图、闪卡和黑板 VI. Teaching procedures

Step Interaction pattern Introduction 1. The whole 1.Focus attention teacher. on Student activity Teacher activity their 1.Get students the ready learning. the for (5 minutes) class work. 2. Group work. 3. Pair work. 4. Group work. 2. Sit in groups. 2.Make Design a map about your students community, including practice the the post office, the words about the bookstore, the community in and hospital, the bank and written so on. Draw it on the oral work. paper. Then show it to the class and introduce it to the whole class. e.g. 3.Make the students use the In our community, expressions there are two banks. about offering Near the banks there and asking for is a big supermarket. help in Section We can go shopping in B in oral and it. In front of the written work. supermarket there is a post office. ... 3.Suppose one of your neighbors comes to 4.Help the borrow your bike. students revise Think about a the words about in conversation about buildings what you may say, the community using the sentences in Section B. about offering and Lead to 1a. asking for help. e.g. A: Excuse me. I am your new neighbor, Jack. B: Oh, welcome, Jack. Would you like me to help you? A: Yes, thanks. May I borrow your bike? I want to go to the library, but it’s a little far from here. B: Of course. Here is the key. A: Thanks a lot. B: You’re welcome. ... 4.Group competition. Look at the pictures of buildings in the community. Answer the teacher’s questions. Try to say the names of them and what you can do there as quickly as you can. The group which can answer the most questions correctly will be the winner in this competition. group T: What can you see in this picture? (Show a picture of a supermarket.) S: A supermarket. T: What can you do there? S: We can buy some notebooks, pens and so on in it. ... T: Today, we have a friend, Linda. She wants to show us a beautiful picture about her community. Would you like to have a look? Presentation 1. The whole 1. Look at the picture 1.Present new (10 minutes) class work and in 1a. Say the places words with the individual work. in English, such as help of the 2. Individual shops, school and so pictures and on. Learn some new flashcards. work and pair words, work. 3. Pair work. 4. community, on the child, sport, close, 2. Go far from, service, learning area, colorful. 2. Look at new words. the pictures and say the Individual places as quickly as 3. Make the get work, group work you can. Then say the students and the whole words according to ready class work. your before partner’s reading. description in pairs. A: My home is not far 4. Make the from my school. “Not students learn far”... B: “Close to”. ... to get the detailed information 3. Pre-reading. Work to complete the in pairs and complete tasks the tasks before reading. while reading. Underline the places in English first. Then discuss with your partner, “Do you like living there? Why?” 4. While-reading. Read 1a and get the main idea of this passage. Read again and fill in the blanks in 1b. Read the third time and circle True or False in 1c. Discuss the answers in groups. The whole class check the answers together. Consolidation Pair work. (10 minutes) Post-reading. Retell To be a good 1a in pairs with the listener. help of the picture in 1a and the frame in 1b. Some pairs retell the passage with your own words to the whole class. .. Practice 1. Individual 1. Do 3a. Read the 1. Play the (10 minutes) work and pair word groups in 3a. Try tape recorder work. 2. The to find the word with and check the the different sound answers. whole in each group. Then the class work and listen to the tape and 2. Make pair work. 3. check the answers with students know your partner. After liaison, the that, read after the rising tone and Individual tape. the falling work and pair 2. Do 3b. Listen to tone. work. the teacher. Learn the gestures about the rising tone and the 3.Make falling tone. Pay students attention sound to the practice the the liaison, the the and liaison. Discuss the rising tone and rules with your the falling partner. Then listen tone in other to the tape and read sentences. the chant aloud together. After that, some pairs read the chant to the whole class. 3. Read the sentences on the blackboard which are given by the teacher. attention to Pay the liaison, the rising tone and the falling tone. Production Individual work Do 2. Draw a picture 1. Make (10 minutes) and pair work. of your community. students Then draw up a frame the the use like 1b about your expressions community. Discuss about community your community with in oral and your partner. Then written write down a passage after to describe your learning. work community. After that, check your passage with your partner. e.g. Frame What’s community? (1)Many teachers, in the 2. Assign the homework: people: Review the words doctors, and phrases in section your officers and so on; this (2)A lot of tall with buildings: library, office... school, partner; post Go on writing your new passage your (3)Community service about center; community. ... Passage My name Then report it to the class next is day; Johnson. I live in Preview Section Meishancun. It’s a D. big community. It’s like a big family. Many doctors, teachers and officers live here. ... Teaching reflection： 在本课中，学生通过读前、读中和读后等阅读训练活动，结合教学闪卡等教具，学习了社区环境及周边设施和邻里关系的短文。在这节课的综合探究中，学生被要求写出一篇介绍自己社区的文章，这对于词汇积累不够、语法知识不牢固的学生来说，无疑是个难题。因此,教师在教写作之前，可引导学生画图、设计写作框架，降低写作的难度，帮学生树立坚持写作的自信心。 VII. Blackboard design Topic 2 My home is in an apartment building. Section C 1.There are a lot of tall buildings such as and small gardens in our community. community 2.It’s a quiet community. child (pl. children) 3.Our school is not far from here. a lot of=lots of 4.We can call it for help. sport close to far from service area colorful