北京市房山区周口店中学七年级英语上册UnitHomeLessonNearmyhome新北师大新

北京市房山区周口店中学七年级英语上册UnitHomeLessonNearmyhome新北师大新

Unit 3 Home Lesson 9 Near My Home 教材分析 本课是北师大版《初中英语》七年级上册教材（第十一册）Unit 3 Home Lesson 9 Near my home，话题为家。本课是本单元的第三课，主要学习的内容是用 “There be...”句型描述住所周边的环境，与前两课内容相呼应，通过介绍居室，家具，家庭用品和整理房间到社区环境，学生能够对于家这个话题有一个比较完整的概念。在Get Ready D和lesson7中，学生分别复习和学习了有关方位介词的词汇，为本课的学习提供了语言基础。‎ 本课的教学设计分两个课时。第一课时侧重对课文的理解和对语言的梳理。学生在学习了有关住所周边环境的词汇的基础上，通过阅读文段进行语言的输入，包括进一步理解巩固词汇，训练阅读获取信息、理解信息和筛选信息等阅读策略，以及初步感知”There be...”句型的表意功能和用法，最后结合课文的信息和语言进行输出性活动。‎ 第二课时在复习巩固课文内容和语言的基础上，梳理和学习本课的重点语法内容— “There be...” 句型的意义和基本用法。通过观察和分析例句，发现并总结“There be...”的肯定句、否定句、一般疑问句和特殊疑问句的意义和基本用法。通过分层练习，进一步巩固 “There be...”的用法，并逐步达成初步运用该句型描述住所周边的环境的教学目标。‎ 教学内容 话题：居住环境（neighbourhoods）‎ 词汇：按《义务教育英语课程标准（2011年版）》的要求分类：‎ 二级词汇：place, lake, playground, river, shop, supermarket, house, go fishing, study, swim 五级词汇：forest, hill, countryside, everything, go fishing, usually,‎ 按照话题分类： near your home ‎ restaurant, post office, school, hospital, library, shopping mall, park, ‎ 策略：围绕话题整理词汇；略读和细读的阅读策略。‎ 语法：There be的用法 第一课时 教学目标 在本课学习结束时，学生能够：‎ ‎1. 说出居所周围各类地点的名称。‎ ‎2. 通过阅读，获取居所周边环境的信息,并通过对比发现其不同。‎ ‎3. 初步体验和感知there be 句型的意义及用法。‎ ‎4. 运用获取的居所周围环境的信息设计并描述自己理想的居所周边的环境。‎ ‎5. 熟悉自己住所周边的环境，爱护身边的环境。‎ 教学重点 ‎ 1. 通过阅读，获取居所周边环境的信息。‎ 2. 初步体验和感知there be的表意功能和用法。‎ 教学难点 运用获取的居所周围环境的信息设计并描述自己理想的居所周边的环境。‎ 教学资源 教材、多媒体课件、学案、电脑、黑板和粉笔。‎ 教学过程 教学活动 设计意图 互动模式&‎ 时间 Warm up Step 1‎ Students give presentations to introduce the white house in the world.‎ 1. Some students search for information about the White House and give presentations in the class.‎ ‎2. Other students watch the presentations and do a quiz.‎ 学生通过小组分工合作，搜索有关美国白宫的相关信息，提高学生自主学习能力，激发学生学习兴趣，丰富文化背景知识，增长自信心。‎ CW ‎5’‎ Pre-reading Step 2‎ Lead to the topic of this lesson Ss talk about the topic with the help of the pictures.‎ 利用家的图片，引入本课主题并激发学生的学习兴趣。‎ IW ‎1’‎ Step 3‎ Ss learn and practice the new words.‎ 1. Ss brainstorm the names of some places.‎ ‎2. Ss learn the new words with the help of pictures. ‎ ‎3. Ss read the words aloud.‎ ‎ 1) Read the new words after the teacher.‎ ‎ 2) Read the new words together. ‎ ‎ 3) Check some students to read the words ‎ ‎4. Ss divided the new words into 2 groups: city &country.‎ 1. 激活学生有关居所周边环境的词汇。‎ 2. ‎ 通过图片带领学生熟悉新词汇，通过领读，引导学生反复认读和识记话题词汇;‎ ‎3.通过分类帮助学生构建词汇间的联系，检测学生对于字音，字义，字形的掌握，并为下面的阅读做好铺垫。‎ CW IW ‎5’‎ While-reading Step 4‎ ‎1st reading ‎ Ss get the general information by answering the question.‎ Q: Where do they live? ‎ 1. Ss skim a text and underline the answers on their books.‎ 2. Ss share in class.‎ ‎2st reading ‎ Ss get the detail information by circling the places that mentioned in the text.‎ ‎1. Ss read the texts individually.‎ ‎2. Ss circle the places mentioned in the text.‎ ‎3. Ss share the answers in class.‎ ‎3st reading ‎ Ss get and understand the information by filling in the 快速阅读，捕捉关键词句，获取文章大意--两位主人公的不同住所，渗透阅读技巧。‎ IW PW CW ‎25’‎ ‎ blanks .‎ ‎1.T shows the Ss one example and evidence ‎2.Ss read the texts, fill in the blanks with is/isn’t or are/aren’t and underline the evidence individually. ‎ 1. Ss share their answers in pairs.‎ 2. Ss share their answers in class, the students will understand what “there” refer to with teacher’s help.‎ 3. Ss understand the reasons why there aren’t many fish in the river and realize the importance of protecting the environment.‎ 学生再次快速浏览课文，获取细节信息，划出文中提到的有关住所周边环境的细节信息。‎ 通过细读课文，填写文中所缺的信息，理解细节信息，发现城市和乡村周边环境的不同。在语境中理解there be句型表达存在或不存在的意义。 ‎ 引导学生深入理解语篇，爱护身边的环境。‎ Step 5‎ Ss understand the meaning and using of the language “there be”‎ 1. Ss listen to the tape and read the text aloud.‎ 2. Ss choose the correct pictures.‎ 3. Ss understand the language “there be...”.‎ ‎4. Ss summarize the function of “there be...”sentences.‎ ‎4. Ss read the sentences aloud.‎ ‎5. Ss practice “there be...” by describing pictures.‎ 听录音，模仿语音语调，培养语感。‎ 用选择图片的形式 检测学生对于全文信息的理解。‎ 学生观察句子，初步感知there be句型的意义和用法。‎ Step 6‎ ‎4st reading ‎ ‎1. Ss get and understand the information by answering the questions.‎ Q1: Does Liu Yin enjoy living in the city? How do you know?‎ Q2: Where do you prefer to live, in the city or in the countryside? ‎ 挖掘文本较深层的信息，进一步内化信息，训练学生思考以及独立表达自己观点的能力。‎ ‎ Why? ‎ 1. ‎ Ss express their different opinions. (Their answers could be various.)‎ 初步运用所学语言。‎ Post-reading Step 6‎ Ss talk about their dream neighborhoods Activity: Activity:《二十一世纪报》正在就“my dream places near my home”这一话题进行演讲比赛，要求描述你理想中的家周围的环境并简述你的理由。请你参赛。要求：1)贴出/画出你的设计图；2)就你的设计图进行描述并简述理由。‎ 操作步骤：‎ ‎ 1）选择合适的图片，贴出或画出你理想中的家周围的环境；‎ ‎ 2）结合你的图片，在4人小组内描述自己理想中的居住环境；‎ ‎ 3）选出代表进行班级展示。‎ 1. Ss understand the task.‎ 2. T gives an example and a table to support their presentation.‎ 3. Ss stick pictures to design their dream neighborhoods individually and talk about it in groups.‎ 4. Ss give presentations in the class.‎ Example:‎ My ideal home is in the country. Near my home,there is a lake. I often go running near the lake.There is a forest.The air is very fresh .There are sheep.There is also a coffee shop. It's my favorite place!‎ 通过设计理想家园，培养学生的创造力，进一步内化课文信息，进行基于课文内容的语言输出，初步运用所学语言。‎ ‎8‎ Homework ‎ ‎1. Read the texts after the tape for 3 times.‎ ‎2. Finish the design of your ideal neighbourhoods.‎ 板书设计 Unit 3 Home ‎ Lesson 4 Near my home.‎ There is/isn’t...‎ There aren/aren’t...‎