资源简介

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 a for being afraid of) Why
Animals 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.
went camping First，( )to a lake in the countryside.
There ( )and ( )to keep us warm 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。）
【课后作业】
1. 听录音，模仿2b，用自己喜欢的方式背诵课文（如：关键词提示、问题提示、表格提示及图片提示等）。
2. 小组合作把2b 改编成一个小话剧，在活动课上为大家表演。
3. 根据图画内容及所给提示，以Mike，s Sunday为题介绍Mike上周日的活动。可适当发挥。
提示：图1和图2是上午的活动；图3和图4是下午的活动；图5和图6是晚上的活动。
1 2 3
4 5 6
【板书设计】
Unit 12 What did you do last weekend
Section B 2a-2c
How was Lisa’s weekend
Lisa’s weekend how How was Lisa’s weekend
where Where did she go
when When did she go
why Why was her weekend interesting Why was her weekend scary
what What did she do
who Who did she go with
【教学反思】
本节课的设计有四个亮点：
亮点一：对2b文章的处理很有新意，先通过预测策略了解课文大意，然后从整体上把握文章结构，即总分式，整体感知课文内容后，再每段精读，设计了层层递进的问题启发学思维，让学生在不断地思维碰撞的过程中自然习得语言，完成学习目标。
亮点二：在阅读课中注重了predicting，skimming，scanning, careful reading, detailed understanding, catching and filling in the key words, putting in the right order, retelling等阅读策略的培养，为以后的阅读教学提供学法指导。
亮点三：课堂小结和板书设计设计得比较成功，构建图式结构，能展现出本课时的目标语言并提供给学生写作框架。
亮点四：适时补充文化知识，拓宽学生视野，符合新课程标准的要求。当然，本节课中也存在几个需要继续探索的问题：1. 虽然是阅读课，但为了考查学生活用语言的能力，可以把本故事改编成一个小话剧，让学生小组表演，效果肯定会更好。2. 若课堂上留出时间听录音并跟读，模仿语音语调，效果会更好。

展开更多......

收起↑