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年级 七下 备课时间 3月 4 日 授课时间 月 日
课题 GFI 7B Unit 8 Is there a post office near hear Section B 2a-2c 总节次
学情教材分析 学情分析： 学生和任课老师关系良好，有学好英语的强烈愿望，愿意和老师配合。但是有部分同学基础有待加强提高。应该提升将英语知识应用到实际生活中的意识和能力。 学生已知：掌握了基本的方位介词 学生未知：对于there be句式的一般疑问句不够熟练，尤其体现在be动词的选择上，另外对于表示点的名词掌握不够丰富，需要进一步拓展扩充； 教材分析： 2a-2c是阅读部分，这一部分图文并茂，展现了三个学生所居住的社区环境状况，阅读材料再现了本单元的重点词汇、语法、功能项目，内容丰富，便于帮助学生巩固本单元所学知识。
核心素养目标 通过本节的学习，学生能够： Can get the general idea of the article through the key sentences; 能够通过关键句获取文章大意； Be able to capture the details of the article; 能够抓取文章细节性信息； 3) Reasonably guess the location described based on the details of the article. 根据文章细节合理猜测所描述的地点。
重点 重点单词： neighborhood, spend, climb, road, often, air, sunshine, three, enjoy, easily, money 重点短语： spend time(doing sth,), enjoy reading 重点句型： There is a z0o near your house. I like to spend time there on weekends. I love to watch the monkeys climbing around. To get there, I usually walk out and turn right on Bridge Road. I enjoy reading. 其他重点： 1)Learn some expressions about different places ； 2)Ask and give suggestions to different directions；
难点 正确地询问方向，并给出正确的方向； Ask properly the directions and give the right directions；
板 书 设 计 教学准备 老师准备： 预习案 教案 课件 检测单 学生准备： 预习 学习问题
教 学 过 程 教学内容 教师活动 学生活动
Step One Warm-Up Pronunciation 根据所给音标拼读单词，并猜测词义。 【语言能力】 [4minutes] Lead-in Review 通过猜谜活动引起学生兴趣，让学生快速导入话题入境。 【语言能力】 【文化意识】 [5minutes] Present the phonetic symbols of the key words in this part to the students and let them pronounce the words with their phonetic knowledge from last term either by calling some students to do so or giving the chances to the volunteers. T offers descriptions of three places and asks Ss to guess the three places based on the descriptions. Try to pronounce the words when being called or volunteer to do so if one thinks one can do so. Guess the meaning of each word after pronouncing the word right. Ss follow the teacher’s description and guess the three places.
把一切知识教给一切人。——夸美纽斯
教 学 过 程 教学内容 教师活动 学生活动
Step Two Presentation Sharing 通过引导学生介绍自己最喜欢的地方引入阅读文章。 【语言能力】 [6minutes] Step Three Practice 1st reading: 通过引导学生关注每篇文章的最后一句，获取文章大意。 2nd reading 通过回答问题帮助学生进一步理解文本，同时培养学生的批判性思维能力。 3rd reading 通过graphic organizer之图表帮助学生从细节上理解文章内容。 【语言能力】 【文化意识】 【思维品质】 【学习能力】 [6minutes] T asks Ss to share their favorite places with others. T asks Ss to read the last paragraph of each passage and match with the map. T asks Ss to read in detail and then answer the questions: 1.What does Anna like doing in the zoo 2.Does Anna think monkeys are like people Why 3.What does John like to do at the park 4.John thinks the best things do not need money.Do you think so, too How does Lisa get to the library from her home T asks Ss to read the text and fill the chart. Ss share their favorite places with others. Ss read the last paragraph of each passage and match the passage with the map. Ss read the text and answer these questions. Ss read the text and then fill in the chart to get more detailed information
教 学 过 程 教学内容 教师活动 学生活动
Step Four Promotion Group-work 帮助学生进行语言输出运用。 Summary: 通过词汇、短语和句型检测本节所学掌握的实际情况，为下一节的教学提供及时调整的依据。 【语言能力】 【思维品质】 【学习能力】 [5minutes] T leads Ss to think 1.Where do you live 2.What is your favorite place in your neighborhood Why 3.How do you get there from your home Have a dictation test: hand out the test papers and have the students finish it within 4 minutes. Ss work in groups and then share their favorite place in the neighborhood. Take the test carefully. And hand in the papers as soon as the time limit approaches.
作 业 布 置 必做作业： 选做作业： 预计时长:
教 学 后 记
子曰：“朝闻道，夕死可矣。”

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