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仁爱科普版七年级下册Topic 2 My home is in an apartment building.优秀教案
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这是一份仁爱科普版七年级下册Topic 2 My home is in an apartment building.优秀教案，共9页。
Sectin 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。
= 2 \* ROMAN \* MERGEFORMAT II. Teaching aims
1.Knwledge 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, cmmunity, child, children, a lt f, lts f, sprt, clse, clse t, far, far frm, service, area, clrful
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 lt f tall buildings and small gardens in ur cmmunity.
(2)There is a cmmunity service center in ur 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.Emtinal 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。
= 3 \* ROMAN \* MERGEFORMAT III.The key pints and difficult pints
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。
= 4 \* ROMAN \* MERGEFORMAT 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。
= 5 \* ROMAN \* MERGEFORMAT V. Teaching aids
录音机、教学挂图、闪卡和黑板
= 6 \* ROMAN \* MERGEFORMAT VI. Teaching prcedures
= 7 \* ROMAN \* MERGEFORMAT VII. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
(5 minutes)
The whle class wrk.
Grup wrk.
Pair wrk.
4. Grup wrk.
1.Fcus their attentin n the teacher.
2. Sit in grups. Design a map abut yur cmmunity, including the pst ffice, the bkstre, the hspital, the bank and s n. Draw it n the paper. Then shw it t the class and intrduce it t the whle class.
e.g.
In ur cmmunity, there are tw banks. Near the banks there is a big supermarket. We can g shpping in it. In frnt f the supermarket there is a pst ffice.
...
3.Suppse ne f yur neighbrs cmes t brrw yur bike. Think abut a cnversatin abut what yu may say, using the sentences abut ffering and asking fr help.
e.g.
A: Excuse me. I am yur new neighbr, Jack.
B: Oh, welcme, Jack. Wuld yu like me t help yu?
A: Yes, thanks. May I brrw yur bike? I want t g t the library, but it’s a little far frm here.
B: Of curse. Here is the key.
A: Thanks a lt.
B: Yu’re welcme.
...
4.Grup cmpetitin. Lk at the pictures f buildings in the cmmunity. Answer the teacher’s questins. Try t say the names f them and what yu can d there as quickly as yu can. The grup which can answer the mst questins crrectly will be the winner in this grup cmpetitin.
T: What can yu see in this picture?
(Shw a picture f a supermarket.)
S: A supermarket.
T: What can yu d there?
S: We can buy sme ntebks, pens and s n in it.
...
T: Tday, we have a friend, Linda. She wants t shw us a beautiful picture abut her cmmunity. Wuld yu like t have a lk?
1.Get students ready fr learning.
2.Make the students practice the wrds abut the cmmunity in written and ral wrk.
3.Make the students use the expressins abut ffering and asking fr help in Sectin B in ral and written wrk.
4.Help the students revise the wrds abut buildings in the cmmunity in Sectin B. Lead t 1a.
Presentatin
(10 minutes)
The whle class wrk and individual wrk.
Individual wrk and pair wrk.
3. Pair wrk.
4. Individual wrk, grup wrk and the whle class wrk.
Lk at the picture in 1a. Say the places in English, such as shps, schl and s n. Learn sme new wrds, cmmunity, child, sprt, clse, far frm, service, area, clrful.
Lk at the pictures and say the places as quickly as yu can. Then say the wrds accrding t yur partner’s descriptin in pairs.
A: My hme is nt far frm my schl. “Nt far”...
B: “Clse t”.
...
Pre-reading. Wrk in pairs and cmplete the tasks befre reading. Underline the places in English first. Then discuss with yur partner, “D yu like living there? Why?”
While-reading. Read 1a and get the main idea f this passage.
Read again and fill in the blanks in 1b.
Read the third time and circle True r False in 1c. Discuss the answers in grups. The whle class check the answers tgether.
1.Present new wrds with the help f the pictures and flashcards.
G n learning the new wrds.
Make the students get ready befre reading.
4.Make the students learn t get the detailed infrmatin t cmplete the tasks while reading.
Cnslidatin
(10 minutes)
Pair wrk.
Pst-reading. Retell 1a in pairs with the help f the picture in 1a and the frame in 1b.
Sme pairs retell the passage with yur wn wrds t the whle class.
..
1.T be a gd listener.
Practice
(10 minutes)
Individual wrk and pair wrk.
The whle class wrk and pair wrk.
3. Individual wrk and pair wrk.
D 3a. Read the wrd grups in 3a. Try t find the wrd with the different sund in each grup. Then listen t the tape and check the answers with yur partner. After that, read after the tape.
D 3b. Listen t the teacher. Learn the gestures abut the rising tne and the falling tne. Pay attentin t the sund and the liaisn. Discuss the rules with yur partner. Then listen t the tape and read the chant alud tgether. After that, sme pairs read the chant t the whle class.
Read the sentences n the blackbard which are given by the teacher. Pay attentin t the liaisn, the rising tne and the falling tne.
Play the tape recrder and check the answers.
Make the students knw liaisn, the rising tne and the falling tne.
3.Make the students practice the liaisn, the rising tne and the falling tne in ther sentences.
Prductin
(10 minutes)
Individual wrk and pair wrk.
D 2. Draw a picture f yur cmmunity. Then draw up a frame like 1b abut yur cmmunity. Discuss yur cmmunity with yur partner. Then write dwn a passage t describe yur cmmunity. After that, check yur passage with yur partner.
e.g.
Frame
What’s in the cmmunity?
(1)Many peple: teachers, dctrs, fficers and s n;
(2)A lt f tall buildings: schl, library, pst ffice...
(3)Cmmunity service center;
...
Passage
My name is Jhnsn. I live in Meishancun. It’s a big cmmunity. It’s like a big family. Many dctrs, teachers and fficers live here.
...
Make the students use the expressins abut cmmunity in ral and written wrk after learning.
Assign the hmewrk:
Review the wrds and phrases in this sectin with yur partner;
G n writing yur new passage abut yur cmmunity. Then reprt it t the class next day;
Preview Sectin D.
Teaching reflectin：
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。
Tpic 2 My hme is in an apartment building.
Sectin C
1.There are a lt f tall buildings such as
and small gardens in ur cmmunity. cmmunity
2.It’s a quiet cmmunity. child (pl. children)
3.Our schl is nt far frm here. a lt f=lts f
4.We can call it fr help. sprt
clse t
far frm
service
area
clrful
Sectin 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。
= 2 \* ROMAN \* MERGEFORMAT II. Teaching aims
1.Knwledge 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, cmmunity, child, children, a lt f, lts f, sprt, clse, clse t, far, far frm, service, area, clrful
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 lt f tall buildings and small gardens in ur cmmunity.
(2)There is a cmmunity service center in ur 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.Emtinal 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。
= 3 \* ROMAN \* MERGEFORMAT III.The key pints and difficult pints
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。
= 4 \* ROMAN \* MERGEFORMAT 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。
= 5 \* ROMAN \* MERGEFORMAT V. Teaching aids
录音机、教学挂图、闪卡和黑板
= 6 \* ROMAN \* MERGEFORMAT VI. Teaching prcedures
= 7 \* ROMAN \* MERGEFORMAT VII. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
(5 minutes)
The whle class wrk.
Grup wrk.
Pair wrk.
4. Grup wrk.
1.Fcus their attentin n the teacher.
2. Sit in grups. Design a map abut yur cmmunity, including the pst ffice, the bkstre, the hspital, the bank and s n. Draw it n the paper. Then shw it t the class and intrduce it t the whle class.
e.g.
In ur cmmunity, there are tw banks. Near the banks there is a big supermarket. We can g shpping in it. In frnt f the supermarket there is a pst ffice.
...
3.Suppse ne f yur neighbrs cmes t brrw yur bike. Think abut a cnversatin abut what yu may say, using the sentences abut ffering and asking fr help.
e.g.
A: Excuse me. I am yur new neighbr, Jack.
B: Oh, welcme, Jack. Wuld yu like me t help yu?
A: Yes, thanks. May I brrw yur bike? I want t g t the library, but it’s a little far frm here.
B: Of curse. Here is the key.
A: Thanks a lt.
B: Yu’re welcme.
...
4.Grup cmpetitin. Lk at the pictures f buildings in the cmmunity. Answer the teacher’s questins. Try t say the names f them and what yu can d there as quickly as yu can. The grup which can answer the mst questins crrectly will be the winner in this grup cmpetitin.
T: What can yu see in this picture?
(Shw a picture f a supermarket.)
S: A supermarket.
T: What can yu d there?
S: We can buy sme ntebks, pens and s n in it.
...
T: Tday, we have a friend, Linda. She wants t shw us a beautiful picture abut her cmmunity. Wuld yu like t have a lk?
1.Get students ready fr learning.
2.Make the students practice the wrds abut the cmmunity in written and ral wrk.
3.Make the students use the expressins abut ffering and asking fr help in Sectin B in ral and written wrk.
4.Help the students revise the wrds abut buildings in the cmmunity in Sectin B. Lead t 1a.
Presentatin
(10 minutes)
The whle class wrk and individual wrk.
Individual wrk and pair wrk.
3. Pair wrk.
4. Individual wrk, grup wrk and the whle class wrk.
Lk at the picture in 1a. Say the places in English, such as shps, schl and s n. Learn sme new wrds, cmmunity, child, sprt, clse, far frm, service, area, clrful.
Lk at the pictures and say the places as quickly as yu can. Then say the wrds accrding t yur partner’s descriptin in pairs.
A: My hme is nt far frm my schl. “Nt far”...
B: “Clse t”.
...
Pre-reading. Wrk in pairs and cmplete the tasks befre reading. Underline the places in English first. Then discuss with yur partner, “D yu like living there? Why?”
While-reading. Read 1a and get the main idea f this passage.
Read again and fill in the blanks in 1b.
Read the third time and circle True r False in 1c. Discuss the answers in grups. The whle class check the answers tgether.
1.Present new wrds with the help f the pictures and flashcards.
G n learning the new wrds.
Make the students get ready befre reading.
4.Make the students learn t get the detailed infrmatin t cmplete the tasks while reading.
Cnslidatin
(10 minutes)
Pair wrk.
Pst-reading. Retell 1a in pairs with the help f the picture in 1a and the frame in 1b.
Sme pairs retell the passage with yur wn wrds t the whle class.
..
1.T be a gd listener.
Practice
(10 minutes)
Individual wrk and pair wrk.
The whle class wrk and pair wrk.
3. Individual wrk and pair wrk.
D 3a. Read the wrd grups in 3a. Try t find the wrd with the different sund in each grup. Then listen t the tape and check the answers with yur partner. After that, read after the tape.
D 3b. Listen t the teacher. Learn the gestures abut the rising tne and the falling tne. Pay attentin t the sund and the liaisn. Discuss the rules with yur partner. Then listen t the tape and read the chant alud tgether. After that, sme pairs read the chant t the whle class.
Read the sentences n the blackbard which are given by the teacher. Pay attentin t the liaisn, the rising tne and the falling tne.
Play the tape recrder and check the answers.
Make the students knw liaisn, the rising tne and the falling tne.
3.Make the students practice the liaisn, the rising tne and the falling tne in ther sentences.
Prductin
(10 minutes)
Individual wrk and pair wrk.
D 2. Draw a picture f yur cmmunity. Then draw up a frame like 1b abut yur cmmunity. Discuss yur cmmunity with yur partner. Then write dwn a passage t describe yur cmmunity. After that, check yur passage with yur partner.
e.g.
Frame
What’s in the cmmunity?
(1)Many peple: teachers, dctrs, fficers and s n;
(2)A lt f tall buildings: schl, library, pst ffice...
(3)Cmmunity service center;
...
Passage
My name is Jhnsn. I live in Meishancun. It’s a big cmmunity. It’s like a big family. Many dctrs, teachers and fficers live here.
...
Make the students use the expressins abut cmmunity in ral and written wrk after learning.
Assign the hmewrk:
Review the wrds and phrases in this sectin with yur partner;
G n writing yur new passage abut yur cmmunity. Then reprt it t the class next day;
Preview Sectin D.
Teaching reflectin：
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。
Tpic 2 My hme is in an apartment building.
Sectin C
1.There are a lt f tall buildings such as
and small gardens in ur cmmunity. cmmunity
2.It’s a quiet cmmunity. child (pl. children)
3.Our schl is nt far frm here. a lt f=lts f
4.We can call it fr help. sprt
clse t
far frm
service
area
clrful
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