还剩4页未读，
继续阅读
牛津译林版七年级下册Reading教案
展开
这是一份牛津译林版七年级下册Reading教案，共7页。
= 3 \* ROMAN III Backgrund infrmatin:
Analysis n the Teaching Material:
The cntent f the lessn is a reading material. Thrugh the learning f which, I’ll enable students t learn mre abut the hmes arund the wrld, which can attract students’ interest. This is the secnd perid f the reading, which plays an imprtant part in develping students’ reading ability and it aims t get the students t learn the vcabulary and phrases t describe different hmes in different cuntries, especially their wn hmes and their favurite rms and reasns..
Analysis n learners:
After the first perid f the reading, students have certain basic English knwledge abut different hmes arund the wrld and they are eager t learn mre. S in this lessn, sme interesting activities are designed t activate students t participate and learn actively. Als, during the teaching prgress, I fcus n encuraging students t build up self-cnfidence, keeping up their passin, and develping their feeling f success.
= 4 \* ROMAN IV Teaching aims and learning bjectives:
By the end f the class, the students shuld be able t:
further understand the article by retelling the stry.
grasp the language pints and knw hw t use them prperly.
knw hw t talk abut hmes in the real language situatin.
experience the feeling f success and cperate with thers in activities.
= 5 \* ROMAN V Fcus f the lessn and predicted area f difficulty
grasp the language pints in the article and use them prperly.
use the language pints t talk abut hmes in the real language situatin.
= 6 \* ROMAN VI Teaching strategies:
Teaching methds: Task-based methd, cmmunicative apprach
Learning strategies: Autnmic learning and cperative learning
= 7 \* ROMAN VII Teaching aids: Whitebard, multimedia
= 8 \* ROMAN VIII Teaching prcedures:
Step 1: Lead in (abut 2 mins)
Watch a vide abut hmes in different cuntries.
T: What did yu learn abut in the vide?
(Hmes are different in different cuntries, and there are different rms which have their wn functins in a hme.)
Purpse: T aruse students’ interest and activate their desire t learn. T lead in the tpic f this lessn quickly by talking with students. T help students be engaged in the language envirnment.
Step 2: Review (abut 6 mins)
Activity1：Guessing game: Whse hme is it?
T: Last perid, We gt t knw three hmes f the three students frm different cuntries. First, let’s play a guessing game. I will shw yu a shrt vide, While watching find ut whse hme it is and try t find ut as many clues as yu can.
Purpse: T activate the students’ prir knwledge. By encuraging the students t find as many clues as pssible, they wuld remind f sme key phrases t describe the hme f Anna. (Key phrases: in the centre f Mscw, n the seventh flr, watch TV and chat in the living rm, share a bedrm with her sister, listen t music in bed)
Activity2：Fill in the blanks abut Stephen’s hme
T: Lk at the pictures, whse hme is it？What d yu remember abut Stephen’s hme? Let’s try t cmplete the article abut it.
Stephen lives in a large huse in _______________. It has ____________. He has his wn __________ and _______________, and he likes the _________ best. He lves t sit there and lk ut at the _____________ and the ___________.It's cl.
Purpse: T activate the students’ prir knwledge and help them remind f sme key infrmatin abut Stephen’s hme, such as Ls Angeles, eight rms, bedrm, bathrm, balcny, sea and beach.
Activity3：Intrducing while watching
Suppse yu are Neil, intrduce the huse by yurselves while watching the vide.
Purpse: T activate the students’ prir knwledge. Students are really interested in vides, s it is a better way t encurage them t retell abut Neil’s hme while watching the vide.
Step 3: Presentatin &practice (abut 27 mins)
Abut Neil’s hme
Neil lives in a twn 15 miles frm Lndn.
T: Neil lives in a twn. The twn is 15 miles frm Lndn.
Can yu paraphrase the abve tw sentences in just ne sentence?
S: Neil lives in a twn 15 miles frm Lndn.
T: Hw d we ask questins abut “in a twn 15 miles frm Lndn”?
S: Where des Neil live?
T: Hw can we ask questins abut 15 miles frm Lndn?
S: Which twn des Neil live in?
T: Here, we call “15 miles frm Lndn” pst mdifier（后置定语）.
When we ask questins abut pst mdifier, we shuld use “Which”.
Can yu find anther sentence in the text with the similar structure?
S: I live in a flat in the centre f Mscw.
T: Hw t ask questin abut “in the centre f Mscw”?
S: Which twn d yu live in?
Practice:
1. The girl next t me is my cusin.
__________ __________ is __________ cusin?
2. I hpe t live in a huse __________ tw gardens.
A. has B. have C. with D. there is
3. The girl received a basket _____ flwers n her birthday.
A. was full f B. full f
C. was filled with D. fill with
4.穿红色连衣裙的女孩看上去很开心。
Purpse: T check students’ understanding f pst mdifier with different ways and make sure they can use it prperly.
Favurite =
T: What is Neil's favurite rm?
S: His favurite rm is the kitchen.
T: favurite = like ... best
S, we can als say: Neil likes the kitchen best.
enjy a cup f tea
T: What des Neil ften d in the kitchen?
S: He ften sits there with his family and enjys a cup f tea.
T: Hw t translate “enjy a cup f tea”?
S: “品茶”。
have fun ding sth.
T：What ther places des Neil like in his huse?Why?
S: The garden. Because he always has fun with his dg there.
T: have fun = have a gd time = enjy neself
have fun/have a gd time ding sth
“做某事玩得很愉快”
Lk! The children are having fun_________ (fly)kites by the lake.
Activity4：Chain game
T: Have a guess, which rm is my favurite rm in my huse?
S: ...
T: I like the study best because I can always have fun reading there.
What abut yu? Which is yur favurite rm? Why?
Let’s wrk in grups t play a chain game, talk abut yur favurite rm and the reasn with the sentence structure I like ... best, because I can have fun ... there.
(ding sth.)
Purpse: T encurage students t talk abut their favurite rm and the reasn with the sentence structure: I like ... best because I can have fun ding sth.
Abut Anna’s hme
Phrases with “n”
T: Which flr des Anna live n?
S: She lives n the seventh flr.
Translatin:
他住在九楼，在我楼上两层。
He lives ________________, tw flrs abve me.
在阳台上 n the balcny
在沙滩上 n the beach
在长椅上 n the bench
listen t , hear, sund
T: What d Anna and her sister ften d in their bedrm?
S: They ften listen t music in bed.
T: What’s the difference amng “listen t” “hear” and “sund”?
listen t “听”，强调听的过程
hear “听到”，强调听的结果
sund “听起来”，后接形容词，强调听的效果
Practice: Cmplete what Anna says with the crrect frm f listen t, hear and sund.
I like the bedrm best. My sister and I ften _______ music in bed. The music ________ really wnderful. Whenever (无论何时) yu cme t ur huse, yu can _________ us singing r laughing. I am happy t share a bedrm with my sister.
Purpse: T help the students t distinguish the three phrases in a cntext.
share sth. with sb.
T: What des Anna mean by saying “I am happy t share a bedrm with my sister”?
share sth. with sb. means use sth. tgether with sb.
T: D yu need/ have / like t share a bedrm with yur sister/brther? (ask a tp student in class)
S: ...
T: What d yu think f sharing a bedrm with yur sister r brther?
S: ...
Activity5：Pair wrk
T: Talk with yur partner abut yur pinin twards sharing a bedrm with yur sister r brther.
A: D yu need/ have / like t share a bedrm with yur sister/brther?
B: ...
A: What d yu think f sharing a bedrm with yur sister r brther?
B: I am glad t share a bedrm with my sister/ brther, because we
I dn't want t share a berm with him/her because ...
What abut yu?
A: ...
Purpse: T help the students t cnslidate the phrase “share ... with ...” and give the students a chance t express their pinins twards sharing a bedrm with thers.
Abut Stephen’s hme
ne’s wn sth. = sth. f ne’s wn
T: Des Stephen need t share a bedrm with thers?
S: N. He has his wn bedrm and bathrm.
T: ne's wn sth. = sth. f ne's wn
“某人自己的某物”
We can als say: Stephen has a bedrm and a bathrm f his wn.
Practice: Fill in the blanks t cmplete the fllwing article.
As teenagers(青少年)，yu must have dreams_______________________(自己的梦想). At the same time, yu shuld have _________________ways (自己的方法) t make yur dreams cme true.
Purpse: T help the students practise “sth. f ne’s wn” and “ne’s wn sth.”
Phrases with “lk”
T: What des Stephen lve t d n the balcny?
S: He lves t sit there and lk ut at the beach and the sea.
T: What des “lk ut at” mean?
S: ...
Brainstrm: What thers phrase with “lk” can yu think f?
S:
Activity6：Grup wrk
T: Listen t the tape, underline all the phrases with “lk”, discuss in grups and find ut their meanings. Try t act the phrases ut with yur bdy language.
One day, a hungry wlf is lking fr smething t eat. He lks arund and suddenly he finds smething. It lks like a little chick. When he is just ging t catch the chick, Mther hen lks ut f the windw at her child and shuts “Lk ut”! The little chick is lucky enugh t run away frm the wlf. Maybe next time he shuld lk after himself well.
Purpse: T help students t distinguish and remember different phrases with “lk” in a vivid way.
Practice: Matching game
T: Let’s match the meanings with the phrases.
“看” lk at
“寻找” lk fr
“环顾四周” lk arund
“照顾” lk after
“看上去像” lk like
“当心；向外看” lk ut
“从……向外看……” lk ut f... at...
... is a gd/ the best time/ place t d sth.
T: Can yu translate the sentence阳台是向外看大海的最佳地点 int English?
S: The balcny is the best place t lk ut at the sea.
T: Here, t d sth. is used as pst mdifier.
Activity7：Grup cmpetitin
1. Make sentences with the fllwing sentence pattern：
... is a gd/ the best time/ place t d sth.
2. G1-G2-G3-G4-G5-G6
G6-G5-G4-G3-G2-G1...
Purpse: By using the grup cmpetitin, students are encuraged t make sentence with ... is a gd/ the best time/ place t d sth. In this way, mst students can remember the sentence structure better.
Step 4: Cnslidatin (abut 8 mins)
Cmplete my diary entry
T: Huai’an is the hmetwn f many famus peple. I went t a famus peple’s hme the ther day. I will shw yu a vide. After the vide, find ut whse hme it is and help me fill in the blanks t cmplete my diary entry.
Dear diary,
I went t Wu Chengen's frmer residence last weekend. It is _______He Xia, which is a twn abut ______________Huaian. The huse is very large with many rms. There are mre than tw living rms and bedrms in the huse. Wu als had a study __________. There are many bks in the study. I guess he must _____________ reading there. As t me, the best place _________ is the beautiful garden. It is said that Wu always sat in the garden and __________________at the stne table. Smetimes he _____________ his bedrm's windw at the special stnes and bamb in the garden and gt his ideas f sme myths (神话) in his famus bk , Jurney t the west《西游记》.
Purpse: T create a real situatin t help students t have a review f the imprtant language pints that learned in this lessn.
Activity8：Grup wrk
Tips:
1. Wrk in grups f fur.
2. Talk abut yur hme.
3. fllwing aspects shuld be mentined:
type f yur huse, which flr is yur huse n, yur favurite rm and the reasn, the activities yu d in yur favurite rm
Purpse: T encurage students t talk abut their hmes with what they have learned in this lessn.
Step 5: Summary & hmewrk (abut 2 mins)
1: Summary
T: Nwadays mst f us live in beautiful hmes with st least three t fur rms. Hwever, sme children like the sitting rm best because they spend s much time watching TV there instead f reading in the study. As the saying ges “Reading helps us learn s much abut beauty and truth that we can live a better life in ur wn ways.” (“书中自有黄金屋，书中自有颜如玉”)
I hpe all f yu in ur class can watch less TV and read mre bks.
Purpse: T lead students t spend mre time reading in the study instead f watching TV in the sitting rm.
Activity 2: Hmewrk
1.Finish the exercises.
2.Recite the passage.
3.Write smething abut smene’s hme that yu are interested in and share it with yur friends. (Dn't frget t use the wrds r phrases we have learnt tday.)
Purpse: T cnslidate what students have learnt in this lessn. T encurage students t share their articles.
= 10 \* ROMAN X Teaching reflectin
本课作为阅读课第二课时，除了对第一课时所学课文内容进行复习回顾外，主要任务是处理文中出现的知识点。在本课语言知识教学中，从语篇视角出发，依据“精选点，串主线，重文本，创情境，多输出”的教学策略来组织教学。以语言知识的运用为抓手，培养学生的综合语言运用能力。整节课充分调动了学生的参与热情，激发学生表达的欲望和兴趣。在愉快的氛围中进行教与学，师生共同体验快乐，收获幸福。具体做法如下：
在复习文本的过程中，对三个文本采取了不同的方式，第一段文本是通过观看视频，鼓励学生找线索的方式复现Anna’s hme中的一些重要短语；而在Stephen的文本中，主要通过图片还帮助学生填空熟悉文本，也是对学生第一课时学习效果的一个检测；而在Stephen文本的处理上采用学生为自己录制的视频配音的方式，激发学生的兴趣，使得教学过程更加有趣，学生乐于参与。
通过询问三所不同地域的房子的一些问题，导出文章中的重要语言点，精选10个重难点，在课文原生态语境中呈现出来。舍弃了传统的师讲生听，促使学生积极思索，并由学生总结讲解。操练形式多样，创设真实的语言学习环境中让学生对知识点充分理解与运用。各个步骤环节相扣并且难度逐层提高。比如lk相关短语的辨析，通过一个小篇章，鼓励孩子小组讨论，用肢体语言去演绎这些短语，从而使得学生的理解更充分，记忆更深刻。比如学生通过观看视频用本节课所学重点补全教师关于参观吴承恩故居的日记，创设了真实的语境，鼓励孩子在语境中语言输出。本课的pair wrk，grup wrk充分体现新课程自主探究、合作交流的学习方式，促使学生互相学习，互相帮助，发展合作精神。最后号召学生在良好的居住环境下，要少看电视，多读书，读好书，对学生进行情感教育。
= 11 \* ROMAN XI Blackbard design
= 3 \* ROMAN III Backgrund infrmatin:
Analysis n the Teaching Material:
The cntent f the lessn is a reading material. Thrugh the learning f which, I’ll enable students t learn mre abut the hmes arund the wrld, which can attract students’ interest. This is the secnd perid f the reading, which plays an imprtant part in develping students’ reading ability and it aims t get the students t learn the vcabulary and phrases t describe different hmes in different cuntries, especially their wn hmes and their favurite rms and reasns..
Analysis n learners:
After the first perid f the reading, students have certain basic English knwledge abut different hmes arund the wrld and they are eager t learn mre. S in this lessn, sme interesting activities are designed t activate students t participate and learn actively. Als, during the teaching prgress, I fcus n encuraging students t build up self-cnfidence, keeping up their passin, and develping their feeling f success.
= 4 \* ROMAN IV Teaching aims and learning bjectives:
By the end f the class, the students shuld be able t:
further understand the article by retelling the stry.
grasp the language pints and knw hw t use them prperly.
knw hw t talk abut hmes in the real language situatin.
experience the feeling f success and cperate with thers in activities.
= 5 \* ROMAN V Fcus f the lessn and predicted area f difficulty
grasp the language pints in the article and use them prperly.
use the language pints t talk abut hmes in the real language situatin.
= 6 \* ROMAN VI Teaching strategies:
Teaching methds: Task-based methd, cmmunicative apprach
Learning strategies: Autnmic learning and cperative learning
= 7 \* ROMAN VII Teaching aids: Whitebard, multimedia
= 8 \* ROMAN VIII Teaching prcedures:
Step 1: Lead in (abut 2 mins)
Watch a vide abut hmes in different cuntries.
T: What did yu learn abut in the vide?
(Hmes are different in different cuntries, and there are different rms which have their wn functins in a hme.)
Purpse: T aruse students’ interest and activate their desire t learn. T lead in the tpic f this lessn quickly by talking with students. T help students be engaged in the language envirnment.
Step 2: Review (abut 6 mins)
Activity1：Guessing game: Whse hme is it?
T: Last perid, We gt t knw three hmes f the three students frm different cuntries. First, let’s play a guessing game. I will shw yu a shrt vide, While watching find ut whse hme it is and try t find ut as many clues as yu can.
Purpse: T activate the students’ prir knwledge. By encuraging the students t find as many clues as pssible, they wuld remind f sme key phrases t describe the hme f Anna. (Key phrases: in the centre f Mscw, n the seventh flr, watch TV and chat in the living rm, share a bedrm with her sister, listen t music in bed)
Activity2：Fill in the blanks abut Stephen’s hme
T: Lk at the pictures, whse hme is it？What d yu remember abut Stephen’s hme? Let’s try t cmplete the article abut it.
Stephen lives in a large huse in _______________. It has ____________. He has his wn __________ and _______________, and he likes the _________ best. He lves t sit there and lk ut at the _____________ and the ___________.It's cl.
Purpse: T activate the students’ prir knwledge and help them remind f sme key infrmatin abut Stephen’s hme, such as Ls Angeles, eight rms, bedrm, bathrm, balcny, sea and beach.
Activity3：Intrducing while watching
Suppse yu are Neil, intrduce the huse by yurselves while watching the vide.
Purpse: T activate the students’ prir knwledge. Students are really interested in vides, s it is a better way t encurage them t retell abut Neil’s hme while watching the vide.
Step 3: Presentatin &practice (abut 27 mins)
Abut Neil’s hme
Neil lives in a twn 15 miles frm Lndn.
T: Neil lives in a twn. The twn is 15 miles frm Lndn.
Can yu paraphrase the abve tw sentences in just ne sentence?
S: Neil lives in a twn 15 miles frm Lndn.
T: Hw d we ask questins abut “in a twn 15 miles frm Lndn”?
S: Where des Neil live?
T: Hw can we ask questins abut 15 miles frm Lndn?
S: Which twn des Neil live in?
T: Here, we call “15 miles frm Lndn” pst mdifier（后置定语）.
When we ask questins abut pst mdifier, we shuld use “Which”.
Can yu find anther sentence in the text with the similar structure?
S: I live in a flat in the centre f Mscw.
T: Hw t ask questin abut “in the centre f Mscw”?
S: Which twn d yu live in?
Practice:
1. The girl next t me is my cusin.
__________ __________ is __________ cusin?
2. I hpe t live in a huse __________ tw gardens.
A. has B. have C. with D. there is
3. The girl received a basket _____ flwers n her birthday.
A. was full f B. full f
C. was filled with D. fill with
4.穿红色连衣裙的女孩看上去很开心。
Purpse: T check students’ understanding f pst mdifier with different ways and make sure they can use it prperly.
Favurite =
T: What is Neil's favurite rm?
S: His favurite rm is the kitchen.
T: favurite = like ... best
S, we can als say: Neil likes the kitchen best.
enjy a cup f tea
T: What des Neil ften d in the kitchen?
S: He ften sits there with his family and enjys a cup f tea.
T: Hw t translate “enjy a cup f tea”?
S: “品茶”。
have fun ding sth.
T：What ther places des Neil like in his huse?Why?
S: The garden. Because he always has fun with his dg there.
T: have fun = have a gd time = enjy neself
have fun/have a gd time ding sth
“做某事玩得很愉快”
Lk! The children are having fun_________ (fly)kites by the lake.
Activity4：Chain game
T: Have a guess, which rm is my favurite rm in my huse?
S: ...
T: I like the study best because I can always have fun reading there.
What abut yu? Which is yur favurite rm? Why?
Let’s wrk in grups t play a chain game, talk abut yur favurite rm and the reasn with the sentence structure I like ... best, because I can have fun ... there.
(ding sth.)
Purpse: T encurage students t talk abut their favurite rm and the reasn with the sentence structure: I like ... best because I can have fun ding sth.
Abut Anna’s hme
Phrases with “n”
T: Which flr des Anna live n?
S: She lives n the seventh flr.
Translatin:
他住在九楼，在我楼上两层。
He lives ________________, tw flrs abve me.
在阳台上 n the balcny
在沙滩上 n the beach
在长椅上 n the bench
listen t , hear, sund
T: What d Anna and her sister ften d in their bedrm?
S: They ften listen t music in bed.
T: What’s the difference amng “listen t” “hear” and “sund”?
listen t “听”，强调听的过程
hear “听到”，强调听的结果
sund “听起来”，后接形容词，强调听的效果
Practice: Cmplete what Anna says with the crrect frm f listen t, hear and sund.
I like the bedrm best. My sister and I ften _______ music in bed. The music ________ really wnderful. Whenever (无论何时) yu cme t ur huse, yu can _________ us singing r laughing. I am happy t share a bedrm with my sister.
Purpse: T help the students t distinguish the three phrases in a cntext.
share sth. with sb.
T: What des Anna mean by saying “I am happy t share a bedrm with my sister”?
share sth. with sb. means use sth. tgether with sb.
T: D yu need/ have / like t share a bedrm with yur sister/brther? (ask a tp student in class)
S: ...
T: What d yu think f sharing a bedrm with yur sister r brther?
S: ...
Activity5：Pair wrk
T: Talk with yur partner abut yur pinin twards sharing a bedrm with yur sister r brther.
A: D yu need/ have / like t share a bedrm with yur sister/brther?
B: ...
A: What d yu think f sharing a bedrm with yur sister r brther?
B: I am glad t share a bedrm with my sister/ brther, because we
I dn't want t share a berm with him/her because ...
What abut yu?
A: ...
Purpse: T help the students t cnslidate the phrase “share ... with ...” and give the students a chance t express their pinins twards sharing a bedrm with thers.
Abut Stephen’s hme
ne’s wn sth. = sth. f ne’s wn
T: Des Stephen need t share a bedrm with thers?
S: N. He has his wn bedrm and bathrm.
T: ne's wn sth. = sth. f ne's wn
“某人自己的某物”
We can als say: Stephen has a bedrm and a bathrm f his wn.
Practice: Fill in the blanks t cmplete the fllwing article.
As teenagers(青少年)，yu must have dreams_______________________(自己的梦想). At the same time, yu shuld have _________________ways (自己的方法) t make yur dreams cme true.
Purpse: T help the students practise “sth. f ne’s wn” and “ne’s wn sth.”
Phrases with “lk”
T: What des Stephen lve t d n the balcny?
S: He lves t sit there and lk ut at the beach and the sea.
T: What des “lk ut at” mean?
S: ...
Brainstrm: What thers phrase with “lk” can yu think f?
S:
Activity6：Grup wrk
T: Listen t the tape, underline all the phrases with “lk”, discuss in grups and find ut their meanings. Try t act the phrases ut with yur bdy language.
One day, a hungry wlf is lking fr smething t eat. He lks arund and suddenly he finds smething. It lks like a little chick. When he is just ging t catch the chick, Mther hen lks ut f the windw at her child and shuts “Lk ut”! The little chick is lucky enugh t run away frm the wlf. Maybe next time he shuld lk after himself well.
Purpse: T help students t distinguish and remember different phrases with “lk” in a vivid way.
Practice: Matching game
T: Let’s match the meanings with the phrases.
“看” lk at
“寻找” lk fr
“环顾四周” lk arund
“照顾” lk after
“看上去像” lk like
“当心；向外看” lk ut
“从……向外看……” lk ut f... at...
... is a gd/ the best time/ place t d sth.
T: Can yu translate the sentence阳台是向外看大海的最佳地点 int English?
S: The balcny is the best place t lk ut at the sea.
T: Here, t d sth. is used as pst mdifier.
Activity7：Grup cmpetitin
1. Make sentences with the fllwing sentence pattern：
... is a gd/ the best time/ place t d sth.
2. G1-G2-G3-G4-G5-G6
G6-G5-G4-G3-G2-G1...
Purpse: By using the grup cmpetitin, students are encuraged t make sentence with ... is a gd/ the best time/ place t d sth. In this way, mst students can remember the sentence structure better.
Step 4: Cnslidatin (abut 8 mins)
Cmplete my diary entry
T: Huai’an is the hmetwn f many famus peple. I went t a famus peple’s hme the ther day. I will shw yu a vide. After the vide, find ut whse hme it is and help me fill in the blanks t cmplete my diary entry.
Dear diary,
I went t Wu Chengen's frmer residence last weekend. It is _______He Xia, which is a twn abut ______________Huaian. The huse is very large with many rms. There are mre than tw living rms and bedrms in the huse. Wu als had a study __________. There are many bks in the study. I guess he must _____________ reading there. As t me, the best place _________ is the beautiful garden. It is said that Wu always sat in the garden and __________________at the stne table. Smetimes he _____________ his bedrm's windw at the special stnes and bamb in the garden and gt his ideas f sme myths (神话) in his famus bk , Jurney t the west《西游记》.
Purpse: T create a real situatin t help students t have a review f the imprtant language pints that learned in this lessn.
Activity8：Grup wrk
Tips:
1. Wrk in grups f fur.
2. Talk abut yur hme.
3. fllwing aspects shuld be mentined:
type f yur huse, which flr is yur huse n, yur favurite rm and the reasn, the activities yu d in yur favurite rm
Purpse: T encurage students t talk abut their hmes with what they have learned in this lessn.
Step 5: Summary & hmewrk (abut 2 mins)
1: Summary
T: Nwadays mst f us live in beautiful hmes with st least three t fur rms. Hwever, sme children like the sitting rm best because they spend s much time watching TV there instead f reading in the study. As the saying ges “Reading helps us learn s much abut beauty and truth that we can live a better life in ur wn ways.” (“书中自有黄金屋，书中自有颜如玉”)
I hpe all f yu in ur class can watch less TV and read mre bks.
Purpse: T lead students t spend mre time reading in the study instead f watching TV in the sitting rm.
Activity 2: Hmewrk
1.Finish the exercises.
2.Recite the passage.
3.Write smething abut smene’s hme that yu are interested in and share it with yur friends. (Dn't frget t use the wrds r phrases we have learnt tday.)
Purpse: T cnslidate what students have learnt in this lessn. T encurage students t share their articles.
= 10 \* ROMAN X Teaching reflectin
本课作为阅读课第二课时，除了对第一课时所学课文内容进行复习回顾外，主要任务是处理文中出现的知识点。在本课语言知识教学中，从语篇视角出发，依据“精选点，串主线，重文本，创情境，多输出”的教学策略来组织教学。以语言知识的运用为抓手，培养学生的综合语言运用能力。整节课充分调动了学生的参与热情，激发学生表达的欲望和兴趣。在愉快的氛围中进行教与学，师生共同体验快乐，收获幸福。具体做法如下：
在复习文本的过程中，对三个文本采取了不同的方式，第一段文本是通过观看视频，鼓励学生找线索的方式复现Anna’s hme中的一些重要短语；而在Stephen的文本中，主要通过图片还帮助学生填空熟悉文本，也是对学生第一课时学习效果的一个检测；而在Stephen文本的处理上采用学生为自己录制的视频配音的方式，激发学生的兴趣，使得教学过程更加有趣，学生乐于参与。
通过询问三所不同地域的房子的一些问题，导出文章中的重要语言点，精选10个重难点，在课文原生态语境中呈现出来。舍弃了传统的师讲生听，促使学生积极思索，并由学生总结讲解。操练形式多样，创设真实的语言学习环境中让学生对知识点充分理解与运用。各个步骤环节相扣并且难度逐层提高。比如lk相关短语的辨析，通过一个小篇章，鼓励孩子小组讨论，用肢体语言去演绎这些短语，从而使得学生的理解更充分，记忆更深刻。比如学生通过观看视频用本节课所学重点补全教师关于参观吴承恩故居的日记，创设了真实的语境，鼓励孩子在语境中语言输出。本课的pair wrk，grup wrk充分体现新课程自主探究、合作交流的学习方式，促使学生互相学习，互相帮助，发展合作精神。最后号召学生在良好的居住环境下，要少看电视，多读书，读好书，对学生进行情感教育。
= 11 \* ROMAN XI Blackbard design
相关教案
牛津译林版七年级下册Unit 1 Dream HomesReading教案： 这是一份牛津译林版七年级下册Unit 1 Dream HomesReading教案，共6页。
牛津译林版七年级下册Reading教案： 这是一份牛津译林版七年级下册Reading教案，共2页。
初中英语牛津译林版七年级下册Reading教案： 这是一份初中英语牛津译林版七年级下册Reading教案，共4页。教案主要包含了导入新课，学习新课，课堂演练，课堂小结等内容，欢迎下载使用。
