Unit 3 Home Lesson 9 Near my home 教学设计（表格式）

北师大版英语七上Unit
3
Lesson
9
Near
my
home
教学设计
Title
Unit
3
Lesson
9
Near
my
home
教材分析
本次授课所使用的是北师大版教材七年级上册第三单元Home。本单元话题是我家附近的居住环境。
本课时的教学内容为本课的第一课时,课型是阅读课。重点内容是用there?be句型描述自己家周边的环境以及阅读城市和乡村生活的两篇短文。在提高学生阅读能力的同时,培养学生的阅读技巧,并培养学生爱护身边环境的意识。
学情分析
本课是Lesson
9的第一课时，学生已经掌握了与话题相关的词汇和there
be句型简单描述,所以本课阅读语篇不难理解。但是学生思维能力水平不一?,因此在设计课时,我注意在教学内容上进行梯度设计,在教学环节上进行层次处理。
Teaching
Objectives
1.语言能力
(1)
90%以上学生能掌握本课重点词汇和语言点。
(2)
85%以上学生能根据上下文分析,
体验there
be句型表意功能和用法,
为语言输出做好铺垫。
(3)
85%以上学生能根据自己绘制的地图复述阅读语篇。
2.思维品质
(1)
85%以上学生能通过自己绘制的第二个阅读语篇的地图,
锻炼自己的思维维深度,
培养自己爱护身边环境的意识。。
(2)
85%以上学生能通过自己绘制的理想的居所周边的环境培养自己的逻辑性和创造性思维。
3.学习能力
(1)95%以上学生能够能通过自己绘制的地图内化文章信息。
(2)95%以上学生能够通过微信、移动端照相等手段,
展示并互动交流学生的作品。
(2)100%学生能够积极参与双人、小组等活动，进一步培养团队意识和合作精神。
Key
Points
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句型的表意功能和用法。
3.
用信息技术手段辅助对阅读语篇的理解。
Difficult
Point
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。
Teaching
Methods
Top—down阅读法，
PWP(Pre-reading,
While-reading和Post-reading)阅读模式
Teaching
Aids
and
Materials
多媒体,
电子白板,
水彩笔,
图画纸,
微信,
移动端照相,
听力音频文件,
学生学案
Procedures
教学内容及方法
设计意图
Step
1
Lead-in
Ask
Ss
what
places
are
near
my
home
with
the
help
of
the
pictures.
Teach
Ss
to
use
there
be
sentence
structures
to
describe
the
places.
Help
Ss
learn
the
places
with
the
help
of
the
pictures.
Help
Ss
use
there
be
sentence
structures
to
describe
the
places.
Step
2
Pre-reading
Show
two
pictures
about
Liu
Yin
and
Chen
Siqin.
Lead
in
the
passages
in
Reading.
Step
3
While-reading
1.
Fast
reading—skimming
2.
Careful
reading—
read
for
details
Ask
Ss
to
skim
the
passage
for
the
question.
Ask
Ss
to
read
the
passages
silently
and
fill
in
the
blanks
with
is/isn’t
or
are/aren’t.
Underline
the
words
and
sentences
that
help
you
find
the
answers.
Help
Ss
comprehend
the
passage.
Help
Ss
understand
the
forms
of
“be”
in
there
be
sentence
structures
from
the
context.
Ask
some
Ss
to
read
the
first
passage.
The
others
listen
to
them
carefully
and
answer
the
questions.
Ask
Ss
to
read
silently
and
fill
in
the
blanks
in
the
picture.
Ask
and
answer
questions
about
there
be
sentence
structures
in
pairs
to
check
the
answers.
Ask
Ss
to
read
the
second
passage
silently
and
fill
in
the
blanks
in
the
chart.
Ask
and
answer
the
questions
in
pairs
to
check
the
answers.
Ask
Ss
to
guess
why
many
fish
aren’t
in
the
river.
Work
in
groups
to
draw
a
map
of
the
places
near
Chen
Siqin’s
home.
Then
the
group
leaders
show
the
map
and
say
something
about
the
places
near
Chen
Siqin’s
home.
Ask
Ss
to
read
after
the
recording.
Then
read
together.
Help
Ss
know
about
the
places
near
Liu
Yin’s
home.
Understand
the
places
near
Liu
Yin’s
home
with
the
help
of
the
map
and
consolidate
there
be
sentence
structures.
Help
Ss
know
about
the
places
near
Chen
Siqin’s
home
with
the
help
of
the
chart.
Help
Ss
love
the
places
near
them.
Help
Ss
know
about
the
places
near
Chen
Siqin’s
home
by
drawing
a
map.
Help
Ss
develop
logical
thinking.
IT
tool
used
here—
PPT(信息技术手段:使用电脑版微信展示学生用水彩笔绘制的陈思勤家附近的地图)
]
Train
Ss’
pronunciation
and
intonation.
Step
4
Post-reading
Work
in
groups
to
draw
a
map
of
the
places
near
the
ideal
home.
Then
Ss
in
a
group
show
the
map
and
say
something
about
the
places
near
the
ideal
home.
Ss
use
there
be
sentence
structures
and
prepositions
of
place
to
ask
and
answer
the
questions
quickly
according
to
the
maps.
Help
Ss
draw
a
map
of
the
places
near
the
ideal
home
and
use
there
be
sentence
structures
and
prepositions
of
place
to
describe
the
places
near
the
ideal
home.
Help
Ss
develop
creative
thinking.
IT
tool
used
here—
PPT(信息技术手段:使用电脑版微信展示学生用水彩笔绘制的理想家园附近的地图)
Step
5
Homework
IT
tool
used
here—
PPT(信息技术手段:学生把绘制的理想家园附近的地图、介绍理想家园文章分享到班级QQ群,
进行互动交流。)
Blackboard
Design
Unit
3
Lesson
7
Is/
Are
there…?
Yes,
there
is
/
are.
No
,
there
isn’t
/
aren’t.