Unit 1 Dream homes Reading 2 Homes around the world 教案

I
Teaching
content：7B
Unit
1
Dream
homes
II
Type
of
lesson:
Reading
2
Homes
around
the
world
III
Background
information:
Analysis
on
the
Teaching
Material:
The
content
of
the
lesson
is
a
reading
material.
Through
the
learning
of
which,
I’ll
enable
students
to
learn
more
about
the
homes
around
the
world,
which
can
attract
students’
interest.
This
is
the
second
period
of
the
reading,
which
plays
an
important
part
in
developing
students’
reading
ability
and
it
aims
to
get
the
students
to
learn
the
vocabulary
and
phrases
to
describe
different
homes
in
different
countries,
especially
their
own
homes
and
their
favourite
rooms
and
reasons..
Analysis
on
learners:
After
the
first
period
of
the
reading,
students
have
certain
basic
English
knowledge
about
different
homes
around
the
world
and
they
are
eager
to
learn
more.
So
in
this
lesson,
some
interesting
activities
are
designed
to
activate
students
to
participate
and
learn
actively.
Also,
during
the
teaching
progress,
I
focus
on
encouraging
students
to
build
up
self-confidence,
keeping
up
their
passion,
and
developing
their
feeling
of
success.
IV
Teaching
aims
and
learning
objectives:
By
the
end
of
the
class,
the
students
should
be
able
to:
1.
further
understand
the
article
by
retelling
the
story.
2.
grasp
the
language
points
and
know
how
to
use
them
properly.
3.
know
how
to
talk
about
homes
in
the
real
language
situation.
4.
experience
the
feeling
of
success
and
cooperate
with
others
in
activities.
V
Focus
of
the
lesson
and
predicted
area
of
difficulty
1.
grasp
the
language
points
in
the
article
and
use
them
properly.
2.
use
the
language
points
to
talk
about
homes
in
the
real
language
situation.
VI
Teaching
strategies:
Teaching
methods:
Task-based
method,
communicative
approach
Learning
strategies:
Autonomic
learning
and
cooperative
learning
VII
Teaching
aids:
Whiteboard,
multimedia
VIII
Teaching
procedures:
Step
1:
Lead
in
(about
2
mins)
Watch
a
video
about
homes
in
different
countries.
T:
What
did
you
learn
about
in
the
video?
(Homes
are
different
in
different
countries,
and
there
are
different
rooms
which
have
their
own
functions
in
a
home.)
Purpose:
To
arouse
students’
interest
and
activate
their
desire
to
learn.
To
lead
in
the
topic
of
this
lesson
quickly
by
talking
with
students.
To
help
students
be
engaged
in
the
language
environment.
Step
2:
Review
(about
6
mins)
Activity1：Guessing
game:
Whose
home
is
it?
T:
Last
period,
We
got
to
know
three
homes
of
the
three
students
from
different
countries.
First,
let’s
play
a
guessing
game.
I
will
show
you
a
short
video,
While
watching
find
out
whose
home
it
is
and
try
to
find
out
as
many
clues
as
you
can.
Purpose:
To
activate
the
students’
prior
knowledge.
By
encouraging
the
students
to
find
as
many
clues
as
possible,
they
would
remind
of
some
key
phrases
to
describe
the
home
of
Anna.
(Key
phrases:
in
the
centre
of
Moscow,
on
the
seventh
floor,
watch
TV
and
chat
in
the
living
room,
share
a
bedroom
with
her
sister,
listen
to
music
in
bed)
Activity2：Fill
in
the
blanks
about
Stephen’s
home
T:
Look
at
the
pictures,
whose
home
is
it？What
do
you
remember
about
Stephen’s
home?
Let’s
try
to
complete
the
article
about
it.
Stephen
lives
in
a
large
house
in
_______________.
It
has
____________.
He
has
his
own
__________
and
_______________,
and
he
likes
the
_________
best.
He
loves
to
sit
there
and
look
out
at
the
_____________
and
the
___________.It's
cool.
Purpose:
To
activate
the
students’
prior
knowledge
and
help
them
remind
of
some
key
information
about
Stephen’s
home,
such
as
Los
Angeles,
eight
rooms,
bedroom,
bathroom,
balcony,
sea
and
beach.
Activity3：Introducing
while
watching
Suppose
you
are
Neil,
introduce
the
house
by
yourselves
while
watching
the
video.
Purpose:
To
activate
the
students’
prior
knowledge.
Students
are
really
interested
in
videos,
so
it
is
a
better
way
to
encourage
them
to
retell
about
Neil’s
home
while
watching
the
video.
Step
3:
Presentation
&practice
(about
27
mins)
1.
About
Neil’s
home
1)
Neil
lives
in
a
town
15
miles
from
London.
T:
Neil
lives
in
a
town.
The
town
is
15
miles
from
London.
Can
you
paraphrase
the
above
two
sentences
in
just
one
sentence?
S:
Neil
lives
in
a
town
15
miles
from
London.
T:
How
do
we
ask
questions
about
“in
a
town
15
miles
from
London”?
S:
Where
does
Neil
live?
T:
How
can
we
ask
questions
about
15
miles
from
London?
S:
Which
town
does
Neil
live
in?
T:
Here,
we
call
“15
miles
from
London”
post
modifier（后置定语）.
When
we
ask
questions
about
post
modifier,
we
should
use
“Which”.
Can
you
find
another
sentence
in
the
text
with
the
similar
structure?
S:
I
live
in
a
flat
in
the
centre
of
Moscow.
T:
How
to
ask
question
about
“in
the
centre
of
Moscow”?
S:
Which
town
do
you
live
in?
Practice:
1.
The
girl
next
to
me
is
my
cousin.
__________
__________
is
__________
cousin?
2.
I
hope
to
live
in
a
house
__________
two
gardens.
A.
has
B.
have
C.
with
D.
there
is
3.
The
girl
received
a
basket
_____
flowers
on
her
birthday.
A.
was
full
of
B.
full
of
C.
was
filled
with
D.
fill
with
4.穿红色连衣裙的女孩看上去很开心。
Purpose:
To
check
students’
understanding
of
post
modifier
with
different
ways
and
make
sure
they
can
use
it
properly.
2)
Favourite
=
like...best
T:
What
is
Neil's
favourite
room?
S:
His
favourite
room
is
the
kitchen.
T:
favourite
=
like
...
best
So,
we
can
also
say:
Neil
likes
the
kitchen
best.
3)
enjoy
a
cup
of
tea
T:
What
does
Neil
often
do
in
the
kitchen?
S:
He
often
sits
there
with
his
family
and
enjoys
a
cup
of
tea.
T:
How
to
translate
“enjoy
a
cup
of
tea”?
S:
“品茶”。
4)
have
fun
doing
sth.
T：What
other
places
does
Neil
like
in
his
house?Why?
S:
The
garden.
Because
he
always
has
fun
with
his
dog
there.
T:
have
fun
=
have
a
good
time
=
enjoy
oneself
have
fun/have
a
good
time
doing
sth
“做某事玩得很愉快”
Look!
The
children
are
having
fun_________
(fly)kites
by
the
lake.
Activity4：Chain
game
T:
Have
a
guess,
which
room
is
my
favourite
room
in
my
house?
S:
...
T:
I
like
the
study
best
because
I
can
always
have
fun
reading
there.
What
about
you?
Which
is
your
favourite
room?
Why?
Let’s
work
in
groups
to
play
a
chain
game,
talk
about
your
favourite
room
and
the
reason
with
the
sentence
structure
I
like
...
best,
because
I
can
have
fun
...
there.
(doing
sth.)
Purpose:
To
encourage
students
to
talk
about
their
favourite
room
and
the
reason
with
the
sentence
structure:
I
like
...
best
because
I
can
have
fun
doing
sth.
2.
About
Anna’s
home
5)
Phrases
with
“on”
T:
Which
floor
does
Anna
live
on?
S:
She
lives
on
the
seventh
floor.
Translation:
他住在九楼，在我楼上两层。
He
lives
________________,
two
floors
above
me.
在阳台上
on
the
balcony
在沙滩上
on
the
beach
在长椅上
on
the
bench
6)
listen
to
,
hear,
sound
T:
What
do
Anna
and
her
sister
often
do
in
their
bedroom?
S:
They
often
listen
to
music
in
bed.
T:
What’s
the
difference
among
“listen
to”
“hear”
and
“sound”?
listen
to
“听”，强调听的过程
hear
“听到”，强调听的结果
sound
“听起来”，后接形容词，强调听的效果
Practice:
Complete
what
Anna
says
with
the
correct
form
of
listen
to,
hear
and
sound.
I
like
the
bedroom
best.
My
sister
and
I
often
_______
music
in
bed.
The
music
________
really
wonderful.
Whenever
(无论何时)
you
come
to
our
house,
you
can
_________
us
singing
or
laughing.
I
am
happy
to
share
a
bedroom
with
my
sister.
Purpose:
To
help
the
students
to
distinguish
the
three
phrases
in
a
context.
7)
share
sth.
with
sb.
T:
What
does
Anna
mean
by
saying
“I
am
happy
to
share
a
bedroom
with
my
sister”?
share
sth.
with
sb.
means
use
sth.
together
with
sb.
T:
Do
you
need/
have
/
like
to
share
a
bedroom
with
your
sister/brother?
(ask
a
top
student
in
class)
S:
...
T:
What
do
you
think
of
sharing
a
bedroom
with
your
sister
or
brother?
S:
...
Activity5：Pair
work
T:
Talk
with
your
partner
about
your
opinion
towards
sharing
a
bedroom
with
your
sister
or
brother.
A:
Do
you
need/
have
/
like
to
share
a
bedroom
with
your
sister/brother?
B:
...
A:
What
do
you
think
of
sharing
a
bedroom
with
your
sister
or
brother?
B:
I
am
glad
to
share
a
bedroom
with
my
sister/
brother,
because
we
can.../
I
don't
want
to
share
a
beroom
with
him/her
because
...
What
about
you?
A:
...
Purpose:
To
help
the
students
to
consolidate
the
phrase
“share
...
with
...”
and
give
the
students
a
chance
to
express
their
opinions
towards
sharing
a
bedroom
with
others.
3.
About
Stephen’s
home
8)
one’s
own
sth.
=
sth.
of
one’s
own
T:
Does
Stephen
need
to
share
a
bedroom
with
others?
S:
No.
He
has
his
own
bedroom
and
bathroom.
T:
one's
own
sth.
=
sth.
of
one's
own
“某人自己的某物”
We
can
also
say:
Stephen
has
a
bedroom
and
a
bathroom
of
his
own.
Practice:
Fill
in
the
blanks
to
complete
the
following
article.
As
teenagers(青少年)，you
must
have
dreams_______________________(自己的梦想).
At
the
same
time,
you
should
have
_________________ways
(自己的方法)
to
make
your
dreams
come
true.
Purpose:
To
help
the
students
practise
“sth.
of
one’s
own”
and
“one’s
own
sth.”
9)
Phrases
with
“look”
T:
What
does
Stephen
love
to
do
on
the
balcony?
S:
He
loves
to
sit
there
and
look
out
at
the
beach
and
the
sea.
T:
What
does
“look
out
at”
mean?
S:
...
Brainstorm:
What
others
phrase
with
“look”
can
you
think
of?
S:
....
Activity6：Group
work
T:
Listen
to
the
tape,
underline
all
the
phrases
with
“look”,
discuss
in
groups
and
find
out
their
meanings.
Try
to
act
the
phrases
out
with
your
body
language.
One
day,
a
hungry
wolf
is
looking
for
something
to
eat.
He
looks
around
and
suddenly
he
finds
something.
It
looks
like
a
little
chick.
When
he
is
just
going
to
catch
the
chick,
Mother
hen
looks
out
of
the
window
at
her
child
and
shouts
“Look
out”!
The
little
chick
is
lucky
enough
to
run
away
from
the
wolf.
Maybe
next
time
he
should
look
after
himself
well.
Purpose:
To
help
students
to
distinguish
and
remember
different
phrases
with
“look”
in
a
vivid
way.
Practice:
Matching
game
T:
Let’s
match
the
meanings
with
the
phrases.
“看”
look
at
“寻找”
look
for
“环顾四周”
look
around
“照顾”
look
after
“看上去像”
look
like
“当心；向外看”
look
out
“从……向外看……”
look
out
of...
at...
10)
...
is
a
good/
the
best
time/
place
to
do
sth.
T:
Can
you
translate
the
sentence阳台是向外看大海的最佳地点
into
English?
S:
The
balcony
is
the
best
place
to
look
out
at
the
sea.
T:
Here,
to
do
sth.
is
used
as
post
modifier.
Activity7：Group
competition
1.
Make
sentences
with
the
following
sentence
pattern：
...
is
a
good/
the
best
time/
place
to
do
sth.
2.
G1-G2-G3-G4-G5-G6
G6-G5-G4-G3-G2-G1...
Purpose:
By
using
the
group
competition,
students
are
encouraged
to
make
sentence
with
...
is
a
good/
the
best
time/
place
to
do
sth.
In
this
way,
most
students
can
remember
the
sentence
structure
better.
Step
4:
Consolidation
(about
8
mins)
1.
Complete
my
diary
entry
T:
Huai’an
is
the
hometown
of
many
famous
people.
I
went
to
a
famous
people’s
home
the
other
day.
I
will
show
you
a
video.
After
the
video,
find
out
whose
home
it
is
and
help
me
fill
in
the
blanks
to
complete
my
diary
entry.
Dear
diary,
I
went
to
Wu
Chengen's
former
residence
last
weekend.
It
is
_______He
Xia,
which
is
a
town
about
______________Huaian.
The
house
is
very
large
with
many
rooms.
There
are
more
than
two
living
rooms
and
bedrooms
in
the
house.
Wu
also
had
a
study
__________.
There
are
many
books
in
the
study.
I
guess
he
must
_____________
reading
there.
As
to
me,
the
best
place
_________
is
the
beautiful
garden.
It
is
said
that
Wu
always
sat
in
the
garden
and
__________________at
the
stone
table.
Sometimes
he
_____________
his
bedroom's
window
at
the
special
stones
and
bamboo
in
the
garden
and
got
his
ideas
of
some
myths
(神话)
in
his
famous
book
,
Journey
to
the
west《西游记》.
Purpose:
To
create
a
real
situation
to
help
students
to
have
a
review
of
the
important
language
points
that
learned
in
this
lesson.
2.
Activity8：Group
work
Tips:
1.
Work
in
groups
of
four.
2.
Talk
about
your
home.
3.
following
aspects
should
be
mentioned:
type
of
your
house,
which
floor
is
your
house
on,
your
favourite
room
and
the
reason,
the
activities
you
do
in
your
favourite
room
Purpose:
To
encourage
students
to
talk
about
their
homes
with
what
they
have
learned
in
this
lesson.
Step
5:
Summary
&
homework
(about
2
mins)
1:
Summary
T:
Nowadays
most
of
us
live
in
beautiful
homes
with
st
least
three
to
four
rooms.
However,
some
children
like
the
sitting
room
best
because
they
spend
so
much
time
watching
TV
there
instead
of
reading
in
the
study.
As
the
saying
goes
“Reading
helps
us
learn
so
much
about
beauty
and
truth
that
we
can
live
a
better
life
in
our
own
ways.”
(“书中自有黄金屋，书中自有颜如玉”)
I
hope
all
of
you
in
our
class
can
watch
less
TV
and
read
more
books.
Purpose:
To
lead
students
to
spend
more
time
reading
in
the
study
instead
of
watching
TV
in
the
sitting
room.
Activity
2:
Homework
1.Finish
the
exercises.
2.Recite
the
passage.
3.Write
something
about
someone’s
home
that
you
are
interested
in
and
share
it
with
your
friends.
(Don't
forget
to
use
the
words
or
phrases
we
have
learnt
today.)
Purpose:
To
consolidate
what
students
have
learnt
in
this
lesson.
To
encourage
students
to
share
their
articles.
X
Teaching
reflection
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：
1.
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
home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。
2.
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look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
work，group
work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。
XI
Blackboard
design