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- Unit 4 第1课时 (Section A 1a-2d) （分层作业）-七年级英语上册同步备课系列(人教新目标Go for it!) 试卷 0 次下载
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Unit 4 第2课时 (Section A GF-3c) 教学设计-七年级英语上册同步备课系列(人教新目标Go for it!)
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这是一份Unit 4 第2课时 (Section A GF-3c) 教学设计-七年级英语上册同步备课系列(人教新目标Go for it!)，共5页。
Unit 4 Where’s my schoolbag?Section A GF-3c 单元Unit4课时第2课时教学目标语言知识：通过情境体验，能够正确使用where引导的特殊疑问句的结构和答语。通过情境体验，能够理解方位介词in， on， under在真实情境中的用法。学习能力：通过语法填空和观察句型，能够对语法规律进行总结，提高理解能力和归纳总结能力。通过填空练习、造句训练和小组活动，能够运用恰当的运用方位介词in， on， under对物品的位置进行描述。文化意识：通过目标词汇和语言的学习，能够了解描述物品位置的表达，体验不同的文化带来的魅力。思维品质：通过课堂活动的体验，能意识到良好的教学和学习环境的重要性，培养学生们爱护公共场所环境和保持整洁的良好习惯。教学重难点1. 通过情境体验，能够正确使用where引导的特殊疑问句的结构和答语。2. 通过情境体验，能够理解方位介词in， on， under在真实情境中的用法。教学工具IWB, PPT教学方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1.Greeting.2.T plays a video to know about the theme of this class—Locative preposition. 3. T shows a picture of a room and asks students to find out the location of some things.观看歌曲视频并了解本节课语法重点—方位介词。观察图片和问题，思考通过回答物品位置。利用动画，引入本科主题—方位介词，引导学生跟唱，激发学生学习兴趣，活跃课堂气氛。通过情境设置导入语法学习。Step 2PresentationT asks students to read the conversation and pay attention to the red part.T shows sentences and leads students to pay attention to the structures and try to complete the grammar points about “ where”.T shows some example sentences and asks students to complete the grammar points according to the picture of “on/ in/ under”.T shows some pictures and asks students to answer the questions to find out the correct location by using the sentence structure and the locative preposition.齐读对话，注意标红字体。观察老师展示的句型结构，尝试补充完整语法知识，做好笔记。观察例句和图示，将空格补充完整并做好笔记。正确使用句型结构和方位介词回答问题。通过图片和提问的方式，引导学生在具体语境中发现并学习语法重点，更能帮助学生理解和应用。学生在填空和做笔记的过程中，相当于将知识记忆了一遍。通过引导学生朗读并自主观察的方式，培养学生的探究意识。通过演绎法和观察法，充分发挥学生的主观能动性，语法规则都由学生自寻，老师扮演引导者和辅助者的角色，更有利于学生创造性思维的培养。Step 3PracticeT asks students to fill in the blanks with in, on or under.T asks students to finish the task in 3a-- Look at the pictures and complete the conversations.T asks students to complete the sentences.T asks students to translate the sentences.T asks students to finish the task in 3b-- Ask and answer questions about the things. 观察句型，用in, on 或under 填空。完成书本3a部分练习。将句子补充完整。根据中文意思写英文。完成书本3b部分内容。通过练习题，帮助学生更好的区分物主基本用法。培养学生的应试能力。回归书本练习，及时巩固，及时操练。Step 4ProductionAsk Ss to read the contents on grammar focus part loudly, and summarize the structure of where guided special questions.Ask Ss to read grammar focus again and find out how to answer the special question led by where.3c Group workT asks students to finish the task in 3c-- Student A, look at the picture on Page 19. Student B, look at the picture on the right. Ask and answer questions to find the differences.朗读书本Grammar Focus，并总结where引导的特殊疑问句的结构。再读一遍，找出where引导的特殊疑问句应该怎么回答。完成书本3c部分的活动，根据图片进行对话练习。通过朗读，帮助学生快速并集中的熟悉A部分重点句型，再通过问题的引导，帮助学生将句子进行分类，明确各类句型的具体功能，为接下来的小组活动打好基础。这个小组互动很有效的调动了学生积极性帮助他们练习句型，同时培养他们的交际能力。Step 5Language Points ExplanationT explains knowledge points.将知识点做好笔记。将本节课重点汇总系统的进行讲解和分析，帮助学生形成语言体系。Step6 ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容，巩固加深印象。利用将思维导图给学生进行有序的梳理。Step 8 Homework1. Write down your packing list and where the things are.2. Make five sentences with “in, on, under” about your classroom. 3. Introduce your room using prepositions.将家庭作业做好记录。检查学习效果，加深对知识的理解和记忆。板书设计：New wordsKey sentencescome，desk，bed，sofa，chair，head，room，hat，knowAre the keys on the sofa?No，they aren't.They are on the table.Come on.I think it is in your grand parents' room.教学反思：Since we have talked about this part in the last period so this class is very easy for students. A lot of time has been left. I give students enough examples to practice the grammar points, so they can understand them clearly.
Unit 4 Where’s my schoolbag?Section A GF-3c 单元Unit4课时第2课时教学目标语言知识：通过情境体验，能够正确使用where引导的特殊疑问句的结构和答语。通过情境体验，能够理解方位介词in， on， under在真实情境中的用法。学习能力：通过语法填空和观察句型，能够对语法规律进行总结，提高理解能力和归纳总结能力。通过填空练习、造句训练和小组活动，能够运用恰当的运用方位介词in， on， under对物品的位置进行描述。文化意识：通过目标词汇和语言的学习，能够了解描述物品位置的表达，体验不同的文化带来的魅力。思维品质：通过课堂活动的体验，能意识到良好的教学和学习环境的重要性，培养学生们爱护公共场所环境和保持整洁的良好习惯。教学重难点1. 通过情境体验，能够正确使用where引导的特殊疑问句的结构和答语。2. 通过情境体验，能够理解方位介词in， on， under在真实情境中的用法。教学工具IWB, PPT教学方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1.Greeting.2.T plays a video to know about the theme of this class—Locative preposition. 3. T shows a picture of a room and asks students to find out the location of some things.观看歌曲视频并了解本节课语法重点—方位介词。观察图片和问题，思考通过回答物品位置。利用动画，引入本科主题—方位介词，引导学生跟唱，激发学生学习兴趣，活跃课堂气氛。通过情境设置导入语法学习。Step 2PresentationT asks students to read the conversation and pay attention to the red part.T shows sentences and leads students to pay attention to the structures and try to complete the grammar points about “ where”.T shows some example sentences and asks students to complete the grammar points according to the picture of “on/ in/ under”.T shows some pictures and asks students to answer the questions to find out the correct location by using the sentence structure and the locative preposition.齐读对话，注意标红字体。观察老师展示的句型结构，尝试补充完整语法知识，做好笔记。观察例句和图示，将空格补充完整并做好笔记。正确使用句型结构和方位介词回答问题。通过图片和提问的方式，引导学生在具体语境中发现并学习语法重点，更能帮助学生理解和应用。学生在填空和做笔记的过程中，相当于将知识记忆了一遍。通过引导学生朗读并自主观察的方式，培养学生的探究意识。通过演绎法和观察法，充分发挥学生的主观能动性，语法规则都由学生自寻，老师扮演引导者和辅助者的角色，更有利于学生创造性思维的培养。Step 3PracticeT asks students to fill in the blanks with in, on or under.T asks students to finish the task in 3a-- Look at the pictures and complete the conversations.T asks students to complete the sentences.T asks students to translate the sentences.T asks students to finish the task in 3b-- Ask and answer questions about the things. 观察句型，用in, on 或under 填空。完成书本3a部分练习。将句子补充完整。根据中文意思写英文。完成书本3b部分内容。通过练习题，帮助学生更好的区分物主基本用法。培养学生的应试能力。回归书本练习，及时巩固，及时操练。Step 4ProductionAsk Ss to read the contents on grammar focus part loudly, and summarize the structure of where guided special questions.Ask Ss to read grammar focus again and find out how to answer the special question led by where.3c Group workT asks students to finish the task in 3c-- Student A, look at the picture on Page 19. Student B, look at the picture on the right. Ask and answer questions to find the differences.朗读书本Grammar Focus，并总结where引导的特殊疑问句的结构。再读一遍，找出where引导的特殊疑问句应该怎么回答。完成书本3c部分的活动，根据图片进行对话练习。通过朗读，帮助学生快速并集中的熟悉A部分重点句型，再通过问题的引导，帮助学生将句子进行分类，明确各类句型的具体功能，为接下来的小组活动打好基础。这个小组互动很有效的调动了学生积极性帮助他们练习句型，同时培养他们的交际能力。Step 5Language Points ExplanationT explains knowledge points.将知识点做好笔记。将本节课重点汇总系统的进行讲解和分析，帮助学生形成语言体系。Step6 ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容，巩固加深印象。利用将思维导图给学生进行有序的梳理。Step 8 Homework1. Write down your packing list and where the things are.2. Make five sentences with “in, on, under” about your classroom. 3. Introduce your room using prepositions.将家庭作业做好记录。检查学习效果，加深对知识的理解和记忆。板书设计：New wordsKey sentencescome，desk，bed，sofa，chair，head，room，hat，knowAre the keys on the sofa?No，they aren't.They are on the table.Come on.I think it is in your grand parents' room.教学反思：Since we have talked about this part in the last period so this class is very easy for students. A lot of time has been left. I give students enough examples to practice the grammar points, so they can understand them clearly.
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