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- Unit 4 第3课时 (Section B 1a-1e) 导学案-七年级英语上册同步备课系列(人教新目标Go for it!) 学案 0 次下载
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Unit 4 第4课时 (Section B 2a-2c) 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4课时 (Section B 2a-2c) 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 B 2a-2c 单元Unit4课时第4课时教学目标语言知识：通过情境体验，能够复习并巩固如何询问物品位置的句型。通过扫读和寻读活动，了解文章大意，理解文章内容，理清文章结构。学习能力：通过互动、小组合作、游戏等方式完成课堂学习任务。通过预测和抓关键词，能够对文章主要内容进行推断并理解文章细节，进行文章的复述。文化意识：通过目标词汇和语言的学习，能够谈论物品的位置，体验不同的文化带来的魅力。思维品质：通过小组合作，能够合理布置房间，合理归置物品，并创造性的表达自我，提升生活幸福感。教学重难点通过情境体验，能够复习并巩固如何询问物品位置的句型。通过扫读和寻读活动，了解文章大意，理解文章内容，理清文章结构。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 lets students watch the video and sing together—where’s my bag? 3. T shows a picture and asks students to talk about the location of the things in the room.Q:Where is/are the …?A:It’s/They’re on/in/under…观看歌曲并跟唱。观察图片并与同桌就图片内物品位置展开对话。利用动画，引出本课主题—询问位置，通过图片引导学生复习所学句型。Step 2Pre-listeningWords: T teaches the new words in this class by showing the pictures, phonetic symbols, definitions, collocations and examples.T asks students to finish the task in 2a-- Write the words you know for the things in the picture.T asks students to play a game according to the picture in 2a-- One student says one thing in the picture, and the others find out where it is as quickly as they can.T shows the picture in 2b and asks students to predict:Q1: Who are the two girls?Q2: What’s the relationship(关系) between them?Q3: What will the passage talk about?跟随老师的教授学习新单词的发音，释义，词组搭配和例句。完成书本2a部分的任务。根据2a部分图片，进行游戏，同学说出物品名称，迅速接出该物品位置的介词短语。观察2b部分的人物照片，展开预测并回答以下三个问题。将新单词在阅读开始之前教授，扫清单词障碍，使阅读更流畅。通过已学内容的图片，引导学生进行回顾，整合单元物品词汇，为阅读打好基础。通过游戏进行物品名称和方位介词短语的复习操练，并为输出做准备。通过读前观察图片，获取信息，回答问题，培养学生的阅读技能，掌握文章主旨方向。Step 3While-listeningT asks students to read the passage and answer and find out the topic sentence.Q: Who is tidy, Kate or Gina? A. Kate B. GinaC. Both of themT asks students to read the passage and answer the questions.T asks students to finish the task in 2c-- Complete the chart about the things Kate and Gina have and where they are.T asks students to read and try to find the structure of the passage.T asks students to complete the passage.读文章，选择正确答案。再读一遍文章，回答有关物品位置的问题。完成书本2c部分任务—填充表格。再读一遍文章，找出文章结构。根据课文内容填空。通过找中心句，引导学生掌握阅读技巧—泛读。通过寻找物品位置的活动培养学生的阅读策略--寻读(scanning)用于查找特定的信息。将文本内容转化为表格形式，帮助学生熟悉文本内容，为之后的复述打好基础。Step 4Post-listeningT asks students that: If you are Gina, please put the things in order, and fill in the blanks. T asks students to listen and repeat.T asks students to try to retell the passage and pay attention to the important points.以Gina的口吻完成文章填空。听录音并跟读文章。尝试复述文章。跟读录音有利于培养学生的语音语调。复述文本活动有利于学生对知识点和目标语言的应用。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 HomeworkRead the article again. Write down the things in your room as many as possible. Describe the things in your room in groups, and find out who has the cleanest room.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 wordsWriting but，everywhere，always，our，tidyIn my room，my dictionary and my radio are on the desk.My pencil box is in my schoolbag and my schoolbag is under the desk.教学反思：I used various reading strategies, such as skim, scan, retell, etc. to help Ss quickly understand the text. I paid much attention to the usage of the language points and let students make enough sentences to master the language points, so Ss can master the language points and understand the passage clearly. However some B level students cannot use the language points well, so T needs to pay more attention to them.
Unit 4 Where’s my schoolbag?Section B 2a-2c 单元Unit4课时第4课时教学目标语言知识：通过情境体验，能够复习并巩固如何询问物品位置的句型。通过扫读和寻读活动，了解文章大意，理解文章内容，理清文章结构。学习能力：通过互动、小组合作、游戏等方式完成课堂学习任务。通过预测和抓关键词，能够对文章主要内容进行推断并理解文章细节，进行文章的复述。文化意识：通过目标词汇和语言的学习，能够谈论物品的位置，体验不同的文化带来的魅力。思维品质：通过小组合作，能够合理布置房间，合理归置物品，并创造性的表达自我，提升生活幸福感。教学重难点通过情境体验，能够复习并巩固如何询问物品位置的句型。通过扫读和寻读活动，了解文章大意，理解文章内容，理清文章结构。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 lets students watch the video and sing together—where’s my bag? 3. T shows a picture and asks students to talk about the location of the things in the room.Q:Where is/are the …?A:It’s/They’re on/in/under…观看歌曲并跟唱。观察图片并与同桌就图片内物品位置展开对话。利用动画，引出本课主题—询问位置，通过图片引导学生复习所学句型。Step 2Pre-listeningWords: T teaches the new words in this class by showing the pictures, phonetic symbols, definitions, collocations and examples.T asks students to finish the task in 2a-- Write the words you know for the things in the picture.T asks students to play a game according to the picture in 2a-- One student says one thing in the picture, and the others find out where it is as quickly as they can.T shows the picture in 2b and asks students to predict:Q1: Who are the two girls?Q2: What’s the relationship(关系) between them?Q3: What will the passage talk about?跟随老师的教授学习新单词的发音，释义，词组搭配和例句。完成书本2a部分的任务。根据2a部分图片，进行游戏，同学说出物品名称，迅速接出该物品位置的介词短语。观察2b部分的人物照片，展开预测并回答以下三个问题。将新单词在阅读开始之前教授，扫清单词障碍，使阅读更流畅。通过已学内容的图片，引导学生进行回顾，整合单元物品词汇，为阅读打好基础。通过游戏进行物品名称和方位介词短语的复习操练，并为输出做准备。通过读前观察图片，获取信息，回答问题，培养学生的阅读技能，掌握文章主旨方向。Step 3While-listeningT asks students to read the passage and answer and find out the topic sentence.Q: Who is tidy, Kate or Gina? A. Kate B. GinaC. Both of themT asks students to read the passage and answer the questions.T asks students to finish the task in 2c-- Complete the chart about the things Kate and Gina have and where they are.T asks students to read and try to find the structure of the passage.T asks students to complete the passage.读文章，选择正确答案。再读一遍文章，回答有关物品位置的问题。完成书本2c部分任务—填充表格。再读一遍文章，找出文章结构。根据课文内容填空。通过找中心句，引导学生掌握阅读技巧—泛读。通过寻找物品位置的活动培养学生的阅读策略--寻读(scanning)用于查找特定的信息。将文本内容转化为表格形式，帮助学生熟悉文本内容，为之后的复述打好基础。Step 4Post-listeningT asks students that: If you are Gina, please put the things in order, and fill in the blanks. T asks students to listen and repeat.T asks students to try to retell the passage and pay attention to the important points.以Gina的口吻完成文章填空。听录音并跟读文章。尝试复述文章。跟读录音有利于培养学生的语音语调。复述文本活动有利于学生对知识点和目标语言的应用。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 HomeworkRead the article again. Write down the things in your room as many as possible. Describe the things in your room in groups, and find out who has the cleanest room.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 wordsWriting but，everywhere，always，our，tidyIn my room，my dictionary and my radio are on the desk.My pencil box is in my schoolbag and my schoolbag is under the desk.教学反思：I used various reading strategies, such as skim, scan, retell, etc. to help Ss quickly understand the text. I paid much attention to the usage of the language points and let students make enough sentences to master the language points, so Ss can master the language points and understand the passage clearly. However some B level students cannot use the language points well, so T needs to pay more attention to them.
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