还剩3页未读，
继续阅读
成套系列资料，整套一键下载
- Unit 6 第5课时 (Section B 3a-SC) 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
- Unit 6 第5课时 (Section B 3a-SC) 教学课件-七年级英语上册同步备课系列(人教新目标Go for it!) 课件 0 次下载
- Unit 6 第5课时 (Section B 3a-SC) 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
- Unit 6 (单元复习课件)-七年级英语上册同步备课系列(人教新目标Go for it!) 课件 0 次下载
- Unit 6（单元检测）-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
Unit 6 第5课时 (Section B 3a-SC) 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!)
展开
这是一份Unit 6 第5课时 (Section B 3a-SC) 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 6 Do you like bananas?Section B 3a-SC 单元Unit6课时第5课时教学目标语言知识：通过谈论食物，能够复习并巩固目标语言。通过情景体验，能够巩固三餐及各种食物的表达方式。通过调查采访，能够以读促写并使用四格法起草以“我和我的朋友的健康饮食”为主题的作文。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。通过自查和互查，能够进行文章的批改和订正。文化意识：通过目标词汇和语言的学习，能够谈论物品的所属关系，体验不同的文化带来的魅力。思维品质：通过小组合作，能够拉近人与人的距离，加强与人沟通交往的能力。教学重难点通过情景体验，能够巩固三餐及各种食物的表达方式。通过调查采访，能够以读促写并使用四格法起草以“我和我的朋友的健康饮食”为主题的作文。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-inGreeting.T shows some food pictures and some emotional tips and asks students to look at the picture and describe what you like and dislike. T shows the notice and asks students to introduce your and your friends' eating habits.根据图片和表情，表达对食物的喜好。学校竞选健康之星，请介绍一下你和你朋友的饮食习惯。通过自由问答的环节，引导学生复习并巩固有关食物喜好的问答，为写作打好铺垫。评选健康之星的情景设置能有效激发学生的参与感。Step 2Pre-writingT asks students to think about the basic information of this article and fill in the blanks.T uses the four squares to help students to organize the writing structures and help student to know what to write in each paragraph.T asks Ss to finish task in 3a--Complete the survey. T asks students to make conversations with their classmates.T asks students to finish the task in 3b-- Write about what you and your partner like and don't like for breakfast, lunch and dinner.思考文章写作的前提条件，理清思路并填空。跟随老师一起用四宫格法组织文章结构，找出每段书写内容。完成书本3a部分的任务。就饮食习惯问题与同桌进行问答调查。完成书本3b部分任务。在写作前，让学生梳理清楚基本要求并审清题目。通过四宫格写作法，使学生更明确的掌握书写结构和内容。根据文本材料回答关键信息，找出写作思路，出示句型模板帮助学生理解和应用，以读促写，以说促写。Step 3While-writingT leads students to think about the specific content and sentence structure of each paragraph.T shows the writing structure and asks students to follow the prompts to complete their article.跟随老师明确每一段书写格式和内容。根据四宫格提示开始书写文章。通过打草稿的过程，使学生更清晰的了解每一段的重点句型和整体结构，更好的帮助学生消化和理解。Step 4Post-writingT shows a possible version to students and asks them to check out.T asks students to self-check and peer-check.T shows the Grading Standard to the students.根据老师出示的范文和评分标准进行自查和互评。通过对比范文以及自查互评，让学生养成检查的好习惯。Step 5Self CheckT asks students to finish the task in the Self Check:Exercise 1-- 1. Do you know the plurals of these words? Put them in the correct columns. Exercise 2-- 2. What food, sports and colors do you like and dislike? Write at least five sentences.Exercise 3-- 3. What food, sports and colors do your parents like and dislike? Write at least five sentences.完成书本self check部分习题。回归书本，通过两道习题回顾本单元重点知识。Step 6Language 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。Step7 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 8SummarySummarize 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。Step 9 HomeworkFinish the article.Finish the exercise book.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 sentencesstar，eat，well，habit，healthy，really，question，want，be，fatWhat do you like for breakfast/lunch/dinner?I like/don't like…for breakfast/lunch/dinner.He/She likes/doesn't like… for breakfast/lunch/dinner.教学反思：In this lesson, Ss practiced to write their (and their parents’) likes and dislikes about food, sports or colors. They practiced the sentence structure I like … for… a lot and they also learned to use the conjunctions to make their passages more fluently. Most of the Ss could finish the tasks of this lesson and they did pretty well. In all, I think this class is efficient.
Unit 6 Do you like bananas?Section B 3a-SC 单元Unit6课时第5课时教学目标语言知识：通过谈论食物，能够复习并巩固目标语言。通过情景体验，能够巩固三餐及各种食物的表达方式。通过调查采访，能够以读促写并使用四格法起草以“我和我的朋友的健康饮食”为主题的作文。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。通过自查和互查，能够进行文章的批改和订正。文化意识：通过目标词汇和语言的学习，能够谈论物品的所属关系，体验不同的文化带来的魅力。思维品质：通过小组合作，能够拉近人与人的距离，加强与人沟通交往的能力。教学重难点通过情景体验，能够巩固三餐及各种食物的表达方式。通过调查采访，能够以读促写并使用四格法起草以“我和我的朋友的健康饮食”为主题的作文。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-inGreeting.T shows some food pictures and some emotional tips and asks students to look at the picture and describe what you like and dislike. T shows the notice and asks students to introduce your and your friends' eating habits.根据图片和表情，表达对食物的喜好。学校竞选健康之星，请介绍一下你和你朋友的饮食习惯。通过自由问答的环节，引导学生复习并巩固有关食物喜好的问答，为写作打好铺垫。评选健康之星的情景设置能有效激发学生的参与感。Step 2Pre-writingT asks students to think about the basic information of this article and fill in the blanks.T uses the four squares to help students to organize the writing structures and help student to know what to write in each paragraph.T asks Ss to finish task in 3a--Complete the survey. T asks students to make conversations with their classmates.T asks students to finish the task in 3b-- Write about what you and your partner like and don't like for breakfast, lunch and dinner.思考文章写作的前提条件，理清思路并填空。跟随老师一起用四宫格法组织文章结构，找出每段书写内容。完成书本3a部分的任务。就饮食习惯问题与同桌进行问答调查。完成书本3b部分任务。在写作前，让学生梳理清楚基本要求并审清题目。通过四宫格写作法，使学生更明确的掌握书写结构和内容。根据文本材料回答关键信息，找出写作思路，出示句型模板帮助学生理解和应用，以读促写，以说促写。Step 3While-writingT leads students to think about the specific content and sentence structure of each paragraph.T shows the writing structure and asks students to follow the prompts to complete their article.跟随老师明确每一段书写格式和内容。根据四宫格提示开始书写文章。通过打草稿的过程，使学生更清晰的了解每一段的重点句型和整体结构，更好的帮助学生消化和理解。Step 4Post-writingT shows a possible version to students and asks them to check out.T asks students to self-check and peer-check.T shows the Grading Standard to the students.根据老师出示的范文和评分标准进行自查和互评。通过对比范文以及自查互评，让学生养成检查的好习惯。Step 5Self CheckT asks students to finish the task in the Self Check:Exercise 1-- 1. Do you know the plurals of these words? Put them in the correct columns. Exercise 2-- 2. What food, sports and colors do you like and dislike? Write at least five sentences.Exercise 3-- 3. What food, sports and colors do your parents like and dislike? Write at least five sentences.完成书本self check部分习题。回归书本，通过两道习题回顾本单元重点知识。Step 6Language 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。Step7 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 8SummarySummarize 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。Step 9 HomeworkFinish the article.Finish the exercise book.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 sentencesstar，eat，well，habit，healthy，really，question，want，be，fatWhat do you like for breakfast/lunch/dinner?I like/don't like…for breakfast/lunch/dinner.He/She likes/doesn't like… for breakfast/lunch/dinner.教学反思：In this lesson, Ss practiced to write their (and their parents’) likes and dislikes about food, sports or colors. They practiced the sentence structure I like … for… a lot and they also learned to use the conjunctions to make their passages more fluently. Most of the Ss could finish the tasks of this lesson and they did pretty well. In all, I think this class is efficient.
相关资料
更多
