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Unit 2 第2课时 (Section A GF-3c) 教学设计-七年级英语下册同步备课系列(人教新目标Go for it!)
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这是一份Unit 2 第2课时 (Section A GF-3c) 教学设计-七年级英语下册同步备课系列(人教新目标Go for it!)，共5页。
Unit 2 What time do you usually get up? Section A GF-3c 单元Unit2课时第2课时教学 目标语言知识： 通过看图说话和转盘创编，复习目标句型以及时间表达法。。 通过观察句型，总结归纳what time-，when-句型及频度副词的用法，提升理解语言现象的能力。 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what time-，when-引导的句型谈论日常生活作息并做出回答。 文化意识： 通过目标词汇和语言的学习，能够谈论自己和他人的日常生活作息，体验不同的文化带来的魅力。 思维品质： 通通过小组活动，运用目标语言规划更加合理的作息时间，提升自我管理意识。教学 重难点1. 通过观察句型，总结归纳what time-，when-句型及频度副词的用法，提升理解语言现象的能力 2. 通过填空练习、造句训练和小组活动，能够运用what time-，when-引导的句型谈论日常生活作息并做出回答教学 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 1 Lead-in 1.Greeting. 2. T shows some pictures about the daily activities and time. And asks students to look at the picture and answer the questions. 3. Pair work :Work in pairs and make your own conversations like: What time do you usually ？ I usually at . 观察图片并根据图片提供信息回答问题。 根据日常生活作息与同桌进行对话创编。 利用情景设置，引入本课主题—日常生活作息，激发学生学习兴趣，活跃课堂气氛。 通过自由问答进行复习和操练目标语言。Step 2 Presentation T divides the whole class into 4 groups and each group discusses one question. Group 1：what time和when都是就时间提问，它们的回答有何异同？ Group 2：频度副词(usually, always, never)与动词的位置有何关系？ Group 3：在特殊疑问句中，单数第三人称(he, she)和其他人称在动词形式上有什么差异？ Group 4：在答语中，单数第三人称(he, she)和其他人称在动词形式上有什么差异？ T shows some sentences and asks students to find out the rules and answer the questions. T asks students to write down the notes carefully.分组进行讨论，讨论本组分到的问题。 观察GF并回答老师问题。 认真做好笔记。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 3 PracticeT asks students to finish the task in 3a-- Write answers or questions. Use always, usually or never. T asks students to Choose the right answers. T asks students to Complete the sentences. T asks students to finish the task in 3b-- Write about something you always do, something you usually do and something you never do. T asks students to look at the information about Alex. Write sentences about him using always, usually or never.完成书本3a部分练习。 选择正确选项。 按要求完成句子。 完成书本3b部分内容。 阅读Alex的作息，并进行第三人称单数的造句练习。通过练习题，帮助学生更好的巩固语法知识的使用。 培养学生的应试能力。 回归书本练习，及时巩固，及时操练。Step 4 Production Ask Ss to read the contents on grammar focus part loudly. T asks students to finish the task in 3c-- Interview three of your classmates. Find out what time they do these activities. Then give a report to the class. T asks students to work in groups-- We have brainstormed some jobs that have uncommon daily routines on P8. Try to interview a person who has this kind of jobs around you and fill in the following chart. Then share your result and feelings next class. Report to the class. 朗读书本Grammar Focus。 完成书本3c部分的活动，根据表格进行对话练习。 小组活动：假设你是一名记者，用Wh-疑问句采访你的同学。 汇报采访结果。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。 小组活动锻炼学生的交际能力和表达能力。Step 5 Language 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 7 SummarySummarize 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.Describe your family’s daily routine by using always, usually and never. 2. Make a poster for your ideal daily schedule.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： Unit 2 What time do you usually get up? Section A(GF－3c) 教学反思： This class starts with the topic of reality to arouse students' interest. It adopts role-playing practice to make students take the initiative in learning. In addition, the combination of listening, speaking, reading and writing not only develops the students’ comprehensive ability, but also consolidates the target language. We can ask the students to use what/when questions to make sentences and frequency verbs to give answers. Also, we can get them to use phrasal verbs they learned to make conversations and give presentations.
Unit 2 What time do you usually get up? Section A GF-3c 单元Unit2课时第2课时教学 目标语言知识： 通过看图说话和转盘创编，复习目标句型以及时间表达法。。 通过观察句型，总结归纳what time-，when-句型及频度副词的用法，提升理解语言现象的能力。 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what time-，when-引导的句型谈论日常生活作息并做出回答。 文化意识： 通过目标词汇和语言的学习，能够谈论自己和他人的日常生活作息，体验不同的文化带来的魅力。 思维品质： 通通过小组活动，运用目标语言规划更加合理的作息时间，提升自我管理意识。教学 重难点1. 通过观察句型，总结归纳what time-，when-句型及频度副词的用法，提升理解语言现象的能力 2. 通过填空练习、造句训练和小组活动，能够运用what time-，when-引导的句型谈论日常生活作息并做出回答教学 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 1 Lead-in 1.Greeting. 2. T shows some pictures about the daily activities and time. And asks students to look at the picture and answer the questions. 3. Pair work :Work in pairs and make your own conversations like: What time do you usually ？ I usually at . 观察图片并根据图片提供信息回答问题。 根据日常生活作息与同桌进行对话创编。 利用情景设置，引入本课主题—日常生活作息，激发学生学习兴趣，活跃课堂气氛。 通过自由问答进行复习和操练目标语言。Step 2 Presentation T divides the whole class into 4 groups and each group discusses one question. Group 1：what time和when都是就时间提问，它们的回答有何异同？ Group 2：频度副词(usually, always, never)与动词的位置有何关系？ Group 3：在特殊疑问句中，单数第三人称(he, she)和其他人称在动词形式上有什么差异？ Group 4：在答语中，单数第三人称(he, she)和其他人称在动词形式上有什么差异？ T shows some sentences and asks students to find out the rules and answer the questions. T asks students to write down the notes carefully.分组进行讨论，讨论本组分到的问题。 观察GF并回答老师问题。 认真做好笔记。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 3 PracticeT asks students to finish the task in 3a-- Write answers or questions. Use always, usually or never. T asks students to Choose the right answers. T asks students to Complete the sentences. T asks students to finish the task in 3b-- Write about something you always do, something you usually do and something you never do. T asks students to look at the information about Alex. Write sentences about him using always, usually or never.完成书本3a部分练习。 选择正确选项。 按要求完成句子。 完成书本3b部分内容。 阅读Alex的作息，并进行第三人称单数的造句练习。通过练习题，帮助学生更好的巩固语法知识的使用。 培养学生的应试能力。 回归书本练习，及时巩固，及时操练。Step 4 Production Ask Ss to read the contents on grammar focus part loudly. T asks students to finish the task in 3c-- Interview three of your classmates. Find out what time they do these activities. Then give a report to the class. T asks students to work in groups-- We have brainstormed some jobs that have uncommon daily routines on P8. Try to interview a person who has this kind of jobs around you and fill in the following chart. Then share your result and feelings next class. Report to the class. 朗读书本Grammar Focus。 完成书本3c部分的活动，根据表格进行对话练习。 小组活动：假设你是一名记者，用Wh-疑问句采访你的同学。 汇报采访结果。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。 小组活动锻炼学生的交际能力和表达能力。Step 5 Language 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 7 SummarySummarize 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.Describe your family’s daily routine by using always, usually and never. 2. Make a poster for your ideal daily schedule.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： Unit 2 What time do you usually get up? Section A(GF－3c) 教学反思： This class starts with the topic of reality to arouse students' interest. It adopts role-playing practice to make students take the initiative in learning. In addition, the combination of listening, speaking, reading and writing not only develops the students’ comprehensive ability, but also consolidates the target language. We can ask the students to use what/when questions to make sentences and frequency verbs to give answers. Also, we can get them to use phrasal verbs they learned to make conversations and give presentations.
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