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Unit 8 第2课时 (Section A GF-3b) 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 8 第2课时 (Section A GF-3b) 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 8 Is there a post office near here? Section A GF-3b 单元Unit8课时第2课时教学 目标语言知识： 通过看图说话和对话创编，复习目标句型。 通过情境体验，能够了解目标语言Is/Are there...? (There be) 句型的基本结构，能够使用该句型询问目标位置以及使用方位介词指出方向。 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there be句型对位置进行描述、提问并回答。 文化意识： 通过目标词汇和语言的学习，能够了解英语中的方位介词，体验不同的文化带来的魅力。 思维品质： 通过小组合作，能够在实际运用中体会和领悟语言形式的表意功能，创造性的连接自我生活经验、解决现实问题。教学 重难点1. 通过看图说话和对话创编，复习目标句型。 2. 通过情境体验，能够解目标语言Is/Are there...? (There be) 句型的基本结构，能够使用该句型询问目标位置以及使用方位介词指出方向。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 asks students to watch a video to review the prepositions. 3. T shows some pictures and asks students to ask the location and answer. 观看视频复习方位介词。 观察图片并根据提问模板提问并回答位置。 利用情景设置，引入本课主题—方位，激发学生学习兴趣，活跃课堂气氛。Step 2 Presentation T shows some sentences and asks students to find out the rules and answer the questions. ①there be结构一般用来表示什么含义? ②含有there be结构的句子，一般什么时候用动词is，什么时候用are? ③如果there be结构的句子的主语由几个并列的名词构成时，be动词用is还是are? ④怎样问路与指路呢？ T asks students to write down the notes carefully. 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-- Look at the map and answer the questions. T asks students to finish the task in 3b--Look at the map and write three sentences. T asks students to write five sentences about our school using there is/are and proper prepostions. The following facilities may be mentioned. T asks students to Complete the conversation according to the pictures.完成书本3a部分练习。 完成书本3b部分练习。 用五句话描述自己的学校。 根据图片补全对话。通过练习题，帮助学生更好的巩固语法知识的使用。 回归书本练习，及时巩固，及时操练。 培养学生的应试能力。 Step 4 Production Ask Ss to read the contents on grammar focus part loudly. T asks students to think that：There is a new town of about 950 people. If you are the mayor of the new town, you do have the responsibility to design the town. And how will you design this town? T asks students to finish the task in 3c--Take turns to choose a place in the picture in 1a on page 43. Your classmates ask questions and then guess the place. T asks students to Draw a map of our school and list the names of facilities and streets. Then write a passage to describe the map and your school life.朗读书本Grammar Focus。 如果你要规划一座城市，你将如何设计？ 完成书本3c部分任务。 画一幅地图并将它描述出来。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 HomeworkRemember the sentences in the Grammar Focus. 用今天所的学介词 (near, next to, in front of, behind, between…and) 来描述在你所在地周围地标性建筑的位置。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： 教学反思： In this period, the teacher should ask the students to read the content in Grammar Focus first. Then they can understand what they have learned. After that, we can create some proper situations to help them make their own conversations by using the sentence patterns. As we all know, reading aloud, understanding, summarizing and practicing are necessary processes in grammar class.
Unit 8 Is there a post office near here? Section A GF-3b 单元Unit8课时第2课时教学 目标语言知识： 通过看图说话和对话创编，复习目标句型。 通过情境体验，能够了解目标语言Is/Are there...? (There be) 句型的基本结构，能够使用该句型询问目标位置以及使用方位介词指出方向。 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there be句型对位置进行描述、提问并回答。 文化意识： 通过目标词汇和语言的学习，能够了解英语中的方位介词，体验不同的文化带来的魅力。 思维品质： 通过小组合作，能够在实际运用中体会和领悟语言形式的表意功能，创造性的连接自我生活经验、解决现实问题。教学 重难点1. 通过看图说话和对话创编，复习目标句型。 2. 通过情境体验，能够解目标语言Is/Are there...? (There be) 句型的基本结构，能够使用该句型询问目标位置以及使用方位介词指出方向。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 asks students to watch a video to review the prepositions. 3. T shows some pictures and asks students to ask the location and answer. 观看视频复习方位介词。 观察图片并根据提问模板提问并回答位置。 利用情景设置，引入本课主题—方位，激发学生学习兴趣，活跃课堂气氛。Step 2 Presentation T shows some sentences and asks students to find out the rules and answer the questions. ①there be结构一般用来表示什么含义? ②含有there be结构的句子，一般什么时候用动词is，什么时候用are? ③如果there be结构的句子的主语由几个并列的名词构成时，be动词用is还是are? ④怎样问路与指路呢？ T asks students to write down the notes carefully. 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-- Look at the map and answer the questions. T asks students to finish the task in 3b--Look at the map and write three sentences. T asks students to write five sentences about our school using there is/are and proper prepostions. The following facilities may be mentioned. T asks students to Complete the conversation according to the pictures.完成书本3a部分练习。 完成书本3b部分练习。 用五句话描述自己的学校。 根据图片补全对话。通过练习题，帮助学生更好的巩固语法知识的使用。 回归书本练习，及时巩固，及时操练。 培养学生的应试能力。 Step 4 Production Ask Ss to read the contents on grammar focus part loudly. T asks students to think that：There is a new town of about 950 people. If you are the mayor of the new town, you do have the responsibility to design the town. And how will you design this town? T asks students to finish the task in 3c--Take turns to choose a place in the picture in 1a on page 43. Your classmates ask questions and then guess the place. T asks students to Draw a map of our school and list the names of facilities and streets. Then write a passage to describe the map and your school life.朗读书本Grammar Focus。 如果你要规划一座城市，你将如何设计？ 完成书本3c部分任务。 画一幅地图并将它描述出来。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 HomeworkRemember the sentences in the Grammar Focus. 用今天所的学介词 (near, next to, in front of, behind, between…and) 来描述在你所在地周围地标性建筑的位置。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： 教学反思： In this period, the teacher should ask the students to read the content in Grammar Focus first. Then they can understand what they have learned. After that, we can create some proper situations to help them make their own conversations by using the sentence patterns. As we all know, reading aloud, understanding, summarizing and practicing are necessary processes in grammar class.
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