外研版 (新标准)七年级下册Unit 2 We're going to cheer the players.教案设计

这是一份外研版 (新标准)七年级下册Unit 2 We're going to cheer the players.教案设计，共4页。


I Analysis f the teaching material:
This mdule is abut making plans. Students are very familiar with this tpic ,and they are interested in hw t spend the hlidays. This lessn is the secnd unit f this mdule,after learning unit1,students knw the simple sentences with “be ging t”. This lessn is specially talking abut three students plan t their hlidays and express their feelings abut their plans.If students learn this lessn well,they can use “be ging t”t write a passage abut making plans.
II Analysis f the students:
Frankly speaking, mst f the students are utging and eager t express themselves n cnditin that they can get praise frm the teacher, althugh their English level is nt as gd as thers. Fresh and funny things can always attract their attentin. Besides, students have learned English fr mre than fur years, s they can develp their cgnitive ability thrugh the ld English knwledge stre and express themselves freely.
= 1 \* ROMAN III Teaching aims:
1.Knwledge aims:
a. T master the new wrds and expressins“cuntry、litter、camp 、sightseeing、 beach 、cheer、 hpe、 win 、cllect、lk frward t 、g sightseeing ”in the situatin.
b.T understand and use “be ging t + verb”; wh-questins and answers
2.Ability aims:
a.T retell the dialgue with the help f the mind map.
b.T describe their plans with be ging t + v.
c.T write a passage abut the plans abut their future jbs.
3.Emtinal aims:
a.Enable Ss t knw the imprtance f marking plans befre ding everything.
b.Enable Ss t realize success needs nt nly plans and gals,but als actins.
IV Teaching key pints:
1. Key wrds:cuntry、litter、camp、beach 、cheer、 hpe、 win 、cllect、lk frward t 、g sightseeing.
2. Key structures:What/ wh/where/hw/when/why are yu ging t I am ging t...
V Teaching difficult pints:
T understand hw t write a passage abut making plans with“be ging t”.
VI Teaching strategies:
1.Play a vide and use the pictures t warm up and lead in.
2.Play a game called “Lucky g g g” t make students interested in what they will learn.
3.Pre-reading t get the general infrmatin.
4.While-reading t get the detailed infrmatin.
5.D the grup wrk t practice and cnslidate their understanding abut marking plans and the usage f “be ging t”.
= 7 \* ROMAN VII Teaching methds:
Task-based teaching methd, cmmunicative teaching methd, cperative learning.
= 7 \* ROMAN VIII Teaching aids:
Multimedia,chalk, pictures,blackbard.
Ⅸ Teaching time:45mins
Ⅹ Teaching prcedures:
注：IP=Interactive Pattern; CW=Class wrk; IW=Individual Wrk; PW=Pair Wrk;GW=Grup Wrk.
Ⅺ Blackbard design:
Steps
教学活动
Activities
设计意图
Intentins
互动模式&时间
IP & time
Lead-in
Step 1
Greeting.
Play the vide abut “be ging t”,and have Ss t guess what Gg is ging t d？
通过观看视频和猜测Gg打算做什么，激发学生学习英语的激情，活跃课堂气氛、拉近与学生的距离，同时很自然的过渡到上课内容。
CW
4’
Pre-reading
Step 2
1.Play a game called“Lucky g g g”.
Different phrases with different pints.
Lk at the three pictures and predict what the passage is talking abut.
Learning t learn:When a passage has pictures,pictures ften cntain sme imprtant infrmatin.
和Gg一起玩幸运大转盘，通过游戏创设一个个小小的情景，激活学生的已有知识,在激发学生对新知识的渴望的同时,学生不知不觉中掌握新单词及be ging t的用法，为阅读扫清障碍。
2.课文中的图片往往蕴含着文章内容。看图猜课文内容，让孩子们增添对阅读的好奇心，同时也利于学生理解文章。
CW
IW
7’
While-reading
Step 3
Fast-reading:
1.Skim the passage and match the paragraphs with the pictures,and check the predictins.
Scan the passage and say what Martin、Zhang Sijia and Lucy are ging t d.
第一遍快速阅读，用skimming
和scanning既检验了学生之前对文章的猜测，又使学生了解文章的大意，为接下来的细读做好铺垫。
因大部分学生基础较薄弱，快读设置了2个任务，而且任务难度由易到难，难度适当降低，提升他们阅读的自信心，同时解除他们对阅读的惧怕情绪。
IW, CW
7’
Step 4
Careful-reading:
Read the passage paragraph by paragraph,and then fill in the blanks.
Wh when what why
本文是介绍三位学生的假期计划，内容上平行，使用表格使内容更加直观，也利于学生在文章设置的语境中，理解、掌握和运用be ging t.以读促写，这个表格也为学生复述课文和写作提供了支架。

IW, CW
8’
Pst-reading
Step 5
1.Watch the vide f the text and read after it.
2.After watching the vide f the text,please cmplete the passage with the crrect frm f the wrds frm the bx.
3.Grup wrk:
T:Suppse yu are all frtune-tellers,please frecast what yur classmates are ging t be? Why? What abut yurself? Why? Hw...
1.通过看课文视频并跟读，进一步掌握对话，并纠正学生发音。
2.课文填空，巩固文章掌握的同时，有利于整体把握文章，并将所学生词再次巩固练习。
3.在学生已掌握对于假期计划的制定的基础上，赋予学生预言家的角色，让学生预言同学和自己将会成为什么样的人，预测的过程增加了任务的趣味性。预测后，邀请个别学生表演才艺，提升了他们的自信心，并让学生意识到一份根耘，一份收获，未来要有计划和现在的努力，为情感教育做铺垫。
IP,
CW
11’
Emtinal educatin
Step 6
Shw tw pictures t students and ask what they can learn frm the pictures.
学完本课，让学生意思到要想成功，目标、计划和行动缺一不可，有好的计划一定要坚持实施下去。
IP
2’
Summary
Step 7
Summarize what we have learned in tday’s class.
检查学生对本课内容掌握情况，及时查缺补漏。
IW,CW
4’
Hmewrk
Step 7
1.Imprve yu writing by adding mre details.
2.Make a plan fr yur summer hliday.
3.Draw a mind map t summarize the passage.
分层作业，学生根据自身情况选做题目。不同作业不同积分，激励学生自我挑战，同时激发学生做作业的热情。
IW
2’
cmputer screen
M3 Marking plans
U2 We’re ging t cheer the players.
Martin
is a picture f a dream tree
Zhang Sijia
ging
Lucy
t