Unit 3 第1课时 (Section A 1a-2d) 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!)

这是一份Unit 3 第1课时 (Section A 1a-2d) 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7页。
Unit3 Is this your pencil?Section A 1a-2d单元Unit3课时第1课时教学目标语言知识：通过情境体验，能够掌握目标词汇，运用目标语言确认物品所属关系，提升口语交际能力。通过对教室里各自物品的讨论，能够让学生掌握并巩固名词性物主代词mine, yours, hers, his的用法。学习能力：通过观察图片，能够对听力内容进行预测，提高听力理解能力和策略运用能力。通过对话练习和小组合作，能够进行角色扮演并创编对话文化意识：通过目标词汇和语言的学习，能够了解确认物品所属关系的表达，体验不同的文化带来的魅力。思维品质：通过课堂活动的体验，能意识到良好的教学和学习环境的重要性，培养学生们爱护公共场所环境和集体意识。教学重难点通过情境体验，能够掌握目标词汇，运用目标语言确认物品所属关系，提升口语交际能力。通过对教室里各自物品的讨论，能够让学生掌握并巩固名词性物主代词mine, yours, hers, his的用法。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.The T can play a video lead in the topic and guide Ss to talk about their school things. 3. T Show Ss a desk and ask them to tell the school things on the desk.(T set a situation: This is Tom’s desk. There are many school things on it. What are they? After Ss say the names of the school things, T lead Ss to read the words and ask them to read together or individually to check if they can read correctly. While Ss are reading, T must correct their pronunciation to make sure they can read correctly. )观看歌曲视频并跟唱。观察桌子上有哪些文具，并尝试说出他们的名字。利用动画，引出本课主题----文具，引导学生跟唱，在唱的过程中自然的感知目标语言，激发学生学习兴趣。通过图片引导学生观察新单词，清晰明了的呈现新知。Step 2Pre-listeningT shows some pictures to teach the new words with the phonetic symbols, interpretation and pronunciation and asks students to make a sentence to emphasize the usage of a/an.T teaches the plural form of words in the same way and reminds students to pay attention to the special plural forms.T asks Ss to finish the task in 1a--Match the words with the things in the picture.(Ask Ss to share the words one by one to make sure they can say the school things correctly and can spell the words correctly.)Answers: e g b h c f a d.T asks Ss to ask and answer questions in pairs.(Remind Ss to use the sentence patterns:—What’s this/that? —It’s … —Is it yours? —Yes, it is mine. /No, it's his/hers. —What’s these/those? —They're … —Are they yours? —Yes, they are mine./No, they are his/hers. T must correct their grammar mistakes when Ss share their conversation in class. )观察图片，跟随老师一起学习新单词的读法写法释义和使用。跟随老师的指导，掌握名词单变复的规律。观看1a部分图片，并读出图中物品代表的单词。完成1a部分任务。根据句型模板和单词，同桌之间进行对话创编。听前将文具新单词和句型进行操练，为听力训练降低难度。将名词的单复数形式融入句型中进行教授，有助于应用。书本任务有利于学生更好的掌握词汇和句型的用法。在听力环节开始之前，将单词融入情景进行对话练习，帮助学生复习单词，降低了听力部分的难度。Step 3While-listening1b & 1c—T asks Ss to listen and number the conversations [1-3] in 1b.T: We have talk about so many school things you use at school. Now let’s listen and number the conversations [1-3] in 1b.(After checking the answers as a class, T can invite some Ss to role-play these conversations in class.)Answers: 3 2 1T asks Ss to make their own conversations with their partners using the school things and then show in class.(The sentence patterns in 1b are too short and easy. To make it more real and vivid, T can add more sentences to set a real situation and ask Ss to make the conversation in pairs. Or ask Ss to make a similar conversation with their partner. If the class is strong, T can ask Ss to start the conversation directly.).T asks students to predict and find out the things in the picture.T asks students to finish the task in 2a-- Listen and check the things you hear.T asks Ss to listen again and complete the conversation with the words in the box in 2b.(T can check answers by having Ss to role-play the conversation.)Answers: pencil, eraser, ruler, books, pencil boxT asks Ss to listen and read the listening scripts so that they can have a better understanding of the conversation. 关注物品，做好听力技能：找寻物品关键词。听听力，为对话排序。核对答案。根据1a部分的图片，与同桌进行角色扮演。预测图片内容，将图片中的物品找出来。听听力，勾选你所听到的单词所代表的图片。再听一遍，将对话内容填充完整。核对答案。听录音并跟读对话材料。通过听力策略的教授，帮助学生更好的把握听力侧重点。将听力文本拆解，用图画的形式展现，并在情景内教授新单词，用跟读录音的模式，培养学生的语音语调意识，也使学生巩固目标词汇和重点句型的使用。听力前先带领学生熟悉图片内容和听力方向，引导学生观察图片内的关键任务，猜测他们所进行的话题，为听力找寻关键词。本环节的听力训练，目的是再现重点词汇，让学生在复杂的语境下，进一步熟悉掌握词汇。同时，鼓励学生利用身边的学习物品，模仿对话，熟练运用表达物主关系的句型。跟读录音的模式，培养学生的语音语调意识。Step 4Post-listeningAsk students to finish 2c-- Let’s make conversations with mine, yours, his, and hers.Ask students to look at the picture in 2d and answer the questions--What are they talking about?Ask students to listen and read the conversation and pay attention to the phrases.Ask students to role play the conversation with the partner.Ask students to work in pairs to return the things to the owners according to the chart.与同桌用2c部分的目标句型创编对话并表演。观察2d并预测图中人物正在谈论什么。跟着录音读一遍2d，标注语调变化和重点词组。与同桌角色扮演2d内容。根据老师提供的表格进行物品所属的问答对话。通过之前句型的学习，为2c部分的练习打好的基础，要求学生以小组的形式进行问答的难度降低。2d部分的阅读，先观察图片让学生了解对话内容，关注到本节课的重点。跟读录音的模式，培养学生的语音语调意识。通过表演对话的形式，让学生理解掌握和运用本课的重点单词与句型，发展听说能力，培养小组合作能力。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.Teach students that family harmony is the only way to prosperity.跟随老师一起进行内容总结。情感教育升华。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. Write down your conversation.2. Make a list of the things you found and lost in the classroom. 3. Write down other things you may lose easily in the classroom.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 sentencespencil，book，eraser，box，schoolbag，dictionary，his，mine，hersIs this your pencil?Yes，it is.It's mine.No，it isn't.Is that your schoolbag?Yes，it is.It's mine.Are these/those your books?Yes，they are.They are mine.No，they aren't.教学反思：In this period, the key and difficult part is to help Ss to use the possessive pronouns well and can tell what these pronouns refer to in a passage. The most difficult thing is to help them transform adjective pronouns (my, your, his, her, their…) + n. into the possessive pronouns (mine, yours, hers, theirs …). Actually some weak Ss still can’t master their meaning so well. So more practice and exercise must be done to help them understand possessive pronouns.