Unit 6 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 6 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5页。
Unit 6 Do you like bananas?Section A 1a-2d单元Unit6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，运用目标语言询问他人、介绍自己的饮食习惯，提升口语交际能力。通过对他人、自己的饮食习惯的讨论，能够让学生掌握名词单复数转变的规则。学习能力：通过观察图片，圈划题干中的关键词，能够对听力内容进行预测和预判，提高听力理解能力以及策略运用能力。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，能够谈论他人、自己的饮食习惯，体验不同的文化带来的魅力。思维品质：通过小组采访活动，能够分析对比你和你的朋友们的饮食习惯，能够表达自我，提升对健康生活的认识。教学重难点通过情境体验，能够掌握目标词汇，运用目标语言询问他人、介绍自己的饮食习惯，提升口语交际能力。通过对他人、自己的饮食习惯的讨论，能够让学生掌握名词单复数转变的规则。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 the fruit and vegetables. 3. T shows Ss a fridge and says: Tom is hungry. So he opens the fridge. What does he see?观看歌曲视频并跟唱。观察冰箱图片并回答老师提问，思考冰箱里的食物。利用动画，引出本课主题----食物，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主题，清晰明了的呈现新知。Step 2Pre-listeningT shows some pictures to teach the new words with the phonetic symbols, singular and plural and pronunciation and divide the words into fruit, vegetable, food and drink.T shows some foods and the sample sentence on the ppt and asks students to try to make conversations according to the pictures.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.)T asks Ss to read the dialogue in the picture.观察图片，跟随老师一起学习新单词的读法释义和单复数变化，并按不同划分来区别单词。根据图片内容和句型模板，进行造句，询问饮食习惯。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。读出图片中的对话。听前将新单词和句型进行操练，为听力训练降低难度。将句型操练式融入单词教学中进行教授，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，对图片进行分析和预测，降低了听力部分的难度。Step 3While-listeningT asks students to finish the task in 1b—Let’s underline the key words and number the conversations.T asks students to watch the video to know about the conversation.T asks students to finish the task in 1c—Practice the conversations with your partner. Then make your own conversations.T shows the sample and a turntable and ask your partner about his/her eating habits.T shows the picture and asks students to predict.T asks students to finish the task in 2a-- Listen and circle the food you hear.T asks students to finish the task in 2b--Listen and fill in the blanks.T asks students to listen again. Answer the questions.T asks students to listen and repeat.关注食物，做好听力技能：抓住关键词。观看视频，了解对话。根据1a部分的图片，与同桌进行角色扮演。转盘游戏观察图片并预测可能谈论的食物。听听力，圈出你听到的食物。再听一遍，将对话补充完整。听录音回答问题。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。跟读录音的模式，培养学生的语音语调意识。Step 4Post-listeningRole play : Work with your partner. Role play the conversation.Ask students to finish 2c-- Practice the conversations above. Give answers that are true for you. Ask students to do a survey in groups of four and give a report.T asks students to read and answer the question.T asks students to find the sentences about likes and dislikes.Ask students to listen and read the conversation and pay attention to the phrases.Ask students to role play the conversation with the partner.看图，并补充对话进行角色扮演。与同桌用2a部分的对话模板创编对话。就饮食习惯进行一个调查和报道。读对话并回答问题。读对话找出表达喜好的句型。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。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，先通过回答问题和找句型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.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 HomeworkRead words and conversations we have learned today.Write a short conversation about likes and dislikes.Read some articles about healthy eating habits.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 sentencesbanana，hamburger，tomato，ice－cream，salad，strawberry，pear，milk，breadDo you like bananas?Yes，I do.Do you like salad?No，I don't.教学反思：The usage of un. and cn. are the key points in this period, however, I didn't tell the language points form the overall perspective in the class. So, Ss can not understand the grammar in a logical way, they just memorize the specific words. The language points in 2d part should be dictated in the next class because Ss often have problems in these sentences.