Unit 2 第1课时 (Section A 1a-2d) 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!)

这是一份Unit 2 第1课时 (Section A 1a-2d) 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6页。
Unit 2 What time do you go to school?Section A 1a-2d单元Unit2课时第1课时教学目标语言知识：通过看情景体验，了解英语的时间表达，掌握表达日常生活的动词短语、初步感知频度副词always和usually并运用语言知识进行口语交际。通过情景对话，运用本单元目标语言询问并回答日常生活活动时间，提升语言运用能力。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。通过阅读题目所给信息，能够预测听力内容，并用目标句型进行简短对话，提高运用语言的能力。文化意识：通过目标词汇和语言的学习，能够了解国外生活习惯差异，体验不同的文化带来的魅力。思维品质：通过制作和介绍日常计划表，能够合理的安排自己的作息时间并提高时间管理意识。教学重难点通过情景对话，运用本单元目标语言询问并回答日常生活活动时间，提升语言运用能力。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。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 to lead in the topic and leads students to answer: What is mentioned in the video? 3. T asks students to think: How to express time? How many expressions of time are there?观看动画视频并回答视频中提到了什么。思考如何表达时间？时间有多少种表达法？利用动画，引出本课主题，引导学生思考并头脑风暴，在思考的过程中自然的感知目标语言，激发学生学习兴趣。Step 2Pre-listeningT shows some clocks and asks students to say the time.T teaches how to express time.Game time: look at the clock and choose the right time.T teaches the key phrases by asking the questions, and teaches phonetic symbols and key words.T asks Ss to finish the task in 1a-- Match the activities with the pictures.T asks students to look at the clocks in the picture & say the time.观察时钟并学习时间表达法。游戏：选择正确的时间表达。跟随老师一起学习新单词和音标，并感知句型完成练习。完成书本1a部分任务。将1a部分图片的时间解析。观察后指导学生自行总结时间表达法，训练学生的归纳整合能力。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。Step 3While-listeningT asks students to listen and write the times.T asks students to finish the task in 1b—Listen and match the times with the actions. Draw lines from the clocks to the pictures.T asks students to listen again and repeat the conversations.T asks students to finish the task in 1c—Student A is the interviewer. Student B is Rick. Ask and answer questions about Rick’s day.T asks students to look at the picture and answer the questions.T asks students to finish the task in 2a-- Listen and complete the sentences.T asks students to finish the task in 2b-- Listen again. Complete the shower schedule for Jim’s family.T asks students to listen and repeat.听听力并完成表格。完成书本1b任务：将图片和时钟连线。听对话并跟读，注意升降调重音。根据1a部分的图片，与同桌进行角色扮演。观察2a部分图片并回答问题进行听前预测。完成书本2a部分任务。完成书本2b部分任务。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，引导学生注意朗读时的升降调和重音，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-listeningT asks students to work in two and talk about the shower schedule for Jim’s family.T asks students to finish 2c-- Now talk about yourself.T asks students to look at the picture in 2d and answer the questions.T asks students to Read the conversation quickly and answer the questions below.T asks students to Listen and fill in blanks.T ask students to listen and read the conversation and pay attention to the phrases.T ask students to fill in the blanks.T asks students to role play the conversation with the partner.根据表格和对话模板进行问答。与同桌进行问答练习。观察图片并回答问题。阅读对话回答问题。听录音并填空。跟着录音读一遍2d，标注语调变化和重点词组。将空格补充完整。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 Homework1. Make a schedule about doing sports. 2. Talk about your sports schedule and record it. 3. Preview the use of frequency words: always and usually.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 go to school?Section A(1a－2d)教学反思：This unit focuses on “daily routines”. After learning, the students can talk about their daily schedule by using What time...? and Sb. do...at...In the learning process, the communication between students and teacher can improve the relationship between teacher and students. In the first class, the whole class runs through listening, speaking and reading to grasp the key information and improve their listening ability. Students are asked to imitate the listening content to carry out dialogue practice. In this way, students listening and speaking abilities are strengthened. At the same time, the teacher can use pictures to introduce the topics to arouse students’ interest. Through pair practice, students can interact with each other and improve their oral English.