英语七年级下册Section A教学设计

这是一份英语七年级下册Section A教学设计，共6页。
教学目标:
知识与能力：
词汇: 熟悉并掌握train, bus, subway, ride, bike, sixty, far, seventy, eighty, ninety, hundred, minute, kilmeter, take the subway, ride a bike, by bike.
2. 能熟练运用重点句型：A: Hw d yu get t schl?B: I … t schl.A: Hw lng des it take (t get t schl)?B: It takes : Hw far is it frm yur hme t schl?B: It's abut...
过程与方法：
1.能用目标语言进行简短的对话，提高学生的听说表达能力。2.能在不同的课堂活动中提高对目标语言的运用能力。
3.能通过自主、合作、探究学习培养合作意识和协作能力。
情感态度与价值：
1.通过课件分颜色标注的呈现和课堂板书让学生领会对话，培养学生的观察能力和归纳总结的能力。
2.在小组活动的合作过程中，培养学生的创新思维能力。
教学重难点
掌握并运用多种表达乘坐交通工具的方式。
重点句型：Hw + 助动词+主语+ g t + 地点？Hw lng des it take…? Hw far is it frm…t…?
教学过程
Step 1 Warm-up
The teacher shws a recrding clip and pictures t create a situatin: A baby alien named Yu, yu fell dwn t the earth because f the shrtage f energy. He wanted t cllect pwer stne in rder t g back hme. Then asks students t help Yu, yu by finishing tasks t get pwer stnes.
Step 2 Presentatin and drill
Activity ne: New Wrds Learning
The teacher plays an English sng fr students and then ask them t name the fllwing the different types f transprtatin: train, bus, subway, ride, bike.
Ask students t play a game:
Find the different types f transprtatin.
Give the students the first pwer stne.
Activity tw: “Hw + 助动词+主语+ g t + 地点？” Sentence Learning.
The teacher shw different pictures t get students be familiar with the sentence patterns:
--Hw d yu get t schl?
--I ______t schl. (take the bus/take the subway/ride a bike/ walk/take the plane/ take the train)
Pair wrk. Ask students t have a pair wrk by using the sentence patterns.
The teacher shw different pictures t get students be familiar with the sentence patterns:
-- Hw des she get t wrk?
--She rides a bike t wrk. = She ges t wrk by bike.
-- Hw des he get t wrk?
-- He walks t wrk. = He gets t wrk n ft.
Ask students t play a game: Match phrases with the same meaning.
Ask students t finish 1a and check the answers.
Ask students t listen t 1b and then check the answers.
Let students t play a guessing game: Hw des she/he g t …?
Give the students the secnd pwer stne.
Activity three: Numbers Review and Learning
The teacher asks students t play a game: Say the numbers as quickly as yu can!
Get students listen and repeat the numbers. Then write the crrect number next t the wrd.
Give the students the third pwer stne.
Activity fur: New sentences Learning
The teacher teaches the new sentences by shw pictures and asking questins.
A: Hw des Tm get t schl?
B: He walks t schl.
A: Hw lng [多长时间] des it take [花费] (t get t schl)?
B: It takes him thirty minutes.
The teacher teaches anther new sentences by shw ther pictures and asking questins.
A: Hw des Jack get t schl?
B: He takes the bus t schl.
A: Hw lng des it take (t get t schl) ?
B: It takes him 25 minutes.
Thrw a questin “Hw far(多远) is it frm yur hme t schl?” Students answer.
Shw a map and get students t talk abut that.
A: Hw far is it frm … t … ?
B: It's abut … kilmeters.
Pair wrk. The teacher gives an example at first.
A: Hw d y u get t schl?
B: I … t schl.
A: Hw lng des it take (t get t schl)?
B: It takes abut...
A: Hw far is it frm yur hme t schl?
B: It's the students the furth pwer stne.
Step 3 Listening Practice
1.Ask students t Listen and cmplete the chart in 2b.
2. Finish 2c. Listen again. Check yur answers in 2b.
3. Check answers.Give the students the fifth pwer stne.
Step 4 Grup wrk
Ask students t interview the grup numbers abut hw their parents get t wrk r hw their family g t ther places. Fur students are in ne grup. The teacher gives a sample.
A: Hw des yur mther / yur father get t wrk/ g t
B/C/D: He /She ... (t wrk/ Shanghai/...).
A: Hw lng des it take (t wrk/t get t Shanghai/...)?
B/C/D: It takes abut...
A: Hw far is it frm his/her hme t the wrk place/
B/C/D: It's abut the students the sixth pwer stne.
Step 5 Hmewrk
Draw a picture t shw hw yu g t schl and write sme sentences t explain it. （画出你上学的方式，在图上配文字介绍说明。要求用上今天课堂所学的句型。）
Finish the exercise n yur pad t cnslidate what we have learned tday.（完成课堂分层巩固限时练习。）
教学反思
本堂听说课的亮点频出，现细数其中的几个数字化技术与英语教学融合的精妙之处。第一、原创电子绘本故事和精美课件助力创设情景，调动学生对课堂的期待。本节课的情境设计得非常巧妙。导入从原创音频，到图片动画引出情境背景，增加了学生代入感力度。第二、有效利用希沃课堂促进学科教学融合，培养学生的思维品质。第三、整合教学资源，合理设计题目，学生现场答题，及时生成数据。有助于教师精准到人确认学习质量。学生现场听听力并答题，教师通过数字化技术看到答题数据，能及时地了解学生的问题所在，及时给出反馈和指导。第四、课后分层作业设计巧妙，老师在希沃班级优化大师上布置作业，要求学生在线文字和图片拍照打卡及语音打卡，教师可以在线给出及时地批改、评价和指导，这打破师生时间和空间界限，开拓了教学的边界。总之，数字化技术与英语教学深度融合的智慧课堂展现出与传统课堂完全不同的科技感，成功突破了教学重难点，促进了学生的多元思维，有效地发展了学生的英语核心素养。