Unit 4 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 4 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6页。

Unit 4 Where’s my schoolbag?Section A 1a-2d单元Unit4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，运用目标语言谈论物品的位置，提升口语交际能力。通过对房间内物品位置的讨论，能够让学生掌握并巩固方位介词on, in, under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，能够谈论物品的位置，体验不同的文化带来的魅力。思维品质：通过小组合作，能够合理布置房间，合理归置物品，并创造性的表达自我，提升生活幸福感。教学重难点通过情境体验，能够掌握目标词汇，运用目标语言谈论物品的位置，提升口语交际能力。通过对房间内物品位置的讨论，能够让学生掌握并巩固方位介词on, in, under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 the things in the room. 3. T Show Ss a room and ask them to talk about the things in the room.(T set a situation: This is Tom’s room. There are many things in it. What are they? After Ss say the names of the 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。观察房间里有哪些物品，并尝试说出他们的名字。利用动画，引出本课主题----位置，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 location.T asks students to try to talk about the location of the items in the room with your partner according to the picture.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: b e h g d a f cT asks Ss to find the things and predict where they are.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。根据图片内容，对房间里的物品位置进行询问。。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。在图片中找出物品位置并尝试描述位置。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—Listen and number the things in the picture [1-4].T asks students to listen again and complete the conversation.T asks students to listen and repeat.T asks students to finish the task in 1c—Practice the conversation in 1a with your partner. Then make your own conversations using the words in the box.T asks students to predict and find out the things in the picture and guess where the things are.T asks students to finish the task in 2a-- Listen and number the things [1-6] when you hear them.T asks students to finish the task in 2b--Listen again. Find the things from 2a and number them in the picture [1-6].T asks Ss to listen again and answer the questions.What’s the girl’s name in the conversation?Is the boy’s computer game on the table?Are the boy’s books in the bookcase?T asks students to listen and repeat.关注物品，做好听力技能：找寻物品关键词。再听一次，补全对话。跟读录音。根据1a部分的图片，与同桌进行角色扮演。预测图片内容，猜测物品位置。听听力，为物品排序。再听一遍，在图片中标出物品位置。再听一次，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。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物品，模仿对话，熟练运用表达物品位置的句型。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-- Ask and answer questions about the things in the picture in 2b.Ask students to read and fill in the blanks to find out the location of the three things.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 make new conversations according to the room.与同桌用2c部分的目标句型创编对话并表演。对话并找出三个物品的具体位置并填空。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。根据老师提供的房间照片进行物品位置的问答对话。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，先通过填空题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 HomeworkWrite down your conversation.Draw a picture of your room, then introduce it to your classmates.Exchange the pictures with your partner, and ask him or her where he or she puts the things.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 sentenceswhere，table，bed，bookcase，sofa，chair，on，underWhere's my pencil box?It's in your schoolbag.Where are my books?They're on the sofa.Where's my computer game?It's under your bed.教学反思：The most difficult part in this period is to help students understand the differences between the two sentences patterns: 1. —Where is/are …? —It’s/ They’re on/in/under… 2. — Is my computer game on the table? — No, it isn’t. It’s in the bookcase. Another sentence pattern is important too: I think it's in your grandparents’ room. But I didn’t talk about the differences between s’ and ’s.