Unit 6 第3课时 (Section B 1a-1e) 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3课时 (Section B 1a-1e) 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 B 1a-1d单元Unit6课时第3课时教学目标语言知识：通过情境体验，能够掌握目标词汇，询问他人喜好，介绍自己的饮食习惯，提升口语交际能力。通过看图说话，描述自己早中晚餐的情况。学习能力：通过听力活动，能够运用关键词策略，提升听力策略的运用意识。通过小组讨论，能够转述他人的喜好，提升同学间的关心之情。文化意识：通过目标词汇和语言的学习，能够介绍饮食习惯，体验不同的文化带来的魅力。思维品质：通过小组合作，能够拉近人与人的距离，加强与人沟通交往的能力。教学重难点通过情境体验，能够掌握目标词汇，询问他人喜好，介绍自己的饮食习惯，提升口语交际能力。通过小组讨论，能够转述他人的喜好，提升同学间的关心之情。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.T lets students watch the video and sing together—What do you like to eat? 3. T asks students to say the words you see and try to make sentences and conversations with your partner.观看歌曲并跟唱。说出屏幕闪过的食物单词，并根据句型模板进行对话练习。利用动画，引出本课主题—食物，通过图片引导学生复习单词和句型。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.T asks students to think that What do you like for the three meals?T asks students to fill in the blanks and make conversations with partners according to the pictures.T asks the students to finish the task in 1a-- Write the number of each word next to the correct food. T asks students to think that How many other words can you add to the lists? And write more food.T tells students that Fruit and vegetables are good for（对......有益）our health（健康）.观察图片，跟随老师一起学习新单词的读法写法释义和造句使用。思考，平时三餐分别吃些什么。补全空格并尝试与同桌创编对话。完成书本1a部分的练习。写下更多的食物。学习好句。通过图片和英文释义，辅助学生更好理解新单词，通过跟读录音，培养学生的语音语调意识。回归书本，操练新知。对话练习为之后的听力打好基础。对话练习及时操练了新单词，也巩固了目标句型。词汇的复习和积累，为听力打好基础。情感价值观的教育。Step 3While-listeningT asks students to finish the task in 1c-- Listen and circle the food you hear in 1a.T asks students to Let’s listen and fill in the chart.T shows the listening scripts and asks students to listen again and complete the conversation.T asks students to listen the listening scripts and repeat.完成书本1c部分听力任务：圈出你听到的食物。再听一遍，填充表格。再听一次，完成听力材料填空。听录音并跟读。引导学生抓住关键词进行听力任务，培养听力技巧的使用。原文挖空进行听力训练，提升难度，扩展思维。跟读听力文本，培养学生的语音语调意识。Step 4Post-listeningT asks students to work in pairs to finish the task in 1e-- Ask and answer questions about what Sally and Tom like and don’t like.Group work- Make a survey about the meals and report it.根据听力材料与同桌进行角色扮演对话练习。小组活动：就班级饮食习惯进行调查和报道。根据书本内容进行对话练习，培养学生的交际意识。小组活动充分发挥学生的自主合作探究能力，有利于发展学生的创造力，培养了学生的合作与交际能力。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 HomeworkMake sentences with the description words you learnt.Write down some good after-class activities and tell us the reasons in the exercise book.Write down your hobbies and give the reasons as well.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 sentencesbreakfast，lunchDoes Tom like carrots?Yes，he does.教学反思：Through various activities, students have a full practice of the sentence patterns: What do you like for breakfast / lunch / dinner? For breakfast / lunch / dinner, I like ________, but I don’t like __________. The survey makes the class interesting and vivid for students.