Unit 3 第2课时 (Section A GF-3c) 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 3 第2课时 (Section A GF-3c) 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5页。
Unit 3 How do you get to school?Section A GF-3c单元Unit3课时第2课时教学目标语言知识：通过看图说话和对话创编，复习目标句型。通过总结归纳，能够掌握 “how”, “how long”, “how far” 的具体用法，提升理解语言现象的能力。学习能力：通过语法填空和观察句型，能够对语法规律进行总结，提高理解能力和归纳总结能力。通过填空练习、造句训练和小组活动，能够运用“how”, “how long”, “how far”引导的句型谈论出行方式并做出回答。文化意识：通过目标词汇和语言的学习，能够谈论自己和他人的出行方式，体验不同的文化带来的魅力。思维品质：通通过小组活动，运用目标语言规划更加合理的出行方式，提升自我管理意识。教学重难点1. 通过总结归纳，能够掌握 “how”, “how long”, “how far” 的具体用法，提升理解语言现象的能力。2. 通过填空练习、造句训练和小组活动，能够运用“how”, “how long”, “how far”引导的句型谈论出行方式并做出回答。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 shows some pictures about the name, the travel mode, the time and the distence. And asks students to look at the picture and answer the questions.3. Pair work :Work in pairs and make your own conversations.观察图片并根据图片提供信息回答问题。根据自己多出行方式与同桌进行对话创编。利用情景设置，引入本课主题—出行方式，激发学生学习兴趣，活跃课堂气氛。通过自由问答进行复习和操练目标语言。Step 2PresentationT divides the whole class into 3 groups and each group discusses one question.Group 1：不同的疑问词分别用于询问什么话题？Group 2：特殊疑问句和一般疑问句的语序有何异同？Group 3：特殊疑问句中使用了助动词后，实义动词的位置和形式有何变化？T shows some sentences and asks students to find out the rules and answer the questions.T asks students to write down the notes carefully.分组进行讨论，讨论本组分到的问题。观察GF并回答老师问题。认真做好笔记。通过演绎法和观察法，充分发挥学生的主观能动性，语法规则都由学生自寻，老师扮演引导者和辅助者的角色，更有利于学生创造性思维的培养。Step 3PracticeT asks students to finish the task in 3a-- Match the questions with the answers. Then practice them.T asks students to finish the task in 3b-- Use these words to make questions. Then ask and answer them with your partner.T asks students to Complete the conversation.T asks students to Complete the sentences.T asks students to Read the chart and answer the questions.完成书本3a部分练习。完成书本3b部分内容。补全对话。按要求完成句子。阅读表格，回答问题。通过练习题，帮助学生更好的巩固语法知识的使用。培养学生的应试能力。回归书本练习，及时巩固，及时操练。Step 4ProductionAsk Ss to read the contents on grammar focus part loudly.T asks students to work in groups-- Help Tom and Lily choose the best transportation. Use “how”, “how far” and “how long” to work out your results with your classmates. Show it on the stage.T asks students to finish the task in 3c-- Ask your classmates questions and write their names in the chart. The first student to fill in all the blanks wins!Report to the class. 朗读书本Grammar Focus。小组活动：为两位同学选择最合适的出行方式。完成书本3c部分的活动，根据表格进行对话练习。汇报采访结果。通过朗读，帮助学生快速并集中的熟悉A部分重点句型，再通过问题的引导，帮助学生将句子进行分类，明确各类句型的具体功能，为接下来的小组活动打好基础。小组活动锻炼学生的交际能力和表达能力。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 HomeworkPreview the new words and phrases in Section B(1a-1e).Do the exercises in students’ book.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：教学反思：This is the second lesson. After learning, the students can master the key sentences and structures. In this way, they achieve learning objectives of the Section A. At the same time, students’ learning enthusiasm is improved by activities designed, so as to enter into further study step by step. Moreover, real situation cannot be ignored. For example, teachers can discuss how to go to school and how much time to spend in school according to students' facts. In addition, teachers can also spend most of class time asking students to make pair-work according to the pictures to further enhance the students' self-learning ability.