Unit 3 第4课时 (Section B 2a-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 3 第4课时 (Section B 2a-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5页。
Unit 3 How do you get to school?Section B 2a-2d单元Unit3课时第4课时教学目标语言知识：通过略读，能够识别文章体裁和来源。通过寻读等活动，能够理解并理清事情的发展顺序。学习能力：通过互动、小组合作、游戏等方式，能够掌握独立阅读的策略，进行深度思考和沟通。通过预测、抓关键词、猜测词义和填表活动，能够对文章主要内容进行推断，理解文章细节并复述文章。文化意识：通过目标词汇和语言的学习，能够了解当代教育资源的差异，感受交通带给人的便利。思维品质：通过访谈活动，能够理解人物的教育环境，激起同理心，珍惜自身当下的学习环境。教学重难点通过略读，能够识别文章体裁和来源。通过寻读等活动，能够理解并理清事情的发展顺序。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-inGreeting.T asks students to talk with your partner according to the chart.T asks students to talk about the ways they go to school and choose easy or difficult.T asks students to watch a short video and asks them to think that it’s easy or difficult.根据表格内容喝对话模板，与同桌创编对话。思考自己平时上学的方式，判断是否简单。观看一个视频，思考视频中的学生上学是否简单利用表格和模板引导，进行对话练习，引出本课主题—上学方式，通过信息句型引导学生复习所学句型。观看视频，引发学生对现实的思考。Step 2Pre-listeningT asks students to think that: Look at the students in the mountains, how do they go to school?T asks students to finish the task in 2a-- look at the picture below. Guess what the story is about. And teaches some new words.T asks students to think that: Q1: Do you think it is easy or difficult to go to school this way?Q2: Why do they go to school in this way?Q3: Do you think they will be afraid?根据老师提供的图片思考，山区的孩子是如何上学的。完成书本2a部分任务：观察图片，猜测文章描述内容。根据老师所给问题进行思考。读前进行头脑风暴思考山区教育问题，为阅读埋好铺垫。书本任务促进学生更好的融入阅读环境。通过读前观察图片，获取信息，培养学生的阅读技能。Step 3While-listeningT asks students to Read the story and tell what's the type of the passage? Where did this article probably come from?T asks students to read the passage and finish the task in 2b-- Read the story and choose the best title. T asks students to Read and match the paragraph with its main idea.T asks students to Read the Para.1 carefully and fill in the blanks.T asks students to read paragraph 2 and 3 to finish the table.T asks students to read paragraph 2 and 3 to answer the questions.T asks students to read the passage and finish the task in 2c-- Read the story again and complete the interview.快读扫读文章，找出文章体裁和来源。完成书本2b任务，选出文章标题。通读全文，将每段大意连线。阅读第一段并将句子补全。阅读第二三段，将表格填充完整。阅读第二三段回答问题。完成书本2c任务。掌握文章主旨方向。通过找中心句，引导学生掌握阅读技巧—泛读。回归课本，聚焦文章练习。通过寻找细节的活动培养学生的阅读策略--寻读(scanning)用于查找特定的信息。Step 4Post-listeningT asks students to role-play the conversation in 2c.T asks students to listen and repeat.T asks students to try to retell the passage by the mind map.T asks students to work in pairs to talk with your partner about the following questions.T asks students to finish the task in 2d -- Now there is a bridge across the river and the children do not have to go on the ropeway to get to school anymore. Imagine you are a reporter and want to interview a student in the school. Make up a conversation.将2c部分与同桌进行角色扮演听录音并跟读文章。尝试复述文章。小组讨论老师设置的问题。小组共同完成书本2d任务。跟读录音有利于培养学生的语音语调。角色扮演活动帮助学生更好的掌握文本内容。复述文本活动有利于学生对知识点和目标语言的应用。小组活动环节帮助学生发散思维，与生活实际相结合进行练习。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 HomeworkRetell the passage.Interview students about their ways to get to school.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：　First of all, interactions between teachers and students stimulate students' interest in discussing the topic of this class. Then, through the reading training of 2b, students reading ability is cultivated. We can ask the students to complete the tasks in 2c in order to develop the students’ ability to grasp key information. This combination of teaching and practicing fully mobilizes the enthusiasm of students to participate in the class, and also helps students master knowledge points firmly.Besides, we can get the students to discuss how they get to some places. Through oral practice, the students can accumulate many useful words and sentences. It helps them to improve their writing skills.