Unit 4 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 4 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 4 Don’t eat in class.Section A GF-3c单元Unit4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。通过情景化的体验，能使用祈使句和情态动词谈论校规。通过总结归纳，可以掌握并迁移使用句型表达其他规则。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can, can’t have to / must and don’t to表达规则制度。文化意识：通过目标词汇和语言的学习，能够了解国外学校家庭的规章制度，体验不同的文化带来的魅力。思维品质：通过给出建议和制作海报，能够参与表演，熟悉各种规则。教学重难点1. 通过情景化的体验，能使用祈使句和情态动词谈论校规。2. 通过总结归纳，可以掌握并迁移使用句型表达其他规则。3. 通过填空练习、造句训练和小组活动，能够运用can, can’t have to / must and don’t to表达规则制度。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 asks students to look at the picture and talk with your partner about the rules.3. Brainstorm: When we walk around the school, we may find rules everywhere. Rules can help us get along and stay safe. Discuss with your partner: Where can we see rules at school?4. T asks students to look at the signs and say the rules in different places.观察图片并根据图片提供信息描述规则。头脑风暴：我们可以在学校各个地方看到不同的规则，一起来想想都有些什么规则吧！观察图标，描述规则。利用情景设置，引入本课主题—规章制度，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 4 groups and each group discusses one question.Group 1：祈使句的否定句怎样构成？肯定句呢？一般在什么情况下会用祈使句？Group 2：情态动词在用法上有什么共同点？Group 3：can在本单元主要表示什么含义？它还可表达什么意思？Group 4：have to在句法上与其他情态动词有何区别？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 look at the pictures in 3a and answer the questions.T asks students to finish the task in 3a-- Write the rules for the school library.T asks students to finish the task in 3b-- Use the words to make questions about the rules. Then write answers according to your school.T asks students to complete the sentences with can, can’t, must, have to or has to.T asks students to use can, can’t have to / must and don’t to talk about the rules at school. T asks students to use can, can’t have to / must and don’t to write about the rules at school. Write two sentences for each rule.观察3a图片并回答问题。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。根据提示和要求写句子。通过练习题，帮助学生更好的巩固语法知识的使用。回归书本练习，及时巩固，及时操练。培养学生的应试能力。Step 4ProductionAsk Ss to read the contents on grammar focus part loudly.T asks students to work in groups-- Choose one place at school, i.e. playground, computer lab, dining hall and make at least three rules for it. Write your rules below.Complete the passage according to your rules.T asks students to finish the task in 3c-- Make up five cool rules for your dream school. Share your rules with the class. Your classmates vote for the Coolest School!Report to the class. 朗读书本Grammar Focus。小组活动：选择一处地点，提出你的规则建议。根据你提出的规则完善文章。完成书本3c部分的活动，为你理想中的学校制定五条规则。汇报结果。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-1d).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：The second lesson will continue to learn the key words of and the meaning of some signs in English. In addition, students should learn and master the sentences patterns of have to, can, don't and so on. In class, let the students learn by themselves and summarize some grammar points according to the Grammar Focus. At the same time, through 3A, 3B and 3C activities, students can learn to use the target language to talk about regulations. Through group work, students' ability to think is improved. When students use the imperative sentence, they need to pay more attention to the use of don't in the negative sentence and the verb after the modal verb. However, these mistakes can be avoided and overcome after much practice.