Unit 8 第1课时 (Section A 1a-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 8 第1课时 (Section A 1a-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6页。
Unit 8 Is there a post office near here? Section A 1a-2d单元Unit课时第1课时教学目标语言知识：通过情境体验，感知关于社区的设施、环境和方位的词汇，能够理解词汇在特定语境中的意义。通过情景对话，运用本单元目标语言询问设施位置并回答，对建筑物进行适当的方位描述，提升语言运用能力。学习能力：通过观察图片，圈划题干中的关键词，能够对听力内容进行预测和预判，提高听力理解能力以及策略运用能力。通过联系个人经验以及课堂图片展示，运用听前预测策略，提高听力理解能力以及策略运用能力。文化意识：通过目标词汇和语言的学习，能够对天气描述和现在进行时有所感知，体验不同的文化带来的魅力。思维品质：通过小组合作，能够联系生活并创造性地参与角色表演，提升真实情景中的人际交往能力。教学重难点1. 通过情境体验，感知关于社区的设施、环境和方位的词汇，能够理解词汇在特定语境中的意义。2. 通过情景对话，运用本单元目标语言询问设施位置并回答，对建筑物进行适当的方位描述，提升语言运用能力。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 to lead in the topic and leads students to talk about how to ask and answer about the position.3. T create a situation about the neighborhood, and asks students to look think how to describe the neighborhood. 观看动画视频并观察视频中提到的句型。注意观察如何询问并描述位置。进入老师创设的社区介绍情景并思考如何介绍。利用动画，引出本课主题，引导学生思考并头脑风暴，在思考的过程中自然的感知目标语言，激发学生学习兴趣。Step 2Pre-listeningT teaches the key phrases by asking the questions, and teaches phonetic symbols and key words.T asks Ss to practice the target language by learning words.T asks Ss to finish the task in 1a-- Now Tony is on Long Street. Look at the following picture. Can you help him find these places as quickly as possible? Then say which street each place is on.T asks Ss to Try to list more facilities in the neighborhood.跟随老师一起学习新单词词组和音标，并感知句型完成练习。通过单词学习同步练习句型。完成书本1a部分任务。头脑风暴更多的地标建筑物。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。听前识读图片和单词，降低听力难度。Step 3While-listeningT asks students to finish the task in 1b—Listen and circle the places you hear in 1a.T asks students to listen and repeat the conversations.T asks students to finish the task in 1c—Practice the conversation with your partner. Then ask and answer questions about the other places in 1a.T asks students to think： Mary wants to describe the specific location of each facility. But at first she must figure out the meanings of the following prepositional words and phrases. Can you help her?T shows some pictures to teach the position words and phrases.T asks students to Read these sentences and translate them one by one.T asks students to finish the task in 2a-- Match the sentences above with the following pictures. Write each number in the box. T asks students to finish the task in 2b-- Listen to several conversations about the locations of these facilities and fill in the blanks with the words in the box. T asks students to Listen and repeat the conversations. Pay attention to the intonation, pause and stress.完成书本1b任务。听对话并跟读，注意升降调重音。根据1a部分的图片，与同桌进行对话创编。观察图片，回答问题。学习方位词。翻译句子。完成书本2a部分任务。完成书本2b部分任务。听录音并跟读。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，引导学生注意朗读时的升降调和重音，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。跟读录音的模式，培养学生的语音语调意识。Step 4Post-listeningT asks students to finish 2c-- Ask and answer the questions about the places in 1a on page 43.T asks students to work in pair. Role play the conversationT asks students to Ask and answer questions about the location of these places in pairs and share your conversations in class. Remember to use the languages we learned in this class.T asks students to Read the conversation quickly and answer the questions below.T asks students to Fill in the blanks according to 2d.T ask students to listen and read the conversation and pay attention to the phrases.T asks students to role play the conversation with the partner.完成书本2c部分任务：根据2b进行角色扮演。对话活动：将对话内容角色扮演。根据图片提示进行进行问答练习。听录音回答问题阅读对话回答问题。根据对话填充句子。跟着录音读一遍2d，标注语调变化和重点词组。将空格补充完整。与同桌角色扮演2d内容。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，先通过回答问题和找句型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 HomeworkSummarize and memorize prepositions that indicate orientation.Write five sentences using the prepositions learned today (near, next to, in front of, behind, between... and) to describe the locations of common landmark buildings in your life.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 topic of this unit is asking for and giving directions on the street. It’s very useful in the daily communication. After learning, the students can use some prepositions of place and sentence patterns to ask for and give directions, which can enhance students’ self-confidence in speaking English. This is the first period. The teachers can use some pictures and videos to lead in the topic so that students will become interested in it. While listening, students should master some strategies, such as catching the key words or phrases. Through practicing the conversation in pairs, their listening and speaking abilities can be improved. Also, we can ask students to role-play their conversations to enhance their cooperation awareness.