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七年级下册Section B教学设计
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这是一份七年级下册Section B教学设计,共7页。
1. Grasp the new wrds, phrases and sentences.
2. Cnslidate the uses f the Present Tense.
3. Develp Ss’ reading and writing skills
1. The uses f the Present Perfect Tense.
2. Hw t develp the ability f reading and writing
1. Recite new wrds and phrases.
2. Write a shrt passage abut yur daily rutine.
在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
知识目标
单词
either, lt, smetimes, taste, quickly, quick, life(lives)
d (ne’s) hmewrk, half an hur, lts f
句型
①When I get hme, I always d my hmewrk first.
②In the evening, I either watch TV r play cmputer games.
③She knws it’s nt gd fr her, but it tastes gd!
技能目标
读懂有关介绍某人的每日活动的短文, 同时练习学生的写作能力。
情感目标
学会珍惜时间, 合理安排自己的学习和娱乐。
教学环节
教师活动
学生活动
备课札记
Step 1
Revisin, Warm up and wrk n 2a
1. 1. Check Ss’ preparatins
2. Crrect Ss’ prnunciatin
3. Free Talk
(1)Talk abut the activities yu think are healthy.
(2) 2a
Check the activities yu think are healthy.
1. Ss read the wrds:
either, lt, smetimes, taste, quickly, quick, life(lives)
2. Read the wrds after the teacher.
3. Ss have a free talk abut their healthy activities
教师结合学生读的状况, 适当领读, 并帮助学生正音。教师根据构词法知识, 帮助学生识记单词。 听写单词-反馈-利用构词法再记忆。通过自由交谈, 了解本课时的话题。
Step 2
Reading(2a, 2b, 2c, )
1. Fast reading.
Let Ss read the passage quickly and find ut:
Wh is healthier, Tny r Mary?
2. Careful reading.
(1)Let Ss read the passage carefully and circle the healthy activities in the passage.
(2)Let Ss read the passage carefully again and wrk n 2c.
3. Lud Reading
(1) Let Ss read the passage carefully and find ut the imprtance and their difficulties.
(2)Let Ss read after the tape.
(3) Let Ss read the passage alud by themselves, and then check sme Ss’ reading.
1. Read the passage f 2a quickly and answer the questin.
2. Read the passage carefully and circle the healthy activities in the passage.
3. Read the passage carefully again and wrk n 2c.
4. Read the passage carefully and find ut the imprtance and their difficulties.
5. Read after the tape and then read the passage alud by themselves.
6. Sme Ss shw their reading.
通过分层阅读, 让学生对整篇短文有一个整体的理解, 在通过大声朗读, 找出重要的语言点和难点, 培养学生的自主学习能力。
教学环节
教师活动
学生活动
备课札记
Step 3
Practice (3a)
1. 3a Let Ss number these sentences in rder t make a stry abut a daily rutine.
2. Check the answers.
Number these sentences
通过这一练习, 培养学生的阅读能力和逻辑思维能力。
Step 4
Language pints
1. either 的用法:
(1)either作连词, 意为“或者”, 常构成短语either. . . r. . . “要么……要么; 或者……或者……”, 连接句子中两个并列的成分, 表示两者之一。
(2)either. . . r. . . 连接两个主语时, 谓语动词应与最近的一个主语在人称和数上保持一致, 即遵循“就近原则”。
(3)either作副词, 意为“也”, 用于否定句, 置于句末, 且其前常用逗号与句子隔开。
In the evening, I either watch TV r play cmputer games.
晚上我要么看电视要么玩电脑游戏。
Either yu r I am right. 或者我对, 或者你对。
I dn’t want t g there, either. 我也不想去那儿。
2. taste的用法:
(1)作系动词(系动词/及物动词), 意为“尝起来”, 后面跟形容词作表语。
(2)作及物动词(系动词/及物动词), 意为“品尝”, 后面直接跟名词、代词。
(3)作名词(动词/名词), 意为“味道; 滋味”。
She knws it’s nt gd fr her, but it tastes gd.
她知道它对她不好, 但是它味道很好。
Can I taste the cake? 我可以尝尝这块蛋糕吗?
I like the taste f it. 我喜欢它的味道。
3. be gd fr
(1) be gd fr. . . 表示“对……有益处; 对……有好处”; 其反义短语be bad fr. . . 表示“对……有害; 对……有坏处”。
短语中的fr是介词, 后接名词、代词或动词的-ing形式。
(2)be gd fr还有“适合于”的意思。
Summer is gd fr sprts. 夏天适合运动。
Listen t the teacher carefully and take ntes
通过对语言点的讲解, 解决学生在学习中的困难, 使学生更好地理解和掌握所学的短文。
Step 5
Writing (3b)
1. Let Ss make a list abut their wn daily rutine.
2. Let Ss write a cmpsitin abut their daily rutine.
1. Write dwn their wn daily rutine.
2. Write dwn their cmpsitin in their exercise bks.
通过信息的搜集, 形成所写短文的大体思路, 然后水到渠成写出完整的短文。
教学环节
教师活动
学生活动
备课札记
Step 6
Practice Self Check
Exercise 1:
1. Let Ss lk at the wrds in the bx belw. First yu shuld make phrases with the wrds in the bxes.
2. Let Ss wrk in grups and try t make phrases crrectly.
3. Let Ss use the phrases t cmplete the sentences.
4. Let Ss say ut their answer ne by ne.
Exercise 2:
1. Let Ss cmplete the cnversatins with the help f the wrds in the brackets.
2. Let Ss d pair wrk.
1. Finish the exercises in Self Check.
2. Share the answers.
3. Wrk in pairs.
通过做练习, 更好地掌握本单元的内容。
Step 7
Summarize
Guide the students t summarize the useful expressins and hw t use the Present Tense.
Summarize the useful expressins and hw t use the Present Tense.
培养学生探究、归纳总结能力。
Step 8
Cnslidatin
教师设置巩固检测练习:
Ⅰ. 用所给词的适当形式填空
1. He ges t schl after he eats breakfast quickly (quick).
2. Either yu r Mike tells (tell) stries t us.
3. There are lts f apples (apple) in the bag.
4. The ice-cream tastes gd (well).
5. My grandparents have a healthy (health) life.
Ⅱ. 单项选择
(B)1. Sweet(甜的) things aren’t gd _______his teeth, _______ he desn’t eat them.
A. at; but
B. fr; s
C. with, s
D. fr; but
(C)2. The fish _______gd. He likes it very much.
A. eats B. has
C. tastes D. sunds
(D)3. Mike desn’t want t walk hme, and Bb desn’t, _______.
A. als B. then
C. t D. either
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
1. Grasp the new wrds, phrases and sentences.
2. Cnslidate the uses f the Present Tense.
3. Develp Ss’ reading and writing skills
1. The uses f the Present Perfect Tense.
2. Hw t develp the ability f reading and writing
1. Recite new wrds and phrases.
2. Write a shrt passage abut yur daily rutine.
在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
知识目标
单词
either, lt, smetimes, taste, quickly, quick, life(lives)
d (ne’s) hmewrk, half an hur, lts f
句型
①When I get hme, I always d my hmewrk first.
②In the evening, I either watch TV r play cmputer games.
③She knws it’s nt gd fr her, but it tastes gd!
技能目标
读懂有关介绍某人的每日活动的短文, 同时练习学生的写作能力。
情感目标
学会珍惜时间, 合理安排自己的学习和娱乐。
教学环节
教师活动
学生活动
备课札记
Step 1
Revisin, Warm up and wrk n 2a
1. 1. Check Ss’ preparatins
2. Crrect Ss’ prnunciatin
3. Free Talk
(1)Talk abut the activities yu think are healthy.
(2) 2a
Check the activities yu think are healthy.
1. Ss read the wrds:
either, lt, smetimes, taste, quickly, quick, life(lives)
2. Read the wrds after the teacher.
3. Ss have a free talk abut their healthy activities
教师结合学生读的状况, 适当领读, 并帮助学生正音。教师根据构词法知识, 帮助学生识记单词。 听写单词-反馈-利用构词法再记忆。通过自由交谈, 了解本课时的话题。
Step 2
Reading(2a, 2b, 2c, )
1. Fast reading.
Let Ss read the passage quickly and find ut:
Wh is healthier, Tny r Mary?
2. Careful reading.
(1)Let Ss read the passage carefully and circle the healthy activities in the passage.
(2)Let Ss read the passage carefully again and wrk n 2c.
3. Lud Reading
(1) Let Ss read the passage carefully and find ut the imprtance and their difficulties.
(2)Let Ss read after the tape.
(3) Let Ss read the passage alud by themselves, and then check sme Ss’ reading.
1. Read the passage f 2a quickly and answer the questin.
2. Read the passage carefully and circle the healthy activities in the passage.
3. Read the passage carefully again and wrk n 2c.
4. Read the passage carefully and find ut the imprtance and their difficulties.
5. Read after the tape and then read the passage alud by themselves.
6. Sme Ss shw their reading.
通过分层阅读, 让学生对整篇短文有一个整体的理解, 在通过大声朗读, 找出重要的语言点和难点, 培养学生的自主学习能力。
教学环节
教师活动
学生活动
备课札记
Step 3
Practice (3a)
1. 3a Let Ss number these sentences in rder t make a stry abut a daily rutine.
2. Check the answers.
Number these sentences
通过这一练习, 培养学生的阅读能力和逻辑思维能力。
Step 4
Language pints
1. either 的用法:
(1)either作连词, 意为“或者”, 常构成短语either. . . r. . . “要么……要么; 或者……或者……”, 连接句子中两个并列的成分, 表示两者之一。
(2)either. . . r. . . 连接两个主语时, 谓语动词应与最近的一个主语在人称和数上保持一致, 即遵循“就近原则”。
(3)either作副词, 意为“也”, 用于否定句, 置于句末, 且其前常用逗号与句子隔开。
In the evening, I either watch TV r play cmputer games.
晚上我要么看电视要么玩电脑游戏。
Either yu r I am right. 或者我对, 或者你对。
I dn’t want t g there, either. 我也不想去那儿。
2. taste的用法:
(1)作系动词(系动词/及物动词), 意为“尝起来”, 后面跟形容词作表语。
(2)作及物动词(系动词/及物动词), 意为“品尝”, 后面直接跟名词、代词。
(3)作名词(动词/名词), 意为“味道; 滋味”。
She knws it’s nt gd fr her, but it tastes gd.
她知道它对她不好, 但是它味道很好。
Can I taste the cake? 我可以尝尝这块蛋糕吗?
I like the taste f it. 我喜欢它的味道。
3. be gd fr
(1) be gd fr. . . 表示“对……有益处; 对……有好处”; 其反义短语be bad fr. . . 表示“对……有害; 对……有坏处”。
短语中的fr是介词, 后接名词、代词或动词的-ing形式。
(2)be gd fr还有“适合于”的意思。
Summer is gd fr sprts. 夏天适合运动。
Listen t the teacher carefully and take ntes
通过对语言点的讲解, 解决学生在学习中的困难, 使学生更好地理解和掌握所学的短文。
Step 5
Writing (3b)
1. Let Ss make a list abut their wn daily rutine.
2. Let Ss write a cmpsitin abut their daily rutine.
1. Write dwn their wn daily rutine.
2. Write dwn their cmpsitin in their exercise bks.
通过信息的搜集, 形成所写短文的大体思路, 然后水到渠成写出完整的短文。
教学环节
教师活动
学生活动
备课札记
Step 6
Practice Self Check
Exercise 1:
1. Let Ss lk at the wrds in the bx belw. First yu shuld make phrases with the wrds in the bxes.
2. Let Ss wrk in grups and try t make phrases crrectly.
3. Let Ss use the phrases t cmplete the sentences.
4. Let Ss say ut their answer ne by ne.
Exercise 2:
1. Let Ss cmplete the cnversatins with the help f the wrds in the brackets.
2. Let Ss d pair wrk.
1. Finish the exercises in Self Check.
2. Share the answers.
3. Wrk in pairs.
通过做练习, 更好地掌握本单元的内容。
Step 7
Summarize
Guide the students t summarize the useful expressins and hw t use the Present Tense.
Summarize the useful expressins and hw t use the Present Tense.
培养学生探究、归纳总结能力。
Step 8
Cnslidatin
教师设置巩固检测练习:
Ⅰ. 用所给词的适当形式填空
1. He ges t schl after he eats breakfast quickly (quick).
2. Either yu r Mike tells (tell) stries t us.
3. There are lts f apples (apple) in the bag.
4. The ice-cream tastes gd (well).
5. My grandparents have a healthy (health) life.
Ⅱ. 单项选择
(B)1. Sweet(甜的) things aren’t gd _______his teeth, _______ he desn’t eat them.
A. at; but
B. fr; s
C. with, s
D. fr; but
(C)2. The fish _______gd. He likes it very much.
A. eats B. has
C. tastes D. sunds
(D)3. Mike desn’t want t walk hme, and Bb desn’t, _______.
A. als B. then
C. t D. either
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
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