外研版 (新标准)七年级下册Unit 3 Language in use教学设计

教材版本

外研社新课标2011版 七年级下册

授课者

教学时长

课题

Module 10  A holiday journey

 Unit 3     Language in use

课型

Revision and practice

计划课时

1课时

教学目标

语言知识

To summarise and consolidate the new vocabulary and some past tense verbs

To summarise and conclude the rules of past simple wh-question

语言技能

To use the past simple questions to get the information about journey

To write an email about journey with the help of wh-question and the new vocabulary in this module

学习策略目标

通过情境创设让学生学会在具体语境中运用相关语言知识提高语言技能

通过问题化学习培养自主且有效的解决问题的能力

通过小组合作的方式，学会合作学习

情感态度目标

要提高在外地旅行时尊重当地文化的意识

在小组合作中学会用正向态度面对他人提出的不同意见

重点及解决措施

Use past simple questions correctly

录制微课讲解其构成规律并在学生理解不充分之处利用微课可以随时随处暂停及重播的特点有选择性的重新播放致使理解透彻为止。在理解理论的基础上配以改错题加以聚焦练习。最后为学生创设具体语境使其在真实语境下实际应用该语言技能。

难点及解决措施

Writing an email about the journey you are on

在为学生创设真实语境的基础上，运用问题化教学手段，即抛出一系列有逻辑有联系且层层递进的问题系统，以此为学生搭建解决终极问题（完成写作）的阶梯。与此同时培养学生自主且有效解决问题的思维习惯。

教学环节与内容

媒体内容与形式

教师活动

学生活动

环节设计意图

时间

I Review

板书

Ask wh-questons about Betty’s first journey :

Where did Betty go?

Who was Betty with?

When did Betty go ?

How did Betty get there?

What did Betty do ?

How did Betty feel about the journey?

Answer these questions by going over Unit 1

①通过这些问题的设置梳理出本堂课的重点知识结构，即过去时的特殊疑问句结构

②利用这些问题为之后的写作环节做好铺垫

③通过回答这些问题复习Unit1的相关语言知识

1分钟

PPT

Let students prepare wh-questions about Betty’s second journey in Unit2 by themselves

Prepare wh-questions about Betty’s second journey by going over Unit2

①复习Unit2中文章内容和相关语言知识

②练习使用本课需其掌握的语言技能（过去时的特殊疑问句）

2分钟

one asks a wh-question and orders another one answers it

II Grammar

微课

Play a Micro-course about the rules of past simple wh-questions

Watch the micro-course

以微课的形式展示语法内容的目的是如果学生对于某一处掌握不够好时，可以随时暂停并调到合适的进度重新播放直到孩子能够理解为止

1分30秒

白板

Let students do some exercise about the rules:

 Do the exercise :try to find out the mistakes and correct them

① -Where did you go for a holiday?

  - We went for a holiday in July

② How do you get to Tokyo?

  - I got there by plane.

③ Who did met you at the airport?

④ -What did they do after dinner?

 - They see a film

⑤ When did Tony fly to the USA last month?

Do the exercise :try to find out the mistakes and correct them

① -Where did you go for a holiday?

  - We went for a holiday in July

② How do you get to Tokyo?

  - I got there by plane.

③ Who did met you at the airport?

④ -What did they do after dinner?

 - They see a film

⑤ When did Tony fly to the USA last month?

用改错题的方式使学生聚焦本课语法知识在使用过程中易出现的错误形式，并因此在其自己使用时提高重视程度。

3分钟

III Using

视频

Play the video about the teacher’s journey

Watch the video about teacher’s journey

①为下一学习环节做铺垫

②在学生注意力容易涣散的时间提供视听享受，缓解学习疲劳

1分15秒

ppt

Let students use past simple wh-question to ask me about my journey

Use past simple questions like those on the blackboard to ask the teacher about her journey such as :

Where did you go?

What did you do there?

How did you feel ?
....................

①创设情景让学生使用本课语言技能（过去时的特殊疑问句）去获取他人旅行信息

②通过”what did you do?”的答案配合图片呈现本课需要学生掌握一些词汇e.g. went took bought met wore...

③通过回答“how did you feel ?”来传递旅行时需要最终当地文化的意识以达成本课的情感态度目标

1分45秒

ppt

Let students use the words to complete the email to my mum about my journey

Use the correct form of the words in the box to complete the email

让学生在情境下练习使用本单元需要其掌握的语言知识（词汇方面）

2分钟

ppt

Let students check the answers by reading the email out including the beginning and the ending of the email.

Check the answers by reading out the email including the beginning and the ending of the email

呈现正确答案的同时，提醒学生关注email 的格式

1分30秒

IV writing

板书

Let students think about: what they plan to write about their journey if they are on journey 

Think about what to write in the email when being on journey

①培养学生在动笔写作前构思作文内容的意识

②引导学生运用本课梳理出框架结构（板书上的6个wh-questions ）进行写作

1分钟

ppt

Show some standards of writing to students

Focus on the standards of writing

让学生在写作前明晰写作应具备的基本规则，并以此引导接下来的写作

1分钟

Give students about 8 minutes to write their emails about their journey that they are on

And tell them to use the wh-questions and the standards to help write

Write an email about the journey with the help of the wh-questions on the blackboard and the standards of writing

此环节为输出环节，使此前课上所习得的语言知识和语言技能得以实际应用并在这个过程中将其内化

8分钟

Let students share their emails in groups and then choose the best one to show in class later

Share the email in the group and let group members give some advice about it .

①运用小组合作组内互评的方式激发学习兴趣，提高学习效率

②在品评他人作文的同时诱发对优秀文章该具备的特征产生更深刻的认识

3分钟

苹果镜像

Let students comment the writing that has been shown in class

Try to give opinions about the writing that was shown in class

①唤醒学生写作时的读者意识

②展示相对优秀的作文以起到榜样引领的作用

③引导学生用正向的态度面对他人提出的不同意见

5分钟

V Homework

ppt

Show the homework to students

Focus on the requirement of the homework

巩固本堂课所学语言知识和技能

1分钟

课件内容形式与来源

PPT课件制作、白板课件制作、微课制作、图片、视频截取均授课教师本人自己完成。

板书设计

                Module10 A holiday journey

Unit 3 Language in use

 Where did you go?

                 Who was you with?

                 When did you go?

                 How did you get there?

                 What did you do there ?

                 How did you feel about your journey?

课后反思

本堂课较好地实现了课前设计的所有教学目标，学生对于本堂课的语言知识能够正确掌握并合理使用，对于本课语言技能得以充分运用和实践，最终在输出环节将语言知识和语言技能完美整合。并且有效地贯彻了相应的文化意识传递和合作意识的培养。对于重点（即过去时的特殊疑问句）的讲解和情境下的练习非常充分，对于难点（即写一篇关于旅行的邮件）采取的是层层递进式的攻克方式，由浅入深地达成终极目的。课堂气氛活跃，学习氛围自主且民主，学习效果显著。