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初中英语人教新目标 (Go for it) 版七年级上册Section B完美版ppt课件
展开人教版英语七年级上册
《Unit 4 Where’s my schoolbag?》教学设计
课题名 | Unit 4 Where’s my schoolbag? Section B 2a-2c | ||||||||||||||||||||||||||
教学目标 |
2. 掌握和熟练使用以下句型结构: ① I’m tidy, but Gina is not. ② Gina’s books are everywhere— on her bed, on the sofa and under the chair. ③ “Where are my keys?”Gina always asks. 3. To read the passage to find where Kate’s things and Gina’s things are. | ||||||||||||||||||||||||||
教学重点 |
① I’m tidy, but Gina is not. ② Gina’s books are everywhere— on her bed, on the sofa and under the chair. ③ “Where are my keys?”Gina always asks. | ||||||||||||||||||||||||||
教学难点 | To read the passage to find where Kate’s things and Gina’s things are. | ||||||||||||||||||||||||||
教学准备 | Teacher preparation: multimedia courseware, textbook, recordings. Student Preparation: Pre-class preparation. | ||||||||||||||||||||||||||
教学过程 |
①Teacher leads students to practice the key sentence structure.
①Teacher shows pictures, and leads students to talk about things in the room: ② Teacher shows two more pictures, students look carefully and try to talk about which room they like and why.
③ Teacher lets students look another picture of a room, and leads them to talk about what they can see in the room. Then students write the words they know for the things in the picture.
④ Teacher plays the recording and students listen to the passage and answer.
⑤ Students read the passage by themselves and answer the questions.
⑥ Students Read the article and circle the things Kate and Gina have. ⑦ Students complete the chart about the things Kate and Gina have and where they are. ⑧ Students choose the right answers after reading.
⑨ Students make T or F after reading the passage.
⑩ Students retell the passage according to the mind-map.
3. Language points: Teacher leads students to summarize the key language points in this class.
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板书设计 |
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课后作业 | 1. Do the exercises in students’ book. | ||||||||||||||||||||||||||
教学反思 | 本节课是B部分的一节阅读课,以培养学生的阅读能力为目标。整堂课采用任务型教学法,每一个教学环节和活动前都安排有一定的任务,学生根据任务要求进行有目的的阅读,有利于培养学生的篇章意识。 不足之处:根据思维导图复述文章主要内容这一环节对于学生而言有一定的难度,学生的思维容易局限在课本上,还不会用自己的话语进行复述。 |
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