2021学年Section B教学设计及反思

这是一份2021学年Section B教学设计及反思，共9页。教案主要包含了话题，功能，语法，词汇和常用表达，学习策略，文化知识等内容，欢迎下载使用。
Unit 3  How do you get to school?第六课时 写作课 Section B 3a-Self Check      P18Teaching and Learning Goals:一、话题：    Transportation.二、功能：    Talk about transportation and how to get to places .三、语法：    Review the use of “how, how far ,how long”.四、词汇和常用表达: 1.Review to use some useful expressions: take the bus /subway /train /taxi , ride a bike/walk,by bike/bus/train ,think of,come true,every day.2.Review the numbers, and express time. 五、学习策略：Guide the students to master the writing skills of transportation.六、文化知识：Lead the students to learn the different transportation between countries, express themselves correctly and know something more about western culture.Teaching and Learning Steps:Pre-writing activities写前活动 StepⅠ: Teaching Aims 展示目标Tell the students the learning aims:To talk about transportation and how to get to places.StepⅡ: Lead in：Show a short video and some pictures about Beijing Hangzhou Grand Canal (枣庄段京杭大运河) in Zaozhuang to the students .And introduce “A place of water in the north of the river,a historical town with a historical canal”(江北水乡，运河古城) H:\枣庄四十四中学刘倩七年级下Unit3第六课时 Section B（3a-Self check）\江北水乡运河古城 魅力枣庄宣传片 00_01_30-00_02_20.wmv（设计意图:课前通过有关枣庄段京杭大运河的视频和图片介绍，使学生在大运河畔的历史中，从古老的交通工具延伸到现代化的交通运输方式，能够很快的进入英语学习情境，并能够很好地导入新课.）1.Review 单元话题复习T:From the video and the pictures, how did people in Zaozhuang get to places long long ago?Ss:By ship\boat.（作为枣庄人，我们熟知自己家乡的地理情况，学生张口就能答出以前人们出行的方式。）T:Now,in our daily life,there are many new ways of transportation, do you know?Ss: Yes. By BRT, by taxi, by car, by plane\ air, by train …(古今对比，现在我们地区的交通非常发达，学生能列举出很多。)        T: Do you know other ways of transportation?(设计意图:采用思维导图的方式给学生展示乘坐船以及其它的交通运输方式，适当的时候做补充，让他们充分的了解现代化的运输方式。)2.T:I have two e-mails.One is from Xu Zheng , he talks about how he goes home; the other is from Tom,he talks about how he goes to school.(利用介绍两封电子邮件的形式，让学生在语境中复习交通运输方式，并加深理解)E-mail One：T：Do you know the movie Lost on Journey(人在囧途) ？Ss：Yes. T：My friend Xu Zheng acts it.I’m very proud of(为…感到骄傲) my friend.Questions:(1) Do you know the other actor?(2) What do you think of them?(3) Do you know what the movie is about? (4) Can you say some means of transportation in the movie?(5) Do you have the same experience as them? Answers:(1)    Yes. Wang Baoqiang.(2)    I think they have a bad luck./They are unlucky.(此处可以让学生用汉语回答)(3)    How to get home /Transportation.(4)    By plane,by car,by ship,walk，by tractor…(5)    Yes/No…(设计意图：给学生展示电影中的相关图片，激发学生的学习兴趣。再引导学生讨论相关问题，目的是激活学生头脑中和写作话题交通方式相关的词汇，语段等，为接下来形成一篇文章做好铺垫。)3. Show the Ss a passage with some blanks. It’s about e-mail one. Ask the Ss to try to fill in the blanks according to the pictures.  热身导入Dear Qian：Do you like the movie Lost on Journey ? I think I’m very unlucky in it with my friend Wang Baoqiang.In order to go home, first, I ________ ,and at the same time I meet my new friend---Wang Baoqiang, we go home together.Then we ___________,six hours later,we get to a bus station,and we ___________.Because there are too many persons in the bus,we _____ for about 30minutes.It’s also too far from my home ,so we ________ .It’s cold but interesting.At last,I get home after the long journey(旅程).Yours,Xu Zheng4. Check the answers. Then ask the Ss to read the whole passage for consolidation.(Answers: take a plane,take a train ,take a bus ,walk,take a tractor )(设计意图：引导学生形成文章意识，然后再鼓励他们去朗读，进行语言的输入，为输出做好积累，为接下来的写作练习做好准备。)Step Ⅲ: Consolidation: Complete the passage in 3a on P 18. Talk about pictures 看图说话T: Well,there are so many ways of transportation around us. What about in the US?T: Who can tell us something about ways of transportation in the US?S1: There are too many cars on the street.S2:Most of the cars are yellow.S3: Americans love their lives.They obey the traffic rules.(学生如不能用英语表达也可使用汉语。)（设计意图：鼓励和引导学生谈论自己所了解的美国交通，激活学生的背景知识。）T: Let’s see some pictures about cars in the US...T: Can you see yellow cars? What are they? What do you think of them? （设计意图：利用图片吸引学生，展开对美国校车的讨论，激发学生学习兴趣。）                      2. Fill in the blanks短文填空E-mail TwoT: Read the e-mail from my pen pal Tom in the US. Read quickly and find out what it is talking about. (学生通读短文掌握大意。)T: It’s an e-mail about how Tom gets to school. Writing an e-mail is a great way of expressing your opinion . The advantage of most e-mails is convenient to reply the friends.Use the right greeting is very important(Dear Mr. / Ms.).You must keep it short and clear ,and you can use first, second, next, and finally to express your opinions.At last,you can end up with “I am looking forward to your reply," "Thank you,"或者"Sincerely".(简单介绍电子邮件的特点及作用。)T: Now, please read carefully and fill in the blanks with your own words first. (引导学生根据上下文及所缺部分在句子中所作的成分选词。)T: This time, read carefully and fill in the blanks with the words in the box.(引导学生根据上下文及所缺部分在句子中所作的成分判断选填哪个词。)Have the Ss check their answers with their partners first. Then choose several Ss to show their answers blank by blank.(Answers:  get to，leave ，walk，kilometers， takes ，boring   )T: Let’s see if your words can be used to fill in the blanks.(帮助学生分析他们的词语能否用来填空。同时强调get to这个短语的用法。)Give the students time to read the completed passage.(帮助学生大声读出完整的e-mail，可以储备语句，提高语感。)3. Analysis of the article文体结构分析T: Read again, Can you answer these questions?(1)What is the name of the writer? (2)What kind of passage is it?(3)What is the e-mail about?(4)What does the writer think of the school bus? (5) What tenses does it use?Answers: (1) Tom (2) It’s an e-mail. (3)It is about how Tom gets to school. (4) He thinks the bus ride is never boring.  (5) The simple present tense.(设计意图：通过提问题的方式，分析范文文体结构，帮助学生理清文章脉络，为写作打下基础。)Step Ⅳ Talk about the Ss’ own ideas about how they go to school. Work on 3b on P18.1.Show the standards展示标准 T: Let’s think what details should an e-mail about how they go to school include?（1)When do you leave home?                  _______________________________ __（2) How do you get to school?                 _______________________  ________ （3)How far is it from your home to school?       _______________________________ __（4)How long does it take you to get to school?    _______________________________ __（5)Do you like your trip to school?              _______________________________ __(设计意图：引导学生关注3b中列出的内容，思考回复电子邮件包括哪些部分，为后面写电子邮件打开思路。)2.Talk about your own e-mail to Tom about how you get to school 谈论实际I am an editor(编辑) of “The best” of our School English Club.I want to choose the best e-mail. T: We need some e-mails for “The best” of our School English Club . Can you choose an e-mail for it and write an e-mail? Finish 3b by yourself and then work in groups of four and talk about your e-mails. （设计意图:学生先独立完成3b,然后组内分享，小组内同学互相帮助，修改并完善所填内容，丰富自己的语言。通过合作目的是让学生借鉴更多的同伴资源，帮助学生打开思路。要求学生从3b提供的5个方面进行讨论，为学生提供了语言“支架”。 鼓励同学之间相互进行讨论。）3. Choose several students to talk about their e-mails orally to the rest of the students. At the same time  write some key words on the blackboard. （设计意图:引导学生讨论自己的e-mail，先口头表达。黑板上的关键词，便于学生们借鉴和思考。）While-writing activities写中活动Step Ⅴ Practice: Write the Ss’ own e-mails. Work on 3b on P18.1.Write an outline拟定提纲Help the Ss make sure the composition must include the following things before they start to write their own e-mails.（1) When to leave home:I usually leave home at …（2) The way to get to school:  Take the subway.（3) The distance(距离) from home to school: About 30 kilometers.（4) The time it takes：25 minutes.（5) Like or not and the reason: Yes,because it’s fast.（6）Tense: The simple present tense.(设计意图:一起学习写作要求和注意事项，引导学生关注篇章结构和语篇标记词汇，帮助学生整理写作信息。鼓励有能力的学生创新思维，丰富写作内涵。)2.Write the first draft起草初稿T: I will give you several minutes to write your own e-mail down.Choose one student to write his/her e-mail on the blackboard.(设计意图:让一个学生把他的例文书写在黑板上，引起所有学生的注意，全体学生一起修改。）3. Revise the first draft修改初稿After all the students finish writing, first check the composition on the blackboard with all the students according to the following evaluation scale.Is there the greeting of the e-mail? Does he/she mention how he/she gets to school? Does he/she mention when he/she leave home? Does he/she mention how far it is from home to school? Does he/she mention how long it takes? Does he/she use the simple present tense? Are there any grammatical mistakes? Choose several students to evaluate the composition item by item in the evaluation scale.4. Ask the Ss to check their own compositions according to the above evaluation scale. （设计意图：提供具体评价标准，引导学生对照写作要求反思自己的作品，发现问题解决问题，有助于学生提高书面表达中的语言准确性，培养了学生通过自己独立思考，来解决问题的能力。）Post-writing activities写后活动Step Ⅵ Make comments on the Ss’ movie reviews.1. Presentation and evaluation典型展示,师生评价T: Let’s see another e-mail of you together. (利用投影仪展示学生作文) Students listen carefully and prepare for answering the teacher’s questions later on.（设计意图：通过投影展示，点评学生习作，教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点，纠正共同的缺点。）T: What do you think of your classmates’ e-mails? Why?(要求学生对两篇邮件进行评论)2. Students mutual evaluation 生生互评T: Now let’s check your partner’s composition according to the above evaluation scale.(设计意图：采用生生互评的方式，既可发现问题，提出改进意见，也可在学生间建立真诚友情。有利于学生提高对学习状况的自我反思能力提高学生学习的积极性和主动性。) StepⅦ I am a reporter 新闻采访 I am a reporter from our School English Club.I want to report you about some questions.   Reporter：What do you think of these means of transportation? Can you write these phrases down?(设计意图：鼓励学生从小方框中找出单词搭配成短语，并写出同义短语书写出来，这样便于学生归纳总结所学的知识，同时完成Self Check1部分相应的内容。)           （设计意图：让学生以小组为单位讨论,找出交通方式的两种表达，并最终得出结论。）2. Here is a chart, I have some questions to ask you, can you answer out?  （小组内活动：小记者用采访的方式进行提问，找学生回答问题。这样一举两得，既完成了Self Check的任务，又进行了小组活动，效果较好。）Question 1： How far is it from Tony’s home to school?   S1： It’s five kilometers.Question 2： How long does it take Tony to get to school?  S2： It takes about 20 minutes.Question 3:  How does Mary get to the library?  S3:  She gets to the library by bus.Question 4:  How far is it from Mary’s home to the library?   S4:  It’s about fifteen kilometers.
Question 5:  How long does it take Mary to get to the library?  S5:  It takes about forty minutes.（设计意图：本题是根据表格中的提示词或短语来进行问答。问句都是用第三人称来询问，回答也相应的用第三人称来答，第三人称单数形式还应注意动词用恰当的第三人称单数形式。）StepⅧ ReportWith the information from Self Check 2, report out how Tony gets to school, and how Mary gets to the library. Choose two of the passages to read out.How does Tony get to school?Tony is my good friend. He lives about five kilometers from school. He usually gets to school by bike. It usually takes about twenty minutes. How does Mary get to the library?Mary is my good friend. She lives about fifteen kilometers from the library. She usually takes the bus to the library. It takes about forty minutes to get to the library. （设计意图：结合Self Check2中的信息，结合新闻采访中的5个问题，让学生写出短文，并找两个学生读出自己的文章。）Step Ⅸ Summary and SublimationT:Transportation is very important in our daily life.It’s very convenient to use and it’s reduce the distance of the world. We must save our lives and obey the traffic rules.We should study well some knowledge to avoid(避免) traffic accidents. (设计意图：交通工具作为我们的代步工具，在我们的日常生活中起着至关重要的作用，有了交通工具，我们的出行才变得便捷。但是我们必须为了自己和他人的生命安全，遵守交通法规，避免交通事故的发生。)             T:There are more and more traffic accidents in today’s life. What should we do to reduce the traffic accidents?We don’t need Chinese style of crossing road(中国式过马路).We can’t cross the road when the red light, abide by traffic order.We should tell relatives（亲属）not to drive after drinking. Safety driving.Find road damage（损坏）,inform relevant departments, early solve the problems.The lost plane in Malaysia(马来西亚飞机失踪事件).We should treasure life, drive safely. (关爱生命，安全出行)（设计意图：此部分属于感情升华部分，作为中国公民，我们应该随时注意安全，关爱自己的生命。）Step Ⅹ HomeworkMay Day is coming, do you have good vacation plans? Write an article about how you and your classmates get there.You may begin like this: I want to go to the Great Wall. It’s too far from my home.First, I …Next, I …At last I …My friend ZhouPei wants to go to Hangzhou.First, he … to …Next, he … to …At last he …  Blackboard Design教学反思：在本节课一开始，通过短片展示、为学生创设真实的语境，激发学生的好奇心和学习兴趣，引出本课话题。在一定的环境下培养学生运用语言进行交流合作的能力,形成语感，以便在具体情境下开展有效交流。亮点：利用本单元中心内容“交通”展开讨论，帮助学生收集写作信息，为写作技能提升做充分的铺垫性工作。本节课开始前播放的视频---江北水乡运河古城 魅力枣庄宣传片具有承前启后的作用,既能唤醒学生已有的知识记忆，又能使教师很好地导入新课。在单元话题复习环节中，利用思维导图的模式做出来一辆车，和这个单元的话题“交通”相吻合。在写前活动中，我利用我的两个朋友的两封邮件导入，第一封是来自朋友徐峥的，他是电影“人在囧途”的演员，他在电子邮件中向我描述他在电影中怎么回家；第二封是来自美国朋友Tom的，他在邮件中描述怎么去学校，这个也是3a部分的内容。最后的总结部分，仍然做到话不离题，谈论交通，并告诫大家注意交通安全，保护生命！整节课通过不同层次的写作活动，学生积极参与到教学活动中来。本教学活动注重教师的过程性指导，教学评价也比较及时、有效，同时注重学生良好的写作习惯的培养。 不足：我个人认为在热身导入环节设计的文章不够完美,设计成漏词填空的形式，效果会更好。在今后的教学过程中要多关注后进生，对他们要多表扬，勤激励，提高他们学习英语的兴趣和学好英语的信心。 使用建议：1.典型展示环节如果投影仪使用不方便也可要求学生朗读作文。2.I am a reporter 新闻采访和Self Check为合并环节。