Unit 3 第5课时 (Section B 3a-Self Check) 教学设计-七年级英语上册同步备课系列(人教新目标Go for it!)

这是一份Unit 3 第5课时 (Section B 3a-Self Check) 教学设计-七年级英语上册同步备课系列(人教新目标Go for it!)，共6页。

Unit3 Is this your pencil?Section B 3a-SC单元Unit3课时第5课时教学目标语言知识：通过复述文章内容，能够了解失物招领启示的主要内容。通过选词填空和阅读启示，能够梳理失物招领启事包含的主要成分。通过头脑风暴，能够用四宫格组织文章结构并理清各部分书写内容，能够完整产出一篇文章。学习能力：通过互动、小组合作、游戏等方式完成课堂学习任务。通过自查和互查，能够进行文章的批改和订正。文化意识：通过目标词汇和语言的学习，能够了解确认物品所属关系的表达，体验不同的文化带来的魅力。思维品质：通过课堂活动的体验，能意识到良好的教学和学习环境的重要性，培养学生们爱护公共场所环境和集体意识。教学重难点通过选词填空和阅读启示，能够梳理失物招领启事包含的主要成分。通过头脑风暴，能够用四宫格组织文章结构并理清各部分书写内容，能够完整产出一篇文章。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. let’s retellT asks Ss to complete the blanks and try to retell the passage.T shows the problem that Mary met, asks students to think about how to write a notice.填充空格并复述文章。根据老师描述的情况，思考如何书写失物招领启事。通过复述文章的环节，引导学生感知失物招领启示的主要内容，为写作打好铺垫。Step 2Pre-writingT asks students to finish the task in 3a-- This activity is to provide reading and writing practice with the target language. The T can ask Ss to read the words in the box and finish the task individually. Then the T can invite some Ss to read and translate the two notices to check answers.Answers: Lost ,name, call ; Found, yours, 284-5486.T shows the found notices and asks students to read and find the elements of a Found notice.T shows the lost notice and asks students to read and find the elements of a lost notice.T asks students to finish the task in 3b-- The activity is to let Ss use the target language to write about themselves.Teaching Tip: Try it without the textbook. Ss often become too dependent on the textbook. Therefore, after Ss understand what they should do in an activity, ask them to close their textbooks and try to do the activity. After Ss have done as much as they can without the support of the textbooks , have them open their textbooks and study the content. Then have Ss close their textbooks again and continue the activity. The goal is for Ss to study how to write lost notices and then write lost notices without copying from their textbooks.T uses the four squares to help students to organize the writing structures and help student to know what to write in each paragraph.完成书本3a部分的任务。核对答案。阅读失物招领启事并找出写作结构。完成书本3b部分任务跟随老师一起用四宫格法组织文章结构，找出每段书写内容。在写作前，让学生通过练习对于所学知识进行充分回顾。根据文本材料回答关键信息，找出写作思路，出示句型模板帮助学生理解和应用，以读促写，以说促写。通过四宫格写作法，使学生更明确的掌握书写结构和内容。Step 3While-writingT leads students to think about the specific content and sentence structure of each paragraph.T shows the writing structure and asks students to follow the prompts to complete their article.跟随老师明确每一段书写格式和内容。根据四宫格提示开始书写文章。通过打草稿的过程，使学生更清晰的了解每一段的重点句型和整体结构，更好的帮助学生消化和理解。Step 4Post-writingT asks students to self-check and peer-check.T shows the Grading Standard to the students.根据老师出示的评分标准进行自查和互评。通过自查互评，让学生养成检查的好习惯。Step 5Self CheckThe part of Self Check is to provide a comprehensive review of key vocabulary and functions presented in the unit. Teaching Tip:Create a testOne way to make sure that Ss understand the material is to have them make a test. This can be done as a group. Elicit test questions from Ss and write the questions on the board. Then have Ss take the test independently, or elicit the answers from Ss and write the answers on the board.Answers:1. pen, ruler, pencil, pencil box, schoolbag, eraser,...2. I ,me, my, mine you, you, your, yours she,her,her,hers he, him, his, his3. 1.A: Is that your schoolbag?B: No, it isn’t.2. A: Are those your baseballs?B:Yes, they are.3. A: Is this your key? B: Yes, it is.4. A:Are those your pencils?B:No, they aren’t.完成书本self check部分习题。核对答案回归书本，通过两道习题回顾本单元重点知识。Step 6Language 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。Step7 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 8SummarySummarize 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。Step 9 HomeworkWrite a Lost or Found notice .Finish the exercise book.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：New words and phrasesKey sentencesA photo of, this, that, these, those This is a photo of …This/That is …These/Those are…教学反思：In the last period of the unit, the students should use the new items they have learned to practice writing. The T can make full use of the sample to help students.After writing, the teacher can ask the students to correct and polish the passage they write together, which will help to foster their spirit of cooperation.