Unit 5 第2课时 (Section A GF-3c) 教学设计-七年级英语下册同步备课系列(人教新目标Go for it!)

这是一份Unit 5 第2课时 (Section A GF-3c) 教学设计-七年级英语下册同步备课系列(人教新目标Go for it!)，共5页。
Unit 5 Why do you like pandas?Section A GF-3c单元Unit5课时第2课时教学目标语言知识：通过看图说话和对话创编，复习目标句型。通过情境体验，能描述各种动物及表达对动物的喜好及原因。通过总结归纳，可以掌握并迁移使用句型描述动物的特征。学习能力：通过语法填空和观察句型，能够对语法规律进行总结，提高理解能力和归纳总结能力。通过填空练习、造句训练和小组活动，能够运用why和where引导的特殊疑问句进行提问并回答。文化意识：通过目标词汇和语言的学习，能够了解各国代表性动物的习性，体验不同的文化带来的魅力。思维品质：通过调查活动，能将表达原因的句型迁移并培养辩证思维，提高保护动物的意识。教学重难点1. 通过看图说话和对话创编，复习目标句型。2. 通过情境体验，能描述各种动物及表达对动物的喜好及原因。3. 通过总结归纳，可以掌握并迁移使用句型描述动物的特征。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. T asks students to look at the picture and the description to guess what animal it is.观察图片并根据描述信息猜测动物。利用情景设置，引入本课主题—动物，激发学生学习兴趣，活跃课堂气氛。Step 2PresentationT divides the whole class into 3 groups and each group discusses one question.Group 1：why和where引导的特殊疑问句是怎么构成的？Group 2：why引导的特殊疑问句对什么提问？怎么回答？Group 3：where引导的特殊疑问句对什么提问？怎么回答？ T shows some sentences and asks students to find out the rules and answer the questions.T asks students to write down the notes carefully.分组进行讨论，讨论本组分到的问题。观察GF并回答老师问题。认真做好笔记。通过演绎法和观察法，充分发挥学生的主观能动性，语法规则都由学生自寻，老师扮演引导者和辅助者的角色，更有利于学生创造性思维的培养。Step 3PracticeT asks students to Match the questions and answers to make a dialogue. Then make your own dialogues. T asks students to finish the task in 3a-- Fill in the blanks with the words from the box. Then practice the dialogue.T asks students to finish the task in 3b-- Write names of animals in the blanks to make sentences that are true for you.T asks students to Ask questions according to the underlined part.T asks students to fill in the appropriate questions to complete the sentences according to the questions and answers.连线并创编对话。完成书本3a部分练习。完成书本3b部分内容。按要求完成句子。用疑问词补全句子。通过练习题，帮助学生更好的巩固语法知识的使用。回归书本练习，及时巩固，及时操练。培养学生的应试能力。Step 4ProductionAsk Ss to read the contents on grammar focus part loudly.T asks students to work in pairs--Make your own conversation with your partner.T asks students to finish the task in 3c-- Think of an animal. Ask and answer questions with your partner to guess each other's animal.T asks students to Try to describe the animals you like.T asks students to work in groups-- Choose three classmates. Ask them questions about their favorite animals and take notes. Complete the passage according to your rules.Report to the class. 朗读书本Grammar Focus。对话创编：根据模板与同桌之间对话。完成书本3c部分的活动。向同桌描述你喜欢的动物。小组活动：调查活动。汇报结果。通过朗读，帮助学生快速并集中的熟悉A部分重点句型，再通过问题的引导，帮助学生将句子进行分类，明确各类句型的具体功能，为接下来的小组活动打好基础。小组活动锻炼学生的交际能力和表达能力。Step 5Language 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。Step6 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 7SummarySummarize 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。利用将思维导图给学生进行有序的梳理。Step 8 HomeworkPreview the new words and phrases in Section B(1a-1d).Do the exercises in students’ 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：教学反思：This class starts with the topic of animals to arouse students' interest. It adopts role-playing practice to make students take the initiative in learning. In addition, the combination of listening, speaking, reading and writing not only develops the students’ comprehensive language ability, but also helps consolidate the target language. We can ask the students to use what/why/where questions to make sentences and because-clauses to give answers. Also, we can get them to use phrasal verbs they learned to make conversations.