Unit 6 第4课时 (Section B 2a-2c) 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 6 第4课时 (Section B 2a-2c) 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5页。

Unit 6 Do you like bananas?Section B 2a-2c单元Unit6课时第4课时教学目标语言知识：通过情境体验，能够了解三餐及各种食物的表达方式。通过扫读和寻读活动，了解文章大意，理解文章内容，理清文章结构。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。通过预测、抓关键词、猜测词义和采访活动，能够对文章主要内容进行推断，理解文章细节并复述文章。文化意识：通过目标词汇和语言的学习，能够谈论食物以及了解三餐及各种食物的表达方式，体验不同的文化带来的魅力。思维品质：通过小组合作，能够拉近人与人的距离，加强与人沟通交往的能力。教学重难点通过情境体验，能够了解三餐及各种食物的表达方式。通过扫读和寻读活动，了解文章大意，理解文章内容，理清文章结构。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 guides Ss to have a brainstorm. The T can use the following prompts:Do you like fruits?Are they healthy?T shows a picture and asks students to have a free talk like:1. Do you think they are healthy or unhealthy food?2. Do you usually eat them?3. What do you think of your eating habits?头脑风暴，思考某一类型的食物有哪些。根据图片提示和对话模板与同桌之间进行对话练习。思考健康饮食习惯的问题。利用头脑风暴 ，引出本课主题—谈论饮食习惯，通过图片引导学生复习所学句型。发散思维，从自身出发谈论饮食习惯，培养学生的探究思维。Step 2Pre-listeningWords: T teaches the new words in this class by showing the pictures, phonetic symbols, definitions, collocations and examples.T asks students to finish the task in 2a-- Which food do you think is healthy? Check (√) Yes, Maybe or No.T asks students to Write more healthy food and unhealthy food in our life.跟随老师的教授学习新单词的发音，释义，词组搭配和例句。完成书本2a部分的任务。写出更多健康或不健康的食物。将新单词在阅读开始之前教授，扫清单词障碍，使阅读更流畅。完成书本任务，回归课堂基础，拓展训练帮助学生开拓思维，打好阅读基础。Step 3While-listeningT asks students to Predict the main idea with the pictures and the title.T asks students to Read the magazine article and answer questions.T asks students to read the passage and finish the task in 2b-- Read the magazine article and circle the food words.T asks students to check the food Cindy like or dislike.T asks students to Read the magazine article and draw pictures about them.T asks students to Read the magazine article and complete the mind map.T asks students to finish the task in 2c-- Write five sentences about Cindy’s eating habits.观察图片和标题，预测文章内容。读文章，回答问题。再读一遍文章，完成书本2b部分练习。勾选出Cindy喜欢和不喜欢的食物。读文章并完成表格。读文章，补全思维导图。完成书本2c部分任务。通过读前观察图片，获取信息，回答问题，培养学生的阅读技能，掌握文章主旨方向。通过找中心句，引导学生掌握阅读技巧—泛读。通过寻找细节的活动培养学生的阅读策略--寻读(scanning)用于查找特定的信息。将文本内容转化为表格形式和思维导图形式，帮助学生熟悉文本内容，为之后的复述打好基础。Step 4Post-listeningT asks students to listen and repeat.T asks students to try to retell the passage and pay attention to the important points.T asks students Try to talk about the food with your partner.听录音并跟读文章。尝试复述文章。与同桌根据图片和句型模板提示进行对话创编。跟读录音有利于培养学生的语音语调。复述文本活动有利于学生对知识点和目标语言的应用。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 HomeworkFind healthier life styles in magazines.Draw a picture of your healthy meals.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 wordsKey sentencesstar，eat，well，habit，healthy，really，question，want，be，fatWhat do you like for breakfast/lunch/dinner?I like/don't like…for breakfast/lunch/dinner.He/She likes/doesn't like… for breakfast/lunch/dinner.教学反思：I used various forms of reading strategies, such as skim, scan, retell, etc. to help students quickly understand the passage. I paid a lot of attention to the usage of the language points and let students make enough sentences to master the language points, so Ss can master the language points and understand the passage clearly.