Unit 3 第1课时 (Section A 1a-2e) 教学设计-【上好课】2022-2023学年七年级英语下册同步备课系列(人教新目标Go for it!).docx

1、Unit 3 How do you get to school?Section A 1a-2e单元Unit3课时第1课时教学目标语言知识：1. 通过情境体验，能掌握出行方式、距离和花费时间的提问和表达。2. 通过情景对话，运用本单元目标语言询问并回答日常出行方式，提升语言运用能力。学习能力：1 通过观察图片，圈划题干中的关键词，能够对听力内容进行预测和预判，提高听力理解能力以及策略运用能力。2 通过阅读题目所给信息，能够预测听力内容，并用目标句型进行简短对话，提高运用语言的能力。3 文化意识：通过目标词汇和语言的学习，能够了解国外生活习惯差异，体验不同的文化带来的魅力。思维品质：通过对比分析，

2、能够感知不同出行方式的利弊并作出选择。教学重难点1. 通过情境体验，能掌握出行方式、距离和花费时间的提问和表达。2. 通过观察图片，圈划题干中的关键词，能够对听力内容进行预测和预判，提高听力理解能力以及策略运用能力。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.The T can play a video to lead in the topic and leads students to answer: What is mentioned in the video? 3. T asks st

3、udents to say some vehicles they already know.观看动画视频并回答视频中提到了什么。尝试说出一些交通工具名称。利用动画，引出本课主题，引导学生思考并头脑风暴，在思考的过程中自然的感知目标语言，激发学生学习兴趣。Step 2Pre-listening1. T teaches the key phrases by asking the questions, and teaches phonetic symbols and key words.2. T asks Ss to say more means of transportation.3. T ask

4、s Ss to talk with your partner about the travel mode.4. T asks Ss to finish the task in 1a- Match the words with the pictures.5. T asks students to look at the picture and read the names in the chart. Then guess their gender(性别).跟随老师一起学习新单词和音标，并感知句型完成练习。说更多交通工具与同桌根据句型模板问答出行方式。完成书本1a部分任务。观察1a部分图片中人物的

5、性别。观察后指导学生自行总结时间表达法，训练学生的归纳整合能力。将句型操练式融入单词教学中进行教授，有助于应用。书本任务有利于学生更好的掌握词汇和句型的用法。Step 3While-listening1. T asks students to finish the task in 1bListen and write the numbers next to the correct students in the picture above.2. T asks students to listen again and choose the best answer.3. T asks studen

6、ts to listen again and repeat the conversations.4. T asks students to finish the task in 1cLook at the picture in 1a. How do the students get to school? Make conversations with your partner.5. T asks students to finish the task in 2a- Listen and repeat. Then write the correct number next to the word

7、.6. T asks students to look at the picture and answer the questions.7. T asks students to look at the chart and pay attention to the title.8. T asks students to finish the task in 2b- Listen and complete the chart.9. T asks students to finish the task in 2c- Listen again. Check your answers in 2b.完成

8、书本1b任务：将人物名字代号填入图片空白处。再听一遍，选择正确答案。听对话并跟读，注意升降调重音。根据1a部分的图片，与同桌进行角色扮演。完成书本2a部分任务。观察图片提示，完成句子问答。观察表格内容，了解听力任务。完成书本2b部分任务。完成书本2c部分任务并跟读。通过听力策略的教授，帮助学生更好的把握听力侧重点。将听力文本拆解，引导学生注意朗读时的升降调和重音，用跟读录音的模式，培养学生的语音语调意识，也使学生巩固目标词汇和重点句型的使用。听力前先带领学生熟悉图片内容和听力方向，引导学生观察图片内的关键任务，猜测他们所进行的话题，为听力找寻关键词。跟读录音的模式，培养学生的语音语调意识。St

9、ep 4Post-listening1. T asks students to finish 2d- Student A is Jane and Student B is Tom. Use the information in 2b to make conversations.2. T asks students to work in two and talk about the travel mode.3. T asks students to Read the conversation quickly and answer the questions below.4. T asks stu

10、dents to Listen and fill in blanks.5. T ask students to listen and read the conversation and pay attention to the phrases.6. T ask students to fill in the blanks.7. T asks students to role play the conversation with the partner.完成书本2d部分任务：根据表格和对话模板进行问答。与同桌进行问答练习。阅读对话回答问题。听录音并填空。跟着录音读一遍2e，标注语调变化和重点词组

11、。将空格补充完整。与同桌角色扮演2e内容。通过之前句型的学习，为2d部分的练习打好的基础，要求学生以小组的形式进行问答的难度降低。2e部分的阅读，先通过回答问题和找句型让学生了解对话内容，关注到本节课的重点。跟读录音的模式，培养学生的语音语调意识。通过表演对话的形式，让学生理解掌握和运用本课的重点单词与句型，发展听说能力，培养小组合作能力。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

12、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 Homework1. Ask at least one member of your family about their transportation plans.2. Record a video about your conversation with your family.3

13、. Draw a mind map to summarize.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：Unit 3 How do you get to school?Section A(1a2e)教学反思：The topic of this unit is “transportation”. After learning, the students can talk about transportation in their daily life and master how to use and answer how-questions.In the first

14、class, we start with the topic of how to get to to get close to students life, and then make good use of listening and dialogue exercises to train the students ability to grasp the key information while listening. In this lesson, the teacher should get the students to understand the language points in the dialogue in the context and finally achieve the purpose of role playing the dialogue.