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

1、Unit 3 Is this your pencil?Section B 1a-1d单元Unit3课时第3课时教学目标语言知识：1. 通过情境体验，能够掌握目标词汇，运用目标语言确认物品所属关系，提升口语交际能力。2. 通过看图说话，能够听懂并拼读出新词。学习能力：1 通过观察图片，能够分析图片差异，预测听力内容，提高听力策略运用能力。2 通过小组合作，能够了解如何领取失去的物品和归还捡到的物品，并进一步和同学互帮互助。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

2、公共场所环境和集体意识。教学重难点1. 通过观察图片，能够分析图片差异，预测听力内容，提高听力策略运用能力。2. 通过小组合作，能够了解如何领取失去的物品和归还捡到的物品，并进一步和同学互帮互助。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 lets students watch the video and think about the placeLost and Found. 3. T shows a picture and asks: If we lose something, wh

3、ere should we go to find it?观看视频并思考失物招领处相关信息。观察图片回答问题。利用动画，引出本课主题失物招领，通过图片引导学生思考相关话题。Step 2Pre-listening1. T shows some pictures to teach the new words with the phonetic symbols, interpretation and pronunciation and asks students to make a sentence like ”I lost a”.2. T asks the students to finish th

4、e task in 1a-Match the words with the things in the picture. 3. T asks the students to finish the task in 1b- Ask and answer questions about the things in the picture and shows the synonymous sentence of “How do you spell it?” to the students.4. T asks students to make conversations with their partn

5、er by playing the game: When the turntable stops, say the English word of the object accurately and spell it correctly.观察图片，跟随老师一起学习新单词的读法写法释义和使用。完成书本1a部分的练习。完成书本1b部分的对话练习。做好同义句笔记。转盘游戏，停到哪个单词就根据句型模板用哪个单词进行问答。通过图片和英文释义，辅助学生更好理解新单词，通过跟读录音，培养学生的语音语调意识。回归书本，操练新知。对话练习为之后的听力打好基础。转盘游戏及时操练了新单词，也巩固了目标句型。Step

6、 3While-listening1. 1c：The activity is to provide guided listening and writing practice with the target language. Before Ss listen, have them try to identify the contents of the related picture without referring to the list of words. In the picture in this activity, have Ss cover the box containing

7、the words and try to name the items from a to i.Then have them do the listening activity. T can check answers as a class.Answers: circled: b.watch, a. ID card, d.pen, e. baseball2. 1d：Play the recording again and have Ss do the task in 1d. Then the T can check answers by asking Ss to say a full sent

8、ence with the answer like this:Linda lost her watch and ID card.Answers: Linda: watch, ID card, Mike: pen, baseball3. T shows the listening scripts and asks students to listen again and complete the conversation.4. T asks students to listen the listening scripts and repeat.完成书本1c部分听力任务：圈出你听到的物品词。核对答

9、案。完成书本1d部分听力任务：听出两人丢失了什么物品。核对答案。再听一次，完成填空。听录音并跟读。通过观察图片进行听前预测，为之后听力活动扫清障碍。通过男女生的区别，引导学生抓住关键词进行听力任务，培养听力技巧的使用。原文挖空进行听力训练，提升难度，扩展思维。跟读听力文本，培养学生的语音语调意识。Step 4Post-listening1. T asks students to work in pairs to finish the task in 1e- Student A is Linda and Student B is Mike. Make conversations about th

10、e things in 1d. Then change roles.2. T asks students to think : If you were the manager at a Lost and Found, what should you ask to make sure the right person?3. T asks students to Try to make a short play with your classmates. The main role could be about the manager, the students根据1c部分的信息，与同桌进行角色扮

11、演对话练习。思考，如果你是失物招领处的经理，你会问一些什么问题来确认失主。小组活动排一出短剧，扮演失物招领处的经理和失主们。根据书本内容进行对话练习，培养学生的交际意识。小组活动充分发挥学生的自主合作探究能力，有利于发展学生的创造力，培养了学生的合作与交际能力。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

12、，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. Write down your conversations.2. Search information about Lost and Found in foreign countries. 3. Write down the things you lose easily in daily life.将家庭作业做好记录。检查学习效果，加深对知识

13、的理解和记忆。板书设计：New words and phrasesKey sentencesbaseball，watch，computer，game，card，ID card，notebook，ring，bagWhats this?It is a watch.How do you spell it?WATCH.教学反思：Teachers should create context and input language so that students have more opportunities to get enough listening training. Students should learn to use what they have learned to write new dialogues and output languages. Students learn to confirm the ownership of objects in English, and practice general questions and their answers repeatedly