七年级英语下册 Unit 11 Alex Wants to Be a Pilot PartⅠ教案 北京课改版文档格式.docx
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一课时
五、教学资源及媒体设计
1.教学资源
包括小闹钟,奖杯等实物,以及有关人物职业的图片及相关卡片(自制),
此外还有多媒体教学课件。
2.媒体设计
此多媒体课件用于完整的一节课,可根据学生的理解程度和教学需要自由控制演示速度。
本课件运用PowerPoint将文本、图像、动画,声音等多种媒体技术集于一体,以其丰富的表现力,使教学内容变得更为通俗易懂;
交互功能的运用提高了教学的深度和广度,增加了学生的学习主动性。
课件设计和制作精细、美观、明了,使用方便,符合初中生的特点。
主页突出教学主要步骤,设置主目录7项,可随时随意点击任意目录打开你所需要的一页,也可随时点击Back图标退出。
上一屏与下一屏设计成翻页式,可以任意挑转,增加课堂教学的灵活性。
六、教学过程
教学过程
教学步骤
教师活动
学生活动
设计意图
Step1
WarmUp
(1min)
1.Singthegreetingsong.
2.Introducethepetitionregulation.
Singthesong.
Listencarefully.
真挚的问候,拉近师生距离。
小脑钟记分制评价形式的引入,既使学生们意识到了时间的宝贵,又增强其集体荣誉感,激励他们合作竞争,与此同时调动其高涨的热情和学习兴趣。
Step2
Revision
andlead-in
(3mins)
1.Achant.(Round1)
T:
Oh,dearguys,doyoulikechant?
Ss:
Yes.
Let’senjoyachanttogether.
Afterchantit,pleasetrytotellme“Whatisitabout?
”.
附:
Whatdoyoudo?
I’mateacher,teacher,teacher.
What’syourfather’sjob?
Heisaworker,worker,worker.
Whatisyourmother?
Sheisadoctor,doctor,doctor.
It’saboutthejob(occupation).
Sotodaywe’llgoonlearningsomethingaboutthejob.
(板书)
Unit11Alexwantstobeapilot
PartⅠListeningandSpeaking
Idealjob
Chant
together
and
answer
thequestion.
歌谣的选用,为本课的教学奠定了良好铺垫,既在不知不觉中使学生复习了相关的职业及其询问的句型,又自然地引出了课题。
2.Amatch(Round2)
“Howmanykindsofjobs
doyouknow?
”
T:
Introducetherules.
Time:
20Seconds.
Groupmember:
Saythejobsonebyone.
GroupLeader:
Writeandcountthenumberyougot.
Attention:
Don’trepeatothers’answer.
Trytosaythejobs
asmanyaspossibleinthelimitedtime.
学生们对所学职业头脑风暴,在小组协商后,默契配合,脱口而出相关职业,为小组赢得时间。
此活动,既调动了学生原认知,激发思考的热情,又积极调动了课堂气氛,增强小组合作的集体意识。
Step3
Pre-
listening
(4mins)
1.MatchingGame(Round2)
Matchthewordswiththepicturesingroups.
Afterthestudentsfinishit,helpthemchecktheiranswers.
2.Learnthenewwords.(Round2)
Teachthenewwords:
tourguide
pilot
Read,
match
say.
Read
learn
认读是本课教学的一个重点,故此以小组为单位进行图片与单词匹配游戏,发挥小组学习的优势,使学生资源共享,感知词汇,加深理解。
Step4
While-
(20mins)
1.Activity1:
Part1Ex.2(Round5)
Listenandnumberthepictures.
⑴Letthestudentstalkaboutthepicturesandanswerthequestion.
⑵Listenandnumberandthenchecktheanswer.
2.Activity2:
Part1Ex.3(Round7)
ListenandchooseTorF.
⑴Letthestudentspredict.
What’sYangLin’sfather’sjob?
What’sLinLi’smother’sjob?
⑵LetthemchooseTorF.
⑶Readafterthetape.
⑷Letthestudentsworkinpairs.
AskingthejobsYourparentshave
Discuss
andanswer
thequestions.
Listen
andchoose
the
rightnumber.
Predict,
theanswers,
act
adialogue.
图片的讨论有助于学生对题目的理解,易于把握。
预测环节的引入,有利于学生听力能力的不断培养。
根据学生的心理特征,一定的模仿还是必要的。
它可以训练学生的语音、语调、语感,为下一步教学做好铺垫。
3.Activity3:
Part1Ex.4(Round8)
Listenandfillintheblanks.
⑴Letthestudentspredictthemainideaaboutthedialogueindividually.
⑵Listenandfillintheblanks.
⑶Letthestudentsreadthedialogueandexplainsomedifficultwords.
⑷Letthestudentsworkinpairsandactoutthedialogue.
Predicttheanswers.
actoutthedialogue
inpairs.
听和说是为了培养学生听的习惯。
由预测信息到感悟词汇,再到词汇输出,而后到对话展示,层层递进,使听的能力达到了有效的训练。
Step5
Post-
Listening
(13mins)
1.Letthestudentsworkinpairsandtalkabouttheidealjob.(Round2)
Whowanttohelpme?
Iwanttoknow“whatdoesLeiLiwanttobeinfuture?
S1:
Hewantstobeapilot.
Whatdoyouwanttobewhenyougrowup?
Iwanttobe….
Oh,Iknow.Andwhoisyourpartner.Iwantyoutoaskyourpartner“whatdoeshe/shewanttobeinthefuture?
”Let’sdopairwork.
2.Summarizewiththestudents.
(Round4)
Now,let’sinviteLiLeiagain.Heisintroublenow.Hedon’tknowhowtoaskthesequestions,soheneedsourhelp.Let’strytohelphim.
IfIwanttoknowyourfather’sjob,Imaysay:
1.Whatdoesyourfatherdo?
2.What’syourfather’sjob?
3.Whatisyourfather?
IfIwanttoknowwhereyourfatherworks,Imaysay:
Wheredoesyourfatherwork?
IfIwanttoknowYangLin’sidealjob,Imaysay:
Whatdoyouwanttobeinthefuture/whenyougrowup?
Andthereason.
Whydoyouwanttobe…?
BecauseIthink….
Yourparents’idea.
Whatdoyourparentswantyoutobe?
Theywantmetobe….
Whydoyourparentswantyoutobe?
Becausetheythink…
Answerthequestionsanddopairwork.
Summarizethe
sentences
make
somenotes.
和伙伴的对话练习,为后面小调查的开展做好了铺垫。
通过情景的创设使功能句的引出自然真实,易于学生理解和接受。
小伙伴李雷的问题引入,创设了一个情景,使知识的梳理,顺理成章。
通过一系列问题的设置,使知识的梳理形成了网络。
3.Enjoythesong“Ihaveadream”withthestudents.(Round1)
Boysandgirls,LiLeiarequitegratefultous.Sohewantstosendusabeautiful.Let’senjoyittogether.
4.Helpthestudentsmakeasurvey.
(Round5)
Mygoodfriends’idealjob.
(见附表1)
Dearguys,everybodyhasadream,andwhatareyourgoodfriends’idealjob?
Let’sdoasurvey.
5.Discusswiththestudents.
(Round1)
Howcanwe
makeouridealjobetrue?
Howcanwemakeouridealjobetrue?
Workhard.
Yes,youareright.Ifwehaveouridealjob,wemustdoalotofthingsforit.Ifyouwanttobeapainter,youmustdrawmanypictures.Butyoushouldremember“Nothingintheworldistoodifficultifyouputyourheartintoit.”.Ihopeyourdreamwilletrue.
Enjoy
thesong.
Make
asurvey
andfill
intheform.
Discuss.
歌曲的展现,给同学们创设了一个遐思的空间,同时也引导他们追求高尚的道德情操,健康的职业理想。
通过调查任务实现“learningbydoing”的教学理念,培养学生语言综合运用的能力。
不论是调查还是讨论,学生的学习情绪都处于高峰期。
利于其创造力的无限发挥。
在讨论的同时,使思想教育融入课堂,使学生意识到人的一生中要有理想导航,但他的实现要靠我们一步一个脚印踏踏实实地努力奋斗,要起于行,而勿言之。
Step6
Evaluation
1.Finishtheevaluationtablewiththestudents.
(Round2)
(见附表2)
2.Findoutthewinnergroup.
Evaluatethemselves
andthegroups.
Say
theright
time
on
clock.
学生评价表的设置,为教师更好地了解学生对该课的参与和掌握情况,提供了有效的帮助,并为下一步的教学服务。
借助小闹钟进行优胜的评定,对获得优胜的小组提出表扬,对失利的小组进行鼓励,注重情感鼓励的渗透。
Step7
Homework
1.Desiginaposteranddisplaythethingsyouhavelearnedinclass.
(Thenewwordsandthesentencesabouttheidealjob)
2.Writeashortpositionaccordingtothesurvey.
(50words)
Finish
thehomework
课堂上大量的语言输入为学生的语言输出做好了准备,对好朋友的访谈,也使大家有了强烈的写作欲望。
板书设计
七、教学反思
通过实施上述教学过程,我觉得在这节课中主要突出了以下3个方面:
1)运用任务型语言教学模式,训练培养学生对语言的综合运用,实现目标,感受成功,教学进度整体把握,教学形式不拘一格。
2)在教学中注重创设情景,在情境中让学生进行了有意义的交际活动。
交际活动,突出交际性,注重实用性,进行情感和策略调整,以形成积极的学习态度,促进语言实际运用能力的提高。
3)正视个体差异,倡导过程激励,以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
附:
1
Interviewwhatyourgoodfriendwantstobeandwhyhe/shewantsto…inthefuture.
Name
Wantstobe
Reason(s)
2
2019-2020年七年级英语下册Unit11HowwasyourschooltripSectionA同步练习(新版)人教新目标版
◆基础题
用括号内所给动词的适当形式填空。
1.Wheredidyou___________(go)onyourvacation?
2.Yesterday,mymother_________(buy)meanewskirt.
3.Ifoundthegirl___________(read)intheroom.
4.Pleasehelpyourmother___________(do)someshopping.
5.Wedecided_____________(have)Sichuanfood.
6.Wehadgreatfun____________(learn)English.
7.Thatmademe____________(feel)interestedinsports.
8.Jimisillinhospital,andhismother_______(worry)abouthishealth.
9.It___________(rain)allmorning.Wewenttothelibrary.
10.Everything____________(grow)wellinsummer.
◆能力题
一、句型转换。
1.Ourschooltripwasboring.(对画线部分提问)
________________yourschooltrip?
2.TheywenttothemountainslastFriday.(改为否定句)
They______________tothemountainslastFriday.
3.Werethepeoplefriendlytoyou?
(作肯定回答)
________,________________.
4.Bobvisitedthefarmyesterday.(改为一般疑问句)
_______Bob_______thefarmyesterday?
5.Shesawalotoffishintheriver.(对画线部分提问)
________________she________intheriver?
二、单项选择。
()6.Welearnedalotanimalsinthezoo.
A.inB.withC.aboutD.for
()7.Aliceshowedhernewfriendsherschoolyesterdayafternoon.
A.ofB.toC.aroundD.at
()8.Weclimbedthemountainsandwealotofflowersthere.
A.seeB.sawC.lookD.looked
()9.Hisuncleisgoodatfarming.Heworksona.
A.hospitalB.bankC.farmD.hotel
()10.Isomemilktomybabywhenhewashungry.
A.fedB.foundC.cookedD.grew
◆提升题
一、完形填空。
Johnhada(n)1weekend.OnSaturdaymorning,he2tothelibrary.He3math.4Saturdayafternoonhewenttothepark.Heplayedtennis5hisfriend,Lea.LisawasbusyonSaturday,too.She6herroominthemorning.Intheafternoonshe7herfriend,Kim.Theyplayedputergames.
OnSundaymorningJohnandLisaplayed8tennis.Theyhad9.IntheafternoonLisawasbusy.Shestudiedmathandscienceinthelibrary.ButJohnwas10.HewatchedTV.
1.A.busyB.excitingC.freeD.quiet
2.A