Unit 11 第1课时 （Section A 1a-2c）（教学设计)-【上好课】七年级英语下册同步备课系列(人教版）

Unit 11 How was your school trip? Section A 1a-2c（教学设计） 教材分析 What：These are some conversations about activities in a farm. Why：Let students know the activities in a farm and how to ask someone what did he or she do in the past time. How：The conversations involve many words in past time which lays a good foundation for the grammar learning. 教学目标 教学目标： 1. 语言能力：围绕谈论农场活动的情境，掌握6个农场活动的表达。正确使用含有一般过去时的一般疑问句和特殊疑问句。能够通过听前预测，从对话中捕捉细节信息，在听中抓关键词，促进听说能力的提升，听后进行模仿和角色扮演，提升听说能力。 2. 文化意识：通过农场活动的各种表达，学生能够了解农村和城市的各种差别，提高文化素养，提升跨文化交际能力。 3. 思维品质：在看图片时进行相应的思考，提高观察与辨析的能力；学生根能够分辨动词原形和动词过去式，提高观察能力。 4. 学习能力：通过谈论农场的各种活动，保持学习英语的兴趣，通过听力技能训练形成良好学习习惯，有意识训练自己的英语思维 。 教学重与 难点 1.  教学重点： （1） 掌握六个农场活动的表达。 （2） 了解一般过去时的用法以及相关句型结构 （3）获取听力材料中的重点信息 2. 教学难点： 灵活运用含有一般过去时的各种句型以及各种农场活动的表达进行对话 教学资源 Textbook, multimedia courseware, blackboard, and chalk. 教学方法 1. Communicative teaching method 2. Activity-based approach to English learning 教学步骤 Steps Teacher Activity Student Activity Purpose Lead in (3’) Step 1 T greets students. T invites to Ss free talk “ Where do you usually go on weekend?” Then, T creates a situation: Carol went to farm last weekend and asks Ss to guess what she did? Ss think about the question and guess what Carol did in a farm? · Introduce the topic smoothly · Activate Ss’ scheme and interests 效果评价 学生是否能积极主动的思考教师提出的问题，并根据自身已有的经验猜想Carol干了什么事情。 Pre-listening (7’) Step 2 T shows Ss the picture about activities and then asks then to think about what activities are they. Then T teaches them how to pronounce and make sentences. Ss think about the rules by the pictures and then learn how to pronounce and make sentences. Learning the expressions for school rules can lay a good foundation for following learning and thinking about the rules by pictures can practice their ability of viewing. Step 3 T asks Ss to finish 1a Ss finish 1a and check their answers. 1a can lead Ss to firstly know the six activities so that the learning of word can be more smoothly.