Unit3第2课时Section A(2a～Grammar Focus)教案 -2024-2025学年人教版英语七年级上册

第2课时 Section A(2a-Grammar Focus) 学习清单 学前 1．预习语篇，画出不认识或不理解的词句。 2．画一幅教室的图片。 学中 Pre-listening Look at the picture in 2a and say what you have found in the picture. While-listening 1. Listen to the conversation in 2a and fill in the blanks. 2. Read the conversation and match the questions with the answers in 2b. Then think about the questions. ·What's your classroom like? ·Do you like your classroom? 3. Read the conversation again and circle T for true or F for false in 2c. 4. Pay attention to describing locations using there be structure and prepositions of position. Post-listening 1. Discuss: Is your classroom the same as Peter's classroom? 2. Explore grammar. (1)Read the sentences in 3a with your partners. (2)Talk about your opinions about how to ask and answer locations. (3)Summarise how to ask and answer locations by using there be structure and prepositions of position. (4)Finish 3b and 3c. 学后 1. Role-play the conversation in 2a. (Required) 2. Draw a picture of your classroom. Colour it. In the next class, bring the picture and introduce it with the words and sentence patterns learned inthis class,(Optional) 语篇分析 【What】本课的对话是围绕Peter与妈妈开展的。对话通过Mrs Brown询问Peter的新教室引出话题，Peter介绍新教室里的物品以及摆放位置。 [why]通过Peter与妈妈的日常对话，探讨教室内物品以及物品摆放位置。Grammar Focus引发学生思考如何询问以及回答场所位置以及引导学生关注there be句型的使用，特别是句型中be动词的变化规则。从多方面引导学生总结和辨别语言结构，培养学生举一反三的能力。 【How】本课时通过Peter与妈妈的对话语篇，编对话对比自己的教室与Peter的教室以及对语法知识的讲解，来进一步学习学校内一些场所的词汇以及如何介绍方位的目标语言，并通过多种形式巩固where 引导的特殊疑问句询问方位以及there be句型的运用。该对话是日常生活中经常会出现的口语化情景，围绕介绍教室展开，涉及询问方位的特殊疑问句以及there be句型。该对话情节简单，易于理解，涉及“人与社会”主题，贴近学生的生活，能激发学生英语学习的探索欲和求知欲。 教学目标 通过本课时学习，学生能够： 1．提高学习的积极性，在轻松愉悦的氛围中了解本节课话题。 2．在看、听、说的活动中，获取、梳理涉及教室的核心语言。 3．在教师的引导下，通过分角色表演对话、讨论等形式，掌握如何用there be句型以及方位介词描述、介绍位置。 4．在自主创设的特定情境中，运用“Where is are..?there...?Yes,ther is／are.／No，there isn＇t／aren＇t，＂等句型询问以及了解场所位置，为后续语言输出做好铺垫。 重点难点 重点 在特定情境中，运用“Where is／are...？It＇s／They're...""Is/Are there... in the classroom? Yes,there is／are.／No，there isn＇t／aren＇t.”等句型了解如何询问以及回答教室内物品的位置，为从多方面介绍学校做好铺垫。 难点 1．能运用语篇句型结构向让人介绍自己的教室。 2．能自主总结where引导的特殊疑问句以及there be句型的使用。 教学准备 多媒体设备、课本、图片、学习清单、课件等。 教学过程 教学目标 学习活动 效果评价 1．提高学习的积极性，在轻松愉悦的氛围中了解本节课话题。 Activity 1:Greet and enjoy 1. The teacher greets students. 2. The teacher encourages students to enjoy a song and sing together. T: Now let's enjoy a song and sing along with the music. Please tell me what the song is about after listening to it. 教师观察学生能否主动参与互动和交流，并根据学生的掌握情况给予个性化评价和反馈。 设计意图：用轻松愉快的问候方式热身以及歌曲导入引出本课话题，为接下来的学习做铺垫。 2．在看、听、说的活动中，获取、梳理涉及教室的核心语言。 Activity 2: Look and say The teacher leads students to look at the picture in 2a and asks them what they have found in the picture. T: What is the picture about? Ss: It's a picture about a classroom. The teacher adds some more questions. ·What can you see in the picture? ·Is your classroom different from this one? Activity 3: Listen, read and finish 1. The teacher guides students to listen to the conversation in 2a and fill in the blanks. 2. The teacher encourages students to read the conversation and match the questions with the answers in 2b. Then the teacher guides students to think about the questions. ·What's your classroom like? ·Do you like your classroom? 3. The teacher makes students read the conversation again and circle T for true or F for false in 2c. 4. The teacher guides students to pay attention to describing locations using there be structure and prepositions of position. 教师观察学生能否参与讨论，主动分享对于图片信息的理解，教师根据需要适当调整、补充问题，并适当给予个性化反馈。 教师观察学生是否能够主动、积极地完成教材练习题，观察学生是否有整合、概括信息的能力，并对学 生的答案进行反馈。 设计意图：本阶段学习活动旨在帮助学生在语境中理解对话内容，学习对话中的核心词汇和句型。学生在教师 指导下，通过听音填空等活动，从大意到细节逐步理解对话内容、内化语言，为语言输出奠定基础。 Activity 4: Read and role-play 1. The teacher makes students read the conversation in pairs.T: Group 1 is Mrs Brown. Group 2 is Peter. Let's read in pairs and see which group reads better. 教师注意学生的发音 是否准确，语音语调 是否抑扬顿挫，及时 反馈。 3．在教师的引导下，通过分角色表演对话、讨论等形式，掌握如何用there be 句型以及方位介词描述、介绍位置。 2. The teacher invites some students to role-play the conversation and tells them to pay attention to the pronunciation. T:Now I want to invite some of you to role-play the conversation. Who would like to have a try? Activity 5: Discuss The teacher encourages students to look at the picture of Peter's classroom and compare their classroom with Peter's classroom. T:Is your classroom the same as Peter's classroom? Find a partner and have a discussion with him or her. Then give us your opinions. Pay attention to some key words and sentence structures. S1: There's a blackboard in Peter's classroom and our classroom. S2:... Activity 6: Explore grammar 1. The teacher encourages students to pay attention to the sentences in 3a and encourages them to read the sentences with their partners. 2. The teacher invites some students to talk about their opinions about how to ask and answer locations. 3. The teacher encourages students to summarise how to ask and answer locations by using there be structure and prepositions of position. 4. The teacher guides students to finish 3b and 3c. 教师观察学生是否能完整、流畅地表演对话，根据学生的表现给予必要的提示和鼓励。 教师观察学生运用目标语言将自己的教室与Peter的教室作对比的情况，及时给予必要的反馈和指导。 教师观察学生各项任务的完成情况并予以适当的指导。 设计意图：本阶段学习活动旨在引导学生阅读语篇、发现句式，激发学生的观察能力。探究句式能让学生更好地了解每一种句式的特点。学生的主体性得到发挥，学习效果也就更好。教师引导学生进行归纳、总结，突出学生学习的自主性。3b、3c的活动练习，作为语言的输出环节，发展学生综合运用语言的能力，强化各种句式的巩固与练习。 4．在自主创设的特定情境中，运用“Where is/are...?It's/They're...” “Is/Are there...?Yes, there is/are./No, there isn't/aren＇t.”等句型询问以及了解场所位置，为后续语言输出做好铺垫。 Activity 7: Make your own conversation The teacher guides students to find partners and make their own conversations by using the target language points about talking about their classrooms. T: Please find your partner and make your own dialogue. S1:Wow, your classroom is so beautiful. S2: Yes. There is a... ··· 教师鼓励学生主动、积极地寻找合作伙伴，主动创设情境，及时内化和运用知识，达到创新和迁移的效果。教师应根据学生的表现及时给予反馈。 设计意图：在学生自己创设的情景语境下，学习和练习重点句型，提高学生的迁移意识和跨文化交际能力，同时提升学生的思维品质，让学生学会发表自己的看法。 5．小组合作，发挥想象，绘出未来教室的蓝图，并展示、交流，提高综合语言运用能力。 Activity 8: Watch and discuss The teacher shows a video about the classrooms in the future and encourages students to discuss the classrooms in the future in groups. Then the teacher encourages them to draw a picture for it and introduce it. T: Let's enjoy a video and tell me what the video is about after watching it. ··. 教师观察学生想象以及构思情况，并给出相应的评价和反馈。 教师鼓励学生发挥想象，绘出蓝图并介绍未来的学校。 设计意图：本阶段学习活动旨在帮助学生迁移到新的语境中创造性地运用所学语言，发挥想象，通过小组合作讨论的形式猜测未来教室，形成乐学善学的学习态度。 Homework 1. Role-play the conversation in 2a. (Required) 2.Draw a picture of your classroom. Colour it. In the next class, bring the picture and introduce it with the words and sentence patterns learned in this class. (Optional) 教学特色 本课时为单元学习的第2课时，主要是通过对话教学以及语法教学让学生了解如何利用there be句型以及方位介词介绍教室。教师通过多次播放音频，让学生在听觉上加深印象，而且活动的设置，如角色扮演、讨论、绘出心目中未来教室的蓝图等，也满足了不同层次学生的需求。教师摒弃了传统语法课上枯燥的讲授法，转向启发式教学，让学生主动参与课堂，把课堂交给学生，培养了学生的主体意识。本课时的内容比较简单，学生能掌握核心语言的运用。在解析语篇时，采用由易到难的步骤，从图片、听力、阅读逐步加深，深度剖析语篇内涵，培养学生的高阶思维。在迁移创新活动中，教师鼓励学生用从该语篇学到的句型谈论自己的教室与Peter的教室的不同点，达到利用目标语言介绍自己的教室的效果，不仅提升了学生的思维品质，还培养了学生的跨文化意识。 学科网（北京）股份有限公司 $$