Unit 3 Language in use第二课时教学实录

七年级下册10模块1单元教案

教

学

目

标

词汇：

Pacific

guess excited

arrive relax word –famous

French sell top till light wonderful palace

a holiday journey

two years ago 句型：

We took about nine hours.

Our friends met us and drove us to their home. We swam in the pacific Ocean at Santa Monica. 教学重点

一般过去时。

教学难点

一般过去时

师

生

互

动

个案补充

Step1 . warming-up Show some pictures of cities in China and abroad. Ask students where they are and which country they belong to. Ask students which city they would like to go to for a holiday and why. Find the places on the map. Find some pictures of California, Hollywood, Los Angeles,

pacific Ocean, Santa Monica and Disneyland on the Internet. For example ,you can find some on Google images. h

Ask students to work in pairs to look at the map in Activity 1 and try to find these places. Now listen and number the places as you hear them. Play the recording twice. Ask students to check in pairs. Then play the recording twice

For them to check. Step2 listen and read Tell students that they are going to hear a conversation about a holiday journey. Write the following questions on the board. 1. When didBetty go to Angeles ? 2. Did they see any movie stars in Hollyhood? 3. what did they do at Santa Monica ? then students answer the questions on the board and check with their partners. Now answer the questions 新

Ask students to read the questions frist. Tell them to read the conversation again to find the answers on their own. Check answer by having students ask and answer in open class. Learning to learn Write the wh-question words on the board and elicit what they mean. Ask students to make questions with them and ask each other in open class. Step 3

Complete the sentences with the correct form of the words and expressions from the box. Tell students to read the sentences and complete them with the appropriate words and expressions individually. Step4

Listen and notice the underlined stressed words. Play the recording and ask students to listen and check if they were correct. They can then check with their partners. Step5 Work in pairs. Talk about a special holiday. Step6 Do exercises 用所给词的适当形式填空

1> I _____(go) there two years ago.

2> How long did it ______(take)to get there？

3> ｏｕｒ

ｆｒｉｅｎｄｓ

ｍｅｔ

ｕｓ

ａｎｄ

＿＿＿＿ｄｒｉｖｅ）

ｕｓ

ｔｏ

ｔｈｅｉｒ

ｈｏｍｅ．

4> ｄｉｄ

ｙｏｕ

＿＿＿＿（ｓｅｅ）ａｎｙ

ｍｏｖｉｅ

ｓｔａｒｓ？

板

书

设

计

a holiday journey

two years ago 句型：

We took about nine hours.

Our friends met us and drove us to their home. We swam in the pacific Ocean at Santa Monica. 4. When didBetty go to Angeles ? 5. Did they see any movie stars in Hollyhood? 6. what did they do at Santa Monica ?

教学

反思

一、操练学习，让学生充分训练

操练实践是我们课堂的主体，只有进行大量的操练，我们的社会实践交流才有底气，才能进一步让学生掌握知识。

我们不能简单地老师读几遍，比如在Healthyfoodanddrink中，一些饮食方面的词汇，我们让学生画出我们常见的事物，学生非常兴奋地去画，然后请学生用单词把这些食物介绍给外国的游客，学生试着用英语去表达，我们用小组合作的方式进行，让学生扮演不同的角色进行讨论，老师表达：I’vegotsomejuiceinthefridge.学生用自己的图片模仿教师的样子进行真实的操作演练，试着进行不同的角色扮演，你说给我听，我说给你听，尽可能地让学生在不同角色中得到充分的锻炼，学生操作兴趣浓，既可以训练学生口语交际能力，又可以巩固句型，提升学生的练习兴趣。

我们有一个老师，想出更好的方法，他提着一篮子食物，让学生对食物用英语进行设计包装，学生努力地选取图片，运用自己的美术知识认真包装，并且像导购员一样，让学生向外国客人介绍我们食物，动作、表情都很到位。

为确保每一个学生尽可能多地参与活动，我们多注意让后进生进行扮演，其他学生帮腔，使后进生进入到我们的操练行列。

二、关注学生主体、进行情感教学

学习是一个艰辛的过程，我们要不断学习，英语更是一种语言，我们需要拳不离手，曲不离口地坚持，我们每一个英语教师要不断与学生交流，这种语言的交流，不能离开情感交流，只有情感与语言的统一，我们的学习才更高效，比如，练习口语，我们就要经常走下讲台，走到学生中间，在平时的交往中，在校园里、在校园外，遇到我们的学生，我们老师主动用英语打招呼，这样，我们才能调动学生使用外语的习惯，逐步引导学生把英语融入到他们的生活的方方面面，不要把这种生活中英语礼貌问候当做是客套话，只要我们坚持，就不是作秀，只要我们坚持，就是一种不平凡的英语学习过程。

在过圣诞节的时候，我们给每个学生准备一些小礼物，并用英语给学生写张祝福的卡片，学生收到后非常开心，他们也会给老师一些祝福的卡片，指导学生了解西方基督文化，扩展学生文化视野和文化背景。我们多次找后进生谈心，聊天，让学生不放弃英语，我们会关注学生，尽可能多地让后进生参与英语学习管理，担任老师的助手，担任英语作业小组长，担任英语课代表，让他们在英语学习中找到快乐。

三、总结

总之，英语教学需要我们每一个英语教师付出艰辛的努力，尤其要注重实效，我们的学生才能有更多收获。