Unit 3 Language in use第二课时教学实录

外研社新课标2011版七年级下册Module10 Unit3

一师一优课教学设计 教材版本

授课者

教学时长

课题

课型

计划课时

教学目标

外研社新课标2011版

七年级下册

孙云颖

33分钟

Module 10 A holiday journey Unit 3 Language in use Revision and practice 1课时

语言知识

To summarise and consolidate the new vocabulary and some past tense verbs To summarise and conclude the rules of past simple wh-question 语言技能

To use the past simple questions to get the information about journey To write an email about journey with the help of wh-question and the new vocabulary in this module 学习策略目标

通过情境创设让学生学会在具体语境中运用相关语言知识提高语言技能

通过问题化学习培养自主且有效的解决问题的能力

通过小组合作的方式，学会合作学习

情感态度目标

要提高在外地旅行时尊重当地文化的意识

在小组合作中学会用正向态度面对他人提出的不同意见

Use past simple questions correctly

录制微课讲解其构成规律并在学生理解不充分之处利用微课可以随时随处重点及解决暂停及重播的特点有选择性的重新播放致使理解透彻为止。在理解理论的基措施

础上配以改错题加以聚焦练习。最后为学生创设具体语境使其在真实语境下实际应用该语言技能。

Writing an email about the journey you are on 难点及解决在为学生创设真实语境的基础上，运用问题化教学手段，即抛出一系列有逻措施

辑有联系且层层递进的问题系统，以此为学生搭建解决终极问题（完成写作）的阶梯。与此同时培养学生自主且有效解决问题的思维习惯。

教学环节与内容

I Review 媒体内容与形式

板书

教师活动

学生活动

环节设计意图

时间

1Ask wh-questons about

①通过这些问题的

Betty’s first journey :

Where did Betty go? Answer these questions Who was Betty with? by going over Unit 1

When did Betty go ? How did Betty get there? What did Betty do ? How did Betty feel about the journey? PPT

Let students prepare wh-questions about Betty’s second journey in Unit2 by themselves Prepare wh-questions about Betty’s second journey by going over Unit2

设置梳理出本堂课的重点知识结构，即过去时的特殊疑问句结构

②利用这些问题为之后的写作环节做好铺垫

③通过回答这些问题复习Unit1的相关语言知识

分钟

①复习Unit2中文章内容和相关语言知识

②练习使用本课需one asks a wh-question 其掌握的语言技能and orders another one （过去时的特殊疑问句）

answers it

Watch the micro-course 以微课的形式展示语法内容的目的是如果学生对于某一处掌握不够好时，可以随时暂停并调到合适的进度重新播放直到孩子能够理解为止

用改错题的方式使学生聚焦本课语法知识在使用过程中易出现的错误形式，并因此在其自己使用时提高重视程度。

2分钟

II Grammar 微课

Play a Micro-course about the rules of past simple wh-questions

1分30秒

白板

Let students do some exercise about the rules:

Do the exercise :try to find out the mistakes and correct them

①

-Where did you go for a holiday?

- We went for a holiday in July

②

How do you get to Tokyo?

- I got there by plane. ③ Who did met you at the airport? ④

-What did they do after dinner?

- They see a film ⑤

When did Tony fly to

Do the exercise :try to find out the mistakes and correct them

① -Where did you go for a holiday?

- We went for a holiday in July

②

How do you get to Tokyo?

- I got there by plane. ③

Who did met you at the airport? ④

-What did they do after dinner?

- They see a film ⑤

When did Tony fly to the USA last month?

3分钟

the USA last month?

III Using 视频

Play the video about the teacher’s journey

①为下一学习环节

做铺垫

Watch the video about ②在学生注意力容teacher’s journey 易涣散的时间提供视听享受，缓解学习疲劳

Use past simple questions like those on the blackboard to ask the teacher about her journey such as : Where did you go? What did you do there? How did you feel ? .................... ①创设情景让学生使用本课语言技能（过去时的特殊疑问句）去获取他人旅行信息

②通过”what did you do?”的答案配合图片呈现本课需要学生掌握一些词汇e.g. went took bought met wore... ③通过回答“how did you feel ?”来传递旅行时需要最终当地文化的意识以达成本课的情感态度目标

让学生在情境下练习使用本单元需要其掌握的语言知识（词汇方面）

1分15秒

1分45秒

ppt

Let students use past simple wh-question to ask me about my journey

ppt Let students use the Use the correct form of words to complete the the words in the box to email to my mum about complete the email

my journey

Let students check the answers by reading the email out including the beginning and the ending of the email.

Let students think about: what they plan to write about their journey if they are on journey

2分钟

1分30秒

1分钟

ppt Check the answers by 呈现正确答案的同reading out the email 时，提醒学生关注including the beginning email 的格式

and the ending of the email

Think about what to write in the email when being on journey

①培养学生在动笔写作前构思作文内容的意识

②引导学生运用本课梳理出框架结构（板书上的6个wh-questions ）进行写作

IV writing

板书

ppt Show some standards Focus on the standards of 让学生在写作前明of writing to students

writing

晰写作应具备的基1分

本规则，并以此引导接下来的写作

Give students about 8 minutes to write their emails about their journey that they are on And tell them to use the wh-questions and the standards to help write

Let students share their emails in groups and then choose the best one to show in class later

Write an email about the journey with the help of the wh-questions on the blackboard and the standards of writing

Share the email in the group and let group members give some advice about it . 此环节为输出环节，使此前课上所习得的语言知识和语言技能得以实际应用并在这个过程中将其内化

①运用小组合作组内互评的方式激发学习兴趣，提高学习效率

②在品评他人作文的同时诱发对优秀文章该具备的特征产生更深刻的认识

①唤醒学生写作时的读者意识

②展示相对优秀的作文以起到榜样引领的作用

③引导学生用正向的态度面对他人提出的不同意见

钟

8分钟

3分钟

苹果镜像

Let students comment the writing that has been shown in class

Try to give opinions about the writing that was shown in class

5分钟

ppt V Homework 课件内容形式与来源

板书设计

Show the homework to Focus on students

requirement of homework

the 巩固本堂课所学语the 言知识和技能

1分钟

PPT课件制作、白板课件制作、微课制作、图片、视频截取均授课教师本人自己完成。

Module10 A holiday journey

Unit 3 Language in use

Where did you go?

Who was you with?

When did you go?

How did you get there?

What did you do there ?

How did you feel about your journey? 本堂课较好地实现了课前设计的所有教学目标，学生对于本堂课的语言知识能够正确掌握并合理使用，对于本课语言技能得以充分运用和实践，最终在输出环节将语言知识和语言技能完美整合。并且有效地贯彻了相应的文化意识传递和合作意识的培养。对于重点（即过去时的特殊疑问句）的讲解和情境下的练习非常充分，对于难点（即写一篇关于旅行的邮件）采取的是层层递进式的攻克方式，由浅入深地达成终极目的。课堂气氛活跃，学习氛围自主且民主，学习效果显著。

课后反思