初中英语_Unit7 SectionA (1a教学设计学情分析教材分析课后反思.doc

教学设计 一、教学目标 1.知识目标：掌握词汇和有用表达方式：paper, pollution, prediction, future, pollute, environment, play a part… 2.能力目标：能灵活运用一般将来时对未来的生活做出预测。 3.情感目标：学会用自己的实际行动保护环境，创造人类美好的未来。 二、教学重点和难点 1.教学重点：引导学生掌握目标语言结构及其变式结构 2.教学难点：学生能运用目标语言对未来生活做出预测。 三、教学过程 Step1：Lead-in 教师通过展示图片，陈述几年后家庭成员的变化。 We will have four people in our family in two or three years. We will have another baby. 学生根据教师的提示，讨论以下问题： How many people are there in your family? Do you have a little sister or brother? Do you want to have one? 设计意图：通过时下流行的二胎话题导入本课，有效的激发学生的参与热情，并对目标结构有初步的认知。 Step2:presentation ①T: If (如果)you have a little sister or brother, what will happen(将会发生)? Ss: Work in groups to discuss the question. Eg: My son:I will play with him or her. 设计意图：对问题进行进一步的探究，机械操练will+do ②T: You will become very busy to do so many things. Do you want to have a helper?↓ Robots are good helpers. ↓ But I think everyone will have a robot in 100 years. So our lives will change a lot in 100 years. Let’s predict(预测) our lives in 100 years. 教师提示：可以从books, school, age, money等方面预测。 Eg: We will not have paper money. Ss: Work in groups. 设计意图：自然过渡到本课的内容学习，进一步进行目标语言结构的机械操练。 ③T: Show the predictions. Ss: Read and try to translate the predictions. 设计意图：通过机械记忆与感知达到逐渐内化的目标。 Step3:Practice target language 教师对目标语言进行变式练习的示范。并和学生一起将上一环节中的predictions进行相应的变式练习。 设计意图：通过对目标语言的变式练习，使学生能够灵活使用目标语言结构，从而达到综合运用语言的目的。 Step4：Listening ①Listen and finish 2a. ②根据听力内容，小组合作讨论more, less, fewer的使用规则 设计意图：听说结合，听过听的练习，训练学生灵活提取有用信息的能力。通过观察more, less, fewer在句中的使用，归纳总结其用法，并学会使用more, less, fewer。 Step5：Grammar focus 学生根据前面环节的练习，通过小组合作对本课的语法内容进行归纳总结。 He will read the book next week. Students will have a part this evening. People won’t use money in the future. Will people have robots in their homes in 100 years? Yes, they will./No, they won’t. There will be more students in our school next year. 教师提示：1.will的词性： 2.人称和数的变化： 3.否定句： → 一般将来时（will+do） 4.一般疑问句： 5.There be结构： 设计意图：总结归纳本课语法知识，将所学所练形成概括性的知识。 Step6：Writing 每个同学都是一个伟大的预言家，伟