最新人教版七年级下册英语全国英语素养大赛一等奖教学设计8.2

中国青年教师素养大赛一等奖《《成长》教学设计简介本文档介绍了我在中国青年教师素养大赛中获得一等奖的教学设计作品《成长》。

该教学设计旨在通过激发学生的兴趣和培养他们的创造力，帮助他们在研究中成长发展。

目标通过教学设计，《成长》旨在达到以下目标：1. 激发学生的研究兴趣和自主研究能力；2. 培养学生的批判性思维和问题解决能力；3. 培养学生的合作与沟通能力；4. 培养学生的创造力和创新思维；5. 培养学生的社会责任感和价值观。

教学活动活动1：启发式研究通过启发式研究，激发学生对知识的好奇心和探索欲望。

教师将提供一个开放性的问题或情境，引导学生自主思考和发现新知识。

学生可以进行小组或个人探究，通过实验、观察、讨论等方式来解决问题。

活动2：项目研究学生将参与一个跨学科的项目研究，培养他们的合作与沟通能力。

学生将在小组中合作解决一个现实生活中的问题，从规划、研究、实施到展示，全程参与项目的各个阶段。

通过项目研究，学生将培养批判性思维和问题解决能力。

活动3：创意展示学生将展示他们的创意作品，发挥个人创造力和创新思维。

学生可以选择自己感兴趣的主题，进行创作和设计，并通过展示的方式与其他同学分享。

教师将提供指导和反馈，帮助学生完善他们的创意作品。

活动4：社区服务学生将参与社区服务活动，培养他们的社会责任感和价值观。

学生可以选择一个社会问题，通过自己的努力来解决或改善。

教师将组织学生进行调研、规划和实施社区服务项目，并引导学生反思他们的行为和影响。

教学评估教师将采用多种评估方法来评价学生的研究成果，包括但不限于：- 项目展示与评价：学生将展示他们的项目成果，并进行同行评价和自我评价。

- 创意作品评估：学生的创意作品将由教师和同学进行评估，注重对创新性和实用性的评价。

- 参与度与表现评估：教师将观察和评估学生在活动中的参与度和表现，包括合作与沟通能力、批判性思维和问题解决能力等方面。

结论通过《成长》教学设计，学生将得到全方位的培养和发展，培养其自主研究能力、创造力和创新思维，同时提升其合作与沟通能力、批判性思维和问题解决能力，并培养其社会责任感和价值观。

Unit 3How do you get to school?Period 2Section A 2e-3c【课型】语法课学习目标1.复习巩固以下句型:—How do you get to school?—I take the subway.—How far is it from your home to school?—It’s three kilometers.—How long does it take you to get to school?—It takes 25 minutes.2.理解并会用下面的句型:—Does Jane walk to school?—No,she doesn’t.—Do your friends take the bus to school?—No,they don’t.They walk.3.口笔头熟练掌握下列词汇:by,drive,live。

4.能谈论他人到达目的地所使用的交通工具、所需时间及距离等;能用所学知识介绍自己上学的交通方式。

学习过程【自主学习】根据实际情况回答下面的问题。

—Is your home far from school?——How far is it?—It’s kilometers.—How long does it take?—About minutes.【新课导入】Step 1:Guessing gameThe teacher shows some pictures.Students guess how they get to someplace.【新知呈现】Step 2:Work on 2e1.Read the conversation and finish the chart.2.Work in groups.Understand the meaning of the whole passage.3.Role-play the conversation.4.Close the books and fill in the blanks.Step 3:PresentationPair work:Look at the pictures and ask and answer questions about their transportation.—How does Yao Bing get to work?—He rides a bike to work every day./He gets to work by bike every day.【新知学习】Step 4:Grammar Focus1.阅读Grammar Focus中的句子,感知句型结构。

Unit 4Don’t eat in class.Period 2Section A 2d-3c【课型】语法课学习目标1.掌握本课重点词汇:important,bring,player,quiet...2.能熟练地口笔头运用祈使句、情态动词can、must及have to陈述规章要求。

3.能学会正确使用目标语言谈论并描述各种规则,遵守校园规则,意识到No rules,no beautiful school。

学习过程【自主学习】1.请在课前会拼读下面的单词,并熟记:important,bring,player,quiet...2.Revise some school rules by chanting a song.【新课导入】Step 1:Lead-in1.看老师展示的关于规则的图片,回答老师的问题,看谁的反应快。

T:What is this school rule?S:Don’t run in the classroom.S:Don’t sleep in class...2.根据图片提示,进行Pair work。

A:What are the rules?B:Well,don’t...We can’t...,but we can...We must...We have to...语言提示:eat in class,listen to music outside,wear hats in school,fight in class,speak loudly,in the library。

【新知呈现】Step 2:Presentation1.Alice 班里来了一位新同学John,他们正在谈论他们的班规。

阅读2d,回答下面问题:How many rules do they talk about?____________________________________________________________________2.再次阅读,小组解决疑难问题,并画出描述校规的句子及重要短语。

Unit 4Don’t eat in class.Period 5Section B 3a-Self Check【课型】练习课学习目标1.学生能口笔头掌握本课重点词汇:keep,hair,learn...复习梳理以下有关规则的句型:I have to.../I must.../I can’t.../Don’t...2.通过学习,学生能熟练运用目标知识讨论班规和家规,能够熟练运用祈使句描述规则。

能以书信的形式写出自己的班规或家规。

3.通过学习增强学生遵守班规校规的自觉性。

学习过程【自主学习】请在课前写一写你的家规或校规。

参考句型:I have to.../I must.../I can’t.../Don’t...【新课导入】Step 1:Lead-inFree talk任务一:Let’s review the rules in your family!参考句型:I have to.../I must.../I can’t.../Don’t...任务二:观察幻灯片上老师所给的图片,复习以下关于规则的句型。

Don’t be noisy.Don’t leave the dirty dishes in the kitchen.Do your homework after school.Practice the guitar every day.Don’t watch TV after school.T:Do you think the rules in your family are right?Why or why not?(你认为这些家庭规则合理吗,为什么,说说你的理由。

)______________________________________________________________________【新知呈现】Step 2:Presentation任务一:Complete Zhao Pei’s letter to Dr.Know using have to/must,can or can’t.(阅读3a,用have to/must,can/can’进行填空)任务二:根据课文,回答问题1.Is Zhao Pei happy?Why or why not?________________________________________________________________________2.When does she have to get up every morning?________________________________________________________________________3.Can she play with her friends after school?Why?________________________________________________________________________4.Can she watch TV on school nights?________________________________________________________________________5.What does she have to do on weekends?________________________________________________________________________6.Does she have any fun?________________________________________________________________________ 【新知学习】Step 3:Reading activity课堂探究一任务一:Can you list the rules of Zhao Pei’s family and school?(你能罗列出Zhao Pei家里和学校的规则吗?)1.2.3.4.5.6.任务二:T:If you are Zhao Pei,will you be happy?Why or why not?(如果你是Zhao Pei,你会开心吗,为什么?)课堂探究二Complete the chart with the rules in your home and school.Put an × for the rules you think are unfair.课堂探究三Writing TaskWrite a letter to Dr.Know.Tell him about all the rules and how you feel about them.Ask two students to come to the blackboard and write the passage.语言提示:I have to...I must...I can’t...Don’t...Dear Dr.Know,There are too many rules in my life!________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 课堂探究四Read and translate the given phrases.(读并且翻译这些词组。

全国教学设计大赛一等奖全国教学设计大赛一等奖近日，由教育部主办的全国教学设计大赛圆满落幕。

来自全国各地的优秀教师们在这场盛会中展示了自己的才华和创新精神。

其中，来自XX地的XX教师以其出色的教学设计荣获了大赛的最高荣誉——一等奖。

XX教师的教学设计题目为《激发学生创造力的课堂》，这是一堂启发学生思维、激发创造力的英语课。

XX教师在设计这堂课时充分考虑到学生的个性、兴趣和学习需求，采用了多种互动教学方法，引导学生自主、主动地学习。

首先，XX教师通过一段精心策划的视频引入，激发学生对主题的兴趣，引发他们的思考。

接着，她设计了一系列游戏和小组合作活动，让学生在愉快的氛围中积极参与，培养合作意识和团队精神。

在这些活动中，学生们不仅可以发挥自己的创造力，还可以锻炼语言表达和沟通能力。

除了游戏和合作活动，XX教师还设计了一些个人思考和创作的环节。

她鼓励学生们以自己的方式来表达和展示他们的创意，比如通过绘画、写作、演讲等形式。

在这个过程中，学生们的创造力得到了充分的发挥，他们的自信心和表达能力也得到了提升。

评委们对XX教师的教学设计给予了高度评价。

他们认为，这堂课不仅在知识传授上取得了良好的效果，更重要的是培养了学生的创造力和学习兴趣。

XX教师的教学设计充分体现了个性化教育的理念，让学生们在轻松、愉快的学习氛围中发展全面素养。

XX教师在接受采访时表示，获得这个荣誉是她多年教育教学工作的回报，同时也是对她教学理念和方法的肯定。

她表示将继续努力，不断探索教育教学的更多可能性，为学生提供更好的教育体验。

全国教学设计大赛的成功举办，不仅为教育教学领域搭建了一个交流、学习的平台，也为全国各地的教师们树立了榜样和学习的目标。

相信这样的大赛将继续推动教育教学的创新和进步，让更多的教师们受益，让学生们获得更好的教育。

Unit 2What time do you go to school?Period 4Section B 2a-2c【课型】阅读课学习目标1.在语境中理解下列词汇的含义:quickly,either,either...or...,lot,lots of,taste。

2.运用略读(scanning)、扫读(skimming)和细读(intensive reading)等阅读技巧,基本理解语篇意义,获取有效信息,分清健康的习惯和不健康的习惯。

3.通过自主阅读短文,综合运用本单元所学习的谈论日常活动安排的句型、正确的时间描述、恰当的频率副词介绍自己的活动时间,养成良好的日常生活及作息习惯。

学习过程【自主学习】一、英汉互译。

1.在下午2.在傍晚、晚上3.回家4.have breakfast5.eat dinner6.很快地7.对……有好处8.要么……要么……9.大量;许多10.有时11.品尝,尝起来12.go to bed early13.eat ice-cream14.eat quickly15.eat vegetables16.play sports17.take a walk二、请将下列习惯分类,哪些健康,哪些不健康?go to bed early,eat ice-cream,eat quickly,eat vegetables,play sports,take a walk1.healthy:2.unhealthy:【新课导入】Step 1:Lead-inTask 1 T:What time do you usually get up?(what time 侧重时间点)Task 2 T:When do you usually eat breakfast?(when可询问时间段或时间点)S:...T:Now please ask and answer in pairs.Student A:...Student B:...【新知呈现】Step 2:Presentation1.T:In our lives,some activities are healthy.For example:Take a walk after dinner.Exercise every morning.Go to bed early and get up early.2.BrainstormingLet’s work in groups.Talk about what a ctivities are healthy;what activities are unhealthy. Make a list on a piece of paper.Then report your list to the class.3.Look at the activities,which are healthy and which are not.get up early eat ice-cream after dinnergo to bed late don’t brush t eetheat very quickly brush teeth after dinnerrun in the morning sometimes play sportstake a walk after dinner exercise before afternoon class【新知学习】Step 3:ReadingBefore reading1.Look at 2a and read the activities.2.Check the activities in 2a you think are healthy.While readingScanningRead quickly and answer the questions:1.Who are they?2.Who is healthier?3.When does Tony go to bed?4.When does Mary go to bed?Students read the passage quickly and try to find the answers to the questions. SkimmingTime Mary’s ActivitiesIntensive reading1.Students read the passage again and circle the healthy activities in the passage.2.Check the answers.3.Tell the students to read the passage again and write down the unhealthy habits of each person.Then think of healthy activities for them.Unhealthy habits Healthy activitiesTonyMary观察与思考通读全文,本文以为线索,贯穿全文,如:in the morning,,;另外一些时间短语,如:at ten thirty,等;除此以外,一些关联词,如:so,,等也可以使语言描述更有层次、更完整。

Unit 11How was your school trip?Period 3Section B 1a-1d【课型】听说课学习目标1.通过学习1a和1c进一步巩固动词过去式的短语。

2.通过听力训练,学会有目的地听,并培养在听的过程中获取有效信息的能力。

3.通过听力活动中说话者的情感表达,加深对听力材料的理解。

能模仿录音中的语音、语调并对听力材料进行转述。

4.能就“学校旅行活动”这一话题,交流感受,增进了解。

学习过程【自主学习】一、根据2d对话内容,试着用动词的适当形式填空。

Last week,Eric (go)to the countryside and (visit)his grandparents. He (go)fishing and (feed) the chickens with his grandpa. It (be) so much fun. And the air (be)so clean.He (watch) the stars at night.His trip (be) great.二、就学校旅行情况向你的好友展开调查,并将调查结果写入下表。

【新课导入】Step 1:Warming-up and revision1.Play the video.You can enjoy a short movie about taking a trip.2.Role-play the conversation of 2d.复习2d的对话。

3.Pair work:Work in pairs and make up new conversations like this:两两活动,仿照示例编对话。

A:Hello,××.Long time no see.B:Hello,××.A:How was your school trip?B:It was...A:What did you do?B:I went to...and...A:Did you...?B:Yes,I did./No,I didn’t.But I...A:That sounds...Goodbye.B:Bye.4.Make up a story.Each student adds a sentence.每人一句,故事接龙。

Unit 2What time do you go to school?Period 5Section B 3a-Self Check【课型】写作复习课学习目标1.复习巩固表示日常生活及作息习惯的词汇和语言结构,灵活运用what time和when引导的疑问句询问时间;运用数词表达时间,巩固频率副词的用法。

2.根据3a中的范文,综合运用本单元所学的知识及写作方法描述自己的或他人的作息时间安排和活动计划,并学会分辨健康和非健康的生活方式。

3.学会合理安排自己的生活和作息。

学习过程【自主学习】根据汉语提示补全短文。

I usually1(起床)at six o’clock.I have milk and bread for breakfast.After breakfast,I2(洗澡)and then I 3(上学)by bus.I get to school at a quarter to eight.I have five classes in the morning.And then I have lunch at twelve o’clock.In the afternoon I have two classes.I 4 (回家)at half past four.I get home at 5:00.I5(吃晚饭)at about 6:00.After dinner,I6(做作业).I 7(睡觉)at 8:00.My life is busy but not exciting.【新课导入】Step 1:Lead-in1.Greetings2.Check the homework.3.Retell the passage in 2b.4.Sing a song.Get up,get up.I get up at six.Go to school,go to school,I go to school at seven.Have lunch,have lunch,I have lunch at twelve.Go home,go home,I go home at four.Go to bed,go to bed,I go to bed at night.【新知呈现】Step 2:PresentationFree talkA:Do you think you have a healthy lifestyle?B:Yes,I do./No,I don’t.A:Why do you say so?B:Because I usually get up at 6:00 in the morning.I...(谈谈生活作息安排)【新知学习】Step 3:Reading:Work on 3aLearning Tips(方法指导):First,read all of the sentences and try to understand the meaning of each sentence.We can find easily that the passage tells about his activities at different times.So students should put them in right order according to times.The first sentence is given,and the second one should be “get up”.观察与思考认真阅读3a,你会发现:I have a very healthy life.是句。

Unit 6I’m watching TV.Period 3Section B 1a-1e【课型】听说课学习目标1.掌握单词pool,shop,supermarket,man等词。

2.能用现在进行时态描述人们正在做的事情。

3.能灵活运用现在进行时态的各种句式,提升表达能力。

4.善于观察周围的事物,发现生活中的美,热爱生活。

学习过程【自主学习】一、预习指导:A.预习单词,根据音标读单词,做到会读知意。

二、预习检测:写出下列短语与句子。

(1)在游泳池(2)在家(3)他正在哪里游泳?Where he ?他在游泳池里游泳。

the pool.(4)他正在哪里购物?Where he ?他在商场里购物。

the mall.(5)他正在哪里读书?Where he ?他在图书馆里读书。

【新课导入】Step 1:Warming-up and revision1.Watch a video.2.Show some audio and pictures,and ask students to listen and guess.What are they doing?What is he/she doing?3.Pair work.Talk about what people are doing.A:Is Tom...?B:Yes,he is./No,he isn’t.4.Give a report about what people are doing.Tom and his friends are busy now.Tom .Nancy .Bill .,too?No,she is playing with a bird.【新知呈现】Step 2:Work on 1a12.Check the answers and learn the new words.(shopping,swimming)【新知学习】Step 3:Work on 1b1.Look at the pictures in 1a.Then ask and answer questions in pairs.2.According to the pictures,give a report.It’s Sunday today.Bob’s father .Bob’s mother .Where is Bob?Oh,he .Is his sister ,too?No,she isn’t.She .Everyone is having fun.Step 4:Work on 1c and 1d12.Listen and check the answers in 1c.3.Listen and repeat the conversation.Step 5:Work on 1ee the information in the chart to make a conversation.A:Hello.Is...there?B:No,...He/She is...(places)A:Is he/she...?(activities)B:...2.Look at pictures and make a conversation according to the pictures. (假如你是Jack和Jean,请根据图片编一段对话。