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- Unit 9 第4课时 (Section B 2a-2c) 分层作业-七年级英语上册同步备课系列(人教新目标Go for it!) - 副本 试卷 0 次下载
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- Unit 9 第5课时 (Section B 3a-SC) 分层作业-七年级英语上册同步备课系列(人教新目标Go for it!) 试卷 0 次下载
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Unit 9 第5课时 (Section B 3a-SC) 教学设计-七年级英语上册同步备课系列(人教新目标Go for it!)
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这是一份Unit 9 第5课时 (Section B 3a-SC) 教学设计-七年级英语上册同步备课系列(人教新目标Go for it!)，共5页。
Unit 9 My favorite subject is science. Section B 3a-SC 单元Unit 9课时第5课时教学目标语言知识：通过撰写活动通知，能够复习并巩固目标语言。通过情境体验，能够提升对于通知类应用文体的理解。通过阅读邮件和制作学习安排表，能够读后仿写，运用分段法确定文章框架并写出以“我的理想学习日”为主题的文章。学习能力：通过互动、小组合作、游戏等方式完成课堂学习任务。通过自查和互查，能够进行文章的批改和订正。文化意识：通过目标词汇和语言的学习，能够谈论课程安排、最喜欢的学科、课程的具体时间以及喜欢这门学科的原因，体验不同的文化带来的魅力。思维品质：通过小组合作，能够进行角色扮演，并创造性地表达自我， 增加学生们对学习的兴趣，以及学会合理安排学习的时间，使其更有学习的积极性。教学重难点通过情境体验，能够提升对于通知类应用文体的理解。通过阅读邮件和制作学习安排表，能够读后仿写，运用分段法确定文章框架并写出以“我的理想学习日”为主题的文章。教学工具IWB, PPT教学方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-inGreeting.T asks students to think and answer according to the tips like: What lesson do you have today? I have……today.T shows some descriptions and asks students to make conversations.根据学科类思维导图和句型模板的提示，介绍今天学校的课程。根据描述词和对话模板与同桌之间进行对话练习。利用对话和表达练习，引出本课主题—谈论学科，通过创编对话，引导学生复习所学句型，为写作打好铺垫。Step 2Pre-writingT asks Ss to finish task in 3a-- Number these parts of an e-mail message[1-3].T teaches some key expressions and the structure of letter. T asks students to finish the task in 3b-- Fill in the schedule below for your classes on Friday.T asks students to look at the timetable and retell Yu Mei’s letter.T : After reading Yu Mei’s letter, Jenny plans to write a letter back. Can you help her to make a mind map?T uses the four squares to help students to organize the writing structures and help student to know what to write in each paragraph.完成书本3a部分的任务。完成书本3b部分任务。分析2b部分文章结构，并制作思维导图。跟随老师一起用四宫格法组织文章结构，找出每段书写内容。在写作前，让学生梳理清楚基本要求并审清题目。根据文本材料回答关键信息，找出写作思路，出示句型模板帮助学生理解和应用，以读促写，以说促写。通过四宫格写作法，使学生更明确的掌握书写结构和内容。Step 3While-writingT leads students to think about the specific content and sentence structure of each paragraph.T shows the writing structure and asks students to follow the prompts to complete their article.T shows other useful sentences to students.跟随老师明确每一段书写格式和内容。根据四宫格提示开始书写文章。摘抄好句。通过打草稿的过程，使学生更清晰的了解每一段的重点句型和整体结构，更好的帮助学生消化和理解。Step 4Post-writingT shows a possible version to students and asks them to check out.T asks students to self-check and peer-check.T shows the Grading Standard to the students.根据老师出示的范文和评分标准进行自查和互评。通过对比范文以及自查互评，让学生养成检查的好习惯。Step 5Self CheckT asks students to finish the task in the Self Check:Exercise 1-- 1. Add more words to each column.Exercise 2-- 2. Complete the questions with what, when, who or why. Then answer the questions.完成书本self check部分习题。回归书本，通过两道习题回顾本单元重点知识。Step 6Language Points ExplanationT explains knowledge points.将知识点做好笔记。将本节课重点汇总系统的进行讲解和分析，帮助学生形成语言体系。Step7 ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。Step 8SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容，巩固加深印象。Step 9 HomeworkFinish the article.Finish the exercise book.将家庭作业做好记录。检查学习效果，加深对知识的理解和记忆。板书设计：New wordsKey sentencesuseful，from，from…to…，Mrs.，finish，lesson，hourI have P．E.at 11：00.It is＋adj.＋but＋adj.It is really relaxing.教学反思：Students are still confused about the phrases: 1. great fun 2. have art / have an art lesson 3. on Friday/ Tuesday afternoon. And they can not use the sentence patterns well: we have … on …/ … is on … So I need to ask them to hand in their writings and I check and correct their mistakes one more time to see where exactly their problems are.
Unit 9 My favorite subject is science. Section B 3a-SC 单元Unit 9课时第5课时教学目标语言知识：通过撰写活动通知，能够复习并巩固目标语言。通过情境体验，能够提升对于通知类应用文体的理解。通过阅读邮件和制作学习安排表，能够读后仿写，运用分段法确定文章框架并写出以“我的理想学习日”为主题的文章。学习能力：通过互动、小组合作、游戏等方式完成课堂学习任务。通过自查和互查，能够进行文章的批改和订正。文化意识：通过目标词汇和语言的学习，能够谈论课程安排、最喜欢的学科、课程的具体时间以及喜欢这门学科的原因，体验不同的文化带来的魅力。思维品质：通过小组合作，能够进行角色扮演，并创造性地表达自我， 增加学生们对学习的兴趣，以及学会合理安排学习的时间，使其更有学习的积极性。教学重难点通过情境体验，能够提升对于通知类应用文体的理解。通过阅读邮件和制作学习安排表，能够读后仿写，运用分段法确定文章框架并写出以“我的理想学习日”为主题的文章。教学工具IWB, PPT教学方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-inGreeting.T asks students to think and answer according to the tips like: What lesson do you have today? I have……today.T shows some descriptions and asks students to make conversations.根据学科类思维导图和句型模板的提示，介绍今天学校的课程。根据描述词和对话模板与同桌之间进行对话练习。利用对话和表达练习，引出本课主题—谈论学科，通过创编对话，引导学生复习所学句型，为写作打好铺垫。Step 2Pre-writingT asks Ss to finish task in 3a-- Number these parts of an e-mail message[1-3].T teaches some key expressions and the structure of letter. T asks students to finish the task in 3b-- Fill in the schedule below for your classes on Friday.T asks students to look at the timetable and retell Yu Mei’s letter.T : After reading Yu Mei’s letter, Jenny plans to write a letter back. Can you help her to make a mind map?T uses the four squares to help students to organize the writing structures and help student to know what to write in each paragraph.完成书本3a部分的任务。完成书本3b部分任务。分析2b部分文章结构，并制作思维导图。跟随老师一起用四宫格法组织文章结构，找出每段书写内容。在写作前，让学生梳理清楚基本要求并审清题目。根据文本材料回答关键信息，找出写作思路，出示句型模板帮助学生理解和应用，以读促写，以说促写。通过四宫格写作法，使学生更明确的掌握书写结构和内容。Step 3While-writingT leads students to think about the specific content and sentence structure of each paragraph.T shows the writing structure and asks students to follow the prompts to complete their article.T shows other useful sentences to students.跟随老师明确每一段书写格式和内容。根据四宫格提示开始书写文章。摘抄好句。通过打草稿的过程，使学生更清晰的了解每一段的重点句型和整体结构，更好的帮助学生消化和理解。Step 4Post-writingT shows a possible version to students and asks them to check out.T asks students to self-check and peer-check.T shows the Grading Standard to the students.根据老师出示的范文和评分标准进行自查和互评。通过对比范文以及自查互评，让学生养成检查的好习惯。Step 5Self CheckT asks students to finish the task in the Self Check:Exercise 1-- 1. Add more words to each column.Exercise 2-- 2. Complete the questions with what, when, who or why. Then answer the questions.完成书本self check部分习题。回归书本，通过两道习题回顾本单元重点知识。Step 6Language Points ExplanationT explains knowledge points.将知识点做好笔记。将本节课重点汇总系统的进行讲解和分析，帮助学生形成语言体系。Step7 ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。Step 8SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容，巩固加深印象。Step 9 HomeworkFinish the article.Finish the exercise book.将家庭作业做好记录。检查学习效果，加深对知识的理解和记忆。板书设计：New wordsKey sentencesuseful，from，from…to…，Mrs.，finish，lesson，hourI have P．E.at 11：00.It is＋adj.＋but＋adj.It is really relaxing.教学反思：Students are still confused about the phrases: 1. great fun 2. have art / have an art lesson 3. on Friday/ Tuesday afternoon. And they can not use the sentence patterns well: we have … on …/ … is on … So I need to ask them to hand in their writings and I check and correct their mistakes one more time to see where exactly their problems are.
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