初中英语仁爱科普版（2024）七年级下册（2024）Unit 9 From Here to There教案设计

这是一份初中英语仁爱科普版（2024）七年级下册（2024）Unit 9 From Here to There教案设计，共6页。
= 1 \* ROMAN \* MERGEFORMAT I. Material analysis
内容解读：Thinking Skills部分为思维技能学习，内容为按照时间顺序排序，即通过使用表示时间顺序的单词，并用first, next, then, last等描述事件进展的顺序。首先是思维技能的学习理解活动，学生通过了解排序这一思维技能的定义和说明，并通过看图及阅读文本式，学习事件是如何以序列链来发展的；然后是思维技能的应用实践活动，学生通过阅读文本，根据文本内容完成交通方式发展的序列链图表；最后是思维技能的迁移创新活动，在前2个活动的基础上，就交通方式发展的相关话题，两两合作开展语言交际活动。本部分共分为3个活动。
Reading Strategies部分为阅读策略学习，内容为通过使用上下文线索（包括文本、标志、符号等）以及已有经验来推断文本的隐含意义。首先是学习理解活动，学生通过了解推断策略的定义和说明，初步感知推断的方法，并通过观察地图标志和阅读文本，学习理解推断的步骤。然后学生阅读文本，勾选正确答案，开展推断策略的应用实践活动。最后，学生根据文本线索填写表格，并和同伴分享做出推断的方法，进行迁移创新。本部分共有3个活动。
= 2 \* ROMAN \* MERGEFORMAT II. Teaching aims
运用表示时间顺序的单词，如first, next, then, last等了解事件进展的过程；
根据文本内容，填写交通方式进展的序列链；
借助序列链表格，和同伴谈论交通方式的发展史。
= 3 \* ROMAN \* MERGEFORMAT III. Teaching prcedures
= 4 \* ROMAN \* MERGEFORMAT IV. Blackbard design
= 4 \* ROMAN \* MERGEFORMAT V. Teaching Material
Thinking Skills: Sequencing
Exercise 1 Read the stry, then put the events in rder frm l t 5.
It was Jimmy’s first day at a new schl. Jimmy was nervus. "Sit here next t Emma,” his teacher said. Jimmy sat. “Hell,” Emma said. But Jimmy was t shy t say hell. He wrked quietly and did nt lk at Emma. Emma tried t be friendly by giving Jimmy a pencil. “Thank yu,” Jimmy said. Nw he felt a little less shy. In the restaurant at lunch time, Jimmy was nervus and shy all ver again. But Emma invited him t sit at her table. Sn, Jimmy and Emma were gd friends.
( ) Jimmy and Emma are gd friends.
( ) Jimmy's teacher tells him t sit next t Emma.
( ) Emma gives Jimmy a pencil.
( ) Jimmy is nervus in the restaurant.
( ) Jimmy is t shy t say hell.
Exercise 2 Accrding t the picture, describe the girl’s mrning with time-rder wrds (first, next, then, last, etc.).
Answer: First, the girl wakes up in bed. Next, she brushes her teeth. Then, she has breakfast. After that, she puts n her shes. Next, she puts n her schl bag. Last, she leaves the huse and meets a friend.
Reading Strategies: Making inferences
Exercise 1 Read each given sentence belw and make an inference abut it.
Example: The dg lves t bite the ty.
Inference: The family has truble keeping the dg frm biting the ty.
1.The man lves t g t the park.
Inference: _____________________________________________________
2.The student always listens t their teacher.
Inference: _____________________________________________________
3.The team practices very hard.
Inference: _____________________________________________________
4.My friend has a difficult time cmpleting his hmewrk.
Inference: _____________________________________________________
5.She is ging n a picnic.
Inference: _____________________________________________________
Exercise 2 Read the shrt stry and chse yur answer.
1.My sister frgt t bring her phne at wrk. She usually puts it in her bag and ges t her wrkplace. What d yu think she's feeling right nw?
A. NervusB. ExcitedC. Tired
2.We have a new bird and put it inside the little bx. One mrning, the bird went in and ut f the bx. What kind f bird is it?
A. LivelyB. AngryC. Lazy
3.Every Saturday, Mr. Sun cmes t ur huse after buying fds in the market. He gives us sme fruits and candies. What is he shwing?
A. LazinessB. Shyness C. Kindness
4.There is smething white and cld in the fridge. It is in a bx and tastes sweet. What might it be?
A. A sandwichB. An ice cream C. A cake
课时教学内容概述
本课时为思维技能和阅读策略的学习。
Thinking Skills部分的内容是按照事情的发展顺序进行排序的思维技能,并利用使用表示时间顺序的单词，如first, next, then, last等来描述事件进展的顺序。Activity 1为学习理解类活动。呈现教学内容内容和步骤，通过观察地图标志和阅读文本，按照步骤学习如何推断；Activity 2为应用实践类活动，学生阅读文本，勾选正确答案，开展推断的学习策略应用实践活动。Activity 3为话题迁移创新活动。在前2个活动的基础上，学生就相关话题，结合表格内容，以两两合作的形式开展语言交际活动，分享做出推断的方法。
Reading Strategies部分为推断的阅读策略的学习，即通过使用上下文线索（包括文本、标志、符号等）以及已有经验来推断文本的隐含意义。Activity 1通过观察地图标志和阅读文本，学习理解推断的步骤。Activity 2阅读文本，勾选正确答案，开展推断策略的应用实践活动。Activity 3根据文本线索填写表格，并和同伴分享做出推断的方法，进行迁移创新。
教学流程图
Lk at the pictures and read the text , learn hw things develp in the sequence chain
Talk abut the develpment f transprtatin by sequence chain
Thinking skill:
Sequencing
Read the text and cmplete the sequence chain f transprtatin develpment

Lk at the map signs, and make an inference
Cmplete the table t practice the reading strategy
Read the text and tick the answers
Reading strategy:
Making inferences
教学步骤
学习活动
效果评价
Step 1
Lead-in
Brainstrming:
Think abut hw t describe the sequence f develpment in different ways.
观察学生的表现，根据学生说出的内容，了解其对事物发展顺序的认知情况。
设计意图：通过头脑风暴，引导学生思考描述事物发展顺序的不同表达方式，激活学生的已有知识储备，为后续学习做好铺垫。
Step 2
Reading & Learning
Learn hw things develp in the sequence chain accrding t the pictures and the text in activity 1.
Read the text in activity 2 and cmplete the sequence chain f transprtatin develpment.
Check the answers.
Retell the text based n the sequence chain.
观察学生的学习情况，判断其是否能使用时间序列链来了解和描述事件的进展。
观察学生复述活动中的表现，根据需要给出必要指导和反馈。
设计意图：引导学生依据时间序列链梳理、了解事件的进展，为进一步在现实生活情境中运用时间序列链谈论、描述事件发展做好铺垫。
Step 3
Reading &
Talking
Wrk in pairs.
Talk abut the develpment f transprtatin accrding t the sequence chain.
观察学生能否根据序列链谈论交通方式进展的情况，根据需要给予必要指导和反馈。
设计意图: 引导学生根据时间序列链来描述事件进展，整合运用所学相关知识表达事物发展的顺序，完成交际任务，学以致用。
Step 4
Reading strategies
Lk at the map signs in Activity 1 and learn hw t make an inference.
Read the text in Activity 2 , tick the answers.
Check the answers.
根据学生表现情况，判断学生能否根据文本语境线索进行推断，给予指导和反馈。
设计意图: 通过学习推断策略的定义、方法，及如何进行推断的阅读策略运用，培养学生阅读技能，提升阅读的兴趣与能力。
Step 5
Applying
Cmplete the table with the clues in the text.
Tell hw yu make inferences t yur partner.
观察学生填写表格和谈论情况，判断学生的知识迁移能力。
设计意图：通过填写表格并谈论自己推断的过程和方法，培养学生逻辑思维能力，并实现知识迁移。
Unit 9 Frm Here t There
Lessn 3 Thinking Skills and Reading Strategies
Thinking Skills:
Sequencing: Things develp in rder. First, next, then, last…
Reading Strategies:
Use cntext clues and what yu knw t figure ut smething r implied meaning f the text.