冀教版七年级下册Unit 3 School LifeLesson 16 We Are with You!教案设计

这是一份冀教版七年级下册Unit 3 School LifeLesson 16 We Are with You!教案设计，共6页。


Lessn 16
We Are with Yu !
冀教版七年级下



Analysis f teaching material
The teaching material is frm the secnd term f Grade Seven. The tpic f unit3 is Schl Activities which is related t students’ daily life clsely, s it is nt difficult fr the students t understand this passage . In this unit, the lessns expands frm easy dialgue t difficult reading material which teach the students useful expressins and future tense. In lessn16, I will help the students understand the stry deeply by intrducing the cncept f Stry Map.Stry map is a methd f reading teaching by helping the students build a frame f the whle stry. Besides my reading class will nt nly fcus n the structure f the lessn, but als relies n the ptential emtinal line and culture differences between Chinese and western cuntries.
II. Analysis f students:
Firstly, the students are frm Grade Seven, s they are very active and glad t express themselves in class. Hence I will design sme tasks fr them t shw themselves and cmpete with ther grups. Secndly, after nearly ne year’s practice, their ral English imprved a lt, while their reading strategies are nt very gd. S in this class, I will strengthen the intensity f reading material and teach them hw t read this type f passage. Only by teaching them the way f appreciating this type f passage, can we read it deeply. Thirdly, the students stay in different levels, s the design f my class and activities fr the students will be leveled.
III. Teaching Aims:
By the end f the class, the students will be able t:
1. Understand the stry deeply and draw a Stry Map.
2. Write a Thank-Yu letter.
3. Knw hw t express care and cncern.
4. Appreciate the different cultures between China and Western cuntries.
IV. Key pints and difficulties:
Understand the stry deeply and draw a Stry Map
Knw hw t express care and cncern.
V. Teaching methds and learning strategies
Teaching methds
Situatinal teaching methd (情景教学法) Bracket teaching methd(支架式教学法)
Learning strategies
Individual learning methd (自主学习法) Cperative learning methd (合作学习法)
VI. Teaching Prcedures
VII. Blackbard Design
Lessn 16 We Are with Yu !
Dn’t wrry.
Chinese Western
Care and Cncern
Dn’t be afraid.
expressins
expressins
We Are with Yu.
fd
clthes
ckie sale
car wash
mney
actins
actins
Grade: Seven
Teaching time: 45minutes
Type f lessn: Reading
Prcedures
Timing
Teacher’s Activities
Students’ Activities
Stage aims(中文)
Warming up
1min
Greet the students.
Greet the teacher.
教师通过简短的问候和简单问题的设置，可以迅速拉近师生之间的距离，并把学生吸引到本节课的学习当中来.
Pre-reading
3mins
1.Ask the students t have a brain -strm abut the title f lessn16.
2.Lead int the lessn by asking a questin.
1.Have a brainstrm.
2.Answer the teacher’s questin.
通过对标题进行解读，可以唤起学生兴趣，明确主题，激发思维；地道的口语输入有助于培养学生正确的发音。
头脑风暴环节可以培养学生的发散性思维，提高学生的核心素养。
While
reading
Task 1
3mins
Let the students read para.1 and fill in chart1.

Read and fill in chart1.

分析文本，让学生了解故事发生的起因，包括时间，地点，人物，事件，为Stry Map 做第一步铺垫。
Discussin
Grup-wrk
4mins
Ask the students t discuss if Jasn was yur classmate, what wuld the Chinese students d after they heard the news?
1.Think abut the questin individually.
2.Discuss the questin with each ther in a grup.
通过情景式教学, 让学生站在主人公的角度来预测故事的发展，提升学生的思维品质，为后续的阅读做铺垫。
Task 2
6mins
1.Let the students read para.2 and para.3 and fill in chart2,
2.Expand the knwledge f students abut the different cultures between Chinese and western cultures.
1.Read the tw paragraphs and fill in chart2.
2.Lk at the pictures and try t knw the different cultures between Chinese and western cultures.
继续分析文本，了解故事发展的过程，挖掘文本深层内涵。展示东西方在关心帮助他人方面的文化差异，让学生真正深入的去了解并体会西方文化，提高学生的核心素养。
Task 3
4mins
1.Let the students read para.4 and fill in chart3.
2.Shw the emtinal changes f this stry.
1.Read the last passage.
2.Understand the emtinal changes f the passage.
分析文本最后一个自然段，了解故事的结尾。体会文本背后的感情线索，再关注文本框架的同时关注文本深层次内涵。
Pst-
reading
Task4
8mins
1.Shw a Stry Map t the students and hw t use it t retell the stry.
2.Organize a grup wrk: retell the stry.
1.Learn the Stry Map.
2.Retell the stry.( Each member in this grup will retell ne part f the stry. The furth part will need yur imaginatin.)

通过展示Stry Map，让学生理解故事发展的脉络。以Stry Map为支架来复述课文。小组合作的方式，能够更好地培养学生与人沟通交流的能力。小组之间的比赛可以激发学生们学习的热情。
Task5
4mins
1.Ask the students t talk abut what they have learned.
2.Let them shw it in frnt f the class.
1.Talk abut what they have learned.
2.Shw their ideas in frnt f the class.
通过问题的提出，让学生自己学会思考并深入挖掘本课学习的重点，帮助学生评价赏析文章的结构，语言，情感线索和文化差异。
Task6
10mins
1.Ask the students t write a Thank-yu letter.
2.Raise the theme f lessn 16.
Write a Thank-yu letter.
了解西方文化，将所学应用于实际生活，通过本节课的学习，完成写一封感谢信的目标。
Self-evaluatin
1mins
Ask the students t evaluate their knwledge after tday’s learning
D a self- evaluatin.
通过自我评估的方式，了解自己本节课的收获，真正做到以学生为中心。
Hmewrk
1mins
Give the students hmewrk
Remember the hmewrk
分层作业的方法让每个阶段的学生都能够做到有收获。