资料简介 人教版英语七年级下册教案 Unit 4 Section B 3a-Self Check.docx 展开
年级 七下 备课时间 月 日 授课时间 月 日
课题 GFI 7B Unit 4 Don’t eat in class. Section B 3a-Self Check 总节次
学情教材分析 What：这是一则未完成的求助信。 Why：本段对话能够让学生认识到求助信的重点、内容以及相关的句型结构。 How：该文本使用了大量have to，must，以及can't来描述规则，是对前面课时的一个复习总结。同时文章中还出现了and 和because的连词，能够让学生学会如何写并列句 ，实现从简单句到并列句的过渡。
核心素养目标 1. 语言能力：阅读一则赵培的求助信，分析内容，完成文章，提升自己的阅读水平；并通过分析求助信内容和结构，在教师的指导下总结句型结构，进行仿写，提升写作能力。 2. 文化意识：学生可以掌握写求助信的方法，并认识到如果自己有难处应该向其他人寻求帮助，树立正确的情感价值。 3. 思维品质：通过分析求助信的内容并总结出结构，提升自己的分析和总结的思维能力，并在文章中加入自己的想法，提升自己的创新能力。 4. 学习能力：通过谈论自己和他人的能力，保持学习英语的兴趣，通过阅读训练和写作训练以及形成良好学习习惯，有意识训练自己的英语思维 ，通过同伴互评，锻炼自己的元认知。
重点 重点单词： keep, hair, learn，dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, remember, follow, luck 重点短语： make one's bed, be strict with sb,, follow the rules 重点句型： I'm not happy because there are too many rules at home. I have to keep my hair short. I can’t relax on weekends either because have to learn to play the piano. I never have fun. I listen to him because I don’t want the cat to get me. I think it’s best to follow the rules.
难点 （1）掌握求助信结构和内容 （2）掌握每个部分的重点语料和句式结构。 （3）通过分析求助信内容和结构进行仿写，并进行个性化创新写作。
板 书 设 计 Unit 4 Don't eat in class. Section B 3a-SC 教学准备 老师准备： 学生准备：
教 学 过 程 教学内容 教师活动 学生活动
Step One Warm-Up Pronunciation 根据所给音标拼读单词，并猜测词义。 【语言能力】 [4minutes] Lead-in 学生是否能回忆出上节课的内容。 【语言能力】 【文化意识】 [5minutes] Present the phonetic symbols of the key words in this part to the students and let them pronounce the words with their phonetic knowledge from last term either by calling some students to do so or giving the chances to the volunteers. T greets students. Then T asks Ss to finish review tasks. “Do you remember Molly She is unhappy so she writes a letter to Dr. Know for help. Do you still remember the advice Try to pronounce the words when being called or volunteer to do so if one thinks one can do so. Guess the meaning of each word after pronouncing the word right. Ss review. To activate Ss’s scheme. To introduce the situation of this lesson.
把一切知识教给一切人。——夸美纽斯
教 学 过 程 教学内容 教师活动 学生活动
Step Two Presentation 学生是否能回忆出上节课的内容。 【语言能力】 【文化意识】 [6minutes] Step Three Practice 学生在阅读是否能认真阅读3a部分的文章并完成相应任务；学生是否能够分析出广告的结构，并完成思维导图。 学生是否能在进行正确的审题，并找到作文材料中所需要的六要素，精选拟稿，最终在规定时间内完成作文。 学生是否富有批判性的进行同伴互评；学生是否能对比范文与自己的作文，并进行反思。 【语言能力】 【文化意识】 【思维品质】 【学习能力】 [6minutes] T asks Ss to know Zhao Pei and to think about how to write a letter for help. T asks Ss to analyse the structure of the letter and then asks them to finish the mind map according to the letter. T teaches Ss some language materials and sentence patterns for each part of the letter. T asks Ss to finish 3b and asks Ss to express them by using the sentence patters. T asks Ss to finish the mind map and write the letter in 8 minutes. T asks Ss to do peer editing according to the standards in PPT. Then T asks Ss appreciate the possible version and rethink their version. T asks Ss to finish Self -Check part. T asks Ss to finish the exercises on ppt. T gives a mind map about what are learned today. Ss know Zhao Pei and to think about how to write a letter for help. Ss analyse the structure and finish the mind map Ss learn some language materials and sentence patterns for each part of the letter. Ss finish 3b and asks Ss to express them by using the sentence patters. Ss finish the mind map and write the letter in 8 minutes. Ss do peer editing, appreciate the possible version and rethink their version. Ss finish Self -Check part. Ss finish the exercises on ppt. Ss recall the learned knowledge of today.
教 学 过 程 教学内容 教师活动 学生活动
Step Four Promotion Summary: 通过词汇、短语和句型检测本节所学掌握的实际情况，为下一节的教学提供及时调整的依据。 【语言能力】 【思维品质】 【学习能力】 [5minutes] Have a dictation test: hand out the test papers and have the students finish it within 4 minutes. Take the test carefully. And hand in the papers as soon as the time limit approaches.
作 业 布 置 必做作业： 选做作业： 预计时长:
教 学 后 记
子曰：“朝闻道，夕死可矣。”
课题 GFI 7B Unit 4 Don’t eat in class. Section B 3a-Self Check 总节次
学情教材分析 What：这是一则未完成的求助信。 Why：本段对话能够让学生认识到求助信的重点、内容以及相关的句型结构。 How：该文本使用了大量have to，must，以及can't来描述规则，是对前面课时的一个复习总结。同时文章中还出现了and 和because的连词，能够让学生学会如何写并列句 ，实现从简单句到并列句的过渡。
核心素养目标 1. 语言能力：阅读一则赵培的求助信，分析内容，完成文章，提升自己的阅读水平；并通过分析求助信内容和结构，在教师的指导下总结句型结构，进行仿写，提升写作能力。 2. 文化意识：学生可以掌握写求助信的方法，并认识到如果自己有难处应该向其他人寻求帮助，树立正确的情感价值。 3. 思维品质：通过分析求助信的内容并总结出结构，提升自己的分析和总结的思维能力，并在文章中加入自己的想法，提升自己的创新能力。 4. 学习能力：通过谈论自己和他人的能力，保持学习英语的兴趣，通过阅读训练和写作训练以及形成良好学习习惯，有意识训练自己的英语思维 ，通过同伴互评，锻炼自己的元认知。
重点 重点单词： keep, hair, learn，dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, remember, follow, luck 重点短语： make one's bed, be strict with sb,, follow the rules 重点句型： I'm not happy because there are too many rules at home. I have to keep my hair short. I can’t relax on weekends either because have to learn to play the piano. I never have fun. I listen to him because I don’t want the cat to get me. I think it’s best to follow the rules.
难点 （1）掌握求助信结构和内容 （2）掌握每个部分的重点语料和句式结构。 （3）通过分析求助信内容和结构进行仿写，并进行个性化创新写作。
板 书 设 计 Unit 4 Don't eat in class. Section B 3a-SC 教学准备 老师准备： 学生准备：
教 学 过 程 教学内容 教师活动 学生活动
Step One Warm-Up Pronunciation 根据所给音标拼读单词，并猜测词义。 【语言能力】 [4minutes] Lead-in 学生是否能回忆出上节课的内容。 【语言能力】 【文化意识】 [5minutes] Present the phonetic symbols of the key words in this part to the students and let them pronounce the words with their phonetic knowledge from last term either by calling some students to do so or giving the chances to the volunteers. T greets students. Then T asks Ss to finish review tasks. “Do you remember Molly She is unhappy so she writes a letter to Dr. Know for help. Do you still remember the advice Try to pronounce the words when being called or volunteer to do so if one thinks one can do so. Guess the meaning of each word after pronouncing the word right. Ss review. To activate Ss’s scheme. To introduce the situation of this lesson.
把一切知识教给一切人。——夸美纽斯
教 学 过 程 教学内容 教师活动 学生活动
Step Two Presentation 学生是否能回忆出上节课的内容。 【语言能力】 【文化意识】 [6minutes] Step Three Practice 学生在阅读是否能认真阅读3a部分的文章并完成相应任务；学生是否能够分析出广告的结构，并完成思维导图。 学生是否能在进行正确的审题，并找到作文材料中所需要的六要素，精选拟稿，最终在规定时间内完成作文。 学生是否富有批判性的进行同伴互评；学生是否能对比范文与自己的作文，并进行反思。 【语言能力】 【文化意识】 【思维品质】 【学习能力】 [6minutes] T asks Ss to know Zhao Pei and to think about how to write a letter for help. T asks Ss to analyse the structure of the letter and then asks them to finish the mind map according to the letter. T teaches Ss some language materials and sentence patterns for each part of the letter. T asks Ss to finish 3b and asks Ss to express them by using the sentence patters. T asks Ss to finish the mind map and write the letter in 8 minutes. T asks Ss to do peer editing according to the standards in PPT. Then T asks Ss appreciate the possible version and rethink their version. T asks Ss to finish Self -Check part. T asks Ss to finish the exercises on ppt. T gives a mind map about what are learned today. Ss know Zhao Pei and to think about how to write a letter for help. Ss analyse the structure and finish the mind map Ss learn some language materials and sentence patterns for each part of the letter. Ss finish 3b and asks Ss to express them by using the sentence patters. Ss finish the mind map and write the letter in 8 minutes. Ss do peer editing, appreciate the possible version and rethink their version. Ss finish Self -Check part. Ss finish the exercises on ppt. Ss recall the learned knowledge of today.
教 学 过 程 教学内容 教师活动 学生活动
Step Four Promotion Summary: 通过词汇、短语和句型检测本节所学掌握的实际情况，为下一节的教学提供及时调整的依据。 【语言能力】 【思维品质】 【学习能力】 [5minutes] Have a dictation test: hand out the test papers and have the students finish it within 4 minutes. Take the test carefully. And hand in the papers as soon as the time limit approaches.
作 业 布 置 必做作业： 选做作业： 预计时长:
教 学 后 记
子曰：“朝闻道，夕死可矣。”
微信扫码阅读
订阅、浏览更便捷，更有机会免单下载
同类资源
- Unit 4 Don't eat in class. Section B 1a-...
- 人教版七年级下册Unit 4 Don't eat in clas...
- Unit 4 Don’t eat in class Section B 1a...
- Section B(1a～1d) Unit 4 Don't eat in cl...
- Unit 4 Don’t eat in class Section B 3a-...
- Unit4 Don’t eat in class Section B2a-2e...
粤公网安备 44030702000055号
