7年级上册英语人教版Unit4 Where's my schoolbag？ 教案3

这是一份7年级上册英语人教版Unit4 Where's my schoolbag？ 教案3，共7页。
Unit 4 Where’s my schoolbag ?    Section B 2a- 3b课标要求：能根据写作要求，收集，准备素材。能在教师的帮助下或以小组讨论的方式起草和修改作文。 教材分析：执教内容为人教版Go For IT 七年级（上）  Unit 4 Where’s my schoolbag ?  Section B 2a- 3b     本单元侧重承接上个单元一般现在时的学习，侧重于用以where引导的特殊疑问句和方位介词谈论室内物品和描述物品位置。本节课作为本单元的第四课时，侧重从语言的输入到语言的输出，因此将本节课定位为一节写作课。依据课标，根据本节课的教学内容，让学生收集描述物品的素材，逐步进行房间物品的描述。方位介词的基本用法是整个初中阶段学生必须掌握的语言知识。用一般现在时和方位介词谈论物品位置也是本学期的教学重点。本节课侧重于使用in，on，under,方位介词描述物品位置是本单元的重要课时，是让学生将所学知识运用于实际生活中，是综合运用语言能力的体现。 学情分析：该授课班级学生为七年级上的学生，对基础知识掌握较扎实，有一定的认知能力，能够知道，理解所学知识，分析简单的问题，模仿运用所学知识完成任务。能观察和记忆所学内容，注意力较集中，思维活跃，有较丰富的想象力。有独立自学，善于思考，正在逐步形成总结归纳的良好学习习惯。 教学目标：1. 能够运用in，on, under 等方位介词描述室内物品位置。2. 能够参照范例写出一篇文章来介绍朋友房间的物品及位置。（70%的学生可以用较丰富的词汇和句型进行描述，30%的学生可以用简单的基本词汇、句型描述。）3. 通过合作交流互相修改作文，形成积极与他人合作，互相帮助，共同完成学习任务的意识。 教学重点：通过体会阅读范文，逐步讨论分析文章写作层次和框架的过程，初步形成写作思路和知道运用所学写作技巧。 教学难点：通过运用思维导图仿写范文的过程，培养按照空间顺序进行方位描述的逻辑思维教学流程：                                                                                                                                   教学过程：主要环节教与学的内容学生学习活动教师教学活动I. 出示目标(1min)Show the learning objectivesRead by themselvesObserveII. starter （导入新课）(4min) Game – Memory challenge (记忆挑战)1.Try to remember the things in the picture in 45 seconds.2. Talk about the pictureThink and rememberOrganize III. pre-writing （写作前）(5 min)       (4 min) Brainstorming （头脑风暴）1. Complete your own mind map with two books (人教-U4 ,剑桥-U2) ( as many as you can)2. Share the answers in your group.  RememberSpeakand discuss Guide and help survey（调查）Make a survey with your face partner and complete the chart. whatYes / No whereA dictionaryYesOn my deskCDs  …  A - Is there a dictionary  in your room?  B-  Yes, there is. / No, there isn’t.A-  Where is it ?B-  It’s on the desk.Ask ,answer and write Set an example,organize and help IV. while-writing（写作中）(3 min)   (5 min) Read the passage and match the topics with the paragraphs （匹配段意）Para 1.       Description(描述) of the room Para 2.    Comments(描述) of the room Para 3         Introduction (介绍) of the room Read ,think and match Walk around and give help Group work  Complete the chart with the words in the box..Discuss in groups and complete the chart.（讨论完成文章结构）Para 1. openingIntroduction (介绍) of the roomPara 2. bodyDescription(描述) of the room_What___are the things in the room?Where__ are they?Para 3. endingComments (评价) of the room  ★Tips 1 : Think about the topics before writing. 提示1 :写作前思考主题Discuss  Think andcomplete the chartWalk around and guide(3 min)     (2 min)       (8 min) 3. Read Para 2 and find the topic sentence. Read Para 2 again , circle the things and underline where they are. （再读画出关键词）★Tips 2 : Think about the key words before writing. 提示2: 写作前思考关键词Read，circle and underline Guide and sum up  4. Read Para2 and underline the sentence to introduce the things （再读画出相关句型）There is/ are…This / That  is…These / Those are… ★Tips 3 : Use different sentence structures. 提示3: 用不同的句型Read again and underline Elicit more sentence structures Write a passage to introduce your friend’s room according to the survey. （根据调查分层仿写,各组1-4号可仿写范文1，各组5,6号可仿写范文2）No 1- No. 4 write your own passage according to the sample 1. （80 words）No. 5 , No. 6 write your own passage according to the sample 2. （60 words）Sample 1:    I have a friend, his name is Tom. This is a picture of his room.    There’s lots of stuff in his room. There is a bookcase in the corner of the room. Many books and CDS are in it. There is an English dictionary on the desk.  It’s a present from his best friend. This is his laptop with a picture of his pet dog on it. That is his heavy schoolbag. It’s under the armchair. A wardrobe is between the bed and the door.  I think his room is not only big and nice ,but also clean and tidy. Sample 2:Tom is my friend. This is a picture of his room.   There are lots of things in his room. There is a bookcase in the room. Many books and CDS are in it. There is an English dictionary on the desk. That is his heavy schoolbag. It’s under the chair. There is a poster on the wall.   I think his room is clean and tidy.           Write a passage according to the mind-map               Walk around and help V. post-writing（写作后）(5 min) Share and check step by step（互相分步检查）★ Tips 4 :  check the passage step and step. 提示4: 逐步检查Read ,check and correct the mistakesUnderline the good sentences  Help to improve their passageShow Time（分享展示） Share and read  板书设计：My friend’s room           作业：1. Rewrite your composition.( 修改自己的作文)2. Share and read all the compositions in your group and try to find some good sentences and underline them. ( 小组内分享阅读作文，画出每篇的好句子)  Make a poster and put it up on the wall.(制作海报展示)教学反思： 成功之处：学习内容容量合理，都能为目标落实服务。学习任务具有启发性，开放性，能驱动学生实施高质量的学习行为。如：Brainstorming （头脑风暴）这个自学活动，学生利用思维导图（mind-map），可以从上一环节中的复习的课内词汇拓展到生活中相关的更多词汇，训练学生的发散思维，为后边的写作做准备。学习任务的设计关注不同层次的学生，体现分层教学。如：在布置写作任务时，根据调查分层仿写时,各组1-4号可仿写范文1（篇幅较长，词汇和句型丰富），各组5,6号可仿写范文2（篇幅较短，词汇和句型简单）。4. 全体学生都能积极参与学习活动， 思维导图的使用使学生的思维得到锻炼，优化和提升。需要改进：1.进一步优化课堂展示环节，使之更高效，覆盖面更广。