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“导探一体 两主四环”生命化课堂教学备课用纸
年级 七下 备课时间 月 日 授课时间 月 日
课题 GFI 7B Unit 3 How do you get to school Section B 3a-Self Check 总节次
学情教材分析 教材分析： This lesson is the writing part of Section B. 【What】This is an e-mail from Tom. It’s about how Tom get to school. 【Why】Students can get to know how to write an e-mail in daily life. 【How】The genre of this passage is an e-mail. Students can get to know the structure of e-mails. Language in this e-mail is easy to understand. 学情分析： 【Know】Students are highly motivated before the class. There is no new words or phrases in this e-mail. They have reviewed this e-mail before class. 【Want to know】Students want to know how to write an e-mail. 【Learned】At the end of this class, students will summarize what they’ve learned.
核心素养目标 1.Language ability: (1)Get to master the structure of e-mails; (2)Get to know how to write on this topic: how to get to school (3)Finish the writing in class. 2.Thinking capacity： (1)Concluding and summarizing the structure of e-mails; (2)Thinking how to write on this topic: how to get to school 3.Cultural awareness: Students can get to know how to write e-mails. 4.Learning ability: Students can write e-mails in their life and work.
重点 重点单词： cross, river, many, village, between, bridge, boat, ropeway, year, afraid, like, villager, leave, dream, true 重点短语： between,,, and,,,, come true 重点句型： For many students, it is easy to get to school. But for the students in one small village in China, it is difficult. There is a big river between their school and the village. There is no bridge and the river runs too quickly for boats. He’s like a father to me. It is their dream to have a bridge.
难点 Students can master the structure of e-mails and get to know how to write on this topic. Then they can finish the writing in class. Students are able to revise their writing according to the writing assessment table.
板 书 设 计 Unit3 How do you get to school Section B 3a-Self Check 教学准备 老师准备： 教学设计、课件，学习检测单 学生准备： 课前预习与复习上一节所学内容
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】 [5minutes] Lead-in 学生是否能够输出有关“交通工具”的词汇，并组合有关乘坐某种交通工具的词组； 学生是否能够根据表格提出问题并回答。 【语言能力】 [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. 1.Brainstorming T asks Ss to say more words about “transport”. Then T asks Ss to use the words in the boxes to form as many expressions as possible. 2.Write questions and answer T asks Ss to write at least five questions and answer the questions with the information in the chart. 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 try to think more words about “transport”, then they use the words in the boxes to form expressions. Ss write questions and answer them with the information in the chart.
只有受过一种合适的教育之后，人才能成为一个人。——夸美纽斯
教 学 过 程 教学内容 教师活动 学生活动
Step Two Presentation 学生能否在阅读邮件后准确回答问题； 学生能否根据邮件内容和所给提示，将空白部分补充完整； 学生能否总结归纳邮件的写作格式； 学生能否在教师的指导下，思考如何写邮件的各部分内容。 【语言能力】 【思维品质】 【文化意识】 [3minutes] Step Three Practice 学生能否准确审题，抓取题目关键信息，分析写作体裁、主题和时态； 学生能否分析写作结构，梳理写作思路； 学生能否在有限的时间内完成写作。 1.Read and answer T asks Ss to read the e-mail quickly and answer questions. Q1: What’s this Q2: Who’s this e-mail from Q3: What’s this e-mail about Q4: How Tom get to school 2.Fill in the blanks with the words in the box. T asks Ss to fill in the blanks. 3.The Structure of this e-mail T asks Ss to summarize the structure of this e-mail. 4.Salutation T asks Ss to think about how to write the “Salutation” of e-mails. 5.Opening T asks Ss to think about how to write the “Opening” of e-mails. 6.Body T asks Ss to think about how to write the “Body” of e-mails. 7.Closing T asks Ss to think about how to write the “Closing” of e-mails. 1.Step1 Read（审题） T tells Ss the writing task and asks Ss to think about the genre, topic and tense of this writing. 2.Step2 Analyze（分析） T asks Ss to think about the structure of this writing. Ss read the w-mail and answer questions. Ss read the e-mail and fill in the blanks with the words in the box. Ss read and summarize the structure of this e-mail. Ss think about how to write the “Salutation” of e-mails. Ss think about how to write the “Opening” of e-mails. Ss think about how to write the “Body” of e-mails. Ss think about how to write the “Closing” of e-mails. Ss read the writing task and think about the genre, topic and tense of this writing. Ss think about the structure of this writing.
教 学 过 程 教学内容 教师活动 学生活动
Step Four Promotion 学生能否根据写作自评表对自己的作文进行评价，并修改； 学生能否根据写作互评表对同伴的作文进行评价，打分并给出修改建议。 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] 3.Step3 Think（构思） T asks Ss to think about how to write the “body” part. 4.Step4 Write（初稿） T asks Ss to write. 1.Self-assessment T asks Ss to assess their writing by themselves and then revise their writing. 2.Peer assessment T asks Ss to exchange their writing with their partners. Then Ss need to assess their writing and give suggestions. Have a dictation test: hand out the test papers and have the students finish it within 5 minutes. Ss think about how to write on this topic. Ss write this e-mail in class. Ss assess their writing by themselves and then revise their writing. Ss exchange their writing with their partners. Then they assess their writing and give suggestions each other. Take the test carefully. And hand in the papers as soon as the time limit approaches.
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