资源简介

“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 9 What does he look like Section B 2a-2c 总节次
学情教材分析 学情分析： 【Know】Some new words in this passage have been previewed before. Besides, students have learned how to describe people’s looks. So it’s easy for students to find the real criminal according to the descriptions in this passage. 【Want to know】Students want to know how the police artist works and who the real criminal is. 【Learned】At the end of this class, students will summarize what they’ve learned. 教材分析： This lesson is the reading part of Section B. 【What】This passage is about an interesting job, police artist. Paragraph one tells us what Joe Brown, a police artist, is working. In paragraph two, we get to know why this job is sometimes difficult. 【Why】Students can have a knowledge of the job, police artists. Besides, they are encouraged to be a good person for the society. 【How】This passage concludes two paragraphs. Paragraph one tells us what Joe Brown, a police artist, is working. In paragraph two, we get to know why this job is sometimes difficult. There are three pictures of the criminal which can help students to understand the main idea of this passage.
核心素养目标 本节课结束后，学生将能够 1.Language ability: (1)Be able to master key words through reading; (2)Be able to understand the usage of pronouns through reading; (3)Be able to finish the mind map and retell this passage after reading. 2.Thinking capacity： (1)Predicting the main idea of this passage according to the given pictures; (2)Summarizing the main idea of each paragraph by skimming; (3)Looking for answers and drawing the mind map by careful reading; (4)Retelling this passage with the help of mind map after reading. 3.Cultural awareness: Students can have a knowledge of the job, police artists. Besides, they are encouraged to be a good person for the society. 4.Learning ability: Employing what they have learned to due with problems in daily life.用恰当的语言介绍自己的好朋友。
重点 (1)Students can employ different reading skills, e.g., skimming, scanning, locating key sentences, to find the real criminal. (2)Students can finish the mind map and retell this passage after reading.
难点 Students understand the usage of pronouns through reading.
板 书 设 计 Unit 9 What does he look like 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 学生是否能够运用上一节课的五官类词汇和句型来描述所给名人的外貌特征。 【语言能力】 [5minutes] Step Two Presentation 学生是否能够尽可能多地输出描述人物外貌特征的词汇； 学生是否能够认真观看视频，正确回答教师提出的三个问题。 【语言能力】 [3minutes] 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.Who’s your favorite actor, singer or athlete T shows Ss some pictures of celebrities and then asks Ss to describe their looks. 1.2a T asks Ss to say words used to describe people’s looks as many as possible. Then T checks their answers and gives more words. 2.Watch and answer T plays a video about police artists and raises three questions. Q1. What is the man’s job Q2. What can he do Q3. What do you think of his job 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 describe their looks by using words and sentences learned before. Ss think and say the words they know and then finish 2a. Ss watch a video and answer the three questions.
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 Three Practice 学生是否能够快读阅读文章，找出关键词和关键信息，归纳段落主旨大意； 学生是否能够在精读文章后，厘清Joe Brown的工作流程； 学生是否能够在精读文章后，找到警察画像师这一职业存在困难的原因； 学生是否能够在精读文章后，找出真正的罪犯； 学生是否能够在完成思维导图。 学生是否能够根据思维导图，复述文章； 学生是否能够根据上下文，正确回答文中代词指代什么并理解代词的用法； 学生是否能够积极主动地与同伴合作交流，准确描述罪犯的外貌特征； 学生是否能够进行批判性思考：“学会描述人物的外貌特征还有哪些用途？”。 【语言能力】 【文化意识】 【思维品质】 【学习能力】 [10minutes] 1.Skimming T asks Ss to skim the passage and match the main idea with each paragraph. 2.Scanning T asks Ss to scan the passage again and choose the right answers. 3.Careful reading: Para.1 T asks Ss to read Para.1 carefully and complete the blanks. 4.Careful reading: Para.2 ①　T asks Ss to read Para.2 carefully and complete the blanks. ②　T asks Ss to finish the chart. ③　T asks Ss to find the real criminal. 5.Finish the mind map T asks Ss to finish the mind map after reading. 1.Retelling T asks Ss to retell this passage according to the mind map. 2.2c T asks Ss to read the passage again and think about what those pronouns refer to. 3.Group work T introduces the rules of this activity. 4.Critical thinking T raises a questions: Q: What else can we do by describing people’s looks Ss skim the passage and match the main idea with each paragraph. Ss scan the passage again and choose the right answers. Ss read Para.1 carefully and complete the blanks. Ss read Para.2 carefully and then finish the reading tasks. Ss finish the mind map after reading. Ss try to retell this passage. Ss read the passage again and write what those pronouns refer to. Ss in group describe the criminal’s looks according to the given picture. Ss think about this question and share their ideas.
教 学 过 程 教学内容 教师活动 学生活动
Step Four Promotion 学生是否能够在老师的引导下总结出主要语言点。 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] T presents the language points in today’s class. Have a dictation test: hand out the test papers and have the students finish it within 5 minutes. Ss follow T to review the language points. 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

展开更多......

收起↑