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基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 外研版七年级上册
授课题目 Presenting ideas 课时 第4课时
主题情境 Unit 1 A new start 授课教师
语篇研读 1.1 What This part focuses on the theme of junior high school life adaptation and academic exploration. It guides students to reflect on their experiences in the first week of junior high school, create posters to share their feelings and thoughts, and make oral presentations. The content helps students express their understanding of junior high school life, practice using relevant vocabulary and expressions, and improve their language skills and teamwork ability. 1.2 Why By creating posters and giving presentations, students can better understand their new environment, identify challenges, and cherish achievements. It also conveys values such as making efforts, persevering, and the significance of continuous learning and personal growth in facing the new challenges of junior high school. 1.3 How The text is structured in a step - by - step way. First, it leads students to brainstorm the elements of a poster. Then, it guides them to make preparations for the poster, including choosing tools and deciding on the theme, content, layout, and pictures. After that, students start to create the poster within a set time limit. Finally, they present their posters to the class and participate in a voting session. The language used is simple and clear, with reflective questions and prompts to encourage students to think deeply.
教学目标 Enable students to master the vocabulary and expressions related to school life, such as “subjects” (math, Chinese, English, history, etc.), “activities” (join clubs, have sports meetings, etc.), and “feelings” (excited, nervous, happy, etc.). Guide students to correctly use pronouns (I, you, he, she, it, we, they) to describe their own and others' experiences. Teach students the basic elements of a poster, including title, main content, pictures, and layout. Help students learn how to organize their ideas and present them clearly in a poster and an oral report.
教学 重难点 Assist students in integrating various elements (content, pictures, layout) harmoniously when making posters to make the posters attractive and informative. Encourage students to express their unique feelings and experiences vividly and accurately in English, especially when making oral presentations. Develop students' ability to think critically and solve problems during group work, such as how to deal with different opinions within the group. Help students overcome stage fright and build up confidence when presenting in front of the class.
核心语言 1 Vocabulary Subjects: math, Chinese, English, history, biology, physics, geography, science Activities: join clubs, have sports meetings, take part in competitions, do homework, have classes Feelings: excited, nervous, happy, worried, proud, confident Others: new, start, week, school, classmate, teacher, friend, experience 2 Sentence Patterns I am... (e.g., I am a new student in this school.) I have... (e.g., I have many new friends in my class.) I like... (e.g., I like my English teacher because she is very kind.) My favorite subject is... (e.g., My favorite subject is science because it is very interesting.) I feel... (e.g., I feel excited about the new school life.) We can... (e.g., We can join different clubs to develop our hobbies.)
教学过程
1 Lead - in (5 minutes) Teacher: Good morning, class! Welcome to our English class. As we all know, we have started our new life in junior high school. I believe you all have a lot of new experiences and feelings. First, let's look at some pictures on the screen. (Show some pictures of students in a new school, having classes, joining clubs, etc.) Can you tell me what you see in these pictures Raise your hands, please. Student 1: I see some students are having a class. Student 2: There are students joining a club. Teacher: Very good! These pictures are all about our new school life. Now, let's share your first impression of junior high school briefly. Who wants to share with us Student 3: I think junior high school is very big and beautiful. Student 4: I feel a little nervous because there are so many new classmates. 2 Brainstorming (8 minutes) Teacher: Great! You all have your own feelings. Now, let's think about making a poster. Do you know what elements a poster usually has Let's brainstorm together. (Write “Elements of a Poster” on the blackboard) Student 5: A title. Teacher: Right! The title can tell people what the poster is mainly about. What else Student 6: Pictures. Teacher: Good! Pictures can make our poster more attractive. Any other ideas Student 7: Some words to introduce the content. Teacher: Exactly! We call it the main content. Besides, a good layout is also important. It can make our poster look more organized. (Write “Title, Pictures, Main Content, Layout” on the blackboard) 3 Preparation for the Poster (10 minutes) Teacher: Now, we are going to make a poster about our first week in junior high school. First, think about what tools we need. Discuss in pairs and then tell me. Student 8: We need A4 paper. Student 9: Colour pens. Student 10: Glue. Teacher: Good. Write them down in your notebook. Next, we need to decide on the main content of our poster. Let's divide into groups of four. In your groups, discuss the following aspects: studies, problems, activities, and feelings in the first week. After that, vote for the most interesting or representative content to put on the poster. (Students start to discuss in groups. The teacher walks around to offer help and guidance.) 4 Making the Poster (15 minutes) Teacher: OK, now that you have decided on the content, it's time to start making your posters. You have 15 minutes. Use the tools you prepared and your creativity. Remember to make full use of the elements we talked about just now. Work together in your groups. (Students start to make posters. The teacher continues to walk around, observing students' work, giving suggestions on content, pictures, and layout, and answering students' questions.) 5 Presenting and Voting (7 minutes) Teacher: Time is up! Now, each group sends a representative to the front to present your poster. When presenting, introduce the title, main content, and why you designed it like this. After all the presentations, we will vote for the best poster and the best presentation. Let's start with Group 1. (Group representatives present their posters one by one. After each presentation, the teacher and other students ask some questions.) Teacher: Well done, everyone! Now, take out a piece of paper and write down the group number of the best poster and the best presentation in your mind. Then, pass it to me. (The teacher collects the papers and counts the votes.) Teacher: And the winner of the best poster is Group... and the best presentation is from Group... Congratulations!
教学反思 Positive Aspects The lead - in part successfully aroused students' interest in sharing their new school life experiences, which made them actively participate in the following discussions. Group work in the preparation and making of the posters effectively promoted students' teamwork ability. They learned to communicate, cooperate, and respect different opinions within the group. The presenting and voting 环节 provided students with a platform to show their work and express themselves. It also enhanced students' sense of competition and achievement. Weaknesses Some students still had difficulties in using English to express their complex feelings and experiences accurately, which affected the quality of their posters and presentations. During group work, a few students were a little passive and did not fully participate in the discussion and making of the posters. The time for presenting and voting was a bit tight, which might not have allowed students to fully appreciate and comment on each group's work. Improvement Measures In future teaching, pay more attention to vocabulary and sentence pattern expansion, and provide more opportunities for students to practice expressing their feelings and experiences in English through writing, speaking, and reading activities. Strengthen the guidance of group work, clarify the responsibilities of each group member in advance, and encourage every student to actively participate. Adjust the time arrangement for the next class. Allocate more time for presenting and voting, and guide students to have in - depth discussions and evaluations on each group's work.

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