资源简介

(共33张PPT)
Unit 1 Animal friends.
Section B project
PEP Grade 7
3. Bloom's Taxonomy
2. The theory of Core
competences
1. 2022 English Curriculum Standards
(thematic meaning and big idea of units,
the integration of teaching assessment)
Guiding theories
Contents
4. Teaching approach and aids
5. Teaching procedure
6. Teaching reflection
01. Teaching concept
1. Analysis of teaching materials
2. Analysis of target students
3. Teaching objectives
Contents
Part 1 Analysis of teaching materials
Why
How
(Grade 3)
personality
comparative
(unit 3)
used to…
changes
(unit 4)
Why
How
Part 1 Analysis of teaching materials
Why
How
Small idea 1:
changes in appearance
and hobby
Small idea 2:
changes in personality and their positive influence
Small idea 3:
Important changes can change one’s life.
Part 1 Analysis of teaching materials
The big idea: Face the changes in life correctly and regard changes as chances to become better.
Why
How
Part 1 Analysis of teaching materials
Why
Part 1 Analysis of teaching materials
Survey
Part 2 Analysis of target students
language
knowledge
language
skills
Students are able to perceive their own
changes and they also have rich writing materials and enthusiasm.
Most of them have known how
to describe one’s appearance,
personality, hobby and use some
sentence patterns to compare the
past and current situations.
They are able to acquire the themes and
details of articles by listening and reading.
Part 2 Analysis of target students
theme
Existing
problems
Solutions
Development
needs
1. Learn to form proper
writing structures.
2. Apply different kinds
of sentence patterns
and linking words.
1. unable to form proper
writing structures
2. not rich in language
3. unable to face changes
in life correctly
3. Regard changes as
chances to become better.
article analysis, mind maps，
classroom assessments
question chains，
classroom assessments
Part 2 Analysis of target students
02
01
03
04
linguistic ability
thinking quality
Find the improper points of others’ writings and give reasonable suggestions.
learning ability
Integrate the structure, information and language points learned in this lesson and write a passage about their own changes.
culture consciousness
Be positive about their changes and
understand that changes can be chances
to become better.
Part 3 Teaching objectives
After learning this period, students are able to:
Comb the theme, structure, detailed information and language features of the given article.
keys
difficulties
Teaching approach
Activity-based teaching approach
Situational teaching method
Teaching aids
Seewo White Board
learning guidance
textbook
Part 4 Teaching approach and aids
Pre-writing
（11 minutes)
While-writing
(20 minutes)
Post-writing
(9 minutes)
Read the email for structure, information and language.
Follow the example of the teacher
to write about their changes.
Watch a video and read an email.
Students have a free talk.
Write an article of their changes.
Polish their partners’ writings
and give their advice.
Summarize the key points of this
lesson.
学习理解
（感知与注意）
学习理解
（获取与梳理）
应用实践
（内化与运用）
迁移创新
（批判与评价）
迁移创新
（批判与评价）
Assess an replying email and give
suggestions in group.
学习理解
（概括与整合）
迁移创新
（想象与创造）
Part 5 Teaching procedure
Purpose：
Lead to the theme of this class and activate students’ existing knowledge.
Cognitive level：
learning and understanding
（perception & attention）
Effect evaluation：
Observe students' performance during free talk and judge their familiarity with the topic.
1. Free talk: Students talk about their changes in the last years. Then I play a video about me and my Korean friend Steve 12 years ago.
Part 5 Teaching procedure : Pre-writing
Purpose：
Create a real writing situation and arouse students’ learning interest.
2. Students read an email from Steve, then I lead them to analyze it with RAFT model – Role, Audience, Format and Topic.
Effect evaluation：
Judge students’ understanding of the
basic elements of the article.
Cognitive level：
learning and understanding
（acquiring & combing）
Part 5 Teaching procedure : Pre-writing
3. Students skim for the structure of the
email.
Cognitive level：
learning and understanding
（acquiring & combing）
Purpose：
Guide students to form a clear writing structure.
Effect evaluation：
Acquire students' ability of analyzing article structure through students' reaction.
Part 5 Teaching procedure : Pre-writing
4. Students scan for the information in this
email.
Cognitive level：
learning and understanding
（acquiring & combing）
Purpose：
Lead students to grasp the key points of writing.
Effect evaluation：
Find out the students who can not find the key points of the email.
Part 5 Teaching procedure : Pre-writing
5. Students read for the language points in this
email.
Cognitive level：
learning and understanding
（acquiring & combing）
Purpose：
Help students to realize the functions of different sentence patterns and linking words.
Effect evaluation：
Judge whether students can realize the functions of different sentence patterns and linking words.
Part 5 Teaching procedure : Pre-writing
Objective 1
1. Students observe, compare and talk about the
teacher’s changes in appearance, hobby and personality.
Then think further and write about their own changes.
Cognitive level：
applying and practicing
（internalizing & applying）
Purpose：
Taking the teacher as an example can disassemble the writing task, reduce writing difficulty, guide students to write about their own changes and lead them to confront changes in life correctly.
Effect evaluation：
Grasp students' mastery of the target language through the sentences they write.
Part 5 Teaching procedure : While-writing
2. Students read a replying email and discuss in group to give assessment.
Purpose：
Enhance students’ mastery of the knowledge learned through group work.
Effect evaluation：
Judge whether students can give proper assessment after discussion.
Cognitive level：
transferring and innovation
（criticizing & assessing）
Part 5 Teaching procedure : While-writing
3. Students write a passage about their own
changes.
Cognitive level：
transferring and innovation
（imaging & creating）
Purpose：
Create a real situation for students to realize the transfer of knowledge.
Effect evaluation：
Check the transfer and application of knowledge learned this lesson.
Part 5 Teaching procedure : While-writing
4. Students check their own writings from the
following aspects.
Purpose：
Lead students to be aware of the problems in their own articles.
Effect evaluation：
Have a general idea of students’ basic writing abilities.
Cognitive level：
transferring and innovation
（criticizing & assessing）
Part 5 Teaching procedure : While-writing
Objective 2
1. Students polish their partners’ writings and give
their advice. Then the teacher gives conclusions.
Purpose：
To strengthen students’ understanding of vocabulary, sentence patterns, linking words, grammar knowledge and writing structure.
Effect evaluation：
Students' mastery of knowledge can be reflected through peer assessment.
Cognitive level：
transferring and innovation
（criticizing & assessing）
Part 5 Teaching procedure : Post-writing
Objective 3
2. Students infer what they have learned from
Steve’s, the teacher’s and their own changes.
Purpose：
Inspire students to understand that changes can be chances to become
better.
Effect evaluation：
Judge whether students can confront changes in life correctly.
Cognitive level：
transferring and innovation
（inferring & demonstrating）
Part 5 Teaching procedure : Post-writing
Objective 4
1. Invite some students to summarize the writing tips, structure and key points.
Cognitive level：
learning and understanding
（summarizing & integrating）
Purpose：
Help students straighten out the knowledge structure and clarify the key and difficult points of this class.
Effect evaluation：
Estimate the achievement of the first four objectives of this lesson.
Part 5 Teaching procedure : Summary
Part 5 Teaching procedure : Homework design
Intention：
The mind map clearly shows the writing process and structure, and the sentences tells that positive changes are chances that can help us become better.
Part 5 Teaching procedure : Blackboard design
Read
Assess
Write
Comb
an email from my foreign friend.
Part 6 Teaching reflection: Highlights
1, “读-疏-评-写”主线明确
the theme, structure, information and language of the email.
a replying letter and
give their suggestions.
their own articles.
2, 分解写作任务，搭建写作支架
Part 6 Teaching reflection: Highlights
3, 实践教学评一体化
Part 6 Teaching reflection: Highlights
Part 6 Teaching reflection: Improvements
1.
应该让学生更充分的讨论
2.
生生互评环节应邀请
更多学生展示
ThankThanks for listening!
s for listening!

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