资源简介

学校 课题 Unit 1 Understanding ideas
年级 七年级 学科 英语
教材分析 Analysis of the teaching material Unit 1 A new start is taken from New Standard English Book 1 for seventh graders. In New Standard English textbooks for junior high, each unit has three parts. They are Understanding ideas, Developing ideas and Presenting ideas. The thematic meaning of each discourse This unit topic belongs to the theme group life and learning in the theme context "man and self". The teaching unit selects multi-modal discourse, including dialogues and texts as well as audios and videos.
Period Discourse Type of discourse Content of discourse Thematic meaning
Starting out Discourse 1 - (listening) monologue An introduction about what students do on the first day of junior high in different countries. Get to know different juni high school life in differen places.
Understanding ideas Discourse 2 - (reading ) Narrative writing A diary about a junior high student’s first lesson. Understand the important meaning of learning and thinking.
Discourse 3- (reading) Narrative writing Get to know an interesting personal experience.
Developing ideas Discourse 4- (listening) Monologue A notice about a plan on the radio. Learn to describe problem and give advice to solve problems.
Discourse 5 - (listening ) Dialogue A conversation about describing problems and giving
solutions.
Discourse-6 （reading） Narrative writing A letter to a new junior high student from parents Get to know junior high school life better and get ready for it.
The big idea of the module based on the thematic meaning of each discourse By sorting out the types and main contents of each discourse, three small ideas are summarized as: first, learn important lessons at junior high. Second, find out problems and think about solutions and last one is make plans for junior high. And the small ideas are concluded as “ Know junior high better, get ready for a new start.” The analysis of the teaching text 【what】 The text tells about a new junior high student’s experience on his first lesson. He found the mistake made on purpose by the teacher and he pointed out the problem and learned an important lesson in the end. 【why】 The writer shares his personal experience about the first lesson. And he wants to record it. There is also a lesson about the importance of learning and thinking. 【how】 The text is a diary. The writer wrote about his experience and feelings by recording his first lesson in details. Lots of verbs are used to describe his own feelings at that time. Simple past tense is used to describe things happened at that time.
学情分析 Analysis of target students As for the topic of this lesson, students are interested and willing to talk about their first lesson at junior high. Also, past simple tense are simply learned before so it’s okay for them to read the passage. In this lesson, students may wonder how to write a diary or how to tell the story in a vivid way. They might want to know what the lesson is about. After the lesson, students will know the importance of thinking and learning and how to simply describe their own experience.
教学目标 Teaching objectives Teaching objectives ofthe whole unit 1. Students can be able to describe their junior high school life including lessons and activities. 2. Students can be able to find out their own problems and challenges and think about the solutions. 3. Students can be aware of the importance of independent thinking and making plans for their junior high life.
Teaching objectives of Understanding ideas By the end of the lesson, students will be able to: 1. Perceive the main idea and plots of the passage through reading and understand the whole story. 2. Analyze the expressions in the text and the ways to write about personal experience. 3. Draw the story mountain reasonably by focusing on both plots and feelings. 4. Have a better understanding of the importance of thinking and learning and think about things they can do in their junior high life.
教学重难点 Teaching focus and difficulties Teaching focus: Perceive the main idea and plots of the passage through reading and understand the whole story. Analyze the expressions in the text and the ways to write about personal experience. Teaching difficulties: Draw the story mountain reasonably by focusing on both plots and feelings. Have a better understanding of the importance of thinking and learning and think about things they can do in their junior high life.
教学准备 The Pad. The English textbook. The computer. The blackboard.
教学环节 教学内容 教师活动 学生活动 智慧课堂应用及分析 1.功能选择 2.应用价值 3.评价体现 时长
Lead-in Activity 1 Free talk Q1: What is your junior high school life like Q2: What is your favorite subjects in junior high Q3: What was your first lesson in junior high. What did you do Review the content last lesson and lead students to talk about junior high from feelings, problems, subjects and lessons. Talk about their feelings and problems in junior high and share opinions on favorite subjects and the experience of the first lesson. 使用投票的互动功 能；快速了解学生最喜欢的学科；结果清晰直观，激发学生参与课堂的积极性，人人参与。 5,
Start a vote among students and lead students to talk about the reasons according to the result. Finish the vote on the Pad about favorite subjects and share reasons freely.
Read Activity 2 Predict Q1: What was the boy’s first lesson？ Q2: What did the boy do in the lesson Q3: What happened to the boy Guide students to look at the pictures of the passage to make a prediction about the boy’s story. Observe the pictures in the book and make predictions. 使用画笔和聚焦功 能；直接圈点出重要内容，学生能快速抓住要点。
Activity 3 Read and check. Q1: Who are they Q2: What was the boy’s lesson Q3: What did he do in the lesson Q4: What happened to him (What will you do if you were Wang Han ) Ask students to read the passage and answer questions. Guide students to talk more about personal opinions and think more about what Wang Han and Ms Chen like while checking answers. Read carefully and find answers in the passage by underlining sentences on Pad and submit. 1. 发起全班作答； 学生在阅读的同时直接划出关键字词，最后提交答案。做题过程中，学生更能集中精力做题并有意识的提速,培养学生的阅读技能；快速搜集学生答案，通过核对答案来判断学生对于该活动的完成情况；抽取学生提交的答案放大显示，全班核对进行直观的反馈。 2. 使用随机点名和抢答功能。学生抢答回答问题，激发学生参与课堂的积极性。
Activity 4 Read and answer. Q1: What did Wang Han do after that (a: Did he point out the problem immediately b: What is Wang Han like ) Q2: What is the mistake Q3: What did Ms Chen do at last (a: What is Ms Chen like )
Activity 5 Read and match. Q: What do the four pictures talk about Lead students to read again to match the pictures to paragraphs and circle out the key verbs. Read the passage again and match pictures to paragraphs and find out related verbs. 使用小组作答功能；学生快速组队，讨论后在平板上批注、绘制，并提交答案；快速搜集学生答案，让学生在课堂上人人参与，提高学习兴趣；抽取学生提交的答案放大显示，全班核对进行直观的反馈；小组根据自己的答案进行解释说明。
Activity 6 Read and draw. Q1: How did the story develop Q2: How did Wang Han feel during the lesson Explain the concept of story mountain and guide students to draw a story mountain for both plots and feelings. Lead students to understand how the writer shows feelings.(By describing actions.) Analyze key verbs to find out the feeling changes of Wang Han. Draw a story mountain on Pad.
Activity 7: Group work: retell. Lead students to retell the diary to have a review about it in groups. Guide students to evaluate partners’ performance and other groups’ performance according to the checklist. Retell the story with the help of story mountains they drew. Evaluate partners’ performance as well as other groups’ performance by using the checklist. Develop the ability of group work and English speaking. 30,
Post- reading Activity 8: Read and think. Q1: Did Ms Chen really make a mistake Q2: What is the real meaning of the title Q3: What lesson did Wang Han learn Q4: Is learning or thinking more important to you Lead students to think deeper and get to know the importance of learning and thinking by answering some questions and sharing ideas. Help students know what idle dreams and getting confused are and understanding the importance of both learning and thinking. Get a better understanding of the passage by thinking deeply and share freely about the importance of thinking and learning on Pad. Play a game and understand the disadvantages of thinking without learning or learning without thinking. 使用全班讨论功能；发起讨论后，学生可以就该话题自由发表观点，并在大屏上实时更新；学生直接看到其他同学的想法也能自由表达自己的观点，在多种观点的碰撞中思考和总结。 使用课堂互动中翻翻卡功能；学生上台翻开卡片，能直接参与到课堂里，提高学生的学习兴趣。
Activity 9 Think and share. Ask students to share their ideas about plans at junior high. Share their plans at junior freely and actively. 5
Activity 10 Self- valuation Lead students to check if they’ve learned the lesson well according to the self-evaluation scale. Evaluate what they’ve learned in the lesson by scoring themselves. 使用全班答题功能。学生在自我评价量表上为自己打分，并进行提交；学生能认真阅读和反思自己本节课的收获，老师可以看到每个同学的自我评价，对学生进行针对性的课后辅助，同时有利于教师的课后反思。 5,
Homework 1. Draw the mind map about what you've learned in this lesson. 2. Find more famous English sayings about learning and share and post them on the class board. 使用布置作业功能，老师能够及时查看到作业并给出反馈，做到教学评一体化。
板书设计
教学反思 1. iFlytek devices make the class more efficient and effective. Students can interact with teachers easily and freely. This English lesson becomes interesting and attractive. It would be even better if the functions could be further designed to fit in the lesson more naturally and fluently. 2. Students could be offered more opportunities to use iFlytek devices and teachers should guide them more to help them make the best use of the device.

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