Unit3第3课时Section B(1a-1d) 学案2024-2025学年人教版（2024）七年级英语上册

第3课时 Section B(1a-1d) 学习清单 学前 采访学校的老教师，搜集学校过去的照片、资料等。 学中 Pre-reading Be an active presumer Look at the pictures in 1b and answer the questions. ·How many pictures can you see? ·What does each picture show us? ·What do you think of these places? Can you use some words to describe them? While-reading 1. Be a sharp reader Read the email quickly and circle the three places Peter talks about; skim the email again and guess what Flora probably asked in her last email; find out some adjectives describing each place and circle them. 2. Be a careful reader (1)Read the first paragraph and answer the questions. ·What does Peter think of his new school? ·Is your school beautiful, too? ·What's the function of the first paragraph? (2)Read from the second paragraph to the fourth paragraph and find out what these three paragraphs talk about. 3. Be an attentive reader Read the email again and try to answer the questions. ·What do students in Peter's school do on the sports field? ·Where does Peter sit this week? ·Why is the dining hall Peter's favourite place at school? 4. Be an intensive thinker ·What can we do to make our school more beautiful? Post-reading 1. Be an active speaker Draw a mind map about Peter's school and use the mind map to talk about Peter's school. 2. Be a cooperative partner Work in groups and interview your classmates to know about their opinions about how to make our school a more beautiful school. 学后 1. a friend to Email describe your school.(Required) 2. Make a poster for your beautiful school.(Optional) 3. Search for more ways to make the school mnore beautiful.(Optional) 语篇分析 【What】本课主题属于“人与社会”的主题范畴，涉及“学校与学校生活”。Section B部分强调语言的运用，阅读部分1b语篇类型为邮件，从多个方面详细介绍了Peter的新学校。本部分阅读教学为任务链形式，从读的输入过渡到写的输出，通过自上而下的阅读模式，从整体理解到完成1c和1d的练习，学生能学会在运用there be句型以及方位介词详细介绍学校内场所的基础上，进行适当扩充并能用所学的句子简单描述。 【Why】la是读前准备活动，要求学生列举出自己在学校内最喜欢的场所并进行分享，为语篇阅读做好准备。1b的语篇是通过邮件向朋友介绍自己的新学校，重点理解there be句型以及方位介词在语篇中的运用。1c和1d要求学生在读懂1b的基础上找细节信息，进行必要的逻辑推理。通过语篇学习，学生能用英文介绍学校场所，了解不同场所的功能，热爱自己的学校。 【How】复习、巩固本单元的核心词句，采用多种阅读技巧，在解决问题的时候懂得分析、推理、判断，从语篇中获取关键信息。通过拓展创新，学生能基于语篇描述Peter的新学校，绘制自己理想学校的平面图，并能用所学的句子简单描述。本课时重点读图片，预测要读到的内容，结合从图中获得的信息，分析语篇是如何把介绍新学校的句子串联在一起的，培养语篇意识。特别注意培养学生热爱学校，做力所能及的事让校园更美的意识。 教学目标 通过本课时学习，学生能够： 1．在教师的帮助下，学会简单谈论自己的学校，并进入主题，提高学习的积极性。 2．通过看图、预测和抓关键词等，对文章主要内容进行发现式的学习、观察、感知，推断并理解文章细节，感受校园的美。 3．深入语篇发掘潜在信息，查找细节信息了解语篇内容，深入辩证思考并回答问题。 4．在教师的引导下，利用思维导图概括描述Peter 的学校，为之后的写作输出做铺垫。 5．小组合作，了解同学们对评比“最美校园”的看法并分享可行的做法，并通过角色扮演的形式向记者介绍美丽校园。 重点难点 重点 能够合理使用阅读策略，正确、快速地捕捉关键信息并进行归纳。 难点 深入语篇发掘潜在信息，进行合理推测并探索如何介绍学校。 教学准备 多媒体设备、课本、图片、学习清单、课件等。 教学过程 教学目标 学习活动 效果评价 1．在教师的帮助下，学会简单谈论自己的学校，并进入主题，提高学习 的积极性。 Activity 1: Be a free talker 1. The teacher guides students to enjoy a song School is for you and me and encourages them to think about the meaning of the name of this song. Then the teacher has students talk about their opinions. 2. The teacher guides students to observe the picture of their own school and asks them the question. ·Do you like your school? Why or why not? T: School is for you and me. We should love our school. 教师观察学生能否主动参与互动和交流，分享观点。教师根据需要适当给予个性化反馈。 教师观察学生的回答情况，并作正面的引导和情感教育。 设计意图：本阶段学习活动旨在通过歌曲及谈论自己的学校引出本课话题，为接下来的学习做铺垫。 2．通过看图、预测 和抓关键词等，对 文章主要内容进行 发现式的学习、观 察、感知，推断并理 解文章细节，感受 校园的美。 Activity 2: Be an active presumer The teacher guides students to look at the pictures in 1b and answer the questions. T: How many pictures can you see? S1:Three. T: What does each picture show us? S2: The sports field, the classroom and the dining hall. T: What do youI think of these places? Can you use some words to describe them? S3:Beautiful, clean,new,... 教师根据学生回答问题的 情况了解学生通过观察图 片进行预测的能力，鼓励学 生分享自己的答案，及时给 出评价。 Activity 3: Be a sharp reader 1. The teacher encourages students to read the email quickly andI circle the three places Peter talks about. 2. The teacher encourages students to skim the email again and guess what Flora probably asked in her last email. The teacher asks students to choose the question in 1b. 3. The teacher leads students to find out some adjectives describing each place and circle them. 教师在项目活动的进行中注意观察学生圈画关键词、回答问题等的情况及学生的略读能力，同时予以正确的阅读策略指导。 设计意图：通过引导学生观察图片培养学生的阅读策略-略读（skimming）；通过让学生感知如何介绍学校，为之后的写作输出打好基础。 3．深入语篇发掘潜在信息，查找细节信息了解语篇内容，深入辩证思考并回答问题。 Activity 4: Be a careful reader 1. The teacher encourages students to read the first paragraph and answer the questions. ·What does Peter think of his new school? ·Is your school beautiful, too?·What's the function of the first paragraph?2. The teacher guides students to read from the second paragraph to the fourth paragraph and find out what these three paragraphs talk about. Activity 5: Be an attentive reader The teacher encourages students to read the email again and try to answer the questions. ·What do students in Peter's school do on the sports field? ·Where does Peter sit this week? ·Why is the dining hall Peter's favourite place at school?Activity 6: Be an intensive thinker The teacher encourages students to have a further thinking: ·What can we do to make our school more beautiful? 教师在学生完成项目活动时，要及时关注到不同层次的学生，要有效兼顾到不同学情的学生。 教师根据学生口头回答问 题的情况及时予以帮助和 鼓励。 教师鼓励学生的创造性思维并根据需要适当给予个 性化反馈。 设计意图：通过一系列阅读活动，引导学生掌握和运用阅读策略，全面把握语篇内容，为输出活动做好铺垫并引导学生做有意义的事情让校园更美，培养学生以学校为荣、热爱学校的美好情感。 4．在教师的引导下，利用思维导图概括描述 Peter的学校，为之后的写作输出做铺垫。 Activity 7: Be an active speaker The teacher encourages students to draw mind maps about Peter's school and use the mind maps to talk about Peter's school. 教师观察学生画思维导图以及介绍 Peter 学校的情况。教师对学生的表现给予鼓励。 设计意图：通过引导学生画思维导图并根据思维导图介绍学校，强化对目标语言的操练，为后续写作输地垫。 5．小组合作，了解同学们对评比“最美校园”的看法并分享可行的做法，并通过角色扮演的形式向记者介绍美丽校园。 Activity 8: Be a cooperative partner The teacher encourages students to work in groups and interview their classmates to know about their opinions about how to make their school a more beautiful school. T: Now please work in groups. Find your partners and interview them to know about their opinions about how to make our school a more beautiful school. You can write down some key information on the paper and then make a conversation to introduce your ideal school to the reporter. Reporter: Why do you think your school is a more beautiful school? S: In our school, there are many buildings... 教师观察学生合作讨论的情况，帮助其梳理观点，给予语言鼓励和帮助。教师根据学生向全班报告的情况，评价教学成果，对学生的表现给予鼓励。 设计意图：本阶段学习活动旨在引导学生在归纳和整理核心语言的基础上，通过角色扮演促使语言内化，发表自己的看法，发散思维，从学习理解过渡到语言实践，为后面的真实表达做准备。 Homework 1. Email a friend to describe your schoo1.(Required) 2. Make a poster for your beautiful school. (Optional) 3. Search for more ways to make the school more beautiful. (Optional) Board Design Unit 3 My School Section B(1a-1d) Places in your school: What's your school like? Where are they? What do you do in Conclusion:How do you each place? feel about your school? 教学特色 本课时的教学设计有以下几个特点： 第一，体现了以学生为主体的教学理念。教师在结合学情的基础上有效设计不同的学习项目，引导学生通过自主完成、团结协作的方式完成不同难度的学习活动。 第二，能够有效输入阅读技巧，有益于学生更精准地把握主题，并且能促进学生课后阅读能力的提升。 第三，丰富多彩的活动让学生透彻了解文本内容；思考活动是为了锻炼学生的逻辑和思辨能力；小组合作的采访活动让课堂更加多样、展示更加丰富，同时考虑到学生的不同喜好和能力，做到了分层教学与因材施教。 第四，情感升华能唤醒学生内心的感慨，加强对学生的情感教育，培养学生以学校为荣、热爱学校的美好情感。 学科网（北京）股份有限公司 $$