Unit 12 Lesson 7 Reading for Writing 教案2024-2025学年仁爱科普版（2024）英语七年级下册

Unit 12 Better Together Lesson 7 Reading for Writing I. Material analysis Reading for writing部分为以读促写活动，培养学生的书面表达能力。首先，学生通过阅读范文获取有关“小组合作制作黑板报”的相关信息，了解篇章结构，其次，学生借助图表，分析小组合作制作黑板报过程中遇到的问题和解决方法，回扣本单元的思维技能。接着，迁移创新，学生联系自身情况设置情景，在新情境下，使用图表分析个人团队活动中经历的问题和解决办法。然后，学生根据所提供的写作模板，模仿范文起草作文，完成介绍个人团队活动经历的作文初稿。接着，学生对照范文检查初稿，修改后定稿。最后，学生根据评价量表进行同伴互评。本部分共有5个活动。 II. Teaching aims 1. 基于写作目的、文体和要求，分析范文结构，列出描述团队活动经历的内容要点； 2. 绘制思维导图，谋篇布局，依据模板进行仿写； 3．通过自评和互评，学会反思，改进文章的结构、内容和语言。 III. Teaching procedures 课时教学内容概述 本课时为以读促写活动，培养学生的书面表达能力。写作内容为介绍自己经历的团队活动，过程中遇到的问题和解决办法以及最后的结果。Activity 1为学习范文和思维导图。学生通过阅读范文获取“小组合作制作黑板报”语篇所提供的话题知识、篇章结构、关键词汇和句型句式等。其次，借助图表，分析小组合作制作黑板报过程中遇到的问题和解决方法，回扣本单元的思维技能。Activity 2为绘制思维导图。学生围绕自己的团队活动经历，运用单元所学思维技能，绘制图表，深入思考写作内容，为仿写做准备。Activity 3 为撰写初稿。学生通过填写范文中的关键词块进行半开放式写作，完成书面表达的仿写。Activity 4 为修改并定稿，学生对照范文检查初稿，修改后抄写在作业本上。Activity 5为同伴互评。 学生依据评价量表与同伴互评。 教学流程图 ( Read the model essay and study the structure of the model essay ) ( Draw a problem and solution chart about your teamwork experience ) ( Read the mod el essay again and complete the problem and solution chart ) ( Writing about a teamwork experience ) ( Make the final draft in the exercise book, and then check ) ( Draft the essay ) ( Complete evaluation of the essay ) 教学步骤 学习活动 效果评价 Step 1 Lead-in Free Talk. Ask and answer between the teacher and students: ·What team activities have you taken part in? ·What were those activities about? ·Is there a team activity that has left a strong impression on you? ·In that team activity, what difficulties did you and your teammates face, and how did you solve them? 依据学生回答内容，判断学生谈论自身团队活动经历的语言表达储备。 设计意图：通过师生自由交谈导入本课情境，并引导学生尝试分享个人团队活动经历，围绕写作主题做好前测，激活学生已有知识，提高写作的针对性和有效性。 Step 2 Reading 1. Observe the title “Making a Blackboard Newspaper” and predict the main idea of the writing. 2. Read the model essay and complete the problem and solution chart in Activity 1. Then check the answers. 3. Read the text. Analyze the text structure and use keywords to summarize the main idea of each paragraph. Then make an outline of the text. 根据学生情节分析图的完成情况，了解其对写作要点的理解情况。 观察学生对语篇结构的分析和对问题和解决办法的梳理，评价学生写作前谋篇布局意识。 设计意图：通过学习课文结构，梳理文章要点，为笔头输出作好准备。 Step 3 Writing 1. Draw a chart to analyze the problems and solutions you experienced in teamwork. 2. Fill in the key blocks in the model essay to do semi-open writing and complete a draft. 3. Check the draft against the model, revise, finalize it. 4. Make the final draft in the exercise book. 观察学生写作任务完成情况，给出必要指导和反馈。 设计意图：通过层次递进的活动，引导学生从构思文章内容架构，起草文章要点，综合运用所学目标语言，完成写作任务，提升语言综合运用能力。 Step 4 Evaluating 1. Invite the partner to rate the final draft. 2. Edit the draft. 3. Some students present the final draft to the whole class. 根据学生呈现的作品评价其综合运用所学词语、句型和结构的情况，给与必要指导和反馈。 设计意图: 引导学生通过自评和同伴互评，反思和评价自己文章的表达效果，修改完善文章，提升写作质量，实现以评促学。 IV. Blackboard design Unit 12 Better Together Lesson 7 Reading for Writing Teamwork Title: Making a Blackboard Newspaper Beginning: background. What the teamwork activity was? Body: Problem and solution What problems did you meet? How did you solve them? End: Reault 学科网（北京）股份有限公司 $$