Unit 3 School Life Lesson 16 We Are with You! 教案

Lesson 16
We Are with You !
冀教版七年级下
Grade: Seven Teaching time: 45minutes Type of lesson: Reading
Analysis of teaching material
The teaching material is from the second term of Grade Seven. The topic of unit3 is School Activities which is related to students’ daily life closely, so it is not difficult for the students to understand this passage . In this unit, the lessons expands from easy dialogue to difficult reading material which teach the students useful expressions and future tense. In lesson16, I will help the students understand the story deeply by introducing the concept of Story Map.Story map is a method of reading teaching by helping the students build a frame of the whole story. Besides my reading class will not only focus on the structure of the lesson, but also relies on the potential emotional line and culture differences between Chinese and western countries.
II. Analysis of students:
Firstly, the students are from Grade Seven, so they are very active and glad to express themselves in class. Hence I will design some tasks for them to show themselves and compete with other groups. Secondly, after nearly one year’s practice, their oral English improved a lot, while their reading strategies are not very good. So in this class, I will strengthen the intensity of reading material and teach them how to read this type of passage. Only by teaching them the way of appreciating this type of passage, can we read it deeply. Thirdly, the students stay in different levels, so the design of my class and activities for the students will be leveled.
III. Teaching Aims:
By the end of the class, the students will be able to:
1. Understand the story deeply and draw a Story Map.
2. Write a Thank-You letter.
3. Know how to express care and concern.
4. Appreciate the different cultures between China and Western countries.
IV. Key points and difficulties:
Understand the story deeply and draw a Story Map
Know how to express care and concern.
V. Teaching methods and learning strategies
Teaching methods
Situational teaching method (情景教学法) Bracket teaching method(支架式教学法)
Learning strategies
Individual learning method (自主学习法) Cooperative learning method (合作学习法)
VI. Teaching Procedures
Procedures Timing Teacher’s Activities Students’ Activities Stage aims(中文)
Warming up 1min Greet the students. Greet the teacher. 教师通过简短的问候和简单问题的设置，可以迅速拉近师生之间的距离，并把学生吸引到本节课的学习当中来.
Pre-reading 3mins 1.Ask the students to have a brain -storm about the title of lesson16. 2.Lead into the lesson by asking a question. 1.Have a brainstorm. 2.Answer the teacher’s question. 通过对标题进行解读，可以唤起学生兴趣，明确主题，激发思维；地道的口语输入有助于培养学生正确的发音。 头脑风暴环节可以培养学生的发散性思维，提高学生的核心素养。
While reading Task 1 3mins Let the students read para.1 and fill in chart1. Read and fill in chart1. 分析文本，让学生了解故事发生的起因，包括时间，地点，人物，事件，为Story Map 做第一步铺垫。
Discussion Group-work 4mins Ask the students to discuss if Jason was your classmate, what would the Chinese students do after they heard the news 1.Think about the question individually. 2.Discuss the question with each other in a group. 通过情景式教学, 让学生站在主人公的角度来预测故事的发展，提升学生的思维品质，为后续的阅读做铺垫。
Task 2 6mins 1.Let the students read para.2 and para.3 and fill in chart2, 2.Expand the knowledge of students about the different cultures between Chinese and western cultures. 1.Read the two paragraphs and fill in chart2. 2.Look at the pictures and try to know the different cultures between Chinese and western cultures. 继续分析文本，了解故事发展的过程，挖掘文本深层内涵。展示东西方在关心帮助他人方面的文化差异，让学生真正深入的去了解并体会西方文化，提高学生的核心素养。
Task 3 4mins 1.Let the students read para.4 and fill in chart3. 2.Show the emotional changes of this story. 1.Read the last passage. 2.Understand the emotional changes of the passage. 分析文本最后一个自然段，了解故事的结尾。体会文本背后的感情线索，再关注文本框架的同时关注文本深层次内涵。
Post- reading Task4 8mins 1.Show a Story Map to the students and how to use it to retell the story. 2.Organize a group work: retell the story. 1.Learn the Story Map. 2.Retell the story.( Each member in this group will retell one part of the story. The fourth part will need your imagination.) 通过展示Story Map，让学生理解故事发展的脉络。以Story Map为支架来复述课文。小组合作的方式，能够更好地培养学生与人沟通交流的能力。小组之间的比赛可以激发学生们学习的热情。
Task5 4mins 1.Ask the students to talk about what they have learned. 2.Let them show it in front of the class. 1.Talk about what they have learned. 2.Show their ideas in front of the class. 通过问题的提出，让学生自己学会思考并深入挖掘本课学习的重点，帮助学生评价赏析文章的结构，语言，情感线索和文化差异。
Task6 10mins 1.Ask the students to write a Thank-you letter. 2.Raise the theme of lesson 16. Write a Thank-you letter. 了解西方文化，将所学应用于实际生活，通过本节课的学习，完成写一封感谢信的目标。
Self-evaluation 1mins Ask the students to evaluate their knowledge after today’s learning Do a self- evaluation. 通过自我评估的方式，了解自己本节课的收获，真正做到以学生为中心。
Homework 1mins Give the students homework Remember the homework 分层作业的方法让每个阶段的学生都能够做到有收获。
VII. Blackboard Design
Lesson 16 We Are with You !
(
Don
’
t worry.
)
(
Chinese
W
estern
C
are and Concern
) (
Don
’
t be afraid.
) (
expressions
) (
expressions
)
(
We Are with You.
) (
food
)
(
clothes
) (
cookie sale
)
(
car wash
) (
money
) (
actions
) (
actions
)