牛津深圳版七年级上册 Module 2 Unit 3 The Earth 教案（表格式）
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| 名称 | 牛津深圳版七年级上册 Module 2 Unit 3 The Earth 教案（表格式） |  | |
| 格式 | doc | ||
| 文件大小 | 78.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津深圳版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-09-29 20:22:07 | ||
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7AU3 Protect the earth教学设计
1教学内容 Protect the earth（Reading & Writing）
2 教材分析 环保是初中阶段学习的一个重要话题之一，该话题与学生的生活贴近，实用性强，该话题的学习能增强学生的环保意识。与该话题的相关的教材分别出现在八年级下册Unit 5 Save the endangered Animals。本节课的阅读材料是一篇介绍“Protect the earth”的文章，该阅读学习时尽量选取贴近学生的生活实际，易于激发学生的已有认知，便于学生更好地理解篇章内容，促进语言的习得。
3 学情分析 授课的班级平均分85-90分左右(150分制作)，该层次的学生在理解本节课的语篇材料、细节阅读、以及判断文章大意这几方面问题不大，但对于运用与话题相关的词汇和句型进行遣词造句和篇章写作会有一定的困难。因此，创设情境让学生运用相关的词汇与句型能，促使更好地掌握本堂课的内容。本节课学生将会进行该话题的阅读与写作方面的训练。
4 教学目标 语言能力 1. 通过阅读语篇，借助思维导图，分析篇章结构；2. 通过阅读语篇，找出重点句型与词组，并进行情景化的操练；Phrases: provide with ,put into.Sentence Patterns: There be...Advice: We must... We should... We had better...We can...It is important for us to...3. 能运用以上词汇及表达遣词造句，完成语篇写作与海报制作。
情感态度 通过本课的学习，增强学生的环保意识
思维品质 通过阅读完成思维导图并复述，利用图片对话题的词汇及句 进行操练。2. 借助视频辅助写作，引发对环保的思考。
学习能力 1. 提高相关阅读技巧与掌握相关写作思路和框架。2. 通过情景学习，提升主动参与语言实践的意识。
5 教学重点 分析并运用There be和表示建议的句型与环保相关的词汇与表达。
6 教学难点 借助思维导图分析篇章结构，并准确对思维导图进行复述，并过渡到写作。
7 教学方式 视频激趣、小组合作探究、自评与互评
8 设计理念 语言的习得是通过语言的输入来完成的，教学的主要精力应放在为学生提供最佳的语言输入上，有目的输出则能带动有效的输入，达到输入输出双促进，阅读和写作是可以有机结合并相互促进的。（Krashen，1982） 2. 凡是理解与产出相互结合的语言学习方式均能有效促学。（王初明，2012）
Teaching design
Procedure Teacher’s activities Students’ activities Teaching aims
Step 1.Lead – in(Video) 1. Show a video. 2. Guide them to answer the questions. ( 2 minutes) 1.Watch a video.2.Answer the two questions. 1. To lead in the topic and arouse the students’ interest in this topic.
Step 2.Read and retell (mind map) 1.Get the students to read quickly to answer the questions.Get the students to finish themind map and retell according to it Get the students top play a game. (Individual work -2min)Skin for the questions. (Individual work -10min)Scan to finish the mind map,discuss in group and r retell (Group work 2 min) 3. Read the phrases and make a passage orally and then recite the phrases. 1.To analyze the structures of the p passage and retell the passage . Improve reading skills.Learn to use the phrases.
Step 3.Games for language drills Challenge them to make sentences with pictures and key words. 2. Encourage them to do the voice of the video. (Group work -5min)Make some sentences in group. (Individual work -3min) 2.Choose one or two to do the voice of the video. To test how well the students understand the language points.
Step 4.Writing & Poster-making 1. Ask the students to write a c short passage about protecting e Zengcheng and show.2.Encourage them to make the material into a poster and show. (Group work -16min) 1.Write a composition,then evaluate, and show. (Group work -4min) 2.Collecting for a poster and show in front of the blackboard. 1. Learn how to protect the Earth.2.To enable the students to use English and evaluate work.3.Raise their awareness of protecting the Earth.
板书设计 Protect the Earth1.There be 句型，表示“某处有某物”2.provide sb. with sth. = provide sth. to sb.为某人提供某物3.put ......into 把......放入建议的句型:We must... We should... We had better... We can... It is important for us to...
2
1教学内容 Protect the earth（Reading & Writing）
2 教材分析 环保是初中阶段学习的一个重要话题之一，该话题与学生的生活贴近，实用性强，该话题的学习能增强学生的环保意识。与该话题的相关的教材分别出现在八年级下册Unit 5 Save the endangered Animals。本节课的阅读材料是一篇介绍“Protect the earth”的文章，该阅读学习时尽量选取贴近学生的生活实际，易于激发学生的已有认知，便于学生更好地理解篇章内容，促进语言的习得。
3 学情分析 授课的班级平均分85-90分左右(150分制作)，该层次的学生在理解本节课的语篇材料、细节阅读、以及判断文章大意这几方面问题不大，但对于运用与话题相关的词汇和句型进行遣词造句和篇章写作会有一定的困难。因此，创设情境让学生运用相关的词汇与句型能，促使更好地掌握本堂课的内容。本节课学生将会进行该话题的阅读与写作方面的训练。
4 教学目标 语言能力 1. 通过阅读语篇，借助思维导图，分析篇章结构；2. 通过阅读语篇，找出重点句型与词组，并进行情景化的操练；Phrases: provide with ,put into.Sentence Patterns: There be...Advice: We must... We should... We had better...We can...It is important for us to...3. 能运用以上词汇及表达遣词造句，完成语篇写作与海报制作。
情感态度 通过本课的学习，增强学生的环保意识
思维品质 通过阅读完成思维导图并复述，利用图片对话题的词汇及句 进行操练。2. 借助视频辅助写作，引发对环保的思考。
学习能力 1. 提高相关阅读技巧与掌握相关写作思路和框架。2. 通过情景学习，提升主动参与语言实践的意识。
5 教学重点 分析并运用There be和表示建议的句型与环保相关的词汇与表达。
6 教学难点 借助思维导图分析篇章结构，并准确对思维导图进行复述，并过渡到写作。
7 教学方式 视频激趣、小组合作探究、自评与互评
8 设计理念 语言的习得是通过语言的输入来完成的，教学的主要精力应放在为学生提供最佳的语言输入上，有目的输出则能带动有效的输入，达到输入输出双促进，阅读和写作是可以有机结合并相互促进的。（Krashen，1982） 2. 凡是理解与产出相互结合的语言学习方式均能有效促学。（王初明，2012）
Teaching design
Procedure Teacher’s activities Students’ activities Teaching aims
Step 1.Lead – in(Video) 1. Show a video. 2. Guide them to answer the questions. ( 2 minutes) 1.Watch a video.2.Answer the two questions. 1. To lead in the topic and arouse the students’ interest in this topic.
Step 2.Read and retell (mind map) 1.Get the students to read quickly to answer the questions.Get the students to finish themind map and retell according to it Get the students top play a game. (Individual work -2min)Skin for the questions. (Individual work -10min)Scan to finish the mind map,discuss in group and r retell (Group work 2 min) 3. Read the phrases and make a passage orally and then recite the phrases. 1.To analyze the structures of the p passage and retell the passage . Improve reading skills.Learn to use the phrases.
Step 3.Games for language drills Challenge them to make sentences with pictures and key words. 2. Encourage them to do the voice of the video. (Group work -5min)Make some sentences in group. (Individual work -3min) 2.Choose one or two to do the voice of the video. To test how well the students understand the language points.
Step 4.Writing & Poster-making 1. Ask the students to write a c short passage about protecting e Zengcheng and show.2.Encourage them to make the material into a poster and show. (Group work -16min) 1.Write a composition,then evaluate, and show. (Group work -4min) 2.Collecting for a poster and show in front of the blackboard. 1. Learn how to protect the Earth.2.To enable the students to use English and evaluate work.3.Raise their awareness of protecting the Earth.
板书设计 Protect the Earth1.There be 句型，表示“某处有某物”2.provide sb. with sth. = provide sth. to sb.为某人提供某物3.put ......into 把......放入建议的句型:We must... We should... We had better... We can... It is important for us to...
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