中小学教育资源及组卷应用平台
Unit 8 Topic 2 Section D
(2 & Project)
Reading for Writing
Stage1:Warming-up
T: Hello! Boys and girls! Nice to see you again. Do you remember me What’s my English name
S：…Kathy.
T: Now let’s play with me. Follow the music. Do as I do. (invite some to play with me)
T: You did a very good job! I guess you really enjoy it.
Please try harder. I’ll give you a postcard as a gift.
Stage2:Lead-in
T: This is my first time to stay here. I come from a very small place in Chongqing. Look, this is a famous place in my hometown. Can you guess where I come from
S: …
T: Yes, you’re right. It’s the ghost city- Fengdu. Welcome to Fengdu. To be my guests！I’ll take you for fun!
This time I had a very wonderful trip to Chongqing. Can you guess: How did I arrive here Do you know arrive
S: Yes.
T: So I came here by_______
S: By car.
T: Sorry. You know the traffic in Chongqing is a little heavy. Maybe I can’t arrive here on time. Can you try again
S: By train.
T: Yes. Why did I take a train
S: Because it’s fast and comfortable.
T: Yes. You’re smart. Let’s try more.
Can you guess: When did I arrive here Yesterday or Today
S: …
T: What’s the date today
S: December 2nd
T: You did a very good job! I really appreciate it!
T: I’d like to share with you more. I felt very happy here. People here are very friendly. Because they helped me find the way here. You’re also friendly. In my trip, I enjoyed lots of beautiful scenery on the light rail and enjoyed some delicious food, such as Chongqing noodles and Gross blood. They taste delicious!
But time is short, I don’t have chance to visit Chongqing. Which places should I go to visit Could you give me some advice
S:…(学生建议去…)
T: Why do you think I should go there
S:Because…
T: Thank you. I’ll go there tomorrow.
T: Some of you have got my gift postcards. Do you like my gifts
S: Yes.
T: Did you send postcard
S:…
T: I often send postcards to my friends or relatives when I travel. I can share the beautiful things and my feelings.
T: Do you know how to write a postcard
S: …
T: Now let’s see what you will learn in this class.
T: 1. Find out the structure of a postcard and write based on it.
2. Write a postcard with the past tense and linking words
3. Share your travel experiences by writing a postcard
T: Now Here we go. Here is a postcard. Let’s read it.
Stage 3 : Pre-writing
Task 1 Read quickly and find the structure of postcard.
T: What does a postcard include
What does each part refer to
Task 2 Activity 1 Read and underline the key information in your text.
S:…(read and think)
T: Who can tell me:
Where did Jack go S:…
When did he go S:…
With whom S:…
And How S:…
Activity 2 Predict
T:Which places did he visit in Sichuan Can you guess
S:…
T: How did he feel in the trip S:…
T:Why did he have a wonderful/ good trip
Weather
People
What he did
(What’s the weather like there S:…
How are the people S:…
What did he do there S:…)
T: Please look at the verbs. Can you tell me the root form For example: visited- visit
S: took- take enjoyed- enjoy bought- buy
T: Well done! What else did you do if you had a trip in Sichuan
S:…
Task 3 Read the postcard by yourself loudly and pay attention to the colored words.
S: (read and find)
T: What kind of tense is it
S: The past tense.
T: Don’t forget to use it in writing your travel experiences.
T: Just now we have known Jack’s trip. Do you remember Can you tell me (Where When & With whom How did he feel & Why weather/people/places to visit/ food)
S:…
T: What is Jack’s trip like
S: It’s like a train.
What are the main parts in it where, when, how, and why.
Now we get so many things ready, can we drive the train now
S: Yes.
T: Okay. Let’s try!(火车拉崩)(崩裂声音)
T: Wow! It’s broken. Why
T: Because there are no linking words (What are linking words The words can put the sentences together and make them more logical ). Can you put the linking words in the postcard
Task 4 T: Now read the postcard one more time, put the linking words in the right place.
S:…
T: Please read the sentence together and compare
S: (read loudly)
T: After reading, which one do you like better Why
S:…
T：Linking words can make our writing more logical!
T: Now we can add the linking words to our train.
Can we drive the train to travel now Let’s try!
S: (happy)
Stage 4: Writing
Task 5 Brain-storm. (orally)
Just now we knew Jack’s trip, I really want to know about your trip. Did you ever go to any interesting places
How did you feel in your trip
Whom do you want to share with ( friend, teacher, classmate or parents…)
Are all your trips happy For example, one of my trip was terrible. Because we were forced to buy gifts in a certain shop. That make me uncomfortable. But I think we should have a good mind and keep active, whatever happens. Keep sharing our trip.
Task 6 Write your postcard. (写作_____分钟)
Tips: Don’t forget the structure, past tense and linking words when writing.
Stage 5: Post-writing
Step 1 self-editing.
T: If you have finished your writing, please read your postcard and tick (happy or unhappy faces) by yourself. Check if you write all the main parts
T: How many happy faces do you get
S: … (自评____分钟)
T: Can you make it better Maybe you can revise it after class.
Step 2 peer-editing.(2人一组，互评)
T: Now exchange your postcard with your partner and let him help you to check.
Look at the checklist. For example, If you think it’s good, give his/her postcard a happy face.
S: …(互评___分钟)
T: What do you think of her writing Why
S:…
Step 3 Sharing.
T: Who’d like to share your postcard with us
Now let’s welcome the best one to the front and share. Clap hands!
S: …
T: (给出评语)
T: How time flies! You may share after class. I’m really excited to share so many different postcards. Now know how much you love your friend/teachers…Today, you make me so happy and I can’t wait to write a postcard to my friend, sharing this very moment with her!
In all, my trip in Chongqing is wonderful. Your trip is colorful.So be happy and learn to share!
Stage 6 Self- evaluation
T: After leaning, what do you know
S:…
Stage 7 Homework
T: That’ great! Every one of you work so hard! So homework is to revise your writing after class. If you like, you can send it to your friend. Got it
S: …
T: Thank you for your hard work! We had a happy class, right I had such a wonderful trip in Chongqing! I wish to come here again! See you next time! Boys and girls! Goodbye!(共28张PPT)
Unit 8 Topic 2 Section D
(2 & Project)
Reading for Writing
译林版 七年级下
Unit 8 Topic 2 Section D
(2 & Project)
Reading for Writing
Stage 1 Warming-up
Stage 2 Lead-in
gift
Try hard. A postcard for you as a gift.
A guessing game.
My hometown
arrive [ ra v]
v. 到达
my hometown
When did I arrive here
A. On December 2nd .
B. On November 30th .
C. On December 1st .
friendly
[ fr ndli]
adj. 友好的
Do you send postcard as gifts
At the end of the class, we will be able to:
Learning Objectives:
Find out the structure of a postcard and write based on it.
Write a postcard with past tense and linking words.
Share my travel experiences with others by writing a postcard
according to the structure.
Dear Cao Yan,
How are you doing I had a wonderful trip in Sichuan. I arrived there by plane with my family on May 3rd. The weather was sunny and warm that day. I stayed there for only three days, but I had a good time. I visited some places of interest, such as Mount Emei and Jiuzhaigou. We also took some photos and enjoyed the delicious food. It was very hot and nice, and very different from our food. People there were very friendly and helped us find our way. We thanked them so much. We bought many gifts in the shop there. Guess what I bought for you!
Please give my love to your parents.
Yours,
Jack
Cao Yan
NO.1 High School
Zhengzhou, 450000, Henan China
Stage 3 Pre-writing
Task 1 Read quickly and know about
the structure of postcard.
Name
Closing
Address
Signature
Greetings
Message
Name
How… feel
__________
________’s trip in__________
Why
Where When __________
With whom How
__________
1. Weather:______________
3. What he did:1)_______3)_______
2)________4)______
2. People:______________
Jack
Sichuan
Sichuan
On May 3rd
his family
by plane
had a wonderful trip
had a good time
sunny and warm
visited
took
enjoyed
bought
friendly, helpful
Task 2 Read
and underline.
I had a wonderful trip in Sichuan. I arrived there by plane with my family on May 3rd. The weather was sunny and warm that day. I stayed there for only three days, but I had a good time. I visited some places of interest, such as Mount Emei and Jiuzhaigou. We also took some photos and enjoyed the delicious food. It was very hot and nice, and very different from our food. People there were very friendly and helped us. We bought many gifts in the shop there. Can you guess what I bought for you
Tips:
You should use the past tense when writing your travel experiences.
visited － visit
Task 3 Read the postcard by yourself loudly
and pay attention to the colored words.
What
t
s
Food
People
a
p
Why
e
t
How
(feel)
s
n
When
e
Where
Weather
Jack’s Trip in Sichuan
Where
When
e
How(feel)
s
n
What
t
s
Food/People
a
p
Why
e
t
Weather
Linking words
…I stayed there for only three days,______ I had a good time. I visited some places of interest, ________Mount Emei and Jiuzhaigou. We ________ took some photos ________ enjoyed the delicious food. It was very hot and nice, _______ very different from our food. People there were very friendly and helped us. We bought many gifts in the shop there. Can you guess what I bought for you
Task 4 Read the postcard once more,
put the linking words in the right place.
linking words
but 表转折
such as 表举例
also 表递进
and 表并列
but
such as
also
and
and
A. I stayed there for only three days, I had a good time.
2. A. I visited some places of interest, Mount Emei and Jiuzhaigou.
Read and understand.
B. I stayed there for only three days, but I had a good time.
B. I visited some places of interest, such as Mount Emei and
Jiuzhaigou.
Where
When
e
How(feel)
s
n
What
t
s
Food/People
a
p
Why
e
t
Such as
Also
But
And
Weather
Where
When
e
How(feel)
s
n
What
t
s
Food/People
a
p
Why
e
t
Such as
Also
But
And
Weather
How… feel
__________
Where When __________
With whom How
__________
______’s trip in______
Why
1. Weather:______________
3. What we did:1)_______2)_______
3)________4)______
2. People:______________
Stage 4 Writing
Task 5 Brainstorm.
What we did.
Happy Writing！
Task 6 Write a postcard to anyone you like.
Tips:
Postcard structure
Past tense
Linking words
Stage 5 Post-writing
Step 1 Self-editing.
Read your postcard and tick （ or ）.
Where I went
When I got there(with whom)
How I got there
How I felt
What I did
Past tense(went, bought…)
Linking words (and, but, such as…)
Handwriting
√
How many did you get in total
After reading my partner's postcard, I know
Where he/she went
When he/she got there(with whom)
How he/she got there
How he/she felt
What he/she did
I can see he/she used:
Past tense
Linking words (and, but, such as…)
Handwriting
Interesting
Stage 5 Post-writing
Step 2 Peer-editing.
Good ________
Excellent______
Super ________
My Holiday Postcard
______’s Trip in ______
Stage 5 Post-writing
Step 3 Sharing.
Show Time
Tips:
Speak aloud!
Be confident（自信的）!
After learning, I know
The structure of a postcard. YES/NO
How to write a postcard. YES/NO
How to make my writing better. YES/NO
How to share experiences. YES/NO
Stage 6 Self-evaluation
1. Revise your writing.
2. Send your postcard to your friend.
Do not forget them!
Postcard structure
Linking words
Stage 7 Homework
Past tense
THANK
YOU！
Bye-bye！
谢谢
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授课材料（教材）的电子文档 【教材版本】 仁爱英语 【教学年级】 七年级下册 【课题名称】 Unit 8 Topic 2 Section D (2 & Project) 【课型】 Reading for Writing
一、整体设计思路、指导依据说明
本节课是一堂基于阅读的写作。内容为仁爱版英语七年级（下）Unit 8 Topic 2 Section D 的最后一页，是基于“旅行”这一话题的拓展，以旅行明信片为载体，以读促写。通过阅读Jack’s trip in Sichuan的明信片，完成读后写作。 本堂课以三个不同人物的旅行，即Teacher’s trip in Chongqing, Jack’s trip in Sichuan, Students’trip in__________.分别实现了： Stage I Warming-up 放松身心 Stage II Lead-in (Teacher’s trip)简单介绍老师这次来重庆的旅行经历 (围绕主题创设情境，激发兴趣，导入话题, 感知生词) Stage III Pre-writing (Jack’s trip) 阅读旅行明信片 （了解明信片的格式；了解旅行经历的内容，学习写作所需的时态和连接词） Stage IV Writing (Students’ trip)书写旅行明信片 (借助前面的框架，书写明信片，分享旅行经历) Stage V Post-writing Step1 Self-editing.自评 Step2 Peer-editing. 交换互改 Step3 Sharing. 大胆分享 Stage 6 Self-evaluation 自我反思 (基于学习目标，总结反思，梳理学习收获) Stage 7 Homework
二、教学背景
教学内容分析： 本话题是学习表达旅行计划及谈论旅行攻略（提建议），而本节课是在旅行话题上的一个拓展，即谈论旅行后的经历。 本节课是一堂基于阅读的写作。内容为仁爱版英语七年级（下）Unit 8 Topic 2 Section D 的最后一页，是基于“旅行”这一话题的拓展，以旅行明信片为载体，以读促写。通过阅读Jack’s trip in Sichuan的明信片，完成读后写作。 本页教材为两大板块，包括Part 2 Read and complete the table 和 Project。其中Part 2是以明信片格式为载体， 设计了Jack’s trip in Sichuan的阅读内容，以读后的表格梳理写游记的要素，即Where, when, how, why…Project板块是根据所列要点书写旅行经历。
2. 学生情况分析： 本节课是借班上课。通过赛前与学生15分钟的简短交流，教师发现学生学过用一般过去时态谈论经历，但是没有以旅行话题谈论过，也没有用明信片格式书写过。由于是新老师，与学生的默契不够，加之写作是需要落实在笔头的思维活动，对有些学生来说，非常困难。在课堂上学生很难迅速进入角色，自如地调控。
三、教学目标（以下各项可整合）
1. 语言能力目标： (1)在语境中感知和运用生词arrive, friendly, gift。 (2)通过阅读明信片，了解明信片的格式。 (3)能够用一般过去时态和连接词正确地书写明信片，分享旅行经历。
2. 学习能力目标： (1)能够用思维导图梳理游记的主要内容，并能以思维导图为提纲构思自己的一次旅行经历，并以明信片的方式书写出来。 (2)能够通过同伴互评的评分标准表，在给予明信片习作评价的同时，二次阅读同伴游记，比较异同，分享快乐。
3. 思维品质目标： (1)能够在阅读中提升分析概括的能力。 (2)能够运用思维导图归纳游记写作主要要素和积累写作素材，并且构思自己的思维导图，创建新的写作提纲。 ⑶ 通过自评、互评，培养学生自我反思、自我总结的能力。
4.文化品格目标： (1)能够通过阅读明信片，知晓明信片承载的信息。 (2)通过书写明信片，分享旅行经历，传达对亲朋好友的情感和沟通情谊。 (3)学会分享，通过赠送明信片，传达情谊，传承了中国传统文化中的礼尚往来。
四、教学重、难点
1. 教学重点： (1)通过了解明信片格式，能够用一般过去时态和连接词正确地书写明信片，分享旅行经历。 (2)能够书写明信片，并能够根据评价标准，自评，互评。
2. 教学难点： 能够组织语言有逻辑地书写旅行明信片，并且能够正确地进行自评和评价别人的习作。
五、课堂风貌设计（活动名称）
1. 兴趣课堂： 本堂课的兴趣不是浅层次地热闹，而是深层次的思维活动 ⑴以Teacher’s trip in Chongqing开课点题 学生对新老师比较感兴趣 ⑵通过火车为写作结构图
2. 自主课堂： ⑴ 通过几次不同的读，学生在教师的引领下，归纳出旅行经历的要素 ⑵自我评价，自我反思环节
3. “英语做事”课堂： 书写明信片，分享旅游经历，邮寄快乐。
4. 人文素养课堂： 通过阅读明信片，学会了书写游记的方法，增强学生的自信心。 感悟连接词在语篇的整体性和逻辑性的重要作用，提升了学生的分析对比能力。 通过明信片这一载体，传递情谊，感恩亲友，乐于分享。 Show time 通过书写明信片，传递快乐，增进情谊。 通过习作互评，相互协作，携手共进。
教学过程设计（方法、手段、意图）
Stage1:Warming-up T: Now let’s play with me. Follow the music. Do as I do. Please try harder. I’ll give you a postcard as a gift. 【设计意图】围绕主题创设情境，激发兴趣，导入话题，感知生词。
Stage2:Lead-in Activity T: This is my first time to stay here. I come from a very small place in Chongqing. Look, this is a famous place in my hometown. Can you guess where I come from Learning Objectives Stage 3 : Pre-writing Task 1 Read quickly and find the structure of postcard. Task 2 Activity 1 Read and underline the key information in your text. Activity 2 Predict : What else are in Jack’s trip Task 3 Read the postcard by yourself loudly and pay attention to the colored words. Task 4 T: Now read the postcard one more time, put the linking words in the right place. 【设计意图】了解明信片的格式；了解旅行经历的内容，学习写作所需的时态和连接词。 Stage 4: Writing Task 5 Brain-storm. (orally) Task 6 Write your postcard. 【设计意图】借助前面的框架，书写明信片，分享旅行经历。 Stage 5: Post-writing Step 1 self-editing. Step 2 peer-editing. Step 3 Sharing. Stage 5 Self- evaluation 自我反思 T: After leaning, what do you know S:… Stage 6 Homework Revise your writing. Send your postcard to your friend. Tips: Don’t forget the postcard structure, the past tense(to share your travel experiences)and linking words.
七、教学评价 1. 评价内容： (1)用实物（明信片）作为鼓励，贯穿整堂课，紧扣本堂课的教学内容。 (2) How to read ①默读
②图文转换 ③自己大声朗读，边读边体验 (4)How to write ①Write with all points and full contents.
借助思维导图 构思新的写作提纲 写全要点 内容丰满 ②Self-check 自我检测 ③Peer check. 同伴互评互学
③Share and show. 分享创意 大胆展示
2. 评价方法： 自评、同伴互评、教师评价的方式，关注所有孩子的发展，给予最优秀的组实物奖励(明信片)。对学生有创意的、创新思维火花及灵感，发言中的闪光点的肯定使用了That’s a great answer./You did a good job!/Smart/Clever/Perfect!的积极用语。最醒目的是，运用了手势、表情（眼神、面容、微笑）及其他肢体动作语言来对学生的学习进行及时的评价。如：微笑+语言、竖起大拇指，号召学生一起鼓掌，增强学生自信心。
八、板书设计
Unit 8 Topic 2 Section D (2 & Project) Reading for writing _____’s trip in_____
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