初中英语面试-《Unit 9 My favorite subject is science.》教案

http://www.hteacher.net 2019-12-31 16:20 中国教师资格网 [您的教师考试网]

课型：阅读课

课时：1课时

教材：人教版 七年级上册 Unit 4 My favorite subject is science.

 

教学目标：

1.知识目标：

Students will be able to use different descriptive words to describe each subject they are studying.

Students will be able to recognize the conventions of writing a letter.

2.能力目标：

Students will be able to predict the content of the letter they are going to read.

Students will be able to answer comprehension questions and retell the letter in their own words with the help of diverse reading strategies such as skimming and scanning.

3.情感态度与价值观目标：

Students will be able to reasonably set study schedule and keep positive attitude towards studying different subjects.

教学重点： Describing each subject by using different descriptive words.

教学难点: Reasonably setting study schedule and keeping positive attitude towards studying different subjects.

教学工具(或教学准备)：reading material，PPT。

教学过程：

Step1：Lead-in

Free talk: teacher ask students if they have written a letter to others before. Further questions: did you talk about subjects with your pen pal? Discuss and share what students wrote about in letters.

Suggested language: Morning class, have you ever written a letter to someone? Do you know how to write a letter? Do you have pen pals? What do you write about? When I was young, I had a pen pal, we usually talked about school subjects in letters.

【设计意图】自由谈话导入写信的话题，引发学生的自然交流，消除学生的紧张感。

Step2：Pre-reading

Game: produce descriptive words as many as you can

1. Have students work in pairs.

2. Instruct students that they need to speak out as many descriptive words as possible about one subject within 30 seconds.

3. Model the activity with the subject “English” and the descriptive word “interesting”. Elicit other words from students as a class.

4. Have students start the activity at the same time with the subject “English”.

5. At the end of 30 seconds, elicit from the students who had the highest number of words. Record the number on the board.

6. Repeat the activity with the several other subjects such as: Chinese, history, P.E, art, science, math, music, etc.

Prediction:

Have students predict Yu Mei’s preference of different subjects in the letter.

【设计意图】通过游戏的方式调动学生的积极性，帮助学生激活脑中已有的知识储备，尽可能多的说出形容词修饰科目。进一步预测心中于梅对科目的喜好。

Step3：While-reading

1. Skimming

Have students go through Yu Mei’s letter as quickly as possible to find out the main idea of this letter. If students have difficult saying the main idea, teacher could provide a sentence starter: It is about ____________________. Students could fill in this blank. More questions could also work in helping them get the main idea: Who writes the letter? Who gets the letter? Is she writing about her school life or life at home?

【设计意图】

略读环节带领学生快速把握信件大意，训练学生快速抓取信息的技巧。同时，注意分层教学，给能力较弱的学生足够的语言支撑。

2. Scanning

Have students read the letter for a second time and focus on questions below:

What subjects does Yu Mei like? Why?

What subjects doesn’t she like? Why?

Students talk about these questions and finish the task in 2b. (Underline the subjects she likes; circle the subjects she doesn’t like.)

【设计意图】

寻读的环节，根据书中的练习寻找文中细节信息，加深对文章的理解和印象。

3. Intensive reading

Have students read the letter for a third time.

Tell them cover the passage after they have read it and complete the form in 2c.

Have students find out the conventions when writing a letter.

Discuss what they need to pay attention to when writing a letter.

【设计意图】

精读环节，学生盖住原文完成书后练习，练习学生读后对文章信息主动记忆的能力。同时，学生自己总结信件写作格式，为书信写作做好铺垫。

Step4：Post-reading

Retell the passage with the help of the form in 2c.

Task:

Students in small groups talk about their current school life and ideal school life referring to their favorite subjects and planning of spare time.

Make two lists so that it could be clear to compare.

A representative from each group will give a report and share their suggestions of current school life.

Teacher and other students give comments to each other.

【设计意图】

根据表格复述文章，学生可以更好的理解文章内容。

任务型活动，学生通过小组合作讨论的形式，树立合理安排学习生活的意思。

教师与同学相互评价体现了课标中评价主体多元化的要求，有利于培养学生的批判性思维和创新思维。

Step6：Summary

Teacher guides students review what they learned today, elicits the importance each subjects and encourage them to set appropriate schedule of everyday life.

Setp5: Homework

Write a letter like Yu Mei’s, share your preference of different subjects to students’ friends.

板书设计：

责任编辑：大白