鲁教版(五四学制)七年级上册英语Unit 7 I'm more outgoing than my sister. SectionB（3a-4） 教案

1、Unit7 SectionB（3a-4）优质课教案Part1 Text analysis（教材分析） Unit7 (Im more outgoing than my sister.) mainly talks about personal traits and how to compare people. Students are expected to know how to use comparative forms to describe peoples similarities and differences. Its the last period of this unit. In

2、the first four periods, students learned how to describe people and the usage of comparative forms. This is a writing class, writing is always difficult for most students, teachers could divide the writing task into steps, analyze the framework of the writing with students and lead students to prepa

3、re enough words, phrases, structures for the writing. 本单元主要讨论的是个人特质和如何比较不同的人。本节课是一节写作课，写作对于大多数学生来说是一个难点，所以本节课计划将整个写作活动拆分成小的单元，本着教师为主导，学生为主体的理念，教师将会引导学生分析这类作文的框架、准备好写作将会使用到的词汇、短语和结构，从而最终完成单元写作的教学目标。 Part2 Teaching aims（教学目标） Students will be able to write a passage describing peoples similarities and

4、 differences. Part3 Important and difficult points（重难点） Important points：learn about the structure of this kind of writings Difficult points: how to prepare a writing like this Part4 Teaching method(教学方法) Task teaching method, discussion teaching method. Part5 Teaching procedure（教学过程） Step1 Lead-in（

5、导入） Play a guessing game with students. Present clues of a person one after another. Let students guess who he or she is. 设计意图：通过猜谜游戏，激发学生的兴趣，并为下一个环节的分析做好准备。 Step2 Thinking（思考） Present all the information of a person in the guessing game, let students observe and think how to describe a person. 设计意图

6、：通过让学生观察前面游戏中的描述话语，引发应该以怎样的步骤来描写一个人的思考，从而得出lookscharactersinterests/hobbies这样一个步骤。 Step3 Language Preparation（语言准备） Vocabulary（词汇） Let students discuss in groups and prepare as many words and expressions as possible for the three aspects. Structure(结构) Let students divide the information in 3a into

7、two parts, similarities and differences, discuss in groups what structures they can use to present the information? 设计意图：本环节将分步骤引导学生通过讨论准备写作所需要的单词、短语、句型，难度由浅入深，符合学生的认知规律，为接下来的写作打好了基础。 Step4 Writing(写作) 1.While writing Let students write a passage about two students Wang Lingling and Liu Lili. Teache

8、rs walk around to see if any students need help. 2.Post writing Check by students themselves Student A passes his/her paper to student B, student B passes his/her paper to student C, student C passes his/her paper to student A. Let them check each others writings. Show some writings Use projector to

9、 show some writings to all of the students, check these writings together and point out their advantages. 设计意图：经过前期的充分准备，学生基本能掌握到该篇文章的写作方法，但也难免会出一些小错误，通过学生互评的环节，既调动了学生的主观能动性和积极性，也对相关语言点是一次考察和强化。而最后的范文展示能给学生带来更多的好词好句及更多的思考和启示。 Step5 Summary Review the structure of the writing. Step6 Emotion, attitude

10、 and values education Let students realize that everyone is different and unique. Step7 Homework Write a passage about students and their classmates or friends. Part8 Blackboard Design Present the steps of how to describe people on the left of the blackboard, present the steps of how to compare people on the right of the blackboard.Unit7 I