七上u9教学设计

七上u9教学设计内容摘要：

和同学们热情交流，学生在与教师语言交流的过程中，既复习了上节课的目标语言，又学会了运用目标语言。 】 2. Divide the Ss into four groups. Let Ss play a game and have a petition to say their subjects as much as possible and get them to say their reasons why they like the subject. 3. Have a mind map. 【设计说明：思维导图是英国著名心理学家托尼巴赞于 20 世纪 60年代提出的表达发散性思维的有效的图形思维工具。 本环节有助于学生充分运用左右脑的机能，利用记忆、思维的规律，实现学生左右脑的协调发展，运用想象将“ subject”将其他词汇归纳到相应的语义场中，形成形象的思维导读，实现有效学习。 】 Step 2 Presentation and practice ( 10 minutes) Ss ask me, “What’s your favorite subject?”I answer, “My favorite subject is English.”Ss: Why? I answer, “Because I think it’s very useful.”Present the new word “useful”. English is a useful lesson. Present the new word “useful” 、“ lesson” .【设计说明：学生向教师发问，引出生词“ useful”，激发学生好奇探秘的心理 和知识内驱力。 袁振国先生（ 2020）曾说，最好的教学是让学生带着问题进课堂，带着更多的问题出课堂。 问题意识是创新型人才的必备素质。 】 Explain “useful” in English. Practice the words one by one, get the students be familiar with the words and know how to use them. 【设计说明：艾宾浩斯的实验表明，有意义的材料比无意义的材料更容易记忆。 当新单词“ Mrs.”、“ useful” 、“ lesson”变成有意义的材料时，学生的记忆就会事半功倍，进而实现有效教学。 】 Step 3 Practice ( 12 minutes) Prereading Skimming Read 2b quickly and find the answer to the question. “ How is Yu Mei on Friday?” After they answer the question, ask them if they finish finding the answer to the question. Ss guess the meaning of the word “finish”. Whilereading Scanning Read 2b slowly and find the answers to the questions. Students guess the meaning of “from”、“ from… to… ” and “hour” while reading the passage. 【设计说明： Bright amp。 McGregor曾提到， “利用语境习得词汇 这种技能只有通过练习才能获得 ”。 保留适当量的生词 “from” 、“ from… to… ” and “hour”，留待学生通过阅读自己逐步习得。 】 1)、 What is Yu Mei’s favorite subject? 2)、 How many subjects does Yu Mei have on Friday? 3)、 What does Yu Mei think of an art lesson? Read 2b,work in groups and fill。