Unit1Friendship-Reading教學(xué)設(shè)計英文版2024-2025學(xué)年滬教版英語七年級上冊主備人備課成員教學(xué)內(nèi)容Theteachingcontentofthislessonisbasedonthe"Unit1Friendship-Reading"fromthe2024-2025academicyearShanghaiEducationEditionofGrade7Englishtextbook.Thisunitfocusesonthethemeoffriendshipandincludesreadingpassagesaboutdifferenttypesoffriendships,theimportanceoffriends,andhowtomaintaingoodrelationships.Studentswilllearntoidentifykeyinformation,understandthemainidea,andanalyzethetextstructure.核心素養(yǎng)目標(biāo)分析Thislessonaimstocultivatestudents'coreliteracygoals,includinglanguageproficiency,culturalawareness,andlearningstrategies.Studentswillenhancetheirreadingskillsthroughcomprehendingvarioustypesoffriendshipsandthesignificanceofmaintaininggoodrelationships.Additionally,theywilldevelopculturalunderstandingbyexploringthediversityoffriendshipsacrossdifferentcultures.Lastly,studentswilllearneffectivelearningstrategiessuchasskimming,scanning,andsummarizingtoimprovetheirreadingefficiencyandcriticalthinking.學(xué)習(xí)者分析1.學(xué)生已經(jīng)掌握了哪些相關(guān)知識。

StudentsinGrade7haveabasicunderstandingofEnglishgrammarandvocabulary.Theyhavelearnedsimplesentencestructuresandcommonvocabularyrelatedtodailylife.However,theirproficiencyinreadingcomprehension,especiallyfortextsthatrequireinferentialunderstanding,isstilllimited.

2.學(xué)生的學(xué)習(xí)興趣、能力和學(xué)習(xí)風(fēng)格。

Studentsinthisgradearegenerallycuriousaboutnewthingsandenjoylearningaboutdifferentcultures.TheirabilitytoexpressthemselvesinEnglishisimproving,buttheymaystillstrugglewithfluencyandaccuracy.Learningstylesvaryamongstudents,withsomepreferringvisualaidsandothersbenefitingmorefromauditoryorkinestheticmethods.

3.學(xué)生可能遇到的困難和挑戰(zhàn)。

Studentsmayfacedifficultiesinunderstandingcomplexsentencestructuresandinferentialmeaningsinthereadingpassages.Theymightalsostrugglewiththevocabulary,especiallywhenencounteringnewwordsrelatedtofriendshipandrelationships.Additionally,thediversityoffriendshiptypespresentedinthetextcouldbechallengingforsomestudentstograsp,requiringguidanceandsupporttoensurecomprehension.學(xué)具準(zhǔn)備Xxx課型新授課教法學(xué)法講授法課時第一課時師生互動設(shè)計二次備課教學(xué)資源準(zhǔn)備1.教材：確保每位學(xué)生都有本節(jié)課所需的教材或?qū)W習(xí)資料，包括《滬教版英語七年級上冊》的Unit1Friendship-Reading部分。

2.輔助材料：準(zhǔn)備與教學(xué)內(nèi)容相關(guān)的圖片、圖表、視頻等多媒體資源，如展示不同類型友誼的圖片、友誼重要性的簡短視頻等，以增強學(xué)生的視覺體驗和理解。

3.教學(xué)活動：設(shè)計小組討論和角色扮演活動，使用卡片或標(biāo)記來幫助學(xué)生參與互動，提高學(xué)習(xí)參與度。教學(xué)過程**一、導(dǎo)入(5分鐘**)

Astheteacher,Igreetthestudentsandintroducethethemeofthelesson:"Today,wearegoingtoexploretheconceptoffriendshipandhowitshapesourlives.Wewillfocusonareadingpassagethatdiscussesdifferenttypesoffriendshipsandtheimportanceofmaintaininggoodrelationships."

Ibeginbyaskingstudentstosharetheirthoughtsonwhatfriendshipmeanstothem.Thisdiscussionsetsapersonalconnectiontothetopicandencouragesactiveparticipation.

**二、閱讀前(10分鐘**)

1.**PreviewingtheText**

-Ihandoutcopiesofthereadingpassageandaskstudentstoskimthroughitquicklytogetageneralideaofthecontent.

-Wediscussthetitleandanyunfamiliarwordsthatmightappearinthetext,providingdefinitionsorcontextwherenecessary.

2.**Predicting**

-Iaskstudentstopredictwhatthereadingpassagemightbeaboutbasedonthetitleandtheirpriorknowledgeofthetopic.

-Studentssharetheirpredictions,whichhelpsactivatetheirpriorknowledgeandsetsthestagefordeeperunderstanding.

**三、閱讀中(25分鐘**)

1.**FirstReading**

-Iinstructstudentstoreadthepassagesilentlytothemselves,aimingforaquickcomprehensionofthemainideas.

-Afterthefirstreading,Iaskthemtosharewhattheyhaveunderstood,summarizingthemainpointsofthetext.

2.**DetailedReading**

-Weproceedwithadetailedreading,focusingonspecificquestionsandtasksthathelpstudentsengagewiththetextmoredeeply.

-Questionsmightincludeidentifyingthetypesoffriendshipsmentioned,understandingthereasonsbehindtheimportanceoffriendships,andrecognizingthekeyrolesthatfriendsplayinourlives.

3.**TextAnalysis**

-Iguidestudentsthroughananalysisofthetext,highlightingtheauthor'sperspectiveandthestructureofthepassage.

-Wediscusshowthetextisorganized,identifyingtheintroduction,body,andconclusion.

4.**VocabularyBuilding**

-Asweencounternewvocabulary,Ipausetoexplainthemeaningandusage,providingexamplesfromthetext.

-Studentsareencouragedtousethenewwordsinsentences,reinforcingtheirunderstanding.

**四、閱讀后(20分鐘**)

1.**Discussion**

-Ifacilitateaclassdiscussion,askingstudentstosharetheirthoughtsonthepassageandrelateittotheirownexperiences.

-Weexplorethesimilaritiesanddifferencesbetweenthefriendshipsdescribedinthetextandthoseintheirownlives.

2.**GroupWork**

-Studentsworkinpairsorsmallgroupstocompleteactivitiesthatrequirethemtoapplytheknowledgefromthetext.

-Activitiesmightincludecreatingachartthatcomparesandcontrastsdifferenttypesoffriendships,writingalettertoafriend,ordesigningaposterabouttheimportanceoffriendship.

3.**Reflection**

-Iaskstudentstoreflectonthereadingandwriteashortparagraphaboutwhattheyhavelearnedaboutfriendship.

-Thesereflectionsaresharedwiththeclass,providingadditionalinsightsintotheirunderstanding.

**五、總結(jié)(5分鐘**)

Asthelessoncomestoaclose,Isummarizethekeypointsdiscussed:

-Wehaveexploreddifferenttypesoffriendshipsandtheirimportanceinourlives.

-Wehavelearnedhowtoanalyzeatextformainideas,structure,andvocabulary.

-Wehavereflectedonourownexperienceswithfriendship.

Iremindstudentsthatfriendshipisavaluablepartofourlivesandencouragethemtocherishandnurturetheirrelationships.

**六、作業(yè)(5分鐘**)

Forhomework,Iassignthefollowingtasks:

-Writeashortessayonthetopic"Whyisfriendshipimportant?"

-Prepareapresentationonafamousfriendshipfromhistoryorliterature.

-Readarelatedarticleorbookchapteronfriendshipandbringittoclassnextweekforashareddiscussion.

Iremindstudentstocompletetheirhomeworktodeepentheirunderstandingofthetopicandtoprepareforthenextlesson.拓展與延伸1.**提供與本節(jié)課內(nèi)容相關(guān)的拓展閱讀材料**

-**《TheArtofFriendship》byDavidBrooks**

Thisbookoffersathoughtfulexplorationofthenatureoffriendshipanditsimpactonourlives.Itdelvesintothecomplexitiesofhumanconnectionsandprovidesinsightsintowhyandhowfriendshipsdevelopandevolve.

-**"Friendship"from"TheLittlePrince"byAntoinedeSaint-Exupéry**

Thisshortstoryfrom"TheLittlePrince"beautifullyillustratestheconceptoffriendshipthroughtheeyesofayoungprincewhovisitsdifferentplanetsandformsuniquebondswiththeinhabitants.

-**"ThePowerofFriendship"byRanaDiOrio**

Thischildren'sbookusessimple,engaginglanguagetoexplaintheimportanceoffriendshipandhowitcanempowerindividualstoovercomechallengesandsupporteachother.

2.**鼓勵學(xué)生進(jìn)行課后自主學(xué)習(xí)和探究**

-**FriendshipDiary**

Studentsareencouragedtokeepafriendshipdiary,wheretheycanreflectontheirownfriendships,writeabouttheirexperiences,andsetgoalsforimprovingtheirrelationships.

-**InterviewaFriend**

Studentscaninterviewaclosefriendtolearnmoreabouttheirfriendship,askingquestionsaboutthereasonsfortheirconnection,howithasevolvedovertime,andwhatmakestherelationshipspecial.

-**FriendshipQuizzesandActivities**

Onlinequizzesandinteractiveactivitiescanbeusedtoreinforcetheconceptslearnedinclass.Websiteslike"Scholastic"and"KhanAcademy"offerage-appropriateresourcesthatcanbeengagingandeducational.

-**CulturalExploration**

Studentscanresearchhowfriendshipisviewedandvaluedindifferentculturesaroundtheworld.Thiscanbedonethroughreadingarticles,watchingvideos,orparticipatinginonlineforums.

-**CreativeWriting**

Studentscanwriteshortstoriesoressaysaboutfriendships,usingtheirownexperiencesorcreatingfictionalscenarios.Thisexercisehelpsthemtoexpresstheirthoughtsandfeelingsaboutthetopicmoredeeply.

3.**項目式學(xué)習(xí)**

-**FriendshipProject**

Studentscanworkingroupstocreateaprojectthatdemonstratestheirunderstandingoffriendship.Thiscouldbeavideo,amural,aseriesofinterviews,oracollectionofessays.

-**CommunityService**

Studentscanengageincommunityserviceactivitiesthatpromotefriendshipandunderstanding,suchasorganizingafriendshipdayatalocalcommunitycenterorvisitingaretirementhometosharestoriesandbuildconnections.

Byprovidingtheseresourcesandencouragingstudentstoengagein自主學(xué)習(xí)和探究，wecanextendtheirlearningbeyondtheclassroomanddeepentheirunderstandingofthecomplexitiesandjoysoffriendship.教學(xué)評價與反饋1.**課堂表現(xiàn)**

-**參與度**：通過觀察學(xué)生在課堂上的發(fā)言頻率和參與討論的積極性，評估學(xué)生對課堂活動的興趣和投入程度。

-**注意力**：通過學(xué)生的眼神接觸、筆記記錄和互動行為，判斷學(xué)生在課堂上的專注度。

-**合作精神**：在小組活動中，評估學(xué)生是否能有效合作，是否能夠尊重他人意見，以及是否能夠共同完成任務(wù)。

2.**小組討論成果展示**

-**內(nèi)容準(zhǔn)確性**：檢查小組展示的內(nèi)容是否準(zhǔn)確反映了課文的主旨和知識點。

-**表達(dá)清晰度**：評估學(xué)生是否能夠清晰、流暢地表達(dá)自己的想法，是否能夠使用恰當(dāng)?shù)脑~匯和語法結(jié)構(gòu)。

-**創(chuàng)意性**：觀察學(xué)生在展示中是否展現(xiàn)出創(chuàng)新思維，是否能夠提出獨特的見解或觀點。

3.**隨堂測試**

-**閱讀理解**：通過隨堂測試評估學(xué)生對閱讀材料的理解程度，包括對文章主旨、細(xì)節(jié)和推理能力的把握。

-**詞匯掌握**：測試學(xué)生對本節(jié)課學(xué)習(xí)的新詞匯的掌握情況，包括拼寫、發(fā)音和用法。

-**寫作能力**：通過小作文或填空題等形式，評估學(xué)生的寫作能力，包括語法正確性和句式多樣性。

4.**課后作業(yè)**

-**完成情況**：檢查學(xué)生課后作業(yè)的完成情況，包括作業(yè)的完整性、正確性和創(chuàng)新性。

-**自我反思**：鼓勵學(xué)生在作業(yè)中包含對友誼主題的個人反思，評估其自我認(rèn)識和情感表達(dá)的深度。

5.**教師評價與反饋**

-**針對于參與度**：對積極參與課堂討論的學(xué)生給予正面反饋，對參與度較低的學(xué)生提供鼓勵和支持，幫助他們?nèi)谌胝n堂。

-**針對小組討論**：對小組討論中表現(xiàn)突出的成員給予表揚，對表現(xiàn)不佳的小組提供具體的改進(jìn)建議。

-**針對隨堂測試**：根據(jù)測試結(jié)果，對學(xué)生進(jìn)行個別指導(dǎo)，幫助他們在閱讀理解和詞匯學(xué)習(xí)上取得進(jìn)步。

-**針對課后作業(yè)**：對作業(yè)中的亮點給予肯定，對存在的問題提供具體的反饋，幫助學(xué)生改進(jìn)學(xué)習(xí)方法。

在教學(xué)評價與反饋中，教師應(yīng)確保評價的公正性、及時性和針對性，以便學(xué)生能夠從中學(xué)到知識，同時也能夠提升自己的學(xué)習(xí)能力。通過持續(xù)的反饋，教師能夠幫助學(xué)生認(rèn)識到自己的進(jìn)步和不足，從而促進(jìn)他們的全面發(fā)展。內(nèi)容邏輯關(guān)系①**本文重點知識點**

-友誼的定義和類型

-友誼的重要性

-維護(hù)友誼的方法

②**關(guān)鍵詞匯**

-friendship

-typesoffriendship

-importance

-maintain

-support

-understand

③**重點句子**

-"Friendshipisabondthatconnectspeopleandbringshappinesstotheirlives."

-"Therearemanytypesoffriendships,suchasfamily,friends,andcolleagues."

-"Tomaintainagoodfriendship,itisimportanttobesupportiveandunderstanding."

-"Truefriendshipisaboutsharingbothgoodtimesandbadtimes."教學(xué)反思與總結(jié)Alright,let'stakeamomenttoreflectontoday'slesson.Ithinkitwentprettywelloverall,buttherearedefinitelysomeareaswherewecanimprove.

Firstoff,Ithinktheengagementofthestudentswasquitegood.Westartedwithadiscussionaboutfriendship,whichseemedtosparktheirinterest.Theysharedsomepersonalstoriesandthoughts,whichwasgreattosee.Ithinkithelpedthemconnectwiththetopiconamorepersonallevel.

Intermsofthereadingactivity,Iwaspleasedwithhowwellthestudentswereabletounderstandthemainideasofthepassage.Wefocusedonidentifyingthedifferenttypesoffriendshipsandthereasonswhytheyareimportant.Thestudentswereabletodothisquiteeffectively,andtheyevencameupwithsomeinterestingexamplesfromtheirownexperiences.

However,Inoticedthatsomestudentsstruggledwithunderstandingthemorecomplexsentencesinthetext.IthinkIcouldhaveprovidedmoreguidanceonhowtoapproachthesesentences,maybebybreakingthemdownintosmallerpartsorbyusinggraphicorganizerstohelpvisualizetherelationshipsbetweenideas.

Thegroupworkwasalsoapositivepartofthelesson.Thestudentsseemedtoenjoyworkingtogetherandtheyproducedsomecreativeandthoughtfulprojects.ButIalsosawthatsomestudentsweremoredominantinthegroups,whileotherswerelessinvolved.Nexttime,Imightassignroleswithinthegroupstoensurethateveryonehasachancetocontribute.

Whenitcomestothefollow-upactivities,Ithinkthestudentswereabletoapplywhattheylearnedinthereadingtotheirownlives.Theessaysandpresentationswerequiteinsightful,andIwasimpressedbythedepthoftheirreflections.

Now,let'stalkabouttheareasthatneedimprovement.IthinkIcouldhavebeenmoreproactiveincheckingforunderstandingduringthereading.Sometimes,Ifoundmyselfmovingtooquicklythroughthetext,andIdidn'tgivethestudentsenoughtimetoprocesstheinformation.Ineedtobemorepatientandallowformoretimefordiscussionandclarification.

Also,Inoticedthatsomestudentswerenotfullyparticipatinginthediscussions.Ithinkit'simportanttocreateamoreinclusiveenvironmentwhereeveryvoiceisheard.Imightconsiderusingdifferentdiscussionformats,suchaspairedsharingorround-robindiscussions,toensurethatallstudentshavetheopportunitytospeak.

Asforthefeedback,IthinkIdidadecentjobofprovidingconstructivecriticism.However,Iwanttobemoreconsistentinmyfeedbackandmakesurethatit'sclearandspecific.Ialsowanttoencouragemoreself-assessmentamongthestudents,sotheycantakeownershipoftheirlearning.

Insummary,today'slessonwasasuccessinmanyways.Thestudentsdemonstratedagoodunderstandingofthematerial,andtheywereabletoengagewiththecontentinmeaningfulways.Butthere'salwaysroomforimprovement,andI'mlookingforwardtoapplyingthesereflectionstomyfutureteaching.I'llworkonbeingmorepatientwithcomplexsentences,creatingamor