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課題 仁愛科普版 七上英語Unit 5 Developing the Topic-Reading for writing教學設計
課型 新授課 主備人
一、教學目標 1. Knowledge goals Students are able to understand and master vocabulary and expressions related to location, climate, flora and fauna, and activities. Students can master the basic sentence patterns and grammatical structure of describing their hometown. 2. Ability goals Be able to obtain key information by reading the text and complete the comparison chart. Can imitate the model, draw their own hometown and friends' hometown comparison chart, and write a short introduction to the hometown. Be able to use contrast and contrast thinking skills to clearly describe the characteristics of two different places. 3. Emotional goals Cultivate students' love and pride in their hometown. Enhance students' awareness of protecting the environment and caring for nature. 二、教學重難點 1. Teaching focus Master the vocabulary and sentence patterns related to the description of hometown, such as "location, climate, plants and animals, activities", etc. Learn to use contrast and contrast writing techniques to describe different places. 2. Teaching difficulties How to guide students to organize the language in a coherent way and clearly express the characteristics and differences of their hometown. Help students to use punctuation marks and spelling words correctly. 三、教學方法 1. Task-driven teaching method By assigning a series of tasks, guide students to learn and use knowledge in the process of completing the task. 2. Group cooperative learning method Organize students to conduct group discussions and cooperation, complete the comparison of charts and writing tasks together, and cultivate students' cooperation ability and communication ability. 四、教學過程 (I)Lead in (5 minutes) 1. Show some beautiful pictures of your hometown, such as mountains, rivers, forests, etc. Ask the students: " Do you know where these places are Do you love your hometown "Guide the students to think and discuss their hometown. 2. Introduce the topic of this lesson: "Today, we are going to learn about different hometowns and how to describe them." (II) Read the text and complete the comparison chart (5 minutes) 1. Let the students read the text Our hometown Yunnan and understand the content of the article. 2. Guide the students to complete the comparison chart between Xishuangbanna and Kunming according to the text. Ask the students: " Where is Xishuangbanna What's the climate like in Xishuangbanna "And other questions, to help students to extract key information. Students are invited to share what they have filled out and check and correct it. (III) Group activities, drawing a comparison chart (5 minutes) 1. Divide the students into groups and let them discuss their hometown and their friends' hometown. 2. Based on the results of the discussion, each group drew a map of the two hometowns, including location, climate, flora and fauna, and activities. 3. Patrol the teams and provide necessary help and guidance. (IV) Writing instruction (5 minutes) 1. Show the writing structure and language expression of the model essay, and guide the students to analyze the writing points of the beginning, the subject and the end. Start: introduce the topic, introduce yourself and your friends from different hometowns. Subject: describe the characteristics of the two hometowns in terms of location, climate, animals and plants and activities, and use the comparative technique to highlight the differences. Conclusion: We invite everyone to visit and express their love for their hometown. 2. Emphasize the grammatical errors that need to be paid attention to in writing, such as subject and verb consistency, tense state, and the correct use of punctuation marks. (V) First draft writing (5 minutes) 1. Students began to write the first draft of short articles to introduce their hometown according to their own comparison charts and writing guidance. 2. Encourage students to use the vocabulary and sentence patterns in the writing process and express their ideas boldly. (VI) Modification and improvement (5 minutes) 1. After completing the first draft, check it by themselves and modify the spelling, grammar and punctuation errors. 2. Group members shall exchange compositions and make mutual comments. Let the students score their peers' compositions and suggest changes according to the evaluation criteria. (VII) Writing of the final draft (5 minutes) 1. Students should revise their own compositions and complete the final draft according to the suggestions of their peers. 2. Students are required to write the final draft carefully on the exercise book. (VIII) Display and evaluation of works (5 minutes) 1. Select a few excellent compositions to show, let the author read his own works, and other students listen carefully. 2. Guide the students to evaluate and discuss the displayed composition according to the evaluation criteria, and put forward the advantages and disadvantages. 五、課堂總結（5 分鐘） 1. Review the key points of this lesson, including the vocabulary, sentence patterns, and writing skills for describing your hometown. 2. Emphasize the importance of comparison and comparison in describing different places, and encourage students to use them flexibly in their future writing. Six, homework after class 1. Let the students read their compositions to their parents after going home, listen to the parents' opinions and suggestions, and further improve the composition. 2. Ask students to read an introduction about other regions, imitate the learning method of this lesson, draw a comparison chart and make a simple description. Seven, teaching reflection In the teaching of this class, I enabled the students to master the methods and skills of describing their hometown by guiding the text, drawing the methods and skills of describing their hometown in practice. The following is my teaching reflection on this lesson: 1. Success points The application of task-driven teaching method and group cooperative learning method is more effective, which stimulates students' interest and initiative in learning. In the process of completing the task and group discussion, the students think positively and communicate with each other, and improve their language use ability and cooperation ability. In the teaching process, it pays attention to guiding students to analyze the structure and language characteristics of the model essay, which provides clear ideas and examples for students' writing, reduces the difficulty of writing, and most students can successfully complete the writing task. The setting of the evaluation link allows students to learn from each other and find their own shortcomings, and also enhances students' confidence and sense of achievement. 2. The shortcomings The time control is not accurate enough, resulting in some long hours, such as group discussion and first draft writing, which makes the final presentation and evaluation of the work slightly hasty, and does not give students enough time for sufficient communication and evaluation. For the grammatical mistakes and improper vocabulary use in students' writing, although they have been corrected and emphasized in class, targeted exercises and consolidation need to be strengthened in the subsequent teaching. The expansion of the teaching content is not enough, and it does not guide students to think deeply about the cultural characteristics and historical background of their hometown. In the future teaching, it can further enrich the teaching content and cultivate students' comprehensive language literacy. In view of the above shortcomings, I will continue to improve and improve the teaching in the future, arrange the teaching time more reasonably, strengthen the correction and guidance of students' mistakes, expand the teaching content, improve the teaching quality, so that students can make greater progress in English learning.

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