英语七年级上册（2024）Unit 1 A new start教案设计

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学校
课题
Unit 1 Understanding ideas
年级
七年级
学科
英语
教材分析
Analysis f the teaching material
Unit 1 A new start is taken frm New Standard English Bk 1 fr seventh graders. In New Standard English textbks fr junir high, each unit has three parts. They are Understanding ideas, Develping ideas and Presenting ideas.
The thematic meaning f each discurse
This unit tpic belngs t the theme grup life and learning in the theme cntext "man and self". The teaching unit selects multi-mdal discurse, including dialgues and texts as well as audis and vides.
Perid
Discurse
Type f
discurse
Cntent f
discurse
Thematic meaning
Starting ut
Discurse 1 -
(listening)
mnlgue
An intrductin
abut what
students d n
the first day f
junir high in
different
cuntries.
Get t knw different juni high schl life in differen places.
Understanding
ideas
Discurse 2 -
(reading )
Narrative
writing
A diary abut a junir high
student’s first lessn.
Understand the imprtant meaning f learning and thinking.
Discurse 3-
(reading)
Narrative
writing
Get t knw an interesting persnal experience.
Develping ideas
Discurse 4-
(listening)
Mnlgue
A ntice abut a plan n the radi.
Learn t describe prblem and give advice t slve
prblems.
Discurse 5 -
(listening )
Dialgue
A cnversatin
abut
describing
prblems and giving
slutins.
Discurse-6
（reading）
Narrative
writing
A letter t a
new junir high student frm
parents
Get t knw junir high schl life better and
get ready fr it.
The big idea f the mdule based n the thematic meaning f each discurse
By srting ut the types and main cntents f each discurse, three small ideas are summarized as: first, learn imprtant lessns at junir high. Secnd, find ut prblems and think abut slutins and last ne is make plans fr junir high. And the small ideas are cncluded as “ Knw junir high better, get ready fr a new start.”
The analysis f the teaching text
【what】
The text tells abut a new junir high student’s experience n his first lessn. He fund the mistake made n purpse by the teacher and he pinted ut the prblem and learned an imprtant lessn in the end.
【why】
The writer shares his persnal experience abut the first lessn. And he wants t recrd it. There is als a lessn abut the imprtance f learning and thinking.
【hw】
The text is a diary. The writer wrte abut his experience and feelings by recrding his first lessn in details. Lts f verbs are used t describe his wn feelings at that time. Simple past tense is used t describe things happened at that time.
学情分析
Analysis f target students
As fr the tpic f this lessn, students are interested and willing t talk abut their first lessn at junir high. Als, past simple tense are simply learned befre s it’s kay fr them t read the passage. In this lessn, students may wnder hw t write a diary r hw t tell the stry in a vivid way. They might want t knw what the lessn is abut. After the lessn, students will knw the imprtance f thinking and learning and hw t simply describe their wn experience.
教学目标
Teaching bjectives
Teaching bjectives fthe whle unit
1. Students can be able t describe their junir high schl life including lessns and activities.
2. Students can be able t find ut their wn prblems and challenges and think abut the slutins.
3. Students can be aware f the imprtance f independent thinking and making plans fr their junir high life.
Teaching bjectives f Understanding ideas
By the end f the lessn, students will be able t:
1. Perceive the main idea and plts f the passage thrugh reading and understand the whle stry.
2. Analyze the expressins in the text and the ways t write abut persnal experience.
3. Draw the stry muntain reasnably by fcusing n bth plts and feelings.
4. Have a better understanding f the imprtance f thinking and learning and think abut things they can d in their junir high life.
教学重难点
Teaching fcus and difficulties
Teaching fcus:
Perceive the main idea and plts f the passage thrugh reading and understand the whle stry.
Analyze the expressins in the text and the ways t write abut persnal experience.
Teaching difficulties:
Draw the stry muntain reasnably by fcusing n bth plts and feelings.
Have a better understanding f the imprtance f thinking and learning and think abut things they can d in their junir high life.
教学准备
The Pad. The English textbk. The cmputer. The blackbard.
教学环节
教学内容
教师活动
学生活动
智慧课堂应用及分析
1.功能选择
2.应用价值
3.评价体现
时长
Lead-in
Activity 1 Free talk
Q1: What is yur junir high schl life like?
Q2: What is yur favrite subjects in junir high?
Q3: What was yur first lessn in junir high. What did yu d?
Review the cntent last lessn and lead students t talk abut junir high frm feelings, prblems, subjects and lessns.
Talk abut their
feelings and
prblems in
junir high and
share pinins n
favrite subjects
and the
experience f the
first lessn.
使用投票的互动功
能；快速了解学生最喜欢的学科；结果清晰直观，激发学生参与课堂的积极性，人人参与。
5,
Start a vte amng students and lead students t talk abut
the reasns
accrding t the result.
Finish the vte n the Pad abut favrite subjects and share reasns freely.
Read
Activity 2 Predict
Q1: What was the by’s first lessn？
Q2: What did the by d in the lessn?
Q3: What happened t the by?
Guide students t lk at the pictures f the passage t
make a predictin
abut the by’s
stry.
Observe the
pictures in the bk and make predictins.
使用画笔和聚焦功
能；直接圈点出重要内容，学生能快速抓住要点。
Activity 3 Read and check.
Q1: Wh are they?
Q2: What was the by’s lessn?
Q3: What did he d in the lessn?
Q4: What happened t him?
(What will yu d if yu were Wang Han?)
Ask students t read the passage and answer questins.
Guide students t talk mre abut persnal pinins and think mre abut what Wang Han and Ms Chen like while checking answers.
Read carefully
and find answers
in the passage by
underlining
sentences n Pad and submit.
1. 发起全班作答；
学生在阅读的同时直接划出关键字词，最后提交答案。做题过程中，学生更能集中精力做题并有意识的提速,培养学生的阅读技能；快速搜集学生答案，通过核对答案来判断学生对于该活动的完成情况；抽取学生提交的答案放大显示，全班核对进行直观的反馈。
2. 使用随机点名和抢答功能。学生抢答回答问题，激发学生参与课堂的积极性。
Activity 4 Read and answer.
Q1: What did Wang Han d after that?
(a: Did he pint ut the prblem
immediately?
b: What is Wang Han like?)
Q2: What is the mistake?
Q3: What did Ms Chen d at last?
(a: What is Ms Chen like?)
Activity 5 Read and match.
Q: What d the fur pictures talk abut?
Lead students t read again t match the
pictures t
paragraphs and circle ut the key verbs.
Read the passage
again and match
pictures t
paragraphs and
find ut related verbs.
使用小组作答功能；学生快速组队，讨论后在平板上批注、绘制，并提交答案；快速搜集学生答案，让学生在课堂上人人参与，提高学习兴趣；抽取学生提交的答案放大显示，全班核对进行直观的反馈；小组根据自己的答案进行解释说明。
Activity 6 Read and draw.
Q1: Hw did the stry develp?
Q2: Hw did Wang Han feel during the lessn?
Explain the cncept
f stry muntain
and guide students t
draw a stry
muntain fr bth plts and feelings.
Lead students t
understand hw the writer shws
feelings.(By
describing actins.)
Analyze key
verbs t find ut
the feeling
changes f Wang
Han.
Draw a stry
muntain n Pad.
Activity 7: Grup
wrk: retell.
Lead students t retell the diary t have a review abut it in grups.
Guide students t evaluate partners’ perfrmance and
ther grups’
perfrmance
accrding t the checklist.
Retell the stry
with the help f
stry muntains
they drew.
Evaluate
partners’
perfrmance as
well as ther
grups’
perfrmance by
using the
checklist.
Develp the
ability f grup
wrk and English
speaking.
30,
Pst-
reading
Activity 8: Read and think.
Q1: Did Ms Chen really make a mistake?
Q2: What is the real meaning f the title?
Q3: What lessn did Wang Han learn?
Q4: Is learning r thinking mre
imprtant t yu?
Lead students t think deeper and get
t knw the
imprtance f
learning and thinking
by answering sme
questins and
sharing ideas.
Help students knw what idle dreams and getting cnfused are and understanding the imprtance f bth learning and
thinking.
Get a better
understanding f
the passage by
thinking deeply
and share freely
abut the
imprtance f
thinking and
learning n Pad.
Play a game
and understand
the disadvantages
f thinking
withut learning
r learning
withut thinking.
使用全班讨论功能；发起讨论后，学生可以就该话题自由发表观点，并在大屏上实时更新；学生直接看到其他同学的想法也能自由表达自己的观点，在多种观点的碰撞中思考和总结。
使用课堂互动中翻翻卡功能；学生上台翻开卡片，能直接参与到课堂里，提高学生的学习兴趣。
Activity 9 Think and share.
Ask students t share their ideas abut plans at junir high.
Share their plans at junir freely and actively.
5
Activity 10
Self- valuatin
Lead students t check if they’ve learned the lessn well accrding t the self-evaluatin scale.
Evaluate what they’ve learned in the lessn by scring
themselves.
使用全班答题功能。学生在自我评价量表上为自己打分，并进行提交；学生能认真阅读和反思自己本节课的收获，老师可以看到每个同学的自我评价，对学生进行针对性的课后辅助，同时有利于教师的课后反思。
5,
Hmewrk
1. Draw the mind map abut what yu've learned in this lessn.
2. Find mre famus English sayings abut learning and share and pst them n the class bard.
使用布置作业功能，老师能够及时查看到作业并给出反馈，做到教学评一体化。
板书设计
教学反思
1. iFlytek devices make the class mre efficient and effective. Students can interact with teachers easily and freely. This English lessn becmes interesting and attractive. It wuld be even better if the functins culd be further designed t fit in the lessn mre naturally and fluently.
2. Students culd be ffered mre pprtunities t use iFlytek devices and teachers shuld guide them mre t help them make the best use f the device.