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课题：Do you like bananas?备课时间：2018 年8月20 日设计说明：1.理念：基于课程标准，追求目标—教学—评价的一致性，以评价驱动教学，有效落实国家课程、实现有效教学。
2.内涵：1）既定教学目标、课中学习目标及评估目标三者内容上的同一性2）教学目标、学习方法、评估工具三者本质上的同一性3.基本程序与原则：以“教学效益”为纬线，“教师的教学哲学、智慧与能力”为经线，遵循教学评的一致性，处理好三个程序：制定学习目标（回答：什么最值得学习）——设计课堂评价（回答：如何证明实现了目标）——选择教学策略（回答：怎样安排教学活动帮助达标）4.构成：包括四部分：（一）学习目标的设置（二）评价任务的设计（三）教学设计（四）作业/拓展设计。
5.操作方法：首先，确立清晰的学科目标体系。
依据制定目标的三个依据:课标在哪里？——回答：学生需要学什么？文本在哪里？——回答：学什么最有价值？学生在哪里？——回答：学生学习的起点是什么？通过一系列的目标具体化技术,制定出准确、清晰、可测量的学习目标。
其次，设计基于目标的评价任务。
明确目标之后，教师就应该设想“我用什么样的检测工具可以检测学生目标达成的程度”，了解学生已经学习到了什么，离预设的目标还有多远，以便于自己作出基于证据的教学决策。
第三，规划基于目标的教学过程。
即如何在教学过程中落实上述的评价任务，以便于学生有更好的表现，同时也便于自己不断了解学生的目标达成情况。
这样既体现基于课程标准的教学、以学定教、目标导向教学等思想，也体现了教学与评价二合一的思想。
第四，实施规划好的教学过程。
这一环节最关键的问题有三个：一是自始之终把目标当作一节课的灵魂，教学的关键行为都应指向目标的达成；二是把教的过程当作评的过程，不断了解学生学到了什么，不断作出后续基于证据的教学决策；三是处理好预设与生成的问题。
第五，布置基于目标检测的有效作业。
在设计、实施教学的基础上，进一步地思考作业的问题，如，布置的作业是检测什么目标的，与目标相匹配的作业是什么样的，如何反馈作业结果才能促进学生的后续学习等。
浅谈中小学英语写作能力的培养与提高赵燕潘店镇中学浅谈中小学英语写作能力的培养与提高摘要：基于初中生写作这一难题，如何培养学生的写作技能而达到提高呢？本文主要从以下几方面阐述：1、掌握写作技能2、背好文章、范文3、亲自实践、动手写作4、注重语言环境的使用关键词：写作技能；多背文章；亲自写作；语言环境书面表达在中考中占有相当大的比重，而许多学生在此方面丢分甚多，以致影响最后总分，因此，提高学生写作能力势在必行。
在考试中最常见的形式是要求学生根据所给信息（information）和思想（idea）来作文，亦称为“情景作文”或“提示作文”，而学生对于语言要素综合应用的能力较弱，写出的东西往往是不符合英语表达习惯的“中文式英语”。
作为一名英语教师，就必须经常提醒学生注意这一问题，有意识地让学生逐步接受英语表达的思维方式。
一、掌握写作技能、知道该怎样动手写作和其他笔头练习，如造句、填空、改错等有根本的区别。
写作要求表达清楚而完整的思想，主要目的是提高学生用英语表达思想的能力、写作涉及的问题很多，除了语言方面的问题外，还有思想内容和所用材料，组织条理、书写格式等，都需要仔细考虑，认真对待。
各种体裁文章格式：1、记叙文：这是最普遍，最基本的一种文体。
写作应注意：（1）交待要素，即人、时、地、事（2）按事件发生的先后顺序叙述完整、具体（3）重点突出，目的明确。
记叙文所记的都是过去发生的事，原则上通常用过去时态写。
2、说明文（Exposition），描写文（Description）3、日记（Diary）把自己当天生活中经历的有意义的事以及见闻或感受记录下来的书面形式。
通常用第一人称写。
格式：a、Oct26,1999 Wednesday FineIt is two months since I ……b、Friday May lst cloudyToday is……(常用天气的形容词有：fine,cloudy,rainy,windy,snowy等)4、书信（letters）英文书信从信封到正文，其格式与汉语有许多不同。
冀教版英语七下Unit 1《Lesson 6 Jenny’s Diary》教学设计一. 教材分析冀教版英语七下Unit 1《Lesson 6 Jenny’s Diary》是一篇以日记形式出现的阅读材料。
本课主要讲述了Jenny的一天，包括她早上起床、吃早餐、去学校、上课、放学回家的活动。
通过这篇课文，学生可以学习到日常英语表达方式，提高阅读理解能力，同时培养对英语日记的兴趣。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的阅读理解能力。
他们对日记这种文体有一定的了解，但可能对英语日记的格式和表达方式还不够熟悉。
因此，在教学过程中，教师需要帮助学生掌握英语日记的基本格式，并引导他们运用所学知识进行表达。
三. 教学目标1.知识目标：–能够理解课文内容，把握Jenny的一天的活动。
–掌握英语日记的基本格式和表达方式。
–学会运用一般现在时描述日常活动。
2.能力目标：–能够独立阅读并理解英语日记。
–能够运用所学知识，编写一篇简单的英语日记。
3.情感目标：–培养学生对英语日记的兴趣，激发他们学习英语的积极性。
四. 教学重难点•英语日记的基本格式和表达方式。
•运用一般现在时描述日常活动。
•英语日记的写作技巧，如开头、结尾的表达方式。
•正确使用动词时态。
五. 教学方法1.任务型教学法：通过完成具体任务，让学生在实践中学习英语。
2.情境教学法：创设生活情境，让学生在真实环境中学习英语。
3.互动式教学法：引导学生参与课堂互动，提高他们的积极性。
六. 教学准备1.教材：冀教版英语七下Unit 1《Lesson 6 Jenny’s Diary》。
2.多媒体设备：电脑、投影仪、音响等。
3.教学课件：制作与课文内容相关的课件。
4.练习题：编写相关的练习题，巩固所学知识。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾一般现在时的用法，如“What do you usually do in the morning?”，从而引出本课内容。
七年级u4第六课时英语作文教学Here is an essay on the topic of "English Writing Lesson for Grade 7 Unit 4 Lesson 6" with over 1,000 words, written in English without any additional title or punctuation marks.In the ever-evolving landscape of education, the importance of effective English writing instruction cannot be overstated. As students progress through their academic journey, the ability to communicate effectively through the written word becomes increasingly crucial. This is particularly true for the students in grade 7, who are navigating the complexities of the English language and honing their skills in the unit 4 lesson 6 of their curriculum.The primary objective of this English writing lesson is to equip students with the necessary tools and strategies to craft well-structured, coherent, and engaging compositions. By the end of the lesson, students should possess a deeper understanding of the elements that contribute to successful written communication, and be able to apply these concepts to their own writing.At the heart of this lesson lies the fundamental understanding of the writing process. Students will be guided through the various stagesof writing, from brainstorming and outlining to drafting, revising, and editing. By breaking down the process into manageable steps, students will learn to approach writing with a methodical and organized mindset, ensuring that their final products are polished and effective.One of the key components of the lesson will be the exploration of different writing genres and styles. Students will be exposed to a variety of text types, such as narratives, informative essays, and persuasive pieces, and will analyze the unique characteristics and conventions of each. This exposure will not only broaden their understanding of the written word but also inspire them to experiment with different approaches in their own writing.Equally important is the emphasis on developing a strong command of the English language. Students will delve into the intricacies of grammar, vocabulary, and sentence structure, learning to harness these elements to create clear, concise, and compelling written work. Through targeted exercises and feedback, they will hone their ability to express their ideas with precision and clarity.Moreover, the lesson will address the importance of organization and coherence in writing. Students will explore techniques for crafting effective introductions, body paragraphs, and conclusions, ensuring that their ideas flow logically and seamlessly. They will alsolearn strategies for maintaining a consistent tone and voice throughout their compositions, further enhancing the overall impact of their writing.In addition to the technical aspects of writing, the lesson will also encourage students to tap into their creativity and personal experiences. By prompting them to draw inspiration from their own lives and perspectives, the lesson will foster a sense of ownership and investment in the writing process. Students will be encouraged to experiment with different styles and techniques, ultimately developing a unique and authentic writing voice.Throughout the lesson, students will be provided with ample opportunities to engage in collaborative activities and peer feedback. By working together, they will learn to critically evaluate their own writing and that of their classmates, gaining valuable insights and perspectives that can be applied to their own work. This collaborative approach not only enhances the learning experience but also fosters a supportive and inclusive classroom environment.As the lesson progresses, students will be given the chance to put their newfound skills into practice through a series of writing assignments. These assignments will cover a range of topics and genres, allowing students to demonstrate their mastery of the concepts covered in the lesson. Feedback and guidance from theteacher will be crucial during this process, ensuring that students receive the necessary support to continue refining their writing abilities.Beyond the immediate scope of the lesson, the skills and strategies acquired during this unit 4 lesson 6 will have far-reaching implications for the students' academic and personal development. Effective written communication is a cornerstone of success in various fields, from literature and journalism to business and academia. By equipping students with the tools to express themselves eloquently and effectively, this lesson lays the foundation for a lifetime of effective communication and self-expression.In conclusion, the English writing lesson for grade 7 unit 4 lesson 6 is a vital component of the educational journey. By focusing on the fundamental elements of the writing process, genre exploration, language proficiency, and creative expression, the lesson empowers students to become confident and competent writers. As they progress through their academic careers and beyond, the skills cultivated in this lesson will serve as a valuable asset, enabling them to communicate their ideas, thoughts, and perspectives with clarity, precision, and impact.。
初一英语写作课Ⅰ. Teaching contents:A Busy TermWe have some interesting and fun things this term. On September 20th, we have a school trip, it is very relaxing. Next month is an exciting month. Sports Day is on the 12th. We have a basketball game on October 20th. I don’t play basketball, but I like watching basketball games very much. There is also a soccer game in October. It is on the 26th. And on December 18th, we have an English party. You can practice English in the party and you can make some new friends. This is a really busy term! Have fun!(1)Underline the school activities.(2)Finish the chart.(3) Answer the following questions.(1)When is the school trip?(2)When is Sports Day?(3)When is the basketball game?(4)When is the soccer game?(5)When is the English party?Ⅱ. Writing requirementsThe students can write down the expression of dates correctly. There are few grammatical mistakes in their compositions. And they can use logical words and phrases to finish their articles fluently.Ⅲ. Writing strategies合作策略和批改策略。
写作课七年级下unit（优秀版word资料课后反思：1.填空写作简单，口头作文内容较难，没有掌握。
2.对本节课所涉及的动物通过学习有所了解，拓宽了学生的知识面。
Worksheet 学案2、Look at the picture and fill in the blanks A: What’s your favorite _______? B: My favorite animal is ______. A: _____ do you like _____? B: Because _____ are funny. A: _________ they _____? Are they from Canada?B: No, they ______. They’re _____ _________. A: What food do they like to ________? B: They like to eat __________. 3、口头作文How to protect(保护) the wild animals? 4. WritingDescribe your favorite animal 描述你最喜欢的动物What food do they like?Pandas Koalas Tigers LionsElephants Giraffeslikemeat (肉). grass(草).bamboo (竹子). leaves (树叶).《猫》教学目标：1．熟读课文，掌握本课基础生字词。
2．概括并比较三只猫的不同来历、外形、性情和在家中的地位。
3．体会对三只猫的感情，感悟对第三只猫死后的悔恨之情，思考其中蕴含的人生哲理。
4．形成关爱动物，善待生命，尊重生命的情感。
教学重点：概括比较三只猫的不同来历、外形、性情和在家中的地位。
教学难点：体会对第三只猫特殊的思想感情，感受其中蕴含的人生哲理。
教学方法：讨论法、提问法、引导法教具准备：多媒体课件课时安排：一课时教学过程：第一课时一、新课导入（多媒体展示漂亮可爱的猫的图片）猫是大家都很熟悉的一种小动物。
Unit 4 Don’t eat in class .Section B Writing topic—Rules 一、【教材分析】二、【教学流程】Step 1 : Warming up and review1.Greet the class .2.Game—Guess the rules in the pictures .Step 2 : Present1.Listening exercises .1.Listen and fill in the blanks .2.Listen again and finish the map .2.Read the listening passage and ask students to underline the useful sentences they think and share .3.Show the writing tips--Before writing the passage ,you can draw a mind map first .4.Show the writing task .Congratulation ! Now you are the member of our music class in Binhai Middle School . To make us study well , let’s mak e some rules together and write a passage .5.Let students discuss how to finish the mind map of the passage .( Do you like it ? )6.Show the sample .7.How to finish a passage :Pay attention to the structure！(总—分—总)Beginning（开头）：Hello,everyone . / Hi, I’m …Welcome to our music class . / I am a student in …We have some rules . / There are some rules in our class . / Do you want to know our rules ? I will tell you ./ I will tell you something about our rules .... .Body（主体）:First, … . Second , … . Third , … . At last , … .… . And … . Next , … . What’s more（另外）, … .Finally（最后）, … .Before class , ... . In class , ... . After class , ... .... .Ending（结尾）:These are some of our rules . / We have a lot of rules . / Here are our rules in the music class .I think we should follow the rules . / I like our rules . / I think we can make more rulesWhat about you ? / Do you have class rules ? / Do you want to join us ?… .(3) After writing , please check your passage .单词拼写/ 句型表达/ 语法错误8.Ask students to finish the passage in class and share .9.Check the mistakes of your deskmates’ passages .10.Show the sample and underline the useful sentences .Step 3 : SummaryReview the writing steps .Step 4 : Homework1. Free talkAre there any rules at your home? What are they ?2.Writing task:If you are Wang Junkai , your mother always makes some family rules for you . And do you like them ? Why? Please tell us some of them .1.列出至少四条家庭规则；2.说明哪些规则你喜欢和哪些不喜欢及原因;3.60词左右。
