教学设计
Teaching
contents
Reading:
Unusual
Collections
Time
20
min
Teacher
Florence
(Yi)
Yang,
Shenzhen
Foreign
Languages
School
Students
Grade
7,
Junior
High
Analysis
of
the
teaching
material
The
article
Unusual
Collections
is
the
leading
material
of
unit
8
It’s
Collecting
Week!
in
this
textbook.
This
article
is
about
grandparents
demonstrating
some
collections
to
their
grandkids,
Sam
and
Helen,
while
conveying
the
message
that
students
shouldn’t
spend
too
much
time
on
collecting
things
because
they
have
school
work
to
do.
This
article
is
in
the
form
of
dialogue,
which
makes
it
easy
to
read,
understand,
and
imitate
by
roles.
The
content
is
based
on
a
real-life
situation,
which
can
arouse
students’
interest
in
sharing
their
own
experiences
and
thoughts
on
the
hobby
of
collecting
things.
Analysis
of
the
students
Grade
7
students
have
required
certain
reading
and
listening
skills
that
allow
them
to
understand
the
dialogue
by
reading
and
listening
activities.
Also,
they
have
real
life
experiences
with
the
topic
of
collecting
things,
which
allows
them
to
understand
the
discussed
passage
and
share
their
unique
perspectives.
Teaching
Objectives
Knowledge
objective
Students
should
be
able
to
understand
words
and
expressions
about
the
topic
of
collecting
things.
Students
should
be
able
to
share
opinions
about
the
reasons
of
collecting
things
and
share
their
own
collections.
Ability
objective
Improve
students’
reading
and
listening
skills
in
a
dialogue
context.
Enable
students
to
converse
with
other
people
to
get
information
regarding
the
topic
of
collecting
things.
Emotional
objective
Lead
students
to
understand
the
meaning
of
collecting
things
as
a
good
hobby
and
inspire
students
to
build
up
their
own
collections
of
meaningful
things.
Teaching
key
points
and
difficult
points
Key
points：
Students
understand
words
and
expressions
about
the
topic
of
collecting
things.
Students
share
their
opinions
about
the
reasons
of
collecting
things
and
share
their
own
collections.
Students
improve
their
reading
and
listening
skills
in
a
dialogue
context.
Difficult
points：
Students
understand
the
reasons
of
collecting
things
and
build
up
their
own
collections.
Teaching
methods
Elicitation
Communicative
Learning
Information
Gap
Teaching
procedures
Teaching
steps
Teacher’s
activities
Students’
activities
Aims
Step
1
Warm-up
(3min)
1.
Introduce
the
teacher’s
personal
collections.
1.
Listen
and
interact
with
the
teacher’s
introduction.
1.
To
familiarize
the
students
with
the
idea
of
collecting
and
collections.
2.
Introduce
the
topic
of
the
passage
Unusual
Collections,
emphasizing
on
the
word
unusual.
2.
Listen
and
interact.
2.
To
get
the
class
warmed
up
and
introduce
the
topic
of
the
passage.
3.
Demonstrate
a
picture
of
the
passage.
3.
Find
out
a
list
of
things
that
the
grandparents
have
collected.
3.
To
attract
students’
attention
and
lead
them
into
the
following
dialogue.
Step
2
Listening
and
Reading
activities
(6min)
1.
Play
the
recording
of
the
dialogue
for
the
first
time
while
showing
three
comprehensive
questions.
1.
Listen
to
the
dialogue,
then
answer
the
questions.
1.
To
practice
students’
ability
to
capture
the
main
idea
of
the
passage
by
listening.
2.
Show
four
True
or
False
questions.
2.
Read
the
dialogue
once
and
answer
the
questions.
2.
To
practice
students’
ability
to
find
out
detail
information
in
a
passage
and
to
decide
whether
a
given
sentence
is
true
or
false.
3.
Show
six
pictures
and
Grandma,
Grandpa
and
some
of
their
collections.
3.
Match
the
grandparents
with
their
collections.
3.
To
practice
students’
ability
to
match
information.
Step
3
Speaking
activities
(3
min)
1.
Play
the
recording
one
more
time.
1.
Listen
to
the
recording
carefully
and
imitate
the
intonations.
1.
To
practice
students’
ability
to
imitate
the
native
accents
in
the
dialogue,
hence
improving
their
speaking
ability.
2.
Ask
the
students
to
work
in
groups
of
four
students
to
role
read
the
story.
2.
Choose
a
role
and
imitate
his/her
intonation
according
to
the
listening.
Role
read
the
story.
2.
To
practice
their
speaking
skills
and
to
familiarize
them
with
the
passage
as
a
whole.
3.
Follow-up
question:
Do
you
think
their
collections
are
unusual?
Lead
in
for
the
coming
video
activity.
3.
Answer
the
follow-up
question.
3.
To
conclude
the
passage
and
to
arouse
students’
interest
in
learning
more
about
other
people’s
unusual
collections.
Step
4
Video
activity
(4
min)
Show
two
comprehensive
sentences
of
the
video
and
ask
students
to
make
a
guess
according
to
the
given
picture.
Make
a
guess
at
the
two
questions.
1.To
arouse
students’
interest
in
watching
the
video
about
unusual
collections.
Play
the
video
and
answer
the
questions.
Answer
the
questions
again
after
watching
the
video.
2.To
practice
students’
ability
of
capturing
the
main
idea
of
a
video
and
finding
out
details
in
the
video.
Ask
the
question:
why
do
you
think
he
has
collected
these
things?
3.
Discuss
with
partner
and
answer
the
question.
3.
To
help
students
better
understand
the
meaning
of
the
video
and
to
lead
to
the
core
question
about
the
meaning
of
collecting
things.
Step
5
Summary
(4
min)
Discuss
in
group:
“What
is
the
meaning
of
collecting
things?”
Provide
an
example
of
“cultural
reasons”
that
resonates
with
the
played
video.
1.
Discuss
in
groups
of
four
and
draw
mind
maps
(if
possible).
3.
To
enhance
students’
critical
thinking
ability
on
real-life
topics.
Share
possible
answers
of
why
people
collect
things,
summarize
the
topic
and
leave
homework.
Listen
and
think.
3.To
arouse
students’
attention
to
building
up
their
own
collections
according
to
different
reasons.
Homework
Option
1.
Introduce
your
own
collection
by
PPT.
Option
2.
Interview
your
family
members
or
friends
about
their
collections.
Write
a
report.
Please
include
details
as
below:
Who
is
the
collector?
What
is
his/her
collection?
(Show
pictures
and
videos
if
possible)
What
are
the
reasons
for
collecting
them?
Flow
ChartLesson
Plan
Teaching
contents
Reading
and
Speaking:
Collecting
stamps
is
educational!
Time
20
minutes
Teacher
Jiayi
Huang,
English
Department,
Shenzhen
Foreign
Languages
School
Students
Grade
1,
Junior
High
Analysis
of
the
teaching
material
The
article
Collecting
stamps
is
educational
is
an
extension
of
the
topic
Collecting
things
in
Module
4,
Unit
8.
This
material
describes
a
boy’s
introduction
to
his
collection
–
stamps.
This
is
quite
relevant
to
students’
daily
lives,
which
can
arouse
their
interest
in
reading
and
satisfy
their
desire
to
know
more
about
other
people’s
collections.
Apart
from
the
content,
the
related
vocabulary
and
expressions
are
quite
basic
to
most
of
the
students
in
Grade
1.
However,
it
should
be
noted
that
the
introduction
is
well-structured
and
thus
can
act
as
a
good
example
for
students
to
follow
when
they
introduce
their
own
collections.
Analysis
of
the
students
As
the
topic
is
quite
relevant
to
students’
daily
lives,
they
will
have
great
interest
in
exploring
this
topic
and
know
more
about
different
collections
and
lifestyles.
In
terms
of
reading
and
speaking
skills,
they
have
received
lots
of
related
training,
but
there
is
still
room
for
enhancement,
especially
in
how
to
locate
the
key
information
quickly
when
reading,
and
how
to
stay
organized
when
making
a
presentation.
Teaching
Objectives
Knowledge
objective
Enable
students
to
know
something
about
collecting
stamps.
Enable
students
to
master
some
useful
expressions
and
sentence
patterns
related
to
the
introduction
to
their
own
collections.
Ability
objective
Improve
students’
reading
and
speaking
ability.
Enable
students
to
foster
proper
presentation
skills.
Emotional
objective
Inspire
students
to
discover
different
collections
and
lifestyles,
to
think
about
what
they
can
learn
from
their
collections,
and
to
take
them
to
the
next
level.
Teaching
key
points
and
difficult
points
Key
points：
Students
improve
their
reading
ability
and
foster
proper
reading
strategies.
Students
learn
some
useful
expressions
and
sentence
patterns
to
introduce
their
collections.
Difficult
points：
Students
know
how
to
use
the
expressions
and
stay
organized
when
introducing
their
collections.
Teaching
methods
Task-based
Teaching
Cooperative
learning
Teaching
procedures
Teaching
steps
Teacher’s
activities
Students’
activities
Aims
Step
1
Warming
up
(2
minutes)
1.
Reivew
some
collections
in
the
article
Unusual
collections
through
a
picture.
1.
Review
the
passage
they’ve
learned.
1.
Recall
students’
memory
about
the
article
Unusual
collections
and
to
lead
in
the
topic
2.
Play
a
guessing
game
and
then
introduce
the
key
word
“stamps”
and
show
some
pictures
of
different
stamps
to
make
students
know
more
about
its
related
knowledge.
2.
Play
the
guessing
game.
2.
To
get
the
class
warmed
up
and
introduce
the
key
word
“stamps”
and
some
background
knowledge.
Step
2
Listen
and
answer
(2
minutes)
Ask
students
to
listen
to
Daniel’s
story
about
collecting
stamps
and
answer
a
series
of
questions
and
check
the
answers
after
listening.
Qs:1).
How
did
Daniel
get
his
first
stamp?
2).
What
was
Daniel
interested
in?
3).
How
many
stamps
does
Daniel
have
now?
Listen
and
answer
the
questions
raised
by
the
teacher
To
enhance
students’
listening
ability,
especially
for
some
details.
Step
3
Read
and
answer
(3
minutes)
1.
Ask
students
to
read
the
passage
the
answer
the
following
two
questions.
Qs:1).
What
made
Daniel
more
interested
in
Chinese
culture?
2).
What
did
Daniel
learn
from
the
stamps?
1.
Read
and
answer
the
questions
raised
by
the
teacher.
1.
To
improve
students’
reading
ability,
especially
the
ability
to
locate
the
key
information
and
read
for
details.
2.
Guide
students
to
think
about
Daniel’s
opinion
about
collecting
stamps
and
introduce
the
key
word
“educational”.
2.
Based
on
the
text,
think
about
the
question
“What
does
Daniel
think
of
collecting
stamps?”
2.
To
enhance
students’
reading
ability,
especially
read
for
main
idea.
Step
4
Speaking
(10
minutes)
1.
Based
on
the
text,
organize
a
pair
work
activity.
Give
an
example
and
some
questions
for
them
to
make
a
dialogue.
1.
Pair
work.
One
student
asks
questions
about
Daniel’s
collecting
story,
and
the
other
answers
the
questions
based
on
the
text.
Change
roles
and
do
it
again.
1.
To
practice
students’
speaking
ability
and
to
make
them
more
familiar
with
the
content
and
some
expressions
of
the
text
through
cooperative
activity.
2.
Play
the
recording
sentence
by
sentence.
Ask
students
to
listen
to
the
passage
and
imitate
the
pronunciation
and
intonation
of
the
recording.
2.
Listen
and
imitate
2.
To
enhance
students’
pronunciation
and
intonation.
And
also
make
them
familiar
with
the
content
and
some
expressions
of
the
text.
3.
Guide
students
to
analyze
Daniel’s
presentation,
elicit
the
structure
and
some
useful
expressions,
and
finally
give
examples
about
how
to
use
them
when
introducing
one’s
collections.
3.
Learn
the
structure
and
some
useful
expressions
to
prepare
their
own
presentations.
3.
To
make
students
aware
of
the
importance
of
the
structure
of
a
presentation,
and
help
them
prepare
their
own
presentations
by
giving
some
useful
sentence
patterns.
4.
Ask
students
to
deliver
their
presentations,
and
comment
on
them.
4.
Each
student
get
ready
to
make
a
presentation.
4.
To
enhance
students’
speaking
ability
based
on
the
given
structure
and
expressions.
Step
5
Summary
&
Homework
(3
minutes)
Briefly
summarize
what
we’ve
learned
and
give
students
some
help
on
how
to
finish
the
homework,
mainly
including
how
to
employ
the
structure
and
useful
expressions
in
their
own
speech.
Recall
what
has
been
learned
and
get
prepared
for
the
homework.
To
help
students
to
comb
through
what
has
been
learnt
and
get
them
prepared
for
the
homework.
Homework
Listen
and
imitate:
read
the
texts
three
times.
Based
on
your
experience,
give
an
introduction
to
your
hobby
from
the
following
four
aspects.
What
is
your
hobby?
When
did
you
start
it?
How
often
do
you
do
this?
What
can
you
learn
from
your
hobby?Teaching
design
Teaching
contents
Grammar:
Personal
pronouns,
possessive
adjectives
and
possessive
pronouns
Time
20
min
Teacher
Liu
Quan,
Shenzhen
Foreign
Languages
School
Students
Grade
1,
Junior
High
Analysis
of
the
teaching
material
Personal
pronouns
(subject
pronouns
and
object
pronouns)
and
possessives
(possessive
adjectives
and
possessive
pronouns)
appear
in
the
text
Unusual
Collection
in
Unit
8,
Module
4,
Junior
1.
Students
need
to
understand
and
master
how
to
use
them
correctly.
Analysis
of
the
students
Students
may
find
it
easy
to
know
the
meanings
of
subject
pronouns,
object
pronouns,
possessive
adjectives
and
possessive
pronouns.
However,
it
is
not
easy
for
them
to
know
how
to
use
them
correctly
in
different
sentences.
The
differences
between
subject
pronouns
and
object
pronouns
and
between
possessive
adjectives
and
possessive
pronouns
are
especially
hard
for
beginners.
So
it
is
necessary
to
help
them
learn
to
master
the
usages
of
these
words.
Teaching
Objectives
Knowledge
objective
1.
Enable
students
to
know
what
personal
pronouns,
possessive
adjectives
and
possessive
pronouns
are.
2.
Enable
students
to
master
how
to
use
personal
pronouns,
possessive
adjectives
and
possessive
pronouns
correctly.
Ability
objective
1.
Enable
students
to
know
the
differences
between
subject
pronouns
and
object
pronouns
and
between
possessive
adjectives
and
possessive
pronouns.
2.
Enable
students
to
make
sentences
with
personal
pronouns,
possessive
adjectives
and
possessive
pronouns
correctly.
Emotional
objective
Help
students
use
correct
tones
to
express
his/her
emotions
when
speaking
with
subject
pronouns
and
object
pronouns,
possessive
adjectives
and
possessive
pronouns.
Teaching
key
points
and
difficult
points
Key
points：
1.
Students
know
the
difference
between
subject
pronouns
and
object
pronouns.
2.
Students
know
the
difference
between
possessive
adjectives
and
possessive
pronouns.
Difficult
points：
Students
learn
how
to
use
subject
pronouns
and
object
pronouns,
possessive
adjectives
and
possessive
pronouns
correctly.
Teaching
methods
Elicitation
Task-based
Teaching
Teaching
procedures
Teaching
steps
Teacher’s
activities
Students’
activities
Aims
Step
1
Warming-up
and
lead-in
(2
min)
1.
List
some
personal
pronouns
and
possessives
and
ask
students
if
they
know
them.
1.
Students
respond.
1.
To
call
back
their
memory
about
personal
pronouns
and
possessives.
2.
Continue
to
ask
the
students
to
use
the
personal
pronouns
and
possessives
to
make
sentences.
2.
Students
try
making
sentences.
2.
To
check
if
students
can
use
personal
pronouns
and
possessives
correctly.
3.
Ask
students
what
the
words
are
called
in
grammar.
3.
Students
try
naming
the
words
grammatically
3.
To
elicit
students’
prior
knowledge
about
the
grammatical
terms.
Step
2
Eliciting
and
explaining
the
definition
and
usages
of
subject
pronouns
and
object
pronouns
(3
min)
1.
Ask
students
to
complete
some
sentences.
1.
Students
complete
the
sentences
as
required
silently.
To
check
students’
knowledge
about
subject
pronouns
and
object
pronouns.
2.
Lead
students
to
define
subject
pronouns
and
object
pronouns
and
to
understand
their
positions
in
a
sentence.
2.
Students
try
saying
their
answers.
Step
3
Doing
exercises
and
checking
the
keys
(5
min)
1.
Read
the
exercise
instructions.
2.
Announce
the
keys.
1.
Students
do
exercises
on
their
own.
2.
Students
listen
and
take
down
the
keys
and
notes.
To
check
if
students
have
mastered
the
usages
of
subject
pronouns
and
object
pronouns.
Step
4
Eliciting
and
explaining
the
definition
and
usages
of
possessive
adjectives
and
possessive
pronouns
(3
min)
1.
Ask
students
to
complete
some
sentences.
2.
Lead
students
to
define
possessive
adjectives
and
possessive
pronouns.
3.
Make
sure
students
understand
their
difference
in
usage
1.
Students
complete
the
sentences
as
required
silently.
2.
Students
try
saying
their
answers.
To
check
students’
knowledge
about
possessive
adjectives
and
possessive
pronouns.
Step
5
Doing
exercises
and
checking
the
keys
(5
min)
1.
Read
the
exercise
instructions.
2.
Announce
the
keys.
1.
Students
do
exercises
on
their
own.
2.
Students
listen
and
take
down
the
keys
and
notes.
To
check
if
students
have
mastered
the
usages
of
possessive
adjectives
and
possessive
pronouns.
Step
6
Summary
(2
min)
Ask
students
to
summarize
subject
pronouns
and
object
pronouns,
possessive
adjectives
and
possessive
pronouns.
Recall
what
has
been
learnt
and
get
prepared
for
the
homework.
To
help
students
to
understand
what
has
been
learnt
and
get
them
prepared
for
the
homework.
Homework
1.
Memorize
all
the
personal
pronouns
and
possessives.
2.
Finish
exercises
on
P105,
107.
Blackboard
Design
Grammar
personal
pronouns,
possessive
adjectives
and
possessive
pronouns
personal
pronouns:
subject
pronouns
and
subject
pronouns
definition:
usage:
subject
pronouns:
subject
pronouns:
possessives:
possessive
adjectives
and
possessive
pronouns
definition:
usage:
possessive
adjectives:
possessive
pronouns:
Flow
Chart
1.
Warming-up
and
lead-in
2.
Eliciting
and
explaining
the
definition
of
subject
pronouns
and
object
pronouns
3.
Doing
exercises
and
checking
the
keys
4.
Eliciting
and
explaining
the
definition
of
possessive
adjectives
and
possessive
pronouns
5.
Doing
exercises
and
checking
the
keys
6.
Summary
7.
HomeworkTeaching
Plan
Teaching
contents
Writing
Class-My
collection
Time
20
min
Teacher
Huang
Liehui,
Shenzhen
Foreign
Languages
School
Students
Junior
One
Analysis
of
the
teaching
material
This
is
a
writing
class
in
Unit
8
with
the
topic
of
Collecting
things.
There
is
an
example
article
written
by
Harry
about
his
collection
of
postcards.
Then
the
students
are
asked
to
write
a
short
article
about
their
own
collection,
following
the
example
article.
Analysis
of
the
students
The
students
know
about
the
background
information
about
Harry’s
collection,
since
they
have
already
had
a
speaking
class,
in
which
there
is
an
example
interview
about
it.
They
have
some
related
vocabulary.
Teaching
Objectives
Knowledge
objective
Understand
the
new
word
over
and
work
of
art.
Learn
more
ways
of
expressing
the
same
ideas.
Ability
objective
Improve
students’
writing
abilities
through
using
writing
strategies.
Enable
students
to
know
how
to
do
descriptive
writing.
Emotional
objective
Encourage
students
to
develop
a
healthy
hobby
and
share
their
thoughts
with
others.
Teaching
key
points
and
difficult
points
Key
points
Students
know
something
about
postcard
collecting.
Students
improve
their
writing
ability
and
foster
proper
writing
strategies
Students
learn
some
useful
expressions
and
sentence
patterns
from
the
material.
Difficult
points
Some
students
don’t
have
a
hobby
of
collecting
things.
They
have
to
write
about
an
imaginary
one.
Teaching
methods
Elicitation
Task-based
Teaching
Task-based
learning
Teaching
procedures
Teaching
steps
Teacher’s
activities
Students’
activities
Aims
Step
1
Before
writing-
Study
the
example
article
(1min)
1.
Show
pictures
of
series
of
postcards.
1.
Learn
about
the
topics
of
postcard
series
1.
To
help
students
know
about
postcard
collecting.
2.
Get
students
to
predict
what
the
article
will
be
about.
2.
Write
down
WH-questions
about
the
prediction
2.
To
brainstorm
ideas
about
the
topic.
3.
Get
students
to
match
the
questions
with
the
paragraphs
3.
Match
the
questions
with
the
paragraphs
with
a
line.
3.
To
help
students
know
the
brainstormed
ideas
should
be
organized
into
paragraphs.
4.
Ask
students
to
go
through
the
example
article
quickly
and
underline
the
topic
sentence
of
each
paragraph.
4.
Skim
the
article
and
underline
the
topic
sentences
in
each
paragraph.
4.
To
get
students
learn
the
way
the
topic
sentences
are
given
5.
Lead
students
to
appreciate
the
good
sentences
in
the
example
article
and
supply
with
more
useful
expressions.
5.
Underline
good
expressions
and
take
down
some
more
useful
expression.
5.
To
enhance
students’
ability
to
use
verities
of
words
or
expressions
6.
Get
students
to
sum
up
the
four
procedures
of
writing.
Review
the
four
procedures
of
writing.
To
enhance
the
knowledge
of
writing
procedures
Step
2
While-writing
-Write
following
the
example
article
1.
Get
students
to
brainstorm
the
answers
to
the
guiding
questions.
Present
the
answers
from
a
students
as
an
example.
1.
Write
down
the
ideas
about
the
guiding
questions.
1.
To
help
students
experience
the
first
step
of
writing-brainstorm
ideas.
2.
Get
students
to
organize
their
ideas
into
different
paragraphs.
2.
Put
a
mark
where
there
should
be
paragraphs.
2.
To
help
students
experience
the
second
step
of
writing-organize
the
ideas.
3.
Get
students
to
finish
the
article.
3.
Write
the
article
on
their
own.
3.
To
enable
students
to
practice
writing
with
the
guidance
of
the
writing
procedures.
Step
3
Post-writing
-Share
and
do
self-check
(5
min)
1.
Play
the
recording
of
a
student’s
reading
her
article.
2.
Listen
to
the
student’s
recording.
3.
To
encourage
students
to
share
what
they
write.
1.
Lead
students
to
complete
the
self-check
list
one
by
one
2.
Self-check
their
own
article
according
following
the
teacher.
3.
To
help
students
to
comb
through
what
has
been
taught
about
the
writing
procedures.
Homework
为了了解同学们的课余生活情况，鼓励同学们养成健康的爱好以帮助自身拓宽视野，广交良友，你校英文报征集描写兴趣爱好的文稿。假设你是李华，请根据以下内容写一篇介绍自己的收藏爱好的短文，给英文报投稿。
内容包括：
1.
开始时间；
2.
收藏简介：1）二百多张；2）…
3.
收藏渠道：1）朋友赠送；
2）
自己用零用钱购买
4.
收获：1）了解更多的知识；
2）…
要求：100词左右。语言通顺，内容完整。
Flow
Chart
