七年级上册 Unit 1 My name's Gina Section B 1a-1c 教案（表格式）

Go For It 7A Unit 1 Section B 1a-1c
Analysis of teaching material What: This lesson is from Go For It 7A Unit 1 My name is Gina!(Section B 1a-1c). The topic of this part is telephone numbers, which is embodied in the two listening materials. The first listening material is numbers from zero to nine. The second listening material is a conversation about asking for and giving phone numbers. Why: The purpose of learning these is not only to enable students to use these language knowledge proficiently and pronounce the numbers correctly, but also to ask and speak telephone numbers fluently, which is helpful for students to communicate with others. How: The first material teaches students numbers through listening the English pronunciation. The second listening conversation uses the sentence pattern of asking and answering, “What’s your telephone numbers ” “It’s___”, and repeats the telephone numbers slowly, which can make students hear more clearly.
Teaching objectives By the end of the session, students will be able to: Learning and understanding: Understand the English pronunciation and spelling of numbers after listening and speaking activities. Applying and practicing: Understand the telephone number consist of numbers from zero to nine, and hear the correct phone number from the conversation, with the help of teacher. Transferring and creating: Imitate the second listening material to practice dialogues with partners, skillfully use the sentence patterns they have learned today. Know the telephone numbers in real life and memorize some special phone numbers, such as 110, 12306.
Teaching focus Understand the telephone numbers and how to ask and give telephone numbers. Vocabulary: zero, one, two, three, four, five, six, seven, eight, nine.
Anticipated difficulties Students may feel it difficult to read and remember the numbers correctly and master the sentence pattern of asking phone numbers.
Teaching procedure
Teaching objectives Learning activity Effect evaluation
Understand the English pronunciation and spelling of numbers after listening and speaking activities. (Learning and understanding) At the beginning of the class, let the students review the content of the last class first. Ask the students to summarize what they learned in the last class about say hello to a stranger, then prompt them to give answer: introduce themselves. Let the students discuss the content of self-introduction, and lead to the result: the exchange of contact information with each other. Then ask the students to the variety of contact information and give examples: the number of QQ, telephone. Tell the students that what they will learn today is numbers. Let the students watch a short video about digital songs “One Two Tie My Shoe”, find the numbers in the lyrics and understand the pronunciation and spelling. The teacher tests the students' mastery of the content of the last class, and guides the students to focus on the class by asking questions. The teacher observes the students' understanding of contact information and gives tips and feedback according to the students' performance. The teacher observes whether the students can find the numbers by listening and watching, and gives feedback according to the students' performance.
Design intention：The learning activities at this stage aim to guide students to discover the coherence of the course and the theme of this lesson: numbers. Under the guidance of teachers, students gradually deepen their understanding of numbers by discussing and watching the singing video.
Understand the telephone number consist of numbers from zero to nine, and hear the correct phone number from the conversation, with the help of teacher. (Applying and practicing) Show the number table to the students. Let students look at the table, listen to the tape and repeat the numbers “0-9”. Then cover the table and ask students one by one to pronounce the English numbers and spell them. For example, “0” is “z,e,r,o”. Ask the students why the number they learn is “0-9”, and let them discuss. After discussing that the phone number consist of numbers “0-9”, release a picture of the phone keys to make students understand it more intuitively. Listen to the second listening material, find the telephone number and write it down, so that students can understand the telephone number in English. The teacher observes the students' completion of reading numbers after reading, and tests the students' mastery of numbers. Teachers observe students' thinking activity according to the question, and guide discussions and correct answers. The teacher gives tips and feedback according to the students' performance in answering questions after listening to the tape.
Design intention：At this stage, the learning activities guide students to learn the numbers “0-9” systematically, based on which students can understand the relationship between telephone numbers and numbers. Students can also understand the form and pronunciation of telephone numbers by listening to the dialogue and looking for telephone numbers.
Imitate the second listening material to practice dialogues with partners, skillfully use the sentence patterns they have learned today. Know the telephone numbers in real life and memorize some special phone numbers, such as 110, 12306. (Transferring and creating) Through pictures, students can be intuitively shown and expanded the common telephone number forms and some special cornets in daily life to help them expand their knowledge in this field. Listen to the tape again and watch the dialogue to explain the sentence patterns of asking and giving the phone number. Ask the students to imitate the recording and create a dialogue with their partners. The phone numbers mentioned can be different forms. Teachers give appropriate expansion and testing according to students' understanding of telephone numbers in daily life. The teacher gives different guidance and evaluation according to the students' use of different telephone numbers in the dialogue.
Design intention：The learning activities at this stage are designed to help students creatively use the sentence patterns and numbers they have learned, communicate different types of telephone numbers with others, and be familiar with the dialogue of asking and telling telephone numbers. Students can master a variety of telephone numbers and use them skillfully in real life.
Homework： Students need to memorize the numbers to prepare for diction in the next class. Students need to use the sentence patterns that we have learned in our class to create a conversation about your parents’ telephone numbers.
Blackboard design： Telephone Numbers 0 1 2 3 4 5 6 7 8 9 zero one two three four five six seven eight nine 110 119 12306 281-9176 What’s your telephone number 13545715926 It’s __________.
Reflection： Advantages: Attract students' attention and stimulate their interest in learning. Guide students to think through a series of questions and focus their attention on the classroom. Linking the learning content with real life to promote students' learning. Class links are complete, and students are given appropriate guidance and feedback. From the introduction to the final exercise, the content of the class is substantial, and the students are taught step by step, from the shallow to the deep. In questioning and learning activities, students can be guided to say correct answers and give positive feedback in time to stimulate students' enthusiasm. Disadvantages: The details of the activity design are not appropriate. There are too many designs in the lead-in part, and there is only one activity at the end, which leads to the overall top-heaviness. There are many contents in the initial review part, and the connection with figures is not smooth. At the end, the conversation between the two was a little monotonous and there was no summary. The training of listening, speaking, reading and writing skills is insufficient, which has little relevance to real life. This is a listening and speaking class, but the exercise of listening ability is just to find numbers, and there is no requirement for the specific content, and the exercise content is somewhat single. The ability to speak and read is mainly based on fixed numbers and telephone numbers, which is not innovative. The context of the last dialogue session is single and has little connection with real life.