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

What color is it 7A Unit 3 Section B 1a-1e
Analysis of teaching material What: This is a part of listening, speaking and understanding. 1a asks students to match the words with the things in the picture, which teaches students some new words. 1b is a dialogue besides the picture which contains the important sentence of this part ------ “How do you spell it ”. And is also an activity to ask students to have ask-and-answer with classmates. 1c is the part of first listening and asking students to circle the things in the listening material. 1d is a part for the detailed listening and set the stage for the role-play. It uses the information of two ID cards to show the details of the listening material. 1e is the activity of role-play. Why: Section B 1a-1e uses these activities to broaden students’ words and teach students to use these dialogues when their things are lost. And students should not only contain the skill to have the conversation, but also should know how to spell it. How: Section B 1a-1e a part of listening, speaking and understanding. 1a broadens students’ words. It also sets the stage for subsequent teaching. 1b aims to teach students sentences “What’s this ” and “How do you spell it ”. 1c is the linking part between the 1a and listening material. 1d uses ID cards to show the details to students straightly and clearly. Section B 1a-1e use the sequences from picture to dialogue, from main-idea listening to detailed listening. These sequences make it easy for students to understanding and using the skill of “What’s this ” “How do you spell it ”.
Teaching objectives Students can learn words based on the items in the book, including reviewing old words previously learned and recognizing new words. And they can use the listening materials to get what Mike and Linda actually lost and be able to review the sentence patterns they have learned in this unit. (Learning and understanding) Based on the dialogue, let students listen to the listening and then role play, pay attention to, extract, summarize and internalize the language expressions in the dialogue to ask each other if something is lost and what it is. (Applying and Practicing) Use relevant language expressions, so that students can transfer and discover more conversations and phrases that can be used in this lesson and be able to distinguish the difference between Chinese and English phrases. (Transferring and creating) By the end of the session, most students will be able to know new some words baseball, computer game, watch and ring. And most students can get the students to use the sentences freely. This will be achieved by: 1. teaching students vocabulary such as baseball, computer game, watch, ring, ID card and notebook. 2. teaching students sentence structures “What’s this It’s a watch. How do you spell it W-A-T-C-H.”
Teaching focus Reading: Understand and use the sentence structure of Section B 1a-1e. Vocabulary: baseball, ID card, ring, watch, computer game, key, notebook, ring and so on.
Anticipated difficulties Students may feel it difficult to use sentence structure properly.
Teaching procedure Step 1 Lead-in Set the situation of the chat on the Wechat to review the knowledge learned before. The Wechat demonstrates all the dialogues Ss learnt before in the way of chatting. This situation makes Ss interested, and the atmosphere of the class is getting hot. It also can set the situation of whole class on the Lost and Found. 2. Then ask Ss “How can you find things if you lost something ”. Let Ss choose the right answer from “Lost and Found” “School broadcast” and “Ask teachers for help”. Then Ss will choose the Lost and Found. The topic of this class was set. This step gives Ss three ways to get help, each way has its own characteristics. Ss can identify when to choose which formula to test. 3. Talk about the characters in the textbook —— Linda and Mike. They also lost something, and they are going to the Lost and Found too. Draw out these two people at first can link the situation and textbook together. Step 2 Students can learn words based on the items in the book, including reviewing old words previously learned and recognizing new words. And they can use the listening materials to get what Mike and Linda actually lost and be able to review the sentence patterns they have learned in this unit. (Learning and understanding) T uses the Lost and Found to draw the “lost things” out. At first, T asked Ss do they know how to call these things. When Ss answered the “lost things”, T can introduce the “lost things” to Ss. T asked Ss “What can you see in the Lost and Found ” and when Ss say every lost things out, T can have the next activity. This step aims to teach the new words to students and set the stage for the next activity. A word test in the textbook. Ss should match the words with the things in the picture. After giving several minutes for Ss to match, T asked a student to write his or her answers down. This step aims to test students’ short memories and deepen the knowledge of these new words. Introduce a dialogue. At first, T pointed any lost thing and asked a student “What’s this ”. After this student answering, T can also ask “How do you spell it ”. If he or she can’t answer it, T can explain what’s the meaning of “How do you spell it ”. It equals to “Can you spell it ” and also equals to “Spell it, please.” This activity is aim at teaching Ss how to have the dialogue when they get in the situation like the characters in the textbooks. It’s time for a role-play. T shows the completed dialogue in the textbook to Ss and asks Ss to get two students in a pair. And each pair should do the role-play with the words learned before. Listen to the tape and ask Ss to circle the things they hear in the tape. This step is aimed at cultivating students’ abilities of grabbing the key information of a listening material. Listen again and fill the blanks in the ID cards. That means Ss should grab the detailed information of what Linda is looking for and what is Mike looking for. This step aimed at letting Ss review the listening material. Step 3 Based on the dialogue, let students listen to the listening and then role play, pay attention to, extract, summarize and internalize the language expressions in the dialogue to ask each other if something is lost and what it is. (Applying and Practicing) Ask Ss to do the role-play again. “What are you looking for ” “My…” “Is this your… ” “Yes, it is. And that’s my…/ No, it isn’t. That’s my…” “Here you are. / Here’s your…” “Thank you.” This dialogue contains all the key knowledge of this unit which can help Ss to review the knowledge. This practice aims to deepen Ss’s knowledge of the last class and this class. And it also can let Ss to use the words learned today. T lets Ss to get 4 in a group. Each group should draw a post of looking for lost things. This post should contain some key information of the lost things. And T will invite some groups to share their post in front of the Ss. This step is interesting and can test whether Ss understand the knowledge learned today. Step 4 Use relevant language expressions, so that students can transfer and discover more conversations and phrases that can be used in this lesson and be able to distinguish the difference between Chinese and English phrases. (Transferring and creating) T can introduce some other dialogues which are used to ask for help when Ss have troubles in daily life. T can also make a difference between the polite expressions in English and Chinese. Introductions Observe the modes of Ss and decide the speed of today’s class depending on students’ modes. Lead Ss to get the answer of Lost and Found. Observe the students' performance in answering the questions and find out their vocabulary reserve about the items based on the words they say. Observe the key words that students record in their conversations to determine how thoroughly and accurately they obtain and record information. Observe whether students draw posters with comprehensive and specific detailed information and use correct language to grasp how well they internalize the content and language they have learned.
Homework There are two tasks for Ss: the first one is for all Ss, Ss should polish their post which should include two aspects: the introduction of Lost and Found, the information of some lost things. The second task is optional, Ss can search for some more information about the polite expressions around the world.
Blackboard design
Reflection The subject of the class remains the teacher, not the students, which exemplifies a major problem with the entire class. The overall trend of activities and teaching sessions were led by the teacher, not by the students themselves. This means that the whole lesson is not about the students, but about the teacher-led classroom. Therefore, my reflection is to change some teaching sessions to student-led discussions and finally to draw conclusions. In the final part of transferring innovation, the teacher can also let the students discuss first, not to fix the students' ideas. The teaching sessions are designed in a similar way, without any new ideas. Students will lose interest during the lesson, thus leading to a dull classroom atmosphere. My suggestion is to change the second role-play into a stage play performance, so that students can play freely and improve their imagination, speaking skills and test their knowledge.