七年级上册 Unit 4 Where's my schoolbag Section A 3a-7d 教案

Go For It 7A Unit 4 Section A Grammar Focus-3c
Analysis of teaching material What: The theme of this unit is human and self, and is about things and circumstances around human. This discourse is about Jack asking his mother about the location of items. Before the trip, Jack asked his mother where the bag, map, and hat were. Through a series of questions and answers, mother and Jack finally got all the things they need. Why: The author uses a dialogue in which Jack randomly places items and needs to ask his mother about the location of items before going out to enable students to think about the significance of cleaning the room and placing items in order, and guides students to cultivate the awareness of consciously cleaning the room and placing items in order. How: This dialogue is a typical daily conversation that involves the key language of this unit, using prepositions and where-question that ask for directions. The dialogue is simple, easy to understand, and has practical and educational significance.
Teaching objectives By the end of the session, most students will be able to learn to talk about where things are in English. This will be achieved by: 1. teaching students to grasp the key sentence structure: Where-questions and prepositions of on, in and under. (learning and understanding) 2. training students’ listening, speaking, reading and writing skills, especially let them be able to describe the position of the objects by making conversations through pair-work. (learning and understanding) 3. helping students to have a role-play, using key sentence structure.(applying and practicing) 4. teaching students to use the key sentence patterns to ask about the positions in different situations correctly.(applying and practicing) 5. asking students to draw a picture of their ideal rooms, write a brief introduction to talk about where furnitures are, and share their idea with the whole class. (transferring and creating)
Teaching focus Listening: Understand the key sentence “Where’s/Where’re” and its answer “It’s/They’re + in/on/under + noun”. Speaking:Talk about the sentence “Where’s/Where’re”. Give response to the sentence using “It’s/They’re + in/on/under + noun”. Reading: Read prepositions of on, in, under and other names of some items correctly. Writing: Write the sentence “Where’s/Where’re” and its answer “It’s/They’re + in/on/under + noun”.
Anticipated difficulties Students may feel it difficult to grasp the usage of the prepositions“in, on, under”and use the key sentence patterns to ask about the positions in different situations correctly.
Teaching procedure: Teaching Objective 1: Teach students to grasp the key sentence structure: Where questions and prepositions of on, in and under. (learning and understanding) Teaching Objective 2: Train students’ listening, speaking, reading and writing skills through pair-work, especially let them be able to describe the position of the objects by making conversations. (learning and understanding) Activity 1 Let’s Review By playing a game called “Catch Jerry”, students have to observe pictures to see where Jerry is, and use the sentence pattern “where is.../where are...” and prepositions of on, in and under to make sentences to help Tom. Activity 2 Grammar Focus With the help of teacher, students shift their attention from PPT to real life by observing the school things the teacher collects and hides, and then answer the teacher’s question without any hints of sentence patterns. After the activity, students learn grammar and try to summarize the grammar rule by themselves. Justification: These two learning activities aim to help students review in the context. Since it is a grammar lesson and before it students have already listened and learnt some new words and key sentence patterns, the first activity is to help students review what they have learnt. With the guidance of teacher, students first focus on the PPT, and answer some questions with hints given by PPT. And then, students need to make sentences about things around them by asking and answering questions without any hints. Through these two activities, students can further understand the key language, internalize the language, and lay the foundation for language output. Activity 3 Pair-work Students need to finish the task 3a on page 21 in 5 minutes, and later work in pairs and have a communication with each other according to the task 3a. Some students will be invited to display for the whole class. Justification: This activity aim to train students comprehensive ability in learning English. By finishing the task on book, students can further consolidate the key language. And the pair-work can train their ability of speaking and listening, and cultivate their awareness of cooperation. Teaching Objective 3: Students can have a role-play by themselves, using key sentence structure.(applying and practicing) Teaching Objective 4: Students can use the key sentence patterns to ask about the positions in different situations correctly.(applying and practicing) Activity 4 Role-play (Situation: Mr. / Miss Forgrtful is about to late for work, but he / she cannot set out yet, because he / she cannot find things they need. Mr. / Miss Good Memory has to help Mr. / Miss Forgrtful to find things.) According to the situation, students need to have a role-play, they have to make a communication with each other using things in classroom. Some students will be invited to display for the whole class. Activity 5 Information Gap Game Student A, look at the picture on page 19. Student B, look at the picture on the right. Students should ask each other questions to find the differences, using sentences and vocabulary they learn in this lesson. 5 minutes later, the teacher will ask some pairs of students to report their findings. ----T:Who wants to report it ----S1: I want to . In Picture 1, the pencil case is… In Picture2, the pencil case is… ----S2: In Picture 1, the books are… In Picture2, the books are… Justification: On the basis of summarizing and sorting out the key language, these activities guide students to real and different situations and help them understand grammar knowledge in contexts. Teaching Objective 5: Students can draw a picture of their ideal rooms, write a brief introduction to talk about where furnitures are, and share their idea with the whole class. (transferring and creating) Activity 6 Design Your Room The teacher asks students to redesign their bedrooms by drawing a picture in 5 minutes and writing a brief introduction of their rooms. Students need to organize positions of different objects in their room and draw it out. And later, the teacher will invite some of the students to read and introduce their rooms, using sentences and words they learn today. Other students should listen carefully and make comments. checklistaspectsspecific requirementsgrade:writegood handwritingtry your bestreadread aloudgood pronunciationshowbe creativeemotional
Justification: This activity aims to help students use their language actively in the context of transfer by introducing their ideal room and show it to the class through a combination of pictures and words. Thus, students develop their pragmatic ability from textbook to real life, and initially form the awareness of consciously cleaning rooms. Introductions: Activity 1: The teacher needs to observe each student’s response through different question-and-answer methods to judge whether each student can participate in the activity and communication. Activity 2: The teacher needs to observe students’ ability to make sentences, answer questions and summarize grammar rules, and give guidance and feedback according to students’ performance. Activity 3: The teacher needs to observe students’ ability to communicate with each other in the context by observing pictures on the book, and give guidance and feedback according to students’ performance. Activity 4: The teacher needs to observe whether the students can have a role-play to introduce positions of different objects in real life by using the sentence patterns they learn without any prompts. And teacher should give necessary prompts and guidance accordingly and timely, and guide other students to discuss and give comments. Activity 5: The teacher needs to observe students’ performance in the activity and give guidance and feedback according to their performance. Activity 6: The teacher needs to observe the students’ performance when introducing their ideal room, especially the students’ use of grammar knowledge and new words in this lesson, and evaluate the teaching and learning effect.
Homework Please finish the exercise on the textbook. Revise your writing about the ideal room.
Blackboard design Unit 4 Where’s my schoolbag Section A Grammar Where is the baseball It’s in … Where’s the dictionary It’s on/ under/ in… Where’re the books/ your keys They’re on the chair./ in your bookcase…
Reflection This lesson is the second lesson of unit learning, which is a grammar lesson. The teaching material is a daily dialogue between child and parent. In the teaching process, teacher fully explore the educational value contained in texts, guide students to experience meaningful learning through logical and progressive learning tasks in different contexts under the guidance of English learning activities, and achieve the integration and unity of language learning and curriculum education. Students have gone through three stages of learning in this lesson. In the first stage, students will review the dialogue and key language of this unit through two games. Through different questions, the teacher guides students to say different prepositions and sentence patterns. On the basis of arousing students' existing knowledge, the teacher guides students to carry out pair-work. On the basis of independently completing tasks, pairs of students will conduct dialogues based on pictures to demonstrate their understanding of key languages. These are learning and understanding activities. In the second stage, students perform role playing and have Q&A communication in a real situation. Under the guidance of the teacher, students cooperate with peers and complete the role play. Then, through information gap activities, students can further improve their understanding, mastery, and application of key languages. These applying and practicing activities are designed to help students internalize the target language through controlled communication using language scaffolding. In the third stage, students begin to independently output language through drawing and introducing and present it in front of the class. This type of transfering and creating activity emphasizes that students use the language they have learned to communicate and express truthfully in a new context, which is the highest level of learning activity. Through learning and understanding, applying and practicing, and transfering and creating, students gradually move from discourse based learning to the real life, embodying the spiral of language proficiency; From understanding and internalizing language to using the language learned, express thoughts and discoveries, and recognize the significance and value of organizing objects. Students gain knowledge, improve their abilities, develop their thinking, and shape their character in the process of deepening their understanding of unit themes. In teaching, teacher always pays attention to students' learning performance and effectiveness, and provide necessary guidance and assistance as needed.