七年级上册 Unit 4 Where's my schoolbag Section B 1a-4c 教案

Go For It 7A Unit 4 Where’s My Schoolbag Section B-1c
Discourse studies： What: The content of this unit belongs to the category of people and self, and the main themes are life and learning, and being and doing things. The content of this discourse is a dialogue between Tom and his mother about where Tom's objects are in the room, mainly involving some descriptions of the location of objects. Why: The purpose of this discourse is first to enable students to improve their listening skills by memorizing the items mentioned through dialogue, secondly to enable students to imitate and learn such dialogues to improve their language skills, and finally to cultivate the quality of being careful in life. How: The stylistic feature of this text is dialogue, while the linguistic feature is close to students' lives and easy to understand. The overall structure focuses on the description of the location of Tom's objects.
Teaching Objectives： Through this lesson, students can: Get the items and their locations that Tom and his mother talked about in the telephone conversation, including the name of the items Tom wants and the location of Tom's items. Based on the listening materials, describe the items Tom needs and their locations, and focus on, extract, and summarize the language expressions used to ask and describe information on the phone. Use relevant language expressions, role-play conversations with peers and discuss the location of items.
Teaching Key and Difficult Points： The focus of teaching is to talk about the location of items. The difficulty in teaching is that students may make mistakes in capturing and selecting key information, or find it difficult to conduct conversations based on listening materials.
Teaching Procedure：
Teaching Objectives Get the items and their locations that Tom and his mother talked about in the telephone conversation, including the name of the items Tom wants and the location of Tom's items. (Learning and understanding) Based on the listening materials, describe the items Tom needs and their locations, and focus on, extract, and summarize the language expressions used to ask and describe information on the phone. (Applying and practicing) Use relevant language expressions, role-play conversations with peers and discuss the location of items. (Transferring and creating) Learning Activities Major Step 1: Activity 1 Students observe a picture of a room filled with objects, think about the location of the objects, and say where and where the objects are located. Activity 2 Students can predict what Tom wants and how his mother will find his object based on the given conversation situation, character relationships, and pictures of the object. Then, listen to the listening material and verify the prediction. Activity 3 Students focus on listening to the location of Tom's objects to extract key information, and complete Part 1d of the textbook. Major Step 2: Activity 4 Students follow the overall listening material, focusing on imitating Tom's statements about the location of objects, to clarify the information and experience its ideographic function. Activity 5 With the help of the content of textbook in 1d, students describe and exchange the information in the conversation between Tom and his mother in groups, and then introduce the details of the telephone in front of the whole class. Activity 6 Students listen to the material again and follow the dialogue. Major Step 3: Activity 7 Students return to the textbook situation and follow the example from Part 1e of the textbook to ask and answer questions based on the location of items in Tom's room. Activity 8 Divide students into several groups and ask and answer questions about the location of items to members of the group based on the new pictures and situations provided by the teacher. Several groups then conduct dialogue presentations, while other groups evaluate the fluency and accuracy of their presentations. Evaluation Observe students' performance in answering questions and learn about their learning outcomes regarding the previous content of the unit based on their answers. Evaluate students' ability to infer dialogue content using clues based on their guesses. Observe the key information recorded by students to determine their ability to obtain and record information. Observe the students' follow-up and determine their current proficiency in the material and whether their pronunciation and intonation are correct. Observe whether the information described by the students is comprehensive and specific, and grasp the situation of students' learning materials and language. Verify whether the information described by the students is correct. Observe the students' dialogue and grasp whether their mastery of the material content is comprehensive and incisive. Observe group discussions and group presentations to see if students can accurately describe the location of items, and provide necessary guidance and feedback based on their presentations.
Homework： Use the phrases and expressions learned to imitate the materials to create a dialogue and role play.
Blackboard Design：
Teaching Introspection： This lesson is the third lesson in this unit, and it is a listening and speaking lesson. The focus of students' learning is a dialogue text describing the location of objects. Teachers need to pay attention to the learning of students' listening and language skills during the teaching process, and reasonably arrange teaching activities to achieve the language learning objectives of this unit. There are three main stages of students' learning. The first stage is to practice their predictive ability through learning activities, the second stage is to practice listening skills and information capture skills, and the third stage is to gradually internalize what they have learned into usable knowledge and use it to express their ideas.