七年级上册 Unit 8 When is your birthday Section A 1a-3e 教案

Go For It 7A Unit 8 Section A 1a-3e
Analysis of teaching material What:This discourse is a dialogue between Bill and the birthday person Allan. Bill sent birthday blessings to him and Allan expressed gratitude and invited Bill to his party. Then they talk about more about Allan’s age and the party arrangements. Why:The dialogue between Bill and Allan showcases an actual process of western birthdays. This gives students a more complete sample of birthday communication, including congratulations, responses, party invitations, and requests for particular times, which helps Chinese students get familiar with western birthday culture, fosters their intercultural awareness and acquire relevant knowledge and skills in new situations. How:The dialogue initiated by Bill’s blessings and followed by the communicative patterns on the birthday topic. The process contains thematic vocabulary such as “birthday” and “party” and thematic sentence pattern “Happy birthday!” “When is your birthday ” “How old are you ” .
Teaching objectives By the end of the class, students will be able to acquire information about dates and ages, perceive ways of describing dates, the differences between Chinese and Western birthday cultures, and get familiar with the class birthday calendar; tell information about their peers' birthdays based on the class birthday calendar and listening activities, focusing on, summarizing and internalizing the language expressions of the dates and then complete the calendar; use relevant language expressions to have a role-play with peers, invite each other to birthday parties and improve the class birthday calendar.
Teaching focus The expression of date, including ordinal words and 12 months; The way to ask and answer others’ birthdays and the ability to understand the communicative process of birthday interactions.
Anticipated difficulties Students may find it difficult to express the month and date correctly and maybe even mix up ordinal words and cardinal words.
Teaching objectives Teaching procedure Assessment
Acquire information about dates and ages, perceive ways of describing dates, the differences between Chinese and Western birthday cultures, and get familiar with the class birthday calendar Based on the birthday riddles, students comprehend the theme of the lesson, express birthday-related information, share their existing knowledge and discover the use of the words in and on in the context of expressing dates. Students predict the content of the conversation based on the given dialogue situations and character relationships, and finally listen to the recording to verify whether the predictions are correct. Students listen to the first recording of Mr. Smith’s conversation about his classmate's birthday, extracting key information such as the names and relationships of the people in the conversation and recording the categories. Students listen to the recording a second time, extract the key information about the names and birthdays of the people mentioned, select the corresponding dates and share and proofread with their peers. By looking at the pictures, students predict the context of the conversation and the way they will respond with congratulations on their birthday and thanks. Students read along with the recorded dialogue, focusing on imitating the voice, intonation and rhythm of the birthday part of the utterance to perceive, appreciate and clarify its function. 1.Observe whether students can immediately respond that the riddle is about birthdays and whether they can immediately express relevant prior knowledge in relation to birthdays and dates based on the prompt. 2.The teacher assesses students’ ability to use contextual clues to make inferences based on the reasonableness of their predictions. 3.Observe students’ performance when listening and record the accuracy and completeness of the content. 4.Observe students’ ability to capture key character information and infer character relationships, and assess whether they have a grasp of the general meaning of the dialogue. 5.Evaluate students’ ability to use contextual clues to make inferences based on the reasonableness of their predictions. 6.Corrections and guidance are given at the right time according to the accuracy and fluency of students’ speech and intonation.
Tell information about their peers’ birthdays based on the class birthday calendar and listening activities, internalizing the language expressions of the dates and then complete the calendar Students make connections between the sounds and forms of ordinal words through word flashing games where they quickly respond and read the corresponding English and Chinese words. Students mimic the dialogue. With the teacher’s guidance, students ask each other about the birthdays of the students in their group and relay the birthdays of the group members to each other and complete the record on the class birthday calendar. 7.Observe students’ speed of response and correctness of answers to gauge how well they have internalized the content they have learned. 8.Observe students’ performances, focusing on the use of the language scaffolding established in previous activities. 9.Observe how students use the appropriate sentence patterns to ask and answer during class discussions.
Use relevant language expressions to role play, invite others to birthday parties and improve the class birthday calendar Students return to the context of making a class birthday calendar and find students in their group who have had a recent birthday according to the calendar sheet, completing the scenario of congratulating and inviting them to a birthday party. Two students from each group are assigned to present the communicative process. 10.Observe group discussions and group presentations to see if students can correctly express dates and use sentence patterns to congratulate birthdays, ask for age and other specific information as necessary, giving necessary guidance and feedback as needed.
Justification: The interactive activities go beyond the discourse and are closely related to the students’ real-life situations. Students apply what they learned in the lesson to the new context and use their imagination to simulate a discussion about birthday invitations in order to complete the communicative task. As they complete the birthday calendar for their classmates, students are able to continuously implement their knowledge.
Homework: Do a survey. Every student is asked to inquire 3 more people they care about their birthdays and mark them down in the calendar. Invite others to your own birthday party, including a specific date and time arrangements.
Blackboard design
Reflection Honestly, this design was done slightly adolescently. The following are reflections on the design after conversation with friends and self-reflection: I. When assigning duties, consider the students’ interests. Language input, internalization, and absorption are all dependent on the completion of specific duties. As a result, when assigning tasks, it is critical to consider students’ interests in order to encourage more students to engage in the classroom. In this situation, tasks like puzzles and guessing games are more likely to capture students’ attention. It is essential to monitor students’ interests and success and to provide timely and dynamic feedback. II. In listening and speaking classes, imitating and following listening materials. Imitation is a common tool used in listening and speaking classes to help students improve their phonetic intonation. For the first year, the listening materials are limited but new, so students may become bored if they try to imitate every piece word for word. We can mark the materials with intonation, alliteration, and emphasis to help students imitate them with purpose. We can also implement an assessment and reward system to encourage students to imitate better. III. Emphasis is placed on the integration of teaching material and life realities. This design reflects the human dimension, but lacks instrumental component. Language input, internalization are all contingent on the completion of individual duties. Only when the content is successfully integrated with real-life situations will students feel engaged and able to speak in an actual language environment.