七年级上册 Unit 8 When is your birthday Section B 1a-1d 教案

Go For It 7A Unit 8 Section B 1a-1d
Analysis of teaching material What: This unit introduces students to the thematic category of “life and learning” within the context of “man and self”. It necessitates that students manage their time. This listening material is a conversation between John and Sally about time management. John is filling up his calendar by asking Sally questions during their conversation. Why: In this conversation, John is managing his time with the assistance of his friend Sally. It is used to consolidate previously learned grammar knowledge about dates and to foreshadow the reading material in part 2b. Furthermore, it provides students with an excellent opportunity to raise their awareness of time management. How: This conversation follows a certain logic. John began the conversation politely by asking, “Can I ask you some questions ”, which served as the catalyst for the subsequent communication. The second question related to Sally’s birthday is the essential knowledge in prior lessons. Then their dialogue assists students in transferring from asking about birthdays to other events. Furthermore, the dates mentioned in this material span September and October, encouraging students to plan ahead of time.
Teaching objectives By the end of the class, the students will be able to: learn how to use sentence patterns to gather other date information besides birthdays; learn about John’s events and their dates and help John make a calendar by predicting and listening for specific information; ask and answer questions about John’s calendar using the sentence patterns; cooperate and make their own calendar with the information they’ve gathered before the class.
Teaching focus Listening: Listen for specific information to fill in John’s calendar. Sentence patterns: -When is… -It is on….
Anticipated difficulties Students may feel it difficult to grasp certain date information when listening.
Teaching procedure
Teaching objectives Teaching activities Evaluation
Learn how to use sentence patterns to gather other date information besides birthdays. (Learning and understanding) Review the expression of dates. Play a game of festival to help students transfer the usage of the sentence pattern from asking about birthday to other events. Judge students' mastery of prior knowledge by observing students' performance.
Show John and Sally’s chat history. Let students predict and lead in to the meaning and essential composition of a calendar. Show John’s “To do list” with the picture of English test, party, school trip and basketball game on it, let students tell the activities and read together. Pay attention to whether students can accurately say the corresponding words and test whether they grasp the meaning of the words.
Justification: Review the grammar and foreshadow the transfer in this class; clarify the elements of a calendar and help to predict the listening; lead in new words “test” and “trip”.
Learn about John’s events and their dates and help John make a calendar by predicting and listening for specific information. (Learning and understanding) Listen and check. Listen for the first time and let’s students check if all these events are on John’s “To do list”. Draw attention to the "event," which is a crucial component while creating a calendar. Listen and circle. Listen for the second time and let’s students circle the dates they’ve heard in the calendar. Draw attention to the “date”. Listen and fill in John’s calendar. Listen for the third time and let’s students fill in the calendar with the events they’ve heard. Evaluate the students’ ability to listen to specific dates and events according to the students' accuracy of each part. Check whether students grasp the pronunciation and the spelling of new words.
Justification: Check the pronunciation and the spelling of the new words and improve students’ ability to listen for the details.
Ask and answer questions about John’s calendar using the sentence patterns. (Applying and practicing) Listen and repeat. Show the material to the students, let’s them listen again and imitate sentence by sentence. Notice the sentence patterns in this dialogue. Pay attention to students' pronunciation, intonation and accuracy, and evaluate their oral English and the mastery of the dialogue.
Pair-work. Let’s students practice the conversation in pairs with the given calendar and sentences patterns.
Justification: Use the controlled activity to help them practice the sentences; use the semi-controlled activity to help them practice the sentences.
Cooperate and make their own calendar with the information they’ve gathered before the class. (Transferring and creating) Information gap activity. Divide students into groups of four, hand out the information cards. Half of the group members take the dates cards and the others take the events cards. Let them complete the calendar by asking and answer the questions. Notice the mistakes in their conversation and evaluate students' mastery of sentence patterns.
Make your own calendar. Before the class, require every group to gather events in this month as many as possible. Let students work in groups and draw their own calendars. Notice the problems in group work and evaluate their mastery of making calendars.
Justification: Help students clarify the steps of making a calendar and practice the sentence patterns; lead students to cooperate and make their own calendars.
Homework: 1. Complete and decorate your calendars; 2. Preview the passage in 2b. Blackboard design
Reflection I believe this lesson serves primarily to review prior grammar knowledge and to foreshadow the subsequent reading and writing lesson. As a result, when designing the lesson, I find it difficult to estimate whether students have a good command of the grammar. Furthermore, when it comes to "transferring and creating," it takes me a long time to decide between creating a dialogue and creating a calendar. Overall, I realize that when designing a lesson, we should consider the entire unit rather than just a specific section.