七年级上册 Unit 9 My favorite subject is science Section A 3a-3c 教案

Go For It 7A Unit 9 Section A 3a-3c
Analysis of teaching material What: The passage is a conversation between two students, Frank and Bob. It’s mainly about their school days, including their favourite subjects, teachers and so on. Why: The conversation between Bob and Frank serves as an example for students to have a casual talk with their classmates. It also helps students learn to express their own opinions and reasons. How: The text is a daily conversation between two students, which involves their discussion about their school life. The dialogue is informal as is shown by the use of words and phrases such as “hi” “that’s for sure” and so on. It is mainly composed of opinions and reasons and they are introduced by special questions, for instance, “Who is your P.E. teacher ” “What’s your favourite day ” and so on.
Teaching focus Distinguish the use of linking verbs and auxiliary verbs in special questions. Enable students to make special questions and to talk about their favourite subjects.
Anticipated difficulties Students may find it difficult to understand the use of “do” or “does” in special questions.
Teaching objectives Learning activities Evaluation
Get the main idea of the conversation, including Bob’s favourite subjects, Bob’s P.E. teacher, Frank’s favourite day and so on. Play a game Show the school timetable of the class and ask questions about the information on it. Teacher will encourage students to give answers as quickly as possible. Examples are as follow. What subjects do you have in this morning When is your Chinese class What is your favourite subject What is your favourite day of the week Why do you like it (Students can have a discussion with their partners.) Prediction Teacher introduces Bob and Frank and provides some clues and then asks students to predict what they will probably talk about after school. Listen and answer the questions First listening: What are Bob and Frank talking about Second reading: Listen the passage again and answer the following questions. What are Bob’s favourite subjects Who is Bob’s P.E. teacher Why does Bob like history When does Bob have P.E. and history After students complete the questions, Teacher will ask them to check in pairs. Teacher may make a demonstration at first. A: What are Bob’s favourite subjects B: His favourite subjects are P.E. and history. ... Listen to the recording and read after it. Students in this step can mimic the tone and intonation of the speakers and get more exposure to the target language structures. Observe students’ response to check whether most students can understand the sentences beginning with interrogative words. According to students’ prediction, Teacher can evaluate their ability to infer according to clues. Check whether most students can get the correct answers.
Design purpose: The first activity is intended to introduce the the topic and to arouse students’ interest. It also helps students recall some words related to the topic and get exposure to the patterns of wh-question. The prediction motivates students to think creatively and cultivate their ability to connect the textbook materials with their daily lives. Answering questions can help students grasp the main idea of the conversation and find its specific information.
Role-play the conversation based on some hints Find the grammar rules Teacher lists the following questions on the blackboard and asks students to match the pictures with underlined words. What are Bob’s favourite subjects Who is Bob’s P.E. teacher Why does Bob like history When does Bob have P.E. and history Teacher then asks students to conclude the grammar rules in terms of the use of auxiliary verbs. Students may discuss in groups of four. After the discussion, Teacher asks one or two groups to share their findings and to present the grammar rules. wh-word+do/does+subject+verb. Practice: exercise 3b Students finish the exercise by themselves first and then work in pairs to check their answers. Role-play the conversation Teacher offers some hints for students to role-play the passage Observe whether students can match the pictures with the underlined words correctly. When students try to conclude the grammar rules, Teacher observes whether they can find the rules. Observe whether students can fill in the correct sentences. Teacher will pay more attention to students’ use of linking verbs and auxiliary verbs in the questions. This is to ensure that students understand the the use of auxiliary verbs in special questions. While students role-playing the conversation, Teacher focuses on their questions to see if they can change the form of questions and make correct special questions. Teacher can also observe whether students use an appropriate tone and make correct responses.
Design purpose: The first step provides example sentences for students to conclude the grammar rules by the inductive method. Exercise 3b intends to consolidate the grammar rules. Role-playing the conversation is an application of the grammar rules. It also consolidates the grammar in a meaningful context and enables students to review the text and to make preparations for the next activity.
3. Have a discussion in groups about their favourite subjects using special questions and report their result. Make a dialogue Students work in pairs and discuss their favourite subjects. An outline will provided for students to follow. What’s your... When do you have... Who is your... Why do you like... Checklist: Ask grammatically correct questions. Include “what” “when” “who” and “why” in the dialogue. Give appropriate responses and reasons. Observe whether students’ dialogues include the four aspects, “what”, “when”, “who” and “why”. Check whether students can ask grammatically correct questions and give relevant responses.
Design purpose: Based on the original dialogue, Teacher leads students to talk about their own favourite subjects by applying the language knowledge acquired today. The step aims to cultivate students’ ability to apply the language to actual conversations in the daily life. It can also develop students’ ability to transfer knowledge and to create new dialogues.
Homework Must-do: Finish the exercise on the workbook. Optional: Choose another topic on the textbook and have a conversation with partners by using wh-questions.
Blackboard design
Reflection The class intends to combine grammar teaching with the listening activities to help students acquire grammar rules in a meaningful context. In this class, I try to increase students’ exposure to the target language structure. The first activity may not be interesting enough but it checks how well students know about the target language structure, wh-question so that the teacher can adjust the proportion of grammar explanation in the following activities. The body of the class follows the basic pattern of a listening class. All the listening activities increase students’ exposure to the target structure in one way or another. The last communicative activity help students use wh-questions in real communication. Still a few problems exist. A prominent one is that I didn’t emphasize the important words and phrases, which will be the foundation for students to produce their own dialogue. In addition, the class lacks effective and necessary activities to evaluate students’ progress. In this class, the teacher mainly checks students’ progress by their class performance.
姓名：叶茂浦 班级：20英语师范2 学号：20210730125 日期：2023年3月27日