七年级下册 Unit 4 Don't eat in class. Section B 2b-3c 教案（表格式）

Go For It 7B Unit 4Section B 2b-3c
Analysis of teaching material What: The teaching materials include two letters,which respectively focus on self-management and self-improvement, writing about Molly asking Dr. Know for help because she is tired of the rules, and Dr. Know advising to face all the rules in life with a positive mindset and to follow them. Why: Molly's viewpoint expresses what most middle school students feel. The first letter in this material resonates with students, thus triggering a deeper understanding of their own views on rules, while the second letter offers advice to students that facilitates a proper attitude towards rules. How: In terms of structure, the materials mainly present the format for writing letters, providing a general framework for students. In terms of language, the materials present a lot of modal verbs and imperative sentences used in describing rules and making suggestions. In terms of content, they are close to students' real life and can stimulate their interest in learning and thinking.
Teaching objectives By the end of class, students will: Get information about the general idea of the letter Molly wrote and the rules Molly needed to follow for herself, and experience Molly's plete a related fill-in-the-blank activities based on Molly's letter. Focus on, extract, summarize and internalize the language expressions that describe the rules and predict Dr. Know's letter of advice. Role play as Dr. Know using relevant language expressions to provide advice to Zhao Pei.
Teaching focus The meaning and usage of “ have to, must, can and can’t”
Anticipated difficulties Students may feel it difficult to transfer the new knowledge when write a suggestion letter for Zhao Pei using “ have to, must, can and can’t”.
Teaching objectives Learning activities Effect evaluation
Get information about the general idea of the letter Molly wrote and the rules Molly needed to follow for herself, and experience Molly's emotions. Step 1. Lead-in: The teacher shows the video about a song called Follow the Rules and ask the question: What is the song about Invite students to answer the question and then ask the students answer the question: what are the rules do you know in the school Step 2. Skimming: The teacher introduce a student called Molly, who written a letter to Dr. Know. Let students read the letter within 5 minutes and answer two questions: what is the letter about What is the Molly’s trouble Step 3. Scanning: The teacher let students read the letter again and underline the rules for Molly within 5minutes. When it’s time, the teacher and students read them together to proofread. Then the teacher asked the students to classify these rules in two different ways: school rules and home rules, what Molly can't do and what Molly can do. Observe students' performance in answering questions to learn about their reserves of rule-related expressions, their understanding of the of the passage, and the degree of thoroughness and accuracy in obtaining information.
Introduction:1. This step is designed to introduce the topic of the lesson, to stimulate students' interest in learning and to recall the old knowledge that they have learned in the previous lesson. &3. Let students know the main idea and specific information of the letter and to give students an initial sense of target language. In this process, students will refine the information and deepen the impression.
2.Complete a related fill-in-the-blank activities based on Molly's letter. Focus on, extract, summarize and internalize the language expressions that describe the rules and predict Dr. Know's letter of advice. Step 4. practice: Let students read the letter again and complete the sentences with have to/ must, can or can’t within 5 minutes. The teacher invite 5 students to read the whole sentence to check the answers. Step 5. Discuss with partners: Ask students: if you were Dr. Know, what would you say to Molly Ask students work with partners within 5 minutes and use the structure: Molly, I think you can... And then let students read the second letter and guide them to have a positive attitude when dealing with rules. Step 6. Applying: The teacher create a context that a girl called Zhao Pei wrote a letter to Dr. Know for help, but some words of the letter were accidentally covered with ink. The teacher invite students to help her and complete Zhao Pei’s letter to Dr. Know using have to/must, can or can’t. Observe the answers filled in by the students to see how well they learned and internalized the key language expressions.
Introduction: In this two parts, students will practice and apply the target expression in the context.
Role play as Dr. Know using relevant language expressions to provide advice to Zhao Pei. Step 7. Work in group: Let students work in groups to write a letter for Zhao Pei, using “ must, have to, can and can’t”. Each group write a letter within 10 minutes and the letter should be content-rich and useful. Each group need to sore the checklist and show their letter at the end. 1 stars3 stars5 stars Use “have to, must, can and can’t”.Content-richUseful
Observe group discussions and group presentations to grasp whether students can transfer and use the target language to write a letter of advice.
Introduction：In this part, the teacher creates a context in which students learn by doing. The teacher will weave in and out of the students to help them or get involved.
Homework Read the letters you wrote in class. Help your friends about dealing with rules and it can be verbal or in written form.
Blackboard design
Reflection After the trial, I reflected that my classroom was not interesting enough, especially in the practice and applying stage, there were mostly fill-in-the-blank activities, which could not stimulate students' interest in learning. Secondly, due to the time constraint, I was not able to interpret Dr. Know's letter of advice deeply enough, so in the final part, it might be difficult for students to write a letter of advice.