七年级上册 Unit 5 Do you have a soccer ball Section B 1a-5c 教案

Go For It 7B Unit 5 Section B 1a-5c
Analysis of teaching material What: This dialogue between Tony and Mary is about visiting the zoo, mainly showing the procedure that Tony and Mary describe the animals (elephants and pandas) they want to see, express their own reasons, and finally choose to see the panda. Why: The description of animals in this dialogue can give students a clearer understanding of animals, improve students' logical thinking and expression skills, and can cultivate their awareness of loving and protecting animals, which is of practical significance. How: Through the dialogue between Mary and Tony, students can know that when they visit the zoo, they can give their own reasons by using some words, like “lazy, smart, interesting, beautiful, scary, friendly…” or some sentences, like “What animals do you like ” “Why do you like... ” “Because they’re …” to describe the animals they want to see or to express their ideas in the daily life.
Teaching objectives By the end of the session, most students will be able to understand the dialogue and grasp the main idea of the text through different listening activities; acquire expression skills and improve their logical thinking by using new expressions; apply the new expressions to the real life to convey their ideas correctly and fluently through group work.
Teaching focus Expressions: words, like smart, cute, lazy, friendly, beautiful, shy, scary and so on, and sentences, like “What animals do you like ” “I like... .” “Why do you like ... ” “Because they are...” Listening and speaking abilities: students can catch the main idea of the text and talk with others by using new expressions.
Anticipated difficulties Students may feel it difficult to use the new words and expressions to describe animals logically and properly.
Teaching objectives Help students be familiar with the sentence patterns and new vocabulary so that they can understand the dialogue and grasp the main idea of the text easily, and help them acquire expression skills and improve their logical thinking by using new expression. 2.Enable students to understand the dialogue and grasp the detailed information of the text through different listening activities, from shallow to deep, and easy to difficult. 3.Enable students to apply the new expressions to the real life to convey their ideas correctly and fluently through group work. Also, by sharing, students can improve their expression skills and logical thinking. Teaching procedure 1. Show some pictures of animals, including tiger, lion, panda, giraffe, elephant and koala, to let students guess who they are in order to review the words and lead students to the new topic. 2. Talk with students with the sentence patterns “What animals do you like ” “I like….” “Why ” “Because they’re ... .” 3. Introduce new words to describe animals so that students can express their ideas logically and properly, like smart, cute, lazy, friendly, beautiful, shy, scary and so on. Listen and tick the correct answers. Students need to listen to the dialogue between Mary and Tony and find out what animals do they want to see. Listen and circle Students need to listen again and circle the words that Mary and Tony use to describe animals. Listen and answer the questions ①Students need to listen the text again for detailed information and write down the words that Tony and Mary use to describe animals in the following chart properly. ②Then, they need to answer the question “what animals do they finally choose to see together”. 1.Group work Students will work in groups of four to talk about animals, by using new vocabulary and sentences “What animals do you like ” “Why ” “Because they’re.... ” “Where are they from ” or “What food do they like ” 2.Sharing and evaluating Each group will share their ideas and other groups will evaluate their work according to the checklist. 3.Summary Based on students’ performance, the teacher should make a summary about this lesson and give the feedback to students. Effectiveness evaluation (8 minutes) This part can arouse students’ interests to review the words about animals they have learned and introduce new expressions easily. So the teacher can observe students' participation and enthusiasm to judge their ability to grasp new knowledge. (20 minutes) From the listening state of the students' answers, the teacher can judge whether the students can understand the main idea of the dialogue and whether they can grasp the details, so as to learn about the students' learning status. (10 minutes) Observe group work to see whether students can use the newly learned expressions to convey ideas, whether the language is accurate and the logic is clear. Give students the necessary guidance and feedback to help them learn more clearly and systematically. (2 minutes)
Homework Students need to read after the tape and imitate, and talk with parents about animals correctly and fluently by using new expressions.
Blackboard design Unit 5 Section B 1a-5c Why do you like pandas What animals do you like I like _______. ( tiger, lion, panda, giraffe, elephant, koala...) Why do you like pandas Because they’re _____ . ( smart, cute, lazy, friendly, beautiful, shy, scary... )
Reflection ①Taking the game of guessing pictures as an introduction should be noted that the lead-in part should be concise and targeted.②The comprehension of the listening text has been designed with some activities, helping students grasp the specific information, from shallow to deep, and easy to difficult. But in order to help students to understand the text content and the meaning of dialogue, it would be better to make activities more interesting.