七年级上册 Unit 6 Do you like bananas Section B 1a-1e 教案（表格式）

Go For It 7B Unit 6 Section B 1a-1e
Analysis of teaching material What: This is a listening text about three dialogues which shows what are Mike, Alice and Lisa doing and where are they. Why: By asking and rhetorical questions, speakers get the information about activities and places of Mike, Alice and Lisa when he or she phones, with the purpose of helping students know some telephone language and showing students how to express an action we are doing now and where we are doing these actions. How: This text sets the situation of phone calls from friends, making it more close to daily life and resonate with students so that students can understand the present progressive tense better.
Teaching objectives By the end of the session, most students will be able to: 1. know some vocabulary such as swimming, shopping, pool, supermarket, library, and understand more the present progressive tense, and get information about activities and places of Mike, Alice and Lisa. (Learning and Understanding) 2. Based on the above information, make dialogues containing the present progressive tense, extracting, summarizing and internalizing the expression way of asking people what they are doing and where they are on the phone. (Applying and Practicing) 3. Apply relevant language expression to describe activities and places in daily life and simulate phone calls in the way of the role play with partners beyond the text. (Transferring and creating)
Teaching focus Listening: Understand the main idea of the text. Vocabulary: swimming, shopping, pool, supermarket, library, and the present progressive tense and so on. Speaking: use new words and the present progressive tense to talk about things.
Anticipated difficulties Students may feel it difficult to use the present progressive forms to express actions and places properly.
Teaching Objectives Learning Activities Effect Evaluation
1. know some vocabulary such as swimming,shopping,pool,supermarket, library, and understand more the present progressive tense, and get information about activities and places of Mike, Alice and Lisa. (Learning and Understanding) 2min 1.Students firstly do a warm-up: looking at pictures presented on the PPT and answering “what” and “where”. 2.Students read words “swimming, shopping, reading, pool, library and supermarket” after the teacher and then do a match between places and activities. 3.Students answer questions according to pictures. 4.Students listen to the dialogue, extract key information and complete the chart with activities and places. 5.Students listen to the dialogue again and fill in more details. Observe students’ performance of answering questions. According to students’ match, learn their mastery degree of vocabulary. evaluate students’ ability to extract key information when listening.
Design Intent: Guide students to learn vocabulary and sentence patterns, and train students’ listening ability like extracting key information. (Learning)
2. Based on the above information, make dialogues containing the present progressive tense, extracting, summarizing and internalizing the expression way of asking people what they are doing and where they are on the phone. (Applying and Practicing) 2min 6.According to the example sentence, students make sentences by using the information in the chart. 7.Students organize conversation in their groups of two. 8.Students share their conversation in front of the class. Observe students whether correctly use the language, and examine students’ condition of internalizing what they have learned.
Design Intent: Guide students to practice what they have learned, and internalize key sentence patterns and the important grammar-the present progressive tense, paving the way for applying language in real life. ( Practice, Applying and internalization)
3. Apply relevant language expression to describe activities and places in daily life and simulate phone calls in the way of the role play with partners beyond the text. (Transferring and creating) 1min 9.Students describe the picture with new learned expression-the present progressive tense. 10.Students make the role play. According to the picture, students play roles of mother, father, son and daughter to stimulate phone calls to ask where is she/he doing and where is she/he. Observe students’ performances of description and role play. Evaluate students’ ability to transfer knowledge into real life.
Design Intent: Guide students to conduct activities that go beyond the text and relate to real life. According to the new situation, help students integrate the relevant language to describe the picture, simulate phone calls, complete the communication task, and put what you have learned into practice. Cultivate students' ability to apply knowledge to solve practical problems in real situations and promote transferring and innovation. (Imagination and Creation)
Homework Try to choose one of the provided situation and design a conversation by using the key sentence patterns and the present progressive tense.
Blackboard design Section B I am watching TV. Activities places what is she/he doing Reading library - Is she/he…… at……？ Swimming pool - Yes, she/he is. Shopping supermarket - No, she/he isn’t.
Reflection Teachers should set teaching objectives in detail before the class to confirm the teaching rhythm controllable and strive to implement these objectives with students. Besides, teachers must give full play to students’ autonomy, leaving full room for students thinking and creating. Learning a language should integrate and mobilize multi-layered ability and guide students to use them in real life.