七年级上册 Unit 6 Do you like bananas Section B Grammar Focus-2b 教案（表格式）

Go For It 7A Unit 6 Section B Grammar Focus-2b
Analysis of teaching material What: This lesson is about David's interview with Cindy, a volleyball star. Why: The dialogue between David and Cindy in the real situation can help students understand how to inquire and answer their dietary preferences, pay attention to healthy eating habits, and learn how to use relevant knowledge and skills to inquire and express their likes and dislikes in the new situation. How: By learning the vocabulary of food topics, as well as the language expression of asking and answering likes and dislikes, etc.
Teaching objectives By the end of the session, most students will be able to obtain Cindy's food likes and dislikes from David's inquiry to Cindy, including her preference for breakfast, lunch and dinner, as well as the way of inquiry and answer; extract and internalize language expressions of asking and answering each other's likes and dislikes based on dialogue; use relevant language expressions to conduct group interviews and talk about the likes and dislikes of others and their own diets.
Teaching focus Listening: understand the main idea of the dialogue. Vocabulary: salad, hamburgers, chicken, ice-cream, and so on. Structure: -What do you like for breakfast/lunch/ dinner -Do you like... -I (don’t) like... -Does she/he like... -She/he likes... -She/he doesn’t like...
Anticipated difficulties Students may feel it difficult to use the new sentence structures properly.
Teaching procedure
Teaching objectives Teaching Procedures Introductions
obtain Cindy's food likes and dislikes from David's inquiry to Cindy, including her preference for breakfast, lunch and dinner, as well as the way of inquiry and answer; (learning and understanding) The teacher presents a photo of David's birthday party, and the students observe and express their findings and feelings; After that, students are tasked with helping David prepare for the day's birthday party, saying what food needs to be prepared, and sharing their own suggestions. Students predict the general content of the conversation between David and Cindy according to the title of the article; the predictions were then be verified by the first audio play. Listen again, students focus on Cindy's favorite and disliked foods in the conversation for morning, noon, and evening, and fill in the table. The Teacher observes whether students can participate in interaction, actively share personal ideas, and understand s students' knowledge of existing food words. An then asks questions and encourage as needed including “What do you like for breakfast/ lunch/ dinner Do you like...？” The teachers evaluates students' ability to use clues to infer dialogue content based on how reasonable it is to guess the content of the conversation. The teacher observes the students' completion and understands the students' mastery of the general idea of the text.
Design intention: The teacher creates the situation to help David hold the party, arouses students' interest in participation, and activates students' previous vocabularies about food. Through the prediction task, students can think and develop their ability to infer the content of dialogue through clues. Help students perceive the overall content of the conversation, and develop students' ability to accurately obtain and record key information. (perception and attention, acquisition and combing)
extract and internalize language expressions of asking and answering each other's likes and dislikes based on dialogue; (applying and practicing) Students perform a role play based on the results of the form. At the same time, use the given sentence pattern “Do you like... I like... I don’t like...”to exchange and share answers. Based on the question "What kinds of food should prepare for Cindy " Students use sentence patterns”Does Cindy like... She likes/ doesn’t like...” to paraphrase the core of the conversation to help David prepare food. Students read aloud key sentence patterns and internalize the knowledge points of the passage through exercises. The teacher observes whether students express Cindy's likes and dislikes comprehensively, whether they use the correct language, and grasp and internalize what they have learned. Through practice, the teacher learns whether students internalize the content of a passage and the correct language expression to ask each other about their likes and dislikes and answers. The teacher gives timely guidance and encouragement according to the performance of students at different levels.
Design intention: Through role play, each student can deepen the role and use language to understand the meaning. At the same time, students are guided to paraphrase the core of the dialogue, practice and internalize the key sentence patterns, and pave the way for further application in the real context. (description and elaboration, internalization and application)
use relevant language expressions to conduct group interviews and talk about the likes and dislikes of others and their own diets. (transferring and creating) Students return to the situation created by the teacher at the beginning of this lesson to help David prepare for the birthday party.Through interviews and interviews, students use what they have learned to answer the expression of food likes and dislikes to help David understand the dietary preferences of our classmates. Work in groups. One person takes down information and relays it to the class. Other students use what they have learned to express their likes and dislikes. The teacher observes whether students can correctly ask questions and express their likes and dislikes about food in group discussions and presentations, and gives necessary guidance and feedback as needed. Along with the teacher's evaluation, make a checklist for students to self-evaluate and peer evaluate in terms of expression, pronunciation, content completion, etc.
Design intention: The teacher guides the students to relate to the reality of life. In the real context, the students use the language they have learned to ask and answer the food likes and dislikes, so as to complete the communicative tasks. Train students to use the language they have learned in real situations and demonstrate their ability to solve practical problems, and promote migration and innovation. (evaluation and creation)
Homework Complete the exercise on the textbook Write a short passage about your parents' daily food likes and dislikes. (Optional: Cook a proper meal for your parents)
Blackboard design
Reflection The design of this course has three outstanding features: First, the task-based teaching model is used. The whole course is centered on the story of David's birthday party. The story and task design allows students to continuously gain a sense of achievement throughout the course of learning; Secondly, the significance of grammar teaching. Through the study of interview and dialogue, students can naturally master and acquire the key grammar structure of this course. The third is to adhere to the concept of integrated implementation of "Integrating-Teaching-Learning-Assessment" to ensure that learning really takes place and achieves results.