七年级上册 Unit 6 Do you like bananas Section B 2a-2c 教案（表格式）

Go For It TV 7B Unit 6 Section B 2a-2c
Analysis of teaching material What: Talk about the story of Zhu Hui and traditional Chinese holiday customs Why: Using the present continuous tense to discuss what people are doing. How: The text presents the different life scenes of Zhu Hui's home in China and his host families abroad on the Dragon Boat Festival in the form of news reports. It not only introduces the traditional Chinese festival, the Dragon Boat Festival, but also allows students to experience different cultural customs in China and the West
Teaching objectives 1）Students can master core vocabulary and phrases, such as host, delicious, Dragon Boat festival, etc. 2)Students can learn how to use the present continuous tense to express "something being done, such as Sb. be (is/am/are) doing sth." 3) Create a situation before reading, question oriented, to attract students to gradually read the learning text, and master reading skills such as skimming and searching; 4) Students can introduce traditional Chinese festivals to others in English, share their own customs and activities, and cultivate a strong sense of cultural self-confidence and identity.
Teaching focus 1) Enable students to master the key words and sentence patterns in this lesson, combine new and old knowledge, and carry out creative thinking, using the present continuous tense to logically describe the ongoing activities and events from multiple subjects; 2) Develop students' reading skills, such as predicting, scanning, and skimming.
Anticipated difficulties 1) Students can summarize the elements and methods of describing events, and use the present continuous tense to describe and share their lives in combination with traditional Chinese festivals, so as to apply what they have learned 2) Students can design roleplay dialogues based on the reading text and role play them
Teaching procedure Step 1 Lead-in 1)The teacher introduces the main character of this lesson, Zhu Hui, to the students through pictures. 2) Ask students two questions: 1. Why does Zhu Hui live with his host family 2. Where is his family (justification: Students can learn the key phrases in this unit and review the key grammar in this unit, which is conducive to stimulating students' interest in reading) Step 2 prediction 1) teacher guides the students to describe the pictures in the text. Based on the students' prediction results, the teacher further asks the students: What do Chinese people usually do on this day (justification: Develop students' predictive reading skills) Step 3 reading Fast reading The teacher guides students to quickly read the text, find out the main idea of the article and the main idea of the paragraph。 (justification: Teach students the reading strategy "skimming:" Quickly read the first and last sentences of paragraphs to extract key information and grasp the main idea of the article) Careful reading 1) The teacher asks students to read the first paragraph of the article, find out the personal information of the main character Zhu Hui, and then complete the table 2) Next, guide the students to reconsider two questions: 1. Why does Zhu Hui live with his host family 2. Where is his family (justification: Teaching students reading strategies "scanning" uses keywords to search for details in an article, ignoring irrelevant information. This link is conducive to stimulating students' interest in reading, motivating students' enthusiasm for class, and enhancing their confidence in learning) Step 4 Group work Role playing The teacher shows the role reference and role play design template through PPT. Next, the teacher guides them to design lines, role play, and deduce a steady story based on the table information just summarized. (justification: Through role playing activities, students can experience roles other than their own, which is beneficial for students to gain a sense of self identity, improve their organizational skills, language expression skills, imagination, and creativity) 2.group discussion The teacher asks students to discuss two questions, and students answer these two questions in groups 1. Why doesn't Zhu Hui eat zongzi or watch the boat races today 2. How does Zhu Hui feel today Why (justification: Guide students to start deep thinking, and then lead to emotional education: "Nothing is better than home.") Step 5 Knowledge transferring The teacher introduced the theme of the importance of traditional Chinese festivals in the hearts of the Chinese people. Taking the Spring Festival as an example, with photo assistance Let students understand the time and customs of the Spring Festival in English through paired games. (justification: Introduce videos to motivate students in class again and improve their classroom concentration) Step 6 Summary 1. Discuss and summarize what we learned today. (justification: Students can learn the key phrases in this unit and review the key grammar in this unit, which is conducive to stimulating students' interest in reading) Introductions Step 1:4min And show a family photo, asking students to guess the relationship between the characters Zhu Hui in the picture. Step 2: 2min predicts the topics to be discussed in the text based on the pictures. Step 3:14min Step 4:12min guides students to pair up, assign roles, play the roles of Zhu Hui and his cousin respectively, and participate in the design of lines. Conduct role play exercises and demonstrations. Step5:7min The teacher played a video to guide and encourage students to boldly spread their thinking and speak more about traditional Chinese festivals in English. Step 6：1min
Homework Ask students to write a report.
Blackboard design
Reflection 1）This lesson uses multimedia technology, role playing, and other teaching forms to enhance students' enthusiasm for learning English, allowing them to receive more full and effective training in the classroom; ）The students' English reading ability and overall English communication ability have been improved to a certain extent.