七年级上册 Unit 7 How much are these socks Section A 1a-1e 教案（表格式）

Go For It 8B Unit 7 Section B 1a-1e
Analysis of teaching material What: This is a dialogue happened between teenagers Mary and Eric on the phone. And it fits in the theme of “human and society” -- focusing on the interpersonal communication and interaction. Why: By creating a real communication context, it tries to help students to understand how to make daily communications in English, such as “How’s it going ” “How’s the weather ” “What are you doing ” and so on. And through listening and speaking this dialogue, students will be able to understand, imitate and then use sentence structures to express themselves unconsciously. How: This dialogue is narrated in the present progressive tense and it tries to realize the teaching goals from three aspects. In terms of structure, the logic is very clear. By presenting the dialogue, it shows the feelings and experience of Mary and Eric, guiding students to express themselves. In terms of language, it presents sentence structures such as “How’s it going with you ” “How’s the weather ”, and provide language support such as “I am having party.” “Not bad” for students to make daily conversations. In terms of content, it constructs a real context of making conversations with others, helping students to build good interpersonal relationships through friendly and smooth communication.
Teaching focus Listening: Learn to predict the content of the listening materials according to the context, understand the main idea of the dialogue and grasp the specific information through listening. Sentence structures: Learn to use sentence structures skillfully. “How’s the weather /What’s the weather like ” “It’s ...” “How’s it going ” “Great!/Terrible!/Not bad!” “What are you doing ” .
Anticipated difficulties Students may feel it difficult to use the present progressive tense and key sentence structures to express their ideas properly and skillfully.
Teaching objectives Learning activities Assessment
1.Review and master the weather-related words “sunny, cloudy, dry, cool” and so on. And get familiar with the target sentence structures for describing the weather.(Learning and understanding) Lead in: Show pictures of weather “sunny, cloudy...” and ask students to answer the question “How’s the weather ”（3mins） Show pictures of today’s key words “dry, cold, hot, ...” and lead students to predict and learn the meaning and pronunciation of these words.(3mins) Matching: Ask students to match the words with pictures, and then have a pair work to make a conversation with partners, describing weather according to the pictures and sentence structures “How’s the weather in picture a “It’s ...”(4mins) 1.Observe students’ performance in answering questions to know their vocabulary reserves. 2.Observe students’ state of conducting pair work to determine their understanding of key sentence structures.
Justification: To activate students’ prior knowledge of how to describe weather and then relate with new words of today’s learning “dry, cold, hot, warm, cool”. Through showing pictures and matching activities, helping students to master the pronunciation and meaning of the today’s key words.
2.Get the main idea of the dialogue “Phone conversations between friends about daily life” and focus, extract, summarize, and then internalize language expressions.(Applying and practicing) Extensive listening: Ask students to listen to the tape, and then answer the first question “How’s it going ”. Help students to get familiar with the topic of this listening material.(6mins) Intensive listening: Ask students to listen again and answer the other two questions “What are you doing ”and “How’s the weather ”.(9mins) （Assessment: 2. According to student’ performance in answering the questions to determine whether the students have grasped the main idea of listening and some specific information.） Observe the students’ state during listening activities, and evaluate their ability to predict the conversation content based on the context. 3.Provide assistance and feedback when necessary.
Justification: Through showing a table to present today’s key structures -- “How’s it going ” “How’s the weather ” “What are you doing ” And lead students to grasp the main idea of the dialogue, foster their ability of predicting according to context, and improve students’ skills of listening for the specific information by two listening activities.
3.Use the language expressions learned to carry out daily communication with partners through role-play and pair work. (Transferring and creating) Role-play: Ask students to have a role-play to read the text aloud and imitate the tape and pay attention to pronunciation, tone and emotion.(6mins) Pair work: Ask students to have a pair work to discuss today’s weather, feelings and remember to use the present progressive tense.(8mins) Summarize the sentence structures again and encourage students to use them.(1mins) Observe whether students are able to express their ideas by using target sentence structures and respond to actual situations during role-play and pair discussions.
Justification: To help students to master, internalize and then use key sentence structures. By creating a real context, ask students to conduct communication activities according to the language learned in this lesson. At the same time, improve their speaking skills from accuracy, fluency and emotion.
Homework Ask students to choose a context from life and make a conversation by using the key sentence structures with partners and the teacher will ask some pairs to show it in the next class. 2. Ask students to use these sentence structures to chat as much as possible. Practice makes perfect.
Blackboard design Unit 7 It’s raining! Section B 1a-1e How’s the weather / What’s the weather like sunny, cloudy,windy, rainy, snow -- It’s ... dry, cold, hot, warm, cool... How’s it going with you -- Great!/Terrible!/Not bad! What are you doing be动词（is,am,are）+ 动词-ing -- I am having a party.
Reflection The main purpose of this lesson is to improve students’ interpersonal communication by teaching them how to use the key sentence structures and the present progressive tense. And I choose to use language and pictures to create a real context “A phone call” for students to understand, internalize and then use the knowledge, which is beneficial for students to better understand and gain knowledge. However, I think I may have designed the activities of the third part “transferring and creating” too simply. It can not motivate students to transfer their knowledge to the real life. Besides, the activities were not designed to be interesting enough to stimulate students’ interest in English learning. Students may feel bored. Overall, I need to put more effort into activity design.