七年级上册 Unit 9 My favorite subject is science Section A 3a-3c 教案

Go For It 7A Unit 9 Section A 3a-3c
Analysis of teaching material What: This is a dialogue between Bob and his friend Frank about their favorite subjects and days. In the conversation, they talk about their favorite subjects and days, as well as the course time and the teacher. Why: The dialogue between Bob and Frank in real situations can help students understand how to talk about preference, enhance understanding and friendship between their classmates, cultivate students' character of loving learning. How: The dialogue includes vocabulary for subject topics (P.E., history, boring, interesting...) and the expression about how to talk about your favorite subjects through what, why, when, who questions.
Teaching objectives By the end of the session, students will be able to : grasp the preferred subjects, days and reasons of Bob and his friend Frank, as well as the teachers of related subjects, and complete the table; retell and reproduce the dialogue between Bob and Frank based on the table,extract, summarize and internalize the expressions about preference in the dialogue; Use relevant language expressions to have a conversation with a partner to talk about favorite subject of each other, complete the table and make a report.
Teaching focus Understand the main idea of the dialogue. Grasp the detail information：Bob and his friend Frank's favorite subjects，days and their reasons。
Anticipated difficulties Students may feel it difficult to use What questions，When questions，Why questions and Who questions（“4W questions”） properly.
Teaching procedure Teaching objectivesActivitiesEvaluation1.grasp the preferred subjects, days and reasons of Bob and his friend Frank, as well as the teachers of related subjects, and complete the table (learning and understanding)1. The teacher creates the situation: the school will hold a "competition of students' favorite courses". Show students' real class schedule and use“4W questions”to ask their preferences . 2. Students predict the general idea of the conversation and the possible information discussed according to the picture of Bob and Frank in the textbook and the given clues. Then listen to the tape to verify the guesses. 3. Listen again and write down the key information Observe students' specific performance in answering questions, and learn about their vocabulary reserve and understanding of "4W questions" according to the words and sentence patterns they give. Evaluate the students' ability to speculate according to the reasonable degree of the content of the dialogue. Observe the key words of students' records and judge how comprehensive and accurate they are in obtaining and recording information.Design intention:Introduce the topic, create the situation, arouse students' interest, activate students' vocabulary about the subject, and cultivate students' ability to make inferences and predictions; Help students grasp the general idea of the conversation, and cultivate students' ability to accurately obtain, sort out and record key information. (Perception and attention, acquisition and combing)2.retell and reproduce the dialogue between Bob and Frank based on the table,extract, summarize and internalize the expressions about preference in the dialogue (applying and practicing)1. Students should find and summarize the language expressions about preference(" 4W "questions) in the text in groups of four and read the key sentences together. 2. Ask students to give complete answers according to Frank's questions, and ask students to give corresponding questions according to Bob's answers. Then, students act as Frank and Bob using the information in the table to retell the dialogue with "4W" questions. 1. Observe whether students can accurately find relevant language expressions, whether reading and imitating expressions correctly, and know students' learning and internalization of key language expressions. 2. Observe whether students can use the relevant language expressions correctly, and know the degree of students’ internalization of the content and expression.Design intention:Guide students to retell the core content of the dialogue, sort out, learn and internalize the key sentence patterns and key words. (Description and interpretation, internalization and application)3. Use relevant language expressions to have a conversation with a partner to talk about favorite subject of each other, complete the table and make a report. (transferring and creating)1. Students return to the situation created by the teacher at the beginning of the course.They need to interview each other, discuss their preferred course with what, why, when and who questions, and complete the questionnaire. Select one person from the group to make a summary report. 2.Students need to give a brief summary of the whole class. Observe whether students can accurately ask and answer relevant questions with "4W questions" in group discussion and presentation, and give necessary guidance and feedback as needed. Observe whether the students' summary is comprehensive and accurate, and know the students' learning situation and summary ability.Design intention:Guide students to integrate and use relevant language expressions according to the new situation, complete the communicative tasks, and promote migration and innovation. (Imagination and creation)
Homework Ask each other about other preferences with "4W questions" and make a report.
Blackboard design
Reflection Teachers have designed a variety of activities around the teaching objectives, including listening, speaking, reading and writing. These activities basically accomplished the goal of guiding students to use relevant language to communicate with their peers and talk about each other's favorite topics.But there are still some things that can be improved to get better. For example, the topic of preference is limited to favorite subjects and did not extend to other topics. Maybe teachers can design activities that lead students to discuss other preferences so that students can more broadly apply what they have learned to real situations in life.