七年级上册 Unit 9 My favorite subject is science Section B 2a-2e 教案

Go For It 7A Unit 9 Section B 2a-2e
Analysis of teaching material
The text is chosen from Go For It 7A Unit 9 Section B 2a. And the title is Sad but Beautiful. What: The theme is about music and tell the reasons with using the attributive clause. The text in 2a is about the deeds of a Chinese folk musician- Abing and his pieces. Why: The text is to let students know more about Abing and arouse their attention in Chinese traditional music. It aims to cultivate students’ positive attitude towards life through Abing. How: The text is a narration that is learned by teaching topic words, phrases, sentences (the attributive clause) about emotion and events. And some reading skills to help understand the text.
Teaching objectives
By the end of the class, students will be able to identify Chinese folk instruments and understand more about Chinese folk music by the background information provided by the teacher. (Learning and understanding) use information from the picture by predicting, sketch the main idea of each paragraph by choosing and analyze each paragraph by questions, blank-filling and true-or-false. (Applying and practicing) design the name card by assembling different information from the text and develop the ability of positively confronting difficulties in life by internalizing Abing’s spirit. (Transferring and creating)
Teaching focus
【Focused words】piece, sense, sadness, pain, reflect, moving, perform, lifetime, pity, master, praise, recall, wound, painful… 【Focused phrases】look up, teach sb to do sth, be known for, grow worse, develop a serious illness, get married, continue to do sth, during one’s lifetime, in total… 【Focused sentences】1. The piece which was played on the erhu especially moved me. 2. It was one of the most moving pieces of music that I've ever heard. 3. The music was written by Abing, a folk musician who was born in the city of Wuxi in 1893. 4. It is a pity that only six pieces of music in total were recorded for the future world to hear, but his popularity continues to this day.
Key and difficult points
·Key points: get the main idea and specific information about the text and command the reading skills. ·Difficult points: design the name card for people from different aspects and develop a positive life attitude by internalizing Abing’s spirit.
Teaching objectives Learning procedures Evaluation of effects
identify Chinese folk instruments and understand more about Chinese folk music by listening. (Learning and understanding) Students mobilize their prior knowledge to make a guess about Chinese folk instruments by pictures covered by the blanks. The teacher observes students’ response to instruments. And if they have difficulty in guessing, the teacher should give hints and teach the words about instruments.
Students listen to two pieces of music and then guess the instrument in every piece. Some background information can be given according to the degree of difficulty. The teacher observes the expressions of students to make a judgement about their guessing. And then the teacher gives the timely feedback according to their response.
【Justification】The first guessing game aims to get students’ attention and create a relaxing atmosphere. The song-listening intends to activate students’ schemata and meanwhile bring out the topic. These build connections between students' prior knowledge and learning topics, a discourse-based learning.
use information from the picture by predicting, sketch the main idea of each paragraph by choosing and analyze each paragraph by questions, blank-filling and true-or-false. (Applying and practicing) Students make a prediction according to the picture of the text in the textbook and the title of the text. Then they work in pairs to have a discussion about their predictions. And then share their ideas. The teacher can raise some indicative questions to help students make a prediction. The teacher observes whether students can participate in the interaction and communication of the prediction and gives the positive feedback.
Students read the text quickly and then choose the suitable main idea for each paragraph. And before students start reading, the teacher tells the first reading skill- Look at the first several sentences to quickly get the main idea of each paragraph. The teacher gives the reading guidance before students start reading, beneficial to develop a good reading habit and help them get the main idea quickly.
Students read the first paragraph and then answer two questions; they learn a reading skill-Locate the specific information by using keywords, get to know some new words through questions and review the attributive clause. The teacher guides students to make a careful reading and gives a reading skill. And the teacher checks students’ command of the attributive clause.
Students read the second paragraph and then fill in the blanks; they learn the reading skill- Pay attention to verbs and adjectives and pay attention to some new phrases and the chronological order. The teacher gives the reading skill. Then the teacher observes and adjusts the given time according to their progress of completion Also, the teacher seizes students’ command of new words and phrases through the completion of blanks.
Students read the third paragraph of the text and then make the “True or False”; they contact some new words. The teacher makes a further questioning to let students correct wrong statements and find the basis from the text, checking their understanding of the sentences.
Students think about the connotation of “Sad” and “Beautiful” in the title and exchange their ideas with partners. Then, they share ideas with the class. The teacher makes a contrast about students’ comprehension in the prediction and this discussion. The teacher tries to guide students to summarize and have a deeper understanding about the text and give timely positive feedback.
【Justification】The prediction helps students prepare for reading and form the reading expectation. The skimming aims to cultivate students’ fast-reading ability. Through different activities, students enhance their comprehension of the text and develop students’ ability of careful reading. And students learn the reading skill under the teacher’s guidance. These activities try to internalize language and cultural knowledge to promote the transformation from knowledge to ability, a discourse-depth learning.
design the name card by assembling different information from the text and develop the ability of positively confronting difficulties in life by internalizing Abing’s spirit. (Transferring and creating) Students work in pairs to figure out the spirit of Abing, and then express their ideas. The teacher judges students’ command of the text and guides them to conclude the spirit of Abing. Necessary help should be given according their production.
Students work in groups of four. Two students make a role-play about an interview to Abing according to the name card. And the other two students finish Abing’s name card according to the interview. And then each group needs to give a presentation about their interview and shows the name card. And others should give evaluations to both the interview and the name card according to the checklist given by the teacher. The teacher gives the main aspects that should be included in the name card. The teacher organizes students to have a group work and observes them whether they make a rational allocation work according to their different levels of ability. And the teacher holds the time according to their progress and gives timely help and guidance to complete the group work.
【Justification】The discussion guides students internalize the spirit of Abing. The interview and the name card help students consolidate what they have learned and develop their ability of speaking. And the checklist is to develop students’ ability of evaluation. Going back to students’ real life benefits students’ comprehensive language competence. These activities combine individual work, pair work and group work, positively affecting students’ ability of independent thinking, communication and teamwork, which carries out transferring and creating to promote the transformation from ability to quality, a discourse-beyond learning.
Summary
Students try to summarize the text by themselves and then the teacher makes a summary.
【Justification】Inviting students to give a summary aims to check if they have mastered the key points taught in class to form a closed loop of the knowledge. And the teacher’s summary helps clarify what they have learned.
Homework
Must-do homework: ①Read the text for two times. ②Retell the text to your partner. Optional homework: ①Write a text about your favorite musician, including the pieces, life and influence. Remember to use at least three attributive clauses in the text.
Blackboard design
Reflection
Designing learning activities according to teaching objectives is conducive to the realization of teaching objectives to achieve good teaching effects. Based on a student-oriented principle, this lesson gradually increases the degree of difficulty through different activities, in accord with “teaching through lively entertainment”. First, in the process of designing the content of activities, it not only considers the improvement of students' reading ability, but also involves the training of basic abilities like listening, speaking and writing, cultivating students' four-dimensional ability based on core quality. What’s more, the level-designed activities finally return to students' real life from the context. Second, in the process of designing the form of activities, individual, pair and group work are all involved, which not only helps to cultivate students' ability of independent thinking, but also strengthens students' awareness of cooperation. Thirdly, teachers timely adjust the teaching content and methods according to the performance of students and give timely guidance and feedback, fully reflecting the student-oriented teaching, helping creating a flexible class teaching. However, first, the large number of activities may negatively affect students’ timely withdrawal from the formal activity to implement the next activity. Secondly, the variety of activities may be a trigger for students' distraction. Thirdly, it is difficult for teachers to keep good discipline and control the allocation of time of each activity. Fourthly, it is prone to the emergence of emergencies, which results in the delay of teaching progress. Finally, teachers may have difficulty in taking every student into consideration to give timely feedback and evaluation. Therefore, we should face up to disadvantages and expand advantages. That is, designing teaching activities according to teaching objectives and making a timely adjustment according to students' feedback. Besides, mutual evaluation should be more added to well conduct the formative evaluation so as to promote the integration of "teaching-learning-evaluating", achieving better teaching effects.