Module 2 What can you do Unit1 教学设计 （表格式）外研版七年级英语下册

Topic: NSE7B Module 2 What can you do Unit1 I can play the piano.(Period 1)
Objectives: I’d like to set the leaning and teaching objectives as follows. By the end of this session, most students will be better able to: Ask and answer about each other’s abilities by using the new words and phrases (play table tennis, play the piano, ride a bike, etc.) and sentence structures (What can you do / I can/can't .../ Can you… ) learned before and in class; Talk about what school clubs they would like to join and explain the reasons, in which they are able to use sentence structures like “I’d like to join …club because I can…...” “I like/love/am interested in ……, so I can join …club.” “I can/am good at/want to learn…, so I choose …club.”differently and correctly; at the same time, they are encouraged to use and say the sentences they create; Do an oral report about others’ abilities by “She/He/They can/can’t…” after listening to the listening material in Activity 3, during which they learn to understand listening material and find required information by using different listening strategies: making predicting, taking notes; Give a one-minute self-introduction on abilities when joining a club and try hard to make “the club manager” choose them as the club members; Realize the diversities of people’s abilities and the importance of finding what they can do and what they are interested in to make their school life more colourful and joyful.
Teaching focus: After analyzing the material and the students and setting the objectives, the learning and teaching focus will be on The new words: play, tennis, piano, ride, club, term, board, would like, worry about and teach; The sentence structures: ---What can you/she/he/they do --- I/She/He/They can …(a little/very well), but...can't … --- Can you/she/he/they… --- Yes,…/No,… --- What club would you like to join --- I’d like to join …club because I can…... Or ---I like/love/am interested in ……, so I can join …club. Or --- I can/am good at/want to learn…, so I choose …club. Learning to use can and can’t to talk about one’s abilities;
Anticipated difficulties: Students may have problems in understanding the third person singular form of “can” due to their previous leaning of the third person singular form of verbs last term. It may also be difficult for them to make the self-introduction on abilities sound authentic because they might lack such kind of experience in life and some of them are poor in using varied kinds of words and phrases and structures to make their oral introduction impressive. Solutions: Lead students to pay especially attention to the model sentences which show them to use “can” probably and correctly and help them to conclude the usage; Help students to master many and various sentence structures for expressing their abilities through sufficient and related activities, like oral speaking,and the teacher gives feedback for their output to help them use these structures properly; Set up real language using situations to offer them a platform to put what they learned into use.
Methodology: The teacher will guide the students to learn by using the task-based language teaching method. They will be led to achieve those objectives through doing practice, peer coaching, involving themselves into many and various activities, communicating and cooperating with each other. That is, they are going to learn by doing things in class. All the activities and tasks are student-centered, and the degree of difficulty of tasks are designed based on their previous learning of “can ”in primary school on the theory of zone of proximal development and . In this session, students are provided with a good and authentic language-using atmosphere, chances to put what they have learned into real use.
Teaching aids: Multimedia classroom, PPT, Guided Learning Plan for Students(handouts before class), Students’ Work Sheet (used in class), school club posters, iphone (used to record the students doing the last task)
Teaching procedure:
Stages: Activities: Methodology
One Lead in the topic Step 1: The teacher shows the notice of school clubs from the school board to students and leads them to read the information on it, during which they learn(or review) the new words: club and board. After reading the notice, students are led to think about the question on it “What can you do ” The reason why the teacher shows students their school notice to lead in the topic is that it makes them realize that English learned in class can be used in daily life and English is closely related to their life. Also, it creates an authentic situated learning for students. And words are presented and learned in the context.
Two Presentation and practice Step 2: Then the students are asked to work in pairs and ask and answer what they can do with partners(it’s think aloud), before which the teacher gives two oral examples. That is, the teacher asks two students the questions “ What can you do ” “Can you… ”, during which the teacher also deals with the different pronunciation of “can/can’t” in different sentences. When students start to do pair work, they are provided two models on PPT to help. Model 1 for pair work: A: Hey, … What can you do B: I can play the piano very well. How about you A: I can run very fast, but I can’t play the piano. (Maybe you can teach me.) B: Sure. Model 2 (for students with better ability in English): A: Hey, … What can you do B: I can dance very well and I’m good at street dance. How about you A: I can sing very well and I love pop music. But I can’t dance. I think street dance is cool. Maybe you can teach me. B: Sure. And you can teach me to sing. During the students’ speaking, sharing and learning, the teacher encourages some of them to perform in class( to show what they can do, like dancing,singing, drawing). Based on their previous knowledge of “can” for talking about abilities from primary school learning, the teacher doesn’t spend too much time on teaching the sentences. Instead, students are guided to use them with partners. That is, students try to review or re-learn the knowledge in the form of Peer Coaching by using. What’s more for this step, students are allowed to choose what level to develop into for themselves with the speaking models provided (Scaffolding Learning Theory applied here) by the teacher. And the students are provided a platform to show their artistic talent, which helps them to realize how wonderful and unique they are (Moral Education Infiltration)
Step 3: Deal with the listening materials and learn. After talking about their abilities and interests, they are guided to think about what club they want to join this term. The teacher asks a few of students to lead the whole onto the topic of clubs. Then they are told to listen. Before listening, students are encouraged to predict what clubs they may hear in the conversation. Then they listen to it for the first time and are required to check the ones they hear. Next, they are going to match the person with the ability and the club she/he wants to join after listening for the second time. During the answer check about abilities, the teacher asks them to retell the sentences and then leads them to imitate these sentences after the record. After they get all these sentence structures from the conversation, that is, A: What club would...... like to join B: She/He would like to join…because..... Or--She/He can ......, so she/he chooses ......club. Or--She/He likes......, so she/he can join ......club. they are now asked to give a report about what club would Daming, Betty, Lingling and Tony like to join and why. Finally, students read the conversation by themselves and think about the two questions: Q1: “Why are there so many different clubs in a school ” Q2: “What can students get in a club ” Unlike most English class listening which deals with the sentence structures before students listen, this step requires learners to listen for new structures, for listening is input which offers chances to learn. When dealing with the material, the teacher goes from pre-listening, through while-listening, to post-listening. After getting the new knowledge (sentence structures), the students are immediately encouraged to use them, for there is a saying about language learning “Use it or lose it!” Finally, the students read and think. It requires them to connect the conversation with their own school life and have a deep reflection on clubs, or interests and abilities, which can help develop their thinking ability.
Three practice and production Step 4: Talk about what club they’d like to join and explain. After students realize the importance of joining a club from the activities above, they are now guided to talk about what clubs they would like to join in school this term and give the reasons by using the following sentence structures: I’d like to join …club because I can…... I like/love/am interested in …, so I can join …club. I can/am good at/want to learn…, so I choose …club. At the same time, they are encouraged to use other sentence structures to express their abilities and interests. Students put what they learned into use. It’s using English to talk about their own school life. It’s authentic context learning. And the communication between the teacher and the students is real, necessary and interactive.
Four Production Step 5: Role-play Suppose now is the “School Club Recruitment Fair”. They work in groups and act as club managers and students who want to be members. The interview should include the basic information of a student, like name, age, class, grade,etc and one-minute self-introduction on abilities. And the club managers are asked to complete the Club Member Information Form of each “interviewee”. This role play is in simulation scene. Again, students put what they learned into daily use and they can connect their daily experience, newly-learned English expression with it, which offers a chance to promote transfer ability of knowledge by using basic knowledge; to promote the transfer of learning attitude by performing interests.
Five Homework Step 6: Homework Read the conversation several times after the audio record and then send your reading record through Wechat to me. Ask three of your friends what club they would like to join and why, and tell them yours. (It’s optional)We are going to have an English Superhelper in class to help the teacher and the students with chores like handing in/out homework, morning reading management,etc. If you are interested, send me the campaign speech(oral speech)through Wechat. Homework is the extra learning and further learning of the class. Students are different in the ability of learning language and so they should be given the chances and space to develop differently. These three pieces of homework truly offers students time and chance to go over lessons, to consolidate the schoolwork in this class, to deepen understanding of clubs and abilities, to replenish the knowledge network, and to help them transfer knowledge into wisdom (using what they learned to do things).