Unit 9 What does he look like? Section A
重庆实验外国语学校 杜云珠
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My presentation is divided into four parts.(把这四个部分读出来)
First, Analysis of the teaching material and the students:
The students: Most of them are 12 or 13-year-old teenagers
After learning English for almost a year, their English is OK.
They are active but not as much as talkative like in the first term, simply because they are growing up.
They like English but afraid of making mistakes, they are afraid of being laughed at because they have image-concerned problems.
Second, the teaching material--(brief introduction) the textbook is “ Go For It” for Grade 7, the second term. The topic is unit 9 section A “What does he look like”?
The topic is close to daily life and frequently used.
It is a review of the sentence structure of the simple present tense, because of unit 6-8, most students probably forget the simple present. So this unit is going to help the students remember.
We may have some advanced language to describe people’s looks later on, but this unit is the basic. So students should be very good at it.
(Teaching aims) : I have three teaching objects to achieve.
①Knowledge objects: New words; straight, tall, thin, heavy, look like
New sentence structures: be of…, alternative sentences
Ability objects: Students are able to use the target language to describe people’s looks.
They are able to cooperate with others in pairs and groups.
Moral objects: Students enjoy helping others, and they realize that people can’t be judged by looks.
②Key points and predictable problems:
(key points):First, new words and expressions ---in this lesson we have “be of medium height and of medium build, and we have the new words heavy, straight, curly” Second, the important sentence structure--alternative questions
(predictable problems-the difficult points）：The students may misuse “be and have”, and may forget to use “of”
Teaching and learning approaches :
(Teaching approaches)
Task-based approach
Communicative approach
Audio lingual approach
Community language teaching (I will show you how I apply these approaches in the teaching procedures )
(Learning approaches)
Task-based learning
Imitating
Communicative language learning
Self-presentation
Community language learning (as you can see, the learning approaches are closely related to the teaching approaches. The ways of learning are guided by the teachers in class)
Teaching aids: Multi-media computer, power point, blackboard , paper and so on.
Teaching procedures:
Step One: Lead-in: I use a story with pictures to begin the lesson. (把故事讲出来) The pictures are so beautiful that they can easily attract the students’ attention, and they are drawn by my students. ( My purpose is to arouse interests at the beginning. ）
Step two: Presentation and Practice: First I use the picture to guide the students to say the old words like, tall, short, and thin. Then I present new words and expressions and the students imitate. Next I use pictures of my own students. The others like seeing their classmates on the PPt. The pictures will get their attention. And I use the alternative sentences to ask questions and then ask the students to make pair work. For this, I use the communicative approach. (As for simple language points, students can use the target language as soon as they learn it)
Step three: Tasks: There are three tasks, including two games and a listening practice. –(Here I use the task-based approach and the audio lingual approach) ( Task-based learning and games can get the whole class active in thinking. ) Before the tasks I divide the students into five groups, so they can have a competition, that will make them more active.
Task One This is a guessing game. First I give the students an example “there is a student in my mind , Use the sentence patterns to ask me three questions” So the students ask “Is he tall or short? Is he heavy or thin? Does he have straight hair or curly hair?” Then they can make a guess “Is he Bill? Is he Mike?’I say “Bingo” Then the students will play the game.
Task two is based on the listening material in this section. Students listen to the material twice as it is required. The first time is to find out the answers to the alternative sentences The second time is to use a table to get the complete information about a person’s looks. (Design purpose : Listening practice is to check whether the students can understand the target language or not. Task three is closely connected with task two. Because of “is and has” For this part I design an interesting game. I say “If the sentence is filled with “ is” , girls stand up. If the sentence is filled with “has”, boys stand up. “ If students make mistakes, their group will lose a point. (Interesting and easy games can make students feel relaxed and fulfilled.)
Step four: Summary: A mind map guide the student to review the target language. Mind maps can clearly show what the students have learned in the lesson. I don’t put the summary in the end, I put it before the major output, because a summary can help the students recall what they have learned in this lesson. I just want to help the students get ready for the final part.
Step five: Production: The language output and emotion output. I ask everyone to take part in this production. And they work in groups. (This is the community language teaching)介绍如何操作language output) ( Students work together and the teacher acts as a counselor. Being a counselor is much more important than being a speech maker during teaching.) I will show you a video clip. As for the emotion output, I say “look at the girl in the picture and ask “will you help her ?” (The story is actually a role model, so the lesson is also a role model. It will guide the students into morality naturally)
Step six :Assignment (homework): Ask the students to do some exercises in the text book after class.
(I think it’s not necessary for teachers to deal with every part in the text book in a lesson. We can choose the important and efficient parts to let the students do. Like this , we can save the time and get the same good results )
Evaluation and motivation
During the class I use two aspects to evaluate the students’ activities.
First, I use simple language like (good, excellent, wonderful, well done, awesome) We can use different phrases, but not only say good good good.
Using facial expressions and gestures with language will make the motivation more efficient.
Second, I divide the students to solve tasks. In groups, better students will help the fall-behind students. They want to get points for their groups , so they will be motivated by others. This may sound very stereotype, but as for junior students ,this is actually a very good way.
Blackboard Design
(解释一下黑板： I use a simple picture to show them the meanings of height and build. I use a straight line and a curly line to show them the meaning of straight and curly. And I use two pieces of orange paper to highlight the two phrases. This is the table I used to motivate the group work.
Reflection
Weak points: Nothing is perfect. My lesson has some flaws. One is that sometimes I forget the next step which makes the lesson not as smooth as I expected. Then. it doesn’t have enough writing practice. So I need to check the writing skills through homework. And last, it is kind of unsatisfactory discrimination. That is too say, for the better students it seems a little easy to them.
Strong points. Students show their interests from the beginning to the end. The output is great.
I have taught this lesson in another school. But the lesson also worked very well. The teachers say that I make a quiet class talk, which is a great success.
And I have achieved the key competence in a way. (英语学科的核心素养的四个维度)
语言能力Language competence: I improved my students’ listening and speaking skills
学习能力Learning competence: Students can use different ways of learning.
思维品质Thinking quality: Story-background lessons and task-based learning make students think logically. The students form a habit of problem-solving.
文化品格Cultural character and morals: the story background lesson with one clue guide the students’ moral way naturally.
课件18张PPT。Unit 9
What does he look like?
Section A人教版 Go For It 七年级下重庆实验外国语学校 杜云珠
2018年11月18日星期日目录页Reflection0 4Procedures0 3Approaches0 20 1AnalysisStudentsTeaching MaterialStudentsTeaching Material Teaching Material New words & expressions:
be of medium-height
be of medium-build
heavy/curly / straight
Sentence structure:
alternative questions be ?? have
of medium height/buildTeaching materialReflection0 4Procedures0 3Approaches0 20 1AnalysisTeaching ApproachesLearning ApproachesTeaching ApproachesLearning ApproachesReflection0 4Procedures0 3Approaches0 20 1AnalysisTeaching StepsEvaluation & MotivationBlackboard DesignTeaching Procedures2 mins10 mins15 mins2 mins10 mins1 minsTeaching ProceduresTeaching ProceduresReflection0 4Procedures0 3Approaches0 20 1AnalysisWeak pointsStrong points ReflectionKey
CompetenceLanguage
CompetenceLearning
CompetenceThinking
QualityCultural Character
& MoralsThank you.Teaching Procedures
