七年级上英语|Unit 4 Where’s my backpack?|Section A |说课稿

Lesson Plan Interpretation
Good morning, everyone! It’s my pleasure to interpret my lesson here today. The lesson plan I am going to talk about is from New Junior English for China Book Grade 7 Unit 4 ---Where’s my backpack, the first period. Next I will explain how to teach and the reason for doing this from following aspects:
Ⅰ. Analysis of teaching material
Ⅱ. Teaching methods and studying ways
Ⅲ. Teaching procedure
Ⅳ. Reflection
Ⅰ. Analysis of teaching material
My understanding of the teaching material includes 4 parts: the status and the fun_ction, the key points, the difficulties and teaching objectives. I will talk about them separately.
1. The status and the fun_ction
The language goal of this unit is to talk about “where the things are”. The topic is related to Ss' daily life, so it can help to raise Ss' learning interest and improve their abilities of communication. And Ss will learn to talk about “where the things are” by listening and speaking.
2. Teaching Objectives
In order to fulfill the task of this period, I make out the following objectives:
1) Knowledge Objectives
The first is knowledge objectives. Ss should have a full understanding of the target language structure and master some useful words such as table, bed, dresser, bookcase, sofa, chair, drawer, plant and so on. Students should also get more familiar with the useful expressions ---“where the things are”.
2) Ability Objectives
The next is ability objectives. Students should learn to talk about “where the things are” and listen to the materials about “where the things are”. So the whole class is to improve the Ss' ability of listening, speaking and communication.
3) Moral objectives
The last is moral objectives. Through learning this lesson, the Ss will improve their consciousness of cooperation and deepen their interest.
3. Important Points
To learn some words and expressions is the important points of this period.
?? 1) Words:?table, bed, dresser, bookcase, sofa, chair, drawer, plant, under, on, in
?? 2) Expressions: Where’s …? ---It’s in/under/on… Where’re…? ---They’re in/under/on…
4.?Difficult Points
? As to difficult points, the Ss should master the sentence: where is…and where are…and make the difference among in, under and on.
Ⅱ. Teaching methods and studying ways
Now let’s focus on the ways of teaching and learning.
As to the ways of teaching, I will adopt Task-Based Approach, that is, teachers should combine topics, communicative functions and language structure, and create interactive activities to improve students’ English. I will also use input and interaction hypothesis（输入与互动假设）theory , which is the theoretical basis of my teaching .According to input and interaction hypothesis, languages should be learned in interactive activities, but not the mere training of language skills. Students should learn English through comprehension input (可理解性的输入). Besides, S-centered principle, communicative-method, multimedia, a ball and a box are also used.
When it comes to the ways of learning, students will learn the text through Cognitive Learning Theory. According to this theory, learning is a process of relating new information to previously learned information and new information is most easily acquired when people associate it with interesting things they have already learned. Ss will also use eyes, mouth, and heart to see, listen, speak and feel. Besides, Ss will learn by reading, speaking, observing, cooperating discussing and deducing.
Ⅲ. Teaching procedure
Now, let’s turn to the teaching procedure which is composed of six steps:
Step I Warming--up
Step II Presentation
Step III Practice
Step IV Consolidation
Step V Homework
Step VI Blackboard design
Step I: Warming--up
The first step will cost two minutes. I will show the picture of a house to the Ss and ask them “what is it”. After Ss give the answer, I will say: yes, this is a house; and there are a lot of things in the house; do you want to go into this house to have a look, which will not only arouse their interests, but also lead in this lesson.
Step II: Presentation
The second step is presentation. Firstly, I will show some pictures, such as table, bed, dresser, bookcase, sofa, chair, drawer, plant. This activity is to introduce the new words and help Ss lessen the difficulty in the understanding. After Ss answer what they are, another picture will be showed, that is the inside of the house: a picture about a room with some furniture on the screen. Then I will ask: “where is the table” and I will answer it myself, which will show an example to the Ss. In order to help Ss mater the prepositions of on, in and under, I will bring a ball and a box to the class to place the ball on, in and under the ball. At the same time, I will ask “where is the ball” three times. Then the Ss will drill the expression: Where is …? It is on/ in/ under……? In order to let Ss master the expressions well and activate the atmosphere, I will let one S ask question and one student answer the question. After this activity will have been finished, I will give them comments, correct their mistakes and encourage them. Then I will present a new expression: Where are his/your/her……; They are……; and ask Ss to ask and answer in pairs by using target language, and at the same time ask them to pay attention to the plural form. After 2 minutes, two group Ss will show their dialogue.
Step III: Practice
To help Ss master the new knowledge. In this step, I’ll gather the listening activities in 1b, 2a and 2b together. The practice goes from the simple conversation to a complex one, the demands become higher.
Step IV :Consolidation
After that I will add some new information by showing the sentence in the screen: Is the baseball on the sofa? No, it is not .It is under the chair.
Step V: Homework
The last step is homework. Students are asked to write new words and useful expressions three times and remember them. This will make preparations for the next period.
Step VI: Blackboard design.
Ok, this is the design of the writing on the blackboard .They are some new words and useful expressions. The new words are on the right and the useful expressions are on the left.
words useful expressions
table Where is ……?
bed It is in/under/on…
dresser Where are …….?
bookcase They are in/on/under…
…… ……
Ⅳ. Reflection
That’s all for my lesson plan presentation, thank you for listening!