七年级上册 Unit 4 Where's my schoolbag Section B 2a-3b 教案.docx

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1、Go For It 7A Unit 4 Section B 2a-3bAnalysis of teaching materialWhat: This material is selected from Unit 4 Section B Wheres my schoolbag? Its Kates self-monologue, which focuses on the arrangement of objects in the room of two sisters, Kate and Gina. Kate first introduced her relationship with Gina

2、 and their habits, saying, Fm tidy, but Gina is not.* She then introduced her and Ginas belongings and the result of her sister 9s bad habit-she cannot find her things in her room.Why: The author reviewed and consolidated the knowledge learned in this unit, including prepositions and the names of so

3、me items through the placement of Kate and Ginas articles. At the same time, the scenes and objects are close to the students* actual lives, which are helpful for students to form resonance in the article, so that they can unconsciously establish healthy living habits and form clean health habits wh

4、ile reading the article.How: This passage is in the voice of Kate. The main content of the passage is the arrangement of objects in the two sisters room. The article can be divided into three parts. The first part introduces the relationship between Kate and Gina and their living habits. This part m

5、ainly involves the word tidy to describe living habits and the use of the conjunctive but to express transitions. The second part is mainly about the position of their belongings in the bedroom, which mainly involves the prepositions in，on，under“ and some words about daily items, such as bookcase an

6、d desk”. The third part describes some articles Kate and Gina have in their room and the placement. It mainly consists of nWhere are my keys?* And use special questions to ask about the structure of the location of objects. The whole text is in the present simple tense, including the single and plur

7、al forms of nouns and verbs. It is of practical and educational significance to focus on the expression of the location of articles and the cultivation of hygienic habits.Teaching objectivesBy the end of the session, most students will be able to1. Grasp the prepositions: in, on, under, near, and un

8、derstand the target words: tidy, but, everywhere, etc. (language ability)2. Understand the passage about Kate and Ginas room and grasp the usage about but and and”, (language ability)3. Form the shape of Kate and Ginas room and improve reading ability in in-depth analysis of the article as well as t

9、he ability of spatial imagination through drawing pictures of Kate and Ginas room, (learning ability)4. Retell the passage through introducing the things in Kate and Ginas room and use the prepositions, “but” and and to describe their own rooms and others one. (thinking capacity)5. Get into the habi

10、t of keeping their rooms tidy and form a habit of good health, (cultural awareness) Teaching focus1. Reading: Understand the main idea of the story and the structure of the passage.2. Vocabulary: tidy, but, everywhere, and so on.3. Grammar: review use of prepositions to express object position, lear

11、n about “but” and “and” in sentences.Anticipated difficultiesStudents may feel it difficult to use the prepositions, but and and to describe their own rooms and others one.Teaching Objectives1. Review the words table” “bed” “sofa” chair” and theprepositions learned previous lesson.in theBy predictin

12、g andreading,students will able toanalyzeKate and Ginas room layout and the way Kate introduces their room; grasp the words: tidy, but, everywhere, etc; grasp the usage about “but” and “and”； (Learning and understanding)Learning Activities1. Students choose numbers they like among 1 to 9. Then talk

13、about what the object it is and where it is.Game Jooooooooo2. Show the picture with all the items putted together. Ask students “Is it tidy? and the reason.3. Predict whos tidy and who is untidy in Kate and Gina. Then read the passage quickly to find the answer and reference, Tm tidy, but Gina is no

14、t. Ask and explain the meaning of “but” and the omission that follows. Then ask some students to make sentences in this structure. Read j Who is tidy?I m tidy but Gina is not. I m Kate, and my siuer 1、 ,:Gtm. im tidy, but Gina 1% not In our room, my books and are in tlw My are tn my:schoolbag I have

15、 a dock. Its :on tbc dckk. Girut book* arc everywhere - m her bed. on the tofa and undef the char. The white modelplane hers. Its under the dek Wturrc arc my key* Whervi my rukr? Wherek myClina ahvjys4. Ask whats the passage mainly talk about and complete the chart on the learning sheet. Then answer

16、 the questions in the given sentences.Effectiveness Evaluation1. Observe students, performance when answering the questions, then guide them to correct the words or mistakes in time. Understand students1 grasp of the content of last class.2. Judge the students1 mastery of the words in this lesson ac

17、cording to their answers and encourage all their positive answers.3. Evaluate students* ability to skim and grasp information in English reading according to students guesses and answers, so as to adjust the teaching method and progress in time.4. Evaluate students ability to scan and whether they h

18、ave grasped the sentence structures with the prepositions.1Read and complete the chart/5. Add or subtract examples and explanations according to students* understanding.6. Observe students* summarizing ability, encourage students active feedback, affirm the right direction, and guide students to fin

19、d the right information in time.5 tl u u a6 P aKateGina、ThingsWhereThingsWherebooksin the.bookseverywhereand tapes bookcasekeysn cmodel plane under the deskschoolbagclockon 仇 desk fc*don( knowher niler Speculate if they are living in le same room to introduce the se of “and” and explain the sage by

20、giving some examples nd asking students to guess. Talk about the structure of the assage: hook, thesis statement nd body.JustiHeation:Activate the vocabulary about objects and their locations through a game to lead to the topic of this lesson, which can also stimulate students1 interest in learning

21、and make students actively participate in classroom activities; Through the prediction task, students can think about the topic and develop the learning habit of reading with questions. Searching for key sentences and analyzing the structure of the text can guide students to learn to analyze the dis

22、course, master the discourse structure of their own room, and cultivate students* ability to accurately obtain, sort out and record the key information.1. Students will be able to retell the passage through introducing the things in Kate and Ginas room and form the shape of Kate and Ginas room and i

23、mprove reading ability of spatial imagination through drawing. (Applying and practicing)1. Retell the passage in pair works through questions and answers, (using the third person tone)2. Draw a picture about Kate and Ginas room and find the difference among their works. Then invite them to talk abou

24、t their differences and guide them to realize the importance and key points of expressing accurate orientation.1. Focus on the accuracy of students* use of third person and the course target words and sentence patterns to determine if it needs to be further explained.2. Obverse their performance and

25、 help them to show their own ideas. Judge their spatial ability and adjust accordinglyJustifleation:Guiding students to retell the core content of the dialogue in the third person perspective can help them expand, consolidate and internalize the key sentence patterns and the target words, and pave t

26、he way for further application practice. Drawing pictures of Kate and Ginas room can help them better understand the content of the passage, exercise their spatial imagination ability, and increase the interest of the course and students* participation in the class.3. After leaning, students will be

27、 able to use the prepositions, “but and and to describe their own rooms and others one. And get into the habit of keeping their rooms tidy and form a habit of good health. (Transferring and creating)1. Work in pairs and do a survey about students own room. One asks what does the partner have in his/

28、her room and where are they. The other answers the questions. Then invite 2 pairs to show their performance. Others judge the performance through the checklist.1. Observe their performance of using the target language and correct mistakes in time.ChecklistaspectsGrade 1 -5 BUse but” and “and”accurac

29、yfluent2. Write about the partners room with the word “but” and “and” if they can.2. Focus on the target language and their conjugations.Justification:Guide the students to use the grammar and vocabulary knowledge learned in this lesson, and practice them in the real-life activities in pair works. W

30、orking through dialogues to complete communicative tasks, which can help students improve their ability to use the new learned knowledge to solve practical problems in real situations and cultivate their good habit in keep their rooms tidy. Meanwhile, help them sort through the logic of introducing

31、their room and prepare for writing with what they have learned in this unit.HomeworkMust do: Write about your own room. Write at least 100 words.Optional: Read the passage twice after class and try to introduce yours and your partners room together.Blackboard design7/A4sb. is .,尻叶.丁T牝 a八M Gm。j8所Gmc

32、厂8为ReflectionThis lesson plan is designed based on the text and curriculum after an in-depth analysis of the key and difficult points, according to the teaching objectives. I analyze the passage in three aspects: what, why and how. After preparing, I got the following harvest:1. Teaching objectives

33、are the soul of a class. In preparing this lesson plan, I was deeply impressed by the role of teaching objectives. Only by firmly grasping the teaching objectives and adopting appropriate teaching activities and methods according to the teaching objectives, can we find the course logic of this class

34、 and achieve the expected objectives of this class. Thus, we should abandon the habit of adhering to the traditional teaching model. We can refer to this model, but we should understand that the teaching model serves the teaching objectives. We should not neglect the realization of teaching objectiv

35、es because of the fun of teaching activities.2. Effectiveness evaluation is also an important part of teaching activities, which is the foundation because students are the center of the class. Our purpose of teaching is to guide them to know and understand the second language as well as to use it. T

36、herefore, it is significant to predict students* responses and choose appropriate evaluation methods.3. Students are the leaders and masters of the classroom. This class is student-oriented, and the teacher is the guide for students* learning and the provider of feedback on students1 performance. Guide them to discover the new grammar about transition statements “but” and juxtaposition statements “and”. Let students speak more and practice more. Based on project-based activities, students will be able to improve their language ability and consolidate new knowledge in practice.