七年级上册 Unit 9 My favorite subject is science Section B 1a-1d 教案.docx

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1、Go For It 7A Unit 9 Section B la-ldAnalysis of teaching materialWhat: The discourse of this lesson mainly talks about the conversation between Eric and David about their monthly class schedule. In the conversation, they talk about the subjects that David likes and dislikes as well as the week days.

2、As for the math subject David didnt like, Eric asked the reason and then talked about Davids favorite Chinese subject, as well as the corresponding time and reason. Finally, they met in the music class.Why: The conversations between Eric and David in real life9s class break can help students learn m

3、ore about how to express their positive attitude and reasons towards the subject they like by using some descriptive vocabulary. Whats more, it can cultivate students5 awareness of politeness and concern for others when communicating with classmates. At the same time, the class schedule for December

4、 can practice students ability to understand the table better.How: The discourse of this lesson mainly talks about the conversation between Eric and David about their monthly class schedule. Since it is a conversation between good friends, the communication embodies the main characteristics of infor

5、mal style. The conversation can be divided into two parts. The first part mainly talks about the subject David dislikes and reasons. The second part mainly talks about Davids favorite subject and the time of his Chinese subject. This part involves the topic vocabulary of time, for example, Monday, T

6、uesday, Wednesday, Thursday and Friday. Also, it contains the vocabulary of subject, for example, Chinese, math, history, music and science. Whats more, it contains the vocabulary of description, for example, difficult, interesting. Besides, this conversation involves WH- questions, for example, Wha

7、ts your favorite subject?” “When is your Chinese class?”Through the “class schedule for December”, it records the course arrangement and some extracurricular activities. It can strengthen the vocabulary about time learned before and pay attention to interactive communication. This conversation is cl

8、ose to students real life.Teaching objectivesBy the end of the session, most students will be able to1. understand and acquire the subjects, reasons and days that Eric and David talked about, including subjects David likes and dislikes, the descriptive reasons David mentioned, the time of the week f

9、or Chinese class as well as Davids courses on Tuesday.2. focus on, extract, summarize and internalize the information in their conversation and class schedule by asking WH-questions according to Davids class schedule and some extracurricular activities.3. apply relevant language expressions to have

10、role-play with their partners and communicate about the class schedule of each day and design their Dream Class Schedule.Teaching focus1. Listening: Students can get the key information while listening to the conversations.2. Speaking: Students can use the target language to describe their favorite

11、subjects and express the reasons.3. Vocabulary: difficult, interesting, free, cool; Tuesday, Wednesday, Thursday, Sunday; Chinese, math, history, science, P.E., music, geography.Anticipated difficultiesDescribe the class schedule, give reasons about their favorite subjects.Teaching objectivesLearnin

12、g ActivitiesEffectiveness Evaluation1. understand and acquire the subjects, reasons and days that Eric and David talked about, including subjects David likes and dislikes, the descriptive reasons David mentioned, the time of the week for Chinese class as well as Davids courses on Tuesday. (Learning

13、and understanding)1. Students watch a video and share what subjects they can find in the video.2. Students can do a pair work according to their class schedule. They discuss their favorite subjects and give reasons by applying the WH-questions. Also, students can get to know the days of a week. Show

14、 the whole class schedule.A: Whats your favorite subject? B:.A: Why do you like .?B: Because.A: When is your . class?B: Its on.A: When do you have.class?B: I have.on. Show the pictures of their teachers.A: Who is.teacher?B: My.teacher is.3. Students do a matching practice about descriptive adjective

15、s.4. Students listen to the first half of the conversation and answer questions like What subject David dislike?” Why does David dislike this subject?”5. Students listen to the second half of the conversation and answer questions like Whats David favorite subject?” “Why does David like this subject?

16、99 and fill in the blanks. Check the answers in pairs.Observe students performance in answering the questions. According to the specific words said by the students, learn the students9 vocabulary reserve about subjects.According to the reasonableness of students9 asking and answering, evaluate the s

17、tudents ability to master and apply the WH-questions.According to students9 answer to check their understanding of descriptive adjectives.Trough students9 notes and answers, teacher can evaluate whether students understand and extract the key information or not.Trough students9 answer of these two q

18、uestions, teacher can evaluatewhethertheyunderstand and extract the key information or not.Justifications: These steps aim to lead in the topic, create real life situations and stimulate students, interest in participation. Importantly, these activities can activate and consolidate students vocabula

19、ry about subjects, time, and descriptive adjectives to consolidate the knowledge learned last class and to have a good preparation in vocabulary. Whats more, the prediction task can arouse students9 thinking and cultivate their ability to make inferential prediction by using situational clues. Besid

20、es, these canhelp students perceive the content of the conversation as a whole, and develop students9 ability to obtain, extract and record key information. (Perception and attention, acquisition and combing)2. focus on, extract, summarize and internalize the information in their conversation and cl

21、ass schedule by asking WH- questions according to Davids class schedule and some extracurricular activities. (Applying and practicing)6. Students listen to the whole conversation and circle the classes David talks about on the schedule on book and answer the questions like “When is his Chinese class

22、?”7. Students can have a discussion and say something to David to cheer him up by giving some advices.8. Divide the students into two groups to retell the conversation by having a role play together.Trough students9 notes and answer of this question, teacher can evaluate whether they understand and

23、extract the key information or not.According to students9 answers, teacher can judge whether the students understand David*s feelings and their ability to encourage and comfort others by providing some useful suggestions.According to students9 role-play and their intonation, stress and tone, teacher

24、 can evaluate their comprehension of the conversation.Justifications: These steps guide students to paraphrase the core content of the dialogue, sort out, learn and internalize the key sentence patterns and key languages which help pave the way for further application of what they have learned in re

25、al life situations. In addition, these cultivate students emotional value and attitudes. (Description and interpretation, internalization and application)3 apply relevant language expressions to have role-play with their partners and communicate about the class schedule of each day and design their

26、Dream Class Schedule. (Transferring and creating)8. Students work in groups of 4 and do an interview, make the dream schedule together. And the interviewer gives a report at last. Give some key sentences and some vocabularies for them and encourage the students to make a conversation.9. Make a repor

27、t about their dream schedule and give each group a score followed by theAccording to students7 group discussion, teacher can evaluate their transferring and creating ability from these aspects below. First, interviewer in each group ask questions followed by the WH-question pattern and take some not

28、es which help form a wholistic class schedule. Second, interviewees in each group express their ideal opinions about time, days and subjects that are learned. Third, teacher can offer some help to each group.According to students? report and presentation in front of the class, teacher can evaluate t

29、heirBe fluent2Be accurate2Be creative, reasonable2checklist.ability from several aspects.First, students5 cooperation and mastery degree can be achieved by their fluency and accuracy in presentation. Second, students? creative ability can be achieved by their creative and reasonable design of Dream

30、Class Schedule.JustiHcations: These steps guide students to go beyond the discourse and relate to real life activities and apply the language in daily life communication. According to the new situation, students can integrate and use relevant language expressions by doing communication tasks like do

31、ing an interview and report. These help students apply what they have learned and train students to use the language and promote migration and innovation. (imagination and creation)HomeworkMust-do:1. Listen and read the conversation between Eric and David fluently.2. Share your poster of Dream Class

32、 Schedule with your classmates.3. Write a letter to your friends about your week day arrangement from “What” When and How.Optional:1 .Search for more information about subjects on the Internet or in the library.Blackboard designGFI Book7 Unit 9 Section B la-ld My Favorite Subject is scienceUlnit / S

33、ection b /一/叫5人即力启切e，art, 5d56。it上和c加bi/it 沁加以弋鸣.R E )g叼r,吗。伊:bo飞,夕2例sg,向)A： lA/h仇S。加B ：A - Why 山/从oos 2技7Bc例)R ：- 而弘、h久V。、/?s： Q 八&勿/*m、(/勿(p.七仇be 刈t fr广s*/加/份；,hav。o门ReflectionThe goal of this lesson is to understand and use the WH-question pattern by discussing the topic of class schedule to expr

34、ess their own views according to the class content and requirements. And finally to extend the topic and apply it to real life. The overall performance of the students is good, basically achieved the preset goals. However, students do not have enough language reserve to express their own views, so they need to better exercise and extend through listening and speaking in class and daily accumulation.