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1、Go For It 7A Unit 4 Wheres My Schoolbag? Section B-lcDiscourse studies：What: The content of this unit belongs to the category of people and self, and the main themes are life and learning, and being and doing things. The content of this discourse is a dialogue between Tom and his mother about where
2、Toms objects are in the room, mainly involving some descriptions of the location of objects.Why: The purpose of this discourse is first to enable students to improve their listening skills by memorizing the items mentioned through dialogue, secondly to enable students to imitate and learn such dialo
3、gues to improve their language skills, and finally to cultivate the quality of being careful in life.How: The stylistic feature of this text is dialogue, while the linguistic feature is close to studentsTeaching Objectives Learning Activities Get the items and Major Step 1: lives and easy to underst
4、and. The overall structure focuses on the description of the location of Toms objects.Teaching Objectives：Through this lesson, students can:(1) Get the items and their locations that Tom and his mother talked about in the telephone conversation, including the name of the items Tom wants and the loca
5、tion of Tom*s items.(2) Based on the listening materials, describe the items Tom needs and their locations, and focus on, extract, and summarize the language expressions used to ask and describe information on the phone.(3) Use relevant language expressions, role-play conversations with peers and di
6、scuss the location of items.Teaching Key and Difficult Points：The focus of teaching is to talk about the location of items. The difficulty in teaching is that students may make mistakes in capturing and selecting key information, or find it difficult to conduct conversations based on listening mater
7、ials.EvaluationTeaching Procedure：their locations that Tom and his mother talked about in the telephone conversation, including the name of the items Tom wants and the location of Toms items. (Learning and understanding)(2) Based on the listening materials, describe the items Tom needs and their loc
8、ations, and focus on,Activity 1Students observe a picture of a room filled with objects, think about the location of the objects, and say where and where the objects are located.Activity 2Students can predict what Tom wants and how his mother will find his object based on the given conversation situ
9、ation, character relationships, and pictures of the object. Then, listen to the listening material and verify the prediction.Activity 3Students focus on listening to the location of Toms objects to extract key information, and complete Part Id of the textbook.Major Step 2:Activity 4Observe students*
10、 performance in answering questions and learn about their learning outcomes regarding the previous content of the unit based on their answers.Evaluate students1 ability to infer dialogue content using clues based on their guesses.Observe the key information recorded by students to determine their ab
11、ility to obtain and record information.Observe the students1follow-up anddetermine their currentStudents follow the overall listening material, focusing on imitating Tom*s statementsextract, and summarize the language expressions used to ask and describe information on the phone. (Applying and pract
12、icing)(3) Use relevant language expressions, role-play conversations with peers and discuss the location of items. (Transferring and creating)about the location of objects, to clarify the information and experience its ideographic function.Activity 5With the help of the content of textbook in Id, st
13、udents describe and exchange the information in the conversation between Tom and his mother in groups, and then introduce the details of the telephone in front of the whole class.Activity 6Students listen to the material again and follow the dialogue.Major Step 3:Activity 7Students return to the tex
14、tbook situation and follow the example from Part le of the textbook to ask and answer questions based on the location of items in Tom*s room.Activity 8proficiency in the material and whether their pronunciation and intonation are correct.Observe whether the information described by the students is c
15、omprehensive and specific, and grasp the situation of students learning materials and language.Verify whether the information described by the students is correct.Observe the students1 dialogue and grasp whether their mastery of the material content is comprehensive and incisive.Observe groupDivide
16、students into severaldiscussions and group presentations to see if students can accurately describe the location of items, and provide necessary guidance and feedback based on their presentations.groups and ask and answer questions about the location of items to members of the group based on the new
17、 pictures and situations provided by the teacher. Several groups then conduct dialogue presentations, while other groups evaluate the fluency and accuracy of their presentations.Homework：Use the phrases and expressions learned to imitate the materials to create a dialogue and role play.Blackboard De
18、sign：/ The English books are under the radio./ The ruler is on the bed./ The notebook is under the model plane in the bookcase./ Franks tape is in the tape player.English book Tape player Clock Ruler Notebook Tape Model plane RadioTeaching Introspection：This lesson is the third lesson in this unit,
19、and it is a listening and speaking lesson. The focus of students* learning is a dialogue text describing the location of objects. Teachers need to pay attention to the learning of students* listening and language skills during the teaching process, and reasonably arrange teaching activities to achie
20、ve the language learning objectives of this unit.There are three main stages of students* learning. The first stage is to practice their predictive ability through learning activities, the second stage is to practice listening skills and information capture skills, and the third stage is to gradually internalize what they have learned into usable knowledge and use it to express their ideas.
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