七年級(jí)上冊(cè) Unit 9 My favorite subject is science Section A 3a-3c 教案

GoForIt7AUnit9SectionA3a-3cAnalysisofteachingmaterialWhat:Thepassageisaconversationbetweentwostudents,FrankandBob.It’smainlyabouttheirschooldays,includingtheirfavouritesubjects,teachersandsoon.Why:TheconversationbetweenBobandFrankservesasanexampleforstudentstohaveacasualtalkwiththeirclassmates.Italsohelpsstudentslearntoexpresstheirownopinionsandreasons.How:Thetextisadailyconversationbetweentwostudents,whichinvolvestheirdiscussionabouttheirschoollife.Thedialogueisinformalasisshownbytheuseofwordsandphrasessuchas“hi”“that’sforsure”andsoon.Itismainlycomposedofopinionsandreasonsandtheyareintroducedbyspecialquestions,forinstance,“WhoisyourP.E.teacher?”“What’syourfavouriteday?”andsoon.TeachingfocusDistinguishtheuseoflinkingverbsandauxiliaryverbsinspecialquestions.Enablestudentstomakespecialquestionsandtotalkabouttheirfavouritesubjects.AnticipateddifficultiesStudentsmayfinditdifficulttounderstandtheuseof“do”or“does”inspecialquestions.TeachingobjectivesLearningactivitiesEvaluationGetthemainideaoftheconversation,includingBob’sfavouritesubjects,Bob’sP.E.teacher,Frank’sfavouritedayandsoon.PlayagameShowtheschooltimetableoftheclassandaskquestionsabouttheinformationonit.Teacherwillencouragestudentstogiveanswersasquicklyaspossible.Examplesareasfollow.Whatsubjectsdoyouhaveinthismorning?WhenisyourChineseclass?Whatisyourfavouritesubject?Whatisyourfavouritedayoftheweek?Whydoyoulikeit?(Studentscanhaveadiscussionwiththeirpartners.)PredictionTeacherintroducesBobandFrankandprovidessomecluesandthenasksstudentstopredictwhattheywillprobablytalkaboutafterschool.ListenandanswerthequestionsFirstlistening:WhatareBobandFranktalkingabout?Secondreading:Listenthepassageagainandanswerthefollowingquestions.WhatareBob’sfavouritesubjects?WhoisBob’sP.E.teacher?WhydoesBoblikehistory?WhendoesBobhaveP.E.andhistory?Afterstudentscompletethequestions,Teacherwillaskthemtocheckinpairs.Teachermaymakeademonstrationatfirst.A:WhatareBob’sfavouritesubjects?B:HisfavouritesubjectsareP.E.andhistory....Listentotherecordingandreadafterit.Studentsinthisstepcanmimicthetoneandintonationofthespeakersandgetmoreexposuretothetargetlanguagestructures.Observestudents’responsetocheckwhethermoststudentscanunderstandthesentencesbeginningwithinterrogativewords.Accordingtostudents’prediction,Teachercanevaluatetheirabilitytoinferaccordingtoclues.Checkwhethermoststudentscangetthecorrectanswers.Designpurpose:Thefirstactivityisintendedtointroducethethetopicandtoarousestudents’interest.Italsohelpsstudentsrecallsomewordsrelatedtothetopicandgetexposuretothepatternsofwh-question.Thepredictionmotivatesstudentstothinkcreativelyandcultivatetheirabilitytoconnectthetextbookmaterialswiththeirdailylives.Answeringquestionscanhelpstudentsgraspthemainideaoftheconversationandfinditsspecificinformation.Role-playtheconversationbasedonsomehintsFindthegrammarrulesTeacherliststhefollowingquestionsontheblackboardandasksstudentstomatchthepictureswithunderlinedwords.WhatareBob’sfavouritesubjects?WhoisBob’sP.E.teacher?WhydoesBoblikehistory?WhendoesBobhaveP.E.andhistory?Teacherthenasksstudentstoconcludethegrammarrulesintermsoftheuseofauxiliaryverbs.Studentsmaydiscussingroupsoffour.Afterthediscussion,Teacherasksoneortwogroupstosharetheirfindingsandtopresentthegrammarrules.wh-word+do/does+subject+verb.Practice:exercise3bStudentsfinishtheexercisebythemselvesfirstandthenworkinpairstochecktheiranswers.Role-playtheconversationTeacherofferssomehintsforstudentstorole-playthepassageObservewhetherstudentscanmatchthepictureswiththeunderlinedwordscorrectly.Whenstudentstrytoconcludethegrammarrules,Teacherobserveswhethertheycanfindtherules.Observewhetherstudentscanfillinthecorrectsentences.Teacherwillpaymoreattentiontostudents’useoflinkingverbsandauxiliaryverbsinthequestions.Thisistoensurethatstudentsunderstandthetheuseofauxiliaryverbsinspecialquestions.Whilestudentsrole-playingtheconversation,Teacherfocusesontheirquestionstoseeiftheycanchangetheformofquestionsandmakecorrectspecialquestions.Teachercanalsoobservewhetherstudentsuseanappropriatetoneandmakecorrectresponses.Designpurpose:Thefirststepprovidesexamplesentencesforstudentstoconcludethegrammarrulesbytheinductivemethod.Exercise3bintendstoconsolidatethegrammarrules.Role-playingtheconversationisanapplicationofthegrammarrules.Italsoconsolidatesthegrammarinameaningfulcontextandenablesstudentstoreviewthetextandtomakepreparationsforthenextactivity.3.Haveadiscussioningroupsabouttheirfavouritesubjectsusingspecialquestionsandreporttheirresult.MakeadialogueStudentsworkinpairsanddiscusstheirfavouritesubjects.Anoutlinewillprovidedforstudentstofollow.What’syour...Whendoyouhave...Whoisyour...Whydoyoulike...Checklist:Askgrammaticallycorrectquestions.Include“what”“when”“who”and“why”inthedialogue.Giveappropriateresponsesandreasons.Observewhetherstudents’dialoguesincludethefouraspects,“what”,“when”,“who”and“why”.Checkwhetherstudentscanaskgrammaticallycorrectquestionsandgiverelevantresponses.Designpurpose:Basedontheoriginaldialogue,Teacherleadsstudentstotalkabouttheirownfavouritesubjectsbyapplyingthelanguageknowledgeacquiredtoday.Thestepaimstocultivatestudents’abilitytoapplythelanguagetoactualconversationsinthedailylife.Itcanalsodevelopstudents’abilitytotransferknowledgeandtocreatenewdialogues.HomeworkMust-do:Finishtheexerciseontheworkbook.Optional:Chooseanothertopiconthetextbookandhaveaconversationwithpartnersbyusingwh-questions.BlackboarddesignReflectionTheclassintendstocombinegrammarteachingwiththelisteningactivitiestohelpstudentsacquiregrammarrulesinameaningfulcontext.Inthisclass,Itrytoincreasestudents’exposuretothetargetlanguagestructure.Thefirstactivitymaynotbeinterestingenoughbutitcheckshowwellstudentsknowaboutthetargetlanguagestructure,wh-questionsothattheteachercan