Talking about quantities教学设计及课堂实录

7B

Chapter 5

language

尚波

沈阳市第一一〇中学

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A Teaching Design Chapter 5 Language —

Talk about quantities

Shang Bo Shenyang No110 Middle School

Chapter 5

Language: Talk about quantities. Language Class Type Title Oxford English, Book 7B 7 Grade

Course Book According to the English Curriculum Standard, the general teaching aim is to develop the students’

comprehensive abilities of using English. To reach this target, we have to 

arouse the students’ interest in learning English,



strengthen their confidence, 

develop good learning habits, 

form effective learning strategies. Design Principles Oxford English features a ‘building blocks’

approach. It has a learner-centered framework. Therefore, the Task-Based Approach is the best choice to promote communication, thinking and doing in their learning activities. In my opinion, we need to use the course-book creatively and constructively. Teachers shouldn’t be restricted by the course-book. We should feel free to modify or replace the teaching materials according to the teaching goals.

They have learned many language structures to use English in practical situations. Though they are lack of Analysis vocabulary, they are eager to communicate with others on familiar topics. Their abstract thinking and cognitive on capability have developed a lot. So I must try my best to help them keep up their passion and build the feeling of Learners success and self-confidence. The fourth period of Chapter 5, Oxford English, Book 7B. Teaching Language: Talk about amounts.

Content Knowledge

1. Vocabulary: key words and phrases such as recipe, soya sauce, etc. 2. Grammar: Using a lot of, a little, not much, no, etc. Using how many, how much, a lot, none, etc. Using too many, too much, too few, too little, enough, etc. 3. Daily Expressions:

1. There be structure.

2. have got

Abilities

1. Use the new grammar items correctly in a meaningful way. 2. Maintain an interaction by asking and responding to others’ opinions. 5D Teaching 3. Scan a text to locate specific information that decides the use of amount words. Analysis Goals 4. Gather and share information, ideas and language by using strategies such as brainstorming.

On the Teaching Emotion and Attitude Material 1. Get the students to know the whole world is lack of resources. We should treasure them.

2. Call on the students to be eager to cooperate and share opinions with group members.

Learning Strategies 1. Social communicative strategies: learn how to show your interest in something. 2. Cooperation learning strategies. Cultural Awareness Learn to understand different expressions in daily life between Eastern and Western cultures.

Important 1. Use a lot of, a little, much, no, a few, none and many etc. to talk about amounts. 2. There be structure. Points 1. Explain to the students that a substance can be uncountable while the units in which we measure it are countable. Difficult 2. Ensure that the students understand that a lot and no can be used with both countable and uncountable nouns. Points 3. Communicate with others using what they’ve learnt in class. A computer and a multi-media courseware. A projector and a screen. Teaching Aids Students are expected to learn how to talk about amounts of countable nouns and uncountable nouns. They are also Expectations supposed to summarize common rules for a new grammar item by self-research and exploration. I also hope to of the Teaching Results

guide them to share and gather useful information by group work. 1. See “Teaching Procedures & Class Activities” for details. 2. The Task-based Approach, including communicative method; situational method, audio-lingual method, and Procedures & Methods self-research-and-exploration method. 3. Individual, pair or group work to involve every student in class activities. Teacher Teaching Procedures & Class Activities

Step 1 Warming Up

Students’ Activities

Greeting and Duty report. Teacher’s Roles A. Greeting.

B. Duty Report Purpose 1. Warm up. 2. Create pleasant atmosphere.

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Step 2 Leading in

Step 3 Presentation

Step 4 Practice

Step 5 Production Task: A Brainstorm—Watch pictures A. Provide the students with materials. 1. Lead in the new topic for this B.

Lead the students to compare lesson. of food and drink. countable and uncountable nouns. 2. Know about countable / Ss recall what they’ve seen and uncountable nouns.

classify the words into 2 groups—countable / uncountable. Task: See some pictures and A. Lead and enlighten the students to 1. Get more knowledge about sentences. Try to figure out the use of summarize the use of the four countable / uncountable nouns. amount words, such as a few, a little, phrases. Answer question by 2. Make them more active in many, much, etc.

scanning the sentences and the thinking about the use of the pictures: Which words can be used phrases. before countable or uncountable 3. Encourage active and nouns? voluntary communicating. B. Explain not much is similar to a 4. Use proper words to discuss little, and not many is similar to a and describe amounts. few. C. Give comment and encouragement.

Task:

A. Walk around and provide help 1. Get the students to talk about when necessary.

pictures using a few, a little, Group work—Visit a zoo. B. Ask a few groups to report their many, much, none, etc.

work to the whole class. 2. Use There be

fluently. What’s in the picture? C. Give comment and encouragement. 3. Enable them to cooperate and Are there any…? D. Record their scores.

share opinions with group What do they eat? members. How much do they eat? 4. Competition. Task:

A. Walk around and provide help 1. Present new words of this unit: Pair work:

when necessary.

recipe and soya sauce.

Recipe for orange beef.

2. Pattern Drills: B. Take part in their discussions and How many…has he got? give guide/encouragement. How much…has he got? 3. Train the ability in asking and answering in English. Individual task:

Ready to cook fried prawns? Read two charts and fill in the blanks.

Make a project: Do a survey on the amounts of resources around us, such as water, electricity and gas, etc. Think about what we should do in our daily life. A. Evaluate their writing. 1. Consolidate the contents for C. Encourage any possible questions.

this lesson. D. Summary. 2. Encourage them to have doubts while learning. A. Explain the assignment. B. Praise them for their performance and achievement. Give more encouragement and requirement. 1. Call on the students to treasure resources. 2. Promote teamwork for language learning. 3. Encourage the life-long learning and improvement. Step 6 Consolidation & Summary

Assignment

Blackboard Design

Blackboard Design Feedback

See next page.

Chapter 5

Language

little

some

any few a little

a lot of a few

much

lots of many

too much

enough too many Uncountable

？

Countable

How much soya sauce have they got? They have got enough. They’ve got none.

To involve every student in calss activities, I need to design more tasks of various form and difficult levels. In future, I should offer more help to the low-level students so that they can experience more feelings of success and achievment.

Though it is necessary to consolidate new knowledge and skills through oral practice, more practice in written forms is still needed. After all, reading and writing are also means of communication. They should set up a sound 3

foundation for future learning.

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