Reading 1: Poems about pets教案推荐

Teaching Design

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Unit8 pets

Teacher: Xiaokang Luo Students:Grade 7 in Qingyun Experimental Middle School Type: Reading Time duration: 45minutes, 1 period

Theoretical bases Teaching, as Nathan Gage claimed, is “guiding, facilitating learning, enabling learners to learn and setting conditions for learning. According to the Constructivism, learning is a process in which meaning construction is based on the learner’s experience and what the learner already knows. Therefore, Vygotsky’s idea of ZPD (Zone of Proximal Development) is adopted to find out what is learner’s present leaning condition. Teacher will try to establish the association of what the learner knows with what the learner will learn in this lesson. Only in this way can a teacher become a good guide and facilitator in English teaching.

Teaching methods and learning methods Teaching methods: The ultimate purpose for language learning is for real communication. In order to train students to use what they learn in real communication, Task-based Language Teaching Method and TPR Method will be used in the class to provide the vivid situation for English learning. Learning methods: Individual Learning and Cooperative Learning will be gained efficiently by the students during the process of individual work and group work.

Analysis of teaching material and learning condition

Analysis of teaching material: This lesson is mainly talking about poems. This is the first time for students to have a general impression about English poems. But the students have already learned about Chinese Poems, which may be helpful for them to understand the topic of this unit. Also, simple English songs like “Twinkle little star”are quite popular among students. To sum up, this class can use Chinese poems as well as simple English songs to make the class vivid, active and easy to understanding. Analysis of learning condition: Students in Grade 7 have already gained some English knowledge during several years’ English learning. They have mastered a certain amount of vocabulary and sentence patterns, which lays a good foundation for the new knowledge learning.

Teaching aims 1. Language knowledge and language skills a.

Students will use the sentence patterns “What’s the trouble with you?/ What’s wrong with you?/…”

very flexibly to talk about how to start the conversation about offering help. b.

Students will master the phrases: hunt, hunt for, hide, build(built), build...out of.... , look after, take care of ...and they will generally understand the rhythm of poem. 2. Learning strategies c.

Students will cultivate the ability to analyze the discourse by guessing the meaning of teacher’s visual aids and TPR. d. Students will be able to understand teacher’s instruction. 4. Cultural awareness

e. Students will gain some knowledge about poems, and then appreciate poems in different countries.

Key points and anticipated difficulties Key points: Students need to use the new sentence patterns of

“What’s the trouble with you?/ What’s wrong with you?/…”flexibly in real communication. Anticipated difficulties: Students may feel a little hard to master the usage of the structure “build ... out of ...”. For example: build me camps out of sticks.

Teaching aids In order to make students fully understand the new knowledge, multimedia devices and PPT documents will be used very often to create authentic situation. Meanwhile, blackboard and will also be used in the class to facilitate new knowledge presentation.

Teaching procedures T: Teacher

Ss: Students Teaching stages Teacher’s activities 

Warm-up & Lead-in

1.

T Greets ss and plays a song on PPT to give Ss a brief impression about what the rhythm is. Then T leads ss to play a guessing game by showing some pictures partly invisible on the PPT to make ss guess what they are. The pictures

2.

T does some free talk with ss about what kind of animal does he/she would like to keep as a pet.

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Presentation & Practice 1.

T tells an interesting story of Millie’s pet. Give ss some descriptions Students’

activities 

1.

Ss greet T and sing the song together.

2.

Ss try to guess what the animal is according to the pictures.

3.

Ss talk about what is his/her favourite animal.

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1.

Ss : let me have a try. Maybe Millie’s pet is a cat/dog/goldfish...

Intentions Pre-task (25’) 

1. Singing a song together can arouse ss’

interest of English learning and review the old knowledge.

2. Playing a guessing game can make the classroom atmosphere more active and activate ss’ schema.

3. Free talk is used to lead the new knowledge very naturally into the classroom.

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1. Telling an interesting story and creating a situation to ask ss to guess what Millie’s animal is can make the ss be more interested in the new knowledge learning. Meanwhile, ss will be encouraged to speak out their

about Millie’s pet. And then ask ss to guess what Millie’s pet is.

2.

T leads ss to ask the bee on PPT: T ask ss to listen to the tape and try to find out the rhythm of the poem. In order to make this task easier, T may give a sample for the first two sentences and then ask ss to imitate this process.

Ss listen to the tape carefully and then try to imitate its tone to read poems more vividly and then follow T’s sample to find out the rhythm of he poems by reading out them loudly.

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1. Ss do the listening task and write the right answers in the book. 3.

Ss listen to the dialogue and give short answers: Sarah usually goes to school on foot…

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Ss read the dialogue together in different tones.

own opinions bravely. 2.

Imitating the sample Millie’s pet can encourage Ss to learn the new sentence patterns and can make the classroom more vivid and ss will be more willing to learn the lesson efficiently. 3.

Ss will get a sense of achievement after they give the good advice for the Millie’s pet.

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Listening tasks can consolidate the new knowledge. Also, students have the ability to imitate things quickly. T needs to take the advantage of this point.

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Reading the poems in different ways can help ss to have a deeper memory of the sentence patterns.

While-task (10’) 

Pair work

T asks ss to work in pairs to finish the poems with their own ideas. 

Group work

T divides ss in groups of 3 and gathers ss to record the group members’

answers of the poems in a form by using the knowledge about poems and rhythms they just learned.. 

Group production show T asks representatives of group s to come to the front to show the result. T will give each group assessment. 

Homework

T asks ss to go back home to find more poems that they’re interested in. And then share the poems in the next class by reading or reciting it and speaking out the reason in the front of the class.

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Ss do the pair work to finish the poems together. 

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Ss work in groups and do the group work by using the new knowledge. Pair work is in the real situation, which provides ss real experience of the new knowledge. Group work can help ss gain cooperative spirit. Post-task (10’) 

Representatives 

from groups show group production according to the 

form they have just made. 

Ss write down the homework after the class. Showing group production can help ss to be more proud of their product and be more confident in English learning. Homework is for the new knowledge consolidation and extension.

Blackboard design

Unit 1 How do you go to school?

此处为一个人走路图片

Part A --How do you go to school?

-- I usually go to school Sometimes on foot by bus/bike/car…

Group show!

G1 G2 G3 此处一个人开车图片

此处为一个人坐公交车图片