Section A Grammar focus 3a—3c教学设计范文

Teaching plan

Li Chunyan

Number Three Middle School, HuaNing

Unit6 Do you like bananas?

Section A (1a-1c) The First Period I. Teaching material analysis: 1. Content of courses: This class is “Unit6 Do you like bananas? Section A (1a-1c)” of the new target English seven grades first volume, to talk about the food you like,

around the “Do you like...?” sentence pattern teaching.

2. The status and function of textbook: This class by learning about food vocabulary, use “Do you like …” sentences about love... or don't like food. This class focuses on the new language knowledge presentation,

after each class in Task-based Teaching base. "A good beginning is half of success". This class hour arrangement and teaching effect will directly affect several hours after the completion of the task. And I think, if we master the class, we can stimulate students' interest in learning, arouse their enthusiasm,

and behind all activities can be carried out smoothly, because “Interest is the best teacher”. II. Analysis of the students: 1.

Knowledge base: The students had known some words about food when they were at primary school. And they had known a little knowledge about “how to ask like and dislike the food”. And they have a preliminary understanding of English food. 2. Characteristics of mentality: The students of Grade Seven are very clever and activities and they love themselves very much, so they know they should eat more healthy food. And it’s good for the Inquiry activities. III. Teaching Aims and Demands:

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1. Knowledge Objects: (1) Key Vocabulary:

banana, tomato, strawberry, pear, hamburger, milk, bread, salad (2) Target Language: A: -Do you like bananas? B: -Yes, I do. /No, I don’t.

(3) Master countable and uncountable nouns. 2. Ability Objects: (1) Train students’ listening skill.

(2) Train students’ communicative competence.

3. Moral Object: Ask students to eat more healthy food, and tell them it’s good for them.

IV. Teaching Key Point: 1. New words 2. Target Language 3. Using countable nouns and uncountable nouns V. Teaching Difficult Points: 1. Countable and uncountable nouns.

2. Train students’ communicative competence.

VI. Teaching Methods: 1. Scene teaching methods

2. Pair Work

3. Group Work

VII. Teaching Aids: 1. A Multimedia 2. Word Cards

3. Pictures 4. A tape recorder

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VIII．

Teaching idea:

Scene introduction, Lead the goal: Listen to the song: Just For You,

The introduction of subject, and

Independent Research

Show targets.

Autonomous learning，the new words of the page, Cooperative inquiry, the new sentences of the page.

Instruction interpretation, Training consolidation the using of “-Do you like …? –Yes, I do. /No, don’t.”

Classroom testing, compensation to improve students' classroom dialogue.

When the nodule，

training consolidation.

Induction, reflection, summary, and form knowledge system.

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CooperativeLearning

Ⅸ．Teaching Procedures: Step1 Greetings: Teacher’s

activities Students’ activities 1. Teacher says: “Nice to meet 1. The students say: “Nice to meet you.”

And “How are you?”

to you, too.”

And “I’m fine, thank students.

you, and you?” to the teacher.

2. Ask students to say out the food 2. The students say out the food that they know in English. they know in English.

3. Lead-in Unit 6 Do you like 3. The students answer the bananas? (Today we will learn teacher’s questions.

Unit6, and we will learn many words about delicious food. Now let’s learn the new words of the paper in groups)

Step 2 Learning New Words:

Teacher’s

activities Students’ activities

1. Show a banana to students. Ask 1. The students answer: It’s a with “what’s this in English? And banana. They are bananas. what are these?”

with some

bananas.

The student reads and 2.And get the student to read and 2.

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remember the new words by remembers the new words of the themselves of the lecturing draft

lecturing draft after their leaders of group and then read together in 3. Get the students to read the new groups. words together on the lecturing 3. The students read the new words draft. (Show the results of on the lecturing draft together. reading: compare which group is

the best by reading in groups)

4. Get the students to read the new

words with the word cards. (Show 4. The students read the new words the pictures and get some groups with the word cards. (One by one). of students to read and ask

students to try to give the first

answers).

5. Show the pictures on the screen 5. The students read them in with single form and plural form English one by one to review the of countable nouns and words. And the other students repeat them.

uncountable nouns.

6. Lead the students to know 6. The students find out countable countable and uncountable nouns and uncountable nouns with and tell them the rules of the looking at the screen and saying countable noun plural.

out the rules of the lecturing draft

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Step3

The consolidation of the words and leading in Do you like bananas? Teacher’s

activities

Students’ activities

1. Ask the students: Do you like 1. The students answer: Yes, I do.

bananas? Nod head and lead them

to answer: Yes, I do. Repeat this

conversation with other things.

2. Then ask the students: Do you 2. The students answer: No, I like bread? Shake head and lead don’t. ((1)Teacher asks and students

answer；（2）Groups 1,2 ask and

Groups 3,4 answer).

3. Ask the students to find out the 3. The boys ask and the girls using of like.

answer like this:

Boys: Do you like bananas?

Girls: Yes, I do.

(Etc. milk, strawberries, bread) 4. Students find out the using of like

After looking and thinking about.

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Step 4 1c This activity gives students oral practice the target language. Read the instructions to the class.

Teacher’s

activities

students read the Students’ activities

1. Ask the students to read the 1.the conversations of the screen: The conversations of the screen: conversations like this: Do you

(Row 1,2 read role A, Row 3, 4 like tomatoes? Yes, I do. Do you role B；Boys role A，Girls role B; like milk? No, I don’t. (Boys ask Group1,2,3,4 role A, Group5,6,7,8 and Girls answer in groups)

role B.)

2. Get the students to make 2. The students make dialogues conversations like screen with the like screen with the cards with a cards with a partner and act for partner and act for class in croups. class in croups. Then check the While the students are writing the answers, and judge which group is conversations on a piece of card the best and clap for them. paper, (two students write the (Teacher walks around the conversations on the blackboard) classroom to teach the students and show them to the Class.

who has difficulties with the conversations)

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Step5

Finish 1a:

Teacher’s

activities

Students’ activities

1. Ask the students to turn to 1. The students read the new page31 and finish 1a in groups. words of 1a by themselves and (The teacher corrects the answers match the words with the pictures that the students have finished) by themselves. 2. Check the answers.(with clap 2.The students say the answers for the good students)

one by one.( volunteer)

Step 6

1b: This activity provides students to practice in Listening and Review the target Language in the spoken conversation with the words.

Teacher’s

activities

Students’ activities

1. Read the title of 1b and play the 1. The students listen and tape one time.

2. Check the answers.

number the conversations. 2. A student says out the answers volunteer.

3. Ask the students to pay attention 3. The students circle the key to the key words of the sentences.

words of the sentences.

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Step 7 Do exercises: Teacher’s

activities

Students’ activities

1. Get the students to do the 1. The students do the exercises exercises of the lecturing draft. (Teacher walks around the of the lecturing draft. (by themselves) classroom to correct answers for

the students who has finished) 2. Check the answers.

2. The student says out the answers and tells us the reasons one by one.

Step 8 Ask students to say summary: (With saying out by students) Teacher’s

activities

Students’ activities

Teacher asks students to summary: The students summary one by one. 1. Countable nouns: oranges, bananas , pears, tomatoes hamburgers, strawberries. 2. Uncountable nouns: milk, bread, salad, ice-cream. 3. Grammar Focus:-Do you like bananas?-Yes, I do. / No, I don’t.

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Step 9 Moral Object: Ask students to eat more healthy food, and tell them it’s good for them.

Teacher’s

activities

Students’ activities

Teacher says: Today we have

The students say out: we will eat learned so many words about more healthy food.

food; I think you should eat more healthy food, and tells them it’s good for their health.

Step 10 Play a game Teacher’s

activities

Students’ activities

1. Teacher hands out some cards The students go the front in order with: Do, you, bananas, like, No, to “Do you like bananas? Yes, I do, I, Yes, don’t.

do. / No, I don’t”. Then all of 2. Teacher asks the students to students read this conversation make sentences with these words.

Step 11 Homework:

Teacher’s

activities

Teacher asks students to finish: Students’ activities

The Students finish homework by 1. Review the countable and themselves.

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uncountable nouns.

2. Practice the conversations in pairs: A: -Do you like…? B: -Yes, I do. / No, I don’t.

Step12 Play a game: (Lucky 52, hit the golden eggs)

Teacher’s

activities

Students’ activities

Teacher asks the students to choose Students choose the golden eggs to the golden eggs and do the work. hit one by one (volunteer) (with Lucky 52, the programme hosted by Li Yong)

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ｘ．Blackboard Design

Ⅺ．Teaching reflection: _______________________________________________________________________________________________________________________________________________________________

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