Welcome to the unit教案教学设计导入整理

7BUnit7 Welcome to the unit Abilities教案

1.

Analysis of teaching material The topic of this part is about the ways to help others, which is closely related to students’ daily life, so it is helpful to raise learning interest of students. If students can learn this part well，it will be helpful to make students learn the t rest of this unit.

2.

Teaching objects: (1)

Knowledge Object

To enable the students to learn to talk about how to help others

(2)

Ability Objects

To improve the students’ ability of listening，speaking，reading and writing.

(3)

Moral Objects

To help students form a willing to help others in their daily life 3.

Teaching importance and difficulties: I think the important and difficult point in this part is helping the students raise their awareness of helping others through the exercises

in this part.

4.

Teaching approaches: ①The communicative approach ②Task-based language teaching ③content-based instruction teaching

5.

Teaching procedure: Step 1 Lead-in At the beginning of the class, I ask the students some questions: Q1: Have you ever seen the film Superman? Q2: Do you like the character Superman? Then I will let the students watch a short video about Superman. After watching the video, I think some Ss will show interest in them, then I’ll ask the Ss: Do you believe there is a Superdog in our real life? After collecting the Ss’ answers, I would ask ‘Are Eddie and Hobo interested in the topic Superdog?’ Then the Ss would be so eager to find out the answer that they will certainly listen carefully in the following step. By the way, the questions and the short video are designed to stimulate the Ss’ interest and draw their attention to the topic. Then comes Step 2 Listening

In this section, I will put up with two simple questions for the students to listen to the tape carefully.Q1:What does Eddie think of himself? Q2:Can Eddie fly? After listening, I believe the Ss can easily find that Eddie thinks that he is a Superdog but actually he can’t fly. Since the Ss have got familiar with the message conveyed in the comic strips, I will give them two ways to read it. The first one is reading together in pairs, and the other one is reading in roles, that is to say,boys acting Eddie while girls acting Hobo. In order to do more speaking practice and get more Ss to participate in, this activity can also be between student A and student B, group A and group B and so on. After that, I design an activity for the students to fill in the blanks.

A: What does Eddie want to do? B: He wants to fly, I think. A: Can dogs fly? B: No, they can’t. But Eddie is different. He’s Superdog. A: What happened to Eddie then? B: He fell down and hurt himself. A: I’m sorry to hear that. What do you think of Eddie? B: He’s funny.

Then the Ss will be encouraged to work in pairs and act it out in front of the class. As we know, the Ss are interested in pair work and it can also help them to recall what they have learnt in the comic strips. Then Step 3 Presentation At the beginning of this part, I design a brainstorm like suppose you are a Superman, what will you do? Here the students can use some words, phrases and sentences to answer it, if they can’t speak in English, they can also say something in Chinese. After talking about it, I would say: We know a club just like a Superman that can help people. Do you remember its name? I will give some hints to help the students recall the name-Helping Hands Club. Then I would say: Daniel and his classmates are members of the Helping Hands Club. Look at the pictures and tell me what they are doing now. Then I will present the sentences with the help of the pictures, for example: He is helping an old man; she is planting the trees; they are cleaning up the park…After that, I will ask the students to finish the exercise on page 91 which is about matching the pictures with the phrases above, and check the answers together. What’s more, I assign a discussion for the students: what can you think of when you first see the picture? (the picture is about two children in the poor area) I will ask the students to work in groups of 4 or 5, during their

discussion, I will move about to offer a helping hand and pay more attention to the Ss in need. After that some group leaders should report to the whole class what they have discussed and I will present some key words on the blackboard. After collecting the Ss’ answers, I’ll let the Ss go on to step 4. I think this step is aimed to help the Ss learn more about expressions of the ways to help others and this is the key point they are required to grasp in this period. Then comes Step 4 Speak up. Here I arrange 3 activities. Firstly, I will ask the Ss to listen to the recorder with the book open, and follow in a low voice, paying attention to the pronunciation, tune and so on. After listening, the Ss will be asked to read this dialogue. Of course, this exercise can be between boys and girls, group A and group B and so on. And after listening and reading, the students will be required to fill in the blanks about the dialogue.

The children in poor areas need clothes and shoes most. Some families are not even able to pay for pens and notebooks. We can raise some money for them to buy these things. We can also collect some books for the children.

Then I design a free talk here: What else can we do to help the children in poor areas? After collecting the students’ answers, I make a conclusion on the blackboard: 1. giving enough clean water; 2. sending good teachers, doctors and so on; 3. making a phone call from time to time…

After that, the Ss will be encouraged to work in pairs and use this conversation as a model. That’s to say, the Ss will be asked to make a similar conversation talking about how to help others, by referring to the information in Part A and the key words on the blackboard as well. During this time, I will also walk around in case there is any difficulty, and I can help them. When their work is done, I’ll encourage some pairs to do a presentation in front of the class. In order to overcome their shyness and nervousness, I will give them some encouragement like a sweet smile, an inviting nodding and friendly eye-contact, etc. These activities are designed to give the Ss a sense of success and cultivate their ability of reconstruction. (Step 5 Discussion) If time permits, I will arrange a discussion related to the next part, the part of reading in Step5 to help the Ss get a rough idea about the reading material. For example, now that we have learnt a lot about ways to help others, we can know that helping others is one of our abilities. What abilities do you want to have and why? Let the Ss work in teams of 4 or 5

and discuss approximately 4 or 5 minutes, during this time, I can join some teams to offer some proper guidance. After that, let some Ss express what they have discussed. After that, I will conclude that given a rose and leave behind the fragrance in the hands. Then the last step Homework Since the Ss have learnt some ways to help others, I think it’s really time they did something to review what they have learned. I would arrange the homework like this: Suppose you are a volunteer in the Helping Hands Club, give a speech to people around you, which includes the information like a brief introduction of yourself, the importance to help others and something like this. I think this homework is intended for the Ss’ written practice and can also give the Ss another chance to show their talents.