Section A优秀教案设计

Lesson planning Unit 12 Don’t eat in class. Section A (2a-2d) Teacher：Ling Xiaoyan

Class: Class 4 Grade 7

Time：2019.3.26

Subject: English

Duration: 40 minutes

1.

Description of textbook 1.1 Introduction to Unit 4 Don’t eat in class

The topic of this unit is to talk about “rules”. So, the key point of this unit is to help students learn how to use imperatives, can, must and have to to talk about rules in different places, such as school, home, library and so on. As well, students may fell anxious about the rules. In this way, teachers also need to help them how to deal with this kind of situation. 1.2 Introduction to Unit 4 Section A (2a-2d)

This section mainly talks about school rules by using modal verbs, such as “can”, “can’t”, “must”

and “have to”. Firstly, from the perspective of listening and speaking, the teacher leads students to use modal verbs “can” and “can’t” to express permission and prohibition through the activities in 2a, 2b and 2c. Secondly, based on the previous practice, “must” and “have to” are applied in the expression in 2d. 2.

Description of students 42 junior high school students, Class 4 Grade 7. The students have learned some school rules in the previous lessons which provides them foundations to talk about rules. Furthermore, the topic is related to their daily life so that the students are interested in it which provides the prior knowledge or schematic knowledge to them.

3.

Teaching objectives By the end of this lesson, students should be able to: 1. (Knowledge and skill) ask and answer questions about the rules; 2. (Learning strategy) use the prediction strategies to predict the content of listening and listen to key words; 3. (Thinking quality) evaluate the rules and make some rules for themselves; 4. (Affect and attitude) learn to obey the rules and be polite, and to know rules can make our life better. 5. (Cultural awareness) know the different rules in China and foreign countries. 4.

Teaching important and difficult points Important points: to use the imperatives and modal verbs to talk about rules. Difficult points: to make rules and talk about the rules in real situation. Core question: to make rules and talk about school rules in real situation. 5.

Teaching methods and teaching aids Teaching methods: Situational Teaching Method: To create authentic situation at the very beginning of the class. Exploration learning: to guide students to make their own rules. Students-centered: to help students produce by doing individual work, pair work and group

1

wok, and to offer students as many chances as we can. Teaching aids: PPT, Wangyi Hiteach system, card, ipad, blackboard, whiteboard

6. Teaching procedures

Procedures Teacher activity 1.

Greet with the students. (T: Good morning, boys and girls.)

2.

Lead students to perform the rules and review the rules they have learnt. (T: What are they doing? You make me really unhappy. Do you know why?(write down break the rules on the blackboard) Suppose you are the teacher What do you want to say to them?) 1.

Picture-reading and prediction Look at the picture and answer the questions 1)

Who are they? (Reading the instructions is very important.) 2)

Where are they? 3)

What do you think they are talking about?

1.

Read the picture and find out some information. Predict what they will hear.

Student activity 1.

Greet with the teacher. (S: Good morning, Miss Lyn.)

2.

Act out the rules.

purpose 1.

Greeting

Step 1 Brainstorming 2.

Create an authentic Answer questions and

situation and recall the school rules. brainstorm the prior Read the rules knowledge. together. 1.

Teach students how to predict the listening content and read the instructions.

2.

Analyze the materials before Step 2

Pre-listening 2.

Analysis of the materials 2.

Analyze the materials and group the Ask students to read the materials.

2

activities and answer the questions. 1)

How many activities are there? 2)

How many things are they about? 3)

What are they?

1.

(2a) Play the audio and

1.

Listen and check what check what Alan and Alan and Cindy talk Cindy talk about. about. and check answers one by one. Check answers one by one: what activities did

you hear?

No.1 listen to music in

the classroom or

hallways…

listening. 1.

Improve students’ ability of listening for general information.

2.

(2b) Predict before listening. (T: For the activities, students can do some of them, but some they can’t do? Before listening please predict what they can do and can’t do.)

Listen and check their predictions.

Check the answers one pair by one pair. (T: Let’s check the answers in pairs like this: A: Can they listen to music in the hallways or in the classroom? B: No, they can’t.)

Step 3 Post-listening (speaking) 1.

(2c) set a model to students and lead them to practice the conversation in pairs. (T: Suppose you are

3 2.

Predict and work in pairs to check the answers. Step 3 While-listening 2.

Improve students’ ability of prediction and listening for detail information. 1.

Work in pairs to practice the sentence pattern in the conversation. 1.

Practice the sentence pattern: we can …, but we can’t…

Alan and Cindy, work in pairs to talk about the rules.) A: Can we …?

B: No, we can’t. We can’t …, but we can …

1.

Listen to 2d and answer the questions: 1)

Who are they? 2)

What are they talking about? 3)

How many rules do they mention?

Step 4 Listening and speaking 2.

Ask students to read the conversation and find out the rules. (write the rules on the paper) What rules do they have?

3.

Play the audio and lead students to listen and repeat.

1.

Listen to the conversation and answer the questions.

1.

Listen for the main idea.

2.

Read the conversation 2.

Read for the and write the rules on detail the paper. Take a photo information. and send it to the first

zone.

3.

Improve students’ pronunciation.

4.

Be familiar with the expression of rules. 1.

Make rules. 3.

Listen and read after the tape.

4.

Role play the conversation (girls and boys). 1.

Give students a piece of paper and write down our school rules. Step 5 Production 4.

Role play the conversation. 1.

Discuss in pairs and write the school rules on the paper.

2.

Use the 2.

Introduce Mike to them. 2.

Work in pairs to expressions And ask them to introduce school rules. they’ve learnt.

introduce the rules to

Mike.

3.

Ask them to think about 3.

Think about why we have rules. why they have rules. 3.

To achieve the affect goal: Rules make our life better.

4

7. Blackboard design Unit 4 Don’t eat in class. Section A 2a-2d

break the rules

We can listen to music …but we can’t…

important

We have to wear school uniform. eat outside

We must be quiet in the school library. wear a hat polite school uniform

8. Assignment Write the conversation between you and Mike.

5

6

7