Section B课堂实录【1】

Go for It! Grade 7, Unit 4

Don’t eat in class.

(Section B 2a-2c)

No. 6

The Teaching Plan of Go for It (Grade 7) Unit 4 Don’t eat in class.

Section B 2a-2c Background：

Time: March, 2015

Students: Class 2, Grade 7, Junior Part 1 Analysis of the teaching material A. Teaching Content In this unit, students learn to talk about rules. They are demanded to understand and use model verbs, have to, must and can correctly. My teaching content is the second part reading comprehension from Section B. Compared with Section A, it still talks about family rules and school rules and enhances the usage of model verbs. For this part, the article mainly talks about Molly’s family rules and school rules and Dr. Know’s helpful advice. Students are supposed to use the reading strategy, reading the first sentence and underlining key information to have a better understanding of the whole article, which are helpful for the following writing practice. B. Teaching Aims According to the new curriculum standard, owing to my personal comprehension of this lesson, I draw up the following as teaching aims: Language learning aims 1)

Students are expected to understand the words like unhappy, dirty... 2)

Students are required to use the words and phrases correctly like terrible, strict, make one’s bed...

Ability aims 1) Students are able to use relative reading strategy to understand the article strategically, like reading the first sentence, underlining the key information. 2) Students are encouraged to understand and use the model verbs to express their feelings on kinds of rules. Affection aims 1) Learn to understand the teachers and parents, try to respect others’ thoughts. 2) Learn to ask others for help when facing problems, like talking to others. Culture Awareness Students have a better understanding of different rules at home and abroad and try to understand, follow the rules. C. Teaching key points and difficulties 1) To apply different reading strategies in the reading tasks. 2) To use the model verbs, can, must, have to in certain situations properly. Part 2 Teaching methods & Learning strategies 1) Use the new language in a cooperative way to foster a sense of cooperation. 2) Master some learning strategies, such as how to get background information. 3) Enough input is required to get better prepared.

Part 3 Analysis of the students

The students in Grade 7 have learned some model verbs before to express their feelings, and it’s not difficult for them to understand the reading passage by guessing the new words in the context. And they are eager to learn more and are interested in everything. But students in Grade 7 lack of relative reading strategies, therefore, it’s necessary to start to apply relative reading strategies in the reading tasks. Part 4 Teaching procedures analysis Ⅰ. Greeting Teacher’s activities

Students’ activities

Design intention(s)

通过提问，激活学生已有知识，让Greet the students. Use the previous 学生在轻松愉悦的环境下开始课Ask students to answer the knowledge to answer the 堂学习。与此同时，通过真实的对following questions: questions.

话了解学生的学习期望和已有的What’s your name? 知识储备。

How’s the weather?

How are you?

Ⅱ. Pre-reading: Look and talk

Teacher’s activities

Students’ activities

Design intention(s)

通过引导学生细致观察主题图片，Lead students to look at the Students express their 自由谈论观点的方式，为学生铺垫theme picture carefully and try to ideas about what they

文章背景知识，减轻学生对长篇文predict: know from the theme 章的阅读焦虑，也为阅读部分做好Why is Molly unhappy? picture with the previous 铺垫。

What can she do? knowledge.

Who does she like to talk to?

Ⅲ.While-reading: Fast-reading

Teacher’s activities

Students’ activities

Design intention(s)

Lead students to read the passage Students read the passage 通过引导学生带着问题阅读文章，同时引导with the questions: with the questions and find 快速找到文章相关信息，学生关注问题的关键词,以此培养Why is Molly unhappy? out the answers by 学生“预测-验证-自我修正”的阅Does she talk to anyone? underlining key words or 读策略。

Who does she talk to? phrases.

How does she talk to Dr. Know?

Ⅳ.While-reading: Finish 2b

Teacher’s activities

Students’ activities

Design intention(s)

通过勾画标注Require students to read the first Students read the passage 引导学生关注细节，letter again and underline the rules again and underline the 关键词更快找到答案。

for Molly.

rules for Molly.

Ⅴ. While-reading: Fill in the chart. （2c）

Teacher’s activities

Students’ activities

Require students to think the Answer the following following questions：

questions and try to use What kind of rules are they? model verbs, have to/must, Who makes the rules? can or can’t

to finish the What are the rules? chart. After that, lead students to finish the chart with have to/must, can or can’t.

Ⅵ. While-reading: Discussion Teacher’s activities

Students’ activities

Lead students to be Dr. Know Think of some good ideas to and think of some good ideas to help Molly, after that, find help Molly. After that, read the out sentences that can really letter from real Dr. Know and help Molly feel better from find out sentences that can Dr. Know’s letter. really help Molly feel better.

Ⅶ. After-reading: Role-play

Teacher’s activities

Lead students to do role-play.

Design intention(s)

让学生通过运用文章有效信息完成表格，全面了解文章的结构，并在教师的引导下，学会分类整理有效信息.以此帮助学生更好梳理文章脉络，降低输出难度。最后再次运用本单元所学情态动词填空，学以致用。

Design intention(s)

通过合作学习的方式，一方面检测学生对文章内容的掌握，另一方面引导学生深度学习。让学生以课文文本为载体，读之，思之与议之。在教学过程中，渗透德语目标，学会站在别人的角度去思考，理解老师与父母。

Students’ activities

Students use the information in the passage to do role-play.

Design intention(s)

这是一个开放性的输出活动，引导学生在理解阅读材料的基础上尝试运用所学的语言实现对话输出。在过程中引导孩子运用肢体语言和情态动词来表达自己的情感。

Homework：（13 min）

Teacher’s activities

Ask students to read the letters aloud after the tape. (3 min) Require students to write down their family rules that are good for them and give reasonable reasons. (10 min)

Students’ activities

Finish the homework. Design intention(s)

通过作业的布置，引导学生在学完本课之后，联系生活实际，充分了解规则的重要性，并学会理解学校，理解家长。