初中英语外研版 (新标准)七年级下册Module 3 Making plansUnit 3 Language in use教案及反思

"   Teaching Plan for Module 3 Unit 3 Language in use

Teaching Type: Revision and application  

Analysis of teaching material:

Shopping is a common topic in our daily life. The task of this module is writing a shopping list for a school picnic. In Unit 1 we have talked about what to buy for a family member and in this class we will discuss where to buy it and the reason, which lays a foundation for the module task in Unit 3. This reading passage mainly talks about the advantages and disadvantages of online shopping, in which contains many new words and some sequence adverbs. All the new words, adverbs and the structure help students create a new passage.                            

Analysis of students：

Online shopping is a new thing for most of the students in Grade 7. They often hear about it but they may never shop online. So the advantages and disadvantages seem hard for them to understand. Supermarket shopping is familiar to them but writing about advantages and disadvantages of it is still difficult for them.                           

Teaching aims： 

To summarize and consolidate be going to;

To review the new vocabulary of this module.

Key points: To understand the meaning and main use of be going to.

To use be going to to express one’s intentions and plans.     

Difficult points: To make correct sentences using be going to;

To write a passage to introduce one’s weekend plan.  

Teaching aids: A box and slips of different colors; PPT.  

Teaching procedures    

Step 1 Warming up 

1. Guessing game: Divide the class into two groups. Invite pairs from each  group, one facing the screen and acting out the phrase, while the other one standing against the screen and guessing. The two groups compete.             

2. Ask students to work in groups of five and each student writes one phrasal verb on the pink slip. They may share ideas in groups so that they can write different phrases.

3. Collect the paper and put it in the box.

4. Talk about my plan for tomorrow: I am going to ride a bike around the lake tomorrow.

 5. Students work in small groups and talk about what they are going to do tomorrow.

 [Purposes] Students can go over the phrases they’ve learned in Unit 1&2, so that they can describe their weekend plan later; I talk about my plan for tomorrow to elicit the topic of this module and give a model for students to talk about theirs using the target structure: be going to.                            

Step 2 Review the use of be going to

1. Look at the sentence I say about my plan and talk about the use of be going to:

2. Meaning: It expresses one’s intentions or plans for the future that are sure/definite.

3. Collocation: be going to + v.

(1) Encourage students to say: We use am/ is/are according to the different subjects.

(2) Students are asked to think about a person as the subject and write the chunk on the yellow slip, like this:

I am going to; Li Fan is going to; My mother and I are going to.

(3) Collect the paper and put in the box.

4. Adverbial of time:

(1) Prompt students to summarize: Be going to is used with the time of the near future, like tomorrow.

(2) Students are told to write a future time for a plan. Still they share in groups so that they can write different times.

(3) Collect the paper.

[Purposes] Students can induce the use of be going to from the example sentence since they have got enough language input of be going to. Based on their understanding, students are asked to write chunks of the sentence with be going to part by part so that they can make new sentences with these parts later, which will be easier to form target sentences.

Step 3. Review the affirmative sentence of be going to.

1. Students sum up the structure of affirmative using be going to.

2. Game: Make new sentences:

(1) T: Can you remember what we have learned on paper? Let’s sum up. We have written down “sb is going to”, the phrasal verb like play volleyball, and the future time. Now we can make new sentences out of them. To make our sentences funnier, we can write a place that an action may take place on the green paper, like in the playground.

(2) Students write down a place on the green paper.

(3) Collect the paper.

(4) Invite several students to form a new sentence by pick one from each part of the box. The sentence may be like:

My brother is going to play football in the cinema this Saturday.

3. Write an affirmative sentence on the blackboard.

[Purposes] Since students have written most part of an affirmative, they can form sentences with them. To make the learning process more interesting and also make the sentence more detailed, I ask them to add a place to the sentence.

Step 4. Review the negative of be going to.

1. Students say how to form a negative of be going to chorally.
2. Show the argument of a scene in the TV play Modern Family:

- You are silly!         -I am NOT silly!

3. Tell the students that we are going to argue like this. One student from Group A forms a sentence by picking up the parts from the box and one from

the other group argues with him/her by converting the sentence into negative with NOT.

4. Write a negative on the board.

[Purposes] Elicit a scene of siblings arguing which is very common for the students, so they may understand where the negative is used. To make the argument more natural, I ask students from different groups to convert the sentence.

Step 5. Review the general question of be going to

1. Show the table and ask a student: Are you going to have a party on Saturday

morning? Prompt him/her to answer with Yes, I am./No, I’m not.

      2. Let students induce the structure of be going to as well as its answers.

      3. Interview:

      (1) T: Do you have plans for this weekend? Do you want to know who has the same plan as you? Now let’s interview to find someone who can spend some time with you.

(2) T:　Just now I asked…“Are you going to have a party on Saturday morning?” She says “Yes, I am.” So I ask him/her to sign the name here above the action and time. Now you can interview several student about their plan for the coming weekend. Don’t forget to ask them to sign.

(3) Seeing most of the students know how to interview, tell the standard of the winner for this round: The first one to get three signatures in a row will be the winner.

4. Encourage the winners to report their table, like this:

… and I are going to…

[Purposes] Use an example for students to sum up the structure of the general question. Explain the situation in order to make the interview meaningful. I do not tell them the standard of the interview until I make sure almost everybody understands how to interview, because if they do not know how to interview, the rest of the tasks are in vain.

Step6. Consolidation

1. Ask students to describe their table in groups.

e.g. … and I are going to… on Saturday morning. I am going to… on Saturday

afternoon, but I am not. I am going to…

2. Have students to write down their report according to the table.
3. Share their writing in the whole class setting.
4. Summarize the use of be going to with the blackboard writing.

[Purposes] I ask students to report in oral then in written form, because they can correct their language during the group work. The table expresses their plan for the weekend, therefore the writing is true-to-life. Of course, to encourage them use different language as well as having a colorful weekend, I encourage them to make their plan more colorful.

Step7. Emotional education

Share some sayings about plans to emphasize the importance of a plan.

1. A good plan today is better than a perfect plan tomorrow.   

—Conrad Brean 

今天的好计划胜过明天的完美计划。

2.  A goal without an action plan is daydream.

                                          —Nathaniel Branden

没有行动计划的目标就是个白日梦。

3. Hands for the present and eyes for the future.

把握现在，放眼未来。

 [Purposes] Have students realize the significance of a plan and encourage students to make a plan before doing a task.

Step 8 Homework

Make a plan for the coming Dragon Boat Festival holiday and write a short passage to describe it.

Blackboard design   

Module 3 Plans

Unit 3 Language in use

  S+ be going to + v.

I am going to ride a bike around the lake tomorrow.

My brother is not going to play football in the cinema this Saturday afternoon.

Are you going to have a party on Saturday morning? Yes, I am./No, I’m not.

A good plan today is better than a perfect plan tomorrow.

Teaching reflection 

I made the grammar learning into several meaningful parts and students felt interested and remained focused all through the class. Most of them understand the use of be going to and can use it correctly in language output. But there is one thing. Several students had missed the lessons of Unit 1&2, and I had found time to help them catch up the lessons, so they could not follow the lesson. I will correct this in the following time.