人教新目标 (Go for it) 版七年级下册Section B教学设计

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这是一份人教新目标 (Go for it) 版七年级下册Section B教学设计，共4页。

英语七年级下册人教版Go for it！

Unit 10 I’d like some noodles. Section B 2a-2c

教学设计

Analysis of the teaching material:

This design is for teaching Section B 2a—2c of Unit 10, Year 7B, Go for it!, PEP (2012 edition). The unit takes up the topic of food, and the reading text of the unit deals with the theme of birthday foods and the idea presented by these foods. Hence, it serves as practice and development of reading skills, such as classifying and grouping information and other reading strategies of using key word to search for information.

Analysis of the students:

By the time of coming up to the reading part, the Ss have already managed the basic food words presented in this unit, mainly in Section A, as well as the functional structure of ordering food. This enables Ss to read further for language and reading skills development.

Teaching aims:

Knowledge and ability: By the end of the period, the Ss will

 be able to understand what they’ve read;

 have the sense of key vocabulary and their expressions;

Methods and ways used in process of teaching: During the process, T will

 blend TBL into the Process Reading Approach;

 use courseware and technology, such as electronic board, to aid teaching;

 develop Ss reading skills.

As for Ss, they will

 be encouraged to use strategies to help with reading,

 learn how to process information in a reading text,

 find and learn new chunks in the reading text.

Affect and attitude: During the period, T will use Courseware, images, skills of encouragement, and other means to

 raise Ss’ interest and motivation;

 lower their anxiety;

 build up their confidence to process information.

When the period comes to its end, Ss will

 be willing to make further try in their homework practice.

Type of the lesson: Reading

Duration of the lesson: 45 min.

Key points and challenges in teaching:

Key points: 1) Reading comprehension

2) Key words and their chunks

Challenge: Effective reading comprehension and the process of information

Teaching methods: PRA, TBL and CALL

Learning methods: Strategic reading

Teaching aids: PPT courseware, electronic board, worksheet

Teaching Procedures:

Teaching Procedures	What T does in class	What Ss do in class (T’s expectation)	Purpose of design
Step 1: Warming-up and goal presentation	T will  greet Ss to start the lesson;  introduce the goal of the lesson	Ss will know what they are to expect in class.	To elicit the topic and let Ss have a clear mind of the goal of the lesson.
Step 2: Pre-reading stage	T will  elicit the topic;  present some new words	Ss will  tell T about the topic;  get to know the words.	To rouse Ss interest and to prepare them for the reading.
Step 3a: While-reading: Read for skills (Fast reading on the title and general ideas of each paragraph)	T will ask Ss to read the title only and answer two questions: 1. What does the text talk about for birthday? 2. Is the text only about one country, or about many countries?	Ss will respond and answer them.	To let Ss understand how to read for the key words
	T will  direct Ss to general ideas of each paragraph;  ask them to read and match: Food in China, Idea behind these foods, Food in many countries;  direction Ss’ attention to discourse.	Ss will  fast read and match;  come to understand how the text is constructed.	To direct Ss’ attention to the main idea of each paragraph and how to open a piece of writing.
Step 3b: While-reading: Read for comprehension (Detailed reading focusing on understanding)	T will  present five true/false questions and ask Ss to read for details;  check up the answers and get feedback.	Ss will carry out the reading task and answer the questions on Worksheet.	 To assess how well Ss can under- stand the text.
Step 3c: While-reading: Read to process the information (Detailed reading focusing on information)	T will  present two charts(mainly activity 2b) and ask Ss to read and fill the charts;  check up the answer with the class;  (mainly in Chinese) explain how to use the key words to process the information.	Ss will  fill the charts on Worksheet, check up their work and make corrections where necessary;  listen to the teacher and reflect what they’ve done.	 To train and develop Ss’ skills in pro- cessing the information in a reading material.  To let Ss be aware of using key words for information process.
Step 4a: Post-reading: Language pick-up	T will  present a language study task by asking Ss to read and find out the chunks presented in the text under the key vocabulary: candle, candy, and noodles.  check up the answers with Ss.	Ss will carry out the task and report to the teacher their findings.	 To let Ss be aware of the useful language under key vocabulary.  To make sure that Ss know what to learn about the language.
Step 4b: Post-reading: More behind the text	T will present page 10 of Courseware and let Ss think about more good luck that they can bring to the birthday person besides foods talked about in the text.	Ss will brainstorm and respond.	To develop Ss awareness on value and morality on the issue of Birthday.
Step 5: Homework assignment and call-off Homework 1: Language study and report (Chart filling); Homework 2: Activity 3b on p. 59 of the coursebook.	T will  present pages 11 and 12 of Course- ware to set homework;  call off the lesson and dismiss the class.	Ss will  understand what to do after class,  say goodbye and have a break.	For further prac- tice and under- standing of the reading material and language.
Board design	Unit 10 Reading
Board design	candles number blow out candy put… in… child noodles (never) cut up eat