人教新目标 (Go for it) 版七年级上册Section A获奖表格教案设计

这是一份人教新目标 (Go for it) 版七年级上册Section A获奖表格教案设计，共3页。
Go For It 7A Unit8 Section A 1a-2cAnalysis of teaching materialWhat: The first discourse is the dialogue about asking for and giving directions on the street. The second discourse is the dialogue about asking for advice and giving directions politely and helping others find their way with warm heart. Why: The students will learn to use correct, natural, fluent and polite language to find the directions in the strange environment or to give directions for others. Students can give a warm welcome to strangers or new residents.How: Both two discourse are dialogues, using the sentence pattern there be and special questions guided by where to ask for and give directions. And the discourses use simple and communicative words to ask for and give directions.Teaching objectivesBy the end of the session, most students will be able to ask for and give directions with there be sentence patterns and special questions guided by where. They will be patient to give directions and politely ask for directions.This will be achieved by:reorganizing information to form new knowledge by summarizing and integrating. Teach students sentence structures" Is there a...?" "Are there any...?" "Where is/are the...?""Yes, there is/are.""No, there isn’t/ aren’t. ""It’s behind/ next to/ across from the..."" They’re between the..."to give directions. centering on the theme and the new knowledge structure, and then carrying out language skills practice activities such as speaking, reading, writing and to develop thinking ability and form learning strategies.  transferring the acquired knowledge and ability to the life situation and solve real problems. Students will work in pairs and role-playing, practicing sentence patterns in situational communication to improve listening and speaking ability.Teaching focusReading: Understand the main idea of these two dialogues.Vocabularies: across, behind, north, town, around, front.Sentences:Is there a...?  Are there any...?  Yes, there is/are.  No, there isn’t/ aren’t. Where is the...? It’s behind/ next to/ across from the... Where are the...?  They’re between the...Anticipated difficultiesStudents may feel it difficult to use the there be sentence patterns for general questions and answers when they are asking for or giving directions. Students may feel it difficult to use the where sentence patterns for special questions.Teaching procedureTeaching objectivesActivitiesEvaluation1.Reorganizing information to form new knowledge by summarizing and integrating. Teach students sentence structures" Is there a...?" "Are there any...?" "Where is/are the...?""Yes, there is/are.""No, there isn’t/ aren’t. ""It’s behind/ next to/ across from the..."" They’re between the..."to give directions1.Teacher introduces her friend Rich is going to travel to Wenzhou. 2.Rich wants to find a pay phone to make an international call/ go to the bank to get some cash and coins/ many restaurants / the hotel to stay for one night... Lead students to review there be sentence patterns and answer to the questions. Observe the students' performance in answering the questions, according to the specific words and sentences, to know how well they have mastered the content of the last lesson.Observe whether the students use the language correctly and grasp the internalization of the content and language.Intention: To set up a situation, guide students to review what they learned in last class, ask questions to students, and guide students to ask questions. To enable students to proficiently use the sentence patterns of asking directions and giving directions, and pave the way for the subsequent summary of grammar rules.2.Lead students to find the similarities and guide students to draw the conclusions of  the ways to ask for and give directions. And then carry out language skills practice activities such as speaking, reading, writing and to develop thinking ability and form learning strategies.   1.Show the sentences in grammar focus to students and ask students to read it. 2.Ask students to find the similarities and guide students to draw the conclusions of the usage of there be sentence patterns for general questions and answers and where sentence patterns for special questions.3.Add the principle of proximity of there be sentence patterns. Observe whether the detailed information of students is complete and whether the rule of summary is comprehensive. Observe whether students can accurately find relevant language expressions in class discussion, whether reading and imitating expressions are correct, and grasp students' learning and internalization of key language expressions.Intention: Guide students to discover and summarize grammar rules, sort out, learn and internalize key sentence patterns and key languages, and pave the way for further applying what they have learned in real life situations.3.Transferring the acquired knowledge and ability to the life situation and solve real problems. Students will work in pairs and role-playing, practicing sentence patterns in situational communication to ask for and give directions on street, which will improve students’ listening and speaking ability.1.Fill the bank: Ask students to fill in the blanks in the passage about the proximity principle, and then read the sentences and give answers.2.Ask students to finish the exercises 3a in Page 45 and check it one by one.3.Ask Students to finish the exercises 3b and choose 2 students to share a sentence respectively.4.Role play: Present the map of Wenzhou, including a museum, a park and a hospital. Ask students to work in pairs to role play the conversation about giving directions for Jennie. Observe whether students can use grammar rules correctly, and write correct directions and directions details. In the process of role playing, pay attention to the pronunciation, intonation and tone of students' oral expression, and give necessary guidance and feedback as required.Intention: Guide students to go beyond the discourse, related to real life activities, with the language to do things. According to the new situation, relevant language expressions are integrated, directions and asking situations are simulated, and communication tasks are completed. Students are trained to apply what they have learned to solve practical problems in real situations, so as to promote migration and innovation.   HomeworkOral:Prepare a mini-play for the next class.Topic: give appropriate advice and give directions for an American Blackboard design    ReflectionIn this lesson plan, student-centered principle is followed to help students fully understand these two dialogue and improve their comprehensive language ability. With my friend Rich as the main clue to promote the teaching, and it's a real and interesting situation. Maybe more expressions of giving directions need to be presented.