英语教学设计 Starter Module 2 Unit 3 I'm twelve

Lessonplan

NSE7AModule2Unit3I’mtwelve.(Period1)

Lessontype:Listeningandspeaking

Time:40mins

TheAnalysisofTeachingMaterial

Position:TheteachingmaterialisNSE7AModule2Unit3I’mtwelve.

Thisunitisofgreatsignificancesinceitisaboutthepeopleandthingsintheclassroom,whicharecloselyrelatedtostudents’dailylifeandstudy.Italsointroducesthenumbersfromeleventotwentyandthesentencepatterns“Howmany…arethere?”and“Thereis/are…”forstudentstotalkabouttheclassroom.Inthislesson,studentswillgettoknowthebasicinformationaboutaChineseclassroomandanEnglishclassroom,andcomparethedifferencesbetweenthemandtheculturaldifferencesbetweenthetwocountries.

TheAnalysisofLearningCondition

MystudentsaresupposedtobeGrade7inthemiddleschool.Theyhavealreadylearnedthepeopleandthingsabouttheclassroomintheirprimaryschool.What’smore,theyarefamiliarwiththenumbersfromeleventotwentyandthesentencepatterns“Howmany…arethere?”and“Thereis/are…”Therefore,itisnotdifficultforthemtosaythenumbersandintroducetheclassroom.

Someofthem,however,arestillafraidofspeakinginfrontoftheclass.Inthisway,theteachershouldpaymoreattentiontotheirindividualdifferencesandencouragethemtoexpressmoreintheclass.

LanguageFocusesandAnticipatedDifficulties

LanguageFocuses

Inthisclass,theteacherwillfocuson:

(1)Thepronunciationandthememorizationofthenumbersfromeleventotwenty.

(2)Thedescriptionofthepeopleandthingsintheclassroombyusingthesentencepatterns“Howmany…arethere?”and“Thereis/are…”

AnticipatedDifficulties

Studentswillbeencouragedto:

(1)Listenandwritedowntheanswersofsomemathproblemsaboutnumbers.

(2)WorkingroupsandtalkaboutthesummercampsinChinabyusingthesentencepatterns“Howmany…arethere?”and“Thereis/are…”

LearningObjectives

NewStandardEnglishadvocatesstudents’comprehensioncompetence.Accordingtotheanalysisofteachingmaterialandlearningcondition,thefollowingobjectivesaretobeestablished.

Languageknowledge

Bytheendofthisclass,studentswillbeableto:

(1).Spellandpronouncethenumbersfrom“eleven”to“twenty.”

(2).Knowthemeaningandtheusageofthesentencepatterns“Howmany…arethere?”and“Thereis/are…”

Languageskills

(1).Speakingskill:Studentswillbeabletousethesentencepatterns“Howmany…arethere?”and“Thereis/are…”totalkaboutthepeopleinaclassandthethingsinaclassroom.

(2).Comprehensiveskill:StudentswillbeabletounderstandthedifferencesbetweenaChineseclassandanEnglishclass.

Affects

Bytheendoftheclass,studentswillbeabletoknowthepeopleandthingsinaChineseclassandanEnglishclassandthedifferencesbetweenthem

Cultureawareness

Bytheendoftheclass,studentswillraisetheirawarenessthatdifferentnumbershavedifferentmeaningsindifferentcultures.

Learningstrategies

Cognitivestrategy:Studentscanusetherulesaboutthewordstomemorizethenumbers,suchas“thirteen,”“fourteen,”“fifteen”andsoon.

TeachingMethods

Situationalandcommunicativeteachingmethods:Theteacherwillguideandencouragestudentstousethenumbersandthesentencepatterns“Howmany…arethere?”and“Thereis/are…”totalkmoreabouttheclassroomsinChinaandEnglandbydesigningvarioussituationsandquestions.

TeachingAids

Teachingaids

Usage

Blackboard

Itisusedtohighlighttherulesaboutthewords“thirteen,”“fifteen”andsoon.Itisalsousedtohighlightthesentencespatterns“Howmany…arethere?”and“Thereis/are…”

PowerPoint

Itisusedtoarousestudents’interestsandmaketheteachingeffective.

TeachingProcedures

Step1.Lead-in(5mins)

Activity1.Revisionaboutnumbers(5mins)

StudentswillreadEnglishstudents’Wechatnumbersandphonenumbers.TheywillalsotalkaboutEnglishstudents’agesandtheirplayernumbersinafootballteam.

T:Theseyears,lotsofstudentsfromEnglandcometoWenzhou,Chinatostudy.ThisisthesummercampinWenzhou.Thisyear,agroupofstudentsfromEnglandarecomingtoourschool.Thisisoneofthem—TonyfromEngland.HewilltellussomethingabouttheirWechatnumbers,theirphonenumbersandtheirfootballteam.Lookatthenumbersandreadthem.Let’sseewhoisthequickest.

S1:Oneseventwo,eightfourseven.

S2:…

T:Howaboutthephonenumbers?

S3:Onethreeseven,zerofivesevenseven,eighteightninenine.

S4:…

T:Tonyisalsointheschoolfootballteam.Thesearetheplayers.Howoldarethey?Trytorememberthenumbers.

S5:Thefirstboyisfourteenyearsold.

S6:…

T:Everyplayerhashisownnumberinateam.Trytorememberthenumbers.

S7:Thefirstboy’snumberisseventeen.

S8:…

T:Youreadthenumbersreallywell.

Reflection:Studentshavealreadylearntthenumbersfromeleventotwentyintheprimaryschool.Thisactivityisdesignedtohelpthestudentsreviewthenumbersandreadthemfluently,sothattheycanusethenumberstotalkaboutthepeopleandthingsintheclassroomlaterintheclass.

Step2.Learningandapplicationofnumbers(13mins)

Activity1.Rulesaboutspellingthenumbers(2mins)

Studentswillreadthenumbers11to20andfindouttherulesaboutthespellingsofthenumbers.

T:Nowlet’sreadthenumberstogether.

Ss:Eleven,twelve,thirteen…twenty.

T:Let’slookatthenumbers.Canyoufindtherulesaboutthenumbers?

S1:Fromthirteentonineteen,thenumbersendwith“teen.”

T:Great.Andpayspecialattentiontothenumbers“thirteen,”“fifteen”and“eighteen.”Theyarespecial.Alsoweshouldpayattentiontothenumbers“eleven”and“twelve.”Canyoufindtherulesabout“twenty?”

S2:“Twenty”endswith“ty.”

T:Excellent!Accordingtotherules,canyoutellmemorenumbers?

Ss:Thirty,forty,fifty…ninety.

T:Nexttime,wecanusetherulestorememberthewords.Itwillbeeasier.

Reflection:Studentsareaskedtothinkandconcludetherulesaboutthespellingsofthenumbers.Asaresult,itwillbeeasierforthemtomemorizethenumbers.Moreover,itwillleadthemtousethestrategytomemorizemorenewwordsinthefuture.

Activity2.Cultureaboutnumbers(3mins)

Studentswilltalkaboutthecultureaboutnumbersandknowthemeaningsofdifferentnumbersindifferentcultures.

T:Everyonehashisluckynumber.Whatisyourluckynumber?

S1:Myluckynumberisnine.

S2:…

T:Chinesepeoplelikesomenumbers.DoyouknowthenumbersChinesepeoplelike?

S3:Chinesepeoplelike“six.”

S4:Chinesepeoplelike“eight.”

T:Right.Welike“six”and“eight,”because“six”meanseverythinggoeswelland“eight”meansyouarerich.DoyouknowthenumbersChinesepeopledon’tlike?

S5:Wedon’tlike“four”and“eighteen.”

T:Yes.DoyouknowthenumbersEnglishpeopledon’tlike?

S6:Englishpeopledon’tlike“thirteen.”

T:Right!Peopledon’tlike“four,”“eighteen”and“thirteen,”becausetheymeanbadluck.

Reflection:Thisactivityisdesignedtoinformstudentsofthecultureaboutnumbersindifferentcountries.Thereforestudentswillraisetheirawarenessthatpeopleindifferentcountrieshavedifferentideasaboutnumbers.

Activity3.Mathproblemsaboutnumbers(5mins)

Studentswillusethenumberstoaskandanswersomemathquestions.

T:Whatisthirteenandtwo?

Ss:It’sfifteen.

T:Whatisnineminussix?

Ss:It’sthree.

T:Whatisfourtimesfour?

S:It’ssixteen.

T:Nowyouwillbemathteachers.Pleasewritedowntwomathquestions.Pleaseusethenumbersfromeleventotwenty.

(Studentsthinkandwritedownthequestions.)

T:NowGroup1willaskthequestionsandGroup2willanswer.Thenwewillchange.

S1:Whatistwotimeseight?

S2:It’ssixteen.

Reflection:Thisactivityisdesignedtohelpstudentsconsolidatethepronunciationandthespellingofthenumbers.What’smore,theinterestinggamehelpsraisestudents’interestinlearningandtalkingaboutthenumbers.

Activity3.Listening(3mins)

StudentswilllistentoTony’smathquestionsandwritedowntheanswer.Thentheywillusethenumberstoopenthelockonthegift.

T:WhenTonycomestoChina,hebringsusagift,butthereislockonthegift.Toopenthegift,weneedtoopentothelockfirst.Nowlet’slistentoTony’squestionsandwritedowntheanswers.

S1:Theansweriseight,nine,andfive.

(Thenthestudentusesthenumberstoopenthelockandgetsthegift.)

Reflection:Thisactivityisdesignedtocheckstudents’listeningandunderstandingofthenumbers.Moreover,theactivitymakesthelearningofnumbersmoreinteresting.

Step3.Peopleandthingsintheclassroom(12mins)

Activity1.Brainstorm(2mins)

Studentswillhaveabrainstormandtalkaboutthethingsintheclassroom.

T:Tonywillcometostudyinourclassroom.Whatarethereinaclassroom?

S1:Thereareblackboards.

S2:Therearedesks.

S3:…

Reflection:Studentshavelearnedsomethingabouttheclassroomintheirprimaryschool.Thisactivityisdesignedtohelpthemreviewthethingsinaclassroomandintroducesomethingnewtothemthroughfreetalking.

Activity2.Introducingtheclassroom(5mins)

Studentswillusethesentencepatterns“Howmany…arethere?”and“Thereis/are…”totalkaboutpeopleandthingsintheclassroom.

T:Howmanyblackboardsarethereinourclassroom?

Ss:Thereisoneblackboardinourclassroom.

T:Howmanylessonsarethereinthemorning?

Ss:Therearefourlessonsinthemorning.

T:NowpleaselookatthepictureandintroducetheChineseclassroomtoTony.Askandanswerwithyourpartner.OnestudentisTonyandtheotherisaChinesestudent.

Ss:…

Reflection:ThisactivityisdesignedtohelpstudentsintroducethepeopleandthingsintheclassroominChinabyusingthesentencepattern“Howmany…arethere?”and“Thereare…”

Acticity3.Listening(5mins)

StudentswilllistentoaconversationaboutthepeopleandthingsintheChineseclassroomandtheEnglishclassroomandcompletethetable.

T:WhatarethereinanEnglishclassroom.Let’slistentoaconversationbetweenTonyandmeandcompletethetable.Pleasepayattentiontothenumbers.

Reflection:Thisactivityisdesignedtocheckstudents’understandingofthenumbersthekeysentencepatternsinthisunit.Moreover,studentswillbeabletoraisetheirawarenessofthedifferencesbetweenaChineseclassroomandanEnglishclassroom.

Step4.Groupwork(10mins)

Activity1.SummercampinWenzhou(10mins)

StudentswilldesignasummercampinWenzhoubycompletingaformaboutthepeopleandthingsintheclassroom.ThentheywillmakeaconversationbetweenChinesestudentsandEnglishstudentstointroducethesummercamp.

T:Tonyalsogivesusaletter.Itsays,“CanyouintroducethesummercampinWenzhoutome?”NowpleaseworkingroupsoffouranddesignasummercampinWenzhou.Pleasewritedownthepeopleandthingsintheclassroomandtheirnumbers.(Studentsdiscussandcompletethetablebelow.)

T:Nowpleaseworkingroupsoffour.SomestudentsarefromChinaandsomearefromEngland.PleasemakeaconversationtointroducethesummercampinWenzhou.Don’tforgettogreeteachotherandsaygoodbyetoeachother.

Reflection:Thisactivityi