1、 1 英语英语七七年级年级下册下册人教版人教版Go for it！ Unit 10 Id like some noodles. Section B 2a-2c 教学设计教学设计 Analysis of the teaching material: This design is for teaching Section B 2a2c 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
2、 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 u
3、p 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
4、the period, the Ss will be able to understand what theyve 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 ai
5、d 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 encour
6、agement, 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 po
7、ints and challenges in teaching: Key points: 1) Reading comprehension 2) Key words and their chunks Challenge: Effective reading comprehension and the process of information 2 Teaching methods: PRA, TBL and CALL Learning methods: Strategic reading Teaching aids: PPT courseware, electronic board, wor
8、ksheet Teaching Procedures: Teaching Procedures What T does in class What Ss do in class (Ts 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 topi
9、c 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 o
10、n 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
11、 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
12、 idea of each paragraph and how to open a piece of writing. Step 3b: While-reading: Read for comprehension (Detailed T will present five true/false questions and ask Ss to read for details; Ss will carry out the reading task and answer the questions on Worksheet. To assess how well Ss can under- sta
13、nd the text. 3 reading focusing on understanding) check up the answers and get feedback. 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 t
14、he 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 theyve done. To train and develop Ss skills in pro- cessing the informatio
15、n 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 a
16、nswers 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
17、 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. 4 Step 5: Homework assignment and call-off Homework 1: Language study and report (Cha
18、rt 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 candles number blow out candy put in child noodles (never) cut up eat
