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一．Textbook Chapter: Unit4 ( Section A 3a-3b)
二．Lesson Theme/Topic: Where is my backpack?
三．Grade(s): Grade7 Term1
四．Learning analysis：
My students are all from the countryside. They can speak Chinese and minority languages ( Yi language).They didn't learn English in primary school. I teach two classes, each class with 55 students, a total of 110 students. The school where I work is a boarding school. These students come from rural, China's remote mountain villages. Their parents don't have stable jobs. Most of students’ parents go to the city to earn money, and the grandparents take care of students on weekends. These students are kind, cute, well-behaved, friendly, understanding clever and understanding. Of course, sometimes they are specially naughty and lonely because they lack the company of their parents. I love them, and they also love me. I will teach the content about Grade7 Term1, Unit4 Where is my backpack?( Section A 3a-3b) . The students of Grade7 Term1 are still in a confused stage after they have learned a little English. A good beginning is half done.
五．Teaching analysis:
In this chapter, the content of 3a is a dialogue exercise. After learning the input and output theory of knowledge, I always want to try the application of this theory. Dialogue exercises can reflect this theory. Of course, it's also a big challenge for me. The content of 3b is showed through activities, which I basically ignored in class before. Now I understand the importance of the classroom activity, according to the theory of learning motivation, in order to stimulate and cultivate the students' learning motivation, teachers should create a learning environment for students to attract students' interests. Through classroom activities, students can work together more closely and improve their communication ability. At the same time, I will try to use of new methods from teachers of MOOC and University of Ottawa to design some activities. So as a teacher, I will create a learning environment to stimulate the enthusiasm of students to learn English and cultivate their interest in learning English. I should try my best to create a friendly and harmonious atmosphere, eliminate students' fear in the mood of learning English, and make students be full of confidence and confidence about learning English.
六． Lesson objectives:
1.Students will be able to speak more confidently and be more interested in English. 2.Students will be able to master the rules of preposition and Where sentence structure.
3.Students will be able to improve their communicative ability.
七．Teaching steps:
1. Warming- up (The purpose of warming-up is according to the theory of learning motivation. In order to stimulate and cultivate students’ learning motivation. As teachers, we should create a learning environment for students to attract students’ interest and the attention of students through warming-up.)
Sing “Where are your friends?” song :
A: Where are your friends? Where are your friends?
B: They are in the room.
They are in the room.
A: Where are you from? Where are you from?
B: I am from China.
I am from China.
2.lead-in (Teacher provides students important information about topic or language and let students know what the purpose of this lesson is, and then review knowledge groundwork for new knowledge and introduce new knowledge through lead-in.)
Design a learning environment that is connected with “where” sentence structure.
Teacher: I have been very forgetful lately. Have you seen my backpack? Where is my backpack, Tom?
S1: Sorry, I don’t know.
Teacher: Is it under the desk?
S2: Let me see. Oh, here is your backpack.
3.teaching contents
Part A: Put these sentences in order to make a conversation. [This part is the key point of the textbook and also the difficult point of the textbook. Mainly grasp the use of key sentence structure ( where is ...? I don’t know, and so on) through Part A.] --3a
_ I don’t know.
_ Is it on the dresser?
_ No, it isn’t.
1 Where ‘s the bag?
Part B: word scramble, memorize the meaning of the words and make sentences. (To check students' mastery of words, also let students know the function and the meaning of these words in the conversation through Part B.)
eg: b d e → bed ( Where is your bed?)
o w k n →
e h t y →
e h r e w →
d e r s r e s →
y e k s →
c l e i p n →
n u r e d →
Part C: pair work / running dictation (According to the theory of input and output of knowledge to develop the students’ ability to listen, speak, write and remember through running dictation.)
Practice the conversation in the picture above ( By looking at the picture and speaking, students can improve their listening and oral English. At the same time, cultivate their communicative ability.) --3b Two students make a group, one remembers the sentences, the other writes them down, and then two students will talk and change roles.
Eg:
A: Where ‘s the bag?
B: I don’t know.
A: Is it on the dresser?
B: Yes, it is. / No, it isn’t.
4.Homework:
A. Error correction
1.The English book on the dresser.
2.The baseball is the bed under.
3.The eraser is the table.
4.it’s in the box.
5. The jacket are on the sofa.
6. Where my notebook is?
B.Write a composition “ My Room”
Eg: This is my room. There is a big bed, a table, a computer and some chairs in it. There’s a glass and some books on the table. There is a picture on the wall. I am in the room. I look at my family photos. My father and mother are in the school. They work hard. I love my family and my room.
八．Teaching reflection:
I look forward to teaching pair work the most. For my students, it’s difficult to speak English. It's also a big challenge for me. 3b and 3c are both showed through activities, which I basically ignored in class before. I will give students time to practice speaking and listening English through pair work.
二．Lesson Theme/Topic: Where is my backpack?
三．Grade(s): Grade7 Term1
四．Learning analysis：
My students are all from the countryside. They can speak Chinese and minority languages ( Yi language).They didn't learn English in primary school. I teach two classes, each class with 55 students, a total of 110 students. The school where I work is a boarding school. These students come from rural, China's remote mountain villages. Their parents don't have stable jobs. Most of students’ parents go to the city to earn money, and the grandparents take care of students on weekends. These students are kind, cute, well-behaved, friendly, understanding clever and understanding. Of course, sometimes they are specially naughty and lonely because they lack the company of their parents. I love them, and they also love me. I will teach the content about Grade7 Term1, Unit4 Where is my backpack?( Section A 3a-3b) . The students of Grade7 Term1 are still in a confused stage after they have learned a little English. A good beginning is half done.
五．Teaching analysis:
In this chapter, the content of 3a is a dialogue exercise. After learning the input and output theory of knowledge, I always want to try the application of this theory. Dialogue exercises can reflect this theory. Of course, it's also a big challenge for me. The content of 3b is showed through activities, which I basically ignored in class before. Now I understand the importance of the classroom activity, according to the theory of learning motivation, in order to stimulate and cultivate the students' learning motivation, teachers should create a learning environment for students to attract students' interests. Through classroom activities, students can work together more closely and improve their communication ability. At the same time, I will try to use of new methods from teachers of MOOC and University of Ottawa to design some activities. So as a teacher, I will create a learning environment to stimulate the enthusiasm of students to learn English and cultivate their interest in learning English. I should try my best to create a friendly and harmonious atmosphere, eliminate students' fear in the mood of learning English, and make students be full of confidence and confidence about learning English.
六． Lesson objectives:
1.Students will be able to speak more confidently and be more interested in English. 2.Students will be able to master the rules of preposition and Where sentence structure.
3.Students will be able to improve their communicative ability.
七．Teaching steps:
1. Warming- up (The purpose of warming-up is according to the theory of learning motivation. In order to stimulate and cultivate students’ learning motivation. As teachers, we should create a learning environment for students to attract students’ interest and the attention of students through warming-up.)
Sing “Where are your friends?” song :
A: Where are your friends? Where are your friends?
B: They are in the room.
They are in the room.
A: Where are you from? Where are you from?
B: I am from China.
I am from China.
2.lead-in (Teacher provides students important information about topic or language and let students know what the purpose of this lesson is, and then review knowledge groundwork for new knowledge and introduce new knowledge through lead-in.)
Design a learning environment that is connected with “where” sentence structure.
Teacher: I have been very forgetful lately. Have you seen my backpack? Where is my backpack, Tom?
S1: Sorry, I don’t know.
Teacher: Is it under the desk?
S2: Let me see. Oh, here is your backpack.
3.teaching contents
Part A: Put these sentences in order to make a conversation. [This part is the key point of the textbook and also the difficult point of the textbook. Mainly grasp the use of key sentence structure ( where is ...? I don’t know, and so on) through Part A.] --3a
_ I don’t know.
_ Is it on the dresser?
_ No, it isn’t.
1 Where ‘s the bag?
Part B: word scramble, memorize the meaning of the words and make sentences. (To check students' mastery of words, also let students know the function and the meaning of these words in the conversation through Part B.)
eg: b d e → bed ( Where is your bed?)
o w k n →
e h t y →
e h r e w →
d e r s r e s →
y e k s →
c l e i p n →
n u r e d →
Part C: pair work / running dictation (According to the theory of input and output of knowledge to develop the students’ ability to listen, speak, write and remember through running dictation.)
Practice the conversation in the picture above ( By looking at the picture and speaking, students can improve their listening and oral English. At the same time, cultivate their communicative ability.) --3b Two students make a group, one remembers the sentences, the other writes them down, and then two students will talk and change roles.
Eg:
A: Where ‘s the bag?
B: I don’t know.
A: Is it on the dresser?
B: Yes, it is. / No, it isn’t.
4.Homework:
A. Error correction
1.The English book on the dresser.
2.The baseball is the bed under.
3.The eraser is the table.
4.it’s in the box.
5. The jacket are on the sofa.
6. Where my notebook is?
B.Write a composition “ My Room”
Eg: This is my room. There is a big bed, a table, a computer and some chairs in it. There’s a glass and some books on the table. There is a picture on the wall. I am in the room. I look at my family photos. My father and mother are in the school. They work hard. I love my family and my room.
八．Teaching reflection:
I look forward to teaching pair work the most. For my students, it’s difficult to speak English. It's also a big challenge for me. 3b and 3c are both showed through activities, which I basically ignored in class before. I will give students time to practice speaking and listening English through pair work.