25七年级上册 （教案7）Unit 1 Section B（3a-Self Check）

skybamboo

Unit 1  My name’s Gina.
Section B (3a-Self Check)

Teaching Aims	Language goals   Ss are able to make an ID card and introduce yourself. Key words and phrases middle, school, middle school, ID card Key sentences 1. My/His/Her first/last name is ... 2. My/His/Her phone/telephone number is ... 3. What’s your/his/her name/phone number?
Teaching Difficulties	Ss are able to use the phrases and sentence structures they learned to make an ID card.
Teaching Aids	multimedia courseware or other realia that the T needs for teaching

Teaching Procedures	Tips
Step 1 Lead in	引入环节的身份证信息收集极大地吸引了学生的兴趣，如果是真实的教师或学生校园卡信息可能更好。
Free Talk T ask Ss to two questions to start the class. Q1: Do you have a school ID card? Q2: What information does it have on the card? (T can show pictures of some ID cards, or show each group a picture of an ID card, and ask them to observe and answer what information they can find in an ID card. Ss can answer questions group by group. One group share one piece of information to make the class active and vivid at first.) Lead in Ask Ss to look at the ID card and answer the questions. Q1: What’s his telephone number? Q2: What’s his family name? Q3: What’s his given name? (T make sure Ss can answer the questions with complete sentences and keep it on to make it into a habit. T can choose Ss to answer the question, or ask Ss to answer in a line or a row.)
Step 2Presentation& Writing	在写作前，让学生通过练习对于所学知识进行充分回顾，通过oral的形式锻炼了speaking ability. 老师给出写作范文，帮助学生梳理常见的错误句型，让学生在后期纠错的过程中明确知道自己的错误所在。让学生对优秀作文有直观的认识。
3a T ask Ss to use the information on the ID card to complete the sentences in 3a. (This part is very easy for Ss, so T don’t need to spend so much time on it. After sharing the answers, T can tell Ss the form of how to write down a phone number: 3XXX-4XXXX-4XXXX) Answers: Alice  Green  951-3397 Ask Ss to fill in blanks and do Q&A with their deskmates. Q1: What’s her telephone number? Q2: What’s her first name? Q3: What’s her last name? (When Ss are practicing Q&A in pairs, T can walk around and give guidance, especially to some weak Ss. The adjective pronouns may be a problem for them. If we give more guidance, they will learn better.) 3b T ask Ss to design their own ID card and write an essay to introduce themselves. (This part seems easy, but it really needs Ss to have a comprehensive ability, such as art skills, English abilities etc. T can give Ss some advice or steps to finish this task. Step1: fill in the blanks. Step2: draw a picture of yourselves. Step3: write a short passage about yourselves, including the information in the Id card, and they can also add more information if they like, such as their favorite color, family members etc. Before writing T also needs to give Ss some detailed guidance to cultivate Ss’ writing habit.)    Ask Ss to share their ID card with their partners. (When sharing, T ask Ss to pay attention to three details : Capitalized first letter, correct grammar, good handwriting. T can also ask Ss to share some good sentences or give some comments. T can also show Ss a sample to explain the full-mark writing. )
Step 3Self Check
The part of Self Check is to provide a comprehensive review of key vocabulary and functions presented in the unit. The T can ask Ss to do these exercises as homework after class. Answers 1: 2: 1.C  2.A    3.E    4.D    5.B
Step 4Language Points
1. middle adj. 中间的    n. 中间 (1) middle作形容词,  意为“中间的; 中等的”,  常置于名词前作定语,  如middle school “中学”。 (2) middle可作名词,  意为“中间”,  常构成短语: in the middle (of sth.) “在（······的）中央”。 Homework 1. Remember the words, expressions and sentences in this unit. 2. Preview Unit 2  Section A (1a-1c).
Teaching Reflection	There are some problems in this writing class. First, when Ss were in correcting writing in groups, they had so many questions. I couldn’t answer their questions at the same time and the class management was not so easy to do. For G7 students, their learning habits are not formed very well, so more guidance in writing must be given. The best part today was that I gave Ss rubrics and sentence patterns ahead so some B-level can write grammatically correct sentences.