初中英语外研版 (新标准)七年级下册Unit 2 This morning we took a walk.教案设计

Analysis of the teaching material

The topic of this lesson is about a holiday journey, which is closely related to the students’ life and can easily arouse their interests. The reading material is an email written by Betty to her grandmother, which is about her journey in Paris. I design it as a reading for information lesson. This email consists of five paragraphs. It uses the past simple tense mostly to describe what Betty did from the day before yesterday to today. But in the last paragraph, it is written in the future simple tense to tell what Betty is going to do next day.

This module requires students to be able to ask and answer wh-questions in past simple tense, so relevant practice are designed in my lesson.

Analysis of the students

My students in Grade 7 are familiar with this topic. Most of them have already travelled for several times, so their personal experiences may help learn the material. Also, they have studied past simple tense for three modules. It is easy for them to get the general idea of the reading material. However, their English level is just around the average level. They may find it hard to use the correct forms of verbs in past simple tense when answering wh-questions. Meanwhile, most of them have little knowledge about Paris. It is difficult to tell the names of famous places in Paris in English. Thus, I design the pair work and the group work of making dialogues to help students practice speaking.

Teaching objectives:

At the end of this lesson, most students will be able to

1. grasp the meaning of the target words: relax, arrive, world-famous, palace, light,

top, wonderful, Paris, France, French;

2. pronounce the names of places fluently: the Louvre Museum, the Mona lisa,

the Eiffel Tower, the River Seine, etc.

3. use the correct forms of verbs in past simple tense when asking and answering  wh-questions about holiday journey;
4. introduce group member’s holiday journey in past simple tense;
5. have a better understanding of France;
6. understand the benefits of travelling.

Learning &Teaching focus:

1. Key vocabulary: relax, arrive, world-famous, palace, light, top, wonderful, Paris,

France, French

2. wh-questions in past simple tense:  Who met Betty at the airport?

                              Why did she relax at home that day?

                              …

Anticipated difficulties:

1. Students may find it difficult to pronounce the words and phrases: relax, arrive,

the Louvre Museum, the Eiffel Tower, the River Seine, etc.

2. Students may find it difficult to use the correct forms of verbs in past simple tense when answering wh-questions.

Solutions: 

1. Conducting different kinds of activities to consolidate the pronunciation of the new words and phrases.

2. Pair work and group work are designed to give students enough chances to practice the transformation of verbs.

Teaching aids: PPT

Teaching procedures:

Step 1  Warming up

1. Greetings

2. T asks Ss where they usually spend their holiday, at home, travel around China, or travel around the world?

3. T introduces Betty’s holiday:

  T: Where did Betty go for holiday?

[Purpose]: The topic about holiday can sharpen Ss’ concentration easily while Betty’s trip to Paris can arouse their interests.

Step 2 Introduce Paris

1. T shows the pictures of France: Paris, French, the Louvre Museum, the Mona lisa, the Eiffel Tower, the River Seine,

During this procedure, T teaches Ss the pronunciation and spelling of the new words.

 [Purpose]: This activity is to help students get familiar with the key vocabularies, and have a general idea about Paris. Thus, they can get prepared for the reading material.

Step 3 Before Reading

T shows the email, and ask:

•          Who will get the email?

•          When did Betty write the email?

•          What is the email about?

 [Purpose]: Before reading, T help Ss get to know the form of an email.

Step 4 While Reading

1. Fast reading:

T asks Ss to read the email quickly and match the places with the time.

T checks Ss’ ideas by using the following pattern:

T: What did Betty do …?

Ss: She went to …

[Purpose]: To ask Ss to match the places with the time is to help Ss get the general idea of the email. Also, Ss learn that it is a good idea to write a holiday journey in time order.

2. Careful Reading

1)     T asks Ss to read paragraph 1 carefully, and answer the questions:

•          Who met Betty at the airport?

•          Why did she relax at home that day?

2)     T asks Ss to read paragraph 2 to 4, and check True or False.

        (   )1. Betty saw lots of famous works of art in the Louvre Museum.

(   )2. She had lunch in a French restaurant.

(   )3. She took a walk in the street market this afternoon.

(   )4. She bought a present for her mother.

(   )5. She waited an hour to get to the top of the Eiffel Tower.

3)     T asks Ss to read paragraph 2 to 4 again, and answer the questions:

•          What did Betty think of the French food?

•          How did she feel on the top of the Eiffel Tower?

4)     T shows the picture of the night of Paris, and teach the new words: top, light, wonderful

 [Purpose]:  The careful-reading activities are all designed to check Ss’ understanding of the reading material. By answering the wh-questions, students get lots of opportunities to use the correct form of verbs in past simple tense.

Step 5 After Reading

1. pair work:

T: That night, Betty’s mum called Betty. She wants to know what Betty did in Paris.

Mum: Hi, Betty. How was your trip in Paris?

Betty: Wonderful!

•         When did you arrive?

•         Who met you at the airport?

•         What did you do yesterday/the day before yesterday?

•         Where did you go today?

•         How was the food there?

•         …

Mum: Great! Enjoy yourself! Bye, Betty.

Betty: Bye, mum!

 [Purpose]: Ss need to practice the correct form of verbs in past simple tense and pronunciation of the target vocabularies when they role play the dialogue. Also, it is a good way to check Ss’ understanding of Betty’s holiday journey.

2. Group work: talk about your own holiday journey

1)     Ss work in groups of 4. Student A chooses one trip to share with others. Student B/C/D ask questions. Student B takes notes for the answers.

A: Hi, everyone. Let me share my favorite trip with you.

B/C/D: Wonderful!

•         When and where did you go?

•         Who went with you?

•         How did you get there?

•         How long did you stay there?

•         What did you do (on the first/second/… day)?

•         How did you feel?

•         …

B/C/D: Great! Thank you for your sharing.

2)     According to the information you get from Student A, Student B/C/D introduce(介绍) the trip in your own words.

•          … went to …

•          He/She went there with … by …

•          He/She stayed there for …

•          (On the first/second/… day), he/she …

•          It was …

[Purpose]: This group work task can guarantee equal opportunities of participation for Ss of different levels. Each student can say something about holiday journey by using the target vocabulary and sentence structures, which works as a summary of the lesson naturally. In addition, The advanced students can also give a quick summary of their group member’s journey. During this group work, Ss can practice asking and answering wh-questions in past simple tense as well as learn other’s holiday journey.

Step 6: Summary

Travel broadens the mind.

[Purpose]: The proverb is to help Ss know the importance of travelling.

Assignment design

1. Retell Betty’s journey in your own words.

2. Write your own holiday journey in past simple tense.

Blackboard design

Module10 Unit2 This morning I took a walk.