7A Unit9B 1a-1d 20英师2班 王钎窈公开课

姓名王钎窈班级20英师2班学号20210730218日期2023年3月28日GoForIt7AUnit9SectionBla-ldAnalysisofteachingmaterialWhat:ThediscourseofthislessonmainlytalksabouttheconversationbetweenEricandDavidabouttheirmonthlyclassschedule.IntheconversationtheytalkaboutthesubjectsthatDavidlikesanddislikesaswellastheweekdays.AsforthemathsubjectDaviddidntlikeEricaskedthereasonandthentalkedaboutDavidsfavoriteChinesesubjectaswellasthecorrespondingtimeandreason.Finallytheymetinthemusicclass.Why:TheconversationsbetweenEricandDavidinreallife^classbreakcanhelpstudentslearnmoreabouthowtoexpresstheirpositiveattitudeandreasonstowardsthesubjecttheylikebyusingsomedescriptivevocabulary.Whatsmoreitcancultivatestudentsawarenessofpolitenessandconcernforotherswhencommunicatingwithclassmates.AtthesametimetheclassscheduleforDecembercanpracticestudentsabilitytounderstandthetablebetter.How:ThediscourseofthislessonmainlytalksabouttheconversationbetweenEricandDavidabouttheirmonthlyclassschedule.Sinceitisaconversationbetweengoodfriendsthecommunicationembodiesthemaincharacteristicsofinfbnnalstyle.Theconversationcanbedividedintotwoparts.ThefirstpartmainlytalksaboutthesubjectDaviddislikesandreasons.ThesecondpartmainlytalksaboutDavidsfavoritesubjectandthetimeofhisChinesesubject.ThispartinvolvesthetopicvocabularyoftimefbrexampleMondayTuesdayWednesdayThursdayandFriday.AlsoitcontainsthevocabularyofsubjectfbrexampleChinesemathhistorymusicandscience.Whatsmoreitcontainsthevocabularyofdescriptionfbrexampledifficultinteresting.BesidesthisconversationinvolvesWH-questionsfbrexampleWhatsyourfavoritesubject^WhenisyourChineseclass”Throughthe“classschedulefbrDecember，itrecordsthecoursearrangementandsomeextracurricularactivities.Itcanstrengthenthevocabularyabouttimelearnedbeforeandpayattentiontointeractivecommunication.Thisconversationisclosetostudentsreallife.TeachingobjectivesBytheendofthesessionmoststudentswillbeabletounderstandandacquirethesubjectsreasonsanddaysthatEricandDavidtalkedaboutincludingsubjectsDavidlikesanddislikesthedescriptivereasonsDavidmentionedthetimeoftheweekfbrChineseclassaswellasDavidscoursesonTuesday.focusonextractsummarizeandinternalizetheinformationintheirconversationandclassschedulebyaskingWH-questionsaccordingtoDavidsclassscheduleandsomeextracurricularactivities.applyrelevantlanguageexpressionstohaverole-playwiththeirpartnersandcommunicateabouttheclassscheduleofeachdayanddesigntheirDreamClassSchedule.TeachingfocusListening:Studentscangetthekeyinformationwhilelisteningtotheconversations.Speaking:Studentscanusethetargetlanguagetodescribetheirfavoritesubjectsandexpressthereasons.Vocabulary:difficultinterestingfreecool;TuesdayWednesdayThursdaySunday;ChinesemathhistoryscienceP.E.musicgeography.AnticipateddifficultiesDescribetheclassschedulegivereasonsabouttheirfavoritesubjects.abilityfromseveralaspects.Firststudents5cooperationandmasterydegreecanbeachievedbytheirfluencyandaccuracyinpresentation.SecondstudentscreativeabilitycanbeachievedbytheircreativeandreasonabledesignofDreamClassSchedule.Justifications:Thesestepsguidestudentstogobeyondthediscourseandrelatetoreallifeactivitiesandapplythelanguageindailylifecommunication.Accordingtothenewsituationstudentscanintegrateanduserelevantlanguageexpressionsbydoingcommunicationtaskslikedoinganinterviewandreport.ThesehelpstudentsapplywhattheyhavelearnedandtrainstudentstousethelanguageandpromotemigrationandinnovationimaginationandcreationHomeworkMust-do:ListenandreadtheconversationbetweenEricandDavidfluently.ShareyourposterofDreamClassSchedulewithyourclassmates.WritealettertoyourfriendsaboutyourweekdayarrangementfromWhat”WhenandHow”.Optional:

1.SearchformoreinformationaboutsubjectsontheInternetorinthelibrary.BlackboarddesignGFIBook7Unit9SectionBla-ldMyFavoriteSubjectisscienceUlnit，Sectionb/〃一/叫5人即力启切e，art5d56RE•g叼r吗・•・伊:bo「飞『夕2例sg向A lA/h仇…力’份；…hav・・・o门…ReflectionThegoalofthislessonistounderstandandusetheWH-questionpatternbydiscussingthetopicofclassscheduletoexpresstheirownviewsaccordingtotheclasscontentandrequirements.Andfinallytoextendthetopicandapplyittoreallife.Theoverallperformanceofthestudentsisgoodbasicallyachievedthepresetgoals.Howeverstudentsdonothaveenoughlanguagereservetoexpresstheirownviewssotheyneedtobetterexerciseandextendthroughlisteningandspeakinginclassanddailyaccumulation.TeachingobjectivesLearningActivitiesEffectivenessEvaluation

1.understandandacquirethesubjectsreasonsanddaysthatEricandDavidtalkedaboutincludingsubjectsDavidlikesanddislikesthedescriptivereasonsDavidmentionedthetimeoftheweekforChineseclassaswellasDavidscoursesonTuesday.LearningandunderstandingStudentswatchavideoandsharewhatsubjectstheycanfindinthevideo.Studentscandoapairworkaccordingtotheirclassschedule.TheydiscusstheirfavoritesubjectsandgivereasonsbyapplyingtheWH-questions.Alsostudentscangettoknowthedaysofaweek.

①Showthewholeclassschedule.A:WhafsyourfavoritesubjectB:...A:Whydoyoulike...B:Because...A:Whenisyour...classB:Itson...A:Whendoyouhave...classB:Ihave...on...Showthepicturesoftheirteachers.A:Whois...teacherB:My...teacheris...Studentsdoamatchingpracticeaboutdescriptiveadjectives.Studentslistentothefirsthalfoftheconversationandanswerquestionslike“WhatsubjectDaviddislike”“WhydoesDaviddislikethissubject”StudentslistentothesecondhalfoftheconversationandanswerquestionslikeWhatsDavidfavoritesubject”WhydoesDavidlikethissubjectandfillintheblanks.Checktheanswersinpairs.Observestudentsperformanceinansweringthequestions.Accordingtothespecificwordssaidbythestudentslearnthestudents9vocabularyreserveaboutsubjects.Accordingtothereasonablenessofstudents9askingandansweringevaluatethestudents*abilitytomasterandapplytheWH-questions.Accordingtostudents9answertochecktheirunderstandingofdescriptiveadjectives.Troughstudents9notesandanswersteachercanevaluatewhetherstudentsunderstandandextractthekeyinformationornot.Troughstudentsanswerofthesetwoquestionsteachercanevaluatewhethertheyunderstandandextractthekeyinformationornot.Justifications:Thesestepsaimtoleadinthetopiccreatereallifesituationsandstimulatestudents9interestinparticipation.Importantlytheseactivitiescanactivateandconsolidatestudentsvocabularyaboutsubjectstimeanddescriptiveadjectivestoconsolidatetheknowledgelearnedlastclassandtohaveagoodpreparationinvocabulary.Whatsmorethepredictiontaskcanarousestudents5thinkingandcultivatetheirabilitytomakeinferentialpredictionbyusingsituationalclues.Besidesthesecanhelpstudentsperceivethecontentoftheconversationasawholeanddevelopstudents9abilitytoobtainextractandrecordkeyinformation.Perceptionandattentionacquisitionandcombing

2.focusonextractsummarizeandinternalizetheinformationintheirconversationandclassschedulebyaskingWH-questionsaccordingtoDavidsclassscheduleandsomeextracurricularactivities.ApplyingandpracticingStudentslistentothewholeconversationandcircletheclassesDavidtalksaboutonthescheduleonbookandanswerthequestionslikeWhenishisChineseclass”StudentscanhaveadiscussionandsaysomethingtoDavidtocheerhimupbygivingsomeadvices.Dividethestudentsintotwogroupstoretelltheconversationbyhavingaroleplaytogether.Troughstudents9notesandanswerofthisquestionteachercanevaluatewhethertheyunderstandandextractthekeyinformationornot.AccordingtostudentsanswersteachercanjudgewhetherthestudentsunderstandDavidfsfeelingsandtheirabilitytoencourageandcomfortothersbyprovidingsomeusefulsuggestions.Accordingtostudents9role-playandtheirintonationstressandtoneteachercanevaluatetheircomprehensionoftheconversation.Justifications:Thesestepsguidestudentstoparaphrasethecorecontentofthedialoguesortoutlearnandinternalizethekeysentencepatternsandkeylanguageswhichhelppavethewayfbrfurtherapplicationofwhattheyhavelearnedinreallifesituations.Inadditionthesecultivatestudentsemotionalvalueandattitudes.Descriptionandinterpretationinternalizationandapplication3・applyrelevantlanguageexpressionstohaverole-playwiththeirpartnersandcommunicateabouttheclassscheduleofeachdayanddesigntheirDreamClassSchedule.TransferringandcreatingStudentsworkingroupsof4anddoaninterviewmakethedreamscheduletogether.Andtheinterviewergivesareportatlast.Givesomekeysentencesandsomevocabulariesfbrthemandencouragethestudentstomakeaconversation.MakeareportabouttheirdreamscheduleandgiveeachgroupascorefollowedbytheAccordingtostudents9groupdiscussionteachercanevaluatetheirtransferringandcreatingabilityfromtheseaspectsbelow.FirstinterviewerineachgroupaskquestionsfollowedbytheWH-questionpatternandtakesomenoteswhichhelpfbnnawholisticclassschedule.Secondintervieweesineachgroupexpresstheiridealopinionsabouttimedaysandsubjectsthatarelearned.Thirdteachercanoffersomehelptoeachgroup.Accordingtostudents7reportandpresentationinfrontoftheclassteachercanevaluatetheirBefluent2Beaccurate2Becreativereasonable2。