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視頻課題：外研版初中英語七年級上冊NSE 7A Module 2 Unit3 I’m twelve. (Period 1) Listening and speaking浙江
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外研版初中英語七年級上冊NSE 7A Module 2 Unit 3 I’m twelve. (Period 1) Listening and speaking浙江
Lesson plan
NSE 7A Module 2 Unit 3 I’m twelve. (Period 1)
Lesson type: Listening and speaking Time: 40 mins
I. The Analysis of Teaching Material
Position: The teaching material is NSE 7A Module 2 Unit 3 I’m twelve. This unit is of great significance since it is about the people and things in the classroom, which are closely related to students’ daily life and study. It also introduces the numbers from eleven to twenty and the sentence patterns “How many…are there?” and “There is/are…” for students to talk about the classroom. In this lesson, students will get to know the basic information about a Chinese classroom and an English classroom, and compare the differences between them and the cultural differences between the two countries.
II. The Analysis of Learning Condition
My students are supposed to be Grade 7 in the middle school. They have already learned the people and things about the classroom in their primary school. What’s more, they are familiar with the numbers from eleven to twenty and the sentence patterns “How many…are there?” and “There is/are…” Therefore, it is not difficult for them to say the numbers and introduce the classroom.
Some of them, however, are still afraid of speaking in front of the class. In this way, the teacher should pay more attention to their individual differences and encourage them to express more in the class.
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III. Language Focuses and Anticipated Difficulties
1. Language Focuses
In this class, the teacher will focus on:
(1) The pronunciation and the memorization of the numbers from eleven to twenty. (2) The description of the people and things in the classroom by using the sentence patterns “How many…are there?” and “There is/are…” 2. Anticipated Difficulties Students will be encouraged to:
(1) Listen and write down the answers of some math problems about numbers.
(2) Work in groups and talk about the summer camps in China by using the
sentence patterns “How many…are there?” and “There is/are…”
IV. Learning Objectives
New Standard English advocates students’ comprehension competence. According to the analysis of teaching material and learning condition, the following objectives are to be established. 1. Language knowledge
By the end of this class, students will be able to:
(1). Spell and pronounce the numbers from “eleven” to “twenty.”
(2). Know the meaning and the usage of the sentence patterns “How many…are there?” and “There is/are…” 2. Language skills
(1). Speaking skill: Students will be able to use the sentence patterns “How many…are there?” and “There is/are…” to talk about the people in a class and the things in a classroom.
(2). Comprehensive skill: Students will be able to understand the differences between a Chinese class and an English class.
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3. Affects
By the end of the class, students will be able to know the people and things in a Chinese class and an English class and the differences between them 4. Culture awareness
By the end of the class, students will raise their awareness that different numbers have different meanings in different cultures. 5. Learning strategies
Cognitive strategy: Students can use the rules about the words to memorize the
numbers, such as “thirteen,” “fourteen,” “fifteen” and so on.
V. Teaching Methods
Situational and communicative teaching methods: The teacher will guide and encourage students to use the numbers and the sentence patterns “How many…are there?” and “There is/are…” to talk more about the classrooms in China and England by designing various situations and questions.
VI. Teaching Aids
Teaching aids Usage
Blackboard
It is used to highlight the rules about the words “thirteen,” “fifteen” and so on. It is also used to highlight the sentences patterns “How many…are there?” and “There is/are…”
PowerPoint
It is used to arouse students’ interests and make the teaching effective. VII. Teaching Procedures
Step 1. Lead-in (5 mins)
Activity 1. Revision about numbers (5 mins)
Students will read English students’ Wechat numbers and phone numbers. They will also talk about English students’ ages and their player numbers in a football team.
T: These years, lots of students from England come to Wenzhou, China to study. This is the summer camp in Wenzhou. This year, a group of students from England are coming to our school. This is one of them—Tony from England. He will tell us something about their Wechat numbers, their phone numbers and their football team. Look at the numbers and read them. Let’s see who is the quickest.
S1: One seven two, eight four seven. S2: …
T: How about the phone numbers?
S3: One three seven, zero five seven seven, eight eight nine nine. S4: …
T: Tony is also in the school football team. These are the players. How old are they? Try to remember the numbers.
S5: The first boy is fourteen years old. S6: …
T: Every player has his own number in a team. Try to remember the numbers. S7: The first boy’s number is seventeen. S8: …
T: You read the numbers really well.
Step 2. Learning and application of numbers (13 mins)
Reflection: Students have already learnt the numbers from eleven to twenty in the primary school. This activity is designed to help the students review the numbers and read them fluently, so that they can use the numbers to talk about the people and things in the classroom later in the class.
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Activity 1. Rules about spelling the numbers (2 mins)
Students will read the numbers 11 to 20 and find out the rules about the spellings of the numbers.
T: Now let’s read the numbers together. Ss: Eleven, twelve, thirteen…twenty.
T: Let’s look at the numbers. Can you find the rules about the numbers? S1: From thirteen to nineteen, the numbers end with “teen.”
T: Great. And pay special attention to the numbers “thirteen,” “fifteen” and “eighteen.” They are special. Also we should pay attention to the numbers “eleven” and “twelve.” Can you find the rules about “twenty?” S2: “Twenty” ends with “ty.”
T: Excellent! According to the rules, can you tell me more numbers? Ss: Thirty, forty, fifty…ninety.
T: Next time, we can use the rules to remember the words. It will be easier.
Activity 2. Culture about numbers (3 mins)
Students will talk about the culture about numbers and know the meanings of different numbers in different cultures.
T: Everyone has his lucky number. What is your lucky number? S1: My lucky number is nine. S2: …
T: Chinese people like some numbers. Do you know the numbers Chinese people like?
S3: Chinese people like “six.” S4: Chinese people like “eight.”
T: Right. We like “six” and “eight,” because “six” means everything goes well and “eight” means you are rich. Do you know the numbers Chinese people don’t like?
Reflection: Students are asked to think and conclude the rules about the spellings of the numbers. As a result, it will be easier for them to memorize the numbers. Moreover, it will lead them to use the strategy to memorize more new words in the future.
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S5: We don’t like “four” and “eighteen.”
T: Yes. Do you know the numbers English people don’t like? S6: English people don’t like “thirteen.”
T: Right! People don’t like “four,” “eighteen” and “thirteen,” because they mean bad luck.
Activity 3. Math problems about numbers (5 mins)
Students will use the numbers to ask and answer some math questions.
T: What is thirteen and two? Ss: It’s fifteen.
T: What is nine minus six? Ss: It’s three.
T: What is four times four? S: It’s sixteen.
T: Now you will be math teachers. Please write down two math questions. Please use the numbers from eleven to twenty. (Students think and write down the questions.)
T: Now Group 1 will ask the questions and Group 2 will answer. Then we will change.
S1: What is two times eight? S2: It’s sixteen.
Activity 3. Listening (3 mins)
Students will listen to Tony’s math questions and write down the answer. Then
they will use the numbers to open the lock on the gift. T: When Tony comes to China, he brings us a gift, but there is lock on the gift. To open the gift, we need to open to the lock first. Now let’s listen to Tony’s questions and write down the answers.
S1: The answer is eight, nine, and five.
(Then the student uses the numbers to open the lock and gets the gift.)
Step 3. People and things in the classroom (12 mins) Activity 1. Brainstorm (2 mins)
Students will have a brainstorm and talk about the things in the classroom.
T: Tony will come to study in our classroom. What are there in a classroom? S1: There are blackboards. S2: There are desks. S3: …
Activity 2. Introducing the classroom (5 mins)
Students will use the sentence patterns “How many…are there?” and “There
is/are…” to talk about people and things in the classroom. T: How many blackboards are there in our classroom? Ss: There is one blackboard in our classroom. T: How many lessons are there in the morning? Ss: There are four lessons in the morning.
T: Now please look at the picture and introduce the Chinese classroom to Tony. Ask and answer with your partner. One student is Tony and the other is a Chinese student. Ss: …
Reflection: Students have learned something about the classroom in their primary school. This activity is designed to help them review the things in a classroom and introduce something new to them through free talking.
Reflection: This activity is designed to check students’ listening and understanding of the numbers. Moreover, the activity makes the learning of numbers more interesting.
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Acticity 3. Listening (5 mins)
Students will listen to a conversation about the people and things in the Chinese
classroom and the English classroom and complete the table.
T: What are there in an English classroom. Let’s listen to a conversation between Tony and me and complete the table. Please pay attention to the numbers.
Step 4. Group work (10 mins)
Activity 1. Summer camp in Wenzhou (10 mins)
Students will design a summer camp in Wenzhou by completing a form about the
people and things in the classroom. Then they will make a conversation between Chinese students and English students to introduce the summer camp.
T: Tony also gives us a letter. It says, “Can you introduce the summer camp in Wenzhou to me?” Now please work in groups of four and design a summer camp in Wenzhou. Please write down the people and things in the classroom and their numbers. (Students discuss and complete the table below.)
Reflection: This activity is designed to check students’ understanding of the numbers the key sentence patterns in this unit. Moreover, students will be able to raise their awareness of the differences between a Chinese classroom and an English classroom. Reflection: This activity is designed to help students introduce the people and things in the classroom in China by using the sentence pattern “How many … are there?” and “There are…”
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T: Now please work in groups of four. Some students are from China and some are from England. Please make a conversation to introduce the summer camp in Wenzhou. Don’t forget to greet each other and say goodbye to each other.
VIII.
Homework
IX. Evaluation
1. Advantages
1) Various interesting activities and games about numbers are designed to help
students spell, pronounce and memorize the numbers from eleven to twenty.
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