The analysis of teaching material
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This lesson is from Unit 10 I’d like some noodles, Section A 1a-2c. The topic of this unit is about foods. The function of this unit is to order food. This is the first period of Unit 10. Students need to learn to order food and ask and answer the simple questions by using the food. Through the learning and practice of words and sentence patterns, students can improve their listening comprehension and communicative competence. On the basis of learning this lesson, students can use what they learn in this class in real life.
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The analysis of learners
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Most students in Grade 7 have learned words about food before. So they have a certain vocabulary foundation. And this lesson is closed to the real life, they will be interested in this lesson. However, due to lack of enough knowledge and have few chances for listening and oral practices, they are not good at listening and speaking. So they will be encouraged to practice more in listening and speaking. |
Learning objectives |
According to New English Curriculum Standard, the teacher sets the following objectives. A. Knowledge objectives: 1. 80% of students can pronounce and recognize the new words & sentence patterns according to pictures. And at least 60% of students can make conversations by using the new words & sentence patterns. 2. More than half of students can use the sentence structure to make their own dialogues. And some lower-level students can express their preference by using the key words and sentences. B. Ability objectives: After learning the new words and sentences and practicing listening and speaking in pairs： 1. 80% of students can find out the key words while listening. 2. 80% of students will be able to make short dialogues about ordering food. C. Moral objectives: Students can learn to cherish the food and thank the hard work of some people.
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Key points& Difficult points |
Key points: 1. Students can recognize, pronounce and understand the meaning of the new words and sentences. 2.Students can use the sentence structure to make their own dialogues. Difficult points: It’s little difficult for students to use the sentences patterns in their dialogue flexibly. |
Teaching methods & Learning ways
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Teaching methods: Situational Teaching Method Communicative Teaching Method Learning ways: Cooperative learning Autonomous learning
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Teaching aids |
PPT, pictures, tape |
Teaching procedure |
Teaching procedure |
Classroom activities |
Teacher’s behavior |
Students’ behavior |
Purpose |
Lead- in (3 minutes) |
Create a situation--- Holly’s Noodle House |
1. Greet the class with a smile. 2. Invite students to go to Holly’s noodle house and introduce the menu in the APP. |
Through the leading of teacher, students go to the Noodle House and perceive the food they will learn firstly. |
This step is based on the Situational Teaching Method. By creating a situation , it can arouse the interest of students and lead to the topic.
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Pre- listening (8 minutes) |
Present new words |
1.Present some new words with pictures. New words: beef chicken mutton tomatoes potatoes cabbage carrots noodles |
1.Learn the new words by reading, spelling. |
This step is based on the Communicative Approach. Through presenting the new words and sentences with pictures and game, students can learn the new language in context and practice words and sentences in an interesting way.
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Play a game to practice new words |
2.Ask students to play a game to practice the new words. |
2.Play a game--“cut watermelon”, try to say the words as quickly as possible. |
Present the new sentence patterns |
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3.In the presentation of words, teacher asks students what they would like. Let the students learn the words and sentences in the language context. New sentence patterns: What would you like？I’d like... please. |
3.After teacher’s question, students can express their preference by using new sentence patterns.
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Permeation of moral objective |
4.Teacher tells the students to eat more vegetables.
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4. Realize the importance of eating more vegetables and keep a good diet.
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While-listening (15 minutes) |
Listen to 1b |
1. Play the recording of 1b, listen twice and let students complete the corresponding tasks.
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1. Listen to 1b. (1)Listen for the first time--- finish exercise in 1b. (2)Listen for the second time and complete the conversation and read after the tape. |
By listening to the key information of the material, students will learn how to grasp key words while listening and develop students’’ ability of listening and consolidates the key sentences they have just learned.
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Work on 2a-2b |
2.Work on 2a-2b (1) Teacher present different kinds of noodles, different size of a bowl of noodles with pictures and teach the words and sentences about size: Words: small medium large Sentence patterns: What kind of noodles would you like？I’d like... please. What size would you like？I’d like a ... bowl of noodles, please. (2) Play the recording of 2b and check answers one by one.
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2.Work on 2a-2b （1）Go through the pictures in 2a and read the words and sentences. （2）Listen to 2b and fill in the blanks and read 2b loudly together. |
Post- listening (11minutes) |
Students act as“little teachers”to practice what they learned |
1. Teacher asks students to be act as “little teachers”to ask students by using the target language.
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1. Students act as“little teachers” to ask others and practice the words and sentences.
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1. This step is based on the Communicative Approach. From pair work to role-play, students can practice what they learned gradually and make a production. And they can accumulate more expressions of ordering food. 2.Students can develop their ability of summarizing and self-learning by summarizing the useful expressions in class. |
Work in pairs |
2. Ask students work in pairs to practice they learned.
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2. Make a short dialogue by using the words and sentences and show it. |
Order food reasonably |
3. Use counter-example (order too much) to guide students to order food reasonably. |
3.From the counter-example, students give suggestions “we should order food reasonably.”
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Summarize the useful expressions |
4.Lead students to be familiar with the process of ordering food and summarize the ordering language. |
4.Students summarize the useful expressions to be waiter and customer by themselves. |
Role-play |
5.Show a want ad---Holly’s Noodle House needs some waiters or waitresses and invite students to join in.
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5.Have a role-play to order food in the Noodle House by using the useful expressions. |
Cherish food |
6.Show some pictures on wasting food and emphasize the hard work to grow food and the preciousness of food.
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6.Be aware of thanking some people for their hard work and cherishing food. |
Summary (5 minutes) |
Make a summary |
Ask students to make a conclusion about what we learned in this lesson.
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Summarize the key words and key sentences.
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After the learning, students need to recall the key points, and try to remember them in the class. |
Homework (3 minutes) |
Homework |
Level 1: Ask level 1 students to make a family menu. Level 2: Ask Level 2 students to make a new dialogue about ordering food with your partner and show it next class. |
Level 1: Level 1 students make a family menu. Level 2: Level 2 students make a new dialogue about ordering food with your partner and show it next class. |
Level 2 students need to apply what they have learned by making dialogues. It’s necessary to do exercises to check if students understand the language points of the class. And level 1 students don’t have enough accumulation, they cannot make dialogues by themselves, so they need to consolidate the words and sentences they learned and make a family menu.
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Design concepts and ideas |
Design concepts This lesson is designed according to the following design concept: New English Curriculum Standard The Concept of Students-centered in class role-play. The first principle of language practice |
Teaching ideas First of all, by creating a situation--Holly’s Noodle House, it can arouse the interest of students and lead to the topic. Then, according to the pictures, students are easy to learn the new words. In the presentation of words, the teacher asks students what they would like. Let the students learn the words and sentences in the language context. It’s good for them to develop the ability of communication. Based on the words and sentences, listening exercise not only consolidates they have just learned, but also trains their listening skills to grasp key words. After listening, based on the Concept of Outcomes-based Education, from pair work to role-play, students practice what they have learned gradually, and finally they have a production about what they learned. Then, summary and homework can help students recall and enhance the application of key words and sentences what they have learnt after class. Meanwhile, the moral objectives have been intersected to the whole class, from eating more vegetables, ordering food reasonably to cherishing food and thanking the hard work of some people, so that students can have a deeper understanding of this class. |
Teaching reflection |
1. The learning objectives of this lesson have well achieved. 80% of students can pronounce and recognize the new words & sentence patterns according to pictures. More than half of students can use the sentence structure to order food in the noodle house. 2. The moral objective is conducted from the beginning to the end in this class. It subtly affect the students to eat more vegetables, cherish food and thank the hard work of some people. 3. The whole class is student-centered. Students discover, summarize and practice knowledge by themselves, such as students summarize the useful expressions of ordering food and have a role-play. 4. But there are still some problems. 20% students have listening difficulties because they lack of practice and cannot use the sentences flexibly. In the following class, I will pay more attention to them, give them more chances to practice. And I will recommend some suitable materials to them to practice after class.
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