1、Class profile The students are from Grade 7, and they have learned English for several years. They are active and have a strong desire to learn. They can express their ideas with words and phrases they have learned. However, it is the first time that the teacher meet the students and they are not fa
2、miliar with each other, so most of the students may not participate in the class activity, so I will try to encourage more students to be active in the classroom learning activities, whether they are doing group or individual work. Analysis of the teaching materials The main topic of the unit is to
3、talk about what you can do. The topic is very close to students life. In addition, there is a micro-class video to help students understand the usage of the auxiliary “can” more easily. Teaching aims By the end of the class, students will be able to 1. Knowledge aims Use the new words (fly, kite, sw
4、im, etc), phrases (look forward to, get on well with sb, be good at, fly a kite, etc.) and sentence patterns (I want / would like to do, etc.) they learned to ask and answer questions, talk about their abilities, make club posters and write application letters. 2. Ability aims Speaking: Ask and talk
5、 about ones abilities with “can”; Writing: Write a club poster and an application letter with “can”. 3. Moral aims Get students to know about their abilities, be confident in themselves; Raise students awareness of competition. Teaching methods Multi-media computer assisted instruction; situational
6、approach; task-based teaching method Teaching aids Multimedia, pictures, chalk, blackboard, cardboards. Teaching key points The key points are: To grasp the usage of the auxiliary “can”; To make a club poster with “can”. Teaching difficult points The difficult points are: To master the verb form aft
7、er “can”; To apply the structure of Unit 1 2. To lead in the topic of “what can you do?” Step 2: Summary and Review 1) Classificati on First, show two aspects: playing sports and playing instruments. Ask students to put the phrases on the right into the two different groups. Based on the results of
8、classification: Ask students to summarize the usage Make a summary of what you can do. One student do it on Seewo and others on the study sheets. Pair work: discussion. 1. To make s summary of what you can do from two aspects: playing sports and playing instruments. 2. To lead in the usage of “play”
9、. To review the key point of this unit. 2) PK 3) Brainstorm ing of “play”. Show a PK. Show a mind map about what else you can do and give an example. Two students to have a PK on Seewo. Brainstorm what else they can do. To practice the usage of “play”. To summarize what else they can do except playi
10、ng sports and playing instruments. Step 3: Language practice 1) Group work Show a table Do a survey about what your partners can do and cant do, and then a group leader will make a report. 1. To practice the phrases learnt in the last activity and compound sentences. 2) A tongue twister Show a tongu
11、e twister Try to find out the meanings of “can”s in the tongue twister and have a match: who can read faster? 1. To learn about the meanings of “can”; 2. To make the study of “can” more interesting. 3) Moral education Show some pictures Be confident and say “I can do it”. 1. To make students more co
12、nfident in themselves. Step 4: Making a club poster Ask a question: what club would you like to join? Show an example of a club poster Talk about the club they want to join. Work in group and make a club poster and then share it with us. To finish the module task. Step 5: Writing: applying for a clu
13、b. Show the structure of an application letter. Show an advised beginning and end. Finish the writing. To use the sentence structures learned in the module; 2. To help students to figure out the logic in such writing based on the beginning and ending provided; 3. To prepare for independent writing.
14、Step 6 Summary Make a summary Listen and think To make a summary of what is taught. Step 7 Homework Show the homework. Take them down. To help Students link what they learnt with their real life. Teaching reflection 本节课的课程设计合理有效，白板活动学生参与度高。课程结构紧凑，内容丰富， 兼顾前两个单元的复习，语法操练以及语言产出。但是由于是第一次接触这个班 级，学生与老师之间不够熟悉，部分学生难免比较羞涩。此外，教学过程中，话 筒的传递有些影响教师和学生活动的流畅性。 此外， 授课教师只做了“can”的微课， 如非随机安排的班级进行授课，授课教师可以提前将微课发送给学生们学习。
