Lesson plan
School: Shanghai Weiyu Experimental School
Teacher: Easter Tan (谭晓陵)
Course Book: Oxford English
Topic: 7BM2U6 About the seasons
Lesson type: Listening and Speaking
【教学文本】
使用教材：牛津教材7BM2U6
单元主题：Hard work for a better life
文本标题：About the seasons
课型：听说课
一、教学设计说明：
（一）文本特点分析
1）从文本的语言来看，两个目标句型是重点：
★ sth. make(s) sb. think of…; 在这个句型中，学生尤其要掌握一般现在时中当主语是第三人称单数时，动词要加“s”的表达。这是学生在语言表达时常常忽略的要点，在这节课中，要将此句型结构作为载体，强化学生对于这一语言知识点的掌握。此外，“think of” 后面要用名词，然而，在中文表达中，“想到”后面既可以跟词，短语，也可以跟句子。因此，在中英转换中，学生往往没有那么强的意识，常常习惯在think of 后面既跟词，也跟句子。表达词或短语时，也没有很强的要用“名词”的概念，这些都需要在教学中，通过多种教学手段来帮助学生说对，说准，说好。
★ It is +adj.+to do…。这个句型的重点就是此处的“it”,在句中实际上是充当形式主语，而句子真正的主语是“to do sth.”。但是对于七年级的学生，在教学中，也不用太过形式化的强调语法知识，还是要通过不断的模仿和运用，来帮助学生加深对这个句型准确表达的印象。
2）从文本的结构来看，这两个目标句型应该是递进式的关系。本课巧妙地引入了“思维导图”。通过导图，将这两个目标句型的关系清晰地呈现给了学生。思维导图不仅可以帮助学生学会将所表达的内容归类，并递进式地充实语料，同时也可以提升学生对一件事物思维的认识，让表达变得更具逻辑性和缜密性。
3）从文本的内容来看，此次表达的主题是四季。这个主题应该是学生非常熟悉，有话可说的主题。此外，由于目标语言的设置指向性范围相当广，因此学生在表达时可以涉及四季的方方面面。如四季中的所看，所听，所做，所感，所思，所悟。内容既可以有关大自然，也可以联系自己实际的生活经历，
（二）学情分析
本次教授的对象是初一年级的学生。这一年段的学生有着一定词汇量的积累，也会用一些简单的英语句型来表达自己的所想所感，但是一旦遇到较为复杂的句式就容易出错，或者出现“中式英语”的表达，因此在教学设计环节，还是要给学生搭建平台，给他们创设各种情境进行大量的操练，只有保证一定量的操练，才能让语言在自然习得中不断加深印象。此外，由于教学对象是初中低年段的学生，课堂的专注度还是比较有限，还是需要教师通过有效的教学策略和有意义的教学活动设计来激发学生学习的兴趣和表达的欲望。
（三）教学目标
在本节课结束时，学生应该能够做到：
- 准确、熟练地运用目标句型：sth. make(s) sb. think of…; It is+adj. +to do sth…;来描绘四季。
- 依托思维导图，有逻辑地组织内容并有层次地自主表达。
- 体验四季变化，意识到善用时间，把握当下的重要性。
（四）学习重点和学习难点
1．语言知识层面：
| Course Book | Oxford English 7BM2U6 |
| Lesson Type | Listening and speaking |
| Period | The second period: About the seasons |
| Learning aims:
By the end of the class, the students will be able to 1. describe the features of four seasons correctly and fluently by using the target sentence patterns: sth. make(s) sb. think of…; It is+adj. to do sth…; 2. logically express how they feel about the four seasons in details with the help of the mind map; 3. appreciate the colorfulness of the nature world in different seasons and understand the theme for the unit: Hard work for a better life . |
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| Teaching Aids:
multi-media; worksheet; blackboard |
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| Stage | Students’ learning procedures | Purpose |
| Warming-up | Watch the video and enjoy the song: Changing seasons | To arouse Ss’ interest and elicit today’s topic. |
| 1. Pre-task preparations | 1. Play a guessing game: What season is it? | To engage Ss into the topic and assist them form a general idea of four seasons. |
| 2. Talk freely about four seasons according to the wreath on the screen. | To help Ss to be aware of the features of four seasons. | |
| 2. While-task procedures | 1. Do the brain storming:
What does spring make you think of? Say sth about spring by using the sentence pattern: “sth. make(s) sb. think of…” |
To present and practise the target sentence pattern. |
| 2. Listen to the tape recording on P39 and take some notes about information of the text. | To capture the key information while listening. | |
| 3. Talk about the things which spring makes Mr Hu’s students think of according to the notes they take down by using the sentence patterns: sth. make(s) sb. think of…; It is+adj. +to do sth… | To get a better understanding of the text and form the complete image of mind map.
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| 4. Talk about the things which spring makes them think of in details by using the sentence patterns | To grasp the target sentence patterns. | |
| 5. Have a group competition to talk more about spring. | To consolidate the target sentence patterns. | |
| 5. Do the group work:
Choose the mission cards and form the groups of summer and autumn Step 1: Finish a mind map of summer or winter (for all the groups). Step 2: The group of summer: Make an interview about summer in groups by using the target sentence patterns according to the mind map. One is the interviewer, the others are the interviewees. The group of autumn: Describe autumn according to the mind map. Each member, two sentences. |
To make all the students get involved in using the target sentence patterns to fulfill the tasks assigned by the teacher independently and willingly.
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| 6. Enjoy some beautiful pictures of winter and talk freely about winter.
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To activate Ss’ imaginations of winter and keep Ss involved and promote speaking. | |
| 3. Post-reading | 1. Write a passage about four seasons based on the information they shared in the class. | To evaluate the previous learning outcomes and enhance Ss’ writing ability. |
| 2. Fill in the blanks with the proper words and phrases to summarize the theme for the unit.
Seasons change, Time flies, Life is short, Time doesn’t wait, We should work hard now, For a better future. |
To guide Ss to have a further thinking on the topic. | |
| 4. Assignment | 1. Preview the story on page 40 “The grasshopper and the ant”.
Read the story and try to find out how the story develops and what the story is mainly about. |
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| 2. Write a short passage on the topic “My favourite season”.
More details about the season and different sentence patterns, including the target sentence patterns are required. |
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三、学生练习：
