Module2Unit2Icanrunreallyfast.教案英語七年級下冊

外研版七年級下冊Module2Unit2Icanrunreallyfast.教案

I.TeachingObjectives:

Bytheendofthislesson,studentswillbeableto:

1.Understandanduseadverbsofdegreetodescribeability.

2.Readandprehendadialogueaboutsomeone'sathleticabilities.

3.Useaffirmativesentenceswithadverbstodescribehowwelltheyorotherscandosomething.

4.Expresstheirownphysicalabilitiesusingadverbsofdegreeandthestructure'Ican...reallyfast/high/far/well'.

5.Engageinpairworkandgroupdiscussionstopareandcontrasttheirphysicalabilities.

6.Writeashortparagraphdescribingtheirownorothers'abilitiesusingadverbsofdegree.

7.Recognizetheimportanceofteamworkandsupportingoneanotherinsportsandotheractivities.

II.KeyVocabulary:

Adverbsofdegree(really,very,quite,fast,high,far)

Athleticabilities(run,jump,swim,climb,playsoccer,etc.)

Phrasesforparingabilities(betterthan,notasgoodas)

Questionsforinquiry(Howfastcanyourun?Canyoujumphigherthan...?)

Descriptiveadjectivestoplementadverbs(fast,slow,strong,weak)

III.TargetLanguageStructures:

Affirmativesentenceswithadverbsofdegree

parativeformswithadverbs(faster,higher,further)

Yes/Noquestionswithadverbsofdegree(Canyourunreallyfast?)

Whquestionstoaskabouttheextentofability(Howhighcanshejump?)

Usingsuperlativestodescribethebestinagroup(thefastest,thestrongest)

Sentenceconnectorstoenhancedescriptions(also,but,especially)

IV.TeachingAids:

Multimediaprojectorfordisplayingslidesandvideoexamples

Whiteboardandmarkersforillustratingkeypoints

Picturecardsandrealiarelatedtosportsandphysicalactivities

Handoutswithsamplesentences,discussionquestions,andwritingprompts

Visualaidssuchaschartsorgraphstopareclassmates'abilities

Audiorecordingsofnativespeakersdescribingtheirphysicalprowess

V.TeachingProcedures:

Step1:Warmup(5minutes)

Startwithanenergeticactivitywherestudentsdemonstratetheirphysicalabilities,suchasrunningorjumping.

Introducekeyvocabularythroughaquickwordassociationgameorflashcards.

Step2:Prereading(5minutes)

Showstudentsimagesorvideosofathletesperformingdifferentactivities,discussingtheactionsandtheadverbsthatcoulddescribethem.

Reviewthetargetlanguagestructures,focusingontheuseofadverbsofdegreetodescribeability.

Step3:Whilereading(15minutes)

Provideareadingtextordialoguethatdescribessomeone'sathleticabilities,includingadverbsofdegree.Askstudentstoreadalong,identifyingtheadverbsused.

Leadaguidedclassdiscussiontoensureprehensionandencouragestudentstorelatetheirownexperiencestothetext.

Step4:Postreading(15minutes)

Inpairsorsmallgroups,studentsdiscusstheirownphysicalabilitiesusingthetargetlanguagestructures.

Circulatetheclassroomtoprovidefeedbackandsupportaccurateuseofadverbsofdegreeindescribingabilities.

Step5:SpeakingPractice(10minutes)

Conductaroleplayactivitywherestudentstaketurnsdescribingtheirabilitiesandparingthemwithothers,practicinghowtoaskandanswerquestionsabouttheextentofability.

Somepairscanperformtheirroleplayfortheclass.

Step6:WritingTask(10minutes)

Assignawritingtaskwherestudentsdraftaparagraphdescribingtheirownoraclassmate'sabilitiesusingadverbsofdegree,andincludingspecificexamples.

Encouragestudentstouseparativeformsandsuperlativesintheirwriting.

Step7:Homework&Review(5minutes)

Ashomework,assignstudentstocreateaposterorachartparingthephysicalabilitiesofdifferentclassmates,usingadverbsofdegree.

Reviewkeyvocabularyandlanguagestructuresthrougharelayraceora"SuperlativeOlympics,"wherestudentspeteinvariousactivitiesanddescribetheirperformance.

VI.Assessment:

Evaluatestudentsbasedontheirparticipationindiscussions,prehensionduringreadingtasks,c