优秀全英文教案

InstructionaldesignName:李鑫颖Grade:Grade8Subject:HaveYouEverBeentoanAmusementParkLessontype:ListeningandSpeakingTeachingtime:40minutesOverallDesignandGuidingPrinciplesThisisalisteningandspeakinglessonwhichaimstodevelopstudents’abilityintalkingaboutpastexperience.Meanwhile,students’linguisticandculturalknowledgeisexpectedtobeenrichedthroughlisteningandspeakingactivities.InthislessonImainlyemployedTask-basedTeachingMethod,NaturalApproachaswellastheCommunicativeLanguageTeachingMethodtocreatecertainsceneandaskstudentstocompleterelevanttasks,assistthemtolearninarelaxedatmosphereandbuildaconfidencetowardslistening,thusformingthehabitofactivelearningandimprovingtheircomprehensivelanguagecompetence.Firstofall,drawingontheNaturalApproach,thelessonwillstartareal-lifeconversationtoleadinthetopicandshowingavideoclipofamusementparktoarousestudents’curiosity.ThenIwillshowsomepicturesfeaturingthenewwordsamusementpark,spacemuseum,aquarium,zootoimpressstudentsthekeywordssoastomakepreparationforthefollowinglisteningsession.Inthethirdsection,ImainlyuseTask-basedTeachingMethodbysettingthreetasksofextensivelistening,intensivelistening,aswellasfocusedlisteningtoassiststudentstofullyunderstandthelisteningmaterialsandgraspthemethodoftalkingaboutpastexperiencesubconsciously.Withtheformerthreesections,studentswillreceivealargeamountofinputofthepresentperfecttensestructure”havebeento……”,theninthenextsectionIdesignedamemorygametotrainstudents’abilityoftransforminginputintooutputthroughspeaking.Finally,Iwillaskstudentstoroleplayandreport.Thissectionisanevaluationofstudents’commandofpresentperfecttensestructure”havebeento……”andtheirabilityoftalkingaboutpastexperience.Therefore,thissectionisemployedasareinforcementofstudents’comprehensivelanguagecompetence.TeachingContextAnalysisofteachingmaterial:Thisisalisteningandspeakinglesson.Thelessonfocusesontalkingaboutpastexperience,aimingatlettingstudentsgraspthepresentperfecttensestructure”havebeento……”.Thetopicofthisunitiscloselyrelatedtostudents’reallife,andinaccordwithstudentscognitivelevel,thuscanmakestudentslearnmeaningfullyandbuildstudentsaconfidenceofEnglishlearning.Thislessonmainlyconsistsofwarmingup,listeningandspeakingparts.Thefirstwarming-uppartmainlyisintendedtoteachnewwordswiththehelpofvideoclipandvividpicturessoastobuildinstudents’mindastructureofnewknowledge.Thenthesecondlisteningsectionaimsatprovidingstudentswithinitialinputofthelanguagestructure”havebeento……”bywayoflisteningandthelinguisticexpressionstotalkaboutpastexperiencesubconsciously.Finally,thethirdspeakingsessionmainlyconsistsofmemorygame,roleplayandreportingtaskstargetsatimprovingstudents’abilityoflanguageoutput,andthusrealizingthegoalofcommunicativeteaching.Therefore,thethreesectionsofthisunit,abidingbythe“outputafterinput”sequentialprincipleinteaching,progressstepbystep,andproceedfromexperiencetoexplorationandfinallytolanguageapplication.Allthesecaneffectivelyrealisetheobjectivesofimprovingstudents’comprehensivelanguagecompetence.Analysisofstudents:TheobjectsofthislessonarestudentsinGrade8.Studentsinthisphasehasalreadylearnedsometensessuchassimplepasttense,presentprogressivetense,thustheymusthavemasteredsomeskillsoftense-learningandfullypreparedtolearnthelessoncognitively.However,juniorstudentslacktheabilityofsystematicautonomouslanguagelearningandsomestudentshaveonconfidenceofEnglishlearning.Therefore,itrequiresteacherstosetupthetasksfromeasytotheadvancedtoguidethem.What’smore,juniorstudentstendtofocusonimagethinkingbecauseoftheabsenceofthemature,abstract,andlogicalthinking,thusteachersshoulddesignvariousinteresting,funandrelaxingactivitiestosustainstudents’interestsandattention.TeachingAimsAimsofknowledge:1masterandusesomeimportantwords,suchas:amusementpark,spacemuseum,aquarium,zooandsoon.2beabletousethepresentperfecttensestructure”havebeento……”.Aimsofability:1beabletogetcorrectinformationfromlisteningmaterial.2mastersomerelevantlisteningskillsincludingextensivelistening,intensivelisteningaswellasfocusedlistening.3becapableoftalkingaboutpastexperience4beabletoaskaboutothers’pastexperienceAimsofemotion:tastethehappinessofcommunicatinginEnglish.buildconfidencetowardslistening,whichisgenerallyconsideredasthedifficultpointsofEnglishlearning.beactiveandcooperativeinteamwork,enjoythesenseofachievementincooperation.Aimsofstrategy:mastersomemethodsofindependentstudy.bewellversedintransforminginputtooutput.KeyPointsandDifficultPointsKeypoints:1.masteringofthekeywords.ofthepresentperfecttensestructure”havebeento……”3.relevantlisteningskills.Difficultpoints:thecorrectinformationfromthelisteningmaterial.2.beabletousethethepresentperfecttensestructure”havebeento……”talkaboutpastexperience.TeachingMethodsTeachingMethodNaturalApproachCommunicativeLanguageTeachingMethodInstructionTeachingAids1.textbook2.powerpoint3.avideoclip4.listeningrecording.TeachingProcedureStep1：Lead-in:2minuteHaveasmallconversationwithstudentsontravels:DoyouliketravelingCanyouspeakoutsomeplacesyouhavevisitedbeforeThenIwillshowstudentsavideoclipconcerningamusementparkandaskstudentswhethertheyknowwhereitis.Thepurposeofmydesign:1tocatchstudents’attentionandarousetheirinterests.2tolivenupthelessonandleadinthetopic-----amusementpark.Step2:Pre-listening:2Showstudentssomepicturesaboutamusementpark,spacemuseum,aquarium,zooaswellaswaterparkandmakethemranktheseplacesfrom1to5bytheirpreference.1representedhighestdegree,and5standsforthelowestdegreeThepurposeofmydesign:1toimpressstudentsthekeywordsbyshowingpictures.2toreinforcestudents’impressionofthekeywordsbyranking.Step3:Extensivelistening:4SkimthroughalltheplacesinthemaptogetherwithstudentsPlaythetapein2aforstudentsincludingthreeshortdialoguesforthefirsttimeAskstudentstocircletheplacestheyhearintherecord.presentthescriptsofthedialoguestheyjustlistenedto.Thepurposeofmydesign:1toenablestudentstograspthemaininformation,especiallythekeywordsamusementpark,spacemuseum,aquarium,WaterWorldofthelisteningmaterial.2Meanwhile,itisanexcellentwaytoexamineifstudentshadagoodcommandofthewordstheyhadhadlearnedinthepre-listeningpart.3theformoftheanswerswhichareexhibitedinthemapwillfurnishstudents’thepleasureoflisteningprocess,andthereforebuildtheirconfidenceoflistening.Step4:Intensivelistening:4LetstudentslistentothetapeforasecondtimeandcircleTorF.Conversation1:Sarahhasbeentoamusementpark.TFClaudiahasbeentothewaterpark.TFClaudiaandSarahwillgothewaterparktomorrow.TFConversation2:Tinawenttothespacemuseumlastyear.TFJohnhasneverbeentothespacemuseum.TFTheyaregoingtotakethesubway.TFConversation3:Lindahasbeentotheaquarium.TFLindawenttothezoothreetimeslastyear.TFLindaisgoingtothezooagainnextweek.TFThepurposeofmydesign:tomakestudentsunderstandthedetailsofthelisteningtape.Basedontheinformationthatstudentsgotinextensivelistening,themainpurposeofthissectionistocheckupwhetherstudentshaveunderstoodwherethespeakerhasbeen.Step5:Focusedlisteningandwriting:8Letstudentslistentotherecordforathirdtimeandfillintheblanks.Conversation1Sarah:Iambored,Claudia.Let'sdosomethingdifferent.Claudia:Haveyoueverbeentoan__________Sarah:Yes,Ihave.IwenttoFunTimesAmusementParklastyear.Haveyouever____toawaterparkClaudia:No,Ihaven’t,Sarah.Sarah:Me_____.Let'sgotoWaterCitytomorrowClaudia:Well,thatsoundsfunConversation2Tina：It’srainingagain,JohnIreallywantedtogoskatingtodayJohn:Oh,well.Hey,haveyoueverbeentothe_____,TinaTina:Yes,Iwenttherelastyear.HaveyoueverbeenthereJohn:NO,I_____.Tina:Well,I'dreallyliketogothereagain.John:Great.WhatbusdowetaketogettothemuseumJohn:Wecangetthesubway.Thestationisnearthemuseum.Conversation3Kim:Haveyoueverbeentothe_____,LindaLinda:No,I_____.ButI’mgoingtherenextweek.WouldyouliketocomeKim:Sure.HowwillwegetthereLinda:Wecanrideourbikes.Kim:WhereistheaquariumLinda:It’sonGreenStreet,behindthezoo.Kim:Haveyou_____tothezooLinda:Yes,I_____Ilovethezoo.Iwenttherethreetimeslastyear.Thepurposeofmydesign:thissectionaimsattrainingstudents’abilityoftransformingwhattheyhaveheardintothewordsthattheycouldwrite.Atthesametime,bythewayoffillingtheblanks,students’willsubconsciouslymasterthesentencestructure--------haveyoueverbeentothe……,andgraspedthemethodsoftalkingaboutpastexperience.Step6:memorygame:8Iwilldividethewholeclassintotwogroups:groupAandgroupB,andeachgroupchosefivestudentsascompetitors.TakegroupAasanexample.Firstly,competitorAingroupAshareshisexperienceusingthesentencepattern:”Ihavebeento……”,thencompetitorBaresupposedtoretellwhatcompetitorAhasalreadysaidandunfoldedhisownexperienceinthewaylike“Ahasbeento……,andIhavebeento……”.thencompetitorC、DandEproceededthegameascompetitorBhavedoneinturn.Whenfinished,Iwillcomputethetime.Then,it’sgroupB’sturn.Finally,thegroupwhichtookthelesstimewillbeawarded.Thepurposeofmydesign:afterthelisteningsession,studentshavecaughtonthesentencestructure”havebeento”,andthenthetargetofthisgameistointensifystudents’abilityofusingthestructure.Meanwhile,itisapreeminentwaytoexaminestudents’abilityoftransformingtheinputthroughlisteningintotheoutputbyspeaking.Step7：roleplayandreporting:8Makestudentsformagroupofthreebythemselves.ThenstudentAactsasaninterviewer,andheissupposedtochoosetwoplacesonthemapofNanChangandasktheothertwostudents:-------Haveyoueverbeento……-------Yes,Ihavebeento……/No,Ihaven’t./No,Ihaveneverbeento……Ifherpartnersays“yes”,thenstudentAchecksthebox,andsoon.Place1Place2Place3Amy√TinaAfterinterviewingstudentBandC,studentAaresupposedtoreporttheresult:Example:Amyhasbeento……,ButTinahasneverbeento….Neitherofthemhasbeento….BothAmyandTinahavebeento…Thepurposeofmydesign:1afterthegamesection,studentshavemanagedtousethesentencestructure”havebeento……”,thus,inthisstep,Icreateacircumstancetoexaminetheirabilityofapplyingthesentencestructuretheyhavelearnedintodailyconversations.2What’more,theretellingsessionaimsattrainingstudents’abilityoftalkingaboutpastexperience.Step8:Homework:2Lookatthemapofyourownhometownandtalkaboutwhereyouhavebeen,whenyouwentthere,andwhetheryoulikeitornot.Thepurposeofmydesign:thissectionisasublimationofthelesson,itisaimedatguidingstudentstoformthehabitofactivelearningandreinforcewhattheyhavelearnedintheclass.TeachingEvaluationEvaluationcontent：1.knowledgeaboutthepresentperfecttensestructure”havebeento……”2.masteryoftherelevantskillsoflistening.3.students’interestsinlearninginitiatively.4.thesequenceofteachingactivities.5.students’abilityoftransforminginputtooutput.6.studentsabilityinoralcommunication.Evaluationapproaches：Theteachingandlearningactivitiesofthislessonwillbeassessedasitprogresses.Thatis,weresorttoformativeassessmentinclass.Fivemethodsareadopted:observationquestioninggroupworkdemonstrationassignment