优秀全英文教案模板.docx

优秀全英文教案模板.docx

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优秀全英文教案模板

Instructionaldesign

Name:

李鑫颖

Grade:

Grade8

Subject:

HaveYouEverBeentoanAmusementPark?

Lessontype:

ListeningandSpeaking

Teachingtime:

40minutes

OverallDesignandGuidingPrinciples

Thisisalisteningandspeakinglessonwhichaimstodevelopstudents’abilityintalkingaboutpastexperience.Meanwhile,students’linguisticandculturalknowledgeisexpectedtobeenrichedthroughlisteningandspeakingactivities.InthislessonImainlyemployedTask-basedTeachingMethod,NaturalApproachaswellastheCommunicativeLanguageTeachingMethodtocreatecertainsceneandaskstudentstocompleterelevanttasks,assistthemtolearninarelaxedatmosphereandbuildaconfidencetowardslistening,thusformingthehabitofactivelearningandimprovingtheircomprehensivelanguagecompetence.

Firstofall,drawingontheNaturalApproach,thelessonwillstartareal-lifeconversationtoleadinthetopicandshowingavideoclipofamusementparktoarousestudents’curiosity.ThenIwillshowsomepicturesfeaturingthenewwords（amusementpark,spacemuseum,aquarium,zoo）toimpressstudentsthekeywordssoastomakepreparationforthefollowinglisteningsession.Inthethirdsection,ImainlyuseTask-basedTeachingMethodbysettingthreetasksofextensivelistening,intensivelistening,aswellasfocusedlisteningtoassiststudentstofullyunderstandthelisteningmaterialsandgraspthemethodoftalkingaboutpastexperiencesubconsciously.Withtheformerthreesections,studentswillreceivealargeamountofinputofthepresentperfecttensestructure”havebeento……”,theninthenextsectionIdesignedamemorygametotrainstudents’abilityoftransforminginputintooutputthroughspeaking.Finally,Iwillaskstudentstoroleplayandreport.Thissectionisanevaluationofstudents’commandofpresentperfecttensestructure”havebeento……”andtheirabilityoftalkingaboutpastexperience.Therefore,thissectionisemployedasareinforcementofstudents’comprehensivelanguagecompetence.

TeachingContext

Analysisofteachingmaterial:

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.

TeachingAims

Aimsofknowledge:

（1）masterandusesomeimportantwords,suchas:

amusementpark,spacemuseum,aquarium,zooandsoon.

（2）beabletousethepresentperfecttensestructure”havebeento……”.

Aimsofability:

（1）beabletogetcorrectinformationfromlisteningmaterial.

（2）mastersomerelevantlisteningskillsincludingextensivelistening,intensivelisteningaswellasfocusedlistening.

（3）becapableoftalkingaboutpastexperience

（4）beabletoaskaboutothers’pastexperience

Aimsofemotion:

（1）tastethehappinessofcommunicatinginEnglish.

（2）buildconfidencetowardslistening,whichisgenerallyconsideredasthedifficultpointsofEnglishlearning.

（3）beactiveandcooperativeinteamwork,enjoythesenseofachievementincooperation.

Aimsofstrategy:

（1）mastersomemethodsofindependentstudy.

（2）bewellversedintransforminginputtooutput.

KeyPointsandDifficultPoints

Keypoints:

1.masteringofthekeywords.

2.masteringofthepresentperfecttensestructure”havebeento……”

3.relevantlisteningskills.

Difficultpoints:

1.gettingthecorrectinformationfromthelisteningmaterial.

2.beabletousethethepresentperfecttensestructure”havebeento……”

3.cantalkaboutpastexperience.

TeachingMethods

1.Task-basedTeachingMethod

2.theNaturalApproach

3.theCommunicativeLanguageTeachingMethod

4.Computer-assistedInstruction

TeachingAids

1.textbook

2.powerpoint

3.avideoclip

4.listeningrecording.

TeachingProcedure

Step1：

Lead-in:

（2minute）

Haveasmallconversationwithstudentsontravels:

Doyouliketraveling?

Canyouspeakoutsomeplacesyouhavevisitedbefore?

ThenIwillshowstudentsavideoclipconcerningamusementparkandaskstudentswhethertheyknowwhereitis.

Thepurposeofmydesign:

（1）tocatchstudents’attentionandarousetheirinterests.

（2）tolivenupthelessonandleadinthetopic-----amusementpark.

Step2:

Pre-listening:

2

Showstudentssomepicturesaboutamusementpark,spacemuseum,aquarium,zooaswellaswaterparkandmakethemranktheseplacesfrom1to5bytheirpreference.（1representedhighestdegree,and5standsforthelowestdegree）

Thepurposeofmydesign:

（1）toimpressstudentsthekeywordsbyshowingpictures.

（2）toreinforcestudents’impressionofthekeywordsbyranking.

Step3:

Extensivelistening:

4

Skimthroughalltheplacesinthemaptogetherwithstudents

Playthetapein2aforstudents（includingthreeshortdialogues）forthefirsttime

Askstudentstocircletheplacestheyhearintherecord.

presentthescriptsofthedialoguestheyjustlistenedto.

Thepurposeofmydesign:

（1）toenablestudentstograspthemaininformation,especiallythekeywords（amusementpark,spacemuseum,aquarium,WaterWorld）ofthelisteningmaterial.

（2）Meanwhile,itisanexcellentwaytoexamineifstudentshadagoodcommandofthewordstheyhadhadlearnedinthepre-listeningpart.

（3）theformoftheanswerswhichareexhibitedinthemapwillfurnishstudents’thepleasureoflisteningprocess,andthereforebuildtheirconfidenceoflistening.

Step4:

Intensivelistening:

4

LetstudentslistentothetapeforasecondtimeandcircleTorF.

Conversation1:

Sarahhasbeentoamusementpark.（TF）

Claudiahasbeentothewaterpark.（TF）

ClaudiaandSarahwillgothewaterparktomorrow.（TF）

Conversation2:

Tinawenttothespacemuseumlastyear.（TF）

Johnhasneverbeentothespacemuseum.（TF）

Theyaregoingtotakethesubway.（TF）

Conversation3:

Lindahasbeentotheaquarium.（TF）

Lindawenttothezoothreetimeslastyear.（TF）

Lindaisgoingtothezooagainnextweek.（TF）

Thepurposeofmydesign:

tomakestudentsunderstandthedetailsofthelisteningtape.Basedontheinformationthatstudentsgotinextensivelistening,themainpurposeofthissectionistocheckupwhetherstudentshaveunderstoodwherethespeakerhasbeen.

Step5:

Focusedlisteningandwriting:

8

Letstudentslistentotherecordforathirdtimeandfillintheblanks.

Conversation1

Sarah:

Iambored,Claudia.Let'sdosomethingdifferent.

Claudia:

Haveyoueverbeentoan__________?

Sarah:

Yes,Ihave.IwenttoFunTimesAmusementParklastyear.Haveyouever____toawaterpark?

Claudia:

No,Ihaven’t,Sarah.

Sarah:

Me_____.Let'sgotoWaterCitytomorrow!

Claudia:

Well,thatsoundsfun!

Conversation2

Tina：

It’srainingagain,John!

Ireallywantedtogoskatingtoday!

John:

Oh,well.Hey,haveyoueverbeentothe_____,Tina?

Tina:

Yes,Iwenttherelastyear.Haveyoueverbeenthere?

John:

NO,I_____.

Tina:

Well,I'dreallyliketogothereagain.

John:

Great.Whatbusdowetaketogettothemuseum?

John:

Wecangetthesubway.Thestationisnearthemuseum.

Conversation3

Kim:

Haveyoueverbeentothe_____,Linda?

Linda:

No,I_____.ButI’mgoingtherenextweek.Wouldyouliketocome?

Kim:

Sure.Howwillwegetthere?

Linda:

Wecanrideourbikes.

Kim:

Whereistheaquarium?

Linda:

It’sonGreenStreet,behindthezoo.

Kim:

Haveyou_____tothezoo?

Linda:

Yes,I_____!

Ilovethezoo.Iwenttherethreetimeslastyear.

Thepurposeofmydesign:

thissectionaimsattrainingstudents’abilityoftransformingwhattheyhaveheardintothewordsthattheycouldwrite.Atthesametime,bythewayoffillingtheblanks,students’willsubconsciouslymasterthesentencestructure--------haveyoueverbeentothe……,andgraspedthemethods