初一英语培优班教学设计吴国芬lesson plan of junior 1revisedWord文件下载.docx

初一英语培优班教学设计吴国芬lesson plan of junior 1revisedWord文件下载.docx

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在复习课内语法的过程中，切记直接教授学生语法规则。

第一、学生已经在校内学过；

第二、容易让学生注意力不集中。

采用举大量的例句，让学生总结、归纳、讨论而得出的语法用法。

学生印象更为深刻。

老师只做适当的引导或者在必要时纠正。

每个学生，每节课，每个班级，老师都会遇到各种各样的情况，不是千篇一律地上同一个内容。

老师需根据学生的具体情况调整教学的进度、内容等。

Vocabularyguessing:

1）Contrast（对比关系）:

e.g.Afrugalbosswillnevergiveagenerousbonusattheendoftheyear.（frugalgenerous）

2）Cause（因果关系）:

e.g.Anorexiaisadiseaseattributedtomanydeathsinyounggirlsbecausetheywanttolosetoomuchweight.（anorexia:

losetoomuchweight=death）

3）Consequence（结论、结果）:

e.g.Lungcancercanresultfromtoomuchsmoking.（smoking:

cancer）

4）Explanation（解释说明）:

e.g.Kimkee,aKoreanfermentedcabbage,isadeliciousfood.（Kimkee:

fermentedcabbage）

5）Hyponyms（同义关系）e.g.Wemustpreventoilspillsfromsupertankers.Anexampletookplacein1970nearSpainwhenanoilspillfromawreckedtankerexplodedintofire.（supertanker:

tanker:

ship）

6）Definition（下定义）e.g.Neuralgia,asharp,violentpainalonganervepathway,canbetreatedwithaspirin.（neuralgia:

nervepain）

7）punctuation（标点符号提示）　e.g.Taewondo——aKoreanmartialart——isverygoodforself-defense.（meaningbetweentwodashes）

8）inference（推断、推论）　e.g.Themisogynistmanagerdislikedallthewomeninhisoffice,sotheyallresigned.（misogynist:

womanhater）

Howtodogroupwork?

Therearesomerulesthathelpyouconductgroupwork:

1.SIZE:

Thesmallerthegroup,themoreeachstudenttalksandthelesschancethatsomeonewillbeleftout.Largegroupsarealsogood,ifmorestudentsarerequiredtocompletethebigtask.

2.Mixthegroupswithlearnersofdifferentproficiencylevels,astheycanhelpeachother.Ormixthegroupswithsimilarlevel,ifyouwantstudentstochallengeeachother.

3.Inordertogettheclass’sattention,teacherkeepsstudentsthinkingaboutthetimelimitedforgroupdiscussion.

4.Ifastudentdoesn’twanttodogroupwork,itmaybebesttoletthemworkalone.

5.Teacherhadbetterkeepallthegroupsfinishthetask,anddoesn’tlettheearly-finishinggroupdisruptothergroups.

References:

ThomasS.C.F.（2006）,SucceedingwithEnglishlanguagelearners:

aguideforbeginningteachers,CorwinPress,California.

Lesson1Bloodtypes

Time:

110mins.Subject:

Englishlanguage

Class:

thefirstlevel

LanguageFocus:

listening,reading,speaking

Aim:

Thislessonismainlytoimprovestudents’readingskillthatisveryimportantinjuniorEnglishlearning.

Reading:

Throughteachingreading,studentsarerequiredtolearnthenewvocabulary,gettingthegeneralideaofthepassagebydrawingamindmap.

Priorknowledge:

Studentsareso-calledhigherlevelstudentsinprimaryschool;

however,theymaynotbegoodatintensivereading.Asteacher,weshouldletstudentsknowhowimportanttoacquirereadingskillsinjuniorschool.

step

time

Teachertask

Student（s）task

Interaction

Purpose

1

10

mins

1.Dointroduction

1.Listen

2.Studentcandosimpleself-introduction.

TSs

1.Studentsandteacherscanknowabouteachother.

2

R

E

A

D

I

N

G

5-10

1.Teacherdirectlyletsstudentsknowwhattheyareexpectedtolearntoday.

2.Afterreadingthetitle,letstudentsguesswhatthetextwillbeabout.

3.Teacherletsstudentshavegroupsofthreeorfiveanddiscussquestionsfromthepassage.

1.Listen

2.Studentsareexpectedtospeakoutsomethingaboutthebloodtypesaccordingtothequestionsortheirownopinions.

SsSs

1.Studentsknowteacher’sexpectation

2.Arouseinterest

3.Readingthetitleisfor“prediction”.

4.Discussing“Beforeyouread”isfor

tracingback

the“priorknowledge”.

3

G

10-15

1.Teacherasksstudentstolinkthenewwordsandidiomstothepassageandtrytofindthemeaningwithoutdirectlytellingthem.

2.Afterdoingtheactivityabove,teacherteachesstudentsthecorrectmeaningandpronunciation.（Teachingstudentstheskillsofguessingnewwords

（1）.）

3.Teachercanplaygameswithstudents.

1.Studentsunderlinethenewwordsandidioms,andthenguessthembythemselves.

2.Studentsfollowteacher’sstructure

Andtakenotesifneeded.

3.Studentsplaygames.

1.Teachertriestoteachstudentstheskillofguessingnewwordsbetweenlines.

2.Teachercorrectsthemeaningandteachesthepronunciation

3.Playinggamescanhelpstudentsmemorizethenewwords.

4

25-30

1.Teachercanaskstudentstodothemultiplechoicesfirst.Don’tchecktheanswer,butshowamindmap

（1）toallthestudentstogetthemainidea.Andthenletsthemcorrecttheanswerbythemselves.（Inthefollowinglessons,teachercanletstudentspractice“mindmap

（1）”.

1.Studentsdotheexercisebythemselves.Aftergettingthemainideaofthepassage,theyareexpectedtocorrecttheanswerandcallouttheanswerifneeded.

1.Teachercanexplainthepassageclearlywiththehelpofthemindmap,andshowstudentshowamindmapismade.

2.Drawingamindmaphelpsstudentsrealizethe“textstructure”.

5

1.Teachercangroupstudentsanddocompetitionamongthem.Firstly,teachercanarrange10mins（dependonyourstudents）forstudentstofinishthetaskof“词汇强化”.

2.Teachermakeseachgroup3or5minsdiscussthebestanswerfirst.

3.Teacheraskseachrepresentativetowritetheiransweronthewhiteboardandchecktheansweraswell.

4.Teacherdoessomeexplanationifnecessary.

5.PartIIIof“词汇强化”　isasummaryofthereading.Teachercouldaskstudentstoreciteafterclass.

1.Everystudentshouldfinishtheirtaskindividuallyin10mins.

2.Eachgroupofstudentsdiscussthebestchoicefortheexercise.

3.Eachrepresentativewritestheirowngroup’sansweronthewhiteboard.

SsSs

1.Letstudentstoreviewthenewwordsandexpressions.

6

L

S

T

1.ItisachanceforstudentstorelaxwhiletheyarelisteningtosomeEnglishsongs.

2.Thesongisquitelong!

Teachercanaskstudentstolistentoittwiceandchecktheanswer.

3.Atthethirdtime,playtherecordandletsstudentsenjoythesong.

2.Studentsareexpectedtowritedownwhattheyhearaccordingtotherecord.

1.Makestudentsrelax

7

C

O

Z

1.Givestudents10minstofinishthetask.

2.Teachstudentstochoosethecorrectanswerswithpropergrammarandinalogicalway.

1.Dotheclozeindividually.

2.Studentsareexpectedtocallouttheanswer.

1.Makestudentsknowtheskillofdoing“cloze”.

Skillsofvocabularyguessing

（1）

Attempt:

（inference推断、推论）,attemptstotransfusebloodfromonepersontoanotherpersonwereusuallyunsuccessful.（attempt:

trytodo）

Transfuse:

（explanation说明解释）,totransfusebloodfromonepersontoanotherperson.（transfuse:

fromonepersontoanother）

Divide:

（inference推断、推论）,bloodwasdividedintofourtypes.ThesefourbloodtypeswerenamedA,B,AB,andO.（divide:

blood:

fourbloodtypes）

Personality:

（inference推断、推论）,peoplewithdifferentbloodtypeshaddifferentpersonalities.TypeApeoplearesaidtobecalmandserious;

peoplewithtypeBbloodarecurious,cheerful,andoutgoing;

peoplewithtypeObloodaregenerousandhonest;

whilethosewithtypeABbloodarecaring,original,andcareful.（personality:

character）

（1）ExamplesofAmindmap

Peoplewiththesetwobloodtypesprobablydie

BloodtypeB

BloodtypeA,thesecondmostcommon

KarlLandsteiner

anAustrianscientist

BloodtypeA,B,AB,O

BloodtypeAB,theleastcommonBloodtypeO,themostcommon

BloodtypeA,serious,calmBloodtypeB,curious,cheerful,outgoing

FurukawaTakeji

aJapanesedoctor

Differentbloodtypes,

Differentpersonalities

BloodtypeO,generous,honestBloodtypeAB,caring,original,careful

Teacher’snotesaboutstudents

Students’responses

●Exceptforplansforteachinginclass,itisextremelyimportanttonotedownteachers’andstudents’reflectioninclass.Itcanbetteradjustandimproveteaching.Moreover,itcanbeimportantinformationforteachertocommunicatewithstudents’parentsabouttheirEnglishlearning.

Lesson2Makingfriends

listening,thelanguagepointsinOxfordEnglish

Aim:

Thislessonistoreviewwhattheyhavelearntinschools.Studentsarerequiredtoacquirevocabularyandbasiclanguagepoints.

Studentsofthefirstlevelhavelearntthegrammar---questionswithquestionwords;

indefinitearticles:

a/an;

conjunctions:

and,butandso.Theyareveryfamiliartothisgrammar.So,thegrammarisn’ttaughtinthislesson.Butthevocabularyandlanguagepointsneedtobereviewedforthestudents.

H

M

W

K

15-20

1.Teacherchecksthehomework.Asfortherecitationofthesummary,teachercanrandomlyaskstudentstorecite.

1.Studentsanswerthequestionsaccordingtothehomeworktheydid.

1.Toreviewthelastlesson.Don’tletstudentshaveanychancestoskipthehomework.

1.Teacherplaystherecordofthep