《学科教学法二》期末考查学生作品示范Word文件下载.docx
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Designer
SchoolNo
Class（）Group（）
Date:
教材分析
我教的是八年级下册（人教版）Goforit!
Unit5.Ifyougototheparty,youwillhaveagreattime!
的第二课（P.35），我把它定为听说操练课，即通过听和说的方式来操练语言。
编者在这一课一共安排了三个活动。
第一部分是Listenandnumberthephrasesintheorderyouhearthem.编者想通过学生对所听到的信息进行排序来抓听对话中可能出现的关键词。
我不打算用这个活动，因为我觉得编者所给出的词组和短语过于简单，都是一些常用的词组，学生几乎每天都能听到，在听的过程中，学生很容易识别出。
因此，我对教材进行了整合。
我觉得这一部分可以在做听前准备活动时，老师给出问题让学生猜对话的大概内容，这些词组大概都可以通过提醒暗示等方法获得。
在听第一遍时，我们的习惯是给学生一个能体现对话主旨大意的问题，让学生从整体上了解对话的大意，如果学生能把握文章中心意思，对下面听细节信息也是很有帮助的。
第二部分是Listenagainandanswerthequestions.编者想通过回答问题来抓住对话中的细节信息。
我打算用这个活动，是让学生在听第三遍的时候用。
从我的学生的实际情况和语言学习水平看，在听完一遍后让学生，就回答问题，学生很难采集到信息点，而且学生大多对听力反感，如果让他们一开始听一遍就写出句子，对他们来说，则是天大的挑战。
所以听第二遍的时候，我打算准备一些正误判断题，相对就降低了难度，学生能抓住信息点，而且这些题是紧扣本单元的语法点来设计。
一、可以帮助学生抓住细节信息，理解对话意思；
二、学生可以通过做这些练习，注意到本单元的语法点“If主语+do（es）sth,Subject+will/willnot+V-原型”。
同时，这些题与课本上给出的第二题有紧密的联系，学生做完这道题后，很容易做出课本上的第二题。
第三部分是Pairworktoroleplaytheconversation.编者想给学生提供机会，让学生用目标语操练对话。
我觉得这一部分比较适合学生的学习需要，学生在语言输入后，就应该有机会语言输出，从而调动学生学习的积极性，培养学生英语学习的兴趣。
我在设计这部分教学过程时，打算给了学生一个任务，即他们的讨论结果将是他们家庭作业的准备，而且认真完成任务的pair将会得到精美的书签，我想这对他们来说，可是一个诱饵，老师能抓住学生的心理特点，对教材进行适当的整合，并以书签做刺激物，老师很容易调动学生的积极性，我想这样的教学也会取得事半功倍的效果。
鉴于以上几点，我认为一名认真对学生负责的老师应根据学生的实际情况可学生的心理特点，对教材进行相应的整合，在适应学生实际情况的同时，极大的调动学生的学习积极性，培养学生兴趣。
TeachingPlanforLesson2,Unit5,J2B,Goforit!
Ifyougototheparty,you’llhaveagreattime!
Name:
Class:
Group:
Thebackgroundofstudents
Fromclassroomobservation,thestudentsinClass14,Grade2inHaikouNo.14MiddleSchool（juniorhigh）aredescribedasfollows:
●thebasisoftheclass:
Theclassisalargeclasswith58lovelyandenergeticstudents（35girlsand23boys）.
●theattitudes:
Studentsseemtoactivelyrespondtotheteacherinchorusbuttheywouldnotliketodemonstratetheiranswersindividuallyinpublicexceptsomeactivetopstudents.
●theability:
Moststudentscanrespondtodisplayquestionsinmechanicalpracticeafterreadingandcanacquirenewwordswiththehelpofteacherandtheirclassmatesbutdifficulttoanswerthequestionsintheirownwords.
●thestrategies:
Studentswouldliketotalkwhiletheteacherexplainsaboutlanguagepointsbuttheyhavenotformedthehabitoftakingnotesalsosomeofthemcannotconcentratetheirmindwhentheyareoutoftheteacher’ssight.
●Theteachershould:
（1）Paymoreattentiontodevelopingstudents’interestandpromotingtheirmotivationsaswellashelpingthemformthegoodhabitoflistening;
（2）Helpstudentsrealizetheimportanceandsignificanceoflisteningskillsandstrategies,whichwillmakecontributionstoeffectivelisteningandsettingstudents’confidenceinlistening;
（3）RemindSsoftakingnotesaboutsomekeywordsorsentencesduringtheprocessoflistening:
（4）Morelanguagesupportshouldalsobeintheteacher’sconsideration.
MainLearningObjectives
★Reviewandlearnsomewordsandusefulexpressions
E.g.organize/let’sdosth./studyfor…/That’snoproblem/.,andthenusethemtotalkaboutwhatwillhappenortheresultifyoudosth.
★Learnsomelanguageitemsandcommunicativefunctions
Usethesentencepattern:
“IfSubject+do（es）sth,Subject+will/willnot+V-原型”togivesuggestionstotheirpeersorpeoplewhoareinneedofsomeadvicewhentheyaregoingtodosomething.
★Learntousedifferentlisteningskills/strategiesintermsofstudents’interestanddifferentlisteningmaterials.
（1）Predictingandguessingthecentralmeaningoftheconversation（Whenwilltheyhavetheclasspartyandwhataretheygoingtodoattheparty?
）bypicturespresentingbytheteacher.
（2）Listeningtotheconversationforthegistandcheckingtheirpredictionbymultiplechoices.
（3）ListeningtothedialogueforthespecificinformationaboutAndreaandMark’sdecisionforwhenthepartywillbeheldbymarkingthe“T”of“F”statementsandfillingintheformin2bonpage35.
★Attitudeandsignificanceoflistening
（1）EncourageSstogivetheirpeersorotherpeoplesuggestionswhentheyareinthetroubleofhandlingsomethingorwhentheyarehesitantinmakingdecisions.
（2）Developstudents’interestandhelpthemformagoodhabitoflistening.
TeachingProcedures
Stage1:
Pre-Listening:
（5-10minutes）
Step1:
warmupactivity:
Theteacherpresents4picturesofdifferentsituations（seeappendix）,andoneforeachgrouptodiscusswhytheycan/cannothavetheclasspartyatthosemomentandwhataretheygoingtodoattheparty?
basedontheirownexperience.
Step2:
AfterSsgetseveralcolorfulanswers,theteacherasksSstoreporttheiranswersandpresentsthemundertherelatedpicturespresentingonBb.
Step3:
Theteacherdeclarestheyaregoingtolistentoaconversationcloselyrelatedtothesepictures.ItisaconversationbetweenAndreaandMarkaboutwhentheclasspartywillbeheldandwhattheyaregoingtodoatthepartyandasksstudentstopredictandguessthepossiblesuggestionsthatMarkwillgivetoAndreabasedonthepicturesandtheirdiscussion.
Step4:
Theteacherindicatestheywilllistentothedialogueforthefirsttimeandcheckwhethertheirpredictionisrightorwrong.
Stage2:
while-listening（15-20minutes）
Listeningforthegistoftheconversationbycirclingtherightanswerofmultiplechoices.
A.Andreaisgoingtohavetheclassparty.
B.AndreaandMark’sdiscussionaboutwhenwilltheyhavetheclasspartyandwhattheyaregoingtodoattheparty?
C.Sswillleaveschoolearlytostudyfortomorrow’stest.
D.MarkwouldliketohelpAndreaorganizetheparty.
TheteacherchecksSs’answerandindicatestheyaregoingtolistentothedialogueforthesecondtimeanddosomemoreexercises.
Listeningforthespecificinformationbymarkingthe“T”or“F”statements（seetheappendix）duringthesecondtimeplayingthetape;
ifsomestatementsarewrong,trytocorrectthembasedontheirunderstandingoftheconversation.
TheteacherasksSstohaveadiscussionwiththeirpartnersabouttheiranswers.
Step5:
TheteacherplaysthetapeforthethirdtimeandhelpsSstomakesureoftheiranswersandasksthemtofillintheblanksin2bonpage35oftheirtextbooks.
Stage3:
post-Listening（10-15minutes）
Ssreporttheiranswersandteachergivessomeexplanationwhennecessary.
TheteacherplaystheconversationagainsentencebysentenceandasksSstoreadthemonebyoneafterthetapeduringtheshortpausesgivenbytheteacher.
Step3:
TheteacherguidesSstosummarizethekeylanguageitemstheylearnedthroughlisteningandpresentsthemonBb,andthenasksSstopracticethemwiththeirpartnersbyaskingquestionsandansweringbasedontheirownexperienceineverydaylife.TheteacherwalksaroundtheclassroomparticipatinginSs’discussionandgivesassistanceifnecessary.
Step4:
Theteachergivestheassignment:
makeupadialoguebetweentwopeopleabouttheirdecisions’makingwhenandwhattheyaregoingtodosomething,iftheydonotagreewitheachother,andgivesthereasons.
Forexample,youcanmakeupadialoguebetweenLilyandLucyabouttheirdecisionswhentheyaregoingtovisitandwhattheyaregoingtodoinHolidayBeach.
Requirement:
Thedialoguemustcontainatleastfiverounds.
TeachingAids
Blackboard,chalks,pictures,textbooks,tapes,sheetsfor“T”or“F”statements.
VerbtimPlanforLesson2,Unit5,J2B,Goforit!
Ifyougototheparty,you’llhaveagreattime!
Stage1:
Pre-Listeningactivity
T:
Goodmorning,class!
S:
（Goodmorning,teacher!
）
Sitdown,please.
OK,class,doyoustillrememberwhatwelearntyesterday?
Whatdidwelearn?
（Ifyou…,youwill…）
Ifyou…,youwill…（TheteachersaystogetherwiththeSsandthenpresentsthesentencestructureonBb.）
Now,class,pleasethinkitover,ifyougototheparty,youwill….Whatwillhappentoyou?
（TheteachergivesashortpauseandlooksatSsencouragingly.）
（Youwillhaveagreattime.）
Verygood,now,class,thewholesentence,please.
（Ifyougototheparty,youwillhaveagreattime.）
Goodmemory,Ok,class,todaywearegoingtolearnlesson2,alisteninglesson,haveyoupreviewed?
（Yes.）
Good,beforewedothelistening,firstofall,let’ssee4picturesfirst.See,Ihavefourpictureshere,see?
（TheteachershowsthepicturetotheSs.）
Good,class,whataretheyabout?
（Sssayinchorusinlowvoice.）
OK,let’sseepicture1.Whatareinthepictures?
（TheteachershowsSspicture1.）
（Aclock.）
Good,class,what’sthetime,please.（TheteacherpointsattheclockinthepictureandlooksatSssmiley.）
（It’sthenminutestosix.）
Class,whatdoyouusuallydoat5:
50?
（Classisover,andit’stimetogohome.）
So,class,that’stosay,youareleavingtheschool,amIright?
Good.
Now,pleaselookatthispicture.（TheteachershowsthepicturetotheSs.）
（Yea.）
So,class,whatisinthepicture?
（Aboy,aclockandaclassroom.）
Good,whatistheboydoing?
（Heisstudyingveryhard.）
Class,doyouknowwhatheisstudyingfor?
（Heisfortheexamination.）
You’resosmart.（TheteacherthumbsuptoSs.）
（Theteacherdealsthefollowpicturesinthesameway.）
OK,class,Ssinthisclas
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