整理优秀全英文教案模板Word文档格式.docx
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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"
。
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:
gettingthecorrectinformationfromthelisteningmaterial。
2。
beabletousethethepresentperfecttensestructure”havebeento……”
cantalkaboutpastexperience。
TeachingMethods
1.Task—basedTeachingMethod
2.theNaturalApproach
theCommunicativeLanguageTeachingMethod
4。
Computer-assistedInstruction
TeachingAids
textbook
2.powerpoint
3.avideoclip
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)
(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:
LetstudentslistentothetapeforasecondtimeandcircleTorF。
Conversation1:
Sarahhasbeentoamusementpark。
(TF)
Claudiahasbeentothewaterpark.(TF)
ClaudiaandSarahwillgothewaterparktomorrow.(TF)
Conversation2:
Tinawenttothespacemuseumlastyear.(TF)
Johnhasneverbeentothespacemuseum.(TF)
Theyaregoingtotakethesubway.(TF)
Conversation3:
Lindahasbeentotheaquarium。
Lindawenttothezoothreetimeslastyear.(TF)
Lindaisgoingtothezooagainnextweek。
Thepurposeofmydesign:
tomakestudentsunderstandthedetailsofthelisteningtape。
Basedontheinformationthatstudentsgotinextensivelistening,themainpurposeofthissectionistocheckupwhetherstudentshaveunderstoodwherethespeakerhasbeen。
Step5:
Focusedlisteningandwriting:
8
Letstudentslistentotherecordforathirdtimeandfillintheblanks.
Conversation1
Sarah:
Iambored,Claudia。
Let’sdosomethingdifferent.
Claudia:
Haveyoueverbeentoan__________?
Sarah:
Yes,Ihave。
IwenttoFunTimesAmusementParklastyear。
Haveyouever____toawaterpark?
No,Ihaven’t,Sarah。
Me_____.Let'
sgotoWaterCitytomorrow!
Well,thatsoundsfun!
Conversation2
Tina:
It’srainingagain,John!
Ireallywantedtogoskatingtoday!
John:
Oh,well。
Hey,haveyoueverbeentothe_____,Tina?
Tina:
Yes,Iwenttherelastyear.Haveyoueverbeenthere?
John:
NO,I_____。
Well,I'
dreallyliketogothereagain.
Great.Whatbusdowetaketogettothemuseum?
John:
Wecangetthesubway.Thestationisnearthemuseum。
Conversation3
Kim:
Haveyoueverbeentothe_____,Linda?
Linda:
No,I_____.ButI’mgoingtherenextweek。
Wouldyouliketocome?
Sure。
Howwillwegetthere?
Linda:
Wecanrideourbikes.
Whereistheaquarium?
It'
sonGreenStreet,behindthezoo。
Haveyou_____tothezoo?
Yes,I_____!
Ilovethezoo。
Iwenttherethreetimeslastyear。
thissectionaimsattrainingstudents'
abilit