整理优秀全英文教案模板.docx
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整理优秀全英文教案模板
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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'abilit
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