英语人教版八年级下册教学设计作业.docx

Teaching DesignUnit 8 Have you read Treasure Island yet? 1. Textbook analysisThis book ”go for it” which is the best seller of the text book all over the world, is written by David Nunan, who is the famous Australia Linguistic and teaching expert. It is introduced in China around 2003 and adapted by some Chinese expert in 2012. David Nunan is famous for his work task-based language teaching and learning, and the text book go for it is written based on this method. The current round of reforms to the English curriculum in China also promotes task language teaching methods. 2. Teaching method analysis The teaching method I applied in my class is Task-based language Teaching method, which has been advocated several years in China. However, many English teachers have simply incorporated tasks into traditional language-based teaching method, which is called task-supported language teaching method. Basically, Task-based language teaching involves three steps, pre-task, task circle, and language focus, which is very important. The basic idea of TBLT is that it helps students acquire language competence naturally through doing things. The task cycle design is based on language fluency, accuracy, and complexity.Task-based language teaching method is mainly based on some research of the second language acquisition (like the acquisition learning hypothesis, the Input hypothesis and the Interaction hypothesis), psycholinguistic theory (like Levelts model of speech production, theory of consciousness-raising tasks) and constructive teaching theory (like Vygotskian theory, how learners shape the goals of any activity to suit their own purpose) and so on. 2. Students and teaching aids analysis(1)The cognitive ability and language aptitude of the students in the Middle School Attached to Xian University of Architecture and Technology are generally beyond the average, so I raised the difficulty level of the tasks. (2) The perceptual learning style of the students varies individually, so I tried to input the target language visually, auditorily and kinesthetically with the help of different kinds of teaching aids, like multi-media technology and some real material objects like blackboard, paper form and so on. (3) Additionally, students cognitive learning styles are different from each other. Some of them are impulsive learners and some of them are field-depend learners. I will give them some learning advice differently in the class. Of course, how to choose the teaching aids is also based on the teaching materials.3. Teaching materials, teaching aims and teaching difficulties analysis (1) Teaching materials analysis: Have you read Treasure Island yet? is from the unit 8, the second volume of grade eight. The function of this unit continues to help students learn to talk about recent events and experiences. The period I will teach is period 1, from 1a to 1c. This period will be a listening-and speaking class. (2) Teaching aims analysis: Based on National English Curriculums in 2011, I will analysis teaching aims in five aspects a. language knowledge: Enable students to understand and pronounce some name of the famous novels.Enable student to use some adjective words to express their feeling, fantastic, interesting, wonderful, boring, terrible, just so so. Enable students to use Present Perfect Tense pattern Have you read.yet? And the pattern Has he/she readyet? b. language skills: Enable students to ask about the recent books the other students have read recently. Enable students to talk about the book they have read and the book his friends have read recently. Enable students to do a report. c. Learning strategies Enable Students to know some listening strategy: listening to the key wordsd. Learning attitude Enable students to cooperate with others to complete taskse. Cultural awareness: Enable students can know some famous western novelsAs for teaching importance and difficulties, I think the patterns are the important points. And the name of the novels are the difficult point, and how to make a report is also the difficult point. 4. Teaching procedure and teaching theory analysis TimeTeaching stepsTeaching procedureTeaching purpose and theoryMedia use Reflection Teachers activities StudentsactivitiesPre task：任务前活动（35分钟）Step1 Lead in 制作电影，引入课题 T: Do you like watching movies? T: I made a short movie. It is about a famous book.Do you want to watch it?T: Please watch it carefully, and answer my question S: Yes. S: Yes. 根据学习动机理论，建构主义学习理论，通过引入学生感兴趣的电影，创设学生学习兴趣与动机，在学生原有的知识体系中建构新的知识开始播放视频（35分钟）Step2 通过电影中预设 的字幕，1自我介绍，2， 引出课题,呈现重点语言知识T：Do you know my English name? T: well, who can tell me, whats the name of this book? T: Have you heard of Treasure Island?T: You can say Yes, I have.No, I havent.T: Have you read it yet?No, I havent. T: What do you think of it? Whats it like?/ If you like it, you may say exciting, interesting, fantastic. If you dont like it, you may say terrible, boring, just so so.S: Ray-z T：Treasure Island.T: Yes/No.S: Yes, I have.No, I havent.根据教育心理学理论，学生课前五分钟记忆力最好，所以刚导入后，一开始就切入主题，呈现重点。1.黑板，开始写课题 Treasure Island2. 黑板上开始写Have you read3.黑板上开始写Yes，I have. No, I havent. Task circle：任务环68分钟Task1连线中英文书名match the Chinese name with its English Name? T: Well, today our topic is books. Lets talk about more books. T: The first one, Alice in Wonderland? What is its Chinese name? T：Well done，now, read after me please. Alice in Wonderland?T: Have you heard of Alice in Wonderland? (Do you know heard of) 同时做出用耳朵听的动作T: Have you read it yet? What do you think of it? /whats it like? Apply the same teaching method to the name of the other books: S: Yes, I have.S: No, I havent.S: It is wonderful.T: 爱丽丝梦游仙境T: Alice in Wonderland这一任务运用心理语言学认知理论让学生头脑中英文书名匹配起来。再根据行为主义理论，领读重难点英文书名，强化学生书名的记忆1.PPT呈现任务一，搭配2. 与此同时，在主板上写书名在副版上写Heard of听说23分钟Task 2听指令，完成表格You小组完成任务之前，示范学生如何完成任务，这是活动顺利进行的关键。T: well, you have read a lot of books. Now, I want to make a survey. Well, take out the paper please, Firstly, write your name here. My name is Ray. So I write it here. Whats your name? So write your name here, all right?Secondly, look at the book titles here. What books do we have here? We haveThen, look at the first question, have you read Alice in wonder land yet? My answer is Yes, I have. So I write a (tick) here.T: Well, whats your name? Have you read Alice in wonder land yet? Next, look at the second question, What do you think of it? I think it is interesting. So I write interesting here. Well, if you like it, you can also say it is interesting, fantastic, exciting. T: Well, this girl, whats your name? Have you read it yet?What do you think of it? Well, lets do another one together. Have you read Treasure Island yet? No, I havent. So I write a (cross )here. T: What about you, have you read Treasure Island yet?Next, What do you think of it? Well, I havent read it yet, because I think it is boring. So I write boring here. Well , if you dont like it, you can also say it is terrible or it is just so so. T: What about you? What do you think of it? Is it boring or interesting.T: Great. T: This is just an example, now, I will ask you questions together, and you answer it in your heart. And finish the rest, all right? Have you read.yet?What do you think of it? Finish the rest. S：Ok. S: My name isS: we haveS: My name isYes, I have.S: Mike.S: No, I havent.S: I think it is interesting. S: Yes.S: Students listen to the recording, and fill in the blanksS: I think it isStudents do the task. 通过真实性任务，培养学生实际运用语言能力。任务二，简单一些，学生先听后然后思考，随后动手完成表格You. 根据The silence period理论，二语习得者有一个语言沉默期，这个阶段为他们在下来说的任务上做出认知上的准备。这个阶段，学生可以只做不说1使用黑板，展现关键词2.提前制作好的教具表格。810分钟Task 3、Pair work同桌之间互相采访，完成表格S1之后前后排同学相互提问,首先先问对方信息，完成表格S2，最后，问对方之前的同桌信息完成表格S3， T：Have you finished it yet? 1. Look at S1Well, I want you to ask your deskmate, and finish S1. Who want to have a try first? 2. Look at S2T：Now，turn back. Ask each other questions and finish S2.3: Look at S3T: Now, this boy, Whats your deskmates name? T: Has he/she read aboutyet?T: What does he think of it?And finish the rest of titles as an example.T: Well, turn back. Ask each other his/her partners information and finish S2. S a:S b:S: He isS: Yes, he has.S: he thinks it is任务三有一定难度，这一任务是两个人真实的为了完成任务二相互之间的对话。根据第二语言习得交流互动假说，小组对话有利于产生意义协商发展学生中介语， 还有利于扩大大班教学语言生成量，使每个人得到习得自己语言的机会。此时，黑板上展现第三人称单数has 的句型 Task 4 Do a group report. 做一个小组报告。之前给学生做示范，给学生提供样例。隐性地为学生提供做report的策略。这一阶段，注意学生语言上的问题并进行评价，鼓励学生自己，学生之间评价自己的报告、指导学生从语言的准确性，流利性，复杂性方面评价报告。T: I will do a group report of my group. In my group, we haveT: now its your turn to do your report in your group, if you cant do it ,you can watch the PPT. It will help you, after you have finished, choose one of the best to do it before the class. 任务四难度最大，学生要完成这个任务，不仅需要语言知识，而且需要语言使用策略。根据levelts model of speech理论，给学生留足认知上，语言上，策略上的准备时间，让学生完成任务，课程的最后阶段，为学生提供rehearsal的机会。多媒体文本Language Focus语