全英文教学教案模板

1、精品教育InstructionaldesignName:李鑫颖Grade:Grade 8-可编辑-Subject:HaveYouEverBeentoanAmusementPark?Lessontype:ListeningandSpeakingTeachingtime:40minutesOverallDesignandGuidingPrinciplesThisisalisteningandspeakinglessonwhichaimstodevelopstudentabilityintalkingaboutpastexperienceMeanwhile,studentslinguisticand

2、culturalknowledgeisexpectedtobeenrichedthroughlisteningandspeakingactivitiesInthislessonImainlyemployedTask-basedTeachingMethod,NaturalApproachaswellastheCommunicatveLanguageTeachingMethodtocreatecertainsceneandaskstudentstocompleterelevanttasks,assistthemtolearninarelaxedatmosphereandbuildaconfiden

3、cetowardslistening,thusformingthehabitofactivelearningandimprovingtheircomprehensivelanguagecompetence.Firstofall,drawingontheNaturalApproach,thelessonwillstartareal-lifeconversationtoleadinthetopicandshowingavideoclipofamusementparktoarousestudentcuriosity.ThenIwillshowsomepicturesfeaturingthenewwo

4、rds(amusemepark,spacemuseum,aquarium,zoo)toimpressstudentsthekeywordssoastomakepreparationforthefollowinglisteningsession.Inthethirdsection,ImainlyuseTask-bantsedTeachingMethodbysettingthreetasksofextensivelistening,intensivelistening,aswellasfocusedlisteningtoassiststudentstofullyunderstandtheliste

5、ningmaterialsandgraspmethodoftalkingaboutpastexperiencesubconsciouslyiththeformerthreesections,thestudentswillreceivealargeamountofinputofthepresentperfecttensestructurehavebeento"，theninthenextsectionIdesignedamemorygametotrainstudentsabilityoftransforminginputintooutputthroughspeaking.Finally

6、,Iwillaskstudentstoroleplayandreport.Thissectionisanevaluationofstudentscommandofpresentperfect tense structure " have been to" and their ability of talking about pastexperience.Therefore,thissectionisemployedasareinforcementofstudents'comprehensivelanguagecompetence.TeachingContextAna

7、lysisofteachingmaterial:Thisisalisteningandspeakinglesson.Thelessonfocusesontalkingaboutpastexperience,aimingatlettingstudentsgraspthepresentperfecttensestructurbavebeento”Thetopicofthisunitiscloselyrelatedtostudentsreallife,andinaccordwithstudentsncecognitivelevel,thuscanmakestudentslearnmeaningful

8、lyandbuildstudentsaconfideofEnglishlearning.Thislessonmainlyconsistsofwarmingup,listeningandspeakingparts.Thefirstwarming-uppartmainlyisintendedtoteachnewwordswiththehelpofvideoclipandvividpicturessoastobuildinstudents'mindastructureofnewknowledge.Thenthesecondlisteningsectionaimsatprovidingstud

9、entswithinitialinputofthelanguagestructure “ have been to”bywayoflisteningandthelinguisticexpressionstotalkaboutpastexperiencesubconsciously.Finally,thethirdspeakingsessionmainlyconsistsofmemorygame,roleplayandreportingtaskstargetsatimprovingstudentsabilityoflanguageoutput,andthusrealizingthegoalofc

10、ommunicativeteaching.Therefore,thethreesectionsofthisunit,abidingbythe“outputafterinput"sequentialprincipleinteaching,progressstepbystep,andproceedfromexperiencetoexplorationandfinallytolanguageapplication.Allthesecaneffectivelyrealisetheobjectivesofimprovingstudentscomprehensivelanguagecompete

11、nce.Analysisofstudents:TheobjectsofthislessonarestudentsinGrade8.Studentsinthisphasehasalreadylearnedsometensessuchassimplepasttense,presentprogressivetense,thustheymusthavemasteredsomeskillsoftense-learningandfullypreparedtolearnthelessoncognitively.However,juniorstudentslacktheabilityofsystematica

12、utonomouslanguagelearningandsomestudentshaveonconfidenceofEnglishlearning.Therefore,itrequiresteacherstupthetasksfromeasytotheadvancedtoguidethem.What'smore,juniorstudentstendtofocusonimagethinkingbecauseoftheabsenceosetofthemature,abstract,andlogicalthinking,thusteachersshoulddesignvarioiiister

13、esting,funandrelaxingactivitiestosustainstudentsinterestsandattention.TeachingAimsAimsofknowledge:(1)masterandusesomeimportantwords,suchas:amusementpark,spacemuseum,aquarium,zooandsoon.(2)beabletousethepresentperfecttensestructurhavebeento”Aimsofability:(1) beabletogetcorrectinformationfromlistening

14、material.(2) mastersomerelevantlisteningskillsincludingextensivelistening,intensivelisteningaswellasfocusedlistening.(3) becapableoftalkingaboutpastexperience(4) beabletoaskaboutotherspastexperienceAimsofemotion:(1) tastethehappinessofcommunicatinginEnglish.(2) buildconfidencetowardslistening,whichi

15、sgenerallyconsideredasthedifficultpointsofEnglishlearning.(3) beactiveandcooperativeinteamwork,enjoythesenseofachievementincooperation.Aimsofstrategy:(1) mastersomemethodsofindependentstudy.(2) bewellversedintransforminginputtooutput.KeyPointsandDifficultPointsKeypoints:1. masteringofthekeywords.2.

16、masteringofthepresentperfecttensestructdrehavebeento”3. relevantlisteningskills.Difficultpoints:1 .gettingthecorrectinformationfromthelisteningmaterial.2 .beabletousethethepresentperfecttensestructurhavebeento3 .cantalkaboutpastexperience.TeachingMethods1 .Task-basedTeachingMethod2 .theNaturalApproa

17、ch3 .theCommunicativeLanguageTeachingMethod4 .Computer-assistedInstructionTeachingAids1. textbook2. powerpoint3. avideoclip4. listeningrecording.TeachingProcedureStep1Lead-in:(2minute)Haveasmallconversationwithstudentsontravels:Doyouliketraveling?ntsCanyouspeakoutsomeplacesyouhavevisitedbefore?ThenI

18、willshowstudentsavideoclipconcerningamusementparkandaskstudewhethertheyknowwhereitis.The purpose of my design(1) to catch studentsattention and arousests.nt(2) tolivenupthelessonandleadinthetopicamusemepark.,zooStep2:Pre-listening:2(1Showstudentssomepicturesaboutamusementpark,spacemuseum,aquariumasw

19、ellaswaterparkandmakethemranktheseplacesfrom1to5bytheirpreference.representedhighestdegree,and5standsforthelowestdegree)Thepurposeofmydesign(1)toimpressstudentsthekeywordsbyshowingpictures.(3) toreinforcestudents'impressionofthekeywordsbyranking.Step3:Extensivelistening:4Skimthroughalltheplacesi

20、nthemaptogetherwithstudentsAskstudentstocircletheplacestheyhearintherecord.presentthescriptsofthedialoguestheyjustlistenedto.theart. eThepurposeofmydesign:(1)toenablestudentstograspthemaininformation,especiallythekeywords(amusementpark,spacemuseum,aquarium,WaterWorld)oflisteningmaterial.Meanwhile,it

21、isanexcellentwaytoexamineifstudentshadagoodcommandofthewordstheyhadhadlearnedinthepre-listeningp(4) theformoftheanswerswhichareexhibitedinthmapwillfurnishstudentsthepleasureoflisteningprocess,andthereforebuildtheirconfidenceoflistening.Step4:Intensivelistening:4Letstudentslistentothetapeforasecondti

22、meandcircleTorF.Conversation1:Sarahhasbeentoamusementpark.(F)Claudiahasbeentothewaterpark.(TF)ClaudiaandSarahwillgothewaterparktomorrow.(TF)Conversation2:Tinawenttothespacemuseumlastyear.(F)Johnhasneverbeentothespacemuseum.(T)Theyaregoingtotakethesubway.(TF)Conversation3:Lindahasbeentotheaquarium.(T

23、F)Lindawenttothezoothreetimeslastyear.(TF)Lindaisgoingtothezooagainnextweek.(TF)Thepurposeofmydesigntomakestudentsunderstandthedetailsofthelisteningtape.Basedontheinformationthatstudentsgotinextensivelistening,themainpurposeofthissectionistocheckupwhetherstudentshaveunderstoodwherethespeakerhasbeen.

24、Step5:Focusedlisteningandwriting:8Letstudentslistentotherecordforathirdtimeandfillintheblanks.Conversation1Sarah:Iambored,Claudia.Let'sdosomethingdifferent.Claudia:Haveyoueverbeentoan?Sarah:Yes,Ihave.IwenttoFunTimesAmusementParklastyear.Haveyouevertoawaterpark?Claudia:No,Ihaven't,Sarah.Sarah

25、:Me.Let'sgotoWaterCitytomorrow!Claudia:Well,thatsoundsfun!Conversation2Tina：It'srainingagain,John!Ireallywantedtogoskatingtoday!John:Oh,well.Hey,haveyoueverbeentothe,Tina?Tina:Yes,Iwenttherelastyear.Haveyoueverbeenthere?John:NO,I.Tina:Well,I'dreallyliketogothereagain.John:Great.Whatbusdo

26、wetaketogettothemuseum?John:Wecangetthesubway.Thestationisnearthemuseum.Conversation3Kim:Haveyoueverbeentothe,Linda?Linda:No,I.ButI'mgoingtherenextweek.Wouldyouliketocome?Kim:Sure.Howwillwegetthere?Linda:Wecanrideourbikes.Kim:Whereistheaquarium?Linda:It'sonGreenStreet,behindthezoo.Kim:Haveyo

27、utothezoo?Linda:Yes,I!Ilovethezoo.Iwenttherethreetimeslastyear.Thepurposeofmydesignthissectionaimsattrainingstudentsabilityoftransformingwhattheyhaveheardintothewordsthattheycouldwrite.Atthesametime,bythewayoffillingtheblanks,studentswillsubconsciouslymasterthesentencestructurehaveyoueverbeentothe,a

28、ndgraspedthemethodsoftalkingaboutpastexperience.Step6:memorygame:8Iwilldividethewholeclassintotwogroups:groupAandgroupB,andeachgroupchosefivestudentsascompetitors.TakegroupAasanexample.Firstly,competitorAingroupAshareshisexperienceusing the sentence patternJ： I have been to” ,then competitor B are s

29、upposed toke“ A has been to,and I have been to” .then competitor C D and E proceededretellwhatcompetitorAhasalreadysaidandunfoldedhisownexperienceinthewaylien,thegameascompetitorBhavedoneinturn.Whenfinished,Iwillcomputethetime.Thit'sgroupB'sturn.Finally,thegroupwhichtookthelesstimewillbeawar

30、ded.Thepurposeofmydesignafterthelisteningsession,studentshavecaughtonthesentencestructurehavebeento”,andthenthetargetofthisgameistointensifystudents'abilityofusingthestructure.Meanwhile,itisapreeminentwaytoexaminestudents'abilityoftransformingtheinputthroughlisteningintotheoutputbyspeaking.S

31、tep7roleplayandreporting:8Makestudentsformagroupofthreebythemselves.ThenstudentAactsasaninterviewer,andheissupposedtochoosetwoplacesonthemapofNanChangandasktheothertwostudents:Haveyoueverbeento？Yes,Ihavebeento/No,Ihaven't./No,IhaveneverbeentoIfherpartnersays"yes',thenstudentAchecksthebox,andsoon.Example: Amy has beerto,BTtna has never been toPlace1Place2Place3AmyTinaAfterinterviewingstudentBandC,studentAaresupposedtoreporttheresult:NeitherofthemhasbeentoBothAmyandTinahaveentoThepurposeofmydesign:(1)afterthegamesection,studentshavem