优秀全英文教案模板

1、instructional designname:李鑫颖grade:grade 8subject:have you ever been to an amusement park?lesson type:listeningandteaching time:40 minutesspeakingoverall design and guiding principlesthis is a listening and speaking lesson which aims to develop students ability in talking about past experience. meanw

2、hile, students linguistic and cultural knowledge is expected to be enriched through listening andspeaking activities. in this lesson i mainly employed task-based teaching method, natural approach as well as the communicative language teachingmethod tocreatecertainscene and ask studentstocompleterele

3、vanttasks,assist them tolearnin a relaxedatmosphere and builda confidencetowardslistening, thus forming the habit of active learning and improving theircomprehensive language competence.first of all, drawing on the natural approach, the lesson will starta real-life conversation to lead in the topic

4、and showing a video clip ofamusement parktoarousestudents curiosity.then iwillshow somepictures featuring the new words (amusement park, space museum, aquarium,zoo) to impress students the key words so as to make preparation for thefollowinglisteningsession.inthethirdsection,i mainlyuse task-basedte

5、aching method by setting three tasks of extensive listening, intensivelistening,aswellasfocusedlisteningtoassiststudentsto fullyunderstand the listening materials and grasp the method of talking aboutpast experience subconsciously. with the former three sections, studentswillreceivealargeamountofinp

6、utofthepresentperfecttensestructure”have been to”,then in the nextsection i designeda memorygametotrain students abilityoftransforminginputintooutputthroughspeaking.finally,iwillask students toroleplayand report. thissectionisanevaluationofstudents command ofpresentperfecttensestructure”have been to

7、” and their ability of talking about pastexperience. therefore, this section is employed asa reinforcement ofstudents comprehensive language competence.teaching contextanalysis of teaching material:thisisa listeningand speakinglesson.the lessonfocuseson talkingaboutpastexperience,aimingat lettingstu

8、dentsgrasp thepresentperfecttensestructure”have been to” . the topicofthisunitiscloselyrelatedto students reallife,and inaccord withstudentscognitivelevel,thuscan make students learn meaningfully and build students a confidence ofenglish learning.this lesson mainly consists of warming up, listening

9、and speaking parts.the first warming-up part mainly is intended to teach new words with thehelp of video clip and vivid pictures so as to build in students mind astructure of new knowledge. then the second listening section aims atprovidingstudentswithinitialinputofthe languagestructure”have beento

10、” by way of listening and the linguistic expressions to talk aboutpastexperiencesubconsciously.finally,thethirdspeaking sessionmainlyconsistsofmemorygame, roleplayand reporting taskstargetsatimprovingstudents ability of language output, and thus realizing the goal ofcommunicative teaching.therefore,

11、 the three sections of this unit, abiding by the“output afterinput” sequentialprincipleinteaching,progressstep by step,and proceedfrom experience to exploration and finally to language application. allthesecaneffectivelyrealisetheobjectivesofimprovingstudents comprehensive language competence.analys

12、is of students:the objects of this lesson are students in grade 8. students in this phasehas alreadylearnedsometensessuch assimplepasttense,presentprogressivetense,thustheymusthavemasteredsomeskillsoftense-learning and fully prepared to learn the lesson cognitively.however, juniorstudentslackthe abi

13、lityofsystematicautonomous languagelearningandsome studentshaveonconfidenceofenglishlearning.therefore,it requiresteacherstoset up the tasksfrom easy to theadvancedto guide them.whats more, junior students tend to focus on image thinking because ofthe absence of the mature, abstract, and logical thi

14、nking, thus teachersshould design various interesting, fun and relaxing activities to sustainstudents interests and attention.teaching aimsaims of knowledge:(1) master and use some important words, such as: amusement park, space museum, aquarium, zoo and so on.(2) be able to use the present perfectt

15、ense structure”have been to” .aims of ability:(1) be able to get correct information from listening material.(2) master some relevant listening skills including extensive listening, intensive listening as well as focused listening .(3) be capable of talking about past experience(4) be able to ask ab

16、out others past experienceaims of emotion:(1) taste the happiness of communicating in english.(2) buildconfidencetowards listening,which is generallyconsideredas thedifficult points of english learning.(3) be active and cooperative in team work, enjoy the sense of achievement in cooperation.aims of

17、strategy:(1) master some methods of independent study.(2) be well versed in transforming input to output.key points and difficult pointskey points:1. mastering of the key words.2.mastering of the present perfect tense structure” have been to ”3. relevant listening skills.difficult points:1.getting t

18、he correct information from the listening material.2. be able to use the the present perfect tense structure”have beento ”3.can talk about past experience.teaching methods1.task-based teaching method2.the natural approach3.the communicative language teaching method4.computer-assisted instructionteac

19、hing aids1. text book2. power point3. a video clip4. listening recording.teaching procedurestep 1 ： lead-in: (2 minute)have a small conversation with students on travels:do you like traveling?can you speak out some places you have visited before?then i will show students a video clip concerning amus

20、ement park andask students whether they know where it is.the purpose of my design:(1) t o catch students attentionand arouse theirinterests.(2)tolivenupthelessonandleadinthetopic-amusement park.step 2: pre-listening: 2showstudentssome picturesaboutamusement park,space museum,aquarium, zoo as well as

21、 water park and make them rank these places from1 to 5 by theirpreference.(1 representedhighestdegree, and 5 stands forthe lowest degree)the purpose of my design:(1) toimpress students the keywords by showingpictures.(2) to reinforce students impression of the keywords by ranking.step 3: extensive l

22、istening:4skim through all the places in the map together with students play the tape in 2a for students (including three short dialogues)for the first timeask students to circle the places they hear in the record.present the scripts of the dialogues they just listened to.the purpose of my design: (

23、1) to enable students to grasp the main information, especially the key words (amusement park, space museum, aquarium, water world) of the listening material.（ 2 ） meanwhile, it is an excellent way to examine if students had a good command of the words they had had learnedin the pre-listening part.（

24、 3 ） the form of the answers which areexhibited in the map will furnish students the pleasure of listening process, and therefore build their confidence of listening.step 4:intensive listening: 4let students listen to the tape for a second time and circle t orf.conversation 1:sarah has been to amuse

25、ment park. ( t f )claudia has been to the water park. ( t f )claudia and sarah will go the water park tomorrow. ( tconversation 2:tina went to the space museum last year. ( t f )john has never been to the space museum. ( t f )they are going to take the subway. ( t f )conversation 3:linda has been to

26、 the aquarium. ( t f )linda went to the zoo three times last year. ( t f )linda is going to the zoo again next week. ( t f )f )the purpose of my design:to make students understand the detailsofthelisteningtape.based on theinformationthatstudentsgotinextensivelistening,the main purpose of thissection

27、is to check up whetherstudents have understood where the speaker has been.step 5: focused listening and writing: 8let students listen to the record for a third time and fill in the blanks.conversation 1sarah: i am bored, claudia. lets do something different.claudia: have you ever been to an _?sarah:

28、 yes, i have. i went to fun times amusement park last year.have you ever _ to a water park?claudia: no, i havent, sarah.sarah: me _. lets go to water city tomorrow!claudia: well, that sounds fun!conversation 2tina ：i t s raining again, john! i really wanted to go skatingtoday!john: oh, well. hey, ha

29、ve you ever been to the_, tina?tina: yes, i went there last year. have you ever been there?john: no, i _.tina: well, id really like to go there again.john: great. what bus do we take to get to the museum?john: we can get the subway. the station is near the museum.conversation 3kim: have you ever bee

30、n to the _, linda?linda:no, i _. but i m going therenext week. would you liketo come?kim: sure. how will we get there?linda: we can ride our bikes.kim: where is the aquarium?linda: its on green street, behind the zoo.kim: have you _ to the zoo?linda: yes, i _! i love the zoo. i went there three time

31、slast year.the purpose ofmy design:thissectionaims attrainingstudentsabilityof transforming what they have heardinto thewords that they couldwrite.at the same time, by the way of filling the blanks, studentswillsubconsciously masterthe sentencestructure-have you ever been tothe , and grasped the met

32、hods of talking about past experience.step 6: memory game:8i will divide the whole class into two groups: group a and group b,and each group chose five students as competitors.take group a as an example. firstly, competitor a in group a shareshis experience using the sentence pattern:” i have been t

33、o” , thencompetitorb are supposed to retell what competitora has already saidandunfoldedhis own experiencein the way like“ a has been to ,and i havebeen to ” .then competitor c、 d and e proceeded the game as competitorb have done in turn. when finished, i will compute the time. then,it sgroup bs tur

34、n.finally,the group which took the less time willbe awarded.the purpose ofmy design:after the listeningsession, studentshave caughton the sentencestructure” have been to ”,and then the targetofthisgameis to intensify students ability of using the structure. meanwhile, itis a preeminentway to examine

35、 students ability of transformingtheinputthrough listening into the output by speaking.step 7 ： role play and reporting : 8make students form a group of three by themselves. then student a acts as an interviewer, and he is supposed to choose two places on the map of nan chang and ask the other two s

36、tudents:-have you ever been to ?-yes, i have been to / no, i havent./ no, i have neverbeen to if her partner says“yes” , then student a checks the box, and soon.place 1place 2place 3amytinaafter interviewing student b and c, student a are supposed to report the result:example: amy has beento , buttina has never been to.neither of them has been to.both amy and tina havebeen to the purpose of my design:(1)afterthe gamesection,studentshav