优秀全英文教案

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InstructionaldesignName:李鑫颖Grade:Grade8Subject:HaveYouEverBeentoanAmusementParkLessontype:ListeningandTeachingtime:40minutesSpeakingOverallDesignandGuidingPrinciplesThisisalisteningandspeakinglessonwhichaimstodevelopstudents’abilityintalkingaboutpastexperience.Meanwhile,students’linguisticandculturalknowledgeisexpectedtobeenrichedthroughlisteningandspeakingactivities.InthislessonImainlyemployedTask-basedTeachingMethod,NaturalApproachaswellastheCommunicativeLanguageTeachingMethodtocreatecertainsceneandaskstudentstocompleterelevanttasks,assistthemtolearninarelaxedatmosphereandbuildaconfidencetowardslistening,thusformingthehabitofactivelearningandimprovingtheircomprehensivelanguagecompetence.Firstofall,drawingontheNaturalApproach,thelessonwillstartareal-lifeconversationtoleadinthetopicandshowingavideoclipofamusementparktoarousestudents’curiosity.ThenIwillshowsomepicturesfeaturingthenewwords(amusementpark,space

1museum,aquarium,zoo)toimpressstudentsthekeywordssoastomakepreparationforthefollowinglisteningsession.Inthethirdsection,ImainlyuseTask-basedTeachingMethodbysettingthreetasksofextensivelistening,intensivelistening,aswellasfocusedlisteningtoassiststudentstofullyunderstandthelisteningmaterialsandgraspthemethodoftalkingaboutpastexperiencesubconsciously.Withtheformerthreesections,studentswillreceivealargeamountofinputofthepresentperfecttensestructure”havebeento……”,theninthenextsectionIdesignedamemorygametotrainstudents’abilityoftransforminginputintooutputthroughspeaking.Finally,Iwillaskstudentstoroleplayandreport.Thissectionisanevaluationofstudents’commandofpresentperfecttensestructure”havebeento……”andtheirabilityoftalkingaboutpastexperience.Therefore,thissectionisemployedasareinforcementofstudents’comprehensivelanguagecompetence.TeachingContextAnalysisofteachingmaterial:Thisisalisteningandspeakinglesson.Thelessonfocusesontalkingaboutpastexperience,aimingatlettingstudentsgraspthepresentperfecttensestructure”havebeento……”.Thetopicofthisunitiscloselyrelatedtostudents’reallife,andinaccordwithstudentscognitivelevel,thuscanmakestudentslearnmeaningfullyandbuild

2studentsaconfidenceofEnglishlearning.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,thustheymusthavemasteredsomeskills

3oftense-learningandfullypreparedtolearnthelessoncognitively.However,juniorstudentslacktheabilityofsystematicautonomouslanguagelearningandsomestudentshaveonconfidenceofEnglishlearning.Therefore,itrequiresteacherstosetupthetasksfromeasytotheadvancedtoguidethem.What’smore,juniorstudentstendtofocusonimagethinkingbecauseoftheabsenceofthemature,abstract,andlogicalthinking,thusteachersshoulddesignvariousinteresting,funandrelaxingactivitiestosustainstudents’interestsandattention.TeachingAimsAimsofknowledge:(1)masterandusesomeimportantwords,suchas:amusementpark,spacemuseum,aquarium,zooandsoon.(2)beabletousethepresentperfecttensestructure”havebeento……”.Aimsofability:(1)beabletogetcorrectinformationfromlisteningmaterial.(2)mastersomerelevantlisteningskillsincludingextensivelistening,intensivelisteningaswellasfocusedlistening.(3)becapableoftalkingaboutpastexperience(4)beabletoaskaboutothers’pastexperience

4Aimsofemotion:(1)tastethehappinessofcommunicatinginEnglish.(2)buildconfidencetowardslistening,whichisgenerallyconsideredasthedifficultpointsofEnglishlearning.(3)beactiveandcooperativeinteamwork,enjoythesenseofachievementincooperation.Aimsofstrategy:(1)mastersomemethodsofindependentstudy.(2)bewellversedintransforminginputtooutput.KeyPointsandDifficultPointsKeypoints:1.masteringofthekeywords.ofthepresentperfecttensestructure”havebeento……”3.relevantlisteningskills.Difficultpoints:thecorrectinformationfromthelisteningmaterial.2.beabletousethethepresentperfecttensestructure”havebeento……”talkaboutpastexperience.TeachingMethodsTeachingMethod

5NaturalApproachCommunicativeLanguageTeachingMethodInstructionTeachingAids1.textbook2.powerpoint3.avideoclip4.listeningrecording.TeachingProcedureStep1：Lead-in:(2minute)Haveasmallconversationwithstudentsontravels:DoyouliketravelingCanyouspeakoutsomeplacesyouhavevisitedbeforeThenIwillshowstudentsavideoclipconcerningamusementparkandaskstudentswhethertheyknowwhereitis.Thepurposeofmydesign:(1)tocatchstudents’attentionandarousetheirinterests.(2)tolivenupthelessonandleadinthetopic-----amusementpark.Step2:Pre-listening:2Showstudentssomepicturesaboutamusementpark,spacemuseum,

6aquarium,zooaswellaswaterparkandmakethemranktheseplacesfrom1to5bytheirpreference.(1representedhighestdegree,and5standsforthelowestdegree)Thepurposeofmydesign:(1)toimpressstudentsthekeywordsbyshowingpictures.(2)toreinforcestudents’impressionofthekeywordsbyranking.Step3:Extensivelistening:4SkimthroughalltheplacesinthemaptogetherwithstudentsPlaythetapein2aforstudents(includingthreeshortdialogues)forthefirsttimeAskstudentstocircletheplacestheyhearintherecord.presentthescriptsofthedialoguestheyjustlistenedto.Thepurposeofmydesign:(1)toenablestudentstograspthe

7maininformation,especiallythekeywords(amusementpark,spacemuseum,aquarium,WaterWorld)ofthelisteningmaterial.（2）Meanwhile,itisanexcellentwaytoexamineifstudentshadagoodcommandofthewordstheyhadhadlearnedinthepre-listeningpart.（3）theformoftheanswerswhichareexhibitedinthemapwillfurnishstudents’thepleasureoflisteningprocess,andthereforebuildtheirconfidenceoflistening.Step4:Intensivelistening:4LetstudentslistentothetapeforasecondtimeandcircleTorF.Conversation1:Sarahhasbeentoamusementpark.(TF)Claudiahasbeentothewaterpark.(TF)ClaudiaandSarahwillgothewaterparktomorrow.(TF)Conversation2:Tinawenttothespacemuseumlastyear.(TF)Johnhasneverbeentothespacemuseum.(TF)Theyaregoingtotakethesubway.(TF)Conversation3:Lindahasbeentotheaquarium.(TF)

8Lindawenttothezoothreetimeslastyear.(TF)Lindaisgoingtothezooagainnextweek.(TF)Thepurposeofmydesign:tomakestudentsunderstandthedetailsofthelisteningtape.Basedontheinformationthatstudentsgotinextensivelistening,themainpurposeofthissectionistocheckupwhetherstudentshaveunderstoodwherethespeakerhasbeen.Step5:Focusedlisteningandwriting:8Letstudentslistentotherecordforathirdtimeandfillintheblanks.Conversation1Sarah:Iambored,Claudia.Let'sdosomethingdifferent.Claudia:Haveyoueverbeentoan__________Sarah:Yes,Ihave.IwenttoFunTimesAmusementParklastyear.Haveyouever____toawaterparkClaudia:No,Ihaven’t,Sarah.Sarah:Me_____.Let'sgotoWaterCitytomorrow!Claudia:Well,thatsoundsfun!Conversation2Tina：It’srainingagain,John!Ireallywantedtogoskatingtoday!

9John:Oh,well.Hey,haveyoueverbeentothe_____,TinaTina:Yes,Iwenttherelastyear.Haveyoueverbeenthere？John:NO,I_____.Tina:Well,I'dreallyliketogothereagain.John:Great.WhatbusdowetaketogettothemuseumJohn:Wecangetthesubway.Thestationisnearthemuseum.Conversation3Kim: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’abilityoftransformingwhattheyhaveheardintothewordsthattheycouldwrite.Atthesametime,bythewayoffillingtheblanks,students’willsubconsciouslymasterthesentencestructure--------haveyoueverbeentothe……,andgraspedthe

10methodsoftalkingaboutpastexperience.Step6:memorygame:8Iwilldividethewholeclassintotwogroups:groupAandgroupB,andeachgroupchosefivestudentsascompetitors.TakegroupAasanexample.Firstly,competitorAingroupAshareshisexperienceusingthesentencepattern:”Ihavebeento……”,thencompetitorBaresupposedtoretellwhatcompetitorAhasalreadysaidandunfoldedhisownexperienceinthewaylike“Ahasbeento……,andIhavebeento……”.thencompetitorC、DandEproceededthegameascompetitorBhavedoneinturn.Whenfinished,Iwillcomputethetime.Then,it’sgroupB’sturn.Finally,thegroupwhichtookthelesstimewillbeawarded.Thepurposeofmydesign:afterthelisteningsession,studentshavecaughtonthesentencestructure”havebeento”,andthenthetargetofthisgameistointensifystudents’abilityofusingthestructure.Meanwhile,itisapreeminentwaytoexaminestudents’abilityoftransformingtheinputthroughlisteningintotheoutputbyspeaking.Step7：roleplayandreporting:8Makestudentsformagroupofthreebythemselves.ThenstudentAactsasaninterviewer,andheissupposedtochoosetwoplaceson

11themapofNanChangandasktheothertwostudents:-------Haveyoueverbeento……-------Yes,Ihavebeento……/No,Ihaven’t./No,Ihaveneverbeento……Ifherpartnersays“yes”,thenstudentAchecksthebox,andsoon.Place1Place2Place3Amy√TinaAfterinterviewingstudentBandC,studentAaresupposedtoreporttheresult:Example:Amyhasbeento……,ButTinahasneverbeento….Neitherofthemhasbeento….BothAmyandTinahavebeento…Thepurposeofmydesign:(1)afterthegamesection,studentshavemanagedtousethesentencestructure”havebeento……”,thus,inthisstep,Icreateacircumstancetoexaminetheirabilityofapplyingthesentencestructuretheyhavelearnedintodailyconversations.(2)What’more,theretellingsessionaims

12attrainingstudents’abilityoftalkingaboutpastexperience.Step8:Homework:2Lookatthemapofyourownhometownandtalkaboutwhereyouhavebeen,whenyouwentthere,andwhetheryoulikeitornot.Thepurposeofmydesign:thissectionisasublimationofthelesson,itisaimedatguidingstudentstoformthehabitofactivelearningandreinforcewhattheyhavelearnedintheclass.TeachingEvaluationEvaluationcontent：1.knowledgeaboutthepresentperfecttensestructure”havebeento……”2.masteryoftherelevantskillsoflistening.3.students’interestsinlearninginitiatively.4.thesequenceofteachingactivities.5.students’abilityoftransforminginputtooutput.6.studentsabilityinoralcommunication.Evaluationapproaches：Theteachingandlearningactivitiesofthislessonwillbeassessedasitprogresses.Thatis,weresorttoformativeassessmentinclass.Fivemethodsareadopted:1)observation

132)questioning3)groupwork4)demonstration5)assignment