优秀全英文教案模板Word文档下载推荐.docx
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优秀全英文教案模板Word文档下载推荐.docx
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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)
(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:
LetstudentslistentothetapeforasecondtimeandcircleTorF.
Conversation1:
Sarahhasbeentoamusementpark.(TF)
Claudiahasbeentothewaterpark.(TF)
ClaudiaandSarahwillgothewaterparktomorrow.(TF)
Conversation2:
Tinawenttothespacemuseumlastyear.(TF)
Johnhasneverbeentothespacemuseum.(TF)
Theyaregoingtotakethesubway.(TF)
Conversation3:
Lindahasbeentotheaquarium.(TF)
Lindawenttothezoothreetimeslastyear.(TF)
Lindaisgoingtothezooagainnextweek.(TF)
tomakestudentsunderstandthedetailsofthelisteningtape.Basedontheinformationthatstudentsgotinextensivelistening,themainpurposeofthissectionistocheckupwhetherstudentshaveunderstoodwherethespeakerhasbeen.
Step5:
Focusedlisteningandwriting:
8
Letstudentslistentotherecordforathirdtimeandfillintheblanks.
Conversation1
Sarah:
Iambored,Claudia.Let'
sdosomethingdifferent.
Claudia:
Haveyoueverbeentoan__________?
Sarah:
Yes,Ihave.IwenttoFunTimesAmusementParklastyear.Haveyouever____toawaterpark?
No,Ihaven’t,Sarah.
Me_____.Let'
sgotoWaterCitytomorrow!
Well,thatsoundsfun!
Conversation2
Tina:
It’srainingagain,John!
Ireallywantedtogoskatingtoday!
John:
Oh,well.Hey,haveyoueverbeentothe_____,Tina?
Tina:
Yes,Iwenttherelastyear.Haveyoueverbeenthere?
NO,I_____.
Well,I'
dreallyliketogothereagain.
Great.Whatbusdowetaketogettothemuseum?
John:
Wecangetthesubway.Thestationisnearthemuseum.
Conversation3
Kim:
Haveyoueverbeentothe_____,Linda?
Linda:
No,I_____.ButI’mgoingtherenextweek.Wouldyouliketocome?
Sure.Howwillwegetthere?
Wecanrideourbikes.
Whereistheaquarium?
It’sonGreenStreet,behindthezoo.
Haveyou_____tothezoo?
Yes,I_____!
Ilovethezoo.Iwenttherethreetimeslastyear.
thissectionaimsattrainingstudents’abilityoftransformingwhattheyhaveheardintothewordsthattheycouldwrite.Atthesametime,bythewayoffillingtheblanks,students’willsubconsciouslymasterthesentencestructure--------haveyoueverbeentothe……,andgraspedthemethods
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