初中英语教科版（五四学制）八年级上册Unit 1 The Big Move教案设计
展开Unit 1 The Big Move
Lesson 1 (listening and speaking)
1. Analysis of the teaching materials
1) Status and function
This period is the first one of Unit 1, with its focus on Susan's feelings when she first came to China. The Big Move is not familiar to the students. So the teacher can introduce Susan and Susan’s problems, then help the students to find more problems a person may have when she / he makes a big move. After that, the students can make up a passage to show Susan’s problems. Such topic is very practical and meaningful. It can help Ss know what they can do, We encourage students to be brave when we come across difficulties. All activities in this class can help Ss master key words and target languages.
2) Analysis of the Ss
There are 46 Ss in my class, they have been studying English for a long time. Most of them have strong interest in English study, but some of them are afraid to speak English in public.
2. Analysis of the goals
1).Knowledge goals:
①Words and expressions: pleased, embarrassed, confused, tough, guess…
② Target languages:
When I was in school on the first day, I felt…..
Could you speak Chinese more slowly, please!
I don’t know the word in Chinese.
How do you say …?
2).Ability objects:
①To develop their skills of listening, speaking, writing and cooperating.
② To train the students’ communicative competence.
3).Moral object: Encourage students to be helpful when someone is in trouble and be brave when we come across difficulties
4).Teaching key points:
①Key vocabularies in this period.
② Master the structures in Grammar Focus.
③ Improve Ss’ listening and speaking skills.
5).Teaching difficult points:
①How to improve Ss’ listening ability.
②To understand and express the target functions freely.
③Make conversations using the structures in Grammar Focus.
3. Teaching and learning methods
Now we know what to teach above, next let’s see how to teach them. My designed concepts are: Task–based language teaching, cooperative and communicative methods. “Task-based” language teaching is a very good method of teaching English. During this period, I’ll adopt the ways of listening, speaking, writing, pairwork, and groupwork. These ways can stimulate Ss to think and encourage them to join in the activities. We have already known what to teach and how to teach them. Then who do we teach? Of course the answer is the Ss. So we should know the Ss very well at the same time, we should know what they need, when and how to give Ss our help. The Ss of Grade 7 are active to speak English, but not confident to speak in front of class. So we can grasp this opportunity to train their speaking and listening abilities.
4. Teaching and learning aids
In this lesson, I will use the multi-media computer and forms to arouse the students’ interests and small special gifts to prize Ss.
5. Teaching procedures
Teaching procedures | Teaching designs | Purposes for the designs |
1. Warming up 5’ | 1. Enjoy a piece of music 2.Talk about the feelings | Beginning the class with music will offer the students a happy and easy atmosphere. Oral English can enable them to communicate bravely and fluently and cooperate very well, which will activate the class atmosphere and promote their interests to learn. |
2. Pre-task 15’ | 1. Free talk and show 8 expressions 2.Show two pieces of videos and learn new words
3. Introduce my friend Mike talk about his feeling when he was in school on the first day. 4. Pair work
5.Talk about students’ own feelings using the new structure in different situations 4.Speaking
5. Discuss the difficulties when someone has a big move | Talk about students’ summer vacation using the past tense,then teach the new feeling words. Show some videos, it includes feeling words, lead Ss to learn the new words and new structure. Learning new words like this can greatly promote the Ss’ interests in this class; it can provide a real situation to understand the meaning of the words. After learning new words, I think it can make them have a general impression of the words and new structure. So I need to check them if they remember the words or not. Show pictures to students, then talk about Ss’ feelings using target language, I will give a sample to Ss in order to help them make sentences easily. To present a sample is much easier for the Ss to learn. Make dialogues using different situations to make sure that Ss grasp the expression of feelings. All these are designed on the basis of the learning rule, that’s from words to sentences, from easiness to difficulties. Ask Ss to make conversations using target languages. At the same time give Ss a model. It is very necessary to give an example before the activity, from this; Ss know what to do and how to do it. Finally ask Ss to act the dialogues. We will clap our hands for them. John is new to China, he has some trouble. It’s a tough day for him. Try to imagine some problems John may have in China and fill in the chart. That will help Ss predict something in the listening material and get the better listening result. |
3. While-task 22’ | 1.Listen the first time, check the correct answer to each question 2 Listen again and check the true or false
3. Listen again and fill in the blanks, then role-play the whole conversation
4. Make a survey to ask some of your friends who had a big move before and fill in the chart. Then make a report
| Listen to Susan's feelings when she first came to China. Let’s listen the first time, check the correct answer to each question Let Ss listen again; they will check the true or false on their books. Ask three of students to say their answers, then check the answers. This activity gives Ss practice in understanding the target language in spoken conversations. Listen and complete the conversations. More challenge about listening, Ss can feel a real situation when they have a big move, then Ss read the conversation together. I think it is good way to not only review knowledge but also help students arouse their interests in learning English. To broaden the students’ minds and they can use English to express their ideas freely. Ask Ss to fill in the forms. Before this activity, I will divide our class into six groups. Ask several Ss to present their reports before the class. Ask Ss to assess which group is the best, and then give small gifts to the best group members. These activities will help to cultivate the students’ ability to analyze, practice, and innovate, and meanwhile strengthen the cooperation among themselves. |
4. Post-task 2’ | Summarize the important points and difficult points of this period | Go through the new words and Grammar Focus with the whole class. Then ask them what we have learnt in this class. Lead the Ss to point out the key words and sentences by themselves. |
5. Homework 1’ | 1.Review the important points of this period 2. Write an article about your family members’ experiences when they met problems | Review the important points in order to deepen their impression. Writing an article about your family members what they can do or can’t is intended, firstly to cultivate the students’ making ability after class, secondly to promote the communication and inter-understanding between the students and their parents. |
6. Design on the blackboard
Unit 1 Can you play the guitar?
New words: Phrases:
pleased, embarrassed, no need to
confused, tough, get used to
guess… thanks to
Target languages:
1. When I was in school on the first day, I felt…..
2. A: Could you speak Chinese more slowly, please!
B: I don’t know the word in Chinese..
How do you say …?
初中英语Unit 1 Let's try to speak English as much as possible.教学设计： 这是一份初中英语Unit 1 Let's try to speak English as much as possible.教学设计，共3页。教案主要包含了方法指导，预习检测等内容，欢迎下载使用。
初中英语教科版（五四学制）八年级上册Unit 1 The Big Move教案： 这是一份初中英语教科版（五四学制）八年级上册Unit 1 The Big Move教案，共3页。
初中教科版（五四学制）Unit 1 The Big Move教学设计： 这是一份初中教科版（五四学制）Unit 1 The Big Move教学设计，共3页。
