Unit 9 英文教案 人教版八年级英语下册

这是一份Unit 9 英文教案 人教版八年级英语下册，共9页。

Instructional designName:AnnaGrade:Grade 8Subject:Have You Ever Been to an Amusement Park?Lesson type:Listening and Speaking Teaching time:40 minutesOverall Design and Guiding PrinciplesThis is a listening and speaking lesson which aims to develop students’ ability in talking about past experience. Meanwhile, students’ linguistic and cultural knowledge is expected to be enriched through listening and speaking activities. In this lesson I mainly employed Task-based Teaching Method, Natural Approach as well as the Communicative Language Teaching Method to create certain scene and ask students to complete relevant tasks, assist them to learn in a relaxed atmosphere and build a confidence towards listening, thus forming the habit of active learning and improving their comprehensive language competence. First of all, drawing on the Natural Approach, the lesson will start a real-life conversation to lead in the topic and showing a video clip of amusement park to arouse students’ curiosity. Then I will show some pictures featuring the new words (amusement park, space museum, aquarium, zoo) to impress students the key words so as to make preparation for the following listening session. In the third section, I mainly use Task-based Teaching Method by setting three tasks of extensive listening, intensive listening, as well as focused listening to assist students to fully understand the listening materials and grasp the method of talking about past experience subconsciously. With the former three sections, students will receive a large amount of input of the present perfect tense structure ”have been to ……”, then in the next section I designed a memory game to train students’ ability of transforming input into output through speaking. Finally, I will ask students to role play and report. This section is an evaluation of students’ command of present perfect tense structure ”have been to ……”and their ability of talking about past experience. Therefore, this section is employed as a reinforcement of students’ comprehensive language competence.Teaching ContextAnalysis of teaching material:This is a listening and speaking lesson. The lesson focuses on talking about past experience, aiming at letting students grasp the present perfect tense structure ”have been to ……”. The topic of this unit is closely related to students’ real life, and in accord with students cognitive level, thus can make students learn meaningfully and build students a confidence of English learning. This lesson mainly consists of warming up, listening and speaking parts. The first warming-up part mainly is intended to teach new words with the help of video clip and vivid pictures so as to build in students’ mind a structure of new knowledge. Then the second listening section aims at providing students with initial input of the language structure ”have been to ……”by way of listening and the linguistic expressions to talk about past experience subconsciously. Finally, the third speaking session mainly consists of memory game, role play and reporting tasks targets at improving students’ ability of language output, and thus realizing the goal of communicative teaching.Therefore, the three sections of this unit, abiding by the “output after input” sequential principle in teaching, progress step by step, and proceed from experience to exploration and finally to language application. All these can effectively realise the objectives of improving students’ comprehensive language competence.Analysis of students:The objects of this lesson are students in Grade 8. Students in this phase has already learned some tenses such as simple past tense, present progressive tense, thus they must have mastered some skills of tense-learning and fully prepared to learn the lesson cognitively. However, junior students lack the ability of systematic autonomous language learning and some students have on confidence of English learning. Therefore, it requires teachers to set up the tasks from easy to the advanced to guide them. What’s more, junior students tend to focus on image thinking because of the absence of the mature, abstract, and logical thinking, thus teachers should design various interesting, fun and relaxing activities to sustain students’ 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 perfect tense 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 about others’ past experienceAims of emotion:taste the happiness of communicating in English.build confidence towards listening, which is generally considered as the difficult points of English learning.be active and cooperative in team work, enjoy the sense of achievement in cooperation.Aims of strategy:master some methods of independent study.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 the correct information from the listening material.2. be able to use the the present perfect tense structure ”have been to ……”3.can talk about past experience.Teaching Methods1.Task-based Teaching Method2.the Natural Approach3.the Communicative Language Teaching Method4.Computer-assisted InstructionTeaching Aids1. text book2. power point3. a video clip 4. 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 amusement park and ask students whether they know where it is.The purpose of my design: (1) to catch students’ attention and arouse their interests. (2) to liven up the lesson and lead in the topic-----amusement park.Step 2: Pre-listening: 2 Show students some pictures about amusement park, space museum, aquarium, zoo as well as water park and make them rank these places from 1 to 5 by their preference. (1 represented highest degree, and 5 stands for the lowest degree)The purpose of my design: (1) to impress students the key words by showing pictures. (2) to reinforce students’ impression of the key words by ranking.Step 3: Extensive listening: 4 Skim through all the places in the map together with studentsPlay the tape in 2a for students (including three short dialogues) for the first time Ask 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: (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 learned in the pre-listening part. （3）the form of the answers which are exhibited 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 or F.Conversation 1:Sarah has been to amusement park. ( T F )Claudia has been to the water park. ( T F )Claudia and Sarah will go the water park tomorrow. ( T F )Conversation 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 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 )The purpose of my design: to make students understand the details of the listening tape. Based on the information that students got in extensive listening, the main purpose of this section is to check up whether students have understood where the speaker has been.Step 5: Focused listening and writing: 8 Let students listen to the record for a third time and fill in the blanks. Conversation 1 Sarah: I am bored, Claudia. Let's do something different. Claudia: Have you ever been to an __________? Sarah: Yes, I have. I went to Fun Times Amusement Park last year. Have you ever ____ to a water park? Claudia: No, I haven’t, Sarah. Sarah: Me _____. Let's go to Water City tomorrow! Claudia: Well, that sounds fun! Conversation 2 Tina：It’s raining again, John! I really wanted to go skating today! John: Oh, well. Hey, have you ever been to the_____, Tina? Tina: Yes, I went there last year. Have you ever been there? John: NO, I _____. Tina: Well, I'd 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 3 Kim: Have you ever been to the _____, Linda? Linda: No, I _____. But I’m going there next week. Would you like to come? Kim: Sure. How will we get there? Linda: We can ride our bikes. Kim: Where is the aquarium? Linda: It’s on Green Street, behind the zoo. Kim: Have you _____ to the zoo? Linda: Yes, I _____! I love the zoo. I went there three times last year.The purpose of my design: this section aims at training students’ ability of transforming what they have heard into the words that they could write. At the same time, by the way of filling the blanks, students’ will subconsciously master the sentence structure--------have you ever been to the ……, and grasped the methods of talking about past experience.Step 6: memory game:8 I 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 shares his experience using the sentence pattern:” I have been to……”, then competitor B are supposed to retell what competitor A has already said and unfolded his own experience in the way like “ A has been to……,and I have been to……”.then competitor C、D and E proceeded the game as competitor B have done in turn. When finished, I will compute the time. Then, it’s group B’s turn. Finally, the group which took the less time will be awarded. The purpose of my design: after the listening session, students have caught on the sentence structure” have been to”, and then the target of this game is to intensify students’ ability of using the structure. Meanwhile, it is a preeminent way to examine students’ ability of transforming the input through listening into the output by speaking.Step 7：role play and reporting : 8 Make 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 students: -------Have you ever been to……? -------Yes, I have been to…… / No, I haven’t./ No, I have never been to…… If her partner says “yes”, then student A checks the box, and so on. Place 1Place 2Place 3Amy√TinaAfter interviewing student B and C, student A are supposed to report the result:Example: Amy has been to ……, But Tina has never been to ….Neither of them has been to….Both Amy and Tina have been to…The purpose of my design: (1) after the game section, students have managed to use the sentence structure” have been to……” , thus, in this step, I create a circumstance to examine their ability of applying the sentence structure they have learned into daily conversations. (2) What’ more, the retelling session aims at training students’ ability of talking about past experience .Step 8: Homework: 2 Look at the map of your own hometown and talk about where you have been, when you went there, and whether you like it or not.The purpose of my design: this section is a sublimation of the lesson, it is aimed at guiding students to form the habit of active learning and reinforce what they have learned in the class.Teaching EvaluationEvaluation content：1. knowledge about the present perfect tense structure ”have been to ……”2. mastery of the relevant skills of listening.3. students’ interests in learning initiatively.4. the sequence of teaching activities.5. students’ ability of transforming input to output.6. students ability in oral communication.Evaluation approaches：The teaching and learning activities of this lesson will be assessed as it progresses. That is, we resort to formative assessment in class. Five methods are adopted:observationquestioninggroup workdemonstrationassignment