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译林版英语八年级上册Unit 4 Do it yourselfReading 1 Do it yoursel…教案
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这是一份译林版英语八年级上册Unit 4 Do it yourselfReading 1 Do it yoursel…教案，共7页。
Unit 4 Do it yourself邓羽琪 梧州市第五中学 联系电话：13878416062 Lesson Plan for Unit 4 Do it yourselfDesigner Students to Be TaughtTeaching MaterialsUnit 4 : My Cousin and DIY , Oxford Yilin Edition, published by Yilin Press. Type of the LessonReadingMaterials AnalysisThis is the second class of this unit. The text My Cousin and DIY is an article about Andrew’s DIY jobs which are difficult to be successful. Some of the exercise in this unit is useful to help the students to comprehend the text.Learner AnalysisIn terms of linguistic achievement, they have learnt the general rules of the simple past tense. As for affective states, they don’t like others to treat them as innocent children. They are good at cooperation in study. They have independent view on everything; besides, they desire to be respected. Teaching ObjectivesLinguistic and cultural objectivesBy the end of this class, the students will be able to:1) Retell what terrible DIY jobs that Andrew has done to classmates. 2) Learn something about DIY and some vocabulary about its tools and making process.3) Describe a DIY activity with some new words and phrases.4) Finish the exercise by skimming and scanning.Emotional objectivesBy the end of this class, the students will be able to :1) show great interest in DIY 2) Be cooperative both on study and daily life.Teaching FocusTeaching FocusWays OutMaster the reading strategies: scanning and skimming. (key point)There are fast reading and detailed reading for them. After reading, finish tasks about the text’s content.Help the teacher to make her DIY Flat plan by using the new words and phrases. (Difficult point) Sum up the passage, then, offer them some key words and phrases. Teaching MethodologyMy teaching philosophy: In a reading class, the best thing for a teacher to do is to encourage students’ thinking and stimulate their passions for reading. Besides, he should take the role of scaffolding for the students, providing support for the students to find things on their own, instead of telling them everything.Specific teaching methods: Bottom-up model in reading comprehension. Communicative approach in speaking activities.Teaching Aids computer, PPT, white board Teaching ProceduresStagesStepsTeacher’s ActivitiesStudents’ ActivitiesPurposesTimeStage 1: Lead-in1) Warming-upAsk student: How was your weekend? What did you do at weekends? Think carefully by themselves, and answer questions.Catch their attention.2 minsShow them a video about the teacher herself, then, lay out the teacher’s task: DIY her flat by using her bonus. And the teacher elicits the clue: ask Andrew for some DIY advice. What the video and know the story. Help them to have a deeper impression.Make it clear what we are going to learn. 3 minsReasons for stage 1:This stage’ purposes are to arouse the students’ attention and connect the information from the passage with their own knowledge to arrive at an understanding. The video is about the teacher herself so that it maximizes the interest for the students. The constructivist theory believes that learning is a process in which the learners construct meaning based on their own experience and what they already know.Stage 2:1) Presen- tation1) Introduction Show the introduction of DIY. T: What kind of DIY did you do before? Watch the PPT and show their DIY jobs to the whole class.To let students have some background knowledge about DIY.3minsShow the materials and tools to students. T: What can you do with leaves? Look at PPT and answer the questions. To arouse the students’ interests on DIY. 2mins2) Presentation Teaches shows some parts in her old flat to students in order to release the new words. See more pictures about teacher’s flat and learn the new words. Don’t only learn the words but also follow the clue. 6minsCheck their understanding. Ask them to finish the exercise B1 on text book. Learn the new words and match the words on the left with the meanings on the right. With the understanding of the new words, it can help students get the main idea quickly. 2mins2) Pre- readingPredicting Show the picture and title in the passage. A: What is the story about? See the picture and title and answer the questions. Before reading the passage, train their predicting skill in order to let them guess the general idea about the passage. 2mins3) While- reading1) skimming(sentence structure)Read fast the passage and try to find out each paragraph meanings. Read fast the passage and finish task 3. To let the students know the structure of the passage, which is easy for them to gain the main idea? 2) skimming (key words)Find out the key words in each description first. Read fast the passage and try to finish B2 on text book. Finish task 4 on PPT while first reading.To let the students have a general idea about the passage.Train their skimming. 3mins3) scanning ①Ask students to read para.2- para.3. Listen to the radio and complete the blank. Read para.2- para.3 and complete the blank. Read in details and train their listening and skimming. 2mins②Ask students to read para.4- para.5 in details and finish the task. Read the passage and finish the task. Let students know better about the content of the passage and train their scanning. 2mins4) Find more details Ask students to finish B3 and try to correct the wrong part in each description. Read the passage again and finish B3. To let the students know better about the passage. Train their detail reading. 3mins4) Post- reading1) Retell the story Give some key words on PPT and ask students to talk in group. Read the passage again and cooperate with group members. Show their understandings. Help them understand the passage and sum up the structure of the passage.3mins2) Discussion After reading the passage, ask students: “Should I ask Andrew for help?” Divide them into 4 groups to help teacher to DIY the flat. (Lay out teacher’s requirements about her DIY flat plan.)Answer the questions and work in group to finish the DIY task with the help of words, phrases and sentences that are offered on PPT. To check what they have learnt. Use new words and phrases to communicate with others and make a DIY plan. 5minsReasons for stage 2: Just as Goodman once said reading is “a psycholinguistic guessing game”. Students will confront some new words on the passage they read, but if they have the background knowledge they will be able to guess the meaning from the passage. So that I play the video to let the students have some background knowledge before they read the passage. I think that taking some characters, with which the students are familiar, as example can help them to comprehend the knowledge better.Stage 3Pro- duction1) WritingAsk students to write down their DIY plan and show to whole class. Write down the key points and notes about DIY plan. To let the students apply what they just have learnt in this unit to their composition.5mins2) Conclusion List the key words, phrases and sentences on PPT and ask students to read together. Look at the PPT and read the key words, phrases and sentences together. To consolidate the main idea in the passage and key points at the same time. 2minsReasons for stage 3:According to Chomsky, a language learner acquires language competence which enables him to produce language. There are a finite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced. So the arrangement of Stage 3 is to check if the students have master the students can apply what they have learnt from the passage to their writing, also, to evaluate the efficiency of this lesson.Blackboard Designer: Unit 4 Do it yourselfReading My Cousin and DIYReading skills Predicting, Skimming, ScanningHomework: 1. Read the passage again and try to recite the passage.2. Discuss my DIY Flat Plan with your partners and write down your plan.Teaching ReflectionI am not good at time management, so maybe I cannot control the time well in the tasks. And the arrangement of time is not really suitable. Besides, I don’t explain completely about the reading skills, therefore, I am not sure the instructions I give to the students are clear enough.
Unit 4 Do it yourself邓羽琪 梧州市第五中学 联系电话：13878416062 Lesson Plan for Unit 4 Do it yourselfDesigner Students to Be TaughtTeaching MaterialsUnit 4 : My Cousin and DIY , Oxford Yilin Edition, published by Yilin Press. Type of the LessonReadingMaterials AnalysisThis is the second class of this unit. The text My Cousin and DIY is an article about Andrew’s DIY jobs which are difficult to be successful. Some of the exercise in this unit is useful to help the students to comprehend the text.Learner AnalysisIn terms of linguistic achievement, they have learnt the general rules of the simple past tense. As for affective states, they don’t like others to treat them as innocent children. They are good at cooperation in study. They have independent view on everything; besides, they desire to be respected. Teaching ObjectivesLinguistic and cultural objectivesBy the end of this class, the students will be able to:1) Retell what terrible DIY jobs that Andrew has done to classmates. 2) Learn something about DIY and some vocabulary about its tools and making process.3) Describe a DIY activity with some new words and phrases.4) Finish the exercise by skimming and scanning.Emotional objectivesBy the end of this class, the students will be able to :1) show great interest in DIY 2) Be cooperative both on study and daily life.Teaching FocusTeaching FocusWays OutMaster the reading strategies: scanning and skimming. (key point)There are fast reading and detailed reading for them. After reading, finish tasks about the text’s content.Help the teacher to make her DIY Flat plan by using the new words and phrases. (Difficult point) Sum up the passage, then, offer them some key words and phrases. Teaching MethodologyMy teaching philosophy: In a reading class, the best thing for a teacher to do is to encourage students’ thinking and stimulate their passions for reading. Besides, he should take the role of scaffolding for the students, providing support for the students to find things on their own, instead of telling them everything.Specific teaching methods: Bottom-up model in reading comprehension. Communicative approach in speaking activities.Teaching Aids computer, PPT, white board Teaching ProceduresStagesStepsTeacher’s ActivitiesStudents’ ActivitiesPurposesTimeStage 1: Lead-in1) Warming-upAsk student: How was your weekend? What did you do at weekends? Think carefully by themselves, and answer questions.Catch their attention.2 minsShow them a video about the teacher herself, then, lay out the teacher’s task: DIY her flat by using her bonus. And the teacher elicits the clue: ask Andrew for some DIY advice. What the video and know the story. Help them to have a deeper impression.Make it clear what we are going to learn. 3 minsReasons for stage 1:This stage’ purposes are to arouse the students’ attention and connect the information from the passage with their own knowledge to arrive at an understanding. The video is about the teacher herself so that it maximizes the interest for the students. The constructivist theory believes that learning is a process in which the learners construct meaning based on their own experience and what they already know.Stage 2:1) Presen- tation1) Introduction Show the introduction of DIY. T: What kind of DIY did you do before? Watch the PPT and show their DIY jobs to the whole class.To let students have some background knowledge about DIY.3minsShow the materials and tools to students. T: What can you do with leaves? Look at PPT and answer the questions. To arouse the students’ interests on DIY. 2mins2) Presentation Teaches shows some parts in her old flat to students in order to release the new words. See more pictures about teacher’s flat and learn the new words. Don’t only learn the words but also follow the clue. 6minsCheck their understanding. Ask them to finish the exercise B1 on text book. Learn the new words and match the words on the left with the meanings on the right. With the understanding of the new words, it can help students get the main idea quickly. 2mins2) Pre- readingPredicting Show the picture and title in the passage. A: What is the story about? See the picture and title and answer the questions. Before reading the passage, train their predicting skill in order to let them guess the general idea about the passage. 2mins3) While- reading1) skimming(sentence structure)Read fast the passage and try to find out each paragraph meanings. Read fast the passage and finish task 3. To let the students know the structure of the passage, which is easy for them to gain the main idea? 2) skimming (key words)Find out the key words in each description first. Read fast the passage and try to finish B2 on text book. Finish task 4 on PPT while first reading.To let the students have a general idea about the passage.Train their skimming. 3mins3) scanning ①Ask students to read para.2- para.3. Listen to the radio and complete the blank. Read para.2- para.3 and complete the blank. Read in details and train their listening and skimming. 2mins②Ask students to read para.4- para.5 in details and finish the task. Read the passage and finish the task. Let students know better about the content of the passage and train their scanning. 2mins4) Find more details Ask students to finish B3 and try to correct the wrong part in each description. Read the passage again and finish B3. To let the students know better about the passage. Train their detail reading. 3mins4) Post- reading1) Retell the story Give some key words on PPT and ask students to talk in group. Read the passage again and cooperate with group members. Show their understandings. Help them understand the passage and sum up the structure of the passage.3mins2) Discussion After reading the passage, ask students: “Should I ask Andrew for help?” Divide them into 4 groups to help teacher to DIY the flat. (Lay out teacher’s requirements about her DIY flat plan.)Answer the questions and work in group to finish the DIY task with the help of words, phrases and sentences that are offered on PPT. To check what they have learnt. Use new words and phrases to communicate with others and make a DIY plan. 5minsReasons for stage 2: Just as Goodman once said reading is “a psycholinguistic guessing game”. Students will confront some new words on the passage they read, but if they have the background knowledge they will be able to guess the meaning from the passage. So that I play the video to let the students have some background knowledge before they read the passage. I think that taking some characters, with which the students are familiar, as example can help them to comprehend the knowledge better.Stage 3Pro- duction1) WritingAsk students to write down their DIY plan and show to whole class. Write down the key points and notes about DIY plan. To let the students apply what they just have learnt in this unit to their composition.5mins2) Conclusion List the key words, phrases and sentences on PPT and ask students to read together. Look at the PPT and read the key words, phrases and sentences together. To consolidate the main idea in the passage and key points at the same time. 2minsReasons for stage 3:According to Chomsky, a language learner acquires language competence which enables him to produce language. There are a finite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced. So the arrangement of Stage 3 is to check if the students have master the students can apply what they have learnt from the passage to their writing, also, to evaluate the efficiency of this lesson.Blackboard Designer: Unit 4 Do it yourselfReading My Cousin and DIYReading skills Predicting, Skimming, ScanningHomework: 1. Read the passage again and try to recite the passage.2. Discuss my DIY Flat Plan with your partners and write down your plan.Teaching ReflectionI am not good at time management, so maybe I cannot control the time well in the tasks. And the arrangement of time is not really suitable. Besides, I don’t explain completely about the reading skills, therefore, I am not sure the instructions I give to the students are clear enough.
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