初中英语-教学设计 12页

Designer卜莉艳Studentstobetaught2ndyearstudentsofMiddleschoolinDongXingTeachingmaterialsModule4Unit1:HowlonghaveyoustudiedEnglish?EnglishBook3,ForeignLanguageTeachingandResearchPressLearnersAnalysisThestudentsthatIamsupposedtoteacharethesecond-yearstudentsofjuniorhighschoolinNanning.TheyhavelearnedEnglishformorethan5years.Thus,forthelinguisticproficiency,theymayhavesomeideawiththepresentperfect,butnotverygoodatit.Inaddiction,referringtothestudents’cognitivestructure,theyhaveknownsomethingabouttheHopeSchool.Inaddition,asfortheaffectivestate,thestudentsatthisageareusuallyactiveandcurious,but,atthesametime,theyareeasytogetabsent-mindedinclassiftheyarekeptlisteningtotheteacherallthetimeinapassiveway.Therefore,inthisclass,Iintendtodesignvariousactivitiessoastoactivatetheirschemata,tostimulatetheirinterest,andtomakethemconcentrateontheclass.MaterialsAnalysisThelessonthatIamgoingtoteachisModule4Unit1:HowlonghaveyoustudiedEnglish?,takenfromEnglishBook3,publishedbyForeignLanguageTeachingandResearchPress.Thisisalisteningandspeakingclass.ThetextisaboutHopeSchoolwiththepresentperfect,asthelinguisticfocus.Asthefirstclassofthismodule,it’ssensibletogivethestudentsageneralpictureofthetopicofthismodule.Itisalsonecessarytointroducethestudentsthelanguagepointsofthismodule.Inthisway,Iamsurethatthestudentscanmakegoodpreparationforthefurtherstudy.12\nTeachingObjectivesLinguisticobjectivesBytheendofthisclass,thestudentswillbeableto:1)RetellthetextanddescribetheirownEnglishlearningexperiences.2)Expresswhatpeoplehavedonebyusingthepresentperfecttense,especiallythesentencesthatinclude“howlong”.CulturalobjectivesBytheendofthisclass,thestudentswillbeabletogetabetterunderstandingaboutthemeasuresthatourgovernmenttakesineducation.EmotionalobjectivesBytheendofthisclass,thestudentswillbeabletohaveabetterunderstandingofProjectHope.TeachingFocusTeachingfocusWaysoutExpressthedurationofbehaviorbyusingthepresentperfect,especiallysentencesthatinclude“howlong”(Keypoint)Askthestudentstodothereadingcomprehensionquestionsontheworksheetwiththepresentperfect.Thestudentsareabletoretellthetext.(Difficultpoint)Providethestudentswithsomecuesforreference.ThestudentsareabletowriteapassageonthetopicMyexperiencesofstudyingEnglish.(Difficultpoint)Setupscaffoldingsladderbyladderforthestudentsthroughaseriesofcloselyconnectedbutdifficulty-increasedactivities.Thenprovidethemwithawrittensummaryofthetextforthestudentstoimitate.12\nTeachingMethodologyMyteachingphilosophy:Intoday’slanguageteaching,teachersshouldtaketheroleofscaffoldingforthestudents.Heshouldnottellthestudentseverything,butprovidesupportforthestudentstofindthingsontheirown.Anotherkeyelementinlanguageteachingisinteraction,withoutwhichlanguagecannotbelearned.Therefore,theclasstimeshouldbegiventothestudents’interactiveactivities.Withtheteacher’scarefulscaffoldingandthestudents’meaningfulinteractions,thelanguageclasswillbesuccessfulindevelopingthelearners’communicativecompetenceintheend.Specificteachingmethods:1)Top-downmethodinlisteningcomprehension2)Inductivemethodingrammarteaching3)CommunicativeapproachinspeakingandwritingactivitiesTeachingAidsComputer-assistedlanguageteachingwithchalkandboardTeachingFlowchart12\nStage3:Production(13mins.)Stage2:Top-downlistening(20mins.)Stage1:Lead-in(7mins.)Step7:Follow-and-writeactivityStep8:OralpresentationactivityStep5:3rdlisteningforlanguageStep4:2ndlisteningforthedetailsStep3：1stlisteningforthegistStep2:BrainstormingactivityStep1:Warming-upactivityStep9:HomeworkassignmentStep6:4thlisteningforretelling12\nTeachingProceduresStagesStepsStudents’activitiesTeacher’sactivitiesPurposesTimeStage1:Lead-in1.Warming-upactivityEnjoythepicturesandtellasmuchastheyknowaboutthepicturesPresentthestudentswiththepicturestheProjectHope.Allatthesametime,integratenewwordsandexpressionsinthedescriptionofthepictures.Tocatchthestudents’attentionandforeshadowthetopicofthislesson.2minutes2.BrainstormingactivityPredictthecontentofthedialoguebybrainstormingactivity.Askthestudentstopredictthecontentofthedialoguebybrainstormingactivity.Tofacilitatethestudentstogetcloserandclosertothetext.5minutes12\nDesignofbrainstormingactivity:PoorCountrysideChildrenSchoolGansuProjectHopeReasonsforStage1: forthisstagectivity:theSs.oeawith_____,butnotverygoodinit.Thepurposeofthisstageistostimulatethestudents’interestandtobringacloselinkbetweenthestudents’priorknowledgeandthein-cominginput.Thedesignofthefirststageinthiswayisbasedontheconstructivisttheory.Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnersconstructmeaningbasedontheirownexperienceandwhattheyalreadyknow.Therefore,inthesetwosteps,Iaimatengaginginthestudents’personalexperiencebyactivatingthestudents’schemata.12\nStage2:Top-downlistening3.1stlisteningofthedialogueforthegistListenforthegistofthedialogueanddothemultiplechoicequestionontheworksheet.Askthestudentstolistenforthegistofthedialogueanddomultiplechoicequestiononthemainideaofthetext.Toletthestudentshaveageneralpictureofthetext.4mins4.2ndlisteningforthedetailsListentothedialogueforthe2ndtimeanddotheT/Fstatementsontheworksheet.Askthestudentstolistentothedialogueforthe2ndtimeanddotheT/Fstatementsontheworksheet.Toletthestudentshaveabetterunderstandingofthedialogueandpayattentiontothedetails5mins5.3rdlisteningforlanguageDothereadingcomprehensionquestionsontheworksheetwiththepresentperfect.Askthestudentstodothereadingcomprehensionquestionsontheworksheetwiththepresentperfect.6mins6.4thlisteningforretellingRetellthedialogueorallybyusingthekeywordsascuesprovidedbytheteacher.Providethestudentswithsomecuestopreparetheirtext-retellinginpairworkfor2minutes.AndthenasksomestudentstoretellEnablethestudentstosortoutthetextinalogicalway.5mins12\nthetextinclass.DesignofStep3:What’sthetopicofthisdialogue?().A．schoollifeB．familyC．workD．futureDesignofStep4:T/Fstatements:1)BettyhasknownLinglingfor3years.(F)2)SallywillarriveinBeijingnextmonth.(T)3)Bettyhaveyoulivedheresince2004.(T)4)LinglinghaslearnedChineseforayear.(F)5)AHopeSchoolisaschoolforrichchildren.(F)DesignofStep5:Languagework:Thepresentperfectwith“howlong”1.HowlonghasLinglingknownSally?2.HowlonghasProjectHopebuiltschoolsalloverChina？3.HowlonghasSallystudiedChinese?4.HowlonghasBettylivedinChina?12\nDesignofStep6:Cuesforretelling:know/arrive/getonwellwith/live/hear/arrive/howlong/Chinese/hasstudied/since/theHopeSchool/alloverChinaSummaryforreference:SallyandLinglingarehavingatalk.SallywillarriveinBeijingnextmonth.BettyasksLingling“HowlonghaveyouknownSally?”Linglingsay“Fortwoyears.SallycanspeakalittleChinese.”AndBettyhasstudiedChineseforayear.Shelivedheresince2004.Sally’sschoolorchestrahassomeconcerts,butshehasheardabouttheHopeSchoolforpoorchildren.Since1989ProjectHopehasbuiltschoolsalloverChina.ReasonsforStage2：Socio-constructivisttheorybelievesthatlearningisbestachievedthroughteacher’sscaffoldingandstudents’peersupport.Forthisreason,Iaskthestudentstolistentothetextfor4timeswiththelisteningactivitiesmoreandmoredifficultfromgettingthegist,tocatchingthedetails,tolearningthelinguisticitems,andtoretellingthetext.Inthisway,Isetupscaffoldingforthestudentsladderbyladderbycarryingoutaseriesofcloselyconnectedanddifficulty-increasedactivities.Thenthestudentscanextendtheirskillsandknowledgetothefullestpotential.Inthisprocess,teacher’srole,asaguideandfacilitator,canbeenactedvividly.Stage3:Production7.Follow-and-writeactivityTaketheteacher’swrittensummaryasthereferencetowriteaparagraphonthetopicMyexperiencesofstudyingEnglish.PresentthestudentswithawrittensummaryofthetextasareferenceforthestudentstoimitatethewritingonthetopicMyexperiencesofstudyingEnablethestudentstopayattentiontothelanguagepointsofthislesson5mins12\nEnglish.8.OralpresentationactivityPresentthewrittenparagraphsinthewholeclassandmakepeerevaluation.Encouragethestudentstopresenttheirwrittenworkandgivepeerevaluation.Andtheteacherprovidesfeedback.Togivethestudentsanopportunitytopracticespeaking.6mins9.HomeworkWriteacompositionof50wordsabouttheProjectHope.Toletthestudentsusewhattheyhavelearntintopractice2minsReasonsforStage3:Stage3isthelaststagetodetecttheaccomplishmentsoftheteachingobjectivesandtoseetheeffectivenessofthisclass.Therefore,productiveskillsaswritingandspeakingshouldbeconcerned.ThisisthereasonthatIdesignfollow-and-writeactivityandoralpresentationactivityinthisstage.Inaddition,thecommunicativeapproachbelievesstudentscanbemotivatedbyauthentictasksthathavesomecommunicativeelements,andsothetopicforwritingshouldbefamiliar,meaningful,andrelevanttothestudents’lifeandinterests.Therefore,Ichoosethetopic“MyexperiencesofstudyingEnglish.”whichmeetstherequirementsmentionedabovetothefullestextent.TeachingReflection12\nHighlightsandlimitationsofthislesson:Firstly,thislessonisatask-basedprocessinwhichtheteachermanagestosetupscaffoldingforthestudentsbycarryingoutaseriesofclosely-connectedanddifficulty-increasedtasks.Secondly,inthislesson,theteachertriestoimprovethestudentsoveralllanguageability,includingthelanguageskills,languageknowledge,cultureawareness,emotionalattitude,andlearningstrategies.Lastbutnottheleast,theteachertriestoactivatethestudents’schematabypresentingthestudentswithpicturesandbybrainstormingactivity.However,thedesigningofthislessonmaybenotsoeffectiveindevelopingthestudent’scriticalthinkingcompetence.学案WorksheetActivity1:Multiplechoicequestions★Themainideaofthistextis:().A．schoollifeB．familyC．workD．futureActivity2:T/Fstatements★★1)BettyhasknownLinglingfor3years.(F)2)SallywillarriveinBeijingnextmonth.(T)3)Bettyhaveyoulivedheresince2004.(T)12\n4)LinglinghaslearnedChineseforayear.(F)5)AHopeSchoolisaschoolforrichchildren.(F)Activity3:Languagework★★★1.HowlonghasLinglingknownSally?2.HowlonghasProjectHopebuiltschoolsalloverChina？3.HowlonghasSallystudiedChinese?4.HowlonghasBettylivedinChina?Activity4:Cuesforretelling★★★★Cuesforretelling:know/arrive/getonwellwith/live/hear/arrive/howlong/Chinese/hasstudied/since/theHopeSchool/alloverChinaSummaryforreference:SallyandLinglingarehavingatalk.SallywillarriveinBeijingnextmonth.BettyasksLingling“HowlonghaveyouknownSally?”Linglingsay“Fortwoyears.SallycanspeakalittleChinese.”AndBettyhasstudiedChineseforayear.Shelivedheresince2004.Sally’sschoolorchestrahassomeconcerts,butshehasheardabouttheHopeSchoolforpoorchildren.Since1989ProjectHopehasbuiltschoolsalloverChina.Activity5:Follow-and-write★★★★★ImitatethewritingofthesummaryonthetopicMyexperiencesofstudyEnglish.12