英语人教版八年级上册Lesson Plan--Xuyang Zhao.doc

Unit 6 Im going to study computer scienceLesson Plan by Xuyang ZhaoPreliminary information:Syllabus fit: It is an English course provided for students of grade 8 who are learning basic and conversational English. The whole syllabus is multi-strand which combines topics, vocabulary, grammar, and functions. This is the first class ( listening and speaking part)of the whole unit. This class teaches basic job vocabularies , the expressions of talking about peoples occupation, and the usage of the future tense to describe peoples actions. The classes after it will teach how to use the simple future tense more detailedly, how to talk about the resolutions in the future, and how to write about ones future plan.Level: Low level Time: 45minutes on November 23thClass profile: Probably 40-50 students from Wuhan Tibet Middle school. The teacher believes they must be very lovely, energetic, and cooperative . Lesson objective: Main objective: to get students be familiar with vocabulary relating jobs and enable students to ask and answer What do you want to be?” and “How are you going to do that?” (Content-based).Subsidiary objectives: (1) to practice speaking skill, (2) to practice listening skill(listen for main idea and for detailed information) , (3) to encourage students to try their best to get their dream jobs in the future. Assumed knowledge: students may have learned some job words like “teacher”, “doctor”, and “scientist” in the past. Moreover, since they learned phonetic symbols and syllables, they are assumed to learn new words through imitating the pronunciation spoken by the teacher . As for the two sentence structures, the teacher assume that they are familiar with the phrase “want to be”, and what they really need to learn is the phrase “be going to”.Anticipated problem: * The most serious problem can be that students may be very shy and coward because of the “new strange teacher”, so it may be very difficult for the teacher to cheer the whole class up. Whats worse, since the teacher and the students are not familiar with each other, it may take time for the students to understand the teachers instructions.*Maybe some students may still have difficulty in pronouncing the new words because of their poor English foundation of phonetic symbols and their lack of speaking practice. *Most students may have problems with the third-person singular forms of verbs when the sentences are changed to “What does he/she want to be when he/she grows up?” and “He/she wants to be a/an.”.Materials: * Doctors white coat, cooks uniform, an engineer hat, and a basketball. * Big cards posted onto the white board and two pairs of funny glasses * Forty to fifty lyric paper, a bag of candy Areas of flexibility: If time is not enough, just drop the “Special Job” activity and the singing part. If still have more time, teach students to sing along with the whole song.Teaching procedure:Step 1: Lead-in with role-play and videoTiming: 5 minutesMaterials: role-play clothes and a self-made videoInstruction: After greeting to students, the teacher wears different kinds of clothes/hats or does actions to let students guess what she wants to be. Each time after students guess right , the teacher leads students to read the target job words and the target sentence “I want to be a/an.”. Then, the teacher shows students a self-made video with music which shows different jobs. While watching it, students are encouraged to take notes and they are asked to catch the job words as many as possible. After that, the teacher invites individual student to tell one job that he/she gets.Rational: Greetings are used to make the teacher and students closer. The reason for the teachers role-play is to get students become more interested in this class. Also, they can get a better understanding in the meaning of the job words when they are shown the clothes/hats(visual stimulation). The video activity is to get students more familiar with the job words and test their ability of quick writing. The purpose of picking up individual students to give the answer alone is to check whether students can get the words by themselves.Step 2: Presentation of vocabulary and practiceTiming: 12 minutesMaterials: different sounds/pictures and a big card posted on the white board.Instruction: Students guess different jobs by listening to various sounds or looking at different pictures. Then, the teacher asks students to practice the target sentence structure “-What do you want to be when you grow up” “-I want to be a/an”by asking and answering this question one by one in each group to compete. Finally, the teacher changes the word “you” into “he or she”, and then asks students to practice the structure “-What does he/she want to be when he/she grows up?” “-He/she wants to be a/an” by using the “Lucky Wheel” and pair work.Rationale: The reason for learning vocabulary through the game is to increase their interest in learning words by providing them audio and visual stimulation. The aim of doing the group PK is to push students to practice in tension rather than doing it casually and slowly. In order to practice students usage of third-person singular form, the teacher asks students to change the word “you” to “he/she” and the “Lucky Wheel” is to improve students interest. Finally, the pair work is to make students practice the sentence structure and their communicating skills.Step 3: Presentation of “be going to” and practiceTiming: 8 minutesMaterial: a big card posted on the white board.Instruction: Since many students has talked about their dream jobs, based on the question “How to make your dream come true?”, the teacher introduces the sentence “How are you going to do that?”, and then give students two detailed examples to illustrate this point. Moreover, after the teacher lists what to do for achieving different dream jobs, students are asked to do a pair work of asking and answering each other two questions: 1)what do you want to be when you grow up? 2)How are you going to do that?Rationale: The phrase “be going to” is new to most students, so the the teacher spend more time in presenting this knowledge point and giving examples to help students understand. Then, the pair work is to provide an opportunity for students to practice the sentence structure and their speaking ability. Step 4: Listening practiceTiming: 10 minutesMaterial: noInstruction: There are two listening materials. For the first one, students listen and check answers together. For the second one, it is a little difficult, so the teachers adds an exercise for students to fill in blanks first before they do the tough task on the textbook.Rationale: Since students have done a series of speaking exercise, the listening activities can free their mouth for a while. The added exercise “Fill in blanks” is to practice students listening ability for catching details. Step 5: ProductionTiming:6 minutesMaterial: two pairs of funny “superstar” glassesInstruction: The teacher asks students to speak in groups for these questions:1) What do you want to be?2) How are you going to do that?3) Where are you going to move?4) When are you going to start?After that , the teacher asks students to do a “Superstar Interview” game. One student who acts as the superstar stands in front of all students and face them, the other students who act as reporters are encouraged to interview the “superstar” by asking him/her the above questions. Then, after each interview , the teacher leads all other students to use the third-person singular to repeat what the “superstar” says.Rationale: Since students have done so many speaking and listening activities, its time for students to show what they have learned, so the “Superstar Interview” provides a chance for those top students to show their integrated speaking ability and for the other students to show their acquirement of the WH questions with the targeted structures. Moreover, Students summary part is to strengthen their usage of third-person singular.Step 6: Summary, homew