英语人教版八年级上册A Teaching Plan for GFI Unit 6.doc

A Teaching Plan for GFI Unit 6 Section B 1a-1eTeaching subject: Go For It Unit 6 Section B 1a-1eTeaching object: Students from 3B Junior II, Xiamen Foreign Language SchoolTeaching time: 45 minutes, December 4th, 2013Teacher: Wang Dexin from Xiamen Foreign SchoolTeaching Objectives:1. Ss use the target language in a different context.2. Ss learn to talk about future intentions.3. Ss are actively involved in cooperation and competition.Teaching ProceduresI. Warming Up1. Have Ss brainstorm some words or expressions about New Years resolutions. Teacher writes down the useful verb phrases on the blackboard and categorizes the words.2.Teacher asks some Ss about their New Years resolutions. And then Ss are going do chain game practice through group competition. The fastest group will get the highest mark. A: Im going toWhat are you going to do next year? B: Im going toWhat are you going to do next year? C: II. Listening1. Pre-listeningShow Ss the five pictures of New Years resolutions in 1a through PPT. Have Ss predict the words that may be heard in listening task. Then have Ss open their book and finish Ex 1a as a way to check if their prediction is correct.2. While-listening.Have Ss look at the picture in 1d and tell them that the students in the picture, Lucy, Kim and Mike, are talking about their New Years resolutions. Ss are going to listen to the tape and do the following listening tasks:1) Listen to the tape once and match the names with the pictures. (Activity 1c)2) Listen to the tape twice and write how the people are going to make their resolutions work in 1d. Check the answers in groups first then in class. (Activity 1d)3. Post-listening1. Listen to the tape and read the conversation aloud.2. Memory Quiz: Teacher encourages Ss to try their best to memorize the information in the chart and retell the conversation with the help of the chart and pictures. e.g. Three students made their New Years resolutions. Kim is going to get good grades. To make her New Years resolutions work, she is going to study hard and of course do her homework every day. Lucy is going to3. Ss practice the sentence patterns in pairs and then present voluntarily.S1: Im going to loose weight.S2: How are you going to do that?S1: Well, Im going to jog everyday and eat healthy food.S2: Sounds like a good plan. Im going to get good grades.III. Final Activity: Group Survey1. Ss work in group, talk about their New Years resolutions and fill in the chart on the handouts (Appendix I). Every student plays a role in the discussion (e.g. president, secretary and senators). Everyone should tell what theyre going to do next year and how theyre going to do it. President plays the role in organizing the discussion while secretary takes down the notes and senators share their ideas. Before handing in the material, check if theres any grammatical mistakes in groups.2. Change the material with the other group. Add one more suggestion of how theyre going to do it to each resolution for the other group. And also check if theres any mistake. Give grades to the groups according to the assessment criteria (Chart One). Everyone shares his or her ideas. President plays the role of organizing the discussion while secretary takes down the notes. HandwritingGrammar 4Creativity 4主谓一致be going to do 完整性Feasibility 可行性Creativity2 2 2 22 CHART 1.3. Each group gets their handouts back with the other groups suggestions, corrections and assessment. And then each group organizes the information into a short report orally. Choose one or two students to present (possibly president and secretary). Teacher give grade to each group according to the assessment criteria (Chart Two) and give some comments. VolumePronunciation and intonationContentFluencyDemeanor22222 CHART 2Homework:1.Write an article about your group members New Years resolution.2. Preview 2b on P45. Appendix IPART ONE: Group Survey: New Years ResolutionQuestions: What is he/she going to do next year? (What to do)How is he/she going to do it? (How to do it)- President:_What to do: _How to do it: _- Secretary:_What to do: _How to do it: _- Senator 1:_What to do: _How to do it: _- Senator 2:_What to do: _How to do it: _- Senator 3:_What to do: _How to do it: _ Score_ PART TOW: Suggestions from other groupSuggestions: What do your group think what more he/she is going to do to make the resolution work? Add one or two more suggestions for each member in other group. Suggestion for President: _Suggestion for Secretary: _Suggestion for Senator 1: _Suggestion for Senator 2: _Suggestion for Senator 3: _Appendix IICriteria (标准) for PART ONEHandwritingGrammar 4Creativity 4主谓一致be going to do 完整性Feasibility 可行性Creativity2 2 2 22Group Assessment Chart小组自评表时间合作活动：Group Survey小组整体表现自评项目分项得分5432101、每个组员都积极参与合作活动2、每个组员都尽力使彼此感觉良好3、明确各自的责任和所承担的角色4、能积极主动地发表个人意见5、能注意倾听并宽容对彼此的意见6、小组中没有一人占过多的时间谈话7、能就彼此的问题与疑难提供确切的解释8、乐意在合作中向彼此提供帮助9、组内有困难的组员得到了及时帮助10、通过良好合作按时完成了任务总分：小组成员签名：说明：很好=5分好=4分不太好=23分不好=01分说课稿本节课的课型为听说课,以New Years Resolution为话题贯穿整节课本次授课采用了合作-竞争的模式,利用四人小组的形式开展组内与组间的合作与竞争活动针对初二年学生学习特点,本节以激发学生学习的自主性和主动性为出发点,通过形式较为多样的课堂活动探索合作性学习的有效性课堂的分组参考了学生的学习情况，每个小组都包含了好、中、差三个等级的学生，每个小组的水平较为相当，为合作-竞争的公平有效奠定基础。教学设计思路:1.在头脑风暴“brainstorm”环节,利用小组头脑风暴的形式培养学生的发散性思维能力,然后以竞赛的方式进行,看哪个组想到的单词多就是胜者这种训练方式不仅可以激发学生学习的积极性,还能使他们能在更大的范围内寻找与New Years resolutions相关联的事物,从而使学生能够活用从书本上学到的英语通过小组合作,也能让学生取长补短,而将词语进行分类更有助于学生识记短语2.在Chain Game环节中,首先利用pair work让学生与同桌简单操练句型,通过相互的聆听与纠正确保句子的准确,然后利用组内合作组间竞争的形式,让每一位学生都能提问和回答,给予了每一位学生包括水平比较低的学生练习和展示的机会,提高了学生的积极性和参与度在游戏时要求学生必须说出正确的句子,出现错误是要重复一遍正确的句子,作为小组合作,学生们为了减少时间耗损,都会尽力地正确清晰地说出句子,这无形中也增加了句子操练的有效性游戏中有竞赛的因素，又以小组为基本单位进行，可培养学生的集体意识、团队精神，为他们发展与人交往的能力也有很大的促进作用。3.在Pre-listening环节让学生通过看图猜测听力内容,激发学生的灵感,收集学生的背景知识,也作为之前头脑风暴的对比和延伸,对听力内容做出准备4. 听力活动分为两个层次,第一次的听力活动主要目的是考察学生对听力内容大意的理解,而第二次的听力活动主要考察学生对细节的理解和记录,是由易到难的递进过程听音后的朗读活动是为了帮助学生注意到听力文本中的细节,让学生对听力活动时所遇到的问题和困惑有直观的认识5. 记忆测试即Memory Quiz环节意在培养学生通过图片表格和关键词等对文章进行复述的能力,刺激所学知识进入更长期的记忆系统当中在复述环节补充了一些实用的句型作为文章串联,也为之后小组合作的展示进行铺垫,让学生能更顺利地进行使用语言,生成更地道和流畅的汇报演讲6.同桌活动即pair work针对所学的句型“What are you going to do next year? ”和“How are you going to do it?”进行提问和回答，保证了每个学生开口练习的时间，即好生和落后生都能开口练，本活动同时也为之后小组活动的顺利进行打下基础。由于每个学生都以练习过了句