初中英语人教版八年级下册Unit 8 Have you read Treasure .docx

Teaching DesignUnit 8 Have you read Treasure Island yet? 1. Teaching materials, teaching aims and teaching difficulties analysis (1) Teaching materials analysis: The lesson Have you read Treasure Island yet? is from the unit 8, the second volume of grade eight. The function of this unit continues to help students learn to talk about recent events and experiences. The period in this class is period 1, from 1a to 1c. This period will be a listening-and speaking class. (2) Teaching aims analysis: Based on National English Curriculums in 2011, I will analysis teaching aims in five aspects a. language knowledge: Enable students to understand and pronounce some name of the famous novels.Enable student to use some adjective words to express their feeling, fantastic, interesting, wonderful, boring, terrible, just so so. Enable students to use Present Perfect Tense pattern Have you read.yet? And the pattern Has he/she readyet? b. language skills: Enable students to ask about the recent books the other students have read recently. Enable students to talk about the book they have read and the book his friends have read recently. Enable students to do a report. c. Learning strategies Enable Students to know some listening strategy: listening to the key wordsd. Learning attitude Enable students to cooperate with others to complete taskse. Cultural awareness: Enable students can know some famous western novelsAs for teaching importance and difficulties, I think the patterns are the important points. And the name of the novels is the difficult point, and how to make a report is also the difficult point. III. TBLT Teaching procedure in the experimental class TBLT teaching procedureTeaching stepsTeaching procedureMedia use Teachers activities StudentsactivitiesI. Schema building 1: introduce the topic1. Lead in, T: Do you like watching movies? T: I made a short movie. It is about a famous book.Do you want to watch it?T: Please watch it carefully, and answer my question Ss: Yes. Ss: Yes. The teacher uses the multi-media to play a video.I. Schema building 2: Introduce the sentence pattern2. T: Well, who can tell me, whats the name of this book? T: Have you heard of Treasure Island?T: If yes, You can say Yes, I have. If no, you can sayNo, I havent.T: Well, Have you read it yet?No, I havent. S1：Treasure Island.T: Yes/No.Ss: Yes, I have.No, I havent.1. The teacher begins to write the title Treasure Island on the black board.2. The teacher begins to write Have you read?Yes，I have. No, I havent. I. Schema building 3: introduce some of the key vocabulary3.Task 1a: Match the Chinese name with its English Name. And then lead students to read the booksEnglish names.T: Well, today our topic is about famous books. Lets talk about more books, shall we?T: First, look at the blackboard, and please match the English name of these books with its Chinese names. I will give you 30 seconds. Hurry up!T: Have you finished?T: The first one, follow me, Alice in wonderland, what is its Chinese name?T: The second one,Ss: Yes. S: Yes, I have.S:S: Alice in wonderland.Ss: Yes.1. The teacher use PPT to present task 1.2. In the meanwhile，The teacher writes Heard of on the black board4. Task 2: Check the answers, and match the English names with the pictures.T: All right, every one, look at these pictures, can you guess what is it about? Now, I will give you thirty seconds to match the pictures with these booksnames. T: (Thirty seconds later ) Time is up, boys and girls. Now look at the first picture, what can you see?T: Thats right. What book it is about?T: Brilliant. Well, how about the second picture? What can you see?T: S1: I can see a beautiful girl in a forest. S2: Alice in wonder land.Ss:1. The teacher uses the multimedia to present the task. II:Controlled practice I: provide students with controlled practice in using the target language vocabulary, structures and functions5. Task 3: Listen to a conversation for three times, and complete the chart. 5.1 The first time listening: What books do they talk about?T: Everyone, here are three conversations. Listen, for the first time, try to find out which book they are talking about, and fill in the chart, here are the names of the people who are having these conversations. They are Nick, Judy, Sandy, Alan, Kate and Harry. Are you ready? Here we go.Ss: Yes, I am ready. The teacher uses the multimedia to present the task. 5.2 The second time listening: Has read the book before? Check the answer first, and then, listen for the second time. T: All right, guys. Which book title do Nick and Judy talk about?T: How about ?T: Everyone, now listen for the second time, please find out whether they have read these book or not, all right? Here we go.Ss: Treasure island. Ss:Ss: All right. The teacher uses the multimedia to present the task.5.3 The third time listening: What do they think of them? Make an example, ask students to check the answer with each other first, and then listen for the third time. T: Well, who knows has nick read treasure island before? T: How about Judy, has she read treasure island before? T: Now, make pairs, try to check the rest answer with your partner. Please use the sentence pattern -Hasreadbefore?-Yes, she/he has. No, he/she hasnt.T: Ok, guys, have you finish yet? Lets check these answer together.Has readbefore?T: Well done, everyone. Now, listen for the third time, lets find out what do they think of them, all right? Here we go. S1: No, he hasnt.S2: Yes, she has. Pair work:S1: Has sandy read Robinson Crusoe before?S2: Yes, he has.Ss:The teacher begins to write Has read?Yes，he/she has. No, he/she hasnt. 5.4 Task 4. Make an example, and then ask students to Check the answer. T: Well, S1, what does Judy think of treasure island? T: How about Alan, What does he think of treasure island, S2?T: Excellent, S2.T: Now, make pairs; please find out what the other students think of these books. Try to use the sentence pattern: -What doesthink of ?/-He/she thinks it is?S1: She thinks it is exciting. S2: I dont know. Because he hasnt read it before. Pair work:S1:What does sandy thinks of RobinsonS2:The teacher uses the multimedia to present the task.5.5 Task 5 First, check out the rest answers, Second, lead students to read the script of these conversations one sentence by one sentence. Third, ask students to read the whole script together, and play the role of the conversations by different type of groups.At last, ask them to make pairs to practice these conversations.T: Have you finished yet?T: Now, who can tell me what does Alan think of Robinson Crusoe?T: How about? T: Well done. Now please turn to your tape scriptT: Now, follow the recording, read these conversations one sentence by sentence. Please imitate the tone and the pronunciation as possible as you can. T: Now lets read these conversations together. T: Well done! Now, lets read these conversations by group. Group A, you play the role of Nick, group B, you play the role of Judy. T: Perfect. Now, practice these conversations with your partners. Please use the sentence patterns in 1d.Ss: Yes.S1: He thinks it is wonderful.S2:The teacher uses the multimedia to lead students to read the text sentence by sentence.III. Authentic listening practice: The listening texts involve a number of native speakers6. Task 6: First, Listen to conversation 2a for the first time, and try to find out who has read these books, Mark or Tina? And then check the answer. T：Well done everyone. Now look at 2a, lets hear about Tina and Marks conversation about these four books, listen for the first time, lets find out who has read each of these books, Mark or Tina. Are you ready to listen? T: Well, who has read treasure island? Mark or Tina?T: Ss: Yes, I am ready. Ss:TinaSs:The teacher uses the multimedia to present the task.Second: Listen for the second time, finish 2b, decide if the statements are true of false. And then check the answer. T: Super, everyone. Now listen for the second time, and look at 2b, after listening, please decide if the statements are true of false. Do you understand? T: Well, look at the first statement, Oliver twist is about a boy who goes out to sea and find a treasure island. Is that true or false?T: Why is it false?T: How about the second statementSs: Yes. Ss: Its false.S1: Because treasure island is about a boy who goes out to seaand find a treasure island.Ss: The teacher uses the multimedia to present the task.Third: Lead students to read the conversation and then make pairs to role-play the conversationT: Good job, everyone. Now please turn to the tape script and follow the recording sentence by sentence.T: Well done. Now lets read this conversation by different group. T: Now make pairs, and practice this conversation with your partner.Ss read the conversation together. Ss read the conversation by different group. Ss do pair works.The teacher uses the multimedia to lead students to read the text sentence by sentence.IV. Focus on linguistic elements： Give learners on linguistic elements, e.g. grammar and vocabulary or sentence pattern. Task 7, let students to read the just conversation with some missing words and phrases. And ask students to fill in the blanks. T: Have you finished? Now, look at black board, this is the conversation you just read, but with some words and phrases missing. Please read it again, and try to finish it as quickly as you could. T: Have you finished yet? Lets read it together. Ss: Yes. Ss: Yes. The teacher uses the multimedia to present the task.V. Provide freer practice: Engage students in freer practice, where they move beyond simple manipulationTask 8: 2b. Use the information in 2a and 2b to talk about some books you likes with your partner. T: Good job, guys. Now, look at 2c, this is a sample conversation. Please use the information in 2a and 2b to talk about the other books with your partner.Ss do the pair works with each other. The teacher uses the multimedia to present the task.VI. Pedagogical task: First, make a survey and then make a report. Task 9: Make a survey in group of 4 students. Try to find out what book had they read before. And what do they think of these books. T: Nice work, everyone. Now make a group of 4 students. At the beginning, make a survey of your group members. Try to find out what book had they read before. And what do they think of these books. At last, choose one student to represent your group to make a report to the whole class. Students do a survey first and then make a report. The teacher uses the multimedia to present the task.IV. PPP Teaching procedure in the controlled classPPP teaching procedureTeaching stepsTeaching procedureMedia use Teachers activities StudentsactivitiesI. Presentation: The new grammar structure is presented, often by means of a conversation or short text. The teacher explains the new structure and checks students comprehension of it.Step 1: present the names of the books and lead students to read:T: Today, we are going to talk about some books, look at 1a, these are the names of the books we are going to learn. Do you know them?T: Now, follow me.T: Alice in Wonderland. (Three times) ：It means爱丽丝梦游仙境Ss: No.T：Alice in Wonderland. (Three times)T: 爱丽丝梦游仙境The teacher uses the blackboard to present the new words and phrases.Step 2: Present the sentence pattern: -Have you read/heard?-Yes, I have.-No, I havent. T: Well done, everyone. Now look at the first sentence in 1c. -Have you read little women yet?It means 你曾经读过小妇人吗？T: If yes, you can say -Yes, I have. If no, you can say- No, I havent. T: Follow me. Have you read little women yet? (Three times) T: Yes, I have.T: No, I havent. If you ask he or she, you may do like this:- Has he/she read little women yet?-Yes, he/she has.-No, he/she hasnt. T: Follow me, Has he/she read little women yet? (Three times) T: Yes, he/she has.T: No, he/she hasnt. Ss: Have you read little women yet?Ss: Yes, I have.T: No, I havent.Ss: Have he/she read little women yet?Ss: Yes, he/she has.T: No, he/she hasnt. The teacher uses the blackboard to present the sentence patterns. II. Practice: Students practice using the new structure in a controlled context, through drills or substitution exercises.Step 3: Practice the sentence pattern by using the information in 1a. T: Now, lets practice the sentence pattern by using the information in 1a. Lets practice together. Have you read yet? T: Yes, I have.T: No, I havent.Ss:Have you read Alice in wonderland yet? T: Yes, I have.T: No, I havent.The teacher uses the multimedia to lead students to read.Step 4: 1b. Listen to 1b for three times and complete the chart. Then, practice the conversation of the recording one sentence by one sentence. T: Now, listen to three conversations, and complete 1b. T: Well, what is the name of the book that the first conversation mentions? T: Have Nick read treasure island yet?T: What does Nick think of it?T: Good job. Everyone. Now, follow the recording of the conversation.S1: Treasure island.S1: yes, he has.S2: He thinks it is fantastic. Ss follows. The teacher uses the multimedia to present 1b. .Step 5: 1c. Practice the conversation of 1c, and talk about the other books in 1a. T: Now, everyone, look at 1c, lets read 1c together.T: Good, then lets talk about the other books in 1a. Ss use the information in 1a to practice the conversation