初中英语-教学设计

Designer卜莉艳Students to be taught2nd year students of Middle school in Dong XingTeaching materialsModule 4 Unit 1: How long have you studied English? English Book 3, Foreign Language Teaching and Research PressLearners AnalysisThe students that I am supposed to teach are the second-year students of junior high school in Nanning. They have learned English for more than 5 years. Thus, for the linguistic proficiency, they may have some idea with the present perfect, but not very good at it. In addiction, referring to the students cognitive structure, they have known something about the Hope School. In addition, as for the affective state, the students at this age are usually active and curious, but, at the same time, they are easy to get absent-minded in class if they are kept listening to the teacher all the time in a passive way. Therefore, in this class, I intend to design various activities so as to activate their schemata, to stimulate their interest, and to make them concentrate on the class.Materials AnalysisThe lesson that I am going to teach is Module 4 Unit 1: How long have you studied English? , taken from English Book 3, published by Foreign Language Teaching and Research Press. This is a listening and speaking class. The text is about Hope School with the present perfect, as the linguistic focus. As the first class of this module, its sensible to give the students a general picture of the topic of this module. It is also necessary to introduce the students the language points of this module. In this way, I am sure that the students can make good preparation for the further study.Teaching ObjectivesLinguistic objectivesBy the end of this class, the students will be able to :1) Retell the text and describe their own English learning experiences.2) Express what people have done by using the present perfect tense, especially the sentences that include “how long”.Cultural objectivesBy the end of this class, the students will be able to get a better understanding about the measures that our government takes in education.Emotional objectivesBy the end of this class, the students will be able to have a better understanding of Project Hope.Teaching FocusTeaching focusWays outExpress the duration of behavior by using the present perfect, especially sentences that include “ how long”(Key point)Ask the students to do the reading comprehension questions on the worksheet with the present perfect.The students are able to retell the text. (Difficult point)Provide the students with some cues for reference. The students are able to write a passage on the topic My experiences of studying English. (Difficult point)Set up scaffoldings ladder by ladder for the students through a series of closely connected but difficulty-increased activities .Then provide them with a written summary of the text for the students to imitate.Teaching MethodologyMy teaching philosophy:In todays language teaching, teachers should take the role of scaffolding for the students. He should not tell the students everything, but provide support for the students to find things on their own. Another key element in language teaching is interaction, without which language cannot be learned. Therefore, the class time should be given to the students interactive activities. With the teachers careful scaffolding and the students meaningful interactions, the language class will be successful in developing the learners communicative competence in the end.Specific teaching methods: 1) Top-down method in listening comprehension 2) Inductive method in grammar teaching 3) Communicative approach in speaking and writing activitiesTeaching AidsComputer-assisted language teaching with chalk and boardTeaching FlowchartStage 3: Production (13 mins.)Stage 2: Top-down listening(20 mins.)Stage 1: Lead-in (7 mins.)Step 7: Follow-and-write activityStep 8: Oral presentation activityStep 5: 3rd listening for language Step 4: 2nd listening for the detailsStep 3：1st listening for the gist Step 2: Brainstorming activityStep 1: Warming-up activityStep 9: Homework assignmentStep6: 4th listening for retellingTeaching ProceduresStagesStepsStudents activitiesTeachers activitiesPurposesTimeStage1: Lead-in1. Warming-up activityEnjoy the pictures and tell as much as they know about the picturesPresent the students with the pictures the Project Hope. All at the same time, integrate new words and expressions in the description of the pictures.To catch the students attention and foreshadow the topic of this lesson.2 minutes2. Brainstorming activityPredict the content of the dialogue by brainstorming activity.Ask the students to predict the content of the dialogue by brainstorming activity.To facilitate the students to get closer and closer to the text.5 minutesDesign of brainstorming activity: PoorCountryside ChildrenSchoolGansuProject Hope Reasons for Stage 1: for this stagectivity:the Ss.o ea with _, but not very good in it. The purpose of this stage is to stimulate the students interest and to bring a close link between the students prior knowledge and the in-coming input. The design of the first stage in this way is based on the constructivist theory. 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. Therefore, in these two steps, I aim at engaging in the students personal experience by activating the students schemata.Stage2: Top-down listening3. 1st listening of the dialogue for the gistListen for the gist of the dialogue and do the multiple choice question on the worksheet.Ask the students to listen for the gist of the dialogue and do multiple choice question on the main idea of the text.To let the students have a general picture of the text.4 mins4. 2nd listening for the detailsListen to the dialogue for the 2nd time and do the T/F statements on the worksheet.Ask the students to listen to the dialogue for the 2nd time and do the T/F statements on the worksheet.To let the students have a better understanding of the dialogue and pay attention to the details5 mins5. 3rd listening for languageDo the reading comprehension questions on the worksheet with the present perfect.Ask the students to do the reading comprehension questions on the worksheet with the present perfect.6 mins6. 4th listening for retellingRetell the dialogue orally by using the key words as cues provided by the teacher.Provide the students with some cues to prepare their text-retelling in pair work for 2 minutes. And then ask some students to retell the text in class.Enable the students to sort out the text in a logical way.5 minsDesign of Step 3: Whats the topic of this dialogue? ( ). Aschool lifeBfamilyCworkDfutureDesign of Step 4: T/F statements:1) Betty has known Lingling for 3 years. ( F )2) Sally will arrive in Beijing next month. ( T )3) Betty have you lived here since 2004. ( T )4) Lingling has learned Chinese for a year. ( F )5) A Hope School is a school for rich children. ( F )Design of Step 5: Language work: The present perfect with “ how long ”1. How long has Lingling known Sally? 2. How long has Project Hope built schools all over China？3. How long has Sally studied Chinese? 4. How long has Betty lived in China?Design of Step 6:Cues for retelling: know/ arrive/ get on well with/live/ hear/ arrive/how long/Chinese/has studied/since/the Hope School/all over China Summary for reference:Sally and Lingling are having a talk. Sally will arrive in Beijing next month. Betty asks Lingling “How long have you known Sally?” Lingling say “For two years. Sally can speak a little Chinese.” And Betty has studied Chinese for a year. She lived here since 2004. Sallys school orchestra has some concerts, but she has heard about the Hope School for poor children. Since 1989 Project Hope has built schools all over China. Reasons for Stage 2：Socio-constructivist theory believes that learning is best achieved through teachers scaffolding and students peer support. For this reason, I ask the students to listen to the text for 4 times with the listening activities more and more difficult from getting the gist, to catching the details, to learning the linguistic items, and to retelling the text. In this way, I set up scaffolding for the students ladder by ladder by carrying out a series of closely connected and difficulty-increased activities. Then the students can extend their skills and knowledge to the fullest potential. In this process, teachers role, as a guide and facilitator, can be enacted vividly.Stage 3: Production7. Follow-and-write activityTake the teachers written summary as the reference to write a paragraph on the topic My experiences of studying English.Present the students with a written summary of the text as a reference for the students to imitate the writing on the topic My experiences of studying English.Enable the students to pay attention to the language points of this lesson5 mins8. Oral presentation activityPresent the written paragraphs in the whole class and make peer evaluation.Encourage the students to present their written work and give peer evaluation. And the teacher provides feedback.To give the students an opportunity to practice speaking.6 mins9. HomeworkWrite a composition of 50 words about the Project Hope.To let the students use what they have learnt into practice2 minsReasons for Stage 3:Stage 3 is the last stage to detect the accomplishments of the teaching objectives and to see the effectiveness of this class. Therefore, productive skills as writing and speaking should be concerned. This is the reason that I design follow-and-write activity and oral presentation activity in this stage. In addition, the communicative approach believes students can be motivated by authentic tasks that have some communicative elements, and so the topic for writing should be familiar, meaningful, and relevant to the students life and interests. Therefore, I choose the topic “My experiences of studying English.” which meets the requirements mentioned above to the fullest extent.Teaching ReflectionHighlights and limitations of this lesson: Firstly, this lesson is a task-based process in which the teacher manages to set up scaffolding for the students by carrying out a series of closely-connected and difficulty-increased tasks. Secondly, in this lesson, the teacher tries to improve the students overall language ability, including the language skills, language knowledge, culture awareness, emotional attitude, and learning strategies. Last but not the least, the teacher tries to activate the students schemata by presenting the students with pictures and by brainstorming activity. However, the designing of this lesson may be not so effective in developing the students critical thinking competence. 学案 WorksheetActivity 1: Multiple choice questions The main idea of this text is :( ). Aschool lifeB