英语人教版八年级下册第十单元B部分第一课时.doc

Instructional Designby Ding Chunyun from Zhenning nine-year compulsory education schoolJune 7th,2017Unit 10 Ive had this bike for three years.Section B ( 1a-1d )Content: the 1st period of Section B in Unit 10 from Go for it! PEP English Textbook for students of Grade 8, the 2nd term.Lesson duration: 45 minsTeaching methods: Task-based approachAnalysis of learners: Cognitive level: the Ss are basically at the age of 14, many of them have sound foundations and have positive attitudes towards learning.Psychological aspect: Many Ss are active in class for they want to show their best to their classmates.Learners background: Ss have learned some basic knowledge of present perfect tense from Unit 8-9. But some of them don not master the previous well.Teaching objectives: By the end of this lesson, *about 90% of Ss will be able to talk about possessions and things around them; ( Skills )*about 85% of Ss will be able to ask and express sth using present perfect tense with since and for; ( Knowledge )*80% of Ss will be able to master some listening strategies such as predicting contents by reading the questions before listening, using their general knowledge to think of possible answers, trying to get the general idea and take notes while listening. ( Listening strategies )*more than 90 % of Ss will have a basic awareness of transformations in their hometown and love their hometown and homeland. ( Culture and Emotion )Teaching aids: PPTTeaching procedures:Step 1 Lead-in ( mins )1. Greetings2. A word puzzle.After finishing the word puzzle, T check the answers and guide Ss to read these words. And then ask Ss to do 1a.Purposes: 1.) to introduce Ss to the topic; 2.) to enable the teacher to confirm that Ss understand the vocabulary, the T can ask Ss to name the places or things they check. 3. Brainstorm (Optional activity) If Ss are very active, T can ask Ss in pairs to think of as many words about different places as possible, then let them list the words and identify which pair is the best. Meanwhile, T should encourage Ss to express the words with complete sentences.For example: There is a inIt has been there forThere arenext toThey have been there since Step 2 Pre-listening ( mins )1. T asks Ss how often Ss and their parents come back to their hometown. And ask Ss if they come back to their hometown, what places they will visit.2. T let Ss skim 1b and 1c, getting them to predict what Martin and Jenny are talking about.Purposes: to make Ss master some listening strategies.Step 3 While-listening ( mins )1. Play the recording twice to finish 1b. T can tell Ss to take some notes while listening.2. Play the recording for the third time to fill in chart in 1c. If necessary, T can play it again to help Ss complete the task.3. Check the answers.Purposes: to give Ss practice in listening for specific information.Step 4 Post-listening ( mins )1. Fill in the blanks according to the listening. 2. Ask Ss to read the passage together after checking the answers.Purposes: to practice Ss instant memories and to emphasize the importance of taking notes while listening.Step 5 Speaking practice ( mins )1. Invite two Ss to read the conversation in 1d. 2. Ask two Ss in pairs to imitate the conversation in 1d according to the environment they are familiar to. T can make individualized requirements for different levels of Ss.Purposes: To give Ss practice in using the target language in speaking.Step 6 Extension ( mins )Make a surveyInterview your classmates to learn about something special in your hometown.Purposes: 1. To consolidate and improve Ss comprehensive skills. 2. To cultivate Ss love for their hometown.Step 7 HomeworkWrite a short passage about something special in your hometown within about 80 words . Purposes: 1. To let Ss output what they learned and get consolidation. 2. To develop Ss critical thinking.Teaching reflectionIn order to reduce students anxiety of listening, I try to clear out some language barriers by presenting new words in advance. The word puzzle game can stimulate students schema and can arise their interests in learning new words. While teaching listening, I pay much attention to teach students how to employ listening strategies. This period I not only teach students listening skill, but also combine speaking skill and writing skill together. In the meanwhile, cultural awareness is also transmitted through the whole lesson. The optional activities