2022年Unit8Howwasyourschooltrip教案八年级英语

1、Unit 8 How was your school trip. 教案Part 1 Understanding of the teaching material I. Status and Function “Go for it. ” is based on “Task-Based Language Teaching”. It adheres to “The authenticity principle”, “The form-function principle”, “The task dependency principle” and “The principle of learning

2、by doing ”. These principles all accord with the demands of curriculum focus. In Unit 5 and Unit 10 of Grade Seven II, “Go for it. ”, students have learned “ The Simple Past Tense” . And it appear s again in Unit 8 of Grade Eight I. Unit 8 teaches students more about how to talk about events in the

3、past. In addition, it gives affirmative and negative statements in the past tense, such as the sentence patterns “ Did you see .”“ Were there .”“ Did you go .” As the first part of Unit 8, Section A opens with a picture presenting the last school trip in the aquarium and continues with several step-

4、by-step practice activities, which are all good for students to master “ The Simple Past Tense” . Doing well in Section A will help students integrate the new target language with that in Section B. Thus, they can describe the events in the past freely and foster their own ability of reflecting and

5、practicing. II. Teaching Objectives Teaching objective is the beginning and aim of teaching activities. According to the overall goal of the English elementary courseimprove students synthetic ability of language application, which should be based on the development of students “Language knowledge ”

6、 ,“Language skills” , “Character building” , “ Learning strategies” and “Cross-cultural awareness ”. The teaching objectives are described as follows I. Knowledge objectives i. Master the simple past tense of regular and irregular verbs ii. Recite the new words and expressions about the last school

7、trip in the aquarium, including their pronunciation and intonation iii. Master the key sentences and learn how to talk about the past events II. Ability objectives i. Understand the two dialogues and gain the information to foster the listening skills ii. Use the discourse markers to organize senten

8、ces together to form a short story and interview others to foster the speaking skills iii. Understand the reading material and find the answers on the wall to foster the reading skills iv. Write down the correct sentences to foster the writing skills III. Moral objectives i. Encourage students to th

9、ink and talk in English through communicative tasks and provide the students with the chances of cooperation ii. Get students to realize the importance of protecting animals and help them build up the sense of environmental protection iii. By visiting the aquarium, encourage students to know more ab

10、out our culture and love our countryIII. Teaching important points and difficult points According to the demands of the curriculum focus“The Simple Past Tense” is one of the most important tense that students should master, the status and function of this unit, the teaching important points and diff

11、icult points are described as follows Teaching important points: （i）The key vocabulary about the animals in the aquarium ii Affirmative and negative statements in the past tense, “ Did you, Were there ” questions. iii The ways of talking about the events in the past. Teaching difficult points:（i）Cre

12、ate the situation for students to use “ The Simple Past Tense” and the sentence patterns “ Did you see .”“ Were there .”“ Did you go .” freely.（ii）Find out the answers on the flashcards outside the classroom by understanding the questions on the screen. （iii ）Guide students to make up their own dial

13、ogues by interviewing the famous persons. IV. Arrangement for the teaching material David Nunan pointed out that “Don t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.”Teachers should use the textbook to teach rather than tea

14、ch the textbook. McGrath 2022 also pointed out that the adjustment of the teaching material should be based not only on the structure of the material itself, but also on students learning process. So the arrangement should be student-centered. In addition, “Go for it. ” emphasizes on “language appli

15、cation”and “cultivating studentsability of innovation and practice”. Curriculum focus lays stress on “Character building Learning strategies” and “Cross-cultural awareness ”. And innovation can help cultivate studentsautonomous learning and cooperative learning. So, the arrangement for the teaching

16、material is described as follows: On recycling “ The Simple Past Tense” , present some pictures about the recent past events in the world and have students describe them instead of asking the question in 1a. On teaching the key vocabulary, the videotapes and flash are used to attract students attent

17、ion. The tasks of “ Test your memory” and “ Guessing games” are selected on teaching the key sentence patterns “ Did you see .” “ Were there .” and “ Did you go .” in 3b. The task of interview is to talk something about the last trip between “ reporters” and “ famous persons ” . The task of “find th

18、em out on the wall.” focuses on students skills of listening, speaking, reading and writing. Students wont find the answers outside on the wall until they understand the reading material in 3a. And the last task “ Use your imagination” asks studesummarize what they have learned, then use “ The Simpl

19、e Past Tense” to make up a story by adding sentences themselves. Part 2 Teaching Methodologies and Learning Strategies I. Student Analysis The students in Grade Eight have learned how to describe the past events before, though they dont know much about it, they have shown their confidence in learnin

20、g English. They can describe the pictures, and exchange their information according to the familiar topic. They are good at imitation, they are eager to show their abilities. So, in this way, students are encouraged to fulfill some small tasks to enhance the ability of solving problems through inter

21、action in a target language. The more advanced students wish to challenge each other with new vocabulary and create original dialogues using key grammar and vocabulary items. The less advanced students may benefit from pairwork and groupwork, because the more fluent students may help them, so they m

22、ay have the chance to practise. II. Teaching Methodologies i. The Task-based Language Teaching The theoretical background of the Task-based Language Teaching comes from psycholinguistics. Psycholinguistic perspective is that a task is a device that guides learners to engage in certain types of infor

23、mation-processing that are believed to be important for effective language use and for language acquisition. Nunan1989also pointed out, “ Setting specific tasks for students so that they act as if they were using the language in real life this is part of the essence of task-based teaching.” In this

24、lesson, I mainly adopt this method to help my teaching. For example, six tasks are arranged for students to fulfill through interaction in a target language. So students can get more chances to speak out. ii. The Communicative Language Teaching The curriculum focus emphasizes on “ learner-centered ”

25、 . So does “The Communicative Language Teaching ” proposed by M.Canale and M.Swain which provides students lots of information and encourage them to take an active part in it. In the task of interview, by giving students some key sentences, let them interview the famous persons in groups of two or t

26、hree according to their last trip and their photos. They may use their imagination to make up their new dialogue. It not only enlarges their intellectual circles, but also improves their spoken English.iii. The Direct Method Direct Method forbid the first language in classrooms, it enables the Berli

27、tzstudents to think in the target language, so that they can use it to express themselves directly without referring to their mother tongue. In this way, concrete vocabulary was taught by using videotapes, demonstration, objects and pictures. In the first six minutes, the words “ shark, octopus and

28、seal” were taught by using this method. Thus, the use of the target language as a means of instruction and communication in the classroom contributes greatly to forming the habit of thinking in the target language, which is necessary in efficient real communication. III. Learning Strategies us learn

29、ing. i. To cultivate learners“Curriculum focus” recommends “The Task-based Language Teaching ” , which has a specific objective and has meaning as their primary focus. In the tasks of your memory ” and “ Guessing games ” , to provide students some pictures and photos will help them practise the targ

30、et language and cultivate their autonomous learning. And the tasks will encourage them to take part in the classroom activities and pay constant attention to expanding their language. ii. To cultivate learners cooperative learning.In the area of “ Language skills Curriculum focus” demands that the s

31、tudents in Grade Eight should make up several dialogues according to the topic and give a performance with the teacherhelp. In the tasks of “ Interview” and “ Can them out on the wall. ” , by arranging various interaction activities, such as teacher-students, students-students, especially the activi

32、ties among students, let students communicate with each other by practicing to stimulate learners interests, then cultivate their cooperative learning and reinforce their learning motivation. Thus, they can help each other and form the good learning style. iii. To cultivate learners ability of refle

33、cting and practicing. When the learners are describing the past events, they will use “The Simple Past Tense” to help them. Thus, it will cultivate their own ability of reflecting and practicing IV. Teaching Aids Besides the textbook and the speech cassette, Internet also provides different kinds of

34、 pictures and videotapes which will attract students attention. Furthermore, students own photos , teachers gestures, some real objects and the projector will also help the teaching. On the other hand, they will help students fulfill their tasks successfully. Part 3 Teaching procedures I. Teaching p

35、rocedures i. Warming upTask OneTest your memoryTeaching procedures Teaching aims Pre i. Warming up 3 minutes Pictures This activity helps sRecycle the “Simple Past Tense” by giving somedescribe the past evpictures about recent past events in the world. Encourage Ss the world. Andto describe them by

36、having a competition among them. competition is aimmake them become a-task ii. Do you know the animals in the aquarium. 3 minutes Videotapes, flash This activity provides the key vocabulary in Section A, Get Ss to watch a short play to teach the animals in Unit 8. And the short play is the aquarium.

37、 The key words: aquarium, shark, interesting enough to attract seal, crab, octopus, shell, starfish, fish students attention.Task OneTest your memory 3 minutes Students like new challenge, Pictures so testing their memory will i. Give Ss 30 seconds to remember the 9 pictures on the arouse their inte

38、rest. And this screen. task provides speaking ii.Test their memories by using “ Were there .” or practice using the target “ Did you see .” to ask and answer. Task Two Guessing games 3 minutes Photos & the projector language “ Were there .” “ Did you see .”Students are curious to know the places the

39、ir classmates Call out some students with their photos to come to traveled, so this task gives the front. Get the others to guess where he went for them the chances to use the his last trip by asking “ Did you go .”target language “ Did you go .”Task Three Listening 5 minutes This task gives student

40、s Audio cassette, the recorder practice in understanding the Have Ss listen to the tape and do the listening target language in spoken exercises on Page 47 & 48. Encourage Ss to give the conversation. 1b and 2a While answers by having a competition among them. focus on fluency. They will Group 1 Gro

41、up 2 Group 3 Group 4 make students become confident. 2b will challenge -taskthe more advanced students.Task Four Interview 10 minutes This task provides oral Photos, the projector practice using the target i Have Ss bring their own photos. The photos should language. be about their last trips. Ask t

42、he students in Group Students have traveled some 1 to exchange the photos with the students in places and taken some Group 2. So does Group 3 & Group 4. photos. They have their own ii Suppose the students in Group 2 and Group 4 are opinions about their last trip. famous persons. Give the students in

43、 Group 1 and So this task is for them to Group 3 three minutes to interview the famous show their abilities of persons according to the photos. sharing opinions in English. iii Call out some to act it out. See who are the best And they are eager to be actor and actress. famous persons, so the task H

44、ere are some suggestions for the reporters to is aimed to motivate them. interview the famous persons. I am a reporter from CCTV-9. Now I am going to interview , How was your last trip. Did you go . /Where did you go. Were there . What did you do there. there. Did you see Did you buy a souvenir. Did

45、 people there ask for your autograph. Task Five Can you find them out on the wall. This task is new and the 9 minutes Flashcards, answer sheets, CAI, the projector competition will help students i Books closed. Show the six questions on the screen. But get involved. In addition, it the answers are o

46、n the flashcards outside the classroom. provides the Students sit in different rows should answer different questions. students with the chances of Row1-Q1, ,Row 6-Q6 cooperation. Finding the correct ii Hand out the answer sheets. Each group just gets one. answers will foster their reading Ss sit on

47、 the left Go out of the classroom to find the skills. Explaining the answers to answers on the wall. their partners will foster their Ss sit on the right Dont go out. Just write down the speaking skills. Writing down the answers by understanding their partners explanation. answers correctly will fos

48、ter their iii Every time, just ask one student from each group to find listening and writing skills. the answers on the wall outside the classroom. In a word, it will develop iv. Check the answers from each group. studentsskills of listening, See which group has the most correct answers. And which s

49、peaking, reading and writing. group is the first one to finish the task. Group 1 Group 2 Group 3 Group 4 v. Have Ss correct the statements on Page 49 Task SixUse your imagination 3 minutes Students have different kinds of i Have Ss make up their own story. One student starts the ideas about the trip

50、s. This task story by saying where he went, the others add sentences to helps them use their imagination continue the story. to share their ideas with others, ii. Have a competition among them. One sentence, one point. and it also provides oral practice They should use “The Simple Past Tense”. And students who using the target language. can use the discourse marker can get more points. See which group has the most correct sentences. Post Summary 1 minute This activity helps Ss know what Have Ss summarize “the Simple Past Tense ” they learned they have learned in this unit. today. -task