《Unit 3 Language in use》获奖教学设计八年级下册外研版初中英语-八年级英语教案

Module8Timeoff

Unit3Languageinuse

NewStandardEnglish:Book8B:M8U3

Analysisofteachingmaterial

1.Thetopic:timeoff

2.Thefunction:talkingaboutatrip

3.Theteachingmaterial:TheteachingmaterialofthisclassisfromNSE8BModule8Unit3Languageinuse.Unit3focusesonrevisionandtheuseoftargetlanguageinacommunicativeway.Activitiy1andactivity2areaboutlanguagepracticeexerciseofobjectclauses.Activity3andactivity4areaboutsomevocabulariespresentedinthefirsttwounits.Activity5isalisteningmaterialofthetopictimeoff.Activity6providesthelanguageofstartingaleaflet.AroundtheworldpartintroducesthefamousparkinEngland.Therearesomebeautifulsentencesinthepassage,whichcanhelpstudentstointroducetheplacestheywanttogo.Finally,it’sthemoduletask“Writealeafletforatrip”,whichisalsothetaskofthisclass.

Analysisofstudents

Studentsareveryinterestedinthetopic“Timeoff”.Theyhavealreadylearnedsomebasic

informationaboutatrip,suchaswhere,when,who,how,howlong,etcinNSE7BModule10Aholidayjourney.Theylikesharingtheirideasonthistopic.

2.InNSE8AModule2Myhometownandmycountry,theyhavelearnedabouthowtointroducetheirhometownandaplace.What’smore,Betty’stripinZhangjiajiealsogivesanexampletointroduceaplace.

3.Studentshavealreadyacquiredthebasicuseofobjectclauses.

4.Studentsdon’tknowmuchaboutaleaflet.Theymaynotknowhowtomakeanattractiveleafletfrombothcontentsandlanguage.

Teachingobjectives

Bytheendofthelesson,studentswillbeabletowritealeafletforatripwhileusingthetargetlanguage.Thiswillbeachievedby:

usingobjectclausestoexpresstheirideasaboutatrip.

2.talkingaboutthebasicinformationaboutatrip,suchaswhere,when,how,howlong,activities,food,etc.

3.summarizingsomethingspecialinatripintermsofbeautifulsights,interestingactivitiesandfamousfood.

4.using“Doyoulike…”or“Wouldyouliketo..”,etctobeginaleaflet.

5.thinkingindependently,sharingideasandcooperatingwithothers.

6.callingfortheloveofnatureandtheworld.

Teachingfocus

Usethetargetlanguageinmodule8inacommunicativewayandmakealeafletforatrip.

Anticipateddifficulties

Studentsmayfeelitdifficultto

Useobjectclausestoexpresstheirideasaboutatripproperly.

2.Makealeafletforatrip

Solutions

Beforetheclass,studentsshoulddoactivity2onpage68andlistthesentenceswithobjectclauses.Thenwritedownwhytheychoosetheplacetotravelusingobjectclauses

2.Guidestudentstoexpresstheirideasaboutatripindifferentsituations.

3.GuidestudentstotalkaboutsomethingspecialwhileusingbeautifulsentencesandshowanexampleleafletaboutJenny’strip.

Teachingmethod:Task-basedmethod

Teachingaids:Multi-media,blackboard

Teachingandlearningarrangement

Stages/

timing

Activities

Purposes

Lead-in(4mins)

Step1ShowavideoofplacesofinterestinChina.

Step2Freetalk

MayDayholidayiscoming.Askstudentswhichplacetheywanttogo.

Thevideocanarousestudents’interestandmakethemfeelrelaxed.What’smore,itcanprovidesomeinformationaboutplacesofinterest,whichactivatestudents’backgroundknowledge.

Thisstepaimsatshowingstudents’differentideasontheplacestheywanttogoduringMayDayholiday,thustheobjectclausestheyhavealreadystudiedbeforeclasscanhelpthemexpresstheirideasbetterandpersuasively.

Presentingthetask

(2mins)

Step3SetthetaskbyshowingaleafletaboutXiamen.Askstudentstomakealeafletforatripandinvitemoreclassmatestogowiththem.

ByshowingaleafletaboutXiamencanhelpstudentshaveabetterunderstandingaboutaleaflet.Agoodleafletisveryattractiveandmakestudentswillingtomaketheirownleafletsandinvitemoreclassmatestogowiththem.Also,studentscanknowthatwhatcanbetalkedaboutinaleaflet.

Brainstorming

(3mins)

Step4Studentstalkaboutthebasicinformationaboutatrip,suchwheretogo,whentogo,whattodo,whattoeat,etc.

Thisstepisdesignedtoactivatestudents’backgroundknowledgeaboutatrip

Listening(8mins)

Step5Listenformainidea.

StudentslistenandcheckwhatJennytalkedabout.

wheretogowhattoeat

numberofpeoplewhattodo

whattoseewhattotake

wheretosleep

Step6Listenfordetailinformation.

Jenny’strip

(1).Wheretogo

Sheisgoingto_______.

(2).Numberofpeople

_____peoplewillgothere.

(3).Whattotake

Shewilltakehermobilephoneand_______.

(4).Wheretosleep

Shewill_________.

(5).Whattodo

Shewill_________.

(6).Whattoeat

Theycan________.

A.thebeachB.themountainC.thecity

A.FifteenB.FortyC.Fifty

A.T-shirtB.warmclothesC.sunglasses

A.stayinahotelB.stayinherfriend’shome

C.campout

A.goclimbingB.gofishingC.goswimming

A.eatinarestaurantB.eatinafriend’shome

C.cookbythemselves

Step7StudentssharetheirideasaboutJenny’strip.

Idon’tthink(that)...

Ithink(that)...

Ibelieve(that)...

Ihardlybelieve(that)...

I’msure(that)...

Thisstepistodevelopstudents’listeningskills.FromJenny’strip,studentswillknowbetterwhatshouldbewritteninatrip.Thenumberofpeopleshouldalsobeincluded.

Thisstepisdesignedtoreviewandconsolidateobjectclausesinarealsituationandinacommunicativeway.

Reading

(13mins)

Step8StudentsreadtheleafletofJenny’stripandfindoutwhatshewroteintheleafletquickly.

Step9TheteacherasksstudentstoreadtheintroductionofLakeDistrictNationalParkandunderlinesomemorespecialthingsaboutthepark.ThenhelpJennycompletetheleaflet.

Ourtripisforgroupsof15people,socomewithyourfriendsormakenewones!

Thetriplastsfortwodaysatthisweekend.

Youshouldtakesomewarmclothesbecauseit’sgoingtobecoldinthemountains.

Somethingspecial

________________________________________________________________________________________________________________________________________________

Wewillgoclimbinginthedaytimeandcampoutatnight.

It’scooltocookbyourselves.

I’msureyouaregoingtohaveagreattime!

_____________________________________

Step10Studentsareguidedtothinkaboutwhatshouldbeincludedinsomethingspecialpart.Theycanintroducefrombeautifulsights,interestingactivitiesandfamousfood.

Step11Studentsareaskedtointroducesomethingspecialabouttheplacetheywanttogousingsomebeautifulsentenceslike“beespeciallyfamousfor..”,“bepopularwith...”,“so...that...”,etc.

Step12Theteacherasksstudentsiftheycanmaketheleafletmoreattractivebystartingwith“Doyoulike...?”“Wouldyouliketo...?”“Welcometo...”.Afterthat,studentsreadthebeginninginanattractivevoice.

Itistoreviewthebasicinformationofatripandhowtochooseandwritetheminaleaflet.

Thisstepaimsathelpingstudentsgettoknowhowtomakeanattractiveleafletassomethingspecialaboutaplaceisveryimportantinone’strip.Therefore,morepeoplearewillingtocometotheplace.

Itistomakestudentsthinkandtrytosummarizehowtowritesomethingspecialbythemselves.

Thisstepistoletstudentsusethebeautifullanguageinacommunicativeway.

Thisstepistomakestudentsknowtheleafletformatandmaketheirleafletmoreattractive.

Writingaleafletforatrip

(10mins)

Step13Studentsdiscussinpairsandchooseaplacetheywanttogo.Useobjectclausestoexpresstheirideas.

Idon'tthink(that)...

Ithink(that)...

Ibelieve(that)...

I'msure(that)...

Mymumanddadsay(that)...

Manypeoplehavesaid(that)...

...

Step14Writetheleafletinpairs.StudentAwritesthebasicinformationaboutthetrip.StudentBwritessomethingspecialabouttheplace.Beforewriting,theteacherwillguidestudentstosummarizehowtomakeanattractiveleaflet.Thechecklistwillbeshowntothem.

Checklist

Dowewrite“Doyoulike...?”“Cometo...”toinvitemorefriendstojoinin?

Dowewriteaboutanybasicinformationaboutthetrip,suchaswhere,when,howmanypeople,etc?

Dowewriteaboutanythingspecialabouttheplace?

Doweuseanybeautifulsentences?

Doweuseobjectclauses(宾语从句)toshowourideas?

Itaimsatusingobjectclausesinacommunicativewayandtryingtoshareideaswithothers.

Bysummarizingtheimportantpointsaboutmakingaleaflet,studentscanful