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英语教案(张娟)


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NSE 8A Module 1 Unit l

Try not to translate every word

Period 2

Analysis of the text:

  This unit focuses on improving students’ ability of asking for and giving advice about how to learn English.

 

Analysis of the students:

  It’s the first part of the whole book and consists of lots of new vocabulary and expressions so it’s a little difficult for them to express using them.

 

Teaching aims:

  By the end of this session, most students will be better able to acquire the required abilities. This will be achieved by:

1, Knowledge objectives:

1). be able to better master the meaning, spelling and pronunciation of those target new words: translation, grammar, pronunciation, spelling, correct, repeat, advice, mistake, notebook, and message;

2). Be able to master the expressions of the ways to learn English: write down, check vocabulary notebook, listen to the radio, read a newspaper, translate every word, write email messages to each other;

3). be able to ask for and give advice about “how to learn English” by using “It’s difficult for me to …” “What do you think is the best advice for …?” and “Why don’t you …?” “I think you should…” “How about…” “Try to/not to…”

 

2, Ability objectives:

1). be able to talk about “how to learn English”;

2). be able to role play language doctor and student.

3). be able to master several effective ways of learning English and use them in the daily study.

 

3, Moral objectives:

1). Improve their cooperative spirit through pair work and role playing;

2). Encourage the students to ask for and offer help when needed;

 

The teaching focus:

1.      Master the words and expressions about methods of learning English;

2.      Ask for and give advice about methods of learning English.

 

The teaching difficulties:

1.      Students may find it difficult to master all the words and expressions in a short period;

2.      Students may find it difficult to give advice about learning English because of their limited experiences and knowledge;

3.      Students may find it difficult to communicate about “how to learn English” fluently.

 

Teaching procedures:

Step ⅠShort Review:

Show students some instruction pictures, and get Ss to guess the words: translate, correct, match, number, repeat, grammar, pronunciation and spelling.

设计说明:新课前的复习既可以巩固已有知识,也为新知识的学习作铺垫。八年级学生喜欢猜测的活动,所以,运用图片可以帮助学生牢固掌握所学的单词。

 

Show students a copy of 21st Century and introduce Language doctor to them. Write today’s task on the blackboard: be able to ask Language doctor for help; and give advice as Language doctor.

设计说明:语言博士的介绍激发了学生学习的兴趣,同时也让他们进一步了解到所学知识的实用性。任务的布置使学生有了更具体的学习目标和更强的学习动力动机。

 

Step ⅡPresentation of expressions of giving advice:

Assure the students that everybody has some problems about English study and it’s very common. Then ask the students to talk with their partners about their problems, like “It is difficult for me to learn vocabulary. What about you?”

Generalize their problems and write on the blackboard in a table, like:

Problems

                      Solutions(解决办法)

Learning vocabulary

 

Spelling

 

Mistakes

 

Reading English

 

Translation

 

Listening to English

 

Ask the students to solve their own problems and help the other students to find out solutions to their problems. Suggest them to fill in their thoughts and refer to Activity 3 on Page 2.

 设计说明:在确保不影响学生学习自信心的前提下让学生思考并列举出自己学习中遇到的问题。再结合自己的想法以及阅读课本第三部分来解决问题,同时也完成了课本第四部分的任务。

 

Step Ⅲ Pair work:

  Check the answers and praise the students who give their own ideas beside the answers from the text. Help the students to make a list of sentences used to give advice and write them on the blackboard:

   How about….?               

 You should……

Why don’t you…?                 

It is a good idea to…..

Try (not) to                        

Supply the structure “Don’t forget to …”.

Also list the solutions on the blackboard:

   Write down;

   Speak English in class;

   Check the vocabulary notebooks;

   Read a newspaper,

   Translate every word,

Write email messages to each other…

   Lead the students to read these sentences until they can say them out fluently. Then make a dialogue with a student by using “Vocabulary is difficult for me. What should I do?” and “You should check your vocabulary notebooks every day.” Encourage students to work out the dialogue with their partners.

  Present the example on PPT at the same time:

  SA: It is difficult for me to …

  SB: You should… / Why don’t you …? / How about …?...

设计说明:列出并带读重点句型;学生合作完成对话操练重点句型,这几个环节之后学生对寻求帮助和给予建议的用法就相当熟悉了。当然,学生操练之前需要老师先展示对话,这样学生操练的重点便更加明确。

 

Step Ⅳ Make a questionnaire:

Ask the students the following questions:

Do you like English?

Do you read a newspaper in English?

Do you often read English stories?

Do you have a vocabulary notebook?

Do you remember eight or ten words a day?

Do you have a pen friend? Does he or she send you email messages?

Do you often talk to foreigners?

Do you often watch English films?           

Do you often listen to English radio?                                             

Do you often listen to English songs?        

If they get 1—2 yes, it means that they need to do better;

If they get 3—4 yes, it means that they are doing well;

If they get 5—10 yes, it means that they are excellent!

设计说明:问卷调查是在课本第五部分的基础上添加了一些适合八年级学生的学习方法。一方面,学生学习的兴趣和积极性再次被调动,另一方面,学生了解了更多的学习策略,也为后面的教学活动作了充分的铺垫,使学生感到有话可说。

 

Step Ⅴ Role playing:

Ask the students to review the methods of learning English to be ready for the following role playing. Then suppose some are Language doctors, while the others are students with study problems. Show the sample dialogue and ask Ss to role play it according to their own situation.

Language doctor: What’s the matter with you?

Student:     It is difficult for me to…

Language doctor: You should…

Student:      That’s a good idea. What else?

Language doctor: Why don’t you …?

Student:      Yes, thanks a lot!

设计说明:角色扮演活动是对目标语言的进一步运用。通过语言博士和学生之间的角色扮演,营造出真实的情景和气氛,既巩固了目标语言,又扩充和丰富了学生的对话素材。可以有效地提高学生语言表达的兴趣,也可以让老师检测出学生本节课的掌握情况。

 

HomeworkThere are two groups of homework here. You just need to finish one of them. So it’s up to you!

A:

Here is a letter from our former oral English teacher Martin. Please write back and give him your advice.

 

Dear,

I miss you so much! How is your summer vocation?

My summer holiday was terrible. I taught some teenagers Chinese. (You know my Chinese is quite good now.) But it was a little difficult for me. The students complained (埋怨) learning vocabulary was hard then they did not like Chinese as before. I look forward to your advice and would be grateful for your help.

                                                   Martin

 

B:

  1, Daming receives some advice about learning English. But they are not in order. Can you please match the solutions(解决办法) with the problems for him?

 

Problems                           Solutions

                                      

Speaking                    Try not to translate every word.

Reading                     Why not write email messages to each other?

Writing                     How about listening to the radio?

Translation                  You should speak English in class.

2, Daming still has some other problems. Please give him your advice.

 I can’t swim.  _____________________________________________________.

 My mum is angry(生气) with me.

 _____________________________________________________.

 

设计说明:选做作业可以满足不同程度的学生,有效地避免了部分同学吃不饱,部分吃不了的现象.

 

 

Blackboard handwriting

                       Unit 1. Try not to translate every word.

 

How to give advice:

 

How about….?          You should……     Why don’t you…?             It is a good idea to…..          Try (not) to …       Don’t forget to …

 

Advice:

 

Write down;   Speak English in class;   Check the vocabulary notebooks;   

Read a newspaper;   Translate every word;   Write email messages to each other…

 

 

Teaching introspection:

  There are two main problems about this period of teaching.

  First, I over emphasized the patterns “I find it difficult to … What should I do to improve…?” because the key and difficult point of this lesson should be the expressions of giving advice.

  Secondly, the topic of our discussion was limited. We just talked about how to solve English learning problems but paid no attention to some realistic problems like “I made my mum angry yesterday, what should I do?” Only in this way can what they learned be used in the real life.

 

 

 

 

 

                                               南湖国际实验中学:张娟


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