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初中英语人教新目标 (Go for it) 版八年级上册Section B教学设计
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这是一份初中英语人教新目标 (Go for it) 版八年级上册Section B教学设计，共4页。
The analysis f learning cnditin
The students are frm Grade 8 in junir high schl. As high schl students, they have achieved certain English level and they have the ability t get the basic idea f the reading. Since they are in Grade 8, they are easily activated and want t air their wn pinins n the tpic. Althugh they are nt familiar with the tpic f rbts, I think they may be interested in this tpic. But there sme still sme difficult sentences fr them t understand.
The analysis f teaching material
The teaching material is the reading part frm G fr it Grade 8 unit 7. The tpic f this passage is abut the life in the future. This passage mainly intrduces the develpment f rbts. The tpic is new t students and it may be difficult fr them t say smething abut rbts.
1. Aims and demands
Knwledge bjects:
Talk abut what rbts lk like and what rbts can d.
Read and use the new phrases, such as be able t, hundreds f, ver and ver again, disagree with, fall dwn, lk fr.
Use the future tense t make predictins.
Ability bjects:
Skim fr the main idea，scan fr the details and retell.
Understand the main idea f the passage and learn sme imprtant phrases and sentence patterns.
Emtinal bjects:
1) Imprve the students’ interest f learning English.
2) Encurage students t predict their future rbts.
2. Key pints.
Enable the students t use the new phrases and sentence patterns t talk abut rbts.
Get an verall understanding f the passage.
3. Difficult pints
Develp their reading skills such as skimming, scanning, retelling and summarizing.
Try t write abut their future rbts.
Teaching aids.
1.Multimedia devices
2.PPT dcuments
Teaching methds
1. Task-based Apprach
2. Cperative Apprach
Teaching prcedures:
Part 1 Pre-Reading
Step 1 Warming up
At the beginning f the class, I will shw them the learning bjects t help them knw abut what they will learn in this lessn.
Then, I will shw them a picture f a rbt in mvies and sme rbts arund us t tell them rbts are everywhere tday.
Play a game “That’s true” t check if they have knw well abut rbts.
Play a vide and have a memry game after watching it t let students talk abut what rbts d in the vide.
Step 2 Lead-in
Lk at the picture in 2b t let students guess what these rbts can d t lead in this lessn.
Part 2 While-Reading
Step 3 Fast-reading
Task 1 Find ut the main idea f each paragraph.
there are fur paragraphs in this passage. Ask students t g thrugh the passage quickly and find ut what each paragraph talks abut?” t lead in this task. Accrding t this task, students can get an verall understanding f the passage.
It is a little difficult. S the teacher will give them 1 minute t discuss in grups and them check the answers. After checking answers, teacher will ask sme students t tell hw they get the main idea f each paragraph t summarize the reading strategies.
Step 4 Detail-reading
Task 2 Read and fill in the blanks abut what rbts are like.
Let students read the whle article carefully alng with the tape t knw mre abut rbts and then fill in the blanks abut what rbts lk like in the past, tday and in the future.
First, let students d it by themselves and then ask them t check the answers in grups. Finally, the teacher will ask sme grups t read their answers.
Task 3 Read and fill in the blanks abut what rbts can d.
Let students have a jigsaw reading between bys and girls. Let bys read the underlined sentences and girls read the rest. After reading carefully ask them t find ut what rbts can d in the past, tday and in the future.
First, let students d it by themselves and then ask them t check the answers in grups. Finally, the teacher will ask sme grups t read their answers.
The teacher will say “there are sme imprtant phrases in the passage” t lead in the next part.
Step 5 Language pints learning
Task 4 Match phrases with their English meanings.
First, the teacher will shw sme English phrases and their English meanings n the screen. Ask students t match the phrases with their meanings.
After checking the answers, the teacher will shw them Chinese meanings and ask students t say the English phrases. Then ask students t read them again.
Task 5 Play a game
Play a game “which apple is falling dwn” ,which shws apples with Chinese meanings f thse phrases t check if students can tell the English phrase .
Task 6 Understand and make sentences with these sentences patterns.
First,the students will wrk in grups f six t understand the three sentences。
And then they will make sentences using the 3 sentence pattern they have learned.
Finally, the teacher will ask them t shw their wn sentences t check if they have understd these sentences. This task can make students learn these imprtant sentences by themselves in grups.
Task 7 Have a cmpetitin
Shw them sme exercises abut the passage and the students wh knw the answers stand up and tell the right answers t check if they have learned well in class.
Part 3 Pst-reading
Step 7. Task 8 Retell the passage.
Grupwrk: retell abut what rbts lk like and what rbts can d accrding t the mind map.
Since students have a better understanding f the whle passage, it will be easy fr them t wrk in grups and retell abut the passage. The mind map can help the students t retell. The passage is a little lng, s the teacher can just ask each ne in the grup t retell ne part f the passage.
Step 8 Task 9 Writing
Ask students t write abut their future rbt. What will it be like? What will it be able t d?
Ask sme students t shw their writings t thers.
Step 9 Hmewrk
Ask the students t write abut their future rbt n the exercise bks.
Step 10 Teach a prverb
Rbts seemed impssible hundreds f years ag, but nw there are rbts everywhere. S if yu believe in yurself, anything is pssbile. And then ask students t read it ludly.
Step 11. Have a self-assessment
Ask students t have a self-assessment after class t check if they have learned well in each part.
Step 12 Chse the best grup
Cunt the pints in each grup and chse the best grup t encurage them d better next time.
Blackbard Design
Unit 7 Sectin B (2a-2e)
disagree with sb it will be + adj +t d sth
fall dwn
ver and ver again …will be able t d sth
be able t d
lk fr there will be … in the future
hundreds f
The analysis f learning cnditin
The students are frm Grade 8 in junir high schl. As high schl students, they have achieved certain English level and they have the ability t get the basic idea f the reading. Since they are in Grade 8, they are easily activated and want t air their wn pinins n the tpic. Althugh they are nt familiar with the tpic f rbts, I think they may be interested in this tpic. But there sme still sme difficult sentences fr them t understand.
The analysis f teaching material
The teaching material is the reading part frm G fr it Grade 8 unit 7. The tpic f this passage is abut the life in the future. This passage mainly intrduces the develpment f rbts. The tpic is new t students and it may be difficult fr them t say smething abut rbts.
1. Aims and demands
Knwledge bjects:
Talk abut what rbts lk like and what rbts can d.
Read and use the new phrases, such as be able t, hundreds f, ver and ver again, disagree with, fall dwn, lk fr.
Use the future tense t make predictins.
Ability bjects:
Skim fr the main idea，scan fr the details and retell.
Understand the main idea f the passage and learn sme imprtant phrases and sentence patterns.
Emtinal bjects:
1) Imprve the students’ interest f learning English.
2) Encurage students t predict their future rbts.
2. Key pints.
Enable the students t use the new phrases and sentence patterns t talk abut rbts.
Get an verall understanding f the passage.
3. Difficult pints
Develp their reading skills such as skimming, scanning, retelling and summarizing.
Try t write abut their future rbts.
Teaching aids.
1.Multimedia devices
2.PPT dcuments
Teaching methds
1. Task-based Apprach
2. Cperative Apprach
Teaching prcedures:
Part 1 Pre-Reading
Step 1 Warming up
At the beginning f the class, I will shw them the learning bjects t help them knw abut what they will learn in this lessn.
Then, I will shw them a picture f a rbt in mvies and sme rbts arund us t tell them rbts are everywhere tday.
Play a game “That’s true” t check if they have knw well abut rbts.
Play a vide and have a memry game after watching it t let students talk abut what rbts d in the vide.
Step 2 Lead-in
Lk at the picture in 2b t let students guess what these rbts can d t lead in this lessn.
Part 2 While-Reading
Step 3 Fast-reading
Task 1 Find ut the main idea f each paragraph.
there are fur paragraphs in this passage. Ask students t g thrugh the passage quickly and find ut what each paragraph talks abut?” t lead in this task. Accrding t this task, students can get an verall understanding f the passage.
It is a little difficult. S the teacher will give them 1 minute t discuss in grups and them check the answers. After checking answers, teacher will ask sme students t tell hw they get the main idea f each paragraph t summarize the reading strategies.
Step 4 Detail-reading
Task 2 Read and fill in the blanks abut what rbts are like.
Let students read the whle article carefully alng with the tape t knw mre abut rbts and then fill in the blanks abut what rbts lk like in the past, tday and in the future.
First, let students d it by themselves and then ask them t check the answers in grups. Finally, the teacher will ask sme grups t read their answers.
Task 3 Read and fill in the blanks abut what rbts can d.
Let students have a jigsaw reading between bys and girls. Let bys read the underlined sentences and girls read the rest. After reading carefully ask them t find ut what rbts can d in the past, tday and in the future.
First, let students d it by themselves and then ask them t check the answers in grups. Finally, the teacher will ask sme grups t read their answers.
The teacher will say “there are sme imprtant phrases in the passage” t lead in the next part.
Step 5 Language pints learning
Task 4 Match phrases with their English meanings.
First, the teacher will shw sme English phrases and their English meanings n the screen. Ask students t match the phrases with their meanings.
After checking the answers, the teacher will shw them Chinese meanings and ask students t say the English phrases. Then ask students t read them again.
Task 5 Play a game
Play a game “which apple is falling dwn” ,which shws apples with Chinese meanings f thse phrases t check if students can tell the English phrase .
Task 6 Understand and make sentences with these sentences patterns.
First,the students will wrk in grups f six t understand the three sentences。
And then they will make sentences using the 3 sentence pattern they have learned.
Finally, the teacher will ask them t shw their wn sentences t check if they have understd these sentences. This task can make students learn these imprtant sentences by themselves in grups.
Task 7 Have a cmpetitin
Shw them sme exercises abut the passage and the students wh knw the answers stand up and tell the right answers t check if they have learned well in class.
Part 3 Pst-reading
Step 7. Task 8 Retell the passage.
Grupwrk: retell abut what rbts lk like and what rbts can d accrding t the mind map.
Since students have a better understanding f the whle passage, it will be easy fr them t wrk in grups and retell abut the passage. The mind map can help the students t retell. The passage is a little lng, s the teacher can just ask each ne in the grup t retell ne part f the passage.
Step 8 Task 9 Writing
Ask students t write abut their future rbt. What will it be like? What will it be able t d?
Ask sme students t shw their writings t thers.
Step 9 Hmewrk
Ask the students t write abut their future rbt n the exercise bks.
Step 10 Teach a prverb
Rbts seemed impssible hundreds f years ag, but nw there are rbts everywhere. S if yu believe in yurself, anything is pssbile. And then ask students t read it ludly.
Step 11. Have a self-assessment
Ask students t have a self-assessment after class t check if they have learned well in each part.
Step 12 Chse the best grup
Cunt the pints in each grup and chse the best grup t encurage them d better next time.
Blackbard Design
Unit 7 Sectin B (2a-2e)
disagree with sb it will be + adj +t d sth
fall dwn
ver and ver again …will be able t d sth
be able t d
lk fr there will be … in the future
hundreds f
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