初中人教新目标 (Go for it) 版Section B教学设计

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这是一份初中人教新目标 (Go for it) 版Section B教学设计，共3页。

Unit 11 How was your school trip?

I. Teaching Objectives (教学目标).

Knowledge Objectives (知识目标):

a) vocabulary: lovely, expensive, cheap, slow, fast, robot, guide, gift, all in all, be interested in, etc.

b) sentence pattern: --How do you feel about your school trip?

--It was great./ It was terrible.

--What did you see?

--I saw...

Ability Objectives (能力目标):

In this class, four language skills including: listening, speaking, reading and writing will be practiced with the layout of class activities.

Students are supposed to learn how to talk and write about past experience and express their feelings properly.

Emotional Objectives (情感目标):

Students will learn to hold a positive attitude of life. Keeping a diary is also a good way to channel their feelings or negative emotion.

II. Teaching Importance and Difficulties (教学重难点).

Teaching Importance (教学重点): how to write a diary about a school trip using the descriptive words of feelings.

Teaching Difficulties (教学难点): using simple past tense in the diary to state past events.

III. Teaching Methods (教学方法):

All the methods adopted in this classes are under the guidance of task-based teaching approach. The teacher applies pair work, group work and even small games to get students’ attention and try to attain the teaching aims through these tasks.

Teaching Procedure (教学步骤)	Teaching Contents (教学内容)	Collaboration (师生互动)	Designing Purposes (设计意图)
Step 1: Leading in	Teacher asks students: “Do you like taking a trip?” and let them explain the reason, trying to have students say: “Because it is interesting / boring.” Teacher writes down on the blackboard the descriptive words that the students think up.	Students brainstorm on the words they may use to describe the feelings they have for trips.	Activate students’ prior knowledge of and have them be prepared for the new lesson.
Step 2: Presentation	Teacher shows some pictures of her own trip and exhibit a passage about this trip. Teacher reads the passage and make students tell whether it is a good trip.		Students get the first impression of how to use descriptive words to express feelings taking examples from the passage.
Step 3: Pre-reading	Have students do 2a in pairs and compare notes. Invite several students to present their ideas. Have students find the descriptive words in the two diaries and tell how the writer thinks of their trip.	Students exchange their ideas with their partners.	Help students realize that different people hold different opinions towards the same item.
Step 4: While-reading	Play the tape and have students answer the questions in 2b as they are listening to the text. Do a memory challenge. 3. Do 2c. Have students answer in full sentence like: Helen thought the trip was...because the train was...the museum was...and the gift shop was... and the gifts were...	Have student fill the blanks in the texts.	Students get the general idea of the texts. Have students pay attention to the descriptive words in the texts. Students practice simple past tense in meaningful complete sentences.
Step 5: After-reading	Have students work in groups of three. One plays Helen, one plays Jim and the third one plays an interviewer from the school newspaper. They should talk about the school trip they took. Provide them with useful sentence patterns in this unit. When did you take a trip? Where did you go? Who did you go with? How was the trip? How did you go there? What did you see? / What did you do ? Did you like it? / Did you have a good time? / Did you enjoy yourself? 2. Invite some groups to present their dialogues to the whole class.	Students practice the new patterns with their group members and perform for the whole class.	Have students understand the texts better and they can also practice the dialogue in a meaningful context.
Step 6: Writing	1. Have students think about how to write a proper diary. 2. Get students work in groups of four and write one diary about a trip taken by one of the group members. 3. Invite one person from each group to read their passage.	Students work in groups to write a complete passage and read them to all.	Practice how to write about others by taking examples from the passage they read. Collaborative writing can also help students learn from peers.
Step 8: Summary	Have students recall how to write a diary. Show them the key tips for writing.	Students summarize the key points in this class. Teacher provides some supplements.	Help students fully aware what they have learned and how they learned that.
Step 9: Homework	Write a passage about your own trip	Students write individually after class.	Reproduce the new knowledge learned in class.