题 目 学 校 学生姓名 指导教师 联系电话
Where did you go on vacation?
哈尔滨师范大学
二〇一六年十一月十三日
Unit 1 Where did you go on vacation? (Period 1: Section A 1a-1c) Students Duration I. Analysis of teaching contents Students in Grade 8 45 minutes This teaching material is from Unit 1, Volume One, Grade 8, New Curriculum Standard “Go For It” Serial Textbooks, published by People’s Education Press. Period 1 targets talking about past events. This class can bridge the past tense learned in Unit 11 volume 2 Grade 7 and more profound and practical study in this unit. This class is listening and speaking class. II. Teaching Objectives 1. Knowledge Objectives ★Vocabulary: a. Students can write out the past forms of some words: stay, visit, study, eat, make, do, go b. Students can recite the words: vacation, mountain, beach, museum. ★Sentences: Students can construct conversations by using key sentences: Where did you go on vacation? Did you go with anyone? ★Grammar: Students can summarize the grammatical rules of constructing questions about past vacation. 2. Ability Objectives ★Students can improve their listening, speaking and communicating skills about their past vacations. ★Students can make sentences in past tense . ★Students can demonstrate their conversations about vacation. 3. Affectivity Objectives ★Students can share feelings and experiences with classmates by using past tense to improve their friendship. ★Students can deepen their cultural understandings about tourist city---Xi’an. III. Important and Difficult points IV. Teaching Methods V. Learning Methods VI. Teaching Aids
1. Verbal inflection rules 2. General questions and special questions in past tense Situational Teaching, Task-based Teaching Pair work, independent work, inquiry learning Mufti-media
VII. Teaching Procedure
Teacher’s Activities
STEP 1: Greeting and Lead-in (3 minutes) Contents:
1. Play a song as the new semester gift to students to recall the good days in their vacation
2. Use the lyrics to review the grammatical point learned in last semester---past tense 3. Check the answers Teacher’s lines:
Good morning, boys and girls! Nice to see you again in this new semester. Today is the first day in your Grade 8. Yesterday, we said goodbye to our summer vacation. And at the beginning of our class, I bring you a gift and with music, you can recall the good old days and enjoy vacation once more. If you can sing, let’s sing together! Teacher’s actions:
1. Play a clip of the song Yesterday Once More (about 30 seconds)and show its lyrics on PPT. 2. Write the unit title on the blackboard. Teaching purposes:
1.To remind students of the simple past tense. 2.To warm class up and make transition to the learning phrases.
STEP 2: Review the past tense (3 minutes) Contents:
1. Ask students a serials of related questions about Past Tense step by step.
2. Have a brief review on the usage of simple past tense and its verbal inflection rules.
3. Ask students to summarize the inflection rules. Teacher’s lines:
Past Tense is an important grammatical point that we’ve learned before. We need to use past tense verbs to describe our past actions. What are the verbal inflection rules in past tense? Teacher’s actions:
Write down the following words on the blackboard: work, live, study, go, make, buy. Teaching purposes:
1. To review the knowledge of past tense. 2. To make preparations for using past tense.
Students’ Activities
1. Sing along with the song
2. Think and point out verbs in past tense in the lyrics
Teaching Skills and
Elements Lead-in
(By modern teaching equipment)
Elements:
·Gaining attention ·Arousing motivation ·Structuring ·Making links to learn phrases.
1. To answer the
questions asked by the teacher.
2. To change the regular and irregular verbs into past tense forms on the blackboard.
Questioning
(By making a chain of questions about the grammar that has learned before.)
Elements: ·Focusing on key point ·Using the questions as knowledge framework ·Pausing after questions
STEP3: Presentation(20 minutes) Contents: 1. Show students a video clip including the main phrases and sentences in this period. 2. Ask students to make questions for the underlined parts in the sentences. 3. Pair work: Ask students to make conversations by using phrases and sentences above in pairs. Several pairs will show their conversations. Teacher’s lines: 1. Now I will play a video clip, please listen carefully and pay attention to the phrases and sentence in it. 2. Look at the blackboard, and I will ask some students to make questions according to the underlined part? Teacher’s actions: 1. Play the video. 2. Write sentences with several underlined words on the blackboard. Teaching purposes: 1. To introduce the new phrases and sentences that can be used to talk about vacation. 2. To reinforce the students’ ability to use the phrases and sentences. STEP 4: Explanation of key sentences (7 minutes) Contents: 1. Let the students inquire the key sentences in this unit, as follows: 1) General question: Did you go with anyone? 2) Special question: Where did you go on vacation? 2. Give students both examples and counterexamples. [Example]: Did you do anything interesting last weekend? [Counterexample]: What you did yesterday? 3. Let the students generalize the methods of making past tense questions. 4. Reflect on the students’ performance and make comments and correct their answers Teacher’s lines: 1. Let’s take a look at the key sentences on the blackboard.
Explaining 1. Watch the video clip (by illustration) and pay attention to the conversations actively. Elements: 1. Forming a 2. Make questions about framework of the new the underlined parts in knowledge the sentences written on 2. Using clear and the blackboard. fluent speech to explain 3. Giving examples 3. Practice these phrases 4. Leading to the key and sentences and use points them to make 5. Reinforcing by pair conversations with work partners. 6. Getting feedback 7. Commenting 1. Take notes for the key sentences with the auxiliary “did” be marked. 2. Make inquiry of the rules 2. Find the mistake appeared in counterexample and correct it immediately. 3. Finish the exercises on the notebooks on Page 6 independently. Drilling (By inquiring) Elements: ·Giving clear orders ·Adjusting ways ·Checking and commenting
2. But pay attention to the counterexample, the sentence sequence must follow the statement sentence.
3. Now, is there anybody can make generalizations of the form of the questions.
4. When making general questions, we should add this auxiliary at the beginning of the sentences.When we add an interrogative pronoun on the basis of the general question, it will form a special question. But the following sentence should be in statement sentence sequence . Teacher’s actions:
1. Point to the key sentences on the backboard 2. Write down a counterexample Teaching purposes:
1. To cultivate students’ autonomous learning ability of the difficult point in this period in a systematical and theoretical way
2. To help students avoid the mistakes in sentence sequence
STEP 5: Establishing situation: Traveling Time
(10minutes)
1. See the pictures and guess where it is.
2. Answer the questions.
3. Complete the
sentences in oral and read it together.
Contents:
1. The teacher play as a reporter and students as tourists.
2. Show the students the landmark of Xi’an at first and then more pictures.
3. Let the students imagine that they just traveled there on summer vacation. Ask students several questions.
Drilling
(By showing pictures)
Elements:
·Giving clear orders ·Adjusting the ways ·Increasing the entertainment
4. Under the pictures, there will be a sentence with a blank needed to be filled with an appropriate verb form. Yes, we did. We___(travel) to the ancient capital, Xi’an, last summer vacation. We___(live) in a cave there. We___(visit) the Museum of the Terra-cotta Warriors. We___(have) Biangbiang noodles. We___(ride) the bicycle. 5. Interview the students to answer questions by completing the sentences. Teacher’s lines: 1. Boys and girls,can you guess where it is? Now, imagine that we traveled here last summer and we did lots of things there. And I will play as a reporter to interview your feelings and experiences in Xi’an. 2. Did you travel to Xi’an last summer vacation? Where did you live? Where did you visit? What did you have for dinner? Where did you look at the night scene? Teaching purposes: By putting students in to a certain situation to help students consolidate the key knowledge of the class. STEP 6: Summarizing and answering students’ questions (2 minutes) Contents: 1. Review the simple past tense. 2. Talk about the summer vacation using new sentences and phrases. Teacher’s lines: In today’s class, we have review the past tense together. Although we learned it last semester, but it will still be used in our following lessons. And today, we used it to talk about our vacation. Teacher’s actions: Come to the stage and replay the key points on the PPT. 1. Take notes 2. Listen and repeat the phrases and sentences with the teacher 3. Recall what they have learned at this class and ask questions Closure Elements: ·Summarizing the key points ·Communicating and answering
STEP 7: Extension(1 minute) Contents: Ask students to finish the homework as follows: 1) Memorize the words and phrases in this period 2) Remember the irregular verbal inflection verbs 3) Ask students to make power points to make presentations of their vacation Teaching purposes: 1. To consolidate the point in this period 2. To improve their independent study ability in speaking and writing Blackboard Design: 1. Take notes 2. Finish the requirements Closure Elements: ·Deepening knowledge ·Expanding key points Reflection: Success and reason Failure and reason
