英語人教版八年級下冊教學設(shè)計作業(yè).docx

Teaching DesignUnit 8 Have you read Treasure Island yet? 1. Textbook analysisThis book ”go for it” which is the best seller of the text book all over the world, is written by David Nunan, who is the famous Australia Linguistic and teaching expert. It is introduced in China around 2003 and adapted by some Chinese expert in 2012. David Nunan is famous for his work task-based language teaching and learning, and the text book go for it is written based on this method. The current round of reforms to the English curriculum in China also promotes task language teaching methods. 2. Teaching method analysis The teaching method I applied in my class is Task-based language Teaching method, which has been advocated several years in China. However, many English teachers have simply incorporated tasks into traditional language-based teaching method, which is called task-supported language teaching method. Basically, Task-based language teaching involves three steps, pre-task, task circle, and language focus, which is very important. The basic idea of TBLT is that it helps students acquire language competence naturally through doing things. The task cycle design is based on language fluency, accuracy, and complexity.Task-based language teaching method is mainly based on some research of the second language acquisition (like the acquisition learning hypothesis, the Input hypothesis and the Interaction hypothesis), psycholinguistic theory (like Levelts model of speech production, theory of consciousness-raising tasks) and constructive teaching theory (like Vygotskian theory, how learners shape the goals of any activity to suit their own purpose) and so on. 2. Students and teaching aids analysis(1)The cognitive ability and language aptitude of the students in the Middle School Attached to Xian University of Architecture and Technology are generally beyond the average, so I raised the difficulty level of the tasks. (2) The perceptual learning style of the students varies individually, so I tried to input the target language visually, auditorily and kinesthetically with the help of different kinds of teaching aids, like multi-media technology and some real material objects like blackboard, paper form and so on. (3) Additionally, students cognitive learning styles are different from each other. Some of them are impulsive learners and some of them are field-depend learners. I will give them some learning advice differently in the class. Of course, how to choose the teaching aids is also based on the teaching materials.3. Teaching materials, teaching aims and teaching difficulties analysis (1) Teaching materials analysis: Have you read Treasure Island yet? is from the unit 8, the second volume of grade eight. The function of this unit continues to help students learn to talk about recent events and experiences. The period I will teach is period 1, from 1a to 1c. This period will be a listening-and speaking class. (2) Teaching aims analysis: Based on National English Curriculums in 2011, I will analysis teaching aims in five aspects a. language knowledge: Enable students to understand and pronounce some name of the famous novels.Enable student to use some adjective words to express their feeling, fantastic, interesting, wonderful, boring, terrible, just so so. Enable students to use Present Perfect Tense pattern Have you read.yet? And the pattern Has he/she readyet? b. language skills: Enable students to ask about the recent books the other students have read recently. Enable students to talk about the book they have read and the book his friends have read recently. Enable students to do a report. c. Learning strategies Enable Students to know some listening strategy: listening to the key wordsd. Learning attitude Enable students to cooperate with others to complete taskse. Cultural awareness: Enable students can know some famous western novelsAs for teaching importance and difficulties, I think the patterns are the important points. And the name of the novels are the difficult point, and how to make a report is also the difficult point. 4. Teaching procedure and teaching theory analysis TimeTeaching stepsTeaching procedureTeaching purpose and theoryMedia use Reflection Teachers activities StudentsactivitiesPre task：任務(wù)前活動（35分鐘）Step1 Lead in 制作電影，引入課題 T: Do you like watching movies? T: I made a short movie. It is about a famous book.Do you want to watch it?T: Please watch it carefully, and answer my question S: Yes. S: Yes. 根據(jù)學習動機理論，建構(gòu)主義學習理論，通過引入學生感興趣的電影，創(chuàng)設(shè)學生學習興趣與動機，在學生原有的知識體系中建構(gòu)新的知識開始播放視頻（35分鐘）Step2 通過電影中預(yù)設(shè) 的字幕，1自我介紹，2， 引出課題,呈現(xiàn)重點語言知識T：Do you know my English name? T: well, who can tell me, whats the name of this book? T: Have you heard of Treasure Island?T: You can say Yes, I have.No, I havent.T: Have you read it yet?No, I havent. T: What do you think of it? Whats it like?/ If you like it, you may say exciting, interesting, fantastic. If you dont like it, you may say terrible, boring, just so so.S: Ray-z T：Treasure Island.T: Yes/No.S: Yes, I have.No, I havent.根據(jù)教育心理學理論，學生課前五分鐘記憶力最好，所以剛導入后，一開始就切入主題，呈現(xiàn)重點。1.黑板，開始寫課題 Treasure Island2. 黑板上開始寫Have you read3.黑板上開始寫Yes，I have. No, I havent. Task circle：任務(wù)環(huán)68分鐘Task1連線中英文書名match the Chinese name with its English Name? T: Well, today our topic is books. Lets talk about more books. T: The first one, Alice in Wonderland? What is its Chinese name? T：Well done，now, read after me please. Alice in Wonderland?T: Have you heard of Alice in Wonderland? (Do you know heard of) 同時做出用耳朵聽的動作T: Have you read it yet? What do you think of it? /whats it like? Apply the same teaching method to the name of the other books: S: Yes, I have.S: No, I havent.S: It is wonderful.T: 愛麗絲夢游仙境T: Alice in Wonderland這一任務(wù)運用心理語言學認知理論讓學生頭腦中英文書名匹配起來。再根據(jù)行為主義理論，領(lǐng)讀重難點英文書名，強化學生書名的記憶1.PPT呈現(xiàn)任務(wù)一，搭配2. 與此同時，在主板上寫書名在副版上寫Heard of聽說23分鐘Task 2聽指令，完成表格You小組完成任務(wù)之前，示范學生如何完成任務(wù)，這是活動順利進行的關(guān)鍵。T: well, you have read a lot of books. Now, I want to make a survey. Well, take out the paper please, Firstly, write your name here. My name is Ray. So I write it here. Whats your name? So write your name here, all right?Secondly, look at the book titles here. What books do we have here? We haveThen, look at the first question, have you read Alice in wonder land yet? My answer is Yes, I have. So I write a (tick) here.T: Well, whats your name? Have you read Alice in wonder land yet? Next, look at the second question, What do you think of it? I think it is interesting. So I write interesting here. Well, if you like it, you can also say it is interesting, fantastic, exciting. T: Well, this girl, whats your name? Have you read it yet?What do you think of it? Well, lets do another one together. Have you read Treasure Island yet? No, I havent. So I write a (cross )here. T: What about you, have you read Treasure Island yet?Next, What do you think of it? Well, I havent read it yet, because I think it is boring. So I write boring here. Well , if you dont like it, you can also say it is terrible or it is just so so. T: What about you? What do you think of it? Is it boring or interesting.T: Great. T: This is just an example, now, I will ask you questions together, and you answer it in your heart. And finish the rest, all right? Have you read.yet?What do you think of it? Finish the rest. S：Ok. S: My name isS: we haveS: My name isYes, I have.S: Mike.S: No, I havent.S: I think it is interesting. S: Yes.S: Students listen to the recording, and fill in the blanksS: I think it isStudents do the task. 通過真實性任務(wù)，培養(yǎng)學生實際運用語言能力。任務(wù)二，簡單一些，學生先聽后然后思考，隨后動手完成表格You. 根據(jù)The silence period理論，二語習得者有一個語言沉默期，這個階段為他們在下來說的任務(wù)上做出認知上的準備。這個階段，學生可以只做不說1使用黑板，展現(xiàn)關(guān)鍵詞2.提前制作好的教具表格。810分鐘Task 3、Pair work同桌之間互相采訪，完成表格S1之后前后排同學相互提問,首先先問對方信息，完成表格S2，最后，問對方之前的同桌信息完成表格S3， T：Have you finished it yet? 1. Look at S1Well, I want you to ask your deskmate, and finish S1. Who want to have a try first? 2. Look at S2T：Now，turn back. Ask each other questions and finish S2.3: Look at S3T: Now, this boy, Whats your deskmates name? T: Has he/she read aboutyet?T: What does he think of it?And finish the rest of titles as an example.T: Well, turn back. Ask each other his/her partners information and finish S2. S a:S b:S: He isS: Yes, he has.S: he thinks it is任務(wù)三有一定難度，這一任務(wù)是兩個人真實的為了完成任務(wù)二相互之間的對話。根據(jù)第二語言習得交流互動假說，小組對話有利于產(chǎn)生意義協(xié)商發(fā)展學生中介語， 還有利于擴大大班教學語言生成量，使每個人得到習得自己語言的機會。此時，黑板上展現(xiàn)第三人稱單數(shù)has 的句型 Task 4 Do a group report. 做一個小組報告。之前給學生做示范，給學生提供樣例。隱性地為學生提供做report的策略。這一階段，注意學生語言上的問題并進行評價，鼓勵學生自己，學生之間評價自己的報告、指導學生從語言的準確性，流利性，復雜性方面評價報告。T: I will do a group report of my group. In my group, we haveT: now its your turn to do your report in your group, if you cant do it ,you can watch the PPT. It will help you, after you have finished, choose one of the best to do it before the class. 任務(wù)四難度最大，學生要完成這個任務(wù)，不僅需要語言知識，而且需要語言使用策略。根據(jù)levelts model of speech理論，給學生留足認知上，語言上，策略上的準備時間，讓學生完成任務(wù)，課程的最后階段，為學生提供rehearsal的機會。多媒體文本Language Focus語