How was your school trip教案2篇

How was your school trip?教案一

Part 1 Understanding of the teachingmaterial

I. Status and Function

“Go for it!”is based on “Task-Based Language Teaching”. It adheres to “The authenticityprinciple”, “The form-function principle”, “The task dependency principle” and “Theprinciple of learning by doing”. These principles all accord with the demandsof curriculum focus.

In and of Grade Seven (II), “Go for it!”, studentshave learned “The Simple Past Tense”. And it appears again in of Grade Eight(I). teaches students more about how to talk about events in the past. Inaddition, it gives affirmative and negative statements in the past tense, suchas the sentence patterns “Did you see …?” “Were there …?” “Did you go …?”

As the first part of Unit 8, Section Aopens with a picture presenting the last school trip in the aquarium andcontinues with several step-by-step practice activities, which are all good forstudents to master “The Simple Past Tense”. Doing well in Section A will help studentsintegrate the new target language with that in Section B. Thus, they candescribe the events in the past freely and foster their own ability ofreflecting and practicing.

II. Teaching Objectives

Teaching objective is the beginning andaim of teaching activities. According to the overall goal of the Englishelementary course--- improve students synthetic ability of languageapplication, which should be based on the development of students’ “Languageknowledge”, “Language skills”, “Character building”, “Learning strategies” and“Cross-cultural awareness”. The teaching objectives are described as follows

(I). Knowledge objectives

i. Master the simple past tense ofregular and irregular verbs

ii. Recite the new words and expressionsabout the last school trip in the aquarium, including their

pronunciation and intonation

iii. Master the key sentences and learnhow to talk about the past events

(II). Ability objectives

i. Understand the two dialogues and gainthe information to foster the listening skills

ii. Use the discourse markers to organizesentences together to form a short story and interview others to foster thespeaking skills

iii. Understand the reading material andfind the answers on the wall to foster the reading skills

iv. Write down the correct sentences tofoster the writing skills

(III). Moral objectives

i. Encourage students to think and talkin English through communicative tasks and provide the

students with the chances ofcooperation

ii. Get students to realize theimportance of protecting animals and help them build up the sense of

environmental protection

iii. By visiting the aquarium, encouragestudents to know more about our culture and love our country

III. Teaching important points and difficultpoints

According to thedemands of the curriculum focus---“The Simple Past Tense” is one of the mostimportant tense that students should master, the status and function of thisunit, the teaching importantpoints and difficult points are described as follows

Teaching importantpoints:

（i）The key vocabulary about the animals in the aquarium

(ii)Affirmative and negative statements in the past tense, “Didyou, Were there” questions.

(iii) The ways of talking about the events in the past.

Teachingdifficult points:

（i）Create the situation for students to use “The Simple Past Tense”and the sentence patterns “Did you see …?” “Were there …?” “Did you go …?” freely.

（ii）Find out the answers on the flashcards outside the classroom byunderstanding the questions

on the screen.

（iii）Guide students to make up their own dialogues by interviewing thefamous persons.

IV. Arrangement for the teaching material

David Nunan pointed out that “Don’t use just the textbook.Anything in real life that connect and appropriate to the lesson can be used asteaching resources.” Teachers shoulduse the textbook to teach rather than teach the textbook. McGrath (2002) alsopointed out that the adjustment of the teaching material should be based notonly on the structure of the material itself, but also on students’ learningprocess. So the arrangement should be student-centered. In addition, “Go forit!” emphasizes on “l(fā)anguage application” and “cultivating students’ ability ofinnovation and practice”. Curriculum focus lays stress on “Characterbuilding”, “Learning strategies” and “Cross-cultural awareness”. And innovation can help cultivate students’ autonomouslearning and cooperative learning. So, the arrangement for the teachingmaterial is described as follows:

On recycling “The Simple Past Tense”,present some pictures about the recent past events in the world and havestudents describe them instead of asking the question in 1a. On teaching thekey vocabulary, the videotapes and flash are used to attract students’attention. The tasks of “Test your memory” and “Guessing games” are selected onteaching the key sentence patterns “Did you see …?” “Were there …?”and “Did yougo …?” in 3b. The task of interview is to talk something about thelast trip between “reporters” and “famous persons”. The task of “Can you find them out on the wall?” focuseson students’ skills of listening, speaking, reading and writing. Students won’tfind the answers outside on the wall until they understand the reading materialin 3a. And the last task “ Use your imagination” asks students to summarizewhat they have learned, then use “The Simple Past Tense” to make up a story byadding sentences themselves.

Part 2 Teaching Methodologies andLearning Strategies

I.Student Analysis

The students in Grade Eight havelearned how to describe the past events before, though they don’t know muchabout it, they have shown their confidence in learning English. They candescribe the pictures, and exchange their information according to the familiartopic. They are good at imitation, they are eager to show their abilities. So,in this way, students are encouraged to fulfill some small tasks to enhance theability of solving problems through interaction in a target language.

The more advanced students wish tochallenge each other with new vocabulary and create original dialogues usingkey grammar and vocabulary items. The less advanced students may benefit frompairwork and groupwork, because the more fluent students may help them, so theymay have the chance to practise.

II. Teaching Methodologies

i. The Task-based Language Teaching

Thetheoretical background of the Task-based Language Teaching comes frompsycholinguistics. Psycholinguistic perspective is that a task is a device that guideslearners to engage in certain types of information-processing that are believedto be important for effective language use and for language acquisition.Nunan(1989)also pointed out, “Setting specific tasks for students so that theyact as if they were using the language in real life — this is part of theessence of task-based teaching.” In this lesson, I mainly adopt this method tohelp my teaching. For example, six tasks are arranged for students to fulfillthrough interaction in a target language. So students can get more chances tospeak out.

ii. The Communicative Language Teaching

The curriculum focus emphasizes on“l(fā)earner-centered”. So does “TheCommunicative Language Teaching” proposed by M.Canale and M.Swain whichprovides students lots of information and encourage them to take an active partin it. In the task of interview, by giving students some key sentences, letthem interview the famous persons in groups of two or three according to theirlast trip and their photos. They may use their imagination to make up their newdialogue. It not only enlarges their intellectual circles, but also improvestheir spoken English.

iii. The Direct Method

Berlitz’s Direct Method forbid thefirst language in classrooms, it enables the students to think in the targetlanguage, so that they can use it to express themselves directly withoutreferring to their mother tongue. In this way, concrete vocabulary was taughtby using videotapes, demonstration, objects and pictures. In the first sixminutes, the words “shark, octopus and seal” were taught by using this method.Thus, the use of the target language as a means of instruction andcommunication in the classroom contributes greatly to forming the habit ofthinking in the target language, which is necessary in efficient realcommunication.

III.Learning Strategies

i. To cultivate learners’ autonomous learning.

“Curriculum focus” recommends “The Task-based LanguageTeaching”, which has a specific objective and has meaning as their primaryfocus. In the tasks of “Test your memory” and “Guessing games”, to providestudents some pictures and photos will help them practise the target languageand cultivate their autonomous learning. And the tasks will encourage them totake part in the classroom activities and pay constant attention to expandingtheir language.

ii. To cultivate learners’ cooperative learning.

In the area of “Language skills”, “Curriculum focus”demands that the students in Grade Eight should make up several dialoguesaccording to the topic and give a performance with the teacher’s help. In thetasks of “Interview” and “Can you find them out on the wall?”, by arrangingvarious interaction activities, such as teacher-students, students-students,especially the activities among students, let students communicate with eachother by practicing to stimulate learners’ interests, then cultivate their cooperativelearning and reinforce their learning motivation. Thus, they can help eachother and form the good learning style.

iii. To cultivate learners’ ability of reflecting and practicing.

When thelearners are describing the past events, they will use “The Simple Past Tense”to help them. Thus, it will cultivate their own ability of reflecting andpracticing

IV.Teaching Aids

Besides the textbook and the speechcassette, Internet also provides different kinds of pictures and videotapeswhich will attract students’ attention. Furthermore, students’ own photos, teacher’sgestures, some real objects and the projector will also help the teaching. Onthe other hand, they will help students fulfill their tasks successfully.

Part 3 Teaching procedures

I.Teaching procedures

II. Blackboard design

III. Pre-assessment

In this lesson, formative and summativeassessment are adopted. By letting students fulfill different kinds of tasks tobuild self-assessment and group assessment. And it will do help to students’ autonomous learning and cooperative learning.

But the task of “Interview” may bedifficult for some students. So the teacher may provide some languagestructures or interview a student first to make sure that this activity isgoing on smoothly. And the task of “Can you find them out on the wall?” may benew for the students, so the teacher may give an example first to help studentsunderstand the meaning of the game. The task may make students become crazy. Whensome are going out to find the answers, the others should be in order. And the teachershould make sure that students inside mustn’t be too noisy.

Appendix

Actor/actress____________

B—Good!

C—Not bad!

D—Come on!

How was your school trip?教案二

單元課時(shí)安排：5課時(shí)

單元目標(biāo)與要求

1.學(xué)習(xí)詢(xún)問(wèn)和談?wù)撨^(guò)去發(fā)生的事情。如：what did you do on your school trip ? did you go to the zoo? No, Ididn’t.I went to the aquarium.等。

2.能聽(tīng)、說(shuō)、讀、寫(xiě)Section A、B部分中的四會(huì)單詞和四會(huì)句型。

3.能夠聽(tīng)、說(shuō)、讀Section A、B部分中的對(duì)話(huà)。能夠聽(tīng)懂簡(jiǎn)單的聽(tīng)力回答，完成selfcheck 部分的練習(xí)。

4.能夠掌握動(dòng)詞過(guò)去式的構(gòu)成法。規(guī)則動(dòng)詞和不規(guī)則動(dòng)詞的一般過(guò)去式。一般過(guò)去式的肯定句和否定句。Did you were there 引導(dǎo)的一般疑問(wèn)句。

第一課時(shí)

教學(xué)內(nèi)容與分析

1.教學(xué)內(nèi)容:Section A1a, 1b,1c

2.教學(xué)目標(biāo)：

a. 能夠聽(tīng)、說(shuō)、讀、寫(xiě)地點(diǎn)名詞aquarium, science center, gift shop, museum, 和動(dòng)物名詞dolphin, seal ,shark, octopus。

b.能夠聽(tīng)、說(shuō)、認(rèn)讀句子：what did you do last school trip? Did you go to the zoo? Were there anysharks?并能運(yùn)用這些句型來(lái)描述自己和他人的身高。

1. 能簡(jiǎn)單進(jìn)行詢(xún)問(wèn)和談?wù)撨^(guò)去發(fā)生的事情。

教學(xué)重點(diǎn)、難點(diǎn)分析：

1.教學(xué)重點(diǎn)：能夠聽(tīng)、說(shuō)、讀、寫(xiě)地點(diǎn)名詞aquarium, science center, gift shop, museum, 和動(dòng)物名詞dolphin, seal ,shark, octopus。實(shí)際情景中會(huì)運(yùn)用詢(xún)問(wèn)和談?wù)撨^(guò)去發(fā)生的事情。

（i）The key vocabularyabout the animals in the aquarium

ii)Affirmative and negative statements in the past tense, “Did you, Werethere” questions.

(iii) The ways of talking about the events in the past.

2.教學(xué)難點(diǎn)：對(duì)過(guò)去的事情進(jìn)行詢(xún)問(wèn)并會(huì)簡(jiǎn)單的描述。Aquarium, souvenir的發(fā)音也是本課時(shí)的教學(xué)難點(diǎn)。

（i）Create thesituation for students to use “The Simple Past Tense” and the sentence patterns“Did you see …?” “Were there …?” “Did you go …?” freely.

（ii）Find out theanswers on the flashcards outside the classroom by understanding the questionson the screen.

（iii）Guide students tomake up their own dialogues by interviewing the famous persons.

課前準(zhǔn)備

1.教師準(zhǔn)備主情景圖的教學(xué)課件。

2.教師準(zhǔn)備磁帶和錄音機(jī)。

教師設(shè)計(jì)（過(guò)程）

復(fù)習(xí)（Warm-up/Revision）

1.enjoy the movie （let’s travel）

a. 教師播放錄音，師生一起吟唱并觀看。

b. 請(qǐng)學(xué)生watch the screen進(jìn)行問(wèn)答。如：

what did I do yesterday? What did I do on vocation? What did Sam do threedays ago?

2. pairs work:“what did he/ she/ they do on last school trip？”

操練（Presentation/Practice）

1. 教學(xué)句型“Did you go to the zoo?”

a. guessing game:” What did Sam do on his last school trip?

T: what did Sam do on his last school trip? Do you know?

S: did he ……..?

2.教學(xué)地點(diǎn)名詞aquarium, science center, gift shop, museum, 和動(dòng)物名詞dolphin, seal ,shark, octopus。實(shí)際情景中會(huì)運(yùn)用詢(xún)問(wèn)和談?wù)撨^(guò)去發(fā)生的事情。

a Do you know the animals in the aquarium?

(3 minutes)(Videotapes, flash)

Get Ss to watch a short movie to teach the animals in the aquarium.( The key words: aquarium, shark, seal, crab, octopus, shell, starfish, fish)

b Task One--- Test your memory(3 minutes) (Pictures)

i. Give Ss 30 seconds to remember the 9 pictures on the screen.

ii.Test their memories by using “Were there …?”or “Did you see…?”to ask and answer.

3. pairs work (were there any books in the classroom yesterday? ?1c

4..Listening(5 minutes)

(Audio cassette, therecorder)

Have Ss listen to the tape and do the listening exercises on Page 47 1b.Encourage Ss to give the answers by having a competition among them

鞏固（Extension/Consolidation）

1. . Interview(10 minutes)

(Photos, the projector)

i Have Ss bring their own photos. The photos should be about their lasttrips. Ask the students in Group 1 to exchange the photos with the studentsin Group 2. So does Group 3 & Group 4.

iiSuppose the students in Group 2 and Group 4 are famous persons. Give thestudents in Group 1 and Group 3 three minutes to interview the famouspersons according to the photos.

IiiCall out some to act it out. See who are the best actor andactress.

(Here are some suggestions for the reporters to interview the famouspersons.)

I am a reporter from CCTV-9.

Now I am going to interview …,

How was your last trip?

Did you go …? /Where did you go?

Were there …?

What did you do there?

Did you see … there?

Did you buy a souvenir?

Did people there ask for your autograph?

2.完成課后相應(yīng)的練習(xí)。

3.Homework

1. 抄寫(xiě)本課時(shí)出現(xiàn)的地點(diǎn)名詞aquarium, science center, gift shop, museum, 和動(dòng)物名詞dolphin, seal ,shark, octopus。

2. 采訪(fǎng)并做好記.

II.Blackboard design

Unit 8How was your school trip?

I. New words & phrasesII. Sentencepatterns

aquarium What did you do …?

SharkDid you …?

seal Yes, I did. / No, I didn’t

OctopusWere there …?

souvenir Yes, there were. /No, there weren’t.

autograph

III. Competition

Group 1 Group 2Group3 Group 4

第二課時(shí)

教學(xué)內(nèi)容與分析：

1.教學(xué)內(nèi)容： Section A. 2a 2b 2c 3b

2.教學(xué)目標(biāo)：

a.能聽(tīng)懂，會(huì)說(shuō)：how was your day off? What else did he do? What did you do on…? 并能在情景中熟練運(yùn)用。

b.掌握一般過(guò)去式及詞匯autograph ,win jate took, hang out

c.情感教育，尊重他人

數(shù)學(xué)重難點(diǎn)：

1.本課需要重點(diǎn)掌握句型：.要求學(xué)生能替換關(guān)鍵詞匯autograph ,win jate took, hang out

掌握一般過(guò)去式及詞造新句并在實(shí)際情景中自如運(yùn)用。

2.本課時(shí)的難點(diǎn)是：一般過(guò)去使的運(yùn)用，規(guī)則動(dòng)詞和不規(guī)則動(dòng)詞的一般過(guò)去式。一般過(guò)去式的肯定句和否定句。Di you were there 引導(dǎo)的一般疑問(wèn)句。

課前準(zhǔn)備：

1.本課時(shí)的教學(xué)課件。

2.相關(guān)的錄音磁帶及錄音機(jī)。

教學(xué)設(shè)計(jì)：（過(guò)程）

復(fù)習(xí)（Warm-up/Revision）

1. chant

clap, clap, clap, clap our hands,

I say go ,you say went.

Go, go, go, went，went，went.

Buy, buy, buy .bought, bought. bought

Take, take, take,took took took

Eat, eat eat. ate……..

2. revise “ what did he see ?”

A:What day is it today?

B: It’s Monday.

A: what did he see in the aquarium?

3.look at the chart, say out the questions

操練（Presentation/Practice）

1.guessing game。”What did I do yesterday evening?”

2.放2a部分的錄音，感知新內(nèi)容并完成練習(xí)。

鞏固（Extension/Consolidation）

1.完成配套練習(xí)。

2.聽(tīng)2a , 2b 的錄音。

3.同學(xué)一起練chant.

第三課時(shí)

教學(xué)內(nèi)容與分析：

1.教學(xué)內(nèi)容： Section A. 3a 3b 3c

2.教學(xué)目標(biāo)：

a.能聽(tīng)懂，會(huì)說(shuō)：how was your day off ? What did you do on…? 并能在情景中熟練運(yùn)用。

b.掌握一般過(guò)去式及詞匯visitor, gift, drive, end, octopus, Chicago

outdoor, off

c.情感教育，尊重他人

教學(xué)重難點(diǎn)：

1.本課需要重點(diǎn)掌握句型：.要求學(xué)生能替換關(guān)鍵詞匯 Class 9 had a great time on the school trip. have a great time/have agood time/enjoy oneself

At the end of the day…掌握一般過(guò)去式及詞造新句并在實(shí)際情景中自如運(yùn)用。

2.本課時(shí)的難點(diǎn)是：一般過(guò)去使的運(yùn)用，規(guī)則動(dòng)詞和不規(guī)則動(dòng)詞的一般過(guò)去式。一般過(guò)去式的肯定句和否定句。Di you were there 引導(dǎo)的一般疑問(wèn)句。

課前準(zhǔn)備：

1.本課時(shí)的教學(xué)課件。

2.相關(guān)的錄音磁帶及錄音機(jī)。