一起来设计

Teaching design of “Can you come to my party?

 Unit 9 Section A 1a-1c, Grade8”

 

云南师大附中呈贡校区 朱琳

Lesson type: Listening and speaking

Target students: Students in Grade 8

Teaching time: 40 minutes

 

Ⅰ. 文本分析

Unit 9主要围绕着“邀请”这一交际功能展开，该话题贴近学生的生活实际。这一部分的核心功能是发出、接受或拒绝邀请。1a-1c为本单元的导入部分，主要通过邀请别人参加聚会的图文以及听力活动导入单元话题。1a中的主题图呈现了接受或拒绝邀请的各种场面及与话题相关的词汇和短语，例如：prepare for，have the flu等，同时也复现了一些相关的短语，例如：come to my party, go to the doctor 等。本节课的教学的重点在于能够使学生听懂关于邀请的对话，并且能够按照对话中的相关信息做出判断，说明原因。同时，教学难点也落脚于关于拒绝邀请的回答，要求学生能够运用得体的语言对接受或拒绝邀请进行合理的表达并能陈述原因。

 

Ⅱ. 学情分析

该课的授课对象为八年级的学生。综合来讲，在经过一年多的初中学习之后，该阶段的学生具备了一定的英语词汇积累以及更强的表达能力，在英语课堂上有更多的话可说。具体来说，该阶段的学生具备以下的特质，教师应该根据这些特点及时地调整自己的教学方法以及教学活动：

1. 学生变得更“沉稳”，不愿意单独举手发言。就此，教师应该增强课堂的趣味性，调动学生的积极性，例如，可以采用小组竞赛等方法。

2. 学生两极分化较为严重，后进生在英语课堂上没有参与感。教学活动的设计应该具有梯度性，能够让后进生参与进课堂之中。

3. 在听力产出环节，存在学生“无话可说”或者是“无新话可说”的现象。教师应该扎根于现实，创设较为真实的语言环境，刺激学生联系生活实际，从而能够进行顺畅地产出。

 Ⅲ. The analysis of teaching material

This unit is developed around the function of “invitation” based on students’ daily life. The topic functions include making invitations, accepting invitations and refusing invitations. 1a-1c is the leading part of this unit, introducing the topic by the topic picture and given phrases. The topic picture in 1a presents the situations of making, accepting and refusing invitations, in which some target expressions are presented, such as prepare for, have the flu and so on. As well, some phrases can be reviewed, such as come to my party, go to the doctor. The teaching focuses of this lesson is to enable Ss to understand the conversations about invitations during listening and response with reasons according to the relevant information. Meanwhile, the teaching difficulty falls on refusing invitations, which requires Ss to use decent language to refuse invitations.

 Ⅳ. The analysis of students

The teaching target objects are Ss in Grade eight, who are equipped with a certain amount of English vocabulary. They are more expressive now. However, there exist some difficulties for Ss in English learning. More specifically, here are some of their traits, according to which T can adjust the teaching methods and teaching activities:

1. Ss get “calmer”, so they are not willing to speak individually in front of the whole class. Therefore, T should put the emphasis on enhancing the interest of the lesson to activate Ss.

2. there exists obvious polarization in English learning for Ss. Thus, “lower achievers” may have no sense of participation in English classes. To solve this problem, T should provide different kinds of activities for Ss at different levels;

3. there is a phenomenon, in which Ss have no words to say or they have no new words to say at the step of post-listening. To make the output better, it’s necessary for T to create an authentic language environment to stimulate Ss to combine their life with what they have learnt.

 Ⅴ. Teaching objectives

Linguistic competence

1. Ss are able to make, accept, and decline invitations;

e.g.

A: Can you come to my party on Saturday?

B: Sure, I’d love to. / Sorry, I must study for a math test.

2. Ss are able to use have to, must to talk about obligations.

e.g.

I have to prepare for an exam.

I must go to the doctor.  

Learning competence

Ss are able to use decent language to make interact with others by self-experience.

Thinking quality

Ss are able to develop decent social etiquette as well as show consideration for others while talking.

Cultural awareness

1. Ss are able to know the common sense of parties;

2. Ss are able to know the social etiquettes about parties.

 Teaching focuses

1. Ss are able to make, accept, and decline invitations;

2. Ss are able to use have to, must to talk about obligations.

 Teaching difficulty

Ss are able to use decent language to make interact with others by self-experience.

 Ⅵ. Teaching method 

Communicative approach

 Ⅶ. Teaching aids

Multimedium facilities, blackboard, learning sheet

 

Ⅷ. Teaching and learning procedures

Activity1

T and Ss have conversations about “Can you come to my party?”

[Design purpose]

1. To set an authentic scene;

2. To introduce the topic to Ss.

Activity2 (presentation)

1. Ss talk about how to make, accept and refuse invitations with the guidance of T.

2. Ss say out the phrases quickly according to the turntable.

[Design purpose]

To help Ss increase the vocabulary while talking.

Activity3 (practice)

Ss make conversations according to the pictures given by T.

[Design purpose]

1. To give Ss an opportunity to practice the target language in a controlled manner;

2. To arouse Ss’ interest to speak the target language.

Activity4 (pre-listening)

1. Ss read the picture carefully and answer the questions mentioned:

“How many friends will he invite? Can his friends go to his party?”

2. Ss match the phrases with the pictures.

[Design purpose]

1. To help Ss get into the habit of observing the picture carefully and prepare them well for the subsequent listening.

2. To get Ss clearer about the target language.

Activity5 (while-listening)

Ss listen and write the names in 1b next to the correct Ss.

[Design purpose]

To train Ss to get specific information during listening

Activity6 (while-listening)

Ss listen and fill in the blanks about the reasons why his friends can’ t go to his party.

[Design purpose]

To help Ss recognize the target language during listening.

Activity7 (post-listening)

Ss have a free talk about Sun Ning’s story and his feeling and then present in front of the whole class.

[Design purpose]

To help Ss review what they have learnt as well as give Ss oral practice.

Activity8 (post-listening)

Ss work in a group to write an invitation card to prepare a party for Sun Ning.

[Design purpose]

1. To help Ss use the target language in natural speech;

2. To give Ss writing practice in a controlled manner.

Activity9 (sublimation)

Ss watch a video about their school and talk about if they want to invite their friends to come and the reasons.

[Design purpose]

To develop Ss’ further thinking about invitations as well as arouse their love for the school.

Homework assignment

Ss write an invitation card to invite their friends to visit the school.

Ⅸ. Blackboard design

 Unit 10  If you go to the party, you’ll have a great time!

Section B 2a-2e Reading Teaching Design

 

云南师大附中呈贡校区   孙丽娟

I. Analysis of the textbook

This is Unit 10 of the eighth grade textbook Volume I. It mainly talks about the topic of “party”. It focuses on the vocabulary and sentence patterns related to consequences, and continues to consolidate the usage of verb phrases and the future tense of “be going to” and “will”. This part is the reading section of section B. Through the story of Laura, it discusses how teenagers solve problems in life, and gives some advice from a relevant expert. The language difficulty of this passage is moderate, and the theme fits the eighth grade students who are in adolescence development. It can also guide students to face difficulties, learn to communicate with others, seek help and solve problems.

II. Analysis of learning situation

The teaching object is the eighth grade students. In terms of language ability, the eighth grade students have accumulated some vocabulary and sentence patterns, learned the expressions of the future tense in the previous unit, and also involved in the first conditional sentence. They are able to use these to discuss the dialogue close to life and complete the reading task. In terms of learning psychology, students in adolescence need more encouragement from teachers, or more interesting activities to actively participate in the classroom. I choose PWP reading teaching mode, supplemented by jigsaw reading to stimulate their desire for exploration, so as to improve the students’ learning enthusiasm. Through the study of this unit, we can further consolidate the general future tense and the first conditional sentence. Through the study of this reading, we can help them face difficulties, learn to communicate with others, solve problems, and establish correct values in adolescence.

III. Learning contents

Unit10 Section B Reading.

IV. Learning objectives

1. Language goals：by the end of this class, students will be better able to

 ① command future tense of “be going to”and “will”

 ② learn how to use the first conditional sentence

2. Cultural awareness：

We can learn how foreign teenagers solve problems from examples and expert’s advice, and apply the advice into our lives.

3. Thinking quality：

Learn how to face difficulties, to communicate with others, seek help and solve problems.

4. Learning ability：

   Help students improve their English learning ability, especially their English reading ability; gradually establish scientific English reading habits; apply what they have learned, and consolidate their interest in English learning.

V. Teaching important points

① Cultivate English reading ability and learn English reading strategies；

② strengthen the use of the future tense, learn the first conditional sentence to express consequences.

VI. Teaching difficult points

① Cultivate English reading ability; 

② learn how to use the first conditional sentence.

VII. Teaching methods

I mainly use PWP reading teaching mode, supplemented by jigsaw reading teaching method, task-based method and situational teaching method.

VIII. Teaching procedures

1. Lead-in

①Show a song to Ss：Trouble is a friend

②Discuss to solve three problems

2.  Pre-reading：

Read the picture to guess the main idea of this passage.

3.  While-reading：

①Skimming：read the passage quickly to find out the main idea；

②Careful reading：read para 1 and finish the worksheet; put Ss into two groups to do jigsaw reading and finish the worksheet;

③Thinking：discuss the questions

4.  Post-reading：

①Draw a mind map in groups to retell the story

②do a puzzle game

5.  Sublimation

6.  Summary

7.  Homework assignment

Lesson Plan

Teaching material: Unit 10 If you go to the party, you’ll have a great time! Section B 2a-2e Reading

Target students: Students in Grade 8, Class 4

Teaching time: 40 minutes

Lesson type: Reading

Teaching methods：Task-based teaching method; Jigsaw reading teaching method; Situational teaching method

Teaching aids：Multimedia facilities, blackboard, learning sheet

Teaching objectives：To learn a passage about how to solve problems；to improve reading skills; to know how to face problems and solve them

Teaching focus: To help Ss know how to face problems and solve them; to guide Ss to master the use of future tense of “be going to” and “will”; to guide Ss to learn the use of the first contional sentence

Teaching difficulties: How to develop reading skills; how to use the first contional sentence

Procedures:

Step1 Lead-in: 

Teacher’s activities: 1. Show Ss a song and ask them the name of it. 2. Show Ss 3 problems their peers have and let Ss discuss how to solve the problems.

Ss’ activities: 1. Listen to the song and find out the name of it. 2. Discuss how to help their friends to solve the problems.

Purposes: 1. To arouse Ss’ interests and get familiar with the topic they are going to learn. 2. To help students review the key words and sentences.

 Step 2 Pre-reading:

Teacher’s activities: Show Ss the picture and ask them to predict the main idea.

Ss’ activities: Look at the picture to predict the main idea of the passage.

Purposes: To help Ss develop the reading skill of prediction.

 Step 3 While-reading:

Teacher’s activities: 1. Show the task of skimming: read the passage quickly and find out the main idea.

2. Show the task of careful reading: let all Ss read para 1 carefully and finish the worksheet. Invite some Ss to share their ideas; put Ss into group A and B to read para 2 and 3 independently and finish the worksheet. Invite some Ss to introduce what they’ve read and share their ideas; let all Ss think about some questions on the slide.

Ss’ activities: 1. Skim the passage to find out the main idea. 2. Read the passage para by para and finish the worksheet. Share the ideas with the class. 3. Think about the questions according to the passage.

Purposes: 1. To help Ss develop the reading skills, especially the ability to get and process key information. 2. To be prepared for retelling the passage

 

Step 4 Post-reading:

Teacher’s activities: 1. Have Ss draw a mind map in group of 4 to retell the passage. Invite some groups to present their mind maps and retell the passage. 2. Put Ss in group of 4 to play a quick puzzle game of a passage.

Ss’ activities: 1. Draw a mind map and retell the passage in groups. Present their ideas. 2. Finish the puzzle game of a passage.

Purposes: 1. To develop Ss’ ability to summarize a passage. 2. To learn more about how to be happy through the puzzle game. 3. To get prepared for the next part.

 Step 5 Sublimation:

Teacher’s activities: Show pictures of “Sharing a problem is like cutting it in half”.

Ss’ activities: Think about how to share the problems and solve them.

Purposes: To cultivate the awareness of sharing and solving the problems.

 Step 6 Summary:

Teacher’s activities: Guide Ss to recall what we have learnt today.

Ss’ activities: Summarize what we have learnt today.

Purposes: To develop the ability of summarizing.

 Step 7 Homework Assignment:

Teacher’s activities: Homework: Draw a mind map of <How to be happy> and retell the passage, write it down.

Ss’ activities: Write down the homework.

Purposes: 1. To consolidate the knowledge we have learnt in this lesson. 2. To improve their writing ability

 Blackboard design：

Unit 10 If you go to the party, you’ll have a great time!

                                 Section B Reading