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視頻標(biāo)簽：Revision
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：外研版初中英語八年級下冊8B Revision Module A浙江省 - 溫州
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Revision Module A
I. Design Ideology
1. This period is designed for students to use sensory verbs and present perfect tense correctly in real-life situations after revising the language items in Module A. The whole lesson is task-based.
2. Revision Module A is designed according to the following principles:
1) Make learning more efficient by sharing, discussing with group mates and competing among groups.
2) Arouse SS’ inspiration to learn English by a clip of a cartoon video, a short poem, blank-filling and real-life communication in class.
3) Find out SS’ shortages in Module A by asking SS to do some tasks before the class. Try to solve the difficulties in class. II. Analysis of the Teaching Material
The teaching material is from Book 4 of NSE. It plays an important role in Book 4 because of the sensory verbs in Module 1 and present perfect tense from Module 2 to Module 4. Module 5 is an integrated application of simple present tense, simple past tense and present perfect tense.
Because of the limited time and a relatively large number of exercises in Module A, some exercise are used for the assessment of the SS’ learning, others are integrated into the class. The teaching material is close to daily life, so it’s helpful to raise SS’ learning interests and it will also be helpful to improve their writing.
This lesson is a mid-term revision. Students will review what they have learnt in the previous five modules. They will know how to use the sensory verbs and present perfect tense correctly. Meanwhile, they can distinguish the simple past tense from the present perfect tense, use the correct tense to describe the pictures and talk about hobbies and their favorite cartoons. III. Analysis of the Students
In the previous classes, SS have learned about the sensory verbs, present perfect tense, simple past tense and simple present tense. And they have a great interest in talking
about hobbies and cartoons. It won’t be so difficult for them to get involved in the class. SS will be the real masters in class while the teacher will be a guide. Every task is student-oriented. IV. Objectives
1. Knowledge objectives:
1) Be able to use sensory verbs in the context suitably.
2) Be able to use the present perfect tense correctly and distinguish it from the simple past tense.
3) Be able to talk about one’s hobby and favorite cartoon with simple present tense, simple past tense and present perfect tense. 2. Ability and skill objectives:
1)Be able to improve their listening by circling the key words and listening for key information.
2)Be able to improve their speaking by describing pictures, talking with a partner or in a group.
3)Be able to prepare for their writing by getting the contents from reading and sharing with group mates. 3. Learning strategy:
Be able to learn independently and cooperatively. 4. Affection and Attitude objectives:
1)Be more interested in cartoons and get something from the good cartoons. 2)Learn to appreciate others’ hobbies and favorite cartoon. 5. Cultural objectives:
Learn different culture in different countries by reading or watching cartoons. V. Keys and Difficulties Key points:
1)Be able to use sensory verbs in the context suitably.
2)Be able to use the present perfect tense correctly and distinguish it from the simple past tense.
3)Be able to talk about one’s hobby and favorite cartoon with simple present tense,
simple past tense and present perfect tense. Anticipated difficulties:
1)Be able to use the present perfect tense correctly and distinguish it from the simple past tense.
2)Be able to talk about one’s hobby and favorite cartoon with simple present tense, simple past tense and present perfect tense. VI. Teaching Theories and Strategies
Task-based approach, cooperative learning, independent learning VII. Pre-class Preparations 1.SS.’ learning preparation:
Finishing the pre-class handout and sharing with the group mates. 2.Teacher’s teaching preparation:
Finding out SS’ problems, adaption of the teaching material and the teaching plan. 3.Teaching aids:
Multimedia teaching equipment, CAI courseware, blackboard, handout VIII. Teaching Procedure Teaching Procedure Teacher’s Activities Students’ Activities Purpose of the
Design Step1. Lead-in (3 mins )
1.Greeting
Class begins! Good morning, boys and girls. Sit down please. 2.Invite SS to watch a video and ask some questions about it. Boys and girls, before the class, I'm going yo invite you to watch a short video. Watch very carefully and tell me. What's it about? Who is in the video? After SS watch the short video,
1. Greeting
2. Watch the video and answer the questions.
It’s about Sponge Bob. I
feel happy/relaxed/...
1.To arouse SS’
interest and
attention by
watching a
lively cartoon
video.
2.Questions about the cartoon will be helpful for using the sensory verbs in real-life communication.
teacher asks SS the following questions:
What's it about? Do you like the cartoon? How do you feel when you watch it?
Step2.Talk about the pictures (3 mins)
1. Present the pictures in the video and ask some questions to show how to use sensory
verbs.
Who is in the cartoon? Who is
the hero in this cartoon?
How does he look?
2.Ask SS to talk about the
pictures with five sensory
verbs.
Now, can you use these sensory
verbs to talk about the pictures
here? Let's have a group
competition.
3.Introduce teacher’s
friend---Helen.
Have you ever watched this cartoon? My friend Helen has also watched this cartoon.
Answer the questions and talk about the heroes, food, music in
the cartoon.
Sponge Bob, Patrick star...
Sponge Bob
SS:He looks funny/cute/...
S1:The hamburgers taste
delicious. S2: The flowers
smell sweet. S3:The music
sounds exciting. S4:
Sandy looks beautiful/...
Yes, I have. 1. Talking about the
pictures
from the video is of great help for the revision of the sensory
verbs. 2. Leading in a girl called Helen for the following steps.
Step3. Complete the
sentences (4 mins)
Ask students to complete the sentences with the correct form of the words in the box and check SS’ answer one by one.
She has some ideas about this cartoon. Please take out of your worksheet and complete the Students complete the sentences
with
the
correct form of the words in
the
box
individually.
S1: I feel excited when I watch the cartoon Sponge Bob.
Consolidating the use of sensory verbs in context by blank-filling.
sentences with the correct form of the words in the box. Pay attention, some words can be used more than once. Have you finished? Who wants to have a try first?
Does Helen like the cartoon Sponge Bob? What else do you know about her? Let's look at the pictures.
S2:... ... Step4.Describe the pictures (5 mins)
1.Ask some questions about the first two pictures to show SS how they can describe them in different sentences.
What's the matter with her? When did she have a fever? How about at the moment? How long has she been like this? Can you talk about these two pictures?
2.Ask SS to describe the pictures
with
as
many sentences as possible.
Now, I will show you another two pictures. Can you describe the pictures with as many sentences as possible.
How about these two pictures? Helen has just entered the Answer the questions and try their best to describe the pictures.
SS: She has a fever S1: She has a fever two
days ago. S2: At the moment, She still feels ill.
S3: She has had a fever since two weeks ago/for
two weeks. S4: She has had a fever
since two weeks ago/for
two weeks. And she still feels ill at the moment. S5: She has been to the Great Wall twice.
S6: She arrived at the West Lake last weekend.
By describing
pictures, the
students can
correctly use
various sentence
structures of the present perfect tense in oral communication, and use them differently from the past tense.
cartoon competition. She loves drawing cartoons very much. How about her friends Daming and Betty? What do they like doing?
S7: ... Step5.Listen and answer the questions. (3 mins)
Ask students to listen and choose the correct answer in the worksheet.
Look at the picture, they like keeping the pet dog. Now, let's listen to a conversation between Daming and Betty and learn more about Daming's pet dog. While listening, pay attention to the key information. As for question No.1/..., which one is the key word? Now, let’s listen carefully. I think this part is easy for you. Who wants to try the first one?
Students circle the key words, listen carefully
and answer the questions
individually.
S1: Daming’s aunt gave Daming the dog. S2: ...
By listening, we can further consolidate the difference between the present perfect tense and the past tense.
Step6.Pair work (6 mins)
1. Make a model for the students by asking SS hobbies in a train drill.
Daming likes taking his dog for a walk in his free time. How about you? What do you like doing in your free time? How do you feel when you ...? When did you start ...? How long have 1. SS answer
the questions individually.
2. SS work in pairs and talk about their hobbies. 3.Some
SS
make presentations in class and others try to answer
To
use the sensory
verbs,
the
present perfect tense, the present tense and the
past tense
in
meaningful
communication.
you...? Have you ever...? 2. Ask SS to prepare for the conversation, present in class and ask some questions about it.
some questions about it.
Step7. Complete the passage (6 mins)
1. Ask students to complete the passage with the correct form of the words. Different people have different hobbies. Do you still remember her hobby? What’s her favorite cartoon? Let's read the passage and complete it with the correct form of the words first. Have you finished? Who can read the first paragraph/... for us? 2. Guide the students to analyze the main points of the article.
What's her favorite cartoon? It's about “what”. Then ...
1.Students complete the passage with the correct form of the words in the
box.
2.Students check their
answer by listening to their classmates.
S1: I (1)__________ this funny show when I was
four years old...
3. Analyze the article and
speak out the“wh” words together. SS: what, who, when...
1. By filling in the blanks, we
can further
consolidate the
use of the
present tense,
the past tense and the present
perfect tense in
the context.
2.By guiding
students to
analyze the main
points of the article, we can lay the groundwork for the following talk show about our
favorite
cartoon in terms of content and language.
Step8.Talk show (8 mins)
1.Ask students to tell what they can talk about their favorite cartoon and write the key words on the blackboard.
What can we talk about our 1. SS answer the questions
like:
who, when, why...
2. SS works in groups of
1. By
talking
about
the favorite cartoons
in the group, the students
can
favorite cartoon? 2.Ask students to work in groups of four and talk about their favorite cartoon.
Please work in groups of four
and talk about your favorite cartoon, each student should say at least one sentence.
four and try to show themselves in front of the classroom.
further use the
present tense,
the present
perfect tense and
the past tense
comprehensively
, so that they can use the language in real life. 2. The form of four-person group
enables
students to help each other, and weak students
can also improve their language ability
under the leadership
of
group members. 3.The output of spoken English is
a
good preparation for writing after
class.
Step9. A poem (1 min)
Ask Students to read and enjoy the little poem.
SS read the little poem with the teacher.
Appreciate the excellent cartoon works in life, nourish life and live happily.
Step10. Homework (1 min)
Level A: Write about your favorite
cartoon. Level B:
Ask and answer about your partner's favorite cartoon and write about it.
The key and difficult points will be
consolidated by
doing homework.
Blackboard Design
G1 G2 G3 G4
教學(xué)反思
亮點：
1.主線清晰，遵循任務(wù)型教學(xué)法，根據(jù)本節(jié)課的重難點，從詞—句—篇章，由易到難，層層鋪墊，環(huán)環(huán)相扣，通過形式多樣的活動對語言知識進(jìn)行操練。
2.注重語言知識在實際交際中的運用，讓枯燥的語法知識在課堂中活起來。本節(jié)雖然是大模塊復(fù)習(xí)課，但并沒有拘泥于習(xí)題訓(xùn)練，而是通過聽、說、讀等形式，讓學(xué)生活用語言知識，學(xué)會用英語做事，讓知識來源于生活，回歸生活，并為生活服務(wù)。
3.內(nèi)容基于教材，但并不拘泥于教材。由于一節(jié)課的時間有限，本人
把Revision Module A部分的內(nèi)容進(jìn)行了整合與改編以便更好地提高復(fù)習(xí)的效率。比如：課本1,2,3,4,6的內(nèi)容改編成了課前導(dǎo)學(xué)案，作為學(xué)生的評估練習(xí)并服務(wù)于課堂教學(xué)。同時，本人根據(jù)學(xué)生的課前導(dǎo)學(xué)案完成情況發(fā)現(xiàn)他們存在的問題并據(jù)此進(jìn)行教學(xué)設(shè)計。另外，本人把5,7,8,9,10,11,12,13,14的內(nèi)容進(jìn)行了合理的改編后運用于課堂教學(xué)，培養(yǎng)學(xué)生在實際交際中運用語言的能力。
4.個人學(xué)習(xí)與小組合作學(xué)習(xí)相結(jié)合，以學(xué)生為主體，以學(xué)定教，充分發(fā)揮學(xué)生的自主學(xué)習(xí)和合作學(xué)習(xí)，關(guān)注學(xué)生的興趣和特點，據(jù)此設(shè)計貼近學(xué)生生活的語言活動，比如看卡通視頻復(fù)習(xí)感官動詞，靈活運用一般現(xiàn)在時，一般過去時與現(xiàn)在完成時談?wù)摻?jīng)歷，與同伴交流個人愛好，小組討論最喜愛的卡通片等等，讓全體學(xué)生都有所學(xué)，有所得。 5.在傳授知識的同時，注重對學(xué)生自主、合作學(xué)習(xí)策略的指導(dǎo)和滲透。 比如通過課前獨立完成導(dǎo)學(xué)案，之后與同伴分享交流，互幫互助；課堂上既讓學(xué)生獨立思考，又設(shè)計小組活動讓所有組員積極參與教學(xué)活動。 困惑：
如何使大模塊復(fù)習(xí)課教學(xué)更有趣，更高效，形式更多樣化？
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