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視頻標簽：第十五屆全國初中英語
所屬欄目：初中英語優質課視頻
視頻課題：第十五屆全國初中英語教師教學基本功大賽Unit 8 Have you read Treasure Island yet Section A 1a-1c12.
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Unit 8 Have you read Treasure Island yet Section A 1a-1c12. 陜西 李麗麗
Unit 8 Have you read Treasure Island yet? Section A 1a-1c
This is the first period from 1a to 1c in Section A of Unit 8, Grade 8 BookⅡ.
Ⅰ Teaching material
Unit 8 is mainly about literature and music. It aims to enable Ss to talk about recent events and experiences using Present Perfect Tense with already and yet. According to The New English Curriculum Standards, eighth graders should be able to understand conversations and simple stories in daily communicative contexts. They can also talk about their own experiences and express brief opinions. And they should have the ability to get, organize and then express information from texts in written form including charts, tables and so on.
As the first period of this unit, this period focuses on literature and introduces six Western classics aiming to help students learn about Western literature on the one hand and start to perceive Present Perfect Tense and learn how to use it to talk about the books they have recently read and express their opinions briefly on the other hand.
Ⅱ Analysis of the students
Most of the students like reading and some of them even have a good reading habit. So they have interest in this unit. However, the six Western classics introduced in this period are almost knew to them. They have but a little background knowledge. Some have watched the film Alice in Wonderalnd and few have read Robinson Crusoe and Alice in Wonderland. And Present Perfect Tense is new to them, too. As for expressing opinions, students have already learned the sentence patterns like “What do you think of...?”,“ How do you like...?” and “It’s wonderful, interesting and boring...” and so on.
Ⅲ Teaching objectives
At the end of this lesson, students will be able to talk about the books they have and haven’t read by perceiving, constructing and using the Present Perfect Tense with already and yet through listening, speaking and even a little writing.
Ⅳ Important and difficult points
The important points are the basic structures of the Present Perfect Tense with already or yet and patterns to express brief opinions.
The difficult point is the meaning and function of the Present Perfect Tense.
Ⅴ Teaching and learning methods
Teaching methods：
Communicative Approach
(pair work to make conversations and group work to do a survey)
Task-based Language Teaching
(Give Ss specific tasks to do while listening and post listening)
Learning methods：
Firstly, students can learn how to perceive, construct and then use target language by themselves through listening, observation and practice. Secondly, they will learn how to take notes of key words while listening.
Ⅵ Teaching procedures
1. Lead-in
We’ll start the lesson with watching and talking about a short but beautiful video called Beauty of reading.
2. Pre-listening
To have Ss get ready for the subsequent listening, I’ll enable them to read the book titles correctly first. After that, I’ll lead them to perceive and practice the target language (Have you read...yet? Yes, I have. No, I haven’t. I have already read.... I haven’t read... yet.)
3. While-listening
We’ll focus on the information. The listening tasks are designed for Ss to get specific information. We’ll listen three times.
4. Post-listening
We’ll concentrate on the language. I’m going to arrange 3 activities to give students enough practice in using the target language through speaking and writing.
Here are the specific activities.
| Steps | Teacher’s activities | Students’ activities | Purpose of design |
|
Step 1 Lead- in |
Play a short video Beauty of reading. Questions: What are they doing in the video? Where are they reading？ Do you love reading? |
Watch the video and talk freely. |
To arouse Ss’ interest. To set the scene: talk about books. To learn about Ss’ reading habits. |
|
Step 2 Pre- listening |
Show the pictures of six classics and talk about them briefly. |
Talk freely. |
To introduce Ss six Western classics. |
|
Make sure Ss can read the book titles correctly. |
Read the book titles. |
To make sure Ss can read the book titles correctly to get ready for the subsequent listening. | |
|
Give an example: Ask one or two Ss “Have you read ...yet? with Treasure Island and Robin Crusoe in hand. Have Ss make conversations in pairs. |
Pair work: make conversations about these six books. |
To give Ss chance to practice: Have you read...yet? Yes, I have./No, I haven’t. |
|
|
Give an example (already/yet) Make a conversation with one student: A: Have you read it yet? B: Yes, I have already read it. No, I haven’t read it yet. |
pair work：make conversations about these six books again. | To have Ss practice already & yet. | |
|
Step 3 While- listening |
Make sure Ss know they are going to write down the book titles. Remind Ss to write down the key words or marks. |
Listen for the book titles and take notes. | To help Ss recognize the target language (book titles) in natural speech and make marks. |
| Check the answers | ...and...are talking about... | To give Ss chance to practice their oral English. | |
| Make sure Ss know they need to listen for who has read each book and their opinions. | Listen for who has read each book and their opinions. | To help Ss get the specific information in listening. | |
|
Check the answers by asking: Has he read... yet? What does he/she think of...? What’s it like?/ How’s it? |
Give answers by using the target language. |
To lead Ss to summarize the sentence structures: Has he/she read...yet? Yes, he has. No, he hasn’t. What’s it like?/ How’s it? It’s... |
|
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Step 4 Post- listening |
Activity 1 Give an example: Make a conversation with one student: Has Nick read... yet? Has Judy read...yet? What’s it like? Have Ss ask and answer in pairs. |
Pair work: practice the conversation in pairs using the information in 1b. |
To give Ss chance to practice the target language: Has he/she read...yet? Yes, he has. No, he hasn’t. What’s it like?/ How’s it? It’s... |
|
Activity 2 Give an example: Q: What can you tell me about Nick and Judy? Nick hasn’t read Treasure Island yet, but Judy has already read it. She thinks it’s really exciting. |
Learn to get, organize and express the information from the chart about the other two pairs. |
To train Ss to get, organize and express the information from the chart. To give them chance again to practice the target language again. |
|
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Activity 3 To have Ss do a survey: Go over the book titles together. Give out the cards. Give an example first. To have students do the survey. |
Work in groups: do the survey on the specific books. |
To give Ss chance to practice the target language through speaking and writing. | |
| Summary | Let Ss summarize what they’ve learned today. | ||
| Homework |
① Make a book card: Introduce a good book to read. ② Choose one to find more information about: Treasure Island, Oliver Twist, Robinson Crusoe, Tom Sawyer |
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| Blackboard Design |
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