八年级下册 Unit 2 I'll help to clean up the city parks Section B 1a-2c 教案（表格式）

Go For It 8A Unit 2 Section B 1a-2c
Analysis of teaching material What: The text is selected from 8AU2 Section B. Under the theme context of “People and Self”,it mainly talks about talking about daily habits using frequency verbs. Why:The text aims at cultivating students’ habit awareness and forming better behavior habits. How:The bright line of this class is the listening activities, and the dark line is to use frequency words to describe habits.
Teaching objectives Learning activities Feedback
By the end of the session, most students will be able to: talk about their daily habits using frequency verbs and make comments(like or dislike, healthy or unhealthy) Step1:Ask students questions:“What did you do on weekends How often do you do that ” Step 2: Listen to the tape and get to know more about Tina and Bill. Step 3: Pair work:discuss their daily habits freely and introduce his/ her partner’s habits to the whole class. To guide students to talk as much as possible. Guide students to listen to key words. In this speaking activity, frequency comes first, small mistakes can be ignored. Teacher listen to students’ performance carefully and give feedback in time.
Justification To listen for how others talking about their daily habits. To put the “input” into “output” through speaking activities.
cultivate students’ awareness of critical thinking through brainstorming, and invite students to think conventional things in unconventional ways. Step 1：Show students pictures of food and ask them “Are the healthy or unhealthy ” “What’s your definition of healthy ” And then invite students to think critically. Step 2: Guide students to make a conclusion: going too far is as bad as not going far enough, and invite them to give more examples like this. In the process of activity, great attention should be paid to students’ facial expressions. Maybe they are surprised at first, but gradually they can think things in a new way. As soon as the conclusion is made, more examples should be elicited.
Justification A normal question yields a abnormal answer, to guide students think critically.
Cooperate with team members using previously learned knowledge to guess, talk and learn from examples. Step1:group work: divide students into group of four and guess “What did Franklin usually do ” and invite one or two of them share with the whole class. Step2:Show life experiences of Franklin and guide students to learn from him. Teachers can walk around the classroom and ready to offer help to students. Maximize the role models.
Justification Students’ imagination and cooperative spirits can be developed, and the model effects can also work on in this effect. Students will know the good virtues of great people and learn from them.
Teaching focus Listening and talking: to listen to get main idea and talk freely through pair work. Vocabulary: the frequency verbs like usually, never, once a week.
Anticipated difficulties Students may have difficulty changing the normal way of thinking.
Homework Must-do:Imitate Franklin and write your own self-discipline key words and tell the reason .(no less than three key words) Optional:Search more information about great people like Chairman Mao and share them with others.
Blackboard design
Reflection Some common foods and their functions are already familiar to students.But the key point of this lesson is to invite students to think deeply and critically, like hamburgers aren’t necessarily unhealthy. From listening activities to discussing daily habits to critical thinking and finally to Franklin’s example, the depth of activities is being explored.