八年级下册 Unit 6 An old man tried to move the mountains Section A 3a-3c 表格式教案

Go For It 8A Unit 6 Section A 3a-3c
Analysis of teaching material What: The text is a letter from Tim to Jessica and the subject context is man and society. It Introduced Tim and his parents' travel plan to China. According to the planned travel time order, the article introduces the places to Beijing, Xi 'an, Sichuan, Hainan and so on, involving the Great Wall, the Palace Museum, the Terracotta Warriors, the beach and other scenic spots, and expresses the inner feeling that “I” can't wait. Why: Tim and Jessica’s letter exchanges in real situations can help students understand the topics that teenagers communicate with their friends. By planning the content of the trip, students can develop the planning ability. Through the travel places, students can understand the map and know the world. How: This passage is written in the chronological order of travel, including the various scenic spots. It includes the theme words: beautiful, mountain, sea, concert, trip, concert, etc., and the key sentence pattern “be going to”.
Teaching objectives By the end of the session, most students will be able to understand the travel plan of Tim and his parents; (learning and understanding) learn and understand the usage of simple future tense “be going to”; (applying and practicing) 3. use “be going to” to describe behavior and make simple textual expressions, and develop the learning ability of discovering rules and summarizing rules; cultivate students' love for the scenery of the motherland. (transferring and creating)
Teaching focus vocabulary: tour, take photos, famous, spend a lot of time on… Sentence pattern: I am going to do …/ What are you going to do / Are you going to do… / there is going to be + n.
Anticipated difficulties Students may feel it difficult to use “be going to” properly in different sentence patterns.
Teaching procedure Teaching objective 1: learning and understanding Activity 1: Free talk. After greeting students, the teacher will ask a question: “The May Day holiday is coming. How are you going to plan your holiday ” Then invite some volunteers to share their answers. After that, teacher will give corresponding comments to students’ answers. Then the teacher said that her friend had sent her a letter, in which he introduced his travel plan, and show the letter to the students. Activity 2: Read the letter. Teacher will ask three questions: “Where are Tim and his parents going to travel ” “What is he going to do ” “What are his parents going to do ” With these questions in mind, students read the passage for answers. Then invite some students to share the answer. The right sentences have “be going to” form. Also, the corresponding picture in a map will appear on the screen. Activity 3: Find the rule. List these sentences just mentioned with the structure of “be going to do” and lead students to find the structure and try to explain it. They can discuss with their partners. Then the teacher supplements the students' answers and make a summary with students. (Structure 1: be going to + do, structure 2: Wh-+be + subject + going to + do) Activity 4: Ask extended questions: “are they going to Sichuan ” “Is he going to Wenzhou ” lead students to understand the use of "be going to" in general questions (structure 3: be + subject + going to +do). And through asking for reason, lead the structure of “there is/are going to be + n”. Teaching objective 2: applying and practicing Activity 1: written practice. Fill in the blanks of a passage on their book. Activity 2: spoken practice. Let students make their own sentences with the “be going to” form and work in pairs to make a conversation. The topic can be various, such as how to arrange their own holiday or study. Teaching objective 3: transferring and creating Activity 1: Suppose you are the mayor's think tank, work in groups of four to discuss what the city is going to be and how you are going to do. Then invite some groups to show their ideas. And provide a checklist for them. Activity 2: review the new structures and usage of “be going to” again and summarize them in a table. Introductions arouse students’ interest; introduce the topic naturally. Let the students find the relevant sentences by themselves and develop their searching ability; Cultivate their knowledge of geography and love for the scenery of the motherland; Cultivate students' ability of summarizing and concluding as well as cooperation and communication Achieve the goal of using “be going to” to describe behavior and make simple textual expressions improve cooperative ability; learn to evaluate and use evaluation to promote learning
Homework 1. must-do: Write an article about what do you want to be when you grow up, using what have learned today. 2. optional: Search more information about “be going to” form to think about if it has any other functions and what the advantages and disadvantages of using it.
Blackboard design
Reflection In classroom teaching, teacher takes students as the center of learning, and let students explore independently while teacher just provides some guidance, cultivating students’ ability of independent learning and summary. There is a realistic situation in the lesson, with interesting, can better arouse students' interest and avoid the situation of boring grammar. Through the map and route, the students' geographical knowledge is cultivated, and their love for the scenery of the motherland is cultivated. In teaching practice, teacher should pay more attention to individual students, and the interaction of questions may not be enough. There needs to be more emotional communication and more interaction between teachers and students.