外研版英语八年级上册Module 11 Unit 3 Language in use教案（表格式）

Module 11 Way of life
Unit 3 Language in use
New Standard English: Book 8A: M11U3
Analysis of teaching material1. The topic: way of life2. The function: describing customs; saying what you must and mustn’t do3. The teaching material: Part 1 is changed into the pair work to give Li Ming advice about the English traffic rules. In this way, students practice the sentence pattern “Can you drive on the right-hand side of the road in England No, we can’t. /Yes, we can. We must….” and get the awareness of the differences of “can” and “must” as well. In order to keep input and output consistence, English Christmas and Chinese spring festival rules are added to pave the way the final output --- give advice to foreign guests who are visiting a Chinese family during the spring festival. Thus part 2 the school rule and part 4 house rule are used as homework before the class to help students get a general understand of “must or mustn’t”. Part 3 is used as a task for students to help Li Ming read and underline the correct modal verbs so that students can differ the modal verbs under different contexts. Besides, this is also good material for students to acquire more interesting customs and traditions. Part 7 is changed into a task, in which students are asked to send gifts for the host family and give their reasons. Actually, it is a better way to put the new words and expression into the real-life task. Around the world is a good additional material for students to get more customs and traditions. Module task is to ask students to give advice for foreign guests who are visiting a Chinese family. This is a real-life task, in which students are required to make a mind map, write down useful advice for foreign guests. With the help of the mind map and group sharing, students are able to choose one topic and give advice in a logical way. To sum up, these steps above are designed to lay the foundation for students’ final output----give advice to foreign guests who are visiting a Chinese family.
Analysis of studentsStudents have learned the simple conversations about giving advice in Module 1. They have learned about “might” for possibility in Module 10, “can” as the modal verb to talk about the ability in their primary school. What’s more, some students have experiences or knowledge of English ways of life from traveling , TV and magazines etc. So they have the awareness of the modal verbs and some traditions and customs of England.Students may lack of the ability of summarizing the whole module whose topic is about way of life. Perhaps they do not know much about the English and Chinese ways of life. They may not sure how to talk about the way of life in a logical way.
Teaching objectives:By the end of the lesson, the students will be able to summarize the whole module under the topic way of life and they will be able to give advice to foreign guests who are visiting a Chinese family. This will be achieved by:helping them recall the gift names, such as cap, chess, set, chopstick, toy, video games, sandwich, fish and chipshelping them review the sentence pattern, “You must/can/mustn’t/needn’t….” and leading students to induce the differences between must and mustn’t, can, can’t and needn’t in different language contexts.helping them know how to summarize the whole module under the topic.helping them be able to give advice to foreign guests who are visiting a Chinese family.helping students realize the life skill: accept the different culture, do as local people usually do and be polite when visiting a foreign country.
Teaching focusesSummarize module11 under the topic way of life, which includes how to give and receive gifts, how to wait for the bus, how to eat with English and how to meet someone etc. The main task for students in this lesson is to give advice to foreign guests who are visiting a Chinese family.
Anticipated difficultiesStudents may feel it difficult to summarize the whole module under the topic of the way of life.give advice properly by using “must, can, needn’t”. collect information abut different rules, customs and tradition under the topic of way of life.Solutions1. using the mind map can help students summarize the whole module about the topic of way of life.2. guiding students to observe, experience, use the target language in different situations and then let students share in groups and induce the differences of must, mustn’t, can’t, needn’t.3. stimulating students to search for information online or ask parents and grandparents the way of Chinese life before the class and share the related information in a group of four. These steps are of great help to enrich students’ background knowledge of ways of life.
Teaching methods: Task-based method
Learning methods: Pair work, group work ,summarizing
Teaching aids: Multi-media, whiteboard
Teaching and learning arrangement
Stages/ timing Activities Methodology
Presenting the task (1 min) Step1. Present the task. Lead in the topic: ask students what the topic.Set the task: give advice to Liu Ming who is visiting England next month. Teacher leads in the topic by showing a video clip and sets the task. So that students can make clear the aim of this lesson and they are simulated to active learning and get ready for the class.
Review the words(5 mins) Step2. Review the words a. guessing games: giving advice on the gifts 3’Students are supposed to guess what are in the gift box, give advice on how to choose a proper gift for the English boy Mike and tell reasons.b. Summarize gift-giving 2’Students are supposed to conclude what gift is proper for the English family. Remind them some flowers have different meanings, for example, roses. Students are required to compare the different ways of accepting gifts between England and China. This step aims to activate students’ vocabulary of gifts and ask them to write down on the blackboard to check the spelling. Then students give advice and reason. Since it is a real-life task, it leads students to think. Meanwhile, it can arouse students’ learning interest and attract their attention at once.Here leads students to summarize what gifts people often send to the English family properly and tell students the traditional presents around the world. Summarizing is of great importance to English self-learning ability.
Review the sentence pattern (8 mins) Step3. Review the sentence patterna. meeting someoneb. eatingc. traffic rules (pairwork)d. Chrismas rules (groupwork)Students are supposed to practise using “must, can, need” according to their background knowledge and what they have learned in this unit. Students are encouraged to express differnet ways of giving advice. In this step, students are required to use sentence pattern “He can/ must/ mustn’t /needn’t….” in different tasks. When students talk about the way of life, do pair work and group work with partners, they use the target languages naturally. Through communicative teaching method, students are aroused to express more kinds of sentences to give advice and students will be more familiar with the use of modal verbs at the same time.Here is for students to review the sentence pattern and use the target sentences in the real-life task. Students are asked to ask and answer in pairs to give advice for Li Ming about English traffic rules.The group work can stimulate the class atmosphere and students share the information with partners, which is an important ability in the process of English learning. The group work can help students build the confidence and lay the foundation of the final output.
Differ the modal verbs(3 mins) Step4. Differ modal verbsa. Practice using modal verbsStudents are asked to do some exercise about using modal verbs in correct sentences in the book.b. differ the modal verbs in a group discussionStudents are led to o discuss the differences of modal verbs and then match the meaning with the correct modal verbs. Immediate exercise is provided to check how well they’ve mastered the knowledge of modal verbs. This passage also provides students the background information of way of life.This step is for students to differ modal verbs in different language contexts by themselves, which can cultivate their abilities of self-learning.Meanwhile, students are led to observe and conclude the differences of the modal verbs in the group discussion.
Summarize (1) Step5. Summarize the English way of lifeStudents are asked to revise their advice and to category them into different parts, i.e. meeting someone, eating with English, waiting for the bus, giving/receiving gifts. This step aims to cultivate students’ abilities to category different kinds of ways of life. After that they could talk about the way of life in a logical way with the help of the mind map.
Language in use(20 mins) Step6. Give advice to the host family who are visiting a Chinese familya. Set another task----giving gifts 2’Present a gift box and say Mike will send a clock as a gift for Li Ming. Students are very surprised and says Mike mustn’t do it and tell the reasons. Students are asked to give more advice for the English boy Mike if he comes to China during the spring festival. b. Make a mind map5’With the help of the mind map of English way of life, students are supposed to think and draw their own mind map of Chinese way of life.c. Pair work 5’Students are supposed to ask and answer to give advice for the English boy Mike who is coming to spend the Chinese spring festival. The more, the better.d. Make a fact book 8’Teacher presents an English fact book as a modal and leads students to write about the topic sentences, advice and feeling. Then each student in a group chooses one topic and give useful and helpful advice. And their pieces of pages are put together to form the fact book. Students should use modal verbs to give advice and have a beautiful handwriting. (It could be the best gift for the English family!) This step is to lead in the task ----give advice to the English family who is visiting Chinese family. Students are surprised by the gift from Mike, which means bad luck. As a result, students are triggered to try to recall the Chinese way of life to help Mike avoid some mistakes in China.This step is to draw the mind map to build students’ confidence by sharing in a group and to pave the way for students to give advice for the foreign family. Before pair work, students are supposed to brainstorm more ways to give advice, for example, you’d better…, it’s a good idea to do…, it’s important to do….This step is to evaluate how well the students mastered the content of the lesson in a real situation. Students are asked to make a fact book and send it to Li Ming as a gift for the English family.
Summarize(2)(2mins) This step is to lead students to summarize what can they do if they visit a foreign country, including the words, sentences and how to give advice about ways of life. Remind them to learn what people usually do, be polite and accept the different culture, which are very important life skills in the future life.
Homework(1min) HomeworkA (for the whole class):Draw a mind map about way of Chinese life.Polish your fact book. Send it to your foreign teacher Natty126@ B (optional选做): Find more information about the customs of different countries. Since this is a revision lesson, I design homework for the whole class. Students can consolidate what they’ve learnt in this module.
Blackboard Design Module11 U3 Language in useYou must/can/mustn’t/can’t/needn’t do…He’d better…. It’s a good idea to… This blackboard designing not only shows the key sentence structure, but also make a summary of module under the topic way of life.Using the mind map makes a clear blackboard presentation. It helps the students to make a summary at the end of the class. They will have a deep impression on what they’ve learned in this module.
video
immediately
toy
chopsticks
chocolate