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视频标签：Time off
所属栏目：初中英语优质课视频
视频课题：外研版初中英语八年级下册New Standard English Book 8BModule 8 Time off Unit3 Language in use浙江省 - 温州
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外研版初中英语八年级下册New Standard English Book 8BModule 8 Time off Unit3 Language in use浙江省 - 温州
Module 8 Time off Unit3 Language in use
New Standard English: Book 8B: M8U3
Analysis of teaching material 1. The topic: time off
2. The function: talking about a trip
3. The teaching material: The teaching material of this class is from NSE8B Module 8 Unit3 Language in use. Unit 3 focuses on revision and the use of target language in a communicative way. Activitiy1 and activity 2 are about language practice exercise of object clauses. Activity 3 and activity 4 are about some vocabularies presented in the first two units. Activity 5 is a listening material of the topic time off. Activity 6 provides the language of starting a leaflet. Around the world part introduces the famous park in England. There are some beautiful sentences in the passage, which can help students to introduce the places they want to go. Finally, it’s the module task “Write a leaflet for a trip”, which is also the task of this class. Analysis of students
1. Students are very interested in the topic “Time off”. They have already learned some basic information about a trip, such as where, when, who, how, how long, etc in NSE7B Module 10 A holiday journey. They like sharing their ideas on this topic.
2. In NSE8A Module 2 My hometown and my country, they have learned about how to introduce their hometown and a place. What’s more, Betty’s trip in Zhangjiajie also gives an example to introduce a place.
3. Students have already acquired the basic use of object clauses.
4. Students don’t know much about a leaflet. They may not know how to make an attractive leaflet from both contents and language.
Teaching objectives
By the end of the lesson, students will be able to write a leaflet for a trip while using the target language. This will be achieved by:
1. using object clauses to express their ideas about a trip.
2. talking about the basic information about a trip, such as where, when, how, how long, activities, food, etc.
3. summarizing something special in a trip in terms of beautiful sights, interesting activities and famous food.
4. using “Do you like…” or “Would you like to..”, etc to begin a leaflet. 5. thinking independently , sharing ideas and cooperating with others. 6. calling for the love of nature and the world. Teaching focus
Use the target language in module 8 in a communicative way and make a leaflet for a trip. Anticipated difficulties
Students may feel it difficult to
1. Use object clauses to express their ideas about a trip properly. 2. Make a leaflet for a trip Solutions
1. Before the class, students should do activity 2 on page 68 and list the sentences with object clauses. Then write down why they choose the place to travel using object clauses 2. Guide students to express their ideas about a trip in different situations.
3. Guide students to talk about something special while using beautiful sentences and show an example leaflet about Jenny’s trip.
Teaching method: Task-based method Teaching aids: Multi-media, blackboard Teaching and learning arrangement Stages/ timing Activities Purposes Lead-in (4mins) Step 1 Show a video of places of interest in China. Step 2 Free talk May Day holiday is coming. Ask students which place they want to go. The video can arouse students’ interest and make them feel
relaxed. What’s more, it can provide some information about places of interest, which activate students’ background knowledge. This step aims at showing students’ different ideas on the places they want to go during May Day holiday, thus the
object clauses they have
already studied before class can help them express their ideas better and persuasively.
Presenting the task (2mins) Step 3 Set the task by showing a leaflet about Xiamen. Ask students to make a leaflet for a trip and invite more classmates to go with them. By showing a leaflet about
Xiamen can help students have a better understanding about a
leaflet. A good leaflet is very attractive and make students willing to make their own leaflets and invite more classmates to go with them. Also, students can know that what can be talked about in a leaflet.
Brainstorming (3mins) Step 4 Students talk about the basic information about a trip, such where to go, when to go, what to do , what to eat, etc. This step is designed to
activate students’ background knowledge about a trip Listening Step 5 Listen for main idea. This step is to develop
(8mins)
Students listen and check what Jenny talked about. where to go what to eat
number of people what to do what to see what to take where to sleep
Step 6 Listen for detail information.
Jenny’s trip
(1).Where to go She is going to _______. (2).Number of people
_____ people will go there. (3).What to take She will take her mobile
phone and _______.
(4).Where to sleep She will _________. (5).What to do She will _________. (6).What to eat They can ________. (1) A.the beach B.the mountain C.the city (2) A.Fifteen B.Forty C.Fifty (3) A.T-shirt B.warm clothes C.sunglasses (4) A.stay in a hotel B.stay in her friend’s home C.camp out
(5) A.go climbing B.go fishing C.go swimming (6) A.eat in a restaurant B.eat in a friend’s home
C.cook by themselves
Step 7 Students share their ideas about Jenny’s trip. I don’t think (that)... I think (that)... I believe (that)...
I hardly believe (that)... I’m sure (that)...
students’ listening skills. From Jenny’s trip, students will know better what should be written in a trip. The number of people should also be included.
This step is designed to review and consolidate object clauses in a real situation and in a communicative way.
Reading (13mins)
Step 8 Students read the leaflet of Jenny’ s trip and find out what she wrote in the leaflet quickly.
Step 9 The teacher asks students to read the introduction of Lake District National Park and underline some more special things about the park. Then help Jenny complete the leaflet.
It is to review the basic information of a trip and how to choose and write them in a leaflet.
This step aims at helping students get to know how to make an attractive leaflet as something special about a place is very important in one’s trip. Therefore, more people are willing to come to the
Step 10 Students are guided to think about what should be included in something special part. They can introduce from beautiful sights, interesting activities and famous food. Step 11 Students are asked to introduce something special about the place they want to go using some beautiful sentences like “ be especially famous for..”, “be popular with...”, “so...that...”, etc. Step 12 The teacher asks students if they can make the leaflet more attractive by starting with “Do you like...?” “Would you like to...?” “Welcome to...”. After that, students read the beginning in an attractive voice.
place.
It is to make students think and try to summarize how to write something special by themselves.
This step is to let students use the beautiful language in a communicative way.
This step is to make students know the leaflet format and make their leaflet more attractive. Writing a leaflet for a
trip (10mins)
Step 13 Students discuss in pairs and choose a place they want to go. Use object clauses to express their ideas. I don't think (that)... I think (that)... I believe (that)... I'm sure (that)... My mum and dad say (that)... Many people have said (that)... ... Step 14 Write the leaflet in pairs. Student A writes the basic information about the trip. Student B writes something special about the place. Before writing, It aims at using object clauses in a communicative way and trying to share ideas with others.
By summarizing the important points about making a leaflet, students can fully get prepared
Our trip is for groups of 15 people, so come with your friends or make new ones! The trip lasts for two days at this weekend. You should take some warm clothes because it’s going to be cold in the mountains. Something special ________________________________________________________________________________________________________________________________________________ We will go climbing in the daytime and camp out at night. It’s cool to cook by ourselves. I’m sure you are going to have a great time!
the teacher will guide students to summarize how to make an attractive leaflet. The checklist will be shown to them.
Checklist
to write these aspects in their leaflets.
The checklist can cultivate students’ self-revision and peer-revision.
Sharing the leaflet (4mins)
Step 15 Some students are invited to present their leaflets to the whole class while others listen carefully and talk about what is special to them about the trip.
This step is to give students opportunities to share their works and evaluate how well they have learned in this lesson.
Homework (1min)
1. Polish your leaflet and add more beautiful pictures to make it more attractive.
2. Finish Activity 1,3,4 on Page 68 &69.
Homework is designed to consolidate the knowledge and also make students enjoy their works so that they can gain the sense of success in English learning.
Do we write “Do you like...?” “Come to...” to invite more friends to join in?
Do we write about any basic information about the trip, such as where, when, how many people, etc?
Do we write about anything special about the place?
Do we use any beautiful sentences?
Do we use object clauses (宾语从句) to show our ideas?
Blackboard design
The blackboard design not only shows the key language points, but also summarize what students have learned in this class.
The mind map gives students deep impression on how to make a leaflet for a trip.
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