視頻標簽：第十五屆全國初中英語

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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...
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.
	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
Blackboard Design

 
Ⅶ Teaching results
During this lesson, almost all of the students could get themselves involved into this lesson to listen, speak, think and even write. They got the specific information in listening and made correct even fantastic conversations using the target language to talk about the books they have or haven't recently read and express their opinions briefly.This lesson reminds me again that as long as T give Ss enough input, they’ll show us wonderful output and that after T’s clear demonstration, students can imitate, perceive and then use the target language by themselves. After class, I was happy to find that some students had figured out the meaning and function of the Present Perfect Tense by themselves.
This lesson convinced me again that Ss can learn more and happier in a nice teaching environment. A small, sincere and high-quality praise can really make a big difference.
 
Ⅷ Teaching reflection
 一、堅持和精進的地方
1. 關(guān)注學生，學生參與度高。①設計不同層次的問題，通過個人回答，小組對話，小組討論等形式讓絕大部分同學參與到課堂中。②可以根據(jù)學生的接受度稍微調(diào)整教學活動，教學比較靈活。③ 可以走到學生中去，關(guān)注學生的答題情況，及時解決學生出現(xiàn)的問題。
2. 活動高效。教師想說的話通過活動由學生說出來。教學活動層層遞進，由已知到未知，考慮到學生的最近發(fā)展區(qū)，逐步增添新知識，邏輯感強。每個環(huán)節(jié)引入新知識后，操練很扎實。教師示范，學生集體操練、個人操練，扎實有效。體現(xiàn)學生的主體地位，創(chuàng)建了生本課堂。
3. 課堂容量大。整節(jié)課練習4個句型。聽前練習 “Have you read...yet? - “Yes, I have. No, I haven’t”, “ already & yet” 聽后訓練 “ Has he/she read... yet? -Yes, he/she has. No, she/he hasn’t.” “ What’s ... like?” “How’s...?” “Its’...” 知識難度逐層遞增。學生逐漸吸收。
4. 課堂評價語言多樣，真誠、具有鼓勵性。根據(jù)學生的回答肯定學生，如：You have a good reading habit. That’s good! I like your conversation. You have a really good conversation! Jia ning, remember, You are wonderful! You are so fast! In this part, you did a really good job! Amazing！等
5. 聽力部分信息獲取和語言習得操練處理科學。先獲取信息，或習得語言，之后運用語言進行操練，先用目標語言談論課本內(nèi)容，之后轉(zhuǎn)到學生實際生活，進一步操練鞏固。
本節(jié)課做到了聽力訓練中信息獲取和語言學習分清。今后要繼續(xù)堅持和精進。①聽力訓練時，要先幫助學生獲取信息；然后習得、操練、掌握語言，絕不應該雜糅在一起。會顯得混亂。 ②聽力信息獲取時，如果難度較大，可根據(jù)學生水平，將聽力任務分解，有側(cè)重地分階段獲取信息。③聽力信息獲取后，教師要靈活巧妙地用目標語言去提問，引導學生用目標語言回答，教師提問和學生回答地過程中提煉句型，形成板書。教師用目標句型和學生示范，讓學生再一次感知。之后學生通過對話操練語言。④語言操練先談論課本內(nèi)容再轉(zhuǎn)到學生的實際生活。因為課本的詞匯和內(nèi)容學生已經(jīng)比較熟悉，有了操練的基礎，先練透后再轉(zhuǎn)到實際生活去運用，教師需負責創(chuàng)設貼近生活的真實活動。
6. 課程的主題和主線很清楚，始終圍繞書籍這一話題在模仿、習得、操練本課的目標語言。
7. 注重培養(yǎng)學生的思維。①在拓展（描述書本）和思考環(huán)節(jié)（Books are...）不限制學生的思維，鼓勵學生思考，肯定學生的想法。② 運用表格引導學生學會獲取信息，組織語言表達獲取的信息，讓學生在知識掌握上進一步深化。
8. 具有育人價值：通過課程開始的視頻和最后的名言分享以及引導學生思考，激發(fā)學生對閱讀的理解和喜愛。
9. 課堂銜接語：有邏輯，清晰明了。個別地方（完成第一個聽力任務時）不夠明確，個別學生不明白聽力任務。
10. 板書設計好。以 “書”貫穿本節(jié)課話題，內(nèi)容充實且實用，利用卡片色彩搭配好。
11. 課件簡潔明了。每張PPT 上呈現(xiàn)的內(nèi)容一目了然，層層遞進，學生多層次練習，練會練透。
 
二、改進之處
1. 用已知引未知，鋪墊要更足。在引出 “What’s it like? & How’s it” 時，可先用 “ What does he think of it? How does he like it?反復提問，之后再問“What’s it like? & How’s it?”形成板書，再跟學生操練做示范，學生再操練、呈現(xiàn)。
2. 示范要更全面：survey 環(huán)節(jié)給學生示范小組活動任務時，應舉起卡片讓所有學生都看到卡片上的書名，接下來教師的示范學生才會學會并且去模仿。
3. 課堂指令繼續(xù)加強。①少而精，指示明確。② 聲音有起伏，抑揚頓挫。“ Listen! Look here! Ask and Answer in pairs!” ③站在學生的角度思考，預設學生可能會出現(xiàn)什么問題，提前想好引導語言。
4. 英語基本功還需要繼續(xù)加強。在學生有些地方答不出來時，要立刻運用簡單的語言、肢體語言結(jié)合學生已經(jīng)會的內(nèi)容靈活引導學生。
5. 對教學環(huán)境沒提前適應。課件和上課教室的設備不兼容，導致視頻和音頻播放出現(xiàn)問題，一方面影響課堂節(jié)奏，耽誤時間，導致后面的小組討論沒時間展示。今后應提前去查看上課教室的環(huán)境。之后教學過程中應將課件里面嵌入的音頻和視頻保存在一個文件夾里，需要時可以立刻調(diào)取。
6. 學生的讀音要繼續(xù)加強，只有讀準，才會說準、聽準。糾音主要在早讀課上完成，還要貫穿到每節(jié)課中，時時提醒，不斷加強。
7. 控場能力要繼續(xù)加強。和善而堅定，溫柔中有霸氣，是我要形成的個人教學風格。
8. 更相信學生。①關(guān)注學生，面要廣，關(guān)注必定有回饋。②鼓勵學生，用眼神，語言，動作及時肯定學生。③引導學生，要相信，在教師慢慢、準確示范引導之后，學生可以模仿甚至感知。④相信學生，學生能模仿出來，教師需要尋找學生可以表現(xiàn)自己的機會，及時表揚。
9. 翻頁筆的使用。之前教學不常用翻頁筆，經(jīng)常黏在講臺上，之后應堅持翻頁筆的使用，走進學生中去，關(guān)注學生的吸收程度。
 

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