英语教学lesson

Lesson Plan
I. Teaching material and learning condition
1. The analysis of teaching material
The teaching material is from Go For It Book 8A Unit 10 section A. The topic of this unit is about future intentions. The passage is a dialogue between a boy and a girl about …... Besides, there are some useful expressions. So in this lesson, students are going to learn 6 new words and some key sentence patterns.
2. The analysis of learning condition
The students are from grade 2 in junior high school. As junior high school students, they have acquired some words about jobs. Even though the topic future intention is familiar to them, still some of the Ss can’t ask others about their future intentions accurately and fluently. With the limited vocabulary, the students may lack of rich words to show their dreams. However, the passage 1a and 1c offer nice models for students to imitate.
II. Teaching aims
1 Knowledge aims
(1) By the end of the class, the students are able to understand the passage.
(2) T he students are able to use the sentence patterns”What are you going to be…?”“I’m going to be a/an…”“How are you going to do that?”“I’m going to…”
(3) The students are able to master the new words: computer programmer, professional basketball player, pilot, engineer, teacher and actor.
2 Ability aims
(1) The students are able to read the passage clearly and fluently.
(2) The students are able to use the key sentence patterns to make
conversations.
(3) The students are able to listen, speak, write and use the new words
and understand other words about jobs mentioned in our class.
3 Affect aims
Students will know the features of jobs and have their own future plan.
What’s more, they will aware of that only when they work hard, can they
achieve their dreams.
Language focuses and anticipated difficulties 1 Language focuses
This is a listening and speaking period so the focus is to cultivate the students’listening and speaking skills. The many activities are designed to help Ss to train their listening and speaking skills, such as pair work, ask and answer, listen to the tape and fill in the blanks. It is also important for the Ss to master the new words and target language.
2 Anticipated difficulties
As the Ss have a limited vocabulary, so they may have difficulty in using the new words naturally and fluently in real situations. Besides, they may have problems in using the key sentence patterns naturally and fluently in making conversations.
3 Solutions
Based on the different circumstances, I’ll adopt different solutions. For example, if Ss can’t use target language to make dialogues naturally, I’ll let them practice more and speak more in the class.
Teaching method
Well, how to achieve the teaching goals better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods.
So in this lesson, I plan to use Communicative language teaching, Situational language teaching, Task-based language teaching, The Audio lingual language teaching and CAI.
Teaching aids
Tapes, blackboard, chalks, multimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt multimedia devices and PPT documents to bring the real-life situation into the classroom.
Teaching procedures
Step1 Warm-up (6min)
Activity 1 Watch a video frequency about basketball player Activity 2 Free-talking
After watching the video frequency, teacher asks the Ss:” Do you know what are they?”, “Do you like playing basketball?”” Do you want to be a basketball player?”and so on. Ss answer the questions individually. Then teacher leads into the topic: future intentions.
Purpose: In this step, teacher first shows a video frequency, and then
leads in the topic by talking with the Ss freely. It will help to arouse
the Ss' participation desire, and lead the Ss into a relaxing English
studying atmosphere at the beginning of the class. Good beginning is half
done. And the most important purpose is to show the main clue of the whole
class.
Step2 Presentation and practice (22min)
Activity 1 Present key words with pictures one by one
Before presenting the new words, teacher shows Ss pictures of jobs and ask them questions, “what is he/she?”after answering questions, teacher presents the new words in the same PPT and teach Ss the pronunciation and spelling.
Activity 2 Brainstorming
Teacher designs a game for Ss. T divides the whole class into 4 groups, each group chooses a representative. The 4 Ss come to the blackboard and write down the jobs they know. Which one writes the most, his group wins. This is a kind of brainstorm; it can help arouse students’ interest of study.
Activity 3 Present key sentence structure and passage
T displays key sentence structures:
” What are you going to be …?”
“I ’m going to be a/an …”
“How are you going to do that?”
“I ’m going to …”
Above all, all the language points have been shown. Then T will present
the passage and let Ss read it together.
-“What are you going to be when you grow up?”
-“I’m going to be a computer programmer.”
- “How are you going to do that?”
- “I ’m going to study computer science.”
Activity 3 Pair work
T shows Ss pictures about several jobs, puts on some phrases on the PPT.
Ss make dialogues according to the pictures and phrases.
For example: What are you going to be when you grow up? A pilot
How are you going to do that? Learn more about science exercise everyday
Activity 4 what do you think of these jobs
T let Ss do the exercise as follows:
Do you think these jobs are interesting? Rank them from [1--6] (1 is
most interesting, 6 is least interesting.)
___ Computer programmer
___ Baseball player
___ Pilot
___ Engineer
___ Teacher
writer
teacher pilot
actor interesting difficult (hard)easy boring exciting
Activity 5 Listen to the tape and fill in the blanks
T let Ss listen to the tape and finish the exercise in the textbook. It
can make the students concentrate on the listening materials.
Step3 Consolidation (10min)
It’s important for students to speak English as much as possible in class
or after class. So in this part, I show students a picture. Students are
required to practice the conversation in the picture. Then they make
conversations about the other jobs.
Model: A: What are you going to be when you grow up?
B: I’m going to be a reporter.
A: How are you going to do that?
B: I’m going to write articles and send them to magazines and n ewspapers.
A: When are you going to start?
B: I’m going to finish high school and college first.
A: Where are you going to work?
B: I’m not sure. Maybe Beijing or Shanghai.
A: Good luck!
B: Thank you!
Step4 Extension (6min)
It’s ne cessary for Ss to do some extensive exercise in class to strengthen
the knowledge they learned. So in this step, I display some exercises to
let them master the new words and target sentence structures better.
Exercise A
1. I like computer. I’m g oing to be a c________ ____________.
2. The actor ___going to New York.
3. How ____ you going to do that?
4. The boys___ _____ ___ play soccer.
5 .___there ______ to ____ a fashion show?
Exercise B
A: (1) ______________________?
B: I'm going to buy a present(礼物).
A: (2) __________________________?
B: I'm going to give it to my English teacher.
Exercise C
1—Are you going to be _____ actor?
—Yes. I’m taking _____ actin g lessons.
A. a; the
B. an; 不填
C. the; an
D. 不填; the
2. —_____ are you going to keep healthy?
—I’m going to exercise every morning.
A. How
B. Where
C. Why
D. When
3. —where are you going to live?
—_____. Maybe Beijing or Tianjin.
A. Yes, please
B. I’m not sure
C. Don’t worry
D. Good idea
4. —My New Year’s resolution is to learn to play an instrument.
—_____
A. Sounds great.
B. Sorry to hear that.
C. What about you?
D. Sure, I’d love to.
Step5 Homework (1min)
In order to let the Ss to review the learned knowledge and speak English more after class, I assign the homework as follows:
1. Copy the new words.
2. Write a composition about your plans for the future.
3. Read the passage in the textbook after the tape.
Blackboard design
08051129 华夏怡。