TeachingPlanforUnit7Period1.TeachingmaterialanalysisⅠThetopicofthisunitisaboutfruitandfood.Accordingtoourstudent’srealabilities,Idividethisunitintothreeperiods.Thisisthefirstperiod.It’sfrompart1atopart2c.Asyouknow,Goforitisperfecttoshowthenewprinciple—“learnbydoing,learnthroughdoing.”Thetopicinthisunitiscloselyrelativetothestudents’dailylife.Theyareveryfamiliarwithit,sotheymayhavebiginterestsinit.Theycansharetheirfeelingsandownexperience,andlearntheusageofsentencepattern“Howdoyoumakeabananamilkshake?Howmanybananasdoweneed?Howmuchyogurtdoweneed?”.TeachingobjectivesⅡKnowledgeobjectives:a)Enablethestudentstogetfamiliarwiththenewwordssuchas:peel,pour,yogurt,blender…b)Enablethestudentstomasterthenewsentencepatterns:①Howdoyoumakeabananamilkshake?②Howmanybananasdoweneed?③Howmuchyogurtdoweneed?Abilityobjectives:a)Todevelopthestudents’abilitiesoflisteningandspeaking.b)Tocultivatethestudents’abilitiesofthinking,analyzingandcreation.c)Totrainthestudents’abilitiesofcommunicating.Emotionobjectives:a)Totrainthestudents’spiritofcooperationduringthediscussion.b)Toexcitetheirstudymotivation,andhelpthemlearnmoreintheclass.c)UnderstandthedifferentculturesbetweenChinaandwesterncountries..LanguagefocusesandanticipateddifficultiesⅢLanguagefocusesa)Enablethestudentstogetfamiliarwiththenewwordssuchas:peel,pour,yogurt,blender…b)Helpthestudentsgettoknowhowtousethesentencepattern“Howdoyoumakeabananamilkshake?”,anddistinguishthedifferencesbetween“howmany”and“howmuch”.Anticipateddifficultiesa)Togetthestudentstousethenewsentencepatternsfreely:①Howdoyoumakeabananamilkshake?.AnalysisstudentsandteachingmethodsⅣThefeatureofthestudentsinGrade8isthattheyarecuriousbutworriedandshy.TheyareinterestedinEnglishbutafraidofmakingmistakes.SoIthinkitisimportanttoencouragethemtothinkandsolvetheproblemsintherightways.Theyneedperceptions,practice,andparticipation.ThestudentsinourschoolhavelearntEnglishforseveralyears.Theyhavegotbasicabilityoflisteningandspeaking.Theyhavelearntthenumbersfromonetoten,andsomewordsoftransportations.Accordingtoallabove,ImainlyusedtheTBL(Task-basedlearning)method,communicativemethodandsituationmethod.Inordertohelpthestudentfinishthetaskseffectively,Idesignactivitiessuchaslistening,reading,andmakingadialogue..TeachingaidsⅤMultimedia.TeachingproceduresⅥStep1.LeadinginT:Goodmorningeveryone.Todaywearegoingtolearnanewlesson.Firstlet’swatchashortvideo.ThenI’llasksomeonetotalkaboutwhattheyhavegotfromthevideo.Whoareinthevideo?Whataretheydoing?Andwhatkindsoftransportationdotheyuse?(Playthevideo.)T:OK.Whoareinthevideo?S:Mickey,Mickey’sdog,DonaldandChildrenT:Whataretheydoing?S:Theyaretraveling.T:Howdotheytravel?Whatkindsoftransportationdotheyuse?S:Train,plane,boat,car,bus,bike.(Explainthemeaningoftransportationandwriteitontheblackboard.)Aim:Letthestudentsknowwhatwearegoingtotalkaboutandhelpthemtoreviewsomewordswhichtheyhavelearntbefore.Step2.While-task(part1a)T:Openyourbooks.TurntoPage19.Lookatthepictureandfindoutthetransportationsinit.S:(Lookatthepicture.)T:Whatcanyoufind?S:Bike,bus,train,subway(Explainthemeaningofsubwayandwriteitontheblackboard.)T:Howdoyougettoschool?S:Bike.T:Oh,youridethebike.Howdoyougettoschool?S:walk.T:Youwalk.Howaboutyou?S:Bus.T:Youtakethebus.T:Doyoutaketheplanetogettoschool?S:No.T:Ithoughtyoutaketheplane.T:Nowlet’sseesomepicturesan...
