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Programmes for this unit:
(1)Talk about hobbies. (2)Talk about how long people have been doing things
(3)Learn the present perfect progressive,present progressive tense. 2.Target Language : (1)I,ve been skating since nine o,clock . (2)When did you start skating? I started skating at nine o,clock. (3)Students are skating at the Hilltop school. 3.Teaching difficulties: The Present Perfect Progressive Tense. | ||
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LEARNING & TEACHING PROCEDURES | ||
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Stages/ timing |
Activities |
Methodology |
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Leading in and present the task (3mins) |
Step 1 Introduce myself T: … You can call me Rita. I’m from Step 2 Introduce my hobby of collecting things including “what/ why/ how many/ how long” and present the task for this session. |
Lead in the topic at the beginning. |
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Learning (15mins) |
Step 3 After introducing my hobby of collecting things including “what/ why/ how many/ how long” T: What do I like collecting? Why do I like collecting them?... Because I like cartoons. How many of them do I have? …I have 50 of them. Introduce more of my hobby by presenting a monolog with some blanks. Ss fill in the blanks with the information of my hobby. Lead to the sentence structure “have been doing” Step 4 Input vocabulary and practice talking about hobbies in “what/why/how many/how long” aspects T: What can we collect? Why do you like them? How many of them do you have? How long have you been collecting them? |
Lead in the first three aspects of the model and input the vocabulary of collection. Present a monolog model of the teacher’s hobby of collecting things to impress the students how can we talk about hobbies. Lead in the sentence structure. Explain by previous learned tense. Input the vocabulary of collections with pictures and lead the students to talk about “what/ why/ how many/ how long” of a hobby by answering my questions |
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Step 5 Practice talking about hobby in “What/how many/how long” aspects Practice talking about my hobby by answering my questions and make a short monolog talking about my hobby. T: What do I like collecting? S: You like collecting comic souvenirs. T: How many cartoon souvenirs do I have? S: You have 50 of them. T: How long have I been collecting them? S: You have been collecting them for 9 years. |
Prepare the students to start practicing making a short monolog including “what/ how many/ how long” by talking about the teacher’s hobby. |
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Practice talking about Lily’s hobby after the model. Lily likes collecting _______. She has ______ of them. She has been collecting them for ______. Practice talking about the students’ own hobbies after the model. I like collecting _______. I have ______ of them now. I have been collecting them for ______. Sum up: what can we talk about our hobbies? What / why/ how many/ how long |
Lead the students to make a short monolog after the model. Lead the students to make a short monolog of students’ own hobbies after the model. | |
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Practicing (16mins) |
Step 6 Read the passage in the textbook to know more about what can we talk about our hobbies Lead in “problem” in the monolog model. Lead in “snow globe” Listen to the passage in the textbook and answer questions: How long has Ellen been collecting snow globes? How many of them does she have? Why does she have to stop? Read the passage and answer questions: What as Ellen’s first snow globe? What does she want to do in the future? Sum up: what aspects does Ellen talk about her hobby? S: How long, how many, problem, more information and plan. Review and consolidate Read the passage about Ellen’s hobby and fill in the blanks. |
Lead in new phrase “run out of” and new vocabulary “globe” Present the model in the textbook. Use the questions to guide the students to pay attention to what can we talk in the monolog. Input three new aspects of the model: problem, more information and plan. Sum up the all the aspects on talking about a hobby. |
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Step 7 Present another monolog model of a hobby of collecting things Listen to Lisa’s hobby and fill in the blanks. Talk about Lisa’s hobby according to the information. Step 8 Sum up what can we talk about out hobbies. Mind map: what, why, how many, how long, problem, more information, plan, how… |
Impress the students again by present another monolog of hobby. Practice making a complete monolog. Sum up all the aspects of talking about hobbies. |
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Production (12mins) |
Step 9 students make a monolog about their hobbies on “what, why, how many, how long, more information, plan”. |
Students make monologs of their hobbies after the model. |
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Homework |
Share your hobby of collecting things with your partner, and report your partner’s hobby to other classmates. | |
Go for it 八下 unit 6教学反思
现在回首这堂课的准备过程，这个过程中真的学到了太多.
首先讲讲教学理念。。这节课的目标是大部分学生能就“收集物品”兴趣做一个独白。我原来备的课中有pairwork的操练环节，即让学生就兴趣进行问答。但是就本课目标来说，让学生去询问是不必要的，所以这个环节的价值就打了对折。所以将这个环节改为让学生做一个简单的小独白。
第二个收获的理念任务型教学。任务型教学对我来说并不陌生，但是平时的课堂上并没有太多的利用，也不知道如何很好的应用。这节课的备课过程让我充分感受了任务型教学的实际应用。这节课一开始就提出任务，让学生明确自己在这节课的任务。中间结合3Ps具体教学方式，引导学生学习和操练基本语言要素，最终让学生充分展示学习成果。任务型教学的最大缺点就是费时间，而一堂课的时间又有限，所以要和其他教学方法充分合理的结合。如何去结合是我在这堂课中最大的收获。
第三个收获是让学生充分的展示。学生最终展示出的成就就是教师在这节课中获得的成就。所以课堂练习的各个环节不能占用过多时间，但又要练习到位，输入不足会影响学生最终的输出。
第四个收获是课堂内容一定要贴近学生的生活。“收集物品”并不是每个学生都有的兴趣，所以要让学生在最终的输出环节踊跃展示，就要在之前的环节充分调动学生的积极性。所以在这节课前我和学生交流、了解了他们喜欢的东西，并在自己的课件中展示，让学生一开始就有耳目一新的感觉。以后的每节课都要用心地做课前准备。
这堂课的不足之处首先是词汇教学方面。词汇的操练也不够，数量和形式上都有存在不足。其次是Teacher talking time偏多，students talking time偏少，这个是我一直在努力去改正但仍存在的问题，我会继续探索。在作业布置上没有体现出学生的差异，应该采用分层作业。还有课堂环节处理的一些细节，我会细细体会。
这节课引领我来到一个新的高度，我会保持并继续前进。
