1、 1 Name: Robert Grade 8 What activities / techniques did you choose? Why? What are the aims of these activities? 1.I chose to teach speaking and grammar part by using the Disappearing Test and the Grass Skirt activities, because both teachers and students in China like speaking classes, and grammar
2、classes are always boring for Chinese students, but this time I attempt to try some interesting ways to teach Speaking and Grammar. 2.I also chose to do a survey among the students on the shows they are interested in to open the topic and stimulate them to think and speak actively. Which book / unit
3、 is the lesson related to? I choose to teach Go For It! Grade 8, Book 1, Unit 5 Do you want to watch a game show? Section A 2d-3c . Lesson aims: 1.To do a survey to make the students speak actively on shows they like. 2.To teach speaking and grammar associated with Disappearing Text in 2d and Grass
4、Skirt in Grammar Focus. Disappearing Text is to help students speak fluently. Grass Skirt is to help students correct the sentences and have deeper impression. 3.To develop students abilities of self checking, peer checking and correcting mistakes both in Grammar and spelling. How does this lesson f
5、it in with the rest of your unit? What do you do in the previous lesson? What will happen in the next lesson? I intend to teach speaking and grammar part of Unit 5 Do you want to watch a game show?. This lesson is the second part in this unit. It will summarize both in knowledge and abilities of usi
6、ng the target languages: Do you want to watch a game show? Yes, I do./ No, I dont. Before this, students have learned most of the vocabulary which relates to make a survey and answer the questions about shows. This lesson, we mainly teach speaking and grammar part “2d-3c.” After this lesson, I will
7、turn to teach a new part in this unit. Students can use the target patterns to help them express the ideas correctly. They can communicate with their friends freely and politely. What are your personal aims in this class? These are not aims for student achievement, but for your achievement; for exam
8、ple, improve instruction giving in English, try a new drilling technique etc. 1. To improve the ability of giving instructions in English and setting up a context. 2 2. To improve the ability of interaction with students and monitoring the class. 3. To improve the ability of organising a speaking an
9、d grammar class. 4. To try a new English speaking and grammar approach “process focus on language use” to help students speak fluently with correct sentences. Stage / aim / time / Interaction What will the teacher do and say? Write exactly what you will say. What will students do? 1.Do some interact
10、ions (3minutes) To elicit T-S Warm up To lead in the topic (1min) T-S 1. Warm-up Step 1: setting up the context. (2minute) Teacher greets with students and leads in the topic “Do you want to watch a game show?” by showing PPT with TV programmes. T: Good morning, boys and girls. How is everything goi
11、ng? What do you often do on weekends? Ss: Watch TV, play mobile phone, do homework, help parents do housework T: Well, I like watching TV on weekends. And I like watching sports shows. What about you? R1: I like talent shows. R2: I like talk shows. R3:I like soap operas. R4:I like game shows. T: Gre
12、at. Lets review the types of TV programs. Now look at the screen and say out their English names. Ss: talent show, the voice of China, sports show Step 2 check memory (2minutes) Match the pictures with their types below. T : lets look at ppt, think about it by yourselves and keep silent. I will ask
13、some of you to match. S1, match a with_? S1: game show. T: S2, match b with_? S2: three, sports show. T: S3, match b with_? 3 2.Mutual dictation 2d. speaking 7 mins Instructions ICQs to ensure students get a clear instruction. Run the activity Feedback role-play the conversation 2d (5minutes) T-S: s
14、-s 3. Grammar S3: 4, sitcom. T: . 2. presentation: Step 1: 2d. Mutual dictation activity. Set up the task: Instructions: a. Dont look at your textbook, use the paper I give you b. Work in pairs, one is A, the other one is B c. Sit knee to knee, dont look at each others paper d. Role play the convers
15、ation and fill in the blanks ICQs: a. Just use the . paper I give you b. How many people work together? two c. Do we need to sit knee to knee? Yes. Can you look at your partners paper? no d. Role play the conversation and . fill in the blanks. Run the activity Teacher group the students by handing o
16、ut the paper, then teacher monitors the whole class and take notes and do delayed error correction. Feedback: a. Can you get all the answers? Pairs share ideas. b. Presenting the answers on PPT. c. Teacher explains some language points. T: OK. Well done! Everybody, from this class, we should remembe
17、r how to express like or dislike a TV programme, the teacher present a model article on the screen. Step2 2d, role-play the conversation a. Teacher: Gracestudents: Sarah b. work in pairs c. learn four verbs: plan, hope, expect, happen students read the usages of the words. Step 3: Grass Skirt. (12mi
18、nutes) Set up the task: 4 Focus (12 mins) Set up the task: Instructions ICQ to ensure students get clear instructions. Run the activity Feedback consolidation (Read and complete)(2mins) 4. 3a, Disappearing Test(5mins) Instructions Instructions: a. work in group of 5. b. each group has a Grass skirt
19、held by the teacher. c. one person runs to the teacher to get one piece with one sentence d. the runner should go back to the teacher to let the sentence be checked until its right after correcting the sentence with group members, e. take turn like this in a group f. the group who finishes all the s
20、entences corrections wins ICQs: a. how many students in a group? 5 . b. who holds the grass skirt for each group? _the teacher_ c. each time _ student runs to the teacher to get a sentence. _1_ d. when the runner should go back to the teacher ? After the group corrects the sentence . e. who is the r
21、unner for each sentence? Take turns. f. the winner is the group who first finishes correcting all the sentences. Run the activity The teacher monitor all the groups and check the sentences. All the students take part in correcting sentences. Feedback: encourage students Step 4: Grammar Focus Set up
22、the task: Instructions: a. complete the conversation and read it. b. do it by yourself. Check the answers by looking at the textbook. Step 5 3a, Disappearing Test (Fill in the blanks, then do the drilling) Set up the task: Instructions: a. Close your books and look at the blackboard. b. Read the con
23、versation loudly together. c. Read it twice. 5 ICQs to ensure students get a clear instruction. Run the activity Feedback 5. 3c Do a survey(3mins) 6. 3b(2mins) 7. Summary (4 mins) 8. homework 1 mins d. Role play by following the teachers orders. ICQs: a. Can you look at your book? No, we should clos
24、e the book. b. We need to read the conversation together. Loudly c. How many times will we read? twice. d. Role-play by following the teachers . Orders Run the activity More practice : Read the sentences loudly, the boys read, the girls read, read it together. Disappearing: erase some words each tim
25、e until the students can recite when no words on the blackboard. Feedback: encourage students Step6 3c Do a survey Students stand up and walk around the classroom to interview. Step 7 , answer the questions by the students themselves. Step 8 Summary: a. -Do you want to watch? Yes, I do./No, I dont. - What do you think of ? I dont mind them./I cant stand them./ I love watching them. b. The usage of plan, hope, expect, happen c. do the exercises on the screen. Step 9 Assign homework a. Review the Grammar Focus. b. Do the exercises on page 31 in students book.
