仁愛英語八年級下冊unit8topic2sectionA說課稿

資料僅供參考文件編號：2022年4月版本號：A修改號：1頁次：1.0審核：批準:發(fā)布日期：Goodmorning.Mynameis.IamfromSchool.IamgoingtosharewithyoumyteachingplanforUnit8Topic2,SectionA.Myintroductionconsistsofthreeparts:theanalysisoftheteachingmaterials,theanalysisoftheteachingapproach,andtheteachingprocedure.PartⅠTheanalysisoftheteachingmaterialsStatusandfunctions:ThislessonisSectionAoftopic2inthisunit.Topic1talksabouttheclothesweweareachdayandthematerialsoftheclotheswewearmadeof,sotheSshavealreadyknownsomethingaboutthetopic.Inthissection,studentswillknowsometypesofuniforms,theclotheswornbyprofessionalsandlearnmoreabouttheObjectClause.2.Teachingaimsanddemands1)Knowledgegoals:△Tolearnsomeusefulwordsandexpressions(everyday,simple,befamousfor,folksong)△TolearnmoreabouttheObjectClause△Tolearnthesentencepattern“Itis+adj.+that……”2)Abilitygoals:△Todeveloptheabilityoflisteningforinformation;△Todeveloptheabilityofmakingupshortdialogues.3)Moralgoals:△Toformtheconceptofdressingproperlyforacertainoccasion.PartⅡTheanalysisoftheteachingapproachThecommunicativeapproachisadoptedintheteachingprocess.Byprovidingreal-lifesituations,theSsgetanopportunitytoapplywhattheyarelearning,whichisthebasicaimofanylanguageteaching.TheSsnotonlylearnaboutthelanguage,butalsolearntousethelanguageinthisclass.Inaccordancewiththenotionof“l(fā)earningthroughdoing”and“l(fā)earningthroughusing”,enoughchancestopractice,suchaspairwork,groupworkareprovidedsothattheSstakeanactivepartthroughouttheteachingprocess.PartIIITheanalysisoftheteachingprocedureStep1Review(5’)PresenttheSswithapictureofacoat,andasktheSstotalkaboutthecolor,sizeandmaterialofthecoat.Theninviteonestudenttotalkabouttheclotheshewearsandanotherstudenttodecidewhetherit’sproperforthestudenttowearclotheslikethat,andthennaturallyleadtothetopicofuniforms.ThenpresenttheSswithmorepicturesofpeoplewearinguniforms.AsktheSswhousuallyweareachuniformandwhytheywearuniforms.Step2Presentation(8’)1.Listento1aandanswerthefollowingquestion:canMissWangallowherstudentstodesigntheirownuniforms?

2.Listento1aagain,andasktheSstomarkthekeywordsandphrases.Explaintheusageofthekeywordsandphrases.3.AskthestudentstofindoutsentenceswithObjectClause.Step3Consolidation(15’)1.AsktheSstoactout1awiththehelpofthekeywords.2.Activity:whatdoeshe/sheask?

Askthestudentstostudytheexamplein1btomakesureallthestudentsknowwhattheyareexpectedtodo.Dividetheclassintogroupsofthree.Onestudentasksaquestion,thesecondstudentasksthethirdstudent“whatdoeshe/sheask?”,andthethirdstudentanswersthequestion.Thentheyswitchroles.ThisactivityaimstopracticetheObjectClausebeginningwithwh-words.Inviteonegrouptoactouttheirdialogueinfrontoftheclass.Activity:whatshouldhe/shewear…

Nowthestudentsknowthatondifferentoccasions,differentkindsofclothesshouldbeworn.Listasmuchkindsofclothesaspossible.Imaginesixoccasions,attheoffice,inwinter,athome,ontheGreatWall,inthepark,onwindydays.Askthestudentswhatkindofclothesshouldpeoplewearonthoseoccasions.Dividetheclassintogroupsoftwo.Askthestudentstomakeupdialoguesfollowingtheexamplein3andactthemout.Theninvitesomegroupstoactouttheirdialogueinfrontoftheclass.Step4Practice(12’)1.Listento2aandanswerthequestion:whendothepolicewearuniforms?

2.Readthedialogueandfindoutthereasonswhythepolicewearuniformswhentheyareatwork.3.Markthekeywords,“suitable”,“finduseasily”,“stop…from…”.Askthestudentstorepeatthepolicewoman’sanswerwiththehelpofthekeywords.Step5Project(5’)Dividetheclassintopairofthree.Imagineonestudentisadoctor/teacher/soldier…Thesecondstudentinterviewshis