Unit10-It’s-a-nice-day--isn’t-it说课稿

1LessonPlanPresentationUnit10It’saniceday,isn’tit?Goodmorning，ladiesandgentlemen.I’mverygladtohavethepleasureofinterpretingmylessonheretoday.ThelessonplanIamgoingtopresentisfromGoforitGrade8Unit10It’saniceday,isn’tit?Iwillpresentmyteachingplanfromthefollowing8aspects:1．Analysisoftheteachingmaterial2．Analysisofthestudents3．Teachingaimsanddemands4．TheImportantandDifficultPoints5．Thestudyingmethods6．Theteachingaids7．Teachingproceduresandpurposesofmydesigning.8．BlackboarddesignＩ.AnalysisofteachingmaterialTheanalysisofteachingmaterialcomesfirst.ThetopicofthisunitisIt’saniceday,isn’tit?ThegrammerofthislessonisDisjunctiveQuestions（反义疑问句）.Thisunithasthebasiclanguagecontentthetwoparts:SectionA,andSectionB.Thislessonisboththeunit-basedunit.ThislessonI’llteachsectionAthefirstperiod.ItisaListeningandspeakinglesson.ＩＩ.AnalysisofthestudentsAsforstudents,theyhavelearnedthiskindofsentencesbefore.Buttheystillneedtoexercisemoretomasterthenewcontents.III.TeachingaimsanddemandsBasedontheaboveanalysis,Ithinkthelearningofthissectiontoachievethefollowingobjectives:1.Knowledgegoals,masterthebasicsentencesofthelesson(1)It'saniceday,isnotit?(2)Thetrainisalwayslate,isn'tit?(3)Youloveviolinmusic,don'tyou?2.Abilitygoals2Iwillguidestudentstolearnindifferentscenarioschatwithstrangers,throughlistening,speaking,readingandwritingtrainingtoprovidestudentswithbasicknowledgeofEnglishandpreliminaryoralcommunicativecompetenceintheabilitytotarget.3.EmotionalvaluesIwillteachstudentshowtostartasmalltalkhappily,promotestudents'interestinlearningandasenseofaccomplishment,todevelopstudents'polite,friendlyandgoodhabitsofcommunication.IV.TheImportantandDifficultPointsAccordingtotheteachingobjectivesandcharacteristicsofthestudents,Iestablishteachingfocusofthislesson:Tounderstandtheanti-sensequestionsandlisteningcomprehension.Difficulty:theuseofDisjunctiveQuestions,thecreationofscenariostowritedialogue,andclassroomoralcommunication.ThisisbecauseourstudentsinlearningEnglishisnotagoodlanguageatmosphere,soIfocusonlisteningandspeakingculture.V.Theteachingandstudyingmethods1.Combinedwiththerequirementsofthecurriculumstandards,Imainlyusedthefollowingteachingmethods;situationalapproach,progressiveapproachtotask-basedapproach,fromeasytodifficult,step-by-stephearthatdeepentheteachingcontent.2.InthisIwilltakegroupfreeofcooperativelearning,studentsintheclassfreecombinationofasmallgroupof2-4people.Becausesuchcooperativelearningtohighlightthepeople-orientedthinkingoneducation,inlinewiththeaimsofeducation,differentlevelsofstudentswillimprovethemselvesthroughgroupcooperativelearning.VI.TheteachingaidsPowerpointcoursewareandcoursewaresupportingexercisesVII.Teachingproceduresandpurposesofmydesigning.Step1Leadinginto(3minutes)3Stickfigurecreationofcontext,Ishowapictureonthescreen:twochildrenareatthebusstop,leadstothetopic:Thebusisalwayslate,isn’tit?It'saniceday,isn’tit?StudentsbeganjustanswerYesorNo.Basedlessonpavetheway.Thentheuseofmultimediapresentationimagesallowstudentstochatwithme,unknowinglyintroducethestudentteachingcommunicationsituation.Thisparttakesabout5minutes.Thedesignofthispartofthepurposeistostimulatestudents'interestinlearning,activeclassroomatmosphere,andexportthislessoncentraltopic.Step2.Presentation(5minutes)1.TeachingSectionA-1a,IamreadytofindafewstudentsintheclasstogethertocompleteGuessingGamesIguidethestudentstothefollowingdialogueYouare13yearsold,aren’tyou?Studentsmayanswer：Yes，Iam.ThenIask：Youlikeplayingbasketball,don‘tyou?StudentAYes，Ido.Thiswayistoshowstudentsthecompositionoftheanti-tagquestion,thestatementplussimplequestions,andDisjunctiveQuestionstomakesmalltalk.2.Itakeadvantageoftheteacher-studentdialogueexpansion.Heis13yearsold,isn’the?Yesheis.Helikesplayingfootball,doesn’the?Yes,hedoes.ExplaintothestudentsinthestatehowtobuildDisjunctiveQuestionsbriefquestions.3.Guidestudentstrytoaskmequestions,IgiveYesorNoanswer,eg.Youare30yearsold,aren'tyou?IanswerYes,youareright.Thestudentsthenasked:YouLiveinQufu,don’tyou?4Yes,Ido.Thiskindofexercisescannotonlymaketheclassroomatmosphereactivebutalsostimulatestudents'interestandenthusiasm.4.Throughacombinationoftextbookpictureoftheteacher-studentdialogue,tellthemwherewecanchat,suchasrailwaystations,movietheaters,concerts,hotels,waitingrooms.Wecanstartachattingjustlike:It'saniceday,isn'tit?Themovieisinteresting,isn'tit?Step3.Listening&speaking(20minutes)1.Letthestudentsdiscussthepicturesin1a,Iwillfocusonencouragingstudentstoguessthecontentsofeachimage,andtointroducestudentstothecountry'sculturalhabitsoftheEnglishlanguagethatishowto“chat”andtrytoavoidthecontentandtopic.(2minutes)2.Onthisbasis,aclearlisteningtask.Letthestudentcompletethehearing1b.Thenplaythetapeagain,completthefollowsentences.(1).Heisreallygood,____________?(2).Thislineismovingslowly,______________?(3).Thetrainislate,___________?(2minutes)3.Listenandrepeat.(2minutes)4.Workinpairs,accordingtothedifferentscenariostodesigntheirownSmallTalk.Showselectedgroupsofstudents,andtoselectthebestteam,byshowingtoencouragestudentstoboldlyspeakEnglish.(5minutes