说课稿 英语 八年级 上册 Unit 11 Could you please clean your room (Section A)

1、Unit 11 Could you please clean your room(Section A)Good morning/ afternoon, dear judges! Im very glad to be here to present my class today. Im number X candidate applying for the English teacher of the secondary school. And my topic today is Unit 11 Could you please clean your room. To get a better

2、understanding of my instructional designing, Im going to divide it into 6 sections, that is, the analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now I am going to present them one by one. Part One: Analysis of the T

3、eaching MaterialThe first and foremost is the analysis of the teaching materials. Todays lesson is the Unit 11, Section A of Go For It, 8A, published by Peoples Education Press. Its main theme is about cleaning the room, which is closely related to students daily life. The text offers a very good ex

4、ample of English learning, during which students language knowledge and their consciousness of loving labor will be improved at the same time.Based on the New Curriculum Standard，todays teaching objectives are as follows:1. Knowledge objectivesKnowledge objective is to master the usage of could. 2.

5、Ability objectivesAbility objective is to grasp how to express requests politely. 3. Emotional objectivesEmotional objective is to arouse the students interest in learning English and enhance their awareness of loving labor.Given the teaching materials and the students characteristics, I suppose the

6、 teaching key and difficult points are the usage of could and how to express requests politely in real situations.Part Two: Analysis of the studentsOK, lets turn to the analysis of students. Students of Grade 8 have studied English for at least 5 years and grasped a certain amount of English knowled

7、ge. They are eager to show, eager to learn. They can cooperate with their classmates to finish a task. On the other hand, students ability of using English is limited; their abstract thinking is not fully developed and they can be easily distracted. Therefore, all of these shall be taken into consid

8、eration into todays teaching.Part Three: The Teaching MethodsAccording to the analysis of teaching materials and students, Im going to arrange my lesson by mainly using the Task-based Method. Part Four: The Learning MethodsThe learning Methods of this lesson will be focused on cooperative and resear

9、ched methods. Students will finish a series of activities to learn the language points today. Teaching AidsDuring the teaching process, recorder, CAI will be needed. Part Five: Teaching ProceduresOK, so much for the teaching and learning methods. And the next one is the most important part of today,

10、 the teaching procedures, which will be demonstrated in the following steps: Step 1.Leading-inIn this step, in order to raise students interest and help them get a general idea of todays lesson, first of all, Im going to create a daily situation to lead in todays topic. So Ill begin by saying hello

11、to students. Then I will invite one student to go on the conversation like this: give me your pencil. I will accept the pencil and t give it back to the student. Then Ill ask the whole class:“what is a more polite way to ask for a pencil?”After several minutes thinking, I will give them a sample sen

12、tences such as, please give me your pencil.Step 2. Pre-task In order to get the students to be more familiar with todays topic, I will show another polite way to ask for something. “could you please give me your pencil?” Id like the whole class to repeat the question. Then Ill write it under the oth

13、er two sentences on the blackboard that mean the same thing. In the same way, Ill preset another new sentence “ could I please go home now?” This time, I will circle the word could you please and could I please in the sentences on the blackboard to introduce today language points.Step 3. While-task

14、In this step, Im going to provide some tasks for students to finish.DiscussionIll show some chores in the house on the screen and ask: OK, boys and girls, do you do the chores at home? students can discuss with their parters, and finish the table.Yes or NoReasonDo the dishes.Listening ComprehensionI

15、ll play the recording of 1b and ask the students to listen carefully. After that students will decide who has done the chores and fill in the chart below. Peters motherPeterDo the dishes.Later Ill put the right answer on the screen and check with the students.Pair work and role playId like the whole

16、 class to read the dialogue of 1c. Then students will be asked to make up a similar one like the sample conversation. And they will be remind of the usage of could . Then I will ask two students to read it to the class and act it out.Step 4.Post-task(1)Listening ComprehensionIll have another listeni

17、ng comprehension. First, I will point to the chart in activity 2a and get the students to know what to do ,then I will play the recording and ask them to check “yes” or “no” in the table. When students have finished with that, Ill check the answers with them. Later students will listen again and do

18、with activity 2b in the same way.(2)Pair WorkStudents will work in pairs to read the dialogue, then Ill ask some pairs to act out their conversations.Step 5.Homework Homework is important for the further development of students language ability. So, Id students to make a conversation using “Could you please ? Could you ?”. Part Six: Design of the blackboardLast but not the least is the blackboard design. As you can see, I have mainly used the tables to activate the language points so that student