2019-2020年八年級英語上冊 Go For It 8 unit 3說課稿 人教新目標(biāo)版.doc

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2019-2020年八年級英語上冊 Go For It 8 unit 3說課稿 人教新目標(biāo)版 Good morning, everyone. My name is ***. I’m from *** Middle School of ***. Now I’ll talk about how to teach Section A of Unit 3 in Go For It for the students of Grade Eight. I’ll say it in four parts. PartⅠ. Analysis of the Teaching Material 1. Status and Function The topic of this unit is about vacation plans. This is an interesting topic for students. So all the activities in this unit are helpful to raise students’ learning interest. I’ll finish this section in two periods. This lesson, I’ll teach Part 1, Part 2 and Grammar Focus. Next class, I’ll teach Part 3 and do some exercises. In Part 1, all the activities introduce the key vocabulary and the target language. These activities can help students learn how to make vacation plans. In Part 2, all activities can give students listening, speaking and writing practice. These activities can help students improve their integrating skills. Grammar Focus shows all the target language in this unit. It gives the students a whole image of the target language. The target language is the basic for Ss to learn the other contents of this unit. So it’s very important to learn this lesson well. 2. Analysis of the students The students have learnt English for more than one year. They know some English, but some of them didn’t learn it well. Especially, most of them are afraid to speak English. For this lesson, the students have known the pattern “be doing”. Half of them can use “be” correctly. Half of them can change a verb to “verb+ing” correctly. But they don’t know to use the pattern “be doing” as future. And this is what I teach in this lesson. 3. Teaching Aims and Demands The teaching aims and demands are established according to Junior School English syllabus provision and the teaching material. (1) Knowledge Object In this unit students learn to talk about future plans. Key vocabulary: camping, visiting grandmother, spending time with friends, babysitting, relaxing, at home, visiting cousins, going to sports camp, going to the beach, on Friday, on the 11th, this weekend. Target language: What are you doing for vacation? I’m spending time with my friends. When are you going? I’m going next week. Who are you going with? I’m going with my parents. Grammar: Present progressive as future (2) Ability Object To train the students’ ability of listening, speaking, reading and writing. To train students ability of making future plans. (3) Moral Object You can’t work efficiently if you don’t have a good rest. Making a good vacation plan can make your trip happy. 4. Teaching Importance To master the key vocabulary To understand and use the target language To master the usage of the different forms of “be” in the target language Oral practice 5. Teaching Difficulties What are you doing for vacation? I’m visiting my grandmother. To enable the students to understand that they are the sentence patterns to talk about the future activities To enable the students to use the target language The students learned the phrase “be doing” and they knew it means some active is happening. So it’s difficult and important to let them understand it can also be used to talk about the future activities. 6. Teaching Aids Multi-media puter, Tape recorder, Software: PowerPoint or Author ware, school things and so on. They will be needed in this lesson. Part Ⅱ. The Teaching Methods 1. municative teaching method 2. Audio-visual teaching method 3. “Task-based” teaching method As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “municative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the target language. I’ll give the Ss some tasks and arrange six kinds of activities: watching CAI, writing some activities, listening, make conversations, listening practice and group activities. Teaching special features To use these methods is helpful to develop the Ss’ thought. Part Ⅲ.Studying Ways 1. Let the Ss pass "Observation—Imitation—Practice" to study language. 2. Let the Ss pay attention to the key information in listening practice. 3. Enable the Ss to study English language by munication. 4. Let the Ss know that conclusions and being good at thinking are necessary to learn English well. Part Ⅳ.Teaching Procedure Step 1. Greeting the class and revision (two minutes) Say: I’m standing here. What are you doing? What is she/he doing? Then ask some students to answer these questions. This step revises the present continue tense. Step 2. Watch CAI and write the activities (ten minutes) Open the CAI on the Multi-media puter. Show five pictures on the screen. Say: These pictures show the students’ activities for the next vacation. Point at the first picture and say: What is she doing for vacation? She is camping. Then write “camping” on the Bb. Ask them what it means. (They can guess according to the picture) Point at the second picture and say: What is she doing for vacation? She is babysitting her sister. Then write it on the Bb and explain the word “babysit”. Then divide the students into four groups. Ask each group to discuss to write the other three activities on the Bb and add more using the “ing” form of verbs. Have a petition. The group which writes the most correctly and shows the most activities is the winner. This activity introduces the key vocabulary and Ss start to touch Present progressive as future. The petition can raise Ss’ learning interest. Step 3. Listening (three minutes) Show three pictures and three activities on the screen. Ask Ss to listen to the tape to match the pictures with the activities. After they do them correctly, give them some praise. This activity gives students listening practice in understanding the target language in spoken conversation. Step 4. Pair work (eight minutes) Ask the students to look at the screen and read after me: What is she doing for vacation? She is camping. What is she doing for vacation? She is babysitting her sister. Then ask the students to work in pairs to talk about the five pictures. Ask Ss to use the different forms of verb “be” correctly. Ask some pairs to act them out to check the pronunciation and the forms of verb “be”. This activity provides guided oral practice using the target language. Step 5. Listening practice (twelve minutes) Ask Ss to open their books and turn to Page 14. Look at part 2a, Explain the chart and make sure the students understand the chart and what to do. Then play the tape for three times. For the first time the students only listen to understand the whole general meaning of the conversations. For the second time the Ss pay attention to the activity in each conversation and write them in the chart. For the third time the Ss pay attention to the time that the activities in each conversation are done and write them down in the chart. Ask some Ss to write their answers on the Bb and check them. This activity provides guided listening and writing practice using the target language. Step 6. Grammar Focus (five minutes) First ask two students to read Grammar focus to the students. One reads the questions, and the other reads the answers. This activity checks their pronunciation and trains their reading ability. T: Is the vacation now? Ss: No. T: When is the vacation? Ss: It’s in the future. T: What tense is this sentence “what are you doing for vacation”? Ss: It’s the present progressive tense. Then help them conclude that the present progressive tense can also be used to talk about the future activities. This activity guides the Ss to study English by thinking hard and conclusion. After that they can have a rational knowledge to the target language. Step 7. Group work (five minutes) Part 2c on page 14. Ask the Ss to work in groups of four. Tell the students that if they don’t have a good rest, they can’t study efficiently and making a good vacation plan can make their trip happy. So they must arrange their vacation carefully. Write down their group mates’ answers in the chart in your book. This activity provides the Ss a chance to use English freely. They can say the conversation according to their thought using the target language. Of course, at the same time, it trains the Ss’ speaking ability. Also, it guides the Ss to study English by munication. Another, I change the parts’ order of the text book, because this part can be delayed to the end of the class. After class, they can continue to talk about it. Step 8. Homework Say: After class, finish step 7 and plete the chart in your book, then write a passage talk about what you and your classmates are doing for your next vacation. The homework can help the students to consolidate the target language and train their writing ability. Step 9. Bb design Unit 3 What are you doing for vacation? Key vocabulary Camping What is she doing for vacation? She is babysitting her sister. Group 1 Group 2 Group 3 Group 4 …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… That’s all. Thank you!