说课稿 英语 八年级 上册 Unit 6 I'm more outgoing than my sister (Section A)

1、Unit 6 Im more outgoing than my sister(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 6 Im more outgoing than my sister. To get a better unde

2、rstanding 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 Teach

3、ing MaterialThe first and foremost is the analysis of the teaching materials. Todays lesson is the Unit 6, Section A of Go For It, 8A, published by Peoples Education Press. Its main theme is talking about peoples physical appearance, which is a common topic among students. Actually they all have had

4、 such experience to use language to describe others, so this lesson will be quite useful to students daily life.Based on the New Curriculum Standard，todays teaching objectives are as follows:1. Knowledge objectivesKnowledge objective is to master the usage of new words: outgoing, more, than , calm,

5、wild. 2. Ability objectivesAbility objective is to grasp how to use the comparative form of the adjective to describe two persons. 3. Emotional objectivesEmotional objective is to enhance students interests in learning English.Given the teaching materials and the students characteristics, I suppose

6、the teaching key and difficult points are the comparative form of adjectives and how to use it 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, picture and computer will be needed. Part Five: Teaching ProceduresOK, so much for the teaching and learning methods. And the next one is the most im

10、portant part of today, the teaching procedures, which will be demonstrated in the following steps: Step 1.Leading-inIn order to make the class more lively and interesting, firstly Im going to ask several students to introduce themselves. Students will be told to focus on their looking and characters

11、. By doing so, students will get a general idea of todays lesson and their interest will be raised as well.Step 2. Pre-task Vocabulary Focus: In this step, Ill introduce the new words firstly. I will show some pictures to the students and ask them to tell what they see. Pictures with different perso

12、ns with different features will give a direct image to students and Ill teach them how to read these wordsoutgoing, more, than , calm, wild .Then, Im going to write the new words on the blackboard and ask the students to try to make up sentences using the words :tall ,wild , thin , long hair , short

13、 hair , heavy , calm , short and so on. Here is an example: Yao Ming is taller than Li Hua.Discussion After the Vocabulary Focus, Im going to write a table on the blackboard. Then Id like the students to work in groups to discuss and match the word and its opposites. Students will fill in the table

14、below.Step 3. While-task In this step, Im going to provide a series of tasks for students to finish and practice todays grammar.(1) Ill Call students attention to the picture in page 31, and point out the sample conversation in activity 1c. Then Id like students to work with their partners to make t

15、heir own conversation about the twins .(2) Role-play and listen: I will invite several pairs to present their conversations and write them on the blackboard. Then Id like the students to listen to the recording and number the twins. After that, I will put the answer on the screen and check with the

16、students .(3)Grammar Focus: Ill point out the two columns and read the headings :-er , -ier and more in 2a. Then Ill point out the words in the box and lead the students to read. Later, Ill ask students to listen and write the er and ier words in the first column and the words that use more in the s

17、econd column. I will play the recording again and check the answers .(4)Box Filling: Im going to play the recording 2b and point out the picture and the two boxes with the headings Tina is and Tara is. Then Id like the students to fill in the boxes. The words are from the list in activity 2a. After

18、that Ill play the recording and check the answers.Step 4.Post-taskPair Work: Post-task will be focused on the comparative form of the adjective continually. So, Ill point out the chart in activity 2c and ask students to make their own conversations according to the information. Step 5.Homework Homework is important for the further development of s