九年级英语《Unit 10 Youre supposed to shake hands》说课稿

You’resupposedtoshakehands.Goodafternoon,judges.I’mcontestantnumber…I’mmuchhonoredandmeanwhilealittlenervoustodothispresentation.ThematerialIgotisforalisteningandspeakinglesson.Withatitleof“You’resupposedtoshakehands.”,itcentersonthetopic“customs”whichcaterstostudents’curiosityandinterests.SoIbelieveit’llappealtotheminstantly,whichpavethewayforthefurtherlearningsteps.First,pleaseallowmetotalkaboutmyteachingobjectives.Theknowledgeobjectivestakethelead.Bytheendofthislesson,studentsshouldlearnthenewwordsandphrases,theyare:custom,bow,besupposedtodo…tonamejustafew.Meanwhile,theyshouldunderstandthetargetlanguagesaslistedinthegrammarfocusthoroughly.Andmostimportantly,studentsareabletomastertheusageof“besupposedtodo”.Nextaretheabilityobjectives.Primitively,studentscanuse“besupposedtodo”incommunicationcorrectly.Besides,theirlisteningabilityaswellasspeakingandreadingabilitiesshouldgettrainedandimprovedthroughthelesson.Lastcomethemoralobjectives.Firstandforemost,studentsshouldbeabletorealizetheculturaldifferencesincustomsandlearntocultivateanawarenessofcross-culturecommunication.Moreover,throughvariousactivitiesintheclass,theyshouldlearntocooperatebysharingandhelpingeachother,tocompeteassertivelywithoutbeingaggressive,toberesponsiblebothforthemselvesandfortheirteams.So,withaclearpurposeofachievingallthesegoals,I’llsetthefollowingastheteachingimportantanddifficultpoints.Thekeypointsincludethenewwords,theusefulphrasesandthestructure“besupposedtodo”.Besides,muchimportanceshouldalsobepaidtothetrainingofstudents’listeningandspeakingabilities.AmongthepointsImentioned,ithinkthestudyofthestructure“besupposedtodo”andthelisteningandspeakingdrillingarethemostdifficultteachingpoints.Soinordertohighlightthekeypointsandbreakthroughthedifficultones,I’lldrawonthefollowingteachingapproaches:TPR,task-basedteachingapproach,audio-lingualmethod.Besides,acomputer,aprojectorandataperecorderwillalsobeusedtoaidtheteaching.That’ssomuchforthefirstpartofmypresentation.Now,it’stimewemovedontothemainpart—theteachingprocedures.First,I’llwarmuptheclassbyanactandguessgame.3pairsofstudentstaketurnstoactouttheactionof“bow,shakehandsandkiss”,andletothersguesswhattheyaredoing.ThenIcanlisttheanswersontheblackboard.Thenstudentsareencouragedtocalloutasmanyactionsthatwedowhenwefirstmeetothersandaddthemtothelist.We’llconcludetheseactionsbyintroducingthenewword“customs”.Inthisstep,brainstormingactivateswhatstudentshavelearntbeforeandmeanwhilenaturallybringsoutthetopic.Next,I’llinvolvestudentsindiscussingthefollowingquestions:1.Dowekisseachotherwhenwefirstmeet?2.Ifnot,wheredopeoplekisseachotherwhentheymeet?Throughthese2questions,wecanleadoutanotherwordlist,thedifferentcountries.I’lllistitnexttothecustoms,andhighlightthenewoneswithdifferentcolorchalk.Then,I’llaskastudenttodothematchingbetweenthetwolistsontheblackboard,whileothersfinishingthematchingin1a.Thenwecanfurtherourdiscussionbypresentingthequestion:wecan’tkisseachotherwhenwemeet,sowhatshouldwedo?Studentscangivemeanswerslike:weshouldshakehands.Weshouldsimileateachother….Thenwiththehelpoftheseanswers,I’llpresentthekeystructure:Whatareyousupposedtodowhenyoumeetsomeone?Wearesupposedtoshakehands.(Whilepresenting,I’llwritethemdownontheboard.)ThenI’llaskstudentstoimitatetheexample,andworkinpairstoproducenewsentencesregardlessofgrammar.Again,I’lldotheaskingandansweringwithdifferentstudentsandlisttheirsentencesontheboard.Afterseveralexamplesareshowedontheboard,studentsareencouragedtodiscussingroupsof4todiscoverforthemselvesthelanguagepointsbehindbycomparingthesimilaritiesanddifferencesamongthem.Becausethenewsyllabusadvocatestheuseofdiscoveryandcooperativelearning,solettingtheyfindoutthegrammarorlanguagepointthroughtheirowneffortscanreflectthisspirittosomeextentandalsomakethelanguageinvolvedsticklongeranddeeperintheirminds.Aftertheirprimitivefindings,I’lltaketheseconclusionstoamoretheoreticlevelandmakesuretheyunderstanditthoroughlybyaskingthemtogivememoresentences.Onfinishingthepresentationofthenewstructure,we’llsetourfocuson1casareviewandconsolidationofthenewknowledge.Nextwe’llmoveontothelisteningin1b.Listeningisoneofthemostimportantlanguageskillsstudentsshouldmaster.SoIalwaysvaluetheopportunityoflisteningpractice.We’lldo1binthisway.First,listentofinishthetaskandgetageneralidea.Thenforthesecondlistening,studentsaregoingtochecktheanswersbyreadingaftertherecording,andmeanwhiletrytheirbesttoimitatethepronunciations,intonationsandalsothewaynativespeakersdoincommunication.Bydoingthis,theirlisteningabilityaswellastheirspeakingcompetencegetsimproved.Inthenextpart,I’llgetstudents’attentionatthepicturein2a.Theyaregoingtopredictwhathappenedinthepictureandsharetheiropinionswiththewholeclass.I’llwelcomeallthethingstheypredict,andaffirmtheeffortstheymadetoparticipate,thusencouragemorestudentstotakepartinclassactivities.Afterprediction,wecandothelisteningin2aand2bthesamewayaswedoin1b.Butthistime,we’regoingtofurthertheactivitybyaskingstudentstoactoutthedialoguein2c,usingtheinformationgotinthelistening.Havingfinishedthefirsttwopages,we’llenterintothereadingpart.Beforeweread,I’llpresentmuchrelevantinformationaboutthetwocountriesinthepassagetopreparestudentsforthenewinformation.Thengetthemlookatthetablebelowandbeclearabouttheirreadingtask.Byreadingtheexercisefirst,studentsareabletoreadwithquestionsandpurposes,whichcontributestoefficientreadingandteaching.Thenwestartreading.First,studentsscanforspecificinformationtofinishthetableassoonaspossible.Then,we’llchecktheanswersbycarryingouttheactivitycalled”I’marecorder”.Inthisactivity,studentstaketurnstoreadthepassagesentencebysentence.Otherscanstophim/herwheretheyfindconfusingorimportantbysaying”sorry,Ican’tunderstandhere.”Thisallowsstudentstofocusonthedetailsandmeanwhilestudyattheirownpace.Thenafterfinishingreading,comesthepairworkin3b.Practiceisalwaysanecessity.Hereithelpsstudentstolearnbetteraboutthepassagetheyread.Byfar,we’vealmostfinishedallthetasksonthematerial.ThenIneedtoexamineandevaluatehowwelltheymasterthislessonthroughacompetitioncalled“averylongdialogue”.Howtodothat?Studentsneedtomakeupadialoguebyusingthethingstheylearntinthislesson.Theprincipleistomakethedialogueaslongaspossible.Inordertowinthecompetition,studentsaregoingtodrawthethingsleanttodayaswellaslearntpreviously,toactivatetheirimaginationandinitiative.Tillnow,weareprettyclosetotheendofthelesson.Sowe’regoingtoconcludeitbygoingthroughthethingsontheblackboardandreadthegrammarfocustogether.Studentscanfeelfreetoaskquestionsiftheyhaveany.Thehomeworkconsistsofthefollowingtasks:Dothepairworkinpart4onpage96.Listentothedialoguein1band2bforatleastonce.Finally,we’llsingourclassgoodbyesongtoendtheclassinarelaxingway.Thisisalsotheendofmypresentation.Thanksalotforyourtime.You’resupposedtoshakehands.CustomscountriesBowChinaWhatareyousupposedtodowhenyoumeetsomeone?Wearesupposedtoshakehands.Unit10You’resupposedtoshakehands说课稿各位评委大家好：今天我要说课的题目是Unit10You’resupposedtoshakehands，以下我将从教材分析、教学策略和教学过程等几个方面来说一说我对本节内容的理解。那么下面先来说说教材一、教材分析九年级Unit10Youaresupposedtoshakehands.本课重点学习一些常见国家的英文表达，以及该国在初次见面时的行为与语言。该话题能激起学生的好奇心，调动学生学习英语的积极性。本单元围绕“customs”这个话题展开教学活动，告诉学生whatyouaresupposedtodo。让学生了解各国的文化习俗、社交礼仪,使学生感受民族文化的魅力。本节课有听力练习也有口语练习。内容相对来说较简单，重点帮助学生练习“besupposedtodo”的用法，在不断的练习中达到掌握以及熟练运用的目的。本单元难点是学生缺乏相应的文化背景，对不同国家人们初次见面的礼仪易混淆。二、教学目标和要求知识目标：掌握关键词：shakehands,bow,kiss,custom能够使用besupposedtodo句型，谈论不同国家人们初次见面时的礼仪。学习对话2d能力目标：正确运用短语：besupposedto,beexpectedtodo.情感目标：本单元以谈论“习俗”为话题，了解各地不同的文化知识，从而让学生知道哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习兴趣。三、教学重点教学重点：besupposedto…的句型四、教学难点(1)本单元难点是学生缺乏相应的文化背景，对不同国家人们初次见面的礼仪易混淆。(2)学生流利地表演对话2d.五、教学策略本课主要是一节听说课，根据《英语课程标准》及《英语教学大纲》的要求，在本节课的教学过程中，采用“小组合作“以及“任务型”的教学途径，同时我还结合了情景教学法。情景教学法：借助多媒体课件，增强趣味性和直观性，增大课堂容量和增强直观性，提高课堂效率，面向全体同学，在听说过程中帮助学生掌握知识。引发学生去思考,尝试新知,启发思维,培养能力,最终提高应用英语解决实际问题的能力，在听说过程中帮助学生掌握知识、发展能力、形成正确的价值观。六、学情分析从整体来说，学生的学习积极性还是比较强的，大多数学生学习态度较端正。部分学生学习的兴趣不够浓厚，学习的主动性不强，两极分化现象比较严重，尖子生不够突出。从几次小考的情况看，学生各学科之间发展不平衡，存在着偏科的现象，尤其是英语学科，有一部分学生（特别是男生）英语特别差，独立解决问题的能力也比较差。大部分学生还存在着依赖性，不愿意自己探究知识，没有好的学习习惯，还要教师在今后的学习中进行渗透。六、教学准备课本课件多媒体设备。七、教学环节Toasksomestudentsaboutthewordswhattheyhavelearntforthelastlesson.LeadinTheteacherasksstudentstoansweraquestionWhatdoyoudowhenyoumeetforthefirsttime?2.LookatthepictureandaskstudentstotellWhattheyaredoing.shakehandsbowkiss3.Toshowsomeflagsinordertoknowwhichcountriestheyare.Andthenknowaboutthedifferentgreetingwaysindifferent