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1、外研版八年級英語上冊Module3 Unitl說課稿Module 3 SportsUnitl Nothing is more enjoyable than playing tennis.Good morning, I am Cheng Shuhui from Hefei Xing ZhiSchool. Its my great honor to be here sharing my teaching ideas with all of you. The content of my lesson is Module 3 sports Unitl Nothing is more enjoyable
2、 than playing tennis taken from New Standard English textbook for eighth-graders by Foreign Language Teaching and Research Press. The following five parts will be covered in my presentation: the guiding theory, general introduction, analysis of teaching procedures, homework & blackboard design, and
3、features of my design.Part 1 Guiding TheoryThe lesson is designed under the guidance of Core Competence of English Subject, the View of English Learning Activities, and Blooms Taxonomy of Learning.Part 2 General Introduction(there are basically 6 aspects)I. Analysis of Teaching Material & Target Stu
4、dentsFirst of all, I analyze the unit from three dimensions:What, How and Why.What：Theme: Humans & societyContent: The type of this lesson is listening and speaking. The topic of the dialog is about sports.How：Structure: The dialog is arranged in the logical order. The passage consists of several tu
5、rns of talking on sports and other things they like and the reason why they like them.The target language: The Comparative Degree.Why：Intention & The thematic meaning: To arouse students awareness of the importance of keeping doing sports.Next, I am going to talk about my students.The target student
6、s are English learners in Grade eight. They are active, imaginative and more cognitive. From the perspectives of their background knowledge, present difficulty and breakthrough methods, I adopt SWOT model to analyze the learners.II. Teaching ObjectivesBased on analysis of the teaching material and t
7、arget students, the objectives can be designed as follows:At the end of the class, students will be able to:a) Identify and cognize the topic-related vocabulary;b) Summarize and integrate the information about sports and perceive the Comparative Degree;c) Notice the rule of the Comparative Degree an
8、d talk about ones favorite sports and give reasons using the Comparative Degree in the practical scene.d) Use proper strategies like prediction or note-taking while doing listening activities.e) Create a new dialog between a reporter and students on the sports they like and the reason why they like
9、it.f) Debate and express their own opinions on different sports they like.g) Form correct values knowing that sports is the source of all life. The importance of doing sports can be highlighted within all kinds of activities.(the four elements of core competence permeate mutually in the objectives)I
10、II . Key points and difficult pointsAccording to the objectives above, the key points are:a) to define and cognize the key vocabulary;b) to comprehend the dialog by strategies;The difficult points are:a) to talk about ones favorite sports and give reasons using the Comparative Degree in the practica
11、l scene.b) to understand the structure and the way of developing a conversation and then create an imitative dialogIV. Teaching methodsTo achieve the objectives, stress the important points and break through the difficult points, I use PWP Approach, Activity-based Approach, and Communicative Approac
12、h.V. Teaching aidsI use the projector, the blackboard and the learning sheets.VI. EvaluationI adopt Teachers evaluation, self- evaluation and peer evaluation to inspire most students and evaluate students fairly from all-around perspectives.Part 3 Teaching procedures:Now I would like to introduce my
13、 teaching procedures in detail which consists of mainly three aspects: prelistening, while-listening and post-listening activities.1. Pre-listening activitiesStep 1 Warming-upI will show students a video clip which is taken from the recording of World Cup Final 2018.(Present a short video and pose a
14、 question: what is it about?)Purpose of my design: students are familiar with football and have a desire to express, which can arouse students interest, lead in the topic, and transfer towards the textbook.Step 2 BrainstormingEncourage them to list out other sports they know.Purpose of my design: To
15、 activate students background knowledge and build a sense of achievement at the very beginning in order to remove word barriers, activate information gap and stimulate students activeness in listening.2. While-listening ActivitiesAnd next lets move on to the while-listening part, which includes thre
16、e steps.Step 1 Listen for preparationStudents are guided to do a matching and gap filling activity after listening to a conversation about different kinds of sports. Some listening skills will be introduced before doing the activity.Purpose of my design: in this way, students can develop the predict
17、ive skill and move the word barrier for conversation which contains several turns of talking about sports. It will somehow low down students anxiety of learning.Step2 Listen for specific informationAfter getting ready, its time to get more details.Firstly, ask students to get detailed information wh
18、ile listening to the conversation for the first time to answer some wh-questions about sports in it.Purpose of my design: enable students to have an overview of the conversation and got familiar with the framework of this dialog.Then ask students to listen to the conversation for the second time to
19、check true statements.Purpose of my design: enable students to have a deep understand of spoken language. Meanwhile, some listening strategies will be introduced to help them get a better understanding of their opinions towards different sports.After that, students will be guided to focus on the key
20、 information of comparison of different sports. Highlight the Comparative Degree in different comparisons. The framework of the topic will be extracted as well.Purpose of my design: enable students to have an overview of the conversation and get familiar with the framework of this dialog.Steps 3 Lis
21、ten for languageAlso, some questions will be presented to help students analyze the language from the perspective of social linguistic level. Encourage them to find out how do speakers express themselves well with different utterances.Purpose of my design: enable students to get more information abo
22、ut language focus in the conversation.Then, they will read to summarize different comparisons with different forms of comparative adjectives, especially, those with mutisyllable adjectives.Purpose of my design: the most difficult language point will be visualized in a deductive way. The usage of the
23、Comparative Degree will be concluded with sentences on the screen in order to prepare for the language output.3. Post-listening ActivitiesStepl Role-play the dialog.Now that student will role-play the dialog.Step2 DebatingAfter series of interpretations, students now have already known how to expres
24、s themselves with the Comparative Degree on sports they like. They will work in groups to defend themselves on which sports is better for students.Purpose of my design: on the one hand, students are expected to apply what they learned immediately into practice and expand thinking (their critical thi
25、nking and dialectical thinking are cultivated here), on the other hand, the discussion can lower the difficulty for writing and get students prepared efficiently.Step3 WritingCreate a real situation: In the new term were going to have new sports clubs (such as the football club, the baseball club, t
26、he volleyball club).Which sport club do you want to join? Give your reasons!Purpose of my design: encourage students to output the target language in a real scenario. The topic can be learned or created. They can discuss and cooperate while writing.Step4 Discussion and summaryFinally, ask students a
27、bout the motto of the Olympic Games. Lead them to be aware of the importance of sports.Step 5 HomeworkOptional: Make a poster about sports you like.Compulsory: Work in groups to make the interview more logical.Step 6 Blackboard designPurpose of my design: l.Show the content and topic of the discours
28、e. 2. Highlight the key information of the discourse.Part4 Features of DesignFor the last part, lets come to the features of design.l.Learner-centered teachingStudents are indicated to finish diverse tasks individually or cooperatively. Students are the real masters of the class while the teacher my
29、self is the director, organizer, evaluator and promoter. I just facilitate students to achieve the objectives step by step.2.Interpret the text from multiple perspectivesI focus on not only language, information and function but also the structure, meaning and logic in the process.In my instructiona
30、l design, all the teaching steps are served to one or several certain objectives which point to the students key competences directly. All the tasks and activities are well selected in order to encourage students to have an interactive communication with the discourse.3.Mind participating(thinking q
31、uality enhancement)While we are listening, parts of our body participate actively, especially, our mind. All tasks I set are for different layers of thinking qualities. From the remembering of facts to the understanding of sentences, from analysis of structure to a creating outcome, students are engaged into different mind-developing tasks.Thats all for my presentation of teaching. Thank you for listening.
外研版八年級英語上冊Module3 Unit1 說課稿
