重庆市西南大学附属中学人教版八年级英语下册说课稿：Unit-3-Could-you-please-c

Unit3Couldyoupleasecleanyourroom?说课稿重庆市北碚区西南大学附属中学段春涛Goodmorning,distinguishedjudges!It’sagreathonorformetostandheretointerpretmyreadinglesson.I’lldemonstrateitinthefollowing7aspects.Studentanalysis:Mystudentscanbecategorizedintofastlearnersandtheyareusedtopreviewingandreviewing,andhaveagoodlevelofEnglishproficiencycomparedwithotherclassesinGrade8.ThislessonisthesecondperiodinUnit3,sotheyhavelearnedsomeexpressionsandsentencestructuresinthefirstperiod,suchas“Couldyouplease...?”,sweepthefloor,takeouttherubbish,foldtheclothesandsoon.TheyarehighlymotivatedEnglishlearnerswhoarewillingtoexpresstheirownideasandinterestedinforeigncultures.Ingeneral,theyareactive,imaginativeandcreativewhencarryingoutEnglishactivitiesinclass.Teachingandlearningmaterials:ThemainreadingmaterialistakenfromStudent’sBook4ofGoforit!(PEP).Thisunitmainlytalksaboutfamilychores,andthelanguagegoalsarereviewingmakingpoliterequestsandaskingforpermission.Themaintexttellsastoryabout“Nancy”andhermominthefirstperson,anditdescribesthecommonfamilyconflictbetweenNancyandhermomoverdoinghousework.TheothersupplementaryreadingmaterialiscreatedbymeandofferedtomystudentsasascaffoldforcomparingdifferentculturesinChinaandAmericaandbetterunderstandingthefamilyresponsibilities.Therefore,thisunitisveryimportantintheprocessofdevelopingstudents’properlivinghabitsandtheirsenseofresponsibility.What’smore,itisalsohelpfultoshapestudents’culturalcharacter.Withanillustrationandlittlenewvocabulary,thetextbookreadingmaterialiseasyforstudentstounderstand.However,thecomplicatedlayoutandnotitlemakeitdifficultforstudentstograsptheplot.Ontheotherhand,thesupplementaryreadingmaterialisashortreportaboutAmericanteenagersdoinghousework.Withatitleandsubtitlesinbold,itslayoutissalient.InviewofthetextfeaturesandtheEnglishproficiencyandcharacteristicsofmystudents,thefocalpointslieinhowtoclarifytheplotofthestoryandexplorethethemeofsharingresponsibilities.Thedifficultpointsrestonhowtoleadstudentstograsptheplotandemotionchangesofthecharacterandhowtoprovidethescaffoldforstudentstoactoutthestory.Thecriticalpointliesinexploringthethemeandthewritingpurpose.Thetextbookreadingmaterialisthefocusbecauseitisthefoundation.Thevocabularyinthelastperiod(page18)isreviewed,andonlythevocabularyaboutthisreadingmaterialispresentedandpracticed(page19)intheauthenticcontext.Forthesupplementaryreadingmaterial,studentsonlyneedtoextracttheinformationtobridgethegapofcomparingthemselveswithAmericanpeers.Teachingobjectives:AccordingtotheNationalEnglishCurriculum(2011)forcompulsoryeducation,thefollowingreadingskillsarerequired:findingthethemeofthepassage;predictingandunderstandingtheplotofthestory;usingreadingstrategiesfordifferentreadingaims;readingalargenumberofEnglishmaterialafterclass;cooperatingwithothers;makinggooduseofpictures;understandingandcomparingforeignandChinesecultures…Basedontherequirementsabove,thefeaturesofthereadingmaterials,andthecharacteristicsofmystudents,bothproductsuccessobjectivesandprocesssuccessobjectivesaresupposedtobeachievedthroughthislesson.Inthelearningprocess,studentscan:1.raisequestionsaboutthestorywithkeywordsprovided;2.scanfordetailedinformationofthestoryorthereport;3.comparetheinformationofteensdoinghouseworkinChinaandAmerica;4.monitorandevaluatetheirownstudy.Bytheendoftheclass,studentswillbeableto:1.role-playthestory;2.makeareportabouttheirplansforsharinghousework;3.understanddifferentculturesaboutdoinghouseworkinChinaandAmerica;4.beawareoftheresponsibilitiesofdoinghousework.Focalpoints:theplotofthestory,thechangesofcharacters’emotion,comparingtheculturaldifferences.Difficultpoints:howtofacilitatethestudentstoroleplaythestory,andhowtoanalyzetheemotionchanges.TeachingandlearningmethodsAsforteachingmethods,ImainlydrawontheTask-basedLanguageTeaching(TBLT)andCommunicativeLanguageTeaching(CBL).Ifocusonassistingstudents’learning.Toachievetheaim,thewholelessoniscarriedoutviastep-by-steptasks,duringwhichsufficientscaffoldsareprovided.Cooperativelearningmethodisadoptedthroughoutthelesson,studentsworktogethertodoaninterview,discussquestionsandrole-playingroups.Studentscanlearnbyusingthetargetlanguage,andapplyinglearningstrategies(predicting,skimming,scanning,actingout,monitoringtheirownlearningprocess,andevaluatingtheirownperformances).Teachingprocedures:Inall,thereare6stagesinmylesson.Generallyspeaking,thefirststageispreparingstudentsforlearning.Stages2,3and4dealwiththereadingmaterials.InStage5,studentsareguidedtoreflectonwhattheyhavelearnedandcheckhowtheyperformed.Task1laysthefoundationforTask7.Finally,homeworkisassigned.Inmylesson,muchemphasisisputondevelopingstudents’corecompetences---languageability,thinkingquality,culturalcharacterandlearningability.Tasks1,3and6aredesignedtodeveloptheirlanguageability.Tasks2,4and5developstudents’thinkingquality.Tasks7and8canshapetheirculturalcharacter.SelfcheckandObjectiveintroductioncancultivatetheirlearningability.Butweshouldnotethesecorecompetencesarenotseparatedfromoneanotherbutoverlappedandinterconnected.Allowmetointerpretmylessonindetail.