Unit10-It’s-a-nice-day--isn’t-it說(shuō)課稿6頁(yè)

1、Lesson Plan PresentationUnit10 Its a nice day, isnt it?Good morning，ladies and gentlemen. Im very glad to have the pleasure of interpreting my lesson here today. The lesson plan I am going to present is from Go for it Grade 8 Unit10 Its a nice day,isnt it?I will present my teaching plan from the fol

2、lowing 8 aspects: 1Analysis of the teaching material 2Analysis of the students3Teaching aims and demands 4The Important and Difficult Points 5The studying methods6The teaching aids7Teaching procedures and purposes of my designing. 8Blackboard design. Analysis of teaching materialThe analysis of teac

3、hing material comes first. The topic of this unit is Its a nice day , isnt it ? The grammer of this lesson is Disjunctive Questions（反義疑問(wèn)句）. This unit has the basic language content the two parts: SectionA, and SectionB .This lesson is both the unit-based unit. This lesson Ill teach section A the fir

4、st period.It is a Listening and speaking lesson. Analysis of the studentsAs for students, they have learned this kind of sentences before. But they still need to exercise more to master the new contents.III .Teaching aims and demands Based on the above analysis, I think the learning of this section

5、to achieve the following objectives:1. Knowledge goals, master the basic sentences of the lesson (1)Its a nice day, is not it? (2)The train is always late, isnt it? (3)You love violin music, dont you?2. Ability goalsI will guide students to learn in different scenarios chat with strangers, through l

6、istening, speaking, reading and writing training to provide students with basic knowledge of English and preliminary oral communicative competence in the ability to target.3. Emotional valuesI will teach students how to start a small talk happily , promote students interest in learning and a sense o

7、f accomplishment, to develop students polite, friendly and good habits of communication. IV. The Important and Difficult Points According to the teaching objectives and characteristics of the students, I establish teaching focus of this lesson: To understand the anti-sense questions and listening co

8、mprehension. Difficulty: the use of Disjunctive Questions, the creation of scenarios to write dialogue, and classroom oral communication. This is because our students in learning English is not a good language atmosphere, so I focus on listening and speaking culture. V. The teaching and studying met

9、hods1.Combined with the requirements of the curriculum standards, I mainly used the following teaching methods; situational approach, progressive approach to task-based approach, from easy to difficult, step-by-step hear that deepen the teaching content. 2. In this I will take group free of cooperat

10、ive learning, students in the class free combination of a small group of 2-4 people. Because such cooperative learning to highlight the people-oriented thinking on education, in line with the aims of education, different levels of students will improve themselves through group cooperative learning.

11、VI. The teaching aidsPower point courseware and courseware supporting exercises VII. Teaching procedures and purposes of my designing. Step1 Leading into (3 minutes) Stick figure creation of context, I show a picture on the screen: two children are at the bus stop, leads to the topic : The bus is al

12、ways late, isnt it?Its a nice day, isnt it? Students began just answer Yes or No. Based lesson pave the way. Then the use of multimedia presentation images allow students to chat with me, unknowingly introduce the student teaching communication situation. This part takes about 5 minutes. The design

13、of this part of the purpose is to stimulate students interest in learning, active classroom atmosphere, and export this lesson central topic. Step2. Presentation(5 minutes) 1 . Teaching SectionA-1a, I am ready to find a few students in the class together to complete Guessing Games I guide the studen

14、ts to the following dialogue You are 13 years old, arent you? Students may answer ： Yes ，I am. Then I ask： You like playing basketball, dont you? Student A Yes，I do .This way is to show students the composition of the anti-tag question, the statement plus simple questions, and Disjunctive Questions

15、to make small talk. 2. I take advantage of the teacher-student dialogue expansion. He is 13 years old, isnt he? Yes he is. He likes playing football ,doesnt he ? Yes ,he does . Explain to the students in the state how to build Disjunctive Questions brief questions.3. Guide students try to ask me que

16、stions, I give Yes or No answer, eg. You are 30 years old, arent you? I answer Yes, you are right.The students then asked :You Live in Qufu, dont you? Yes, I do .This kind of exercises can not only make the classroom atmosphere active but also stimulate students interest and enthusiasm. 4. Through a

17、 combination of textbook picture of the teacher-student dialogue, tell them where we can chat , such as railway stations, movie theaters, concerts, hotels, waiting rooms. We can start a chatting just like:Its a nice day, isnt it?The movie is interesting, isnt it? Step3. Listening & speaking (20 minu

18、tes) 1.Let the students discuss the pictures in 1a , I will focus on encouraging students to guess the contents of each image, and to introduce students to the countrys cultural habits of the English language that is how to “chat” and try to avoid the content and topic. (2 minutes) 2. On this basis,

19、 a clear listening task. Let the student complete the hearing 1b. Then play the tape again,complet the follow sentences.(1).He is really good, _ _?(2).This line is moving slowly, _ _?(3).The train is late, _ _? (2 minutes)3. Listen and repeat. (2 minutes)4. Work in pairs, according to the different

20、scenarios to design their own Small Talk. Show selected groups of students, and to select the best team, by showing to encourage students to boldly speak English. (5 minutes)5. To have successful small talk, both people need to ask questions. Listen to another three conversations. Are they examples

21、of successful or unsuccessful small talk? Play the tape, let them listen 2a and write “s” or “u”. Check the answers.(2 minutes)6.Play again and ask them to put the sentences & questions in order. Check the answers.(2minutes)7.Play for the third time ,let them listen and repeat. ( 2minutes)8. Role pl

22、ay. Read this successful chat, try to think how to make it successfully. (3minutes)The purpose of this part is to develop their listening skills by listening, so that they can speak better . Step4.Work in groups(10minutes)1.Show some pictures on screen, such as on a bus ,at a bus station ,in a thear

23、ter and so on. Use your head to think about :What can we talk there? Weather ? Movie ? The bus station?.Then share your topics and sentences in your groups. The more the better. (2minutes)2.Four in one group, choose any topic to start your own successful small talk. (4minutes)3.Act your small talk i

24、n class. (4minutes)The purpose of this part is to train students ability of communication and cooperation, let the students learn to do things in English.Step 5 Grammar Focus Review the grammar box. Ask students to read the questions and answers. Ask students to copy the three sets of questions and

25、answers in their exercise books. Then show the following on the screen. Its really windy today, isnt it? Yes, it is. Youre Bens sister, arent you? Yes, I am. The No. 15 bus stops here, doesnt it? Yes, it does. Point out that tag questions are a simple, direct way to start a conversation. Because tag questions ask for a short answer (Yes, I do. No, it isnt.), they are easy to answer and give two people who dont know each other a comfortable way to start talking.Step 6.Exercise1Its really col