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1、外研版八年級英語上冊Module3 Unitl說課稿 Module 3 Sports Unitl Nothing is more enjoyable than playing tennis. Good morning, I am Cheng Shuhui from Hefei Xing Zhi School. It's 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

2、enjoyable 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 des

3、ign, and features of my design. Part 1 Guiding Theory The lesson is designed under the guidance of Core Competence of English Subject, the View of English Learning Activities, and Bloom's Taxonomy of Learning. Part 2 General Introduction (there are basically 6 aspects) I. Analysis of Teaching M

4、aterial & Target Students First of all, I analyze the unit from three dimensions: What, How and Why. What： Theme: Humans & society Content: 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.

5、The passage consists of several turns 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 t

6、o talk about my students. The target students 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 Objectives

7、 Based on analysis of the teaching material and target 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

8、 Degree; c) Notice the rule of the Comparative Degree and talk about one's 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

9、students on the sports they like and the reason why they like 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 fo

10、ur elements of core competence permeate mutually in the objectives) III . Key points and difficult points According 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 on

11、e's favorite sports and give reasons using the Comparative Degree in the practical scene. b) to understand the structure and the way of developing a conversation and then create an imitative dialog IV. Teaching methods To achieve the objectives, stress the important points and break through the d

12、ifficult points, I use PWP Approach, Activity-based Approach, and Communicative Approach.. V. Teaching aids I use the projector, the blackboard and the learning sheets. VI. Evaluation I adopt Teacher's evaluation, self- evaluation and peer evaluation to inspire most students and evaluate student

13、s fairly from all-around perspectives. Part 3 Teaching procedures: Now I would like to introduce my teaching procedures in detail which consists of mainly three aspects: prelistening, while-listening and post-listening activities. 1. Pre-listening activities Step 1 Warming-up I will show stude

14、nts a video clip which is taken from the recording of World Cup Final 2018. (Present a short video and pose a 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 to

15、wards the textbook. Step 2 Brainstorming Encourage them to list out other sports they know. Purpose of my design: To 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' ac

16、tiveness in listening. 2. While-listening Activities And next let's move on to the while-listening part, which includes three steps. Step 1 Listen for preparation Students are guided to do a matching and gap filling activity after listening to a conversation about different kinds of sports. Some

17、 listening skills will be introduced before doing the activity. Purpose of my design: in this way, students can develop the predictive 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. Step

18、2 Listen for specific information After getting ready, it's time to get more details. Firstly, ask students to get detailed information while 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

19、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 check true statements. Purpose of my design: enable students to have a deep understand of spoken language. Meanwhile, some listening strategies will be int

20、roduced to help them get a better understanding of their opinions towards different sports. After that, students will be guided to focus on the key information of comparison of different sports. Highlight the Comparative Degree in different comparisons. The framework of the topic will be extracted

21、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 Listen for language Also, some questions will be presented to help students analyze the language from the perspective of social linguistic level. Enco

22、urage them to find out how do speakers express themselves well with different utterances. Purpose of my design: enable students to get more information about language focus in the conversation. Then, they will read to summarize different comparisons with different forms of comparative adjectives,

23、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 Comparative Degree will be concluded with sentences on the screen in order to prepare for the language output. 3. Post-listening Activiti

24、es Stepl Role-play the dialog. Now that student will role-play the dialog. Step2 Debating After series of interpretations, students now have already known how to express themselves with the Comparative Degree on sports they like. They will work in groups to defend themselves on which sports is b

25、etter 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 thinking and dialectical thinking are cultivated here), on the other hand, the discussion can lower the difficulty for writing an

26、d get students prepared efficiently. Step3 Writing Create a real situation: In the new term we're going to have new sports clubs (such as the football club, the baseball club, the volleyball club…). Which sport club do you want to join? Give your reasons! Purpose of my design: encourage students

27、 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 summary Finally, ask students about the motto of the Olympic Games. Lead them to be aware of the importance of sports. Step 5 Homework Option

28、al: Make a poster about sports you like. Compulsory: Work in groups to make the interview more logical. Step 6 Blackboard design Purpose of my design: l.Show the content and topic of the discourse. 2. Highlight the key information of the discourse. Part4 Features of Design For the last part, le

29、t's come to the features of design. l.Learner-centered teaching Students are indicated to finish diverse tasks individually or cooperatively. Students are the real masters of the class while the teacher myself is the director, organizer, evaluator and promoter. I just facilitate students to achiev

30、e the objectives step by step. 2.Interpret the text from multiple perspectives I focus on not only language, information and function but also the structure, meaning and logic in the process.In my instructional design, all the teaching steps are served to one or several certain objectives which po

31、int 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 quality enhancement) While we are listening, parts of our body participate actively, e

32、specially, 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. That's all for my presentation of teaching. Thank you for listening.