仁爱英语八年级下册unit8topic2sectionA说课稿

Good morning. My name is . I am from School. I am going to share with you my teaching plan for Unit 8 Topic 2, Section A. My introduction consists of three parts: the analysis of the teaching materials, the analysis of the teaching approach, and the teaching procedure.

Part Ⅰ The analysis of the teaching materials

1. Status and functions:

This lesson is Section A of topic 2 in this unit. Topic 1 talks about the clothes we wear each day and the materials of the clothes we wear made of, so the Ss have already known something about the topic. In this section, students will know some types of uniforms, the clothes worn by professionals and learn more about the Object Clause.

2. Teaching aims and demands

1) Knowledge goals:

△To learn some useful words and expressions (everyday, simple, be famous for, folk song)

△To learn more about the Object Clause

△To learn the sentence pattern “It is + adj. + that ……”

2) Ability goals:

△To develop the ability of listening for information;

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△To develop the ability of making up short dialogues.

3) Moral goals:

△To form the concept of dressing properly for a certain occasion.

Part Ⅱ The analysis of the teaching approach

The communicative approach is adopted in the teaching process. By providing real-life situations, the Ss get an opportunity to apply what they are learning, which is the basic aim of any language teaching. The Ss not only learn about the language, but also learn to use the language in this class.

In accordance with the notion of “learning through doing” and “learning through using”, enough chances to practice, such as pair work, group work are provided so that the Ss take an active part throughout the teaching process.

Part III The analysis of the teaching procedure

Step 1 Review (5’)

Present the Ss with a picture of a coat, and ask the Ss to talk about the color, size and material of the coat. Then invite one student to talk about the clothes he wears and another student to decide whether it’s proper for the student to wear clothes like that, and then naturally lead to the topic of uniforms. Then present the Ss with more pictures of people wearing uniforms. Ask the Ss who usually wear each uniform and why they wear uniforms.

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Step 2 Presentation (8’)

1.Listen to 1a and answer the following question: can Miss Wang allow her students to design their own uniforms?

2.Listen to 1a again, and ask the Ss to mark the key words and phrases. Explain the usage of the key words and phrases.

3. Ask the students to find out sentences with Object Clause.

Step 3 Consolidation (15’)

1. Ask the Ss to act out 1a with the help of the key words.

2. Activity: what does he/she ask?

Ask the students to study the example in 1b to make sure all the students know what they are expected to do. Divide the class into groups of three. One student asks a question, the second student asks the third student “what does he/she ask?”, and the third student answers the question. Then they switch roles. This activity aims to practice the Object Clause beginning with wh- words. Invite one group to act out their dialogue in front of the class.

3. Activity: what should he/she wear …?

Now the students know that on different occasions, different kinds of clothes should be worn. List as much kinds of clothes as possible. Imagine six occasions, at the office, in winter, at home, on the Great Wall, in the park, on windy days. Ask the students what kind of clothes

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should people wear on those occasions. Divide the class into groups of two. Ask the students to make up dialogues following the example in 3 and act them out. Then invite some groups to act out their dialogue in front of the class.

Step 4 Practice (12’)

1. Listen to 2a and answer the question: when do the police wear uniforms?

2. Read the dialogue and find out the reasons why the police wear uniforms when they are at work.

3. Mark the key words, “suitable”, “find us easily”, “stop … from…”. Ask the students to repeat the policewoman’s answer with the help of the key words.

Step 5 Project (5’)

Divide the class into pair of three. Imagine one student is a doctor/teacher/soldier … The second student interviews his partner by asking “Is it important for you to wear uniforms at work?” The third student repeats the answer by saying “He/she says …”

That’s all for my introduction. I sincerely welcome your suggestions. Thanks for your time.

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