人教版八年級(jí)下冊(cè)Unit9說(shuō)課稿

1、Unit 9 Have you ever been to a museum?Section A 3a-3cGood morning, my dear judges. Im Contestant No. Its my great honor standing here to talk about my teaching ideas on Unit 9 Have you ever been to a museum? Section A, from 3a to 3c today.My presentation consists of the following 6 parts. Lets begin

2、 with Part 1 Analysis of Teaching Material I divide it into 3 parts, No. 1, status and functionThe topic of this unit is to talk about fun places people have ever been to. Students will learn to use the present perfect tense with “ever/been” to talk about past experiences. For example, the most inte

3、resting museum Ive ever been to is the American Computer Museum. In the second period of this unit, Ss will read an article about three different museums and learn some reading skills. So it is not only a way to review what they have learned, but also an extension of their abilities. No.2Teaching Ai

4、ms First, Knowledge Aims, by the end of this lesson, students are required to grasp some new words and phrases; they will learn to talk about fun places with the present perfect tense. For example, Ive recently been to a very unusual museum.Next, Ability Aims. In this lesson, students will develop t

5、heir reading and speaking abilities by reading three ss past experiences about three interesting museums.As for Emotion Aim. Since ss will talk about the museums around the world, Ill get the chance to tell them to protect these historical and cultural heritages in the world.No.3, Important and Diff

6、icult Points. Since there are a few new words, useful structures in this period, to master all of them seem very important. Also, its necessary for them to understand the passage and know some cultural knowledge. Of course, the most difficult point for students is to develop reading skills. So I wil

7、l give them more chances to practice, so that they can read and talk with the target language freely. OK. Thats all for Part 1. Lets come to part 2 Analysis of the students. In the first period, they have already learned to make simple conversations about past experiences. For example, have you ever

8、 been to a science museum? Yes, I have. In this lesson, students will learn to talk more interesting and unusual things about their experiences. So they will be interested in this topic. But they may be weak in reading because of the lack of cultural knowledge. And some students may be not active be

9、cause they are afraid of making mistakes.Now its turn to part 3 Analysis of Teaching and Learning Methods. First, lets talk about teaching methods. In this lesson, Id like to use Task-based Language Teaching method and Communicative teaching method. When I ask ss to skim and scan the article, they w

10、ill try to find the answers according to the questions. During the lesson, the students will be divided into several groups to discuss some questions. And in order to make my lesson easier and livelier for students, I will also use multi-media computer system to arouse Ss interests. As for learning

11、methods, Ss will read about three interesting museums and I prefer to cultivate ss abilities of self-learning and cooperation. They will take an active part in the class through reading by themselves with aims and cooperating with others by imitating the structures in the article, so that they can g

12、et enough practice of using the target language. Next, Ill mainly talk about Part 4 Teaching Procedures. As you can see on the screen, there are 3 steps in this part, before reading, while reading and after reading. Step 1 before readingThis part will be introduced from three aspects.First, Accordin

13、g to English language teaching regulations, teachers need to choose a good way before class to inspire students former knowledge. Ss will play a game to speak out the museums name they know with the first letter. Everyone should try their best to take part in this guessing game because it can help t

14、o cultivate their habits of divergent thinking and also create a relaxing English learning atmosphere.After warming up, I will summary some pictures of different kinds of museums. With the help of these pictures, some new words will be presented naturally. For example, Ill pick three pictures to com

15、municate with Ss like this, “Have you seen these pictures before? No, I havent. So theyre unusual and unbelievable to us. Imagine that, if you visit the nature museum, will you feel peaceful? ” In this way, the new words are taught through communication. According to Teaching Methodology, it is nece

16、ssary to learn new words using context and conversations. So the activity here will improve ss participation and pave the way for the following reading. As for the rest of new words Ill lead the students to guess their meanings according to the context because guessing is also a useful reading skill

17、. After that, Id like to show three slides. The first one is about the American computer museum, which is used to show that technology has progressed in a rapid way. The second slide will show us the International Museum of Toilets in India. Ill also use one picture to let them think of the toilets

18、around us so that they can have a strong desire to protect the environment. Then Ill show them the picture of a tea museum and tell them about Chinese tea art with the hope that they can inherit and develop Chinese traditional culture. Based on A COURSE IN ENGLISH LANGUAGE TENGCHING, the second type

19、 of pre-reading activity is setting the scene, which means getting the students familiarized with the cultural and social background knowledge relevant to the reading text. Such activity will also lower the difficulty of reading for them. Step 2 while reading Then we will come to the reading part. A

20、ccording to English Language Teaching, skimming and scanning are integrated to help Ss develop their reading strategies. First, skimming. Ask ss to read the article quickly and let them focus on the key words and sentences of each paragraph instead of reading it sentence by sentence and then answer

21、the two questions on the screen. The task can impart the students with the reading strategy of skimming, which can help ss get the brief information of the passage and cultivate their reading comprehension ability and also independent thinking ability. Second, scanning. This time, students are requi

22、red to read the passage very carefully, at the same time they should underline the words and phrases which they dont understand and discuss the questions on the blackboard. The matching exercise and T/F questions are also often used for Ss to get specific information. Ill let them read for more than

23、 once if necessary. Next, I will explain some important language points via my course-ware. By doing these tasks, Ss will on one hand have a further understanding of the whole passage; on the other hand, they will experience the sense of achievement in finishing the relative difficult tasks. Step 3

24、After readingFirst, depending on the ways of teaching reading, post-reading should provide the Ss with opportunities to relate what they have read to what they already know or what they feel. So ss are asked to retell the passage with the help of the chart. After the practice in this part, it will b

25、e quite easy for students to process language output. Second, Ill ask Ss to do a group-work to design a new museum. The questions on the screen are used to help them. Each group need to choose a reporter to present the results to the whole class. According to post-reading activities, discussion is o

26、ften used for exchange of personal opinions. By working in groups, all the students can express their own ideas, raise their cooperation awareness and also learn to appreciate the excellent thought of others. As for homework, I want the ss to write a composition about the most interesting place they have ever been to. I th