八下unit4说课稿.doc

Hello, everyone! My name is Cheng Ting and I’m from Danyang Middle School. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second period of “Unit 4 He said I was hard-working?”. I will divide the instruction into six parts: analysis of the teaching material, analysis of the students, teaching methods, learning methods, teaching procedure and blackboard design.
Part one The analysis of teaching material
The function in this unit is reporting what someone said. We will use reported speech to describe it. We have already learned some tenses, such as the simple present tense, the simple past tense, the simple Future tense, the simple progressive tense, the past progressive tense. And we also have learned the past form of can and will. These are the bases of this unit. In this period, by asking and answering some simple questions that the students are familiar with, we will learn how to report what others said. This unit can help us learn about object clause and this period can help us continue to learn more about reported speech..
Teaching aims:
The aim of knowledge is to make the students learn how to use the reported speech better. And make them know the changes between direct speech and reported speech. In this period, there are only three new words: not any more, direct speech and reported speech.
The important and difficult point is the changes between the direct speech and reported speech. So I use some simple sentences to show the differences. The students can see clearly.
Part two The analysis of students
In this class, girls are more active than boys.
Part three Teaching methods
In this class, I used the following teaching methods:
a. Situational Teaching Method
b. Communicative Approach
c. Task-based language teaching
That is to say, make the students complete the tasks one by one and work together.
Part four Learning methods
a. Do some drill
b. Summarize the main points by themselves
c. Make conversations and study in a group.
d. listen to the tape
Part five Teaching procedures
Step 1 Warming-up
First, I greeted everyone and introduced myself.
Then we played a guessing game. One student did an action form my card. The other students guessed what he/she is doing.
In this way, it can attract the students’ attention and create active atmosphere.
Step 2 leading-in
After playing the guessing game, I asked them, “Are you happy now?” and then I turned to ask the other students “What did she/he say?”
In this way, I can lead in the reported speech.
Step 3 presentation
In order to present more reported speech, I asked more questions:
What are you doing now?
What are you going to do this evening?
What will you do tomorrow?
What can you do?
After a student answered a question, I turned to ask the other students:
What did she/he say/ tell us? At the same time, I wrote down the answers on the blackboard. Then I can lead in the sentence structure: He/she said (that)…….
He/she told us (that)….. Then I asked the students to find the important differences between direct speech and reported speech according to these sentences. Next, I summarized the Grammar with the students. Finally, ask the students to read the sentences, one group read the direct speech, the other group read the reported speech. Then change. Doing drills can make students learn quickly.
Step 4 Task 1----- do some listening practice
First, I made the students review the content of the soap opera Young Lives by asking and answering the content in 1b, then I made some students read the sentences in 2a, after they read the sentence, I explained the new words: not any more and other difficult language points. Then I made the students listen to the tape and finish 2a. Next, we finished 2b and check the answers. Finally, boys read the direct speech and girls read the reported speech in 2b. In this way, the students can practice the reported speech better. They can also practice listening.
Step 5 Task 2----- do the pair work
I asked the students to make conversations according to the soap opera. The students can use the reported speech in a certain situation. They can practice better.
Step 6 Task 3----- Play a game: tell us a secret
I divided the class into 4 groups, I made the first student think of a secret about anything, himself of herself, his/her friend, family members and so on. Then he/she passed the secret one by one. The last student wrote down the sentence on the blackboard. The fastest and the best team was the winner. They may use the sentence: He/She said…… She/He told us……
They can easily use the reported speech in this task and they can have fun. It can also help us review the reported speech.
Step 6 Summary
First, I made the students look at the Grammar Focus and read it together. Then I asked them to underline the important points. Then I asked them to do the exercise. I put up four sentences on the blackboard and asked them to change the direct speech into the reported speech. Then I asked four students to write down the answers on the blackboard, the others finish by themselves. This can help the students review what we have learned today, they can also practice writing.
Part six Blackboard design.
Unit 4 He said I was hard-working?
Direct speech reported speech
I am happy. She said / told us (that) she was happy.
I am having an English class. She said she was having an English class.
I go to school by bus. She said she went to school by bus.
I am going to do my homework. He said he was going to do his homework.
I will go to school tomorrow. He said he would go to school tomorrow/the next day.
I can play soccer. He said he could play soccer.

In this class, we can achieve the language goal successfully.