unit3couldyoupleasecleanyourroom?(说课稿）goodmorning,judges.it’smygreatpleasuretobeheretosharemyteachingideaswithallofyou.thelessoni’mgoingtotalkaboutisfromunit11“couldyoupleasecleanyourroom?”ingoforitforthestudentsofgrade8.iwillanalyzethelessonfromsixparts:analysisofteachingmaterial,studentanalysis,teachingmethods,studyingways,teachingstepsandblackboarddesign.partone:analysisofteachingmaterialfirst,i’dliketoshowmyunderstandingofteachingmaterialwhichincludes5aspects.1.statusandfunctionthetitleofthisunitis“couldyoupleasecleanyourroom?”,andthetopicisaboutchores.itmainlytalksaboutmakingpoliterequestsandaskingforpermissions.idividedthisunitintofiveperiods,andtodayi’dliketotalkaboutthefirstperiodofthisunit.ifstudentscanlearnitwell,itwillbehelpfulforthestudentstolearntherestofthisunit.besides,suchtopicisrelatedtostudents’dailylife,soitcanraisestudents’learninginterestandimprovestudents’spokenenglish.inthislesson,studentswilllearnsomenewwordsandphrasesaboutchoresandlearntomakepoliterequestsandaskforpermissionbyusingmodalverb“could”.2.teachingaimsaccordingtotheteachingmaterialandthenewcurriculumofenglish,ihopethefollowingaimscanbeachievedinthislesson.aknowledgeaims1)bytheendoftheclass,studentsshouldmasterthekeywordsandphrasesofthislesson:dothechores,dothedishes,sweepthefloor,etc2)studentsshouldmasterthekeystructures:couldyoupleasetakeoutthetrash?surecouldiborrowthecar?sorry,butineedit.ihavetogotoameeting.babilityaims1)toimprovestudents’abilityoflisteningandspeaking.2)tocultivatetheirabilityofcooperatingwithothers.cemotionalaims1)makestudentshelptheirparentswiththechores.2)stimulatetheirinterestinlearningenglish.3.leaningstrategiesinmyclass,i’lltreatmystudentsasrealmasters.i’lladoptcommunicationstrategytocreatesituationstomakethestudentsparticipateandlearnbydoing.keyteachingpointsanddifficultpointsnext,i’dliketotalkabouttheimportantpointsanddifficultpoints,4.theimportantpointsishowtoletthestudentsmasterthekeywordsandkeystructures.asfordifficultpoints,itishowtousethekeywordsandkeystructuresintherealsituation.parttwo:studentanalysisthat’sallformyunderstandingofteachingmaterial,nowlet’sfocusonthestudentanalysis.asweknow,thestudentsinthejuniorschoolareveryactive,theywanttoshowthemselvesbuttheycan’tfocusontheclassforalongtime.butsomeofthemloseinterestinlearningenglish,sowhenidesignmyclass,ihavetopayattentiontomakemyclasslivelyandinterestinganddesignmoreactivitiestoattracttheirattention.partthree:teachingmethodslet’scometothethirdpart,teachingmethods.toachievetheteachingaimsabove,iadopttask—basedteachingmethodandcommunicativeapproachinmyclassasforlearning.sincestudentsaretherealmastersinmyclass,student-centeredteachingmethodwillbeusedinmyclass.partfour:studyingwaysasforstudyingways,studentswillworkinpairsandgroupstodothecooperativelearningandlearnsentencestructuresbyremember-drill-practiceintherealsituation.partfive:teachingstepsthencomesthemostimportantpart,teachingsteps.step1warming-upiwillleadinmyclassbyhavingafreetalkwithstudentslikethis:whatdoyouusuallydoathome?theniwillintroducethequestion:doyouoftenhelpyourparentswiththechores?it’sanaturalwaytointroducethecontentofthislessonandletthemstarttotouchwhatthey’regoingtolearn.step2learnnewwords1.iwillusecaitopresentsomedifferentchorestoandaskstudentstoanswerthisquestion:whatishe/shedoing?heisdoingthedishes.hei...
