初中英语外研版（2024）八年级上册（2024）Presenting ideas教案

这是一份初中英语外研版（2024）八年级上册（2024）Presenting ideas教案，共3页。
I. Teaching Objectives
（一）Language Ability
Master key expressins fr delivering a speech (e.g., First..., Next..., Finally..., In cnclusin...).
Organize a speech abut self-intrductin based n the unit cntent, including persnal traits, experiences f self-acceptance, and inspiratins.
Deliver the speech clearly and cnfidently, using apprpriate intnatin and bdy language.
（二）Cultural Awareness
Understand that self-intrductin styles may vary acrss cultures but share the cre f expressing authenticity.
Recgnize the value f public speaking in English-speaking cntexts fr persnal expressin and cmmunicatin.
（三）Thinking Ability
Structure speech cntent lgically t highlight key pints (e.g., starting with a self-descriptin, mving t a turning pint, ending with a message).
Evaluate and imprve speech drafts based n clarity and relevance t the theme "This is me."
（四）Learning Ability
Learn presentatin skills such as maintaining eye cntact, using pauses, and emphasizing key infrmatin.
Prvide cnstructive feedback t peers and revise wn speeches accrdingly.
II. Teaching Key Pints
Key expressins fr speech structure: Let me start by..., What I learned is..., I want t share
Organizing a speech with a clear structure: Intrductin → Persnal stry → Message f self-acceptance.
III. Teaching Difficult Pints
Balancing persnal details with the theme f self-acceptance t avid irrelevance.
Delivering the speech with cnfidence, especially when sharing persnal experiences.
IV. Teaching Prcedures
（一）Lead-in（5 minutes）
Activity 1: Play a shrt vide f a student giving a self-intrductin speech.
Ask: What makes this speech effective? (e.g., clear structure, sincere tne).
Activity 2: Brainstrm: "What shuld a gd self-intrductin include?" (e.g., hbbies, a challenge, what makes yu unique). List ideas n the bard.
Design Intent: Mdel effective speaking and activate ideas fr speech cntent.
（二）Presentatin（10 minutes）
Activity 1: Intrduce the speech structure with an example utline:
Intrductin: Greet the audience and state yur name.
Bdy: Share a persnal stry (e.g., "I used t dislike my... but nw I...").
Cnclusin: Share a message (e.g., "Everyne is special in their wn way").
Activity 2: Present useful expressins fr each part:
Intrductin: "Hell everyne. I’m... Tday I want t talk abut..."
Bdy: "One thing yu may nt knw abut me is...", "This taught me that..."
Cnclusin: "In shrt, I’ve learned t...", "Thank yu fr listening."
Students practice reading these expressins alud.
Design Intent: Prvide a clear framewrk and language tls fr speech preparatin.
（三）Practice（15 minutes）
Activity 1: Individual wrk: Students use the utline t draft their 2-3 minute speeches. Teachers circulate t help with cntent and language (e.g., "Hw can yu cnnect yur stry t self-acceptance?").
Activity 2: Pair wrk: Students practice delivering their speeches t a partner, wh gives feedback using a checklist:
Is the structure clear?
Are key expressins used?
Is the tne sincere?
Design Intent: Encurage peer supprt and initial practice.
（四）Class Presentatins（10 minutes）
Activity 1: Practise and give yur speech t the class
Activity 2: Vte n the best three speeches.
Design Intent: Build public speaking cnfidence and fster a supprtive envirnment.
（五）Class Summary（3 minutes）
Review the key vcabulary, sentence patterns and grammar pints learned in this class with the students, emphasizing the differences in usage between the simple past tense and the present perfect tense. Summarize the students' perfrmance in grup activities and rle-playing, affirm their strengths, pint ut their shrtcmings, and encurage them t cntinue t actively practice ral expressin in future studies.
V. Hmewrk（2 minutes）
Basic: Revise yur speech based n class feedback and practice delivering it at hme.
Imprving: Recrd yurself giving the speech and nte 1-2 things t imprve (e.g., "I need t speak luder").
Expanding: Write a 3-sentence intrductin fr a classmate based n their speech, using learned expressins.
VI. Teaching Reflectin
Sme students may feel nervus presenting. In future classes, start with smaller grup presentatins t build cnfidence.
Prvide sentence frames fr feedback (e.g., "I liked yur stry abut...") t help students give specific cmments.
Adjust presentatin time based n class size t ensure everyne has a chance t present if pssible.