1、精心筛选，科学备考 - 1 -2016 年最新人教版初中英语八年级上册名师精品说课稿UNIT 1 Where did you go on vacation? 說課稿（模板一）一说教材1. 本单元所谈论的话题是 where did you go on vacation? 这个单元我们所涉及到的时态是一般过去时态，可以说是以上一单元的扩展，本单元出现了更多样的句型，例如：where did ? what did? Did you? How was/were?尽管这些句型掌握起来有些难度，但将其置于同学们所熟悉所喜欢的谈论假日生活的话题中，便可激发学生表达的欲望，从而使学生感兴趣进而掌握。2. 本单
2、元共分 56 课时，本课时是第 3 课时，section B 是整个单元的重心。是对sectionA 所讲知识的归纳拓展，例如形容词的拓展。同时还涉及到了对学生听说读写四项基本语言技能的培养，使其语言运用综合化，使零散的语言整体化。写的技能虽在本课时中未做体现，但本课所学句型结构、词汇都是为这个主题服务，做铺垫的。二说目标本课时的重点就是通过听力材料所引出的句型“where did?what did? Did you? How was/were?”以及 3a 中日记的复述。日记的写作及关键句型将在下一课时中详细讲解。总体来说，学生对句型均已熟练掌握，基本上达到了预期目标。三说教法在我的每堂课的
3、教学中基本上都体现了“巩固前面所学知识拓展新知识点为重点难点教学打基础”这三步曲，在每进行一步基本都与学生互动、调动学生积极性的活动，如引课出的“brainstorm” ，讲解单词中的让学生当堂记忆，听力材料中的编制小对话以及日记部分的给出关键复述课文。使学生成为课堂教学每个环节的主体。四. 说教学过程1 教具学具本身就是教师为提高课堂教学效果而选取的辅助工具。而由于本课时容量较大，本身课本安排较新颖，具有很强的实用性，插图配置也很合时合时，因此本课时除了听力的导入展现了几幅图外没有新增图片。2 在导入新课前，我先给学生展示了笑脸 及有趣的句子，使学生与老师的陌生感逐渐消除，从而更积极参与课堂
4、教学。接下来很快用头脑风暴的方式复习本单元重点词组引出形容词及其分类，过渡自然，顺理成章。在 2a 听力材料前我出示了几张图片可以对学生想象、思维进行引导，使其马上转到下一版块的学习。之后安排了几组对话可充分巩固重点，达到强化训练的目的，又承接了下一版块的 travel diary。关于日记，本课时只是进行了一个引入，精心筛选，科学备考 - 2 -教给学生阅读的方法复述法。在教学过程中学生完成的较理想。五.说不足及心得本课时自认为有以下需改进之处：单词讲授有拖赘之感听力部分外理不够细致，没有注重细节对话的编制也有些过于刻板，没有完全展开，可将教案中安排的 my unforgetful vaca
5、tion 进行了日记的讲授注重了内容的完整性复述，却没有明确指出重点。总之，这是第一次讲授新教材的公开课，我知道自己对教材的安排整合还做得不够到位，希望自己能尽快地熟悉教材适应及胜任。实践是检验真理的唯一标准，通过这次实践性的学习我受益匪浅。希望各位老师能提出更多宝贵的建议供我学习提高。也希望类似的教研活动多多开展。Unit1 Where did you go on vacation? 說課稿（模板二）邱庙中学 马方圆Good afternoon, ladies and gentlemen. My name is Ma Fangyuan. Im very glad to have the pl
6、easure of interpreting my lesson here today. The lesson plan I am goingto present is from Go for it Grade 8 Unit1 Where did you go on vacation? I will present my teaching plan from the following four aspects: the analysis of teaching material, the teaching methods and studying ways, teaching procedu
7、res and blackboard design.Teaching philosophy:According to the New English Curriculum Criterion, teacher should play as a guider and let the students play a more important role in class. So I design this class with the purpose to let the students be the center of the class. As the students are junio
8、r students, so this lesson will be more focused on the students ability of communication such as speaking and listening.Analysis of the Teaching Materials.The topic of this unit is about the past events. By using the Simple Past Tense,which is essential in junior English, students will talk about th
9、eir past. This topic is about their experiences and places they have visited on their vacations. So it helps bring back their memories and learning motivations.Analysis of the Students characteristicThe students, who have been learning English for almost a year, are having some basic knowledge. As f
10、or living in China and the surrounding environment, students are learning impassively and irregularly. But the Junior 1 has showed themselves v精心筛选，科学备考 - 3 -ery creative, capable and of plasticity as theyre doing so well in what theyreinterested in such as games and CAI.Teaching Aims and Demands1.
11、Knowledge objectivesa. To enable the students to read, to spell, to understand the vocabulary correctly.b. To help the students ask and answer the new sentence pattern: Where did you go on vacation?2. Ability objectives.a. To improve the students skills of listening, speaking, reading and writing.b.
12、 To encourage the students to communicate with others using the new sentence pattern. 3. Emotion objectives.a. To train the students to cooperate well in groups and in pairs. b. To be interested in communicating in English.Teaching Key points and difficulties1. Key pointsa. Key vocabulary: New York
13、City, summer camp, museumb. Key structures: Where did you go on vacation? I went to 2. DifficultiesUse the new sentence pattern to talk about some activities.Teaching Methods1.Task-based English teaching methodThats to say Ill let the students finish 1b listening task and make short dialogues along
14、with the actions to help the students get a better understanding of the key structures. 2. Communication English teaching methodIll set up a dream and ask them to present themselves as reporters. This way, the students can say freely and neednt to worry about making mistakes.Teaching procedureIll ma
15、inly talk about this part. It consists of 5 steps. Step 1 Warming-up and review1. Make a free talk between teacher and students. How was your vacation? What did you do? And where did you go?2. Write down the past tenses of the verbs that I show in CAI.精心筛选，科学备考 - 4 -Purpose: This step is in order to
16、 review what the students have learnt in last term . That way, I can lead them into the new lesson smoothly. I thing its usual but practical. Step 2 Presentation1. Learn the new words and expressions.a. Lead-in: ask students some questions: Did you go someplace on vacation? What did you do? Where di
17、d you go on vacation?b. CAI shows many pictures of my activities, which are also the activities in 1a. c. Ask students to read and spell the phrases.d. Do 1a. Match the activities with these pictures (a-g).e. Play a guessing game: Show some pictures and have the students to guess, I will praise the
18、students who answer more quickly.Purpose: I put the vocabulary learning into pictures in order to prompt them tofind it very interesting to learn English. By CAI, students can match the vocabulary with the real things directly and master them easily. Step 3 Listening practicea. Tell the students to
19、listen to the tape and number the people (1-5) in the picture. b. Play the recorder for the first time, and then check the answersc. Play the recorder again, students imitate the conversation . Pay attention totheir pronunciation and intonation.Purpose: This is a basic and necessary step, which can
20、develop the students skills of listening, reading.Step 4 Pair worka. Teacher-student: -where did Tina go on vacation?-She went to the mountains.b. Ask the students to practice in pairs. Then they choose one picture to make their own conversation and act it out.Purpose: “Task-based” teaching method i
21、s used here to develop the students ability of communication and their ability of co-operation. This oral practice of using the target language can consolidate the ke精心筛选，科学备考 - 5 -y structure and develop students skill of speaking and sense of language. Step 5Make a survey.Have students pretend to
22、be reporters to interview anyone they want to ask abouttheir vacation. Purpose: After learning 1a-1c, its time to extend what they learnt just now and give the students a free space to show their abilities. With the real situations, students will feel easy andsuccessfulduring this part. By way of co
23、mmunication, the students will understand how to use the key structure better and consolidate the knowledge firmly. Step 6 HomeworkRecite the key words, phrases and target languages in this part.Purpose: I think homework is so important that the students can speak English asmuch as they can in class
24、 or after class. I set this step in order to practice students skills of spelling, speaking and writing.Blackboard DesignOk, this is my blackboard design. On the top is the title of this lesson. And I will write some key words on the left and the structures of the expression on the right. It is clea
25、r for students to know the importance that they should remember.Thats all for my presentation. Thanks for your attention.Unit 2 How often do you exercise？說課稿（模板一）.Analyis of teaching material1.The topic of this unit is about free time actmties。Such topic is related to studentsdaily life. So it is he
26、lpful toraise learning interest of students. Ifstudents can learn this unit well，it will be helpful to make students learn the the rest of this book. 2 .Teaching Aims and Demands (1) Knowledge Obj ectIn this unit students learn to talk about how often they do things. (2)Ability ObjectsTo improve stu
27、dentsability of listening，speaking，reading and writing. (3)Moral ObjectsTo help students form a good eating habit. To do exercise every day and keep fit. 3 .Teaching Key PointTo master the key vocabularyand the target language presented in this unit.4 .Teaching Difficult Point精心筛选，科学备考 - 6 -To train
28、 students how to use the key vocabulary and the target language by reading and writing.5 .Studying WaysTeach students how to use context. Teach students how to do a survey. .Language FunctionTalk about how often you do things. .Target LanguageWhat do you usually do on weekends? I sometimes go to the
29、 beach. How often do you eat vegetables? Every day.Most of the students do homework every day. .Structure Wh-questions What do? How often? Adverbs of frequency All/most/some/none V .Vocabularyalways，usually，often，sometimeshardly，ever，never, exercising，shopping，skateboarding once，twice，three times a
30、week，month, every day, milk，junk，food, drink .Recyclingreading，watching TV，go to the movies, fruit，vegetables .Learning strategiesUsing context.Transforming information. .Teaching times Six periodsPeriod OneTeaching Aims:1. Learn to talk about how often do you do things 2. To learn the words of the
31、adverbs of frequency. Teaching Difficulties:1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.2.phrases: how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes . 3.Sentence patterns:
32、 What does she /he do on weekends ? She often goes to the movies .How often do you shop ? Once a week / Twice a week . Teaching Aids: Tape recorder; Multi-Media. Teaching Procedures: Step 1 ：Greeting.1. Teacher: Summer vacation is over. I think you had a wonderful vacation, am I right? Did you enjoy
33、 your summer vacation? Could you please tell us what you did in your summer vacation?2. Encourage students to share their holidays with the whole class. Step 2 ：Lea精心筛选，科学备考 - 7 -ding inTeacher: Oh, you had a happy and colorful vacation. Today we will talk about more activities on weekends. First, l
34、ets think about what we can do on weekends. (Ask some questions and let students think it over). Teacher: I often sing on weekends, what do you usually do on weekends? S1: I often take piano lessons.Teacher: What does she usually do on weekends? (Ask another student) S2: She often takes piano lesson
35、s. Teacher: What about you? (Ask S2) S2: I often play basketballTeacher: What does he usually do on weekends? (Ask another student) S3: He oftenplays basketball. (Ask more students in the same way)Step 3：1a Look at the screen. Make a list of the different weekend activities.First let students list d
36、ifferent activities, then Teacher: Now work in pairs, ask and answer -What does he/she do on weekends?-She goes shopping. / She reads books. / He exercises. / He watches TV. / She goesskateboarding.Step 4：1b Listen and write the letters from the picture above on the linesUnit 2 How often do you exer
37、cise？說課稿（模板二）一、 教学背景分析（一）教学内容分析本单元的中心话题是 exercise. 主要语言功能项目是 Talk about how often people dothings.以活动为主线，围绕着谈论活动频率等语言功能项目展开了一系列任务活动。教材内容从基本语言知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的地学习语言。（二）教学目标新课程标准之基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，而这种综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的，根据本课教学内容
38、和学生知识结构及认知特点，本单元的教学目标确定为：精心筛选，科学备考 - 8 -1、语言知识目标：掌握谈论运动以及表述做某件事情的词汇和语言结构。2、语言技能目标：通过学习本课，学生能够用英语互相讨论课余时间的活动安排。3、情感态度目标：（1）通过情景的设置和活动的开展，引导学生在体验、实践、参与、合作和交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。（2），培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，提倡健康生活方式。4、学习策略目标：（1）Disscussion. 通过小组讨论、开展调查等研究，明确在用中学、交流中学习的想法。（2）Classifying. 通过分类法，
39、可简化学习过程，利于记忆。（3）Guessing. 通过猜测，并大胆发言，以学习新知。5、文化意识目标：了解不同的生活方式以及表示频率的一些常用表达法（三）教学重点和难点教学重点：使学生熟练掌握运用 Hoe often.? 问句询问他人的活动并能对他人的询问做出准确回答，使学生学会运用 I often.句型谈论自己的活动，而且能进行实际交际。为了突出重点，每一个环节都要以教学重点为依托，围绕着谈论课余生活展开丰富的训练，并采用实物和多媒体等教学手段，运用大量的动画设计，使学生在一种生动活泼逼真的氛围中获得信息掌握知识。教学难点：1、交际用语 How often do you exercise？
40、 I/She/He often.2、学会使用 usually,once a month,twice a week 等的运用二、教学方法和学习策1、教法（1）本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实（或半真实情景）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了用）。（2）开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。2、学习策略：精心筛选，科学备考 - 9 -（1）通过 Disscussing, Classifying and Guessing
41、 等形式多样的活动，促使学生运用认知策略进行有效地学习。（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。Unit 3 Im more outgoing than my sister.說課稿Section A 1a1c（第 1 课时）学习目标1) 能掌握以下单词：outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win能掌握以下句型： Tina is taller than Tara. Sam has longer hair
42、than Tom. She also sings more loudly than Tara.2) 能掌握以下语法： 形容词或副词比较级形式的构成。 表示两者进行比较的句式结构。3) 情感态度价值观目标：能对人物的外表进行描绘，个性进行比较。教学重难点1. 教学重点：1) 形容词或副词比较级形式的构成。 2) 表示两者进行比较的句式结构。2. 教学难点：He has shorter hair than Sam. Is Tom smarter than Tim?She also sings more loudly than Tara.精心筛选，科学备考 - 10 -三、教学过程. Lead-in
43、1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: Section A 1atall - short; thin - heavy, long hair - short hair, calm -wild Give Ss an example by comparing Old Henry and Santa Claus. e.g. Santa Claus is older than Hen
44、ry. Henry is taller than Santa Claus. Henry is younger than Santa Claus. Santa Claus is younger than Henry. Presentation2 Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.e.g. The apples are bigger than the pears.The pears are mor
45、e delicious than the apples. Summarize the Comparatives. Group competition.A + be(V) + 比较级 + than + B. . Game (I and my desk mate)Ask Ss to compare with their partners and find out the differences. e.g. She is heavier than me. I am more outgoing than her. She gets up earlier than me. I run faster than her. . ListeningThen listen to the recording. Ask Ss to number the twins. Check the answers. Pair workPoint out the sample conversation in activity 1c.Say, now work with a partner. Make your own conversation about the twins. Ask several pairs to say one or more of their conversations. Listening
