2016年最新人教版初中英語八年級上冊說課稿全集.doc

2016年最新人教版初中英語八年級上冊名師精品說課稿UNIT1Wheredidyougoonvacation?說課稿（模板一）一說教材1. 本單元所談?wù)摰脑掝}是where did you go on vacation? 這個單元我們所涉及到的時態(tài)是一般過去時態(tài)，可以說是以上一單元的擴展，本單元出現(xiàn)了更多樣的句型，例如：where did ? what did? Did you? How was/were?盡管這些句型掌握起來有些難度，但將其置于同學們所熟悉所喜歡的談?wù)摷偃丈畹脑掝}中，便可激發(fā)學生表達的欲望，從而使學生感興趣進而掌握。2. 本單元共分56課時，本課時是第3課時，section B 是整個單元的重心。是對sectionA所講知識的歸納拓展，例如形容詞的拓展。同時還涉及到了對學生聽說讀寫四項基本語言技能的培養(yǎng)，使其語言運用綜合化，使零散的語言整體化。寫的技能雖在本課時中未做體現(xiàn)，但本課所學句型結(jié)構(gòu)、詞匯都是為這個主題服務(wù)，做鋪墊的。二說目標本課時的重點就是通過聽力材料所引出的句型“where did?what did? Did you? How was/were?”以及3a中日記的復(fù)述。日記的寫作及關(guān)鍵句型將在下一課時中詳細講解。總體來說，學生對句型均已熟練掌握，基本上達到了預(yù)期目標。三說教法在我的每堂課的教學中基本上都體現(xiàn)了“鞏固前面所學知識拓展新知識點為重點難點教學打基礎(chǔ)”這三步曲，在每進行一步基本都與學生互動、調(diào)動學生積極性的活動，如引課出的“brainstorm”，講解單詞中的讓學生當堂記憶，聽力材料中的編制小對話以及日記部分的給出關(guān)鍵復(fù)述課文。使學生成為課堂教學每個環(huán)節(jié)的主體。四. 說教學過程1 教具學具本身就是教師為提高課堂教學效果而選取的輔助工具。而由于本課時容量較大，本身課本安排較新穎，具有很強的實用性，插圖配置也很合時合時，因此本課時除了聽力的導(dǎo)入展現(xiàn)了幾幅圖外沒有新增圖片。2 在導(dǎo)入新課前，我先給學生展示了笑臉 及有趣的句子，使學生與老師的陌生感逐漸消除，從而更積極參與課堂教學。接下來很快用頭腦風暴的方式復(fù)習本單元重點詞組引出形容詞及其分類，過渡自然，順理成章。在2a聽力材料前我出示了幾張圖片可以對學生想象、思維進行引導(dǎo)，使其馬上轉(zhuǎn)到下一版塊的學習。之后安排了幾組對話可充分鞏固重點，達到強化訓(xùn)練的目的，又承接了下一版塊的travel diary。關(guān)于日記，本課時只是進行了一個引入，教給學生閱讀的方法復(fù)述法。在教學過程中學生完成的較理想。五.說不足及心得本課時自認為有以下需改進之處：單詞講授有拖贅之感聽力部分外理不夠細致，沒有注重細節(jié)對話的編制也有些過于刻板，沒有完全展開，可將教案中安排的my unforgetful vacation 進行了日記的講授注重了內(nèi)容的完整性復(fù)述，卻沒有明確指出重點?？傊?，這是第一次講授新教材的公開課，我知道自己對教材的安排整合還做得不夠到位，希望自己能盡快地熟悉教材適應(yīng)及勝任。實踐是檢驗真理的唯一標準，通過這次實踐性的學習我受益匪淺。希望各位老師能提出更多寶貴的建議供我學習提高。也希望類似的教研活動多多開展。Unit1Wheredidyougoonvacation?說課稿（模板二）邱廟中學馬方圓Goodafternoon,ladiesandgentlemen.MynameisMaFangyuan.Imverygladtohavethepleasureofinterpretingmylessonheretoday.ThelessonplanIamgoingtopresentisfromGoforitGrade8Unit1Wheredidyougoonvacation?Iwillpresentmyteachingplanfromthefollowingfouraspects:theanalysisofteachingmaterial,theteachingmethodsandstudyingways,teachingproceduresandblackboarddesign.Teachingphilosophy:AccordingtotheNewEnglishCurriculumCriterion,teachershouldplayasaguiderandletthestudentsplayamoreimportantroleinclass.SoIdesignthisclasswiththepurposetoletthestudentsbethecenteroftheclass.Asthestudentsarejuniorstudents,sothislessonwillbemorefocusedonthestudentsabilityofcommunicationsuchasspeakingandlistening.AnalysisoftheTeachingMaterials.Thetopicofthisunitisaboutthepastevents.ByusingtheSimplePastTense,whichisessentialinjuniorEnglish,studentswilltalkabouttheirpast.Thistopicisabouttheirexperiencesandplacestheyhavevisitedontheirvacations.Soithelpsbringbacktheirmemoriesandlearningmotivations.AnalysisoftheStudentscharacteristicThestudents,whohavebeenlearningEnglishforalmostayear,arehavingsomebasicknowledge.AsforlivinginChinaandthesurroundingenvironment,studentsarelearningimpassivelyandirregularly.ButtheJunior1hasshowedthemselvesverycreative,capableandofplasticityastheyredoingsowellinwhattheyreinterestedinsuchasgamesandCAI.TeachingAimsandDemands1.Knowledgeobjectivesa.Toenablethestudentstoread,tospell,tounderstandthevocabularycorrectly.b.Tohelpthestudentsaskandanswerthenewsentencepattern:Wheredidyougoonvacation?2.Abilityobjectives.a.Toimprovethestudentsskillsoflistening,speaking,readingandwriting.b.Toencouragethestudentstocommunicatewithothersusingthenewsentencepattern.3.Emotionobjectives.a.Totrainthestudentstocooperatewellingroupsandinpairs.b.TobeinterestedincommunicatinginEnglish.TeachingKeypointsanddifficulties1.Keypointsa.Keyvocabulary:NewYorkCity,summercamp,museumb.Keystructures:Wheredidyougoonvacation?Iwentto2.DifficultiesUsethenewsentencepatterntotalkaboutsomeactivities.TeachingMethods1. Task-basedEnglishteachingmethodThatstosayIllletthestudentsfinish1blisteningtaskandmakeshortdialoguesalongwiththeactionstohelpthestudentsgetabetterunderstandingofthekeystructures.2.CommunicationEnglishteachingmethodIllsetupadreamandaskthemtopresentthemselvesasreporters.Thisway,thestudentscansayfreelyandneednttoworryaboutmakingmistakes.TeachingprocedureIllmainlytalkaboutthispart.Itconsistsof5steps.Step1Warming-upandreview1.Makeafreetalkbetweenteacherandstudents.Howwasyourvacation?Whatdidyoudo?Andwheredidyougo?2.WritedownthepasttensesoftheverbsthatIshowinCAI.Purpose:Thisstepisinordertoreviewwhatthestudentshavelearntinlastterm.Thatway,Icanleadthemintothenewlessonsmoothly.Ithingitsusualbutpractical.Step2Presentation1.Learnthenewwordsandexpressions.a.Lead-in:askstudentssomequestions:Didyougosomeplaceonvacation?Whatdidyoudo?Wheredidyougoonvacation?b.CAIshowsmanypicturesofmyactivities,whicharealsotheactivitiesin1a.c.Askstudentstoreadandspellthephrases.d.Do1a.Matchtheactivitieswiththesepictures(a-g).e.Playaguessinggame:Showsomepicturesandhavethestudentstoguess,Iwillpraisethestudentswhoanswermorequickly.Purpose:IputthevocabularylearningintopicturesinordertopromptthemtofinditveryinterestingtolearnEnglish.ByCAI,studentscanmatchthevocabularywiththerealthingsdirectlyandmasterthemeasily.Step3Listeningpracticea.Tellthestudentstolistentothetapeandnumberthepeople(1-5)inthepicture.b.Playtherecorderforthefirsttime,andthenchecktheanswersc.Playtherecorderagain,studentsimitatetheconversation.Payattentiontotheirpronunciationandintonation.Purpose:Thisisabasicandnecessarystep,whichcandevelopthestudentsskillsoflistening,reading.Step4Pairworka.Teacher-student:-wheredidTinagoonvacation?-Shewenttothemountains.b.Askthestudentstopracticeinpairs.Thentheychooseonepicturetomaketheirownconversationandactitout.Purpose:“Task-based”teachingmethodisusedheretodevelopthestudentsabilityofcommunicationandtheirabilityofco-operation.Thisoralpracticeofusingthetargetlanguagecanconsolidatethekeystructureanddevelopstudentsskillofspeakingandsenseoflanguage.Step5Makeasurvey.Havestudentspretendtobereporterstointerviewanyonetheywanttoaskabouttheirvacation.Purpose:Afterlearning1a-1c,itstimetoextendwhattheylearntjustnowandgivethestudentsafreespacetoshowtheirabilities.Withtherealsituations,studentswillfeeleasyandsuccessfulduringthispart.Bywayofcommunication,thestudentswillunderstandhowtousethekeystructurebetterandconsolidatetheknowledgefirmly.Step6HomeworkRecitethekeywords,phrasesandtargetlanguagesinthispart.Purpose:IthinkhomeworkissoimportantthatthestudentscanspeakEnglishasmuchastheycaninclassorafterclass.Isetthisstepinordertopracticestudentsskillsofspelling,speakingandwriting.BlackboardDesignOk,thisismyblackboarddesign.Onthetopisthetitleofthislesson.AndIwillwritesomekeywordsontheleftandthestructuresoftheexpressionontheright.Itisclearforstudentstoknowtheimportancethattheyshouldremember.Thatsallformypresentation.Thanksforyourattention.Unit2Howoftendoyouexercise？說課稿（模板一）.Analyisofteachingmaterial1.Thetopicofthisunitisaboutfreetimeactmties。Suchtopicisrelatedtostudentsdailylife.Soitishelpfultoraiselearninginterestofstudents.Ifstudentscanlearnthisunitwell，itwillbehelpfultomakestudentslearnthetherestofthisbook.2.TeachingAimsandDemands(1)KnowledgeObjectInthisunitstudentslearntotalkabouthowoftentheydothings.(2)AbilityObjectsToimprovestudentsabilityoflistening，speaking，readingandwriting.(3)MoralObjectsTohelpstudentsformagoodeatinghabit.Todoexerciseeverydayandkeepfit.3.TeachingKeyPointTomasterthekeyvocabularyandthetargetlanguagepresentedinthisunit.4.TeachingDifficultPointTotrainstudentshowtousethekeyvocabularyandthetargetlanguagebyreadingandwriting.5.StudyingWaysTeachstudentshowtousecontext.Teachstudentshowtodoasurvey.LanguageFunctionTalkabouthowoftenyoudothings.TargetLanguageWhatdoyouusuallydoonweekends?Isometimesgotothebeach.Howoftendoyoueatvegetables?Everyday.Mostofthestudentsdohomeworkeveryday.StructureWh-questionsWhatdo?Howoften?AdverbsoffrequencyAll/most/some/noneV.Vocabularyalways，usually，often，sometimeshardly，ever，never,exercising，shopping，skateboardingonce，twice，threetimesaweek，month,everyday,milk，junk，food,drink.Recyclingreading，watchingTV，gotothemovies,fruit，vegetables.LearningstrategiesUsingcontext.Transforminginformation.TeachingtimesSixperiodsPeriodOneTeachingAims:1.Learntotalkabouthowoftendoyoudothings2.Tolearnthewordsoftheadverbsoffrequency.TeachingDifficulties:1.words:exercise,skateboard,hardly,ever,shop,once,twice,time,surf,internet,program.2.phrases:howoften,onweekends,gotothemovies,exercise,goskateboarding,always,usually,often,never,hardlyever,sometimes.3.Sentencepatterns:Whatdoesshe/hedoonweekends?Sheoftengoestothemovies.Howoftendoyoushop?Onceaweek/Twiceaweek.TeachingAids:Taperecorder;Multi-Media.TeachingProcedures:Step1：Greeting.1.Teacher:Summervacationisover.Ithinkyouhadawonderfulvacation,amIright?Didyouenjoyyoursummervacation?Couldyoupleasetelluswhatyoudidinyoursummervacation?2.Encouragestudentstosharetheirholidayswiththewholeclass.Step2：LeadinginTeacher:Oh,youhadahappyandcolorfulvacation.Todaywewilltalkaboutmoreactivitiesonweekends.First,letsthinkaboutwhatwecandoonweekends.(Asksomequestionsandletstudentsthinkitover).Teacher:Ioftensingonweekends,whatdoyouusuallydoonweekends?S1:Ioftentakepianolessons.Teacher:Whatdoessheusuallydoonweekends?(Askanotherstudent)S2:Sheoftentakespianolessons.Teacher:Whataboutyou?(AskS2)S2:IoftenplaybasketballTeacher:Whatdoesheusuallydoonweekends?(Askanotherstudent)S3:Heoftenplaysbasketball.(Askmorestudentsinthesameway)Step3：1aLookatthescreen.Makealistofthedifferentweekendactivities.Firstletstudentslistdifferentactivities,thenTeacher:Nowworkinpairs,askandanswer-Whatdoeshe/shedoonweekends?-Shegoesshopping./Shereadsbooks./Heexercises./HewatchesTV./Shegoesskateboarding.Step4：1bListenandwritethelettersfromthepictureaboveonthelinesUnit2Howoftendoyouexercise？說課稿（模板二）一、 教學背景分析（一）教學內(nèi)容分析本單元的中心話題是exercise. 主要語言功能項目是Talk about how often people dothings.以活動為主線，圍繞著談?wù)摶顒宇l率等語言功能項目展開了一系列任務(wù)活動。教材內(nèi)容從基本語言知識到語言綜合運用層層遞進，聽說讀寫依次展開，以一種循序漸進的生活化的學習程序，引導(dǎo)學生在做事中有目的地學習語言。（二）教學目標新課程標準之基礎(chǔ)教育階段英語課程的總體目標是培養(yǎng)學生綜合語言運用能力，而這種綜合語言運用能力的形成是建立在語言知識、語言技能、情感態(tài)度、學習策略和文化意識的整體發(fā)展基礎(chǔ)上的，根據(jù)本課教學內(nèi)容和學生知識結(jié)構(gòu)及認知特點，本單元的教學目標確定為：1、語言知識目標：掌握談?wù)撨\動以及表述做某件事情的詞匯和語言結(jié)構(gòu)。2、語言技能目標：通過學習本課，學生能夠用英語互相討論課余時間的活動安排。3、情感態(tài)度目標：（1）通過情景的設(shè)置和活動的開展，引導(dǎo)學生在體驗、實踐、參與、合作和交流中，積極主動地學習語言，體會在做事中學習英語的喜悅。（2），培養(yǎng)學生學習英語的強烈興趣，樂于參加各種活動的積極情感，提倡健康生活方式。4、學習策略目標：（1）Disscussion. 通過小組討論、開展調(diào)查等研究，明確在用中學、交流中學習的想法。（2）Classifying. 通過分類法，可簡化學習過程，利于記憶。（3）Guessing. 通過猜測，并大膽發(fā)言，以學習新知。5、文化意識目標：了解不同的生活方式以及表示頻率的一些常用表達法（三）教學重點和難點教學重點：使學生熟練掌握運用Hoe often.? 問句詢問他人的活動并能對他人的詢問做出準確回答，使學生學會運用 I often.句型談?wù)撟约旱幕顒?，而且能進行實際交際。為了突出重點，每一個環(huán)節(jié)都要以教學重點為依托，圍繞著談?wù)撜n余生活展開豐富的訓(xùn)練，并采用實物和多媒體等教學手段，運用大量的動畫設(shè)計，使學生在一種生動活潑逼真的氛圍中獲得信息掌握知識。教學難點：1、交際用語How often do you exercise？ I/She/He often.2、學會使用usually,once a month,twice a week等的運用二、教學方法和學習策1、教法（1）本單元話題源自生活，立足這一點，充分利用學生已有的知識和經(jīng)驗，創(chuàng)設(shè)生活化的真實（或半真實情景）引導(dǎo)學生在運用語言中學習語言，然后在學習新的語言知識后創(chuàng)造性地運用語言（為用而學，在用中學，學了用）。（2）開展多種類型任務(wù)活動，提供給學生合作交流的空間和時間，促使學生為完成任務(wù)和同學進行合作，為完成任務(wù)進行探究學習。2、學習策略：（1）通過Disscussing, Classifying and Guessing等形式多樣的活動，促使學生運用認知策略進行有效地學習。（2）在與同學合作完成任務(wù)的活動中主動探究和學習語言；并運用知識內(nèi)在規(guī)律幫助記憶、鞏固知識。Unit3Immoreoutgoingthanmysister.說課稿SectionA1a1c（第1課時）學習目標1) 能掌握以下單詞：outgoing,better,loudly,quietly,hard-working,competition,fantastic,which,clearly,win能掌握以下句型： TinaistallerthanTara.SamhaslongerhairthanTom.ShealsosingsmoreloudlythanTara.2)能掌握以下語法：形容詞或副詞比較級形式的構(gòu)成。表示兩者進行比較的句式結(jié)構(gòu)。3)情感態(tài)度價值觀目標：能對人物的外表進行描繪，個性進行比較。教學重難點1.教學重點：1)形容詞或副詞比較級形式的構(gòu)成。2)表示兩者進行比較的句式結(jié)構(gòu)。2.教學難點：HehasshorterhairthanSam.IsTomsmarterthanTim?ShealsosingsmoreloudlythanTara.三、教學過程.Lead-in1.AskSstowritedownasmanyadj.aboutpeopleaspossible.Checktheadj.Sswriteandwecangroupthemintosomepairs,like:SectionA1atall-short;thin-heavy,longhair-shorthair,calm-wildGiveSsanexamplebycomparingOldHenryandSantaClaus.e.g.SantaClausisolderthanHenry.HenryistallerthanSantaClaus.HenryisyoungerthanSantaClaus.SantaClausisyoungerthanHenry.Presentation2AskSstoseethepixaboutapplesandpearstoseethedifferences.Thencomparesomeoftheirthingswitheachother.e.g.Theapplesarebiggerthanthepears.Thepearsaremoredeliciousthantheapples.SummarizetheComparatives.Groupcompetition.A+be(V)+比較級+than+B.Game(Iandmydeskmate)AskSstocomparewiththeirpartnersandfindoutthedifferences.e.g.Sheisheavierthanme.Iammoreoutgoingthanher.Shegetsupearlierthanme.Irunfasterthanher.ListeningThenlistentotherecording.AskSstonumberthetwins.Checktheanswers.PairworkPointoutthesampleconversationinactivity1c.Say,nowworkwithapartner.Makeyourownconversationaboutthetwins.Askseveralpairstosayoneormoreoftheirconversations.Listening1.Workon2a:Pointoutthetwocolumnsandreadtheheadings:-er,-ierandmore.Thenpointoutthewordsinthebox.Readthem.Say,nowlistenandwritetheerandierwordsinthefirstcolumnandthewordsthatusemoreinthesecondcolumn.Playtherecordingandchecktheanswers.2.Workon2b.PointoutthepictureandthetwoboxeswiththeheadingsTinaisandTarais.Say,listentotherecording.Writewordintheboxes.Thewordsarefromthelistinactivity2a.Playtherecordingandchecktheanswers.Pairwork1. Pointoutthechartinactivity2c.Say,Makeyourownconversationsaccordingtothe3information.Askpairstocontinueontheirown.2.Sspracticetheirconversations.3.Asksomepairstoactouttheirconversations.Role-play1.Readtheconversationfirstandtrytomatchthepeoplewiththerightthings.a.sangbetterb.withshorterhairc.practicemoreandreallywantedtowind.sangmoreclearlye.dancedbetter2.LetSsreadtheconversationsaftertheteacher.3.LetSspracticetheconversation.4.Thenletsomepairsactouttheirconversationsinfrontoftheclass.Homework:Writesixsentences:Writeaboutthethingsthatarethesameanddifferentbetweenyouandyourbestfriend.板書設(shè)計：SectionA2(Grammarfocus-3c)一、教學目標：1.語言知識目標：1)復(fù)習鞏固形容詞的比較形式及對兩者進行對比。2)進一步總結(jié)所學的對兩者進行比較的句式結(jié)構(gòu)。3)能運用所學的目標語言，進行說與寫的活動，完成相關(guān)任務(wù)。2.情感態(tài)度價值觀目標：學會與朋友友好相處，培養(yǎng)樂觀，積極向上的性格。二、教學重難點1.教學重點：1)總結(jié)形容詞及副詞比較級的構(gòu)成方式。2)進一步總結(jié)對兩者進行比較的句式結(jié)構(gòu)。2.教學難點：1)總結(jié)形容詞及副詞比較級的構(gòu)成方式。2)能運用所學的目標語言，進行說與寫的活動，完成相關(guān)任務(wù)。三、教學過程.Warming-upandrevision1.AsksomeSscomparehe/shewithhis/herdeskmates.Imtallerthanmydeskmate.Butsherunsfasterthanme.2.Showsomepicturesonthebigscreen.LetsomeSscomparethethings.3.Showsomeadjectivesoradverbs.LetSsadd-er,-ror-iertothem.GrammarFocus1.學生閱讀GrammarFocus中的句子，然后做填空練習。(1)湯姆比薩姆更聰明嗎？IsTom_Sam?(2)不是。薩姆比湯姆更聰明。No,heisnt.Samis_Tom.(3)塔拉比蒂娜更外向嗎？IsTara_Tina？(4)不是。蒂娜比塔拉更外向。No,sheisnt.Tinais_Tara.(5)你和你姐姐一樣友善嗎？5_you_friendly_yoursister?(6)不是。我更友善一些。No,Imnot.Im_.(7)塔拉與蒂娜工作一樣努力嗎?DoesTarawork_Tina?(8)誰在學校里更努力一些？Whos_atschool?(9)蒂娜認為她學習比我更努力。Tinathinksshe_thanme.3.學生們完成填空試題后，可以打開課本檢查答案，對錯誤的句子，單獨進行強化記憶。.TrytoFind總結(jié)：兩者進行比較,表示“一方比另一方更”的句型：1.A+be+形容詞比較級+than+B2.A+實義動詞+副詞比較級+than+B兩者進行比較,表示“一方與另一方一樣”的句型：1.A+be+as形容詞原形+as+B2.A+實義動詞+as副詞原形+as+B.PracticeWorkon3a:1.讀下列句子，根據(jù)提示詞完成一般疑問句，并做回答。2.看所給的第一例句，讓一名學生讀例句，確定所有的學生都明白本題的做法。方法指導(dǎo)：應(yīng)通讀所給的提示詞，掌握句子大意；然后，確定進行對比的雙方及所給的形容詞，根據(jù)上一環(huán)節(jié)中所總結(jié)的句式結(jié)構(gòu)來組成正確的一般疑問句。最后，再根據(jù)回答，來確定答語中空格中單詞的意思，并用正確的比較級形式。3.學生們按老師指導(dǎo)的方法進行閱讀，并逐句推敲每空應(yīng)填什么詞，在實際的運用提高自己的閱讀能力、分析能力及綜合運用能力。4.最后，教師與同學們一起校對答案，并對學生們有疑問的地方進行解釋。Workon3b:1.AskSstothinkofhimself/herselftwoyearsago.Writeabouthowtheyaredifferennow.2.Giveanexample:T:S1,Areyoutallernow?S1:Yes,Iam.ImtallerthanIwastwoyearsago.T:Payattentiontothetense.“Iwastwoyearsago.”3.Ssworkbythemselves.Readthesentencesin3bandwritetheotherfoursentences.4.Checktheanswerswiththeclass.Groupwork1.TellSstoreadthechartfirstin3c.Makesuretheyknowthemeaningofthewordsinthechart.2.Askonestudentthequestion:T:Whoissmarter,yourmotheroryourfather？S1:Ithinkmymotherissmarterthanmyfather.3.Ssreadthechartandcheckinthechart.4.Workingroups.Askandanswerthequestionswiththeirpartners.5.Trytomakeareport.(最后，可以經(jīng)學生們評議來推舉最有能力的小組）.ExercisesIftimeisenough,dosomemoreexercisesonbigscreen.用所給單元的正確形式填空。1.Myhairis_(long)thanmysisters.2.Iam_(tal