最新人教版初中英语八级上册说课稿全集.doc

_2016年最新人教版初中英语八年级上册名师精品说课稿UNIT1Wheredidyougoonvacation?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，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 vacation 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。Unit1Wheredidyougoonvacation?說課稿（模板二）邱庙中学马方圆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，根据本课教学内容和学生知识结构及认知特点，本单元的教学目标确定为：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，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？ 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：（1）通过Disscussing, Classifying and Guessing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。Unit3Immoreoutgoingthanmysister.說課稿SectionA1a1c（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： TinaistallerthanTara.SamhaslongerhairthanTom.ShealsosingsmoreloudlythanTara.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：HehasshorterhairthanSam.IsTomsmarterthanTim?ShealsosingsmoreloudlythanTara.三、教学过程.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)+比较级+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.板书设计：SectionA2(Grammarfocus-3c)一、教学目标：1.语言知识目标：1)复习巩固形容词的比较形式及对两者进行对比。2)进一步总结所学的对两者进行比较的句式结构。3)能运用所学的目标语言，进行说与写的活动，完成相关任务。2.情感态度价值观目标：学会与朋友友好相处，培养乐观，积极向上的性格。二、教学重难点1.教学重点：1)总结形容词及副词比较级的构成方式。2)进一步总结对两者进行比较的句式结构。2.教学难点：1)总结形容词及副词比较级的构成方式。2)能运用所学的目标语言，进行说与写的活动，完成相关任务。三、教学过程.Warming-upandrevision1.AsksomeSscomparehe/shewithhis/herdeskmates.Imtallerthanmydeskmate.Butsherunsfasterthanme.2.Showsomepicturesonthebigscreen.LetsomeSscomparethethings.3.Showsomeadjectivesoradverbs.LetSsadd-er,-ror-iertothem.GrammarFocus1.学生阅读GrammarFocus中的句子，然后做填空练习。(1)汤姆比萨姆更聪明吗？IsTom_Sam?(2)不是。萨姆比汤姆更聪明。No,heisnt.Samis_Tom.(3)塔拉比蒂娜更外向吗？IsTara_Tina？(4)不是。蒂娜比塔拉更外向。No,sheisnt.Tinais_Tara.(5)你和你姐姐一样友善吗？5_you_friendly_yoursister?(6)不是。我更友善一些。No,Imnot.Im_.(7)塔拉与蒂娜工作一样努力吗?DoesTarawork_Tina?(8)谁在学校里更努力一些？Whos_atschool?(9)蒂娜认为她学习比我更努力。Tinathinksshe_thanme.3.学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。.TrytoFind总结：两者进行比较,表示“一方比另一方更”的句型：1.A+be+形容词比较级+than+B2.A+实义动词+副词比较级+than+B两者进行比较,表示“一方与另一方一样”的句型：1.A+be+as形容词原形+as+B2.A+实义动词+as副词原形+as+B.PracticeWorkon3a:1.读下列句子，根据提示词完成一般疑问句，并做回答。2.看所给的第一例句，让一名学生读例句，确定所有的学生都明白本题的做法。方法指导：应通读所给的提示词，掌握句子大意；然后，确定进行对比的双方及所给的形容词，根据上一环节中所总结的句式结构来组成正确的一般疑问句。最后，再根据回答，来确定答语中空格中单词的意思，并用正确的比较级形式。3.学生们按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。4.最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。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，可以经学生们评议来推举最有能力的小组）.ExercisesIftime