外研版八年级英语下册Module8 Unit1说课稿.doc

外研版八年级英语下册Module8 Time offUnit1 I can hardly believe were in the city center.说课稿各位评委老师好： 我给大家介绍的是外研版八年级英语下册Module8 Time offUnit1 I can hardly believe were in the city center的说课内容.。下面我在教学设计的依据，教学目标，教学过程和教学的辅助手段四个方面阐述自己的教学观点和理念，敬请各位老师评价指正。 一、教学设计的依据1教材分析第八模块以假期旅行的话题为语言背景，以由that引导的宾语从句为语言支撑，通过听说读写的综合语言学习和训练活动，达成让学生自行设计制作旅行宣传单的教学目标。本模块由三个单元组成；第一单元以培养学生的听说能力为主，兼顾读写，包括词汇，语法和语音学习活动。第二单元以培养学生的阅读和写作能力为主；第三单元培养学生运用本模块语法结构和词汇的能力，兼顾夸文化教育的内容。从模块目标和活动设计来看，我设计的第一单元是整个模块语言输入的重要环节，是基石，对第二、三单元的语言学习和运用起到铺垫作用。本单元由听、说两个板块组成，其中Listening and vocabulary由四个活动组成（1）看图听力，话题引入和词汇的输入（2）重复活动一的听力，选正确的词汇，对听力文段的整体理解。（3）是一段长听力和听后精读，完成句子。（4）读句子，掌握新词汇，理解领会宾语从句。第二板块由两个活动组成。（5）是对语音中爆破音的训练。（6）说的训练。以小组活动的形式向来访友人，介绍家乡名胜，要求合理使用宾语从句。2学生分析本模块的话题是假期旅行。这个话题在每册教材中都出现过，但对学生的能力要求随学生年级的提高也在提高。本单元是以对话的形式介绍北海公园，不仅描述了公园的景点景色，还有当和同伴的看法有分歧时如何有礼貌地表达自己的观点。八年级的学生已具备了一定的语言运用能力，也积累了关于假日旅行的相关的词汇和文化知识，北京的学生对北海公园比较了解，因此学生会对本单元的话题感兴趣。二、教学目标1知识和能力目标（1）掌握词汇：hardly，take up，thirsty，sights，point out，at the top of，waste（2）理解由that引导的宾语从句，并掌握其结构。（3）能够听懂单元对话的主旨大意，并能抓住关键信息点。（4）能够用本课学到的知识在口语和书面表达两方面介绍家乡名胜。2达成本课教学目标的过程和方法（1）通过图片展示引出话题，激发学生的学习兴趣和思维风暴，（2）在听力过程中，教师设计有效的问题，启发学生思维，并能通过关键词的输入让学生抓住听力内容的主旨大意。（3）在口语操练过程中，通过师生，生生的双边或多边活动，获取尽可能多的信息，让学生有更多的语言实践机会。3德育目标（1）通过对that引导的宾语从句的学习，交给学生当与别人的观点不一致时，如何用正确的方式沟通。（2）通过本课的学习，让学生树立享受自然，热爱自然，热爱家乡的情感。三、教学过程 基于对教材和学生的分析，为了更好地达成教学目标，我对教材进行了适当处理。活动1.Look at the photo and listen. What is the conversation about? 上课一开始就直接看图说话，学生的参与活动的积极性可能不高，本课拟听一段2分钟的英文歌曲替换活动1；课本中活动3.Now complete the sentences about Beihai Park.没有明确是听力任务还是阅读任务，并且容量小，因此本课重新设置活动内容；活动5是语音训练，为了教学的整体性，本堂课暂不处理。下面是我这堂课的教学流程。Step 1：Lead in（热身和导入）教师播放一段2分钟英文歌曲Long long journey，欣赏完之后，教师提问：What is the song about? 学生的可能回答：Long journey. Beautiful city. Hard travel/journey. 教师追问：Can you guess what topic is this class about? 学生通过回答对本课学习内容进行预测。设计意图这样的设计不仅调动了学生的积极情绪和学习兴趣，营造了轻松和富有趣味的课堂氛围，消除了学生对新知识的陌生感，为学新知识做好了铺垫。Step 2 Pre-listening通过step 1的引入教师自然地板书模块和单元话题 Module 8 Time offUnit 1 I can hardly believe were in the city center. 通过朗读让学生掌握hardly的拼读和词义，同时让学生理解were in the city center在句中的作用。教师提出问题：Do you know some places of interest in Beijing? Can you guess what place it is? 教师播放PPT，逐条呈现这些地方的文字信息，同时让学生用 I think it is. 句型猜测，猜出后显示图片。像这样展示五个北京名胜：the Forbidden City, the Great wall, TianAnmen Square, the Temple of Heaven, Beihai Park.教师通过PPT展示Tony Daming Lingling 去北海公园的图片（学生自画）提问 Can you guess what they will do in Beihai Park? 并要求学生用I think they will./ I dont think they will.句型回答。学生的回答问题时使用的词汇会丰富多彩：I think they will go boating/ have a picnic/ do some sightseeing.I dont think they will swim in the lake/ go fishing.设计意图口头练习宾语从句，在显示文字信息的同时丰富学生的词汇，为下面的听力做铺垫，同时进入听力环节的自然过渡。Step 3 While listening本课有两段听力材料，第一段听力较短，词汇较少，第二段听力材料是本课的核心。Listening 1因为在pre-listening 中有了铺垫，学生可以先浏览活动2中的四句话，对听力内容做预测，然后教师播放一遍听力音频，学生根据听力内容选择正确的信息，教师让学生逐句朗读，订正答案。教师再播放一遍，把正确的答案进行反馈。设计意图培养学生捕捉听力材料中的重读词汇，找出信息点的能力。通过对句子的朗读，加深对宾语从句的理解。Listening 2范听：第二段听力材料文段较长，语速快，因此首先让学生范听一遍，教师提问两个较易问题。How many people are there in the dialogue?Who introduce the park to the friends?设计意图让学生了解对话的主旨大意，理清人物关系。精听：利用软件把对话音频编辑成若干段，便于播放。学生在学案上完成听力任务。Lingling is introducing Beihai Park to Daming and Tony. Listen carefully and answer the following questions on the worksheet. 1.Where is Beihai Park?2.Is it quiet in the Beihai Park？3.What is Beihai Park famous for?4.How large is the lake?After the introduction, they decide to visit the park. Listen carefully .Can you tell me what the three friends want to do on their journey? Complete the following questions on the worksheet.1. They can _ the lake, cross the bridge and _ the hill.2. It is fantastic to _ from the top.3. They cant _ in the lake.4. It is better to _ at the top of the hill. 设计意图通过精听让学生听出对话的细节内容，用已知词汇完成听力任务；并能把对话分成两部分：what is Beihai Park like? What can they do in the park? 训练学生的思维和分析能力。Step 4 post-listening。词汇的归纳总结：利用本单元活动4.Read the sentence and answer the questions让学生在语境中理解单词hardly，sights，thirsty，waste词义，掌握拼读。教师板书生词。听后阅读：Complete the travelling notes on the worksheet.Lingling, Tony and Daming are visiting Beihai Park now. They know Beihai park is in the city centre. Tony finds Beihai Park is so quiet that he can hear the bird singing. Then Lingling tells us Beihai Park is famous for the lake, bridges and ancient buildings. .They cant help visiting the park, but they have some arguments on where to go.Argument One: The hill?Lingling thinks they can walk along the lake, cross the bridges and climb up the hill.Tony is sure it will be fantastic to see the city from the top.However, Daming doesnt agree to climb up the hill because he feels tired and hot. Argument Two: The lake?Daming thinks they can go for a swim because the lake looks nice and cool.But Lingling doesnt think they allow us to swim in the lake because it is too dangerous.Argument Three: The picnic?Daming advises to have a picnic because he is hungry and thirsty.Lingling thinks it is better to have the picnic at the top of the hill.At last, Daming agrees with them. He hopes it will be cooler up there.设计意图让学生更好地理解对话，在语境中理解掌握生词。学习用宾语从句表达观点和意见。Step 5 Speaking and showing情景设计:Bettys friend Tina came to China to take the Chinese course. She wants to visit some places of interest. Work in group and help her to visit one of the places in Beijing. Where it is How big it is How old it is What is special about itAny other information you know about itUse the expressions: I guess (that) I know (that) I think (that) Im sure (that) I cant believe (that) 小组准备小组展示设计意图：让学生体验语言，并感受语言带来的快乐。Step 6 Conclusion and homework1.教师引导学生结合巩固所学词汇和句型 News words: hardly，sights，thirsty，w