课题稿2009.doc

八年级英语 Unit 4各位老师大家下午好，今天我说课的内容是八年级英语教材Unit 4 He said I was hard-working.一、教材分析：1、教材的地位及作用：新目标英语教材的语言教育理念是：强调语言的实际应用，培养学生的“创新、实践能力”，发展“学习策略”。它采用任务型语言教学模式。每个单元都设计一个或几个与单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养学生用英语解决实际问题的能力。2、单元分析及教材处理本课是新目标英语八年级下册第4单元第一课，本单元围绕谈论肥皂剧年轻的生命的剧情展开了一系列的活动，目的是学习如何转述他人话语，他要求学生熟练的掌握在把直接引语变为间接引语时时态及人称的变化，这就要求学生能够准确的判断出原直接引语的时态及句子类型。在此基础上根据主句的时态丛句做出相应的变化。通过本课的学习培养学生的合作精神，自学能力，进一步地提高学生的听、说、读、写能力。二、教学目标：1、知识目标：（1）、学习转述别人的话语。（2）、掌握1a-1c中的单词及短语。（3）、能听懂教材中的听力材料并且迅速的做出反应。2、能力目标：提高学生听、说、读、写及知识自学的综合能力。3、情感目标：通过本课的学习，使学生树立学好英语的自信心，养成强烈的合作意识，当笔记中的知识有不理解的时候能够主动向其他同学寻求帮助，在此同时增进同学之间的友谊。确立教学目标的依据：根据英语课程标准，通过听、说、读、写的训练，使学生获得英语基础知识，形成一定的综合语言运用能力，激发学生的学习兴趣，发展自主学习能力和合作精神。三、重点与难点：重点：通过自学掌握如何把直接引语转变成间接引语，要注意时态与人称的转变。掌握短语be mad at sb. 难点：人称的变化，学生要有能力把直接引语中的人称在转变为间接引语时做出准确的变化。确立重点与难点的依据：根据课程标准的要求，以及本课在教材中所处的地位和作用。教材处理：根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地把学生带到所设计的语言情境中,同时激发学生学习兴趣，使学生在参与一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。四、教学方法：采用了“先学后教，当堂训练。”的教学方法，通过学生自学笔记上的知识初步了解把直接引语转变成间接引语时时态及人称的转变。通过一系列的操练使学生在熟练的掌握如何把陈述句式的直接引语转变成间接引语。五、教学手段：多媒体辅助：在动画、录音、图片、文字的帮助下，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动,增加了直观性和趣味性，加大了课堂密度，提高了教学效果。通过多媒体展示课堂的学习目标和学习指导使学生能够在最短的时间内了解本节课的重点语言知识和语言技能，从而明确学习目的，确定努力方向。六、教学过程设计：1、组织教学，出示课题。2、出示本节课的学习目标和自学指导。3、根据自学指导自学笔记1-4部分，并回答教师提出的问题。4、讲授新单词及词组be mad at ，板书重点句型。5、操练句型，通过多媒体出示的图片做转述练习。6、听力训练，完成教材中1b。要求学生迅速的做出准确的反应。7、笔头练习。8、游戏，说一说你的老师对你说了什么？七、板书设计。八、教学分析与教学反思：本节课采用了“先学后教，当堂训练。”的教学模式，打破了以往在介绍新的语法项目时一味的灌输式，采用了让学生通过自学笔记初步掌握新的语法内容的方式，教师的主导作用体现在揭示教学目标，有针对性的进行点拨上，学生一直是在教师的引导下主动的去学习、去归纳、去总结。总之采用先学后教的教学模式，课堂是动态的，学生的思维呈运动状，知识、技能和能力呈积极状。但是由于我也是刚刚摸索到一点教学方法，对待很多环节处理的还不够妥当，因此并没有完全达到教学效果，今后我将继续通过各种渠道学习这种教学模式，用新的教学理念和教学思想武装我的头脑，指导我的工作，提高我的教学水平，从而调节英语学科两极分化极其严重的局面，帮助更多的学生快乐的学习英语，使用英语。Unit 7 Would you mind turning down the music？I 教学目标1能使用目标语言礼貌的提出要求。2. 能使用目标语言表示歉意 3. 能写一张留言条。4.了解其它国家相关的文化背景。5. 能比较熟练的使用目标语言写一封complaint letter可供教师参考的任务型活动Sample 1: Show us这是一个4-6人小组活动。通过这个活动，使学生们进一步了解和感受目标语言的情景。把学生分成4-6人的小组。分别准备一个他们在日常生活中遇到的令人气愤的情景。操作建议1. 组织学生们一起思考描述这些情景所需要的语言。 如一组学生表演吸烟的情景，教师可以提供一个范例：Would you mind not smoking? Not at all. Ill stop right now. 2. 学生们开始在课堂上展示他们设计的情景教师引导其它学生用目标语言来描述这些情景。3. 引导学生归纳目标语言。完成任务所需要的语言结构Would you mind not smoking? Not at all. Ill stop right now.Would you mind turning down the music?OK. Ill do it right away.Sample 2: Opposites这是一个全班同学参与的游戏。在完成游戏的过程中，学生们进一步熟练使用目标语言。操作建议1 把全班同学分成两个大组（Team A &Team B）。2 教师与两个组的四位同学做一个示范：Teacher: Well, we are going to present an example. Make sure that you know how to do it. Student A1: Would you mind coming to class early?Student B1: Would you mind not coming to class late?Student B 2: Would you mind talking softly?Student A 2: Would you mind not talking loudly?(When a student from Team A makes a statement, a student from Team B says a sentence that means almost the same thing, but uses opposite language. A team gets a point each time a team member says a correct opposite sentence.)3. 确认全班同学都明确游戏规则后，开始活动。教师可以自己做记分员， 也可请一位同学承担。4宣布比赛的结果。完成任务所需要的语言结构Would you mind not smoking here? Would you mind turning down the music?Sample 3: Finish the note on Page 54这是一个两人小组活动。通过两个人的合作，完成这张留言条。目的在于通过这种指导性的写作练习，学生们能书面使用目标语言礼貌的提出要求。操作建议1 请一位同学读指示语。确认每位同学都已清楚任务要求。2 把下面三个结构写在黑板上：Would you mind? Could you? have to.3 简单说明这几种结构都可以用来提出要求与请求。4指导学生共同来观察五幅图中描述的情景。5.小组活动开始。6. 请同学读本组的作品。教师和其他同学可一起点评。完成任务所需要的语言结构feed the dog cooking dinner  go to the library/ return the book to the library do your homeworkSample 4: Write a polite letter complaining about three things to your new neighbour这是在self check中的一个活动。这个任务基本上把本单元的目标语言都包含在内。培养学生综合运用语言做事的能力。操作建议1. 请一个学生读指示语。2. 组织同学观察图片并讨论图片中让人气恼的事情。3.学生们开始自己的写作。4.邀请一些同学宣读自己的作品。5.师生点评。完成任务所需要的语言结构本单元的目标语言Sample 5: Write a portfolio page with the title I can stand it!这个写作任务是在前面几个任务的基础上，与学生的个人经历结合。培养学生创造性地使用目标语言，表达和描述自己内心的感受。操作建议 1 布置任务。2 学生在课下创作。3 课上开展四人小组活动，互相交流作品。4 各组推荐一份作品与全班共享。5 师生点评。完成任务所需要的语言结构本单元的目标语言新目标英语八年级下Unit7Wouldyoumindturningdownthemusic?SectionA2a4一.教学目标：1.学会提出请求2.学会表示歉意二.教学向导语言功能语言目标*提出请求*表示歉意*Wouldyoumindmovingyourbike?*Notatall.Illdoitrightaway.*Couldyoupleasetakeoutthetrash?*Sorry.Illdoitrightaway.语言结构重点词汇*Wouldyoumind+动名词结构*情态动词could表请求*move,annoy,cutinline,wrongsize*rightaway,inaminute学习策略与思维技巧跨学科学习*反思*练习*人际交往*社会意识三、教学过程设计*新课导入：为了激发学生的兴趣，引起学生的注意，电脑上放映出跟这个单元有关的单词或短语的图片。当中有些是已经学过的，有些是新的，这样新旧穿插，即复习了以前的知识又能引起学生学习新内容的兴趣。接下来，分别跟不同的学生说：Canyougivemethebook?Pleasegivemeyourbook.Wouldyoumindgivingmethebook?Explainthatthelastexampleisaverypolite;wayofmakingarequest.Tellthewholeclass,inthisunit,weregoingt olearnpolitewaysofaskingpelpletodothings.从这导入正课。*新课的讲解：本课，我是从Unit7SectionA2a上到Exercise4Groupwork.根据课文的篇章结构，第一部分运用五个对话来表达如何提出请求和表示歉意，第二个部分是操练句型：Wouldyouminddoingsth?和Couldyoupleasedosth?很自然的分成两个部分教学。第一部分：我先利用多媒体教学手段展现了一幅幅色彩逼真，形象生动的画面，引出conversation中的单词和短语，然后学生听录音完成2a和2b。然后让学生反复操练对话，让他们在情景中自由对话。在老师设计的语言环境中，让学生了解该如何提出请求和表示歉意。学习并掌握如下生词：dish,yard,wearjeans,puton,getoutof,inaminute.第二部分：Task1.通过两人合作，完成3a的留言条。目的在于通过这种指导性的写作练习，学生们能通过书面使用目标语言礼貌的提出请求。在这个活动中，老师先请学生读指示语，帮助每位同学明确任务要求。然后指导学生认真观察五幅图中描述的情景。接着在Sample2的基础上，重点练习Wouldyoumind?Couldyou?Haveto句型。最后请几个同学读本组的作品，老师和其他同学一起点评。利用各种形式：师生互问互答、分组对话、看图说话等反复操练句型，尽量让学生脱口而出。通过这个活动学习并掌握如下动词词汇：washthedishes,feedthedog,cookdinner,gotothelibrary/returnthebooktothelibrary,doyourhomework.充分调动了学生的积极性，吸引了全体学生的注意力，达到了教育、教学目的，培养了学生的思想素质、情感素质和英语语言素质。Task2.反复操练和巩固应用：为了调动学生的积极性，老师宣布明天是学校开放日，届时会有很多外校教师和家长到校参观和听课。集体讨论在学校开放日，需要做哪些工作，并将所需要做的工作的内容列表，为下一步作准备。然后以小组为单位落实或分配所列出的工作，最后在全班进行汇报，看那组工作细致。利用分组对话,以及回答问题、调查采访等不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度地培养学生运用英语的能力。掌握和操练如下动词词汇和句型：makeposters,cleantheclassroom,setupchairsintheclassroom,designtheblackboard,welcomethepeeopleattheschoolgate,handoutteachingplansorthebookstothepeople.Wouldyoumind?Couldyouplease?Please/PleasenotYouhavetoCanyouplease?四、板书设计：板书的设计体现知识的板块结构，既有重点词汇，又有重要的语法现象和句型的归纳。五、反思：本课以素质教育为目的，结合教材重点、难点及英语学科的特点，利用多媒体辅助教学，使学生听、说、读、写的能力得到全面提高。让学生在愉快、轻松的氛围中温故而知新，达到初步运用英语进行交际的目的。由于缺少经验，在教学过程中难免会出现不足，敬请各位专家和老师不吝赐教。初中英语八年级下册go for it 说课稿 Unit 9教 案 设 计一 设计思想本节教学主要内容为Unit9 section B部分，教学目的是：在学习了Section A基础上对“ Have you ever . . .?”句式结构的巩固、扩展及综合运用，并使学生在活动（完成任务）的过程中能够创造性活用所学语言谈论过去的经历。我在设计教学中，从内容安排来说基本按照 Section B 的顺序，所不同的是全部通过任务的形式，并以对话、听力、阅读、写作为载体，把整节内容贯穿始终。第一步，以任务形式复习已学过的Section A部分，导入新课。即在小组内完成调查表格，并做汇报。第二步，以Pair work展开讨论并做汇报的任务形式学习1a 、1b。第三步，以听力练习为基础，完成汇报任务。第四步，采取小组竞赛得分的游戏形式，调动学生阅读积极性，使其积极参与到阅读和回答问题的活动中。同时，在竞赛过程中注意对学生参与意识及遵守课堂纪律的态度、情感方面的培养。第五步，以 Group work形式在小组内完成调查表格的任务，进一步巩固、扩展知识，使学生在活动中活用语言。另外，本节在设计上还采取“学案导学”模式，即每个学生手中有一份与教师教案同步，但内容是更好的帮助学生完成任务的学案，以辅助学生学习。总之，本课的设计宗旨即是采用任务型教学模式，使学生在完成任务的过程中学会用语言，发展学生的综合语言运用能力。二 教案Unit 9 Have you ever been to an amusement park? (Section B)Teaching Aims:1. Learn to talk about past experience and reasons.2. Learn to ask the others past experience and reasons.Teaching Emphasis:Review and enlarge the using of “Have you ever been to?” and talk about the past experienceTeaching Aids: tape recorder & paper studyingTeaching Content:Step 1通过完成task,复习Section A部分的基本句型，为进一步学习 Section B做铺垫。 Task: 小组活动。根据所给表格，在各小组范围内了解同学们过去是否有过这些经历，并至少说出一个自己曾经有过的其它经历，完成表格，然后请一名小组成员做report. NamesHave you ever.YesNoThe other experiencebeen to an aquarium?traveled to another city?helped someone you did not know?studied English?been to an aquarium?traveled to another city?helped someone you did not know?studied English?been to an aquarium?traveled to another city?helped someone you did not know?studied English?been to an aquarium?traveled to another city?helped someone you did not know?studied English? Report: In our group, _ students have been to an aquarium, _students have traveled to another city, _ students helped someone they did not know, _students have ever studied English, and we have been studying English.Step 2 Pair work Task: 同学们都学习英语, 请同学们在组内自述Why do you study English?，并参看P71-1a, 向全班说which reasons are important to you, and which reasons are not important to you.( 1a, 1b)Step 3 ListeningJust now the students told about why they study English, now listen to a tape and know what a interview between a teacher and a student. After listening complete these tasks.Task1: Try to tell the words you cant guess the meaning or understand .(The teacher explain these words in English, and write them on the board.) Task2: Listen again, and circle the questions you hear. ( 2a )Task3: Listen the third time or once again, and fill in the questionnaire. ( 2b )Task4: Pair work (2c ) Look at the questions in activity 2a and role play the interview. Answer with the information that is true for you.Task5: Write a summary and report Report: My name is . , Im from., I want to study English because.Step 4 Reading (Group work) 在规定的时间内读课文，以小组竞赛的形式回答课下8个问题，看哪组回答的问题最多，并且快而准确。（1） 在规定的时间内，分小组读课文，并探讨问题如何回答。（2） 强答问题，并记分。（回答正确加十分，错误减十分,由教师记分）同时教师讲解同学们把握不准的问题。（3） 以 Pair work 形式，让学生熟练掌握问题及答句，并站起来对答。（4） 大声朗读课文一遍。（有时间可多一遍）（5） 根据问题，简要复述课文Step 5 Task在本组内调查, 通过对话完成P88表格，并每组请一名同学做最后汇报。Have you everNamesVisited an English-speaking country?Spoken to a native speaker of English?Written a letter in English?Watched a movie in English without subtitles?Read a newspaper, magazine or web page in English?Used English on the Internet?Step 6 Homework Write an article about oneself for the school magazine。(3b)（注：下次课上前5分钟请同学读作文。）Unit 9 Have you ever been to an amusement park学习目标1. Learn to talk about past experience and reasons.2. Learn to ask the others past experience and reasons.学习向导FunctionTalk about past experienceTarget LanguageHave you ever been to an amusement park?No , Ive never been to an amusement park .Yes , I have . I went there last year Structures（1）Have you ever been to ? Yes, I have. / Yes, I have ever been to No, I havent. / No, I have never been to （2）When did you go there? I went there last year. （3）I have never been to a water park. Neither have I. I have ever been to an amusement park. So have I. （4）How long have you been studying English? Ive been studying English since nine oclock. Ive been studying English since I came back home. Ive been studying English for five hours. （5）Whats that? Its an amusement park in Japan. Ive never been to an amusement park like it before. Its fun to learn another language. Lets go tonight. Isnt this great?Key VocabularyKey Phrases space museum, amusement park, water park, South America, Peru, Holland, European culture, tour guide, flight attendant, musical instrument, more than, be from, get to, take lessons, neither, discover, graduate, change学 习 策 略思 维 技 巧Listening to specific information Cooperating 多元智能1Disneyland 了解相关文化背景。 2世界地理知识。Recycling 复习相关的词汇：zoo hotel restaurant bus boat教学过程Teaching stepsThe first period: ( From Section A 1a to Grammar focus )Aim: To practice listening skills; to study new words and to know how to give advice.Practice the sentences：Have you ever been to ? Yes, I have. / Yes, I have ever been to No, I havent. / No, I have never been to StepsTeachers activitiesStudents activitiesStep1Lead-inLook at the picture, and ask the students, “What can you see from the picture?”Look at the picture and brainstorm the words they can think of, such as space museum, amusement park, water park, zoo, aquarimStep 2Word study Show some words about places in 1a. Ask students to write some more words about places on the notebook.Students write the places they have known.Step 3PairworkLet students tell each other what they think of these places. And finish 1a.Students tell each other what they think of these places.Finish 1a.Step 4Listening1bPoint out the picture and the places in the picture.Ask the students to guess what the two girls are talking about.Ask the students to read the conversations in the picture to help them to understand the following listening.Ask the students to listen and number the sentences from 1 to 4.Check the answers.Ask the students to practice the dialogue.Just look at the picture and say the words of the places.Guess what the two girls are talking about.Read the conversations in the picture and understand.Listen and check the boxes Check the answers.Practice the dialogue in pairs.Step5Listening2a & 2bPoint out the chart. Says,“You will hear three conversations.After each conversation, circle the places you hearCheck the answers.Point out the sentences. Ask the students to read them to the class. Ask the students to listen again and finish 2a.Correct the answers.Read the chart before listening.Listening to the saying of the teacher.circle the placesRead the sentences and listening again. Listen again and finish the chart.Correct the answers.Step 62cRead the instructionsPoint to the map and tell the students they can talk about any of the places on the mapAsk them talk about a place they have been to.Think of a place they have been to.Making a dialogue in pairs using the target language. Such as: Have you ever been to ? Yes, I have. / No, I havent. When did you go there? I went there How did you go there? I went there by Where are you going next week? Im going to How are you going there? Who are you going with ? Step 7Grammar focusReview the grammar box. Ask students to say their statements and responses.Learn the gammar.Homework: 1. Finish the 9th unit in the kkl. 2. Getting ready for a best gift you have received.The second period: ( Section A)Task 1 : Have you ever been to Disneyland?Aim: Talk about somewhere they have been to .StepsTeachers activitiesStudents activitiesStep 1Lead-inShow them some pictures about DisneylandWhat do you know about Disneyland ?Students guess what is it.Say something about DisneylandStep2 readingRead the instructions , show them the chart, have them finish it.Interesting:_Boring: _Play the tapescript for themRead the articleFinish the chartCheck the answersListen and read practice readingStep3PairworkRead the simple to the classHave them read the articleAgain and write a conversation Make a conversation Practice the Conversation with partnerStep 4PairworkAsk Students to make a survey.Choose some pairs to act outPractice by usingHave you ever been to been to Yes ,I have.No, I haventAct out in the classHome work: Write the conversations downThe third period: (Section B, Listening)Task 1: Why do you study English ?Aim: Practice: Why do you study English ?I want to .I have to.Its + adj.+ to doStepsTeachers activitiesStudents activitiesStep 1Lead-inAsk the Ss the reasons why they want to learn English. And write down the reasons they say out.Order the number they think the most import reason and continue the same wayStep 2Pairwork Ask some students:Why do you study English ?Say out the reasonsAsk and answer in pairsSome pairs act outTask 2: How long have been studying English ?Step 3 Section B2a,2bAsk the students to read the statements Play the tapeCheck the answersAsk the Ss finish the followingquestionnaire:Name: Studying English for: When and why: English-speaking countries visits: When: Reason for learning English:Read the statements and get ready for readingListen and circle the questions .Listen again and fill in the questionnaireCheck the answersStep 4PairworkTalk about the questionnaire in 2c with a student. Make a modal.T: Whats the you name?S: His name is Thomas Buzic.T: How long has he been studying English?S: He has been studying English for 3 years.T: Has he ever been to an English-speaking country?S: Yes, he has been to the USA.T: When did he go there?S: He went there when he was 13.T: Why does he want to improve his English?S: Because he wants to travel the world.Ask the students to practice the dialogue.Practice makingconversations.Using the following informations 1、How do you spell your name?2、How long have you been studying English?3、 When did you start studying English?4、Why did you start studying English?5、Have you ever been to an English-speaking country? (When was that?)6、 Why do you want to improve your English?7、 What do you like best about studying English?8、 What kind of job do you want?Act outHomework: Write a placeThe fourth period: ( Section B, reading)StepsTeachers activitiesStudents activitiesStep 1Lead- inAsk students some qu