新目标英语八年级上册Unit4全英文说课稿

1、新目标英语八年级上册Unit 4(1a2d)说课稿 Hello, everyone. Im Jiang Congling, I come from Zi Gui County .I have been an English teacher for 7 years in Yi Zhibi Middle School. Now Ill say Section A(from 1a to 2d) of Unit 4 in Go For It. Ill say the lesson from five parts.Part One : Analysis of the teaching materials

2、1 Status and functionThis is an important lesson in this unit even in this book. This lesson is the first one of Unit 4 .So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit. In this lesson, the Ss learn the ways of transportation, such a topic is related to

3、their daily life, so it can raise their learning interests and improve their spoken English. 2 Analysis of the studentsStudents of Grade Eight have learned English for more than 4 years. They have a good foundation in words and sentences. They have mastered some skills of listening, speaking, readin

4、g, and writing. Most students have taken a great interest in English now, they enjoy learning English.3 Teaching aims and demandsa. Knowledge Objects(1)To make the Ss know how to use the sentences “How do you get to school? How does he get to school? How long does it take?”Let the Ss be able to answ

5、er the questions above.(2)To study the new words “take, subway, train, forty, fifty ”etc. by learning the dialogue of this lesson.b. Abillity Objects(1) To develop the Ssabilities of listening ,speaking ,reading and writing.(2) To train the Ssability of working in pairs.(3) To develop the Ssabilitie

6、s of communication by learning the useful structures.c. Moral ObjectsTo enable the Ss to work with others and help each other.4 .Teaching key and difficult pointsa. Key points(1) To help the Ss to communicate with each other.(2) To enable the Ss to study in groups and co-operate skillfully.b. Diffic

7、ult pointsDistinguish the use of “take”.5 Teaching Aids A tape recorder, cards, the multi-media computer. Part Two: The teaching methods1. Communicative teaching method.2. “Audio-visual”teaching method.3.Task-based teaching method.To use these methods is helpful to develop the Ssthought. As we all k

8、now: the main instructional aims of learning English in the Middle School is to cultivate studentsabilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson Ill mainly use “Communicative”teaching method, “Audio-visual”teaching method and “Task-

9、based”teaching method. That is to say, Ill let the Ss to get a better understanding of the key structure of the dialogue. Ill give the Ss some tasks and arrange five kinds of activities: listening, guessing games, watching CAI, acting out dialogues and making a survey. Part Three: Studying methodsI

10、request the students to study English independenly cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They neednt worry abo

11、ut making mistakes. It can arouse students to think and to say what they want to say. Study becomes more relaxed and pleased in this kind of environment.Part Four: Teaching proceduresStep 1 Warm-upFree talk between the Ss. What are you doing this Sunday? What is he doing tomorrow ? In this course, I

12、ll ask them to make a dialogue group by group, find out which group makes the best dialogues.Purpose of my designing: I think its important to form a better English surrounding for Ss, and its necessary to provide situation to review learned knowledge.Step 2 Presentation1.Let the Ss look at the pict

13、ures on the screen and answer the following questions: What is the girl doing? Does she often ride a bike to get to school? How do you get to school? Then I write down the sentence on the blackboard. I help the students to answer “take the subway, take the train”2.Play a guessing game. How does hesh

14、e get to work? Ill ask them about the famous stars, such as Yao Ming, Liu Yifei, Zhang Weijian, Zhou Jielun, Liu Xiang, etc. They are popular among the Ss in China. The Ss must be interested in them.3.Ask the Ss to complete 1a, then check the answers with them.Purpose of my designing: To present tra

15、nsportations by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. Step 3 listening Before I play 1b for the Ss, I ask the Ss “How do you get to school?”, I want them to reme

16、mber the ways of transportation. So I ask the Ss to listen to the sound of the transportations and guess what kind of transportation it is. And then I ask one student to read the names of 1b, and I play 1b, let the Ss complete 1b, then check the answer. And then Let the Ss listen and imitate the dia

17、logue. Pay attention to their pronunciation and intonation.Step 4Pair work and group workAsk two Ss to read the conversation, then let the Ss practice in pairs. After that , ask them to practice in groups like this: A: How do you get to school? B: I take a subway. C: How does B get to school? D: He

18、takes a subway.Encourage them to use different words and find out the best group. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last Ill ask the Ss to think hard and act it out with a partner

19、according to Sample. Then find out which group will act it out well. Ill give them some cards with numbers as a prize. Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listen

20、ing and spoken ability. “Task-based”teaching method is used here to develop the Ssability of communication and also their ability of co-operation will be well trained. I think proper competition can arouse the Ssinterest in English learning. If the Ss can finish this task well, they will benefit a l

21、ot in their spoken English.Step 5presentationTell the Ss that different ways of transportation takes different time . If I take a bus , it takes me 20 minutes; If I ride a bike , it takes 40 minutes; If I walk, it takes 50 minutes. Then let the Ss listen and repeat 2a.Make sure the Ss read the words

22、 correctly.Then let the Ss complete 2b, and read the numbers aloud. Check one by one. And then ask the Ss: Can you read the following time? Lets read together.Step 6Listening practice -2cIn this step, first I ask the Ss to name the five ways of transportation, next just listen to the tape, listen ag

23、ain, check the kinds of transportation that you hear. Listen for the third time, match the time with the kinds of transportation. While the Ss listening, I go around the classroom and help the Ss who have trouble in listening.Step 7Pair work -2dLet two Ss read in pairs, make sure they have no proble

24、ms in understanding the conversation. Maybe they cant distinguish the use of “take”. Ask them to discuss in groups, then find out the difference between them. Write down “How long does it take ?”on the blackboard.After that, let the Ss make a conversation about how they get to school and how long it

25、 takes.In this way , the Ss can learn how to communicate with each other.Step 8 Make a survey and give a reportInterview your classmates or our teachers here by using the following questions: How do you get to school? How long does it take? And then ask some Ss to give reports to us.Purpose of my de

26、signing: I think survey is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to investigate the others to consolidate the knowledge they learned. Step 9 Sum and tell the lucky numbers Part Five: Blackboard design Unit 4 How do you get to school?take the train forty How do you get to school?ride the bike fifty I ride my bike.take the subway sixty How does he get to school?take the bus seventy He walks to school.eighty How long does it take?ninety It takes about forty minutes.教学反思：In this lesson, I mainly adopt the Task-Based L