八年级上册第10单元第一课时说课稿(共7页)

1、精选优质文档-倾情为你奉上八年级上册第10单元第一课时说课稿Unit 10 I'm going to be a basketball player.This lesson is Section A of Unit 10 inGo For itBook II.I. Teaching Aims and DemandsThe students should learn and grasp structures “be going to”To develop the students abilities of listening, speaking, reading and writing.T

2、o train the ability of cooperation.Language goalIn this unit, students learn to talk about future intentions.New languageWhat are you going to be when you grow up? I'm going to be a computer programmer. How are you going to do that? I'm going to study computer science.Structures are Future w

3、ith going to, Want to be, What, Where, How questions.Key words and phrases (9): grow up , programmer, computer science, engineer, pilot, professional ,acting lesson, art , move, II. Teaching Key and Difficult PointsEnable the students to learn to talk about future intentions with “ be going to”.How

4、to make dialogues and act them out.How to co-operate with the partner.III. Teaching MethodsListening, speaking, writing, pair work.IV. Teaching Aids:Computer and CD-ROM; tape recorder ; school things and so on.V. Teaching ProceduresI design 7 steps for this lesson.Step I Announce learning goal to th

5、e class. Today were going to learn Unit 10 “Im going to be a basketball player.” Ask students some questions. “ How many jobs do you know?”Encourage students to talk about jobs as many as they can.“What do you want to be when you grow up?” “What are you going to be when you grow up?” Ask students to

6、 think about ways they already know to talk about future events. Ask the students to give some questions and answers about future events. Give the students sample questions. For example: Q: Where are you going next week? A: I'm going to my grandmother's house next week. Q: What are you doing

7、 on Saturday? A: I'm playing tennis all day.Step IILeading in.Ask students to look at the screen. And ask them :“What job is this?” “pilot, basketball player, actor, computer programmer”Read the words and dialogue after me.Step IIIDeal with 1a . This activity reviews earlier vocabulary and intro

8、duces some new words. Read each of the words to the class. Ask the students to point to the jobs that appear in the picture. As they point, describe each person. Read the instructions and say, Put a 1 after the most interesting job. Put a 2 after the second most interesting job, put a 6 after the le

9、ast interesting job and so on. Check to see which things are most interesting to students in the class. Ask students to write the six jobs on the their exercise-books. Then ask the class “Whats your answer?”Step IVDeal with 1b . This activity provides listening practice with the target language.Read

10、 the instructions. Say, You will hear four conversations. After each conversation, draw a line between the job in the first column and the activity in the second column.Ask the students to look at the screen and give them the correct answers. Ask them to check the answers by themselves. Point out th

11、e sample answer and read it to the class.Play the recording the first time. Students only listen. Play the recording again. Ask students to draw linesStep VDeal with 1c This activity provides guided oral practice using the target language. Read the instructions. Tell students they will be working wi

12、th a partner. Point out the example in the box. Ask two students to read it to the class. Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then look at the other jobs in activity la and have conversations about these jobs. As students talk, move around th

13、e classroom checking their work and offer language support as needed.Step VIDeal with 2a. First read the instructions to the class. Let the students look at the screen. Point to the white box on each picture. Say, Listen to the recording and check the things Cheng Han is going to do. And then play t

14、he recorder and listen to the tape.Play the recording again. After that, check the answers.Step VIIDeal with 2b . This activity provides listening and writing practice using the target language. First read the instructions and point out the sample answer. Ask a student to read the sample question an

15、d sample answer to the class. Play the recording again. Ask students to write their answers in the chart. Look at screen and check the answers.VI. SummaryIn this lesson , weve learned how to talk about future intentions with “ be going to”.VII. HomeworkFor homework: 1. Copy the new words on P59 1a f

16、ive times each and 1c once.2. Listen to the tape on P5960 1b, 2a, 2b at home.nit7 Reading: Id love to sail across the Pacific.龙丽 Grade Three (泛读课)一、说教材（地位与作用）本节课是第七单元最后一节课（泛读课）。在上一节课中，我给学生进行了词汇教学，为过渡到本节课起到了铺垫的作用。而这节课在复习上节课词汇的基础上，要使学生学会使用阅读策略进行重点阅读训练。二、说教学目标根据本节课学习阅读课文的内容分析，结合九年级学生的知识结构，我对本节课制定了如下的教学

17、目标：1、知识与技能训练1）检测词汇及其用法。2）学习阅读课文。3）实践阅读策略：重点阅读。4）学习、巩固一些短语和句型2、情感目标 教育学生为了自己的理想和梦想在年少时期努力学习、奋斗三、说教学重点和难点：1、教学重点: 学生能够在自主、合作交流中学习和阅读课文。2、教学难点: 通过对学生英语阅读技巧的训练，培养及提高学生的阅读能力。 四、说教法根据英语阅读教学的特点，为了培养九年级学生英语阅读能力，我用了以下教法：1、任务型教学法2、小组合作探究、交流法五、说学情九年级学生已经具有了比较深层次的语言综合运用能力，并且经过两年的英语学习，有了一定的阅读理解能力和自主、合作、探究的能力。但是很

18、多学生平时对阅读理解习题感到厌烦甚至畏惧。针对此情况，我在课堂上设置了多元化的阅读题型，以充分调动学生的阅读积极性。六、说教学手段 为了让本节阅读课能够高效，并且增加容量，我精心设计了学案。七、说教学过程Step One: Make a speech(演讲)Step Two: Homework checking (作业及词汇检测)Step Three: Leading in（导课） 为了激发学生对阅读课文的兴趣，我首先告诉学生自己的理想和梦想，然后让学生谈谈他们的理想和梦想。并且共同谈论理想和梦想的区别。使用以下句型：I hope to Because I I dream of Because

19、 I Step Four: Learn reading strategy（学习阅读策略）为了能够更好的有目的的训练学生阅读能力，带领学生共同学习本节课阅读策略： Reading with focus（重点阅读）Step Five ：Read the whole article fast and answer the following questions（快速阅读全文，回答问题）让学生带着目标快速阅读课文，使学生对整篇课文有了初步的了解和理解。Step Six：Read every paragraph of the article carefully and findout important phrases and sentenc