最新人教版初中英语八年级上册说课稿全集

1、2016 年最新人教版初中英语八年级上册 名 师 精品 说课 稿 UNIT 1 Where did you go on vacation? 靛端I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

2、 生感 兴 趣 进 而掌握。2. 本 单 元共分5 6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。2 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/w

3、ere？”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 。3 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。4 .

4、 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 ，

5、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 unforgetfulvacation 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

6、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。Unitl Where did you go on vacation? 111 稿（模板二）邱庙中学马方圆Good afternoon, ladies and gentlemen. My name is Ma Fangyuan. I m very g

7、lad tohave the pleasure of interpreting my lesson here today. The lesson plan I am goingto present is from Go for it Grade 8 Unit1 Where did you go on vacation? I will present my teaching plan from the following four aspects: the analysis of teachingmaterial, the teaching methods and studying ways,

8、teaching procedures and blackboa rd design.Teaching philosophy:According to the New English Curriculum Criterion, teacher should play as a guider and let the students play a more important role in class. So I design this class with the purpose to let the students be the center of the class. As the s

9、tudents are junior students, so this lesson will be more focused on thestudents ability of communication such as speaking and listening.Analysis of the Teaching Materials.The topic of this unit is about the past events. By using the Simple Past Tense,which is essential in junior English, students wi

10、ll talk about their past. This topic is about their experiences and places they have visited on their vacations. So it helps bring back their memories and learning motivations.Analysis of the Students characteristicThe students, who have been learning English for almost a year, are having somebasic

11、knowledge. As for living in China and the surrounding environment, studentsare learning impassively and irregularly. But the Junior 1 has showed themselves very creative, capable and of plasticity asthey re doing so well in whatthey reinterested in such as games and CAI.Teaching Aims and Demands1. K

12、nowledge objectivesa. To enable the students to read, to spell, to understand the vocabulary correctly.b. To help the students ask and answer the new sentence pattern: Where did you go on vacation?2. Ability objectives.a. To improve the students skills of listening, speaking, reading and writing.b.

13、To encourage the students to communicate with others using the new sentence p attern. 3. Emotion objectives.a. To train the students to cooperate well in groups and in pairs. b. To be inte rested in communicating in English.Teaching Key points and difficulties1. Key pointsa. Key vocabulary: New York

14、 City, summer camp, museumb. Key structures: Where did you go on vacation? I wentto 2. DifficultiesUse the new sentence pattern to talk about some activities.Teaching Methods1. Task-based English teaching methodThat sto say I ll let the students finish 1b listening task and make short dialogues alon

15、g with the actions to help the students get a better understanding of the key structures. 2. Communication English teaching methodI ll set up a dream and ask them to present themselves as reporters. This way, the students can say freely and neednt to worry about making mistakes.Teaching procedureI l

16、l mainly talk about this part. It consists of 5 steps. Step 1 Warming-up a nd review1. Make a free talk between teacher and students. How was your vacation? What di d you do? And where did you go?2. Write down the past tenses of the verbs that I show in CAI.Purpose: This step is in order to review w

17、hat the students have learnt in last term . That way, I can lead them into the new lesson smoothly. I thingitusualbut practical. Step 2 Presentation1. Learn the new words and expressions.a. Lead-in: ask students some questions: Did you go someplace on vacation? What did you do ? Where did you go on

18、vacation?b. CAI shows many pictures of my activities, which are also the activities in 1a . c. Ask students to read and spell the phrases.d. Do 1a. Match the activities with these pictures (a-g).e. Play a guessing game: Show some pictures and have the students to guess, I w ill praise the students w

19、ho answer more quickly.Purpose: I put the vocabulary learning into pictures in order to prompt them to find it very interesting to learn English. By CAI, students can match the vocabul ary with the real things directly and master them easily. Step 3 Listening practic ea. Tell the students to listen

20、to the tape and number the people (1-5) in the pi cture. b. Play the recorder for the first time, and then check the answersc. Play the recorder again, students imitate the conversation . Pay attention to their pronunciation and intonation.skPurpose: This is a basic and necessary step, which can dev

21、elop thestudents ills of listening, reading.Step 4 Pair worka. Teacher-student: -where did Tina go on vacation?-She went to the mountains.b. Ask the students to practice in pairs. Then they choose one picture to make their own conversation and act it out.Purpose: “ Task- based” teaching method is us

22、ed here to develop thestudents ability of communication and their ability of co-operation. This oral practice of using the target language can consolidate the key structure and developstudents skill of speaking and sense of language. Step 5 Make a survey.Have students pretend to be reporters to inte

23、rview anyone they want to ask abouttheir vacation. Purpose: After learning 1a-1c,it s time to extend what they learnt just now and give the students a free space to show their abilities. With thereal situations, students will feel easy and successfulduring this part. By way of communication, the stu

24、dents will understand how to use the key structure better and consolidate the knowledge firmly. Step 6 HomeworkRecite the key words, phrases and target languages in this part.Purpose: I think homework is so important that the students can speak English asmuch as they can in class or after class. I s

25、et this step in order to practice students skills of spelling, speaking and writing.Blackboard DesignOk, this is my blackboard design. On the top is the title of this lesson. And I will write some key words on the left and the structures of the expression on the right. It is clear for students to kn

26、ow the importance that they should remember.That sall for my presentation. Thanks for your attention.Unit 2 How often do you exercise ? 111 稿（模板一）I .Analyis of teaching material1.The topic of this unit is about free time actmties。Such topic is related to students daily life. So it is helpful toraise

27、 learning interest of students. If students ca n learn this unit well ，it will be helpful to make students learn the the rest of this book. 2 .TeachingAims and Demands (1) Knowledge Obj ectIn this unit students learn to talk about how often they do things. (2)Ability O bjectsTo improve students abil

28、ity of listening ， speaking ，reading and writing. (3)Moral ObjectsTo help students form a good eating habit. To do exercise every day and keep fit . 3 .Teaching Key PointTo master the key vocabularyand the target language presented in this unit.4 .Teaching Difficult PointTo train students how to use

29、 the key vocabulary and the target language by readi ng and writing.5 .Studying WaysTeach students how to use context. Teach students how to do a survey.H .Language FunctionTalk about how often you do things.m.Target LanguageWhat do you usually do on weekends? I sometimes go to the beach. How often

30、do y ou eat vegetables? Every day.Most of the students do homework every day.IV .Structure Wh-questions What do？ How often ？ Adverbs of frequency All/most/some/none V .Vocabularyalways， usually ， often ， sometimeshardly ， ever， never, exercising ， shopping ， skateboarding once ， twice ， three times

31、a week ， month, every day, milk ， junk ，food, drink VI .Recyclingreading , watching TV, go to the movies, fruit , vegetables VU.Learning strategies Using context.Transforming information. H .Teaching times Six periodsPeriod OneTeaching Aims:1. Learn to talk about how often do you do things 2. To lea

32、rn the words of theadverbs of frequency. Teaching Difficulties:1 .words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.2 .phrases: how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes .

33、 3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies .How often do you shop ? Once a week / Twice a week ? . Teaching Aids: Tape recorder; Multi-Media. Teaching Procedures: Step 1：Greeting.1. Teacher: Summer vacation is over. I think you had a wonderful vacation, am

34、Iright? Did you enjoy your summer vacation? Could you please tell us what you did i n your summer vacation?2. Encourage students to share their holidays with the whole class. Step 2：Leading - inTeacher: Oh, you had a happy and colorful vacation. Today we will talk about more activities on weekends.

35、First, l et s think about what we can do on weekends. (Ask some questions and let students think it over). Teacher: I often sing on weekends, what do you usually do on weekends? S1: I often take piano lessons.Teacher: What does she usually do on weekends? (Ask another student) S2: She often takes pi

36、ano lessons. Teacher: What about you? (Ask S2) S2: I often play basketballTeacher: What does he usually do on weekends? (Ask another student) S3: He oftenplays basketball. (Ask more students in the same way)Step 3 ： 1a Look at the screen. Make a list of the different weekend activities.First let stu

37、dents list different activities, then Teacher: Now work in pairs,ask and answer -What does he/she do on weekends?- She goes shopping. / She reads books. / He exercises. / He watches TV. / Shegoes skateboarding.Step 4 ： 1b Listen and write the letters from the picture above on the linesUnit 2 How oft

38、en do you exercise ? 111 稿 (模板二)一、 教学 背景分析(1) 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。(2) 教学 目 标新 课 程 标 准之基

39、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 ：3、 1）通 过 情景的 设 置和活 动 的 开

40、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 。4、 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

41、 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

42、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

43、，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 。Unit 3 I ' mmore outgoing than my sister. 稿Section A 1a 1c （第 1 课时）学习目标1） 能掌握以下单词：outgo

44、ing, better, loudly, quietly, hard-working, competition, fantastic, which, c learly, win能掌握以下句型： Tina is taller than Tara. Sam has longer hair than Tom. She also sings more loudly than Tara.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：2) 表示两者进行比较的句式结构。1) 形容词

45、或副词比较级形式的构成。2. 教学难点：He has shorter hair than Sam. Is Tom smarter than Tim?She also sings more loudly than Tara.三、教学过程I . Lead-in1 . Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: Section A 1atall - short; thin - heavy,

46、 long hair - short hair, calm - wild Give Ss an exa mple by comparing Old Henry and Santa Claus. e.g. Santa Claus is older than Henry. Henry is taller than Santa Claus. Henry is younger than Santa Claus. Santa Claus is younger than Henry.H . Presentation2 Ask Ss to see the pix about apples and pears

47、 to see the differences. Then compare so me of their things with each other.e.g. The apples are bigger than the pears.The pears are more delicious than the apples. Summarize the Comparatives. Group c ompetition.A + be(V) + 比较级 + than + B. HI. Game (I and my desk mate)Ask Ss to compare with their par

48、tners and find out the differences. e.g. She is heavie r than me. I am more outgoing than her. She gets up earlier than me. I run faster th an her. IV. ListeningThen listen to the recording. Ask Ss to number the twins. Check the answers. Pair workPoint out the sample conversation in activity 1c.Say,

49、 now work with a partner. Make your own conversation about the twins. Ask seve ral pairs to say one or more of their conversations.VI. Listening1. Work on 2a:Point out the two columns and read the headings: -er, -ier and more. Then point out th e words in the box. Read them.Say, now listen and write

50、 the -er and -ier words in the first column and the words that use more in the second column. Play the recording and check the answers. 2. Work on 2b.Point out the picture and the two boxes with the headings Tina is and Tara is.Say, listen to the recording. Write word in the boxes. The words are fro

51、m the list in ac tivity 2a.Play the recording and check the answers.VH. Pair work1. Point out the chart in activity2c. Say, Make your own conversations according to the3 information. Ask pairs to continue on their own. 2. Ss practice their conversations.3. Ask some pairs to act out their conversatio

52、ns.W. Role-play1. Read the conversation first and try to match the people with the right things.a. sang betterb. with shorter hairc. practice more and really wanted to win d. sang more clearly e. danced better精心筛选，科学备考- 15 -2. Let Ss read the conversations after the teacher. 3. Let Ss practice the c

53、onversation.4. Then let some pairs act out their conversations in front of the class. Homework:Write six sentences:Write about the things that are the same and different between you and your best frien d.板书设计：Section A 2 (Grammar focus-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

54、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I . Warming- up and revision1. Ask some Ss compare he/she with his/her desk mates.I m taller than my desk m a

55、te. But she runs faster than me.2. Show some pictures on the big screen. Let some Ss compare the things. 3. Show so 精心筛选，科学备考- 14 -me adjectives or adverbs. Let Ss add -er, -r or -ier to them.H . Grammar Focus1 .学生阅读Grammar Focus中的句子，然后做填空练习。(1)汤姆比萨姆更聪明吗？ Is Tom Sam? (2不是。萨姆比汤姆更聪明。)No, he isnt. Sam

56、is Tom. (3)塔拉比蒂娜更外向吗？Is Tara Tin？a (4) 不是。蒂娜比塔拉更外向。No, she isn t. Tina is Tara. (5)你和你姐姐一样友善吗？5you friendly your sister? (6)不是。我更友善一些。No, Im not. I m . (7)塔拉与蒂娜工作一样努力吗?Does Tara work Tina? (8谁在学校里更努力一些？)Who s at school? (9蒂娜认为她学习比我更努)力。 Tina thinks she than me.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

57、忆。HI. Try to Find 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 + B 2. 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 + B 2. A + 实义动词 + as 副词原形 + as + B IV. Practice Work on 3a: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