人教版八年级英语上下册全册说课稿.docx

1、人教版八年级英语上下册全册说课稿人教版八年级英语上下册全册说课稿 人教版八年级英语上册全册说课稿人教版八年级英语上册全册说课稿 UNITUNIT 1 1 WhereWhere diddid youyou gogo onon vacation?vacation? 說課稿（模板一）說課稿（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

2、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，从而使学生感兴趣进而掌握。 2. 本单元共分 56 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。 二说目标 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/wer

3、e?”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。 三说教法 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。 四. 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

4、，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，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

5、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 unforgetful vacation 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。 Unit1 Where did you go on vacation? 說課稿（模板二）說課

6、稿（模板二） 邱庙中学 马方圆 Good afternoon, ladies and gentlemen. My name is Ma Fangyuan. I m very glad to have the pleasure of interpreting my lesson here tod ay. The lesson plan I am going to present is from Go for it Grade 8 U nit1 Where did you go on vacation? I will present my teaching plan fr om the follo

7、wing four aspects: the analysis of teaching material, the teaching methods and studying ways, teaching procedures and blackboa rd design. TeachingTeaching philosophy:philosophy: According to the New English Curriculum Criterion, teacher shoul d play as a guider and let the students play a more impor

8、tant role in class. So I design this class with the purpose to let the students b e the center of the class. As the students are junior students, so th is lesson will be more focused on the students ability of communica tion such as speaking and listening. AnalysisAnalysis ofof thethe TeachingTeachi

9、ng Materials.Materials. The topic of this unit is about the past events. By using the S imple Past Tense, which is essential in junior English, students will talk about their past. This topic is about their experiences and pla ces they have visited on their vacations. So it helps bring back thei r m

10、emories and learning motivations. AnalysisAnalysis ofof thethe StudentsStudents characteristiccharacteristic The students, who have been learning English for almost a year, are having some basic knowledge. As for living in China and the surr ounding environment, students are learning impassively and

11、 irregularl y. But the Junior 1 has showed themselves very creative, capable and of plasticity as theyre doing so well in what theyre interested i n such as games and CAI. TeachingTeaching AimsAims andand DemandsDemands 1. Knowledge objectives a. To enable the students to read, to spell, to understa

12、nd the vocabu lary correctly. b. To help the students ask and answer the new sentence pattern: Wher e did you go on vacation? 2. Ability objectives. a. To improve the students skills of listening, speaking, reading a nd writing. b. To encourage the students to communicate with others using the new s

13、entence pattern. 3. Emotion objectives. a. To train the students to cooperate well in groups and in pairs. b. To be interested in communicating in English. TeachingTeaching KeyKey pointspoints andand difficultiesdifficulties 1. Key points a. Key vocabulary: New York City, summer camp, museum b. Key

14、structures: Where did you go on vacation? I went to 2. Dif ficulties Use the new sentence pattern to talk about some activities. TeachingTeaching MethodsMethods 1. Task-based English teaching method Thats to say Ill let the students finish 1b listening task and m ake short dialogues along with the a

15、ctions to help the students get a better understanding of the key structures. 2. Communication English teaching method Ill set up a dream and ask them to present themselves as reporter s. This way, the students can say freely and neednt to worry about making mistakes. TeachingTeaching procedureproce

16、dure Ill mainly talk about this part. It consists of 5 steps. Step 1 Warming-up and review 1. Make a free talk between teacher and students. How was your vacati on? What did 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

17、 review what the students have lear nt in last term . That way, I can lead them into the new lesson smoot hly. I thing its usual but practical. Step 2 Presentation 1. Learn the new words and expressions. a. Lead-in: ask students some questions: Did you go someplace on vaca tion? What did you do ? Wh

18、ere did you go on vacation? b. CAI shows many pictures of my activities, which are also the activ ities 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 will p

19、raise the students who answer more quickly. Purpose: I put the vocabulary learning into pictures in order to pro mpt them to find it very interesting to learn English. By CAI, studen ts can match the vocabulary with the real things directly and master them easily. Step 3 Listening practice a. Tell t

20、he students to listen to the tape and number the people (1-5 ) in the picture. b. Play the recorder for the first time, and then c heck the answers c. Play the recorder again, students imitate the conversation . Pay a ttention to their pronunciation and intonation. Purpose: This is a basic and neces

21、sary step, which can develop the students skills of listening, reading. Step 4 Pair work a. 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 pictur e to make their own conversation and act it out. Purpose: “Ta

22、sk-based” teaching method is used here to develop the s tudents ability of communication and their ability of co-operation. This oral practice of using the target language can consolidate the key structure and develop students skill of speaking and sense of language. Step 5 Make a survey. Have stude

23、nts pretend to be reporters to interview anyone they want t o ask about their vacation. Purpose: After learning 1a-1c, its tim e to extend what they learnt just now and give the students a free sp ace to show their abilities. With the real situations, students will feel easy and successful during th

24、is part. By way of communication, the students will understa nd how to use the key structure better and consolidate the knowledge firmly. Step 6 Homework Recite the key words, phrases and target languages in this part. Purpose: I think homework is so important that the students can spe ak English as

25、 much as they can in class or after class. I set this st ep in order to practice students skills of spelling, speaking and w riting. BlBlackboardackboard DesignDesign Ok, this is my blackboard design. On the top is the title of this les son. And I will write some key words on the left and the struct

26、ures o f the expression on the right. It is clear for students to know the i mportance that they should remember. Thats all for my presentation. Thanks for your attention. Unit 2 How often do you exercise？說課稿（模板一）？說課稿（模板一） .Analyis.Analyis ofof teachingteaching materialmaterial 1.The topic of this u

27、nit is about free time actmties。 Such topic is related to students daily life. So it is helpful toraise learning interest of students. I f students can learn this unit well， it will be helpful to make students learn the the rest of this book. 2 .Teaching Aims and Demands (1) Knowledge Obj ect In thi

28、s unit students learn to talk about how often they do thing s. (2)Ability Objects To improve studentsability of listening，speaking， reading and writing. (3)Moral Objects To help students form a good eating habit. To do exercise every day a nd keep fit. 3 .Teaching Key Point To master the key vocabul

29、aryand the target language presented in th is unit. 4 .Teaching Difficult Point To train students how to use the key vocabulary and the target langu age by reading and writing. 5 .Studying Ways Teach students how to use context. Teach students how to do a sur vey. .Language Function Talk about how o

30、ften you do things. .Target Language What do you usually do on weekends? I sometimes go to the beach How often do you eat vegetables? Every day. Most of the students do homework every day. .Structure Wh-quest ions What do? How often? Adverbs of frequency All/most/some/none V .Vocabulary always， usua

31、lly， often， sometimeshardly， ever， never, exercising， shopping， skateboarding once， twice， three times a week， month, every day, milk， junk，food, drink .Recycling reading，watching TV，go to the movies, fruit， vegetables .Learning strategies Using context. Transforming information. .Teaching times Six

32、 periods Period One Teaching Aims: 1. Learn to talk about how often do you do things 2. To learn the wo rds of the adverbs 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

33、movies, exercise, go sk ateboarding, always , usually , often , never , hardly ever , sometim es . 3.Sentence patterns: What does she /he do on weekends ? She ofte n goes to the movies .How often do you shop ? Once a week / Twice a w eek . Teaching Aids: Tape recorder; Multi-Media. Teaching Procedur

34、es: Step 1 ：Greeting. 1. Teacher: Summer vacation is over. I think you had a wonderful vaca tion, am I right? Did you enjoy your summer vacation? Could you pleas e tell us what you did in your summer vacation? 2. Encourage students to share their holidays with the whole class. S tep 2 ：Leading in Te

35、acher: Oh, you had a happy and colorful vacation. Today we will tal k about more activities on weekends. First, lets think about what w e can do on weekends. (Ask some questions and let students think it o ver). Teacher: I often sing on weekends, what do you usually do on we ekends? S1: I often take

36、 piano lessons. Teacher: What does she usually do on weekends? (Ask another student) S2: She often takes piano lessons. Teacher: What about you? (Ask S2) S2: I often play basketball Teacher: What does he usually do on weekends? (Ask another student) S 3: He often plays basketball. (Ask more students

37、 in the same way) Step 3： 1a Look at the screen. Make a list of the different weekend activitie s. First let students 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 watche s TV.

38、 / She goes skateboarding. Step 4： 1b Listen and write the letters from the picture above on the lines UnitUnit 2 2 HowHow oftenoften dodo youyou exerciseexercise？說課稿（模板二）？說課稿（模板二） 一、 教学背景分析 （一）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 do things.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

39、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。 （二）教学目标 新课程标准 之基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： （1）通过情景的设

40、置和活动的开展，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。 （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

41、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

42、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，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 Im more outgoing th

43、an my sister.說課稿說課稿 Section A 1a1c（第 1 课时） 学习目标学习目标 1) 能掌握以下单词： outgoing, better, loudly, quietly, hard-working, competition, fant astic, which, clearly, win 能掌握以下句型： Tina is taller than Tara. Sam has longer hair than Tom. She als o 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

44、 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。 教学重难点教学重难点 1. 教学重点： 1) 形容词或副词比较级形式的构成。 2) 表示两者进行比较的句式结 构。 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 . Lead-in 1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss wr

45、ite and we can group them into some pairs, like: Section A 1a tall - short; thin - heavy, long hair - short hair, calm - wild Give Ss an example by comparing Old Henry and Santa Claus. e.g. Sant a Claus is older than Henry. Henry is taller than Santa Claus. Henry is younger than Santa Claus. Santa C

46、laus is younger than Henry. . Presentation 2 Ask Ss to see the pix about apples and pears to see the differences. Then compare some 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 Comparativ es. Group competition

47、. A + be(V) + 比较级 + than + B. . Game (I and my desk mate) Ask Ss to compare with their partners and find out the differences. e.g. S he is heavier than me. I am more outgoing than her. She gets up earli er than me. I run faster than her. . Listening Then listen to the recording. Ask Ss to number the

48、 twins. Check the answ ers. . Pair work Point out the sample conversation in activity 1c. Say, now work with a partner. Make your own conversation about the twi ns. Ask several pairs to say one or more of their conversations. . Listening 1. Work on 2a: Point out the two columns and read the headings

49、: -er, -ier and more. Then point out the words in the box. Read them. Say, now listen and write the er and ier words in the first column and the words that use more in the second co lumn. 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 t