最新人教版初中英語八年級上冊說課稿全集

1、2016 年最新人教版初中英語八年級上冊 名 師 精品 說課 稿 UNIT 1 Where did you go on vacation? 靛端I稿（模板一） 一 說教 材1. 本 單 元所 談?wù)?的 話題 是 where did you go on vacation? 這個單 元我 們 所涉及到的時態(tài)是一般過去時態(tài)，可以說是以上一單元的擴展，本單元出現(xiàn)了更多樣的句型，例如：where did what did？ Did you？ How was/were？盡管這些句型掌握起來有些難度，但將其置于同學 們 所熟悉所喜歡 的 談?wù)?假日生活的話題 中，便可激發(fā)學 生表 達 的欲望， 從 而使 學

2、 生感 興 趣 進 而掌握。2. 本 單 元共分5 6課時， 本 課時 是第 3 課時 ， section B 是整 個單 元的重心。是 對 sectionA所 講 知 識 的 歸納 拓展，例如形容詞 的拓展。同時還 涉及到了 對學 生聽 說讀寫 四 項 基本 語 言技能的培 養(yǎng) ，使其 語 言 運 用 綜 合化，使零散的語 言整體化。寫 的技能 雖 在本 課時 中未做體 現(xiàn) ，但本課 所 學 句型 結(jié)構(gòu) 、 詞匯 都是 為這個 主 題 服 務(wù) ，做 鋪墊 的。2 說 目 標本課時的重點就是通過聽力材料所引出的句型“ where did？what did？ Did you？ How was/w

3、ere？”以及3a中日記的復述。日記的寫作及關(guān)鍵句型將在下一課時中詳細講解?？傮w 來說 ， 學 生 對 句型均已熟練 掌握，基本上達 到了 預 期目 標 。3 說教 法在我的每堂課 的 教學 中基本上都體現(xiàn) 了“ 鞏 固前面所 學 知 識 拓展新知 識 點 為 重點 難點 教學 打基 礎(chǔ) ” 這 三步曲，在每進 行一步基本都與學 生互 動 、 調(diào)動學 生 積極 性的活 動 ，如引 課出的“ brainstorm ”， 講 解 單詞 中的 讓學 生 當 堂 記憶 ， 聽力材料中的編 制小 對話 以及日 記 部分的給 出 關(guān)鍵復 述 課 文。使 學 生成 為課 堂 教學 每 個環(huán)節(jié) 的主體。4 .

4、 說教學過 程1教 具 學 具本身就是教師為 提高 課 堂 教學 效果而 選 取的 輔 助工具。 而由于本 課時 容量 較 大，本身 課 本安排 較 新 穎 ，具有很強的實 用性， 插圖 配置也很合時 合 時 ，因此本 課時 除了聽力的導入展 現(xiàn) 了幾幅 圖 外 沒 有新增 圖 片。2 在 導 入新 課 前，我先 給學 生展示了笑臉 及有趣的句子，使學 生 與 老 師 的陌生感逐漸 消除， 從 而更 積極參與課堂 教學 。接下 來 很快用 頭腦風 暴的方式 復習 本 單 元重點 詞組 引出形容詞及其分類，過渡自然，順理成章。在2a聽力材料前我出示了幾 張圖片可以對學生想象、思維進 行引 導 ，

5、使其 馬 上 轉(zhuǎn) 到下一版 塊 的 學習 。之后安排了幾組對話 可充分 鞏 固重點， 達 到強化訓練 的目的，又承接了下一版塊 的 travel diary 。 關(guān) 于日 記 ，本 課時 只是 進 行了一 個 引入， 教給學 生 閱讀 的方法復 述法。在 教學過 程中 學 生完成的 較 理想。五 . 說 不足及心得本課時自認為有以下需改進之處：單詞講授有拖贅之感聽力部分外理不 夠細致，沒有注重 細節(jié) 對話 的 編 制也有些 過 于刻板， 沒 有完全展 開 ，可 將教 案中安排的my unforgetfulvacation 進 行了日 記 的 講 授注重了 內(nèi) 容的完整性復 述，卻 沒 有明確指

6、出重點?？?之， 這 是第一次 講 授新 教 材的公 開課 ，我知道自己對教 材的安排整合還 做得不 夠 到位，希望自己能 盡 快地熟悉 教 材適 應 及 勝 任。 實踐 是 檢驗真 理的唯一 標 準，通 過這 次 實踐 性的 學習 我受益匪 淺 。希望各位老師 能提出更多寶貴 的建 議 供我 學習 提高。也希望類 似的 教研 活 動 多多 開展。Unitl Where did you go on vacation? 111 稿（模板二）邱廟中學馬方圓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、 教學 背景分析(1) 教學內(nèi) 容分析本 單 元的中心話題 是 exercise. 主要 語 言功能 項 目是 Talk about how often people dothings. 以活 動為 主 線 ， 圍繞 著 談?wù)?活 動頻 率等 語 言功能 項 目展 開 了一系列任務(wù) 活 動 。 教 材 內(nèi)容 從 基本 語 言知 識 到 語 言 綜 合 運 用 層層遞進 ，聽 說讀寫 依次展 開 ，以一 種 循序 漸進 的生活化 的 學習 程序，引 導學 生在做事中有目的地學習語 言。(2) 教學 目 標新 課 程 標 準之基

39、礎(chǔ)教 育 階 段英 語課 程的 總 體目 標 是培 養(yǎng)學 生 綜 合 語 言 運 用能力，而這種綜 合 語 言 運 用能力的形成是建立在語 言知 識 、 語 言技能、情感態(tài) 度、 學習 策略和文化意識 的整體 發(fā) 展基 礎(chǔ) 上的，根據(jù)本課教學內(nèi) 容和 學 生知 識結(jié)構(gòu) 及 認 知特點，本單 元的 教學 目 標 確定為：1、 語 言知 識 目 標 ：掌握 談?wù)撨\動 以及表述做某件事情的詞匯 和 語 言 結(jié)構(gòu) 。2、 語 言技能目 標 ：通 過學習 本 課 ， 學 生能 夠 用英 語 互相 討論課 余 時間 的活 動 安排。3、情感態(tài) 度目 標 ：3、 1）通 過 情景的 設(shè) 置和活 動 的 開

40、展，引 導學 生在體 驗 、 實踐 、 參與 、合作和交流中，積極 主動 地 學習語 言，體 會 在做事中 學習 英 語 的喜 悅 。4、 2），培 養(yǎng)學 生 學習 英 語 的強烈 興 趣， 樂 于 參 加各 種 活 動 的 積極 情感，提倡健康生活方式。4、 學習 策略目 標 ：（ 1） Disscussion. 通 過 小 組討論 、 開 展 調(diào)查 等 研 究，明確在用中學 、交流中 學習 的想法。（ 2） Classifying. 通 過 分 類 法，可 簡 化 學習過 程，利于 記憶 。（ 3） Guessing. 通 過 猜 測 ， 并 大膽 發(fā) 言，以 學習 新知。5、文化意識 目

41、 標 ：了解不同的生活方式以及表示頻 率的一些常用表達 法（三） 教學 重點和 難 點教學 重點：使 學 生熟 練 掌握 運 用 Hoe often.? 問 句 詢問 他人的活 動并 能 對 他人的 詢問 做出準確回答，使學 生 學會運 用 I often 句型 談?wù)?自己的活 動 ，而且能 進 行 實際 交 際 。為 了突出重點，每一個環(huán)節(jié) 都要以 教學 重點 為 依托， 圍繞 著 談?wù)撜n 余生活展 開 豐富的 訓練 ， 并 采用 實 物和多媒體等教學 手段， 運 用大量的 動畫設(shè)計 ，使 學 生在一 種 生 動 活 潑 逼 真 的氛 圍 中 獲 得信息掌握知識 。教學難 點：1、交際 用

42、語 How often do you exercise ？ I/She/He often.2、 學會 使用 usually,once a month,twice a week 等的 運 用二、 教學 方法和 學習 策1、 教 法（ 1）本 單 元 話題 源自生活，立足這 一點，充分利用學 生已有的知識 和 經(jīng)驗 ， 創(chuàng)設(shè) 生活化的 真實 （或半 真實 情景）引 導學 生在 運 用 語 言中 學習語 言，然后在學習 新的 語 言知 識 后 創(chuàng) 造性地運 用 語 言（ 為 用而 學 ，在用中 學 ， 學 了用）。（ 2） 開 展多 種類 型任 務(wù) 活 動 ，提供 給學 生合作交流的空間 和 時間

43、，促使 學 生 為 完成任 務(wù) 和同學進 行合作， 為 完成任 務(wù)進 行探究 學習 。2、 學習 策略：（ 1）通 過 Disscussing, Classifying and Guessing 等形式多樣 的活 動 ，促使 學 生 運 用 認 知策略 進 行有效地 學習 。（ 2）在 與 同 學 合作完成任務(wù) 的活 動 中主 動 探究和 學習語 言； 并運 用知 識內(nèi) 在 規(guī) 律 幫 助 記憶 、鞏 固知 識 。Unit 3 I ' mmore outgoing than my sister. 稿Section A 1a 1c （第 1 課時）學習目標1） 能掌握以下單詞：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） 能掌握以下語法： 形容詞或副詞比較級形式的構(gòu)成。 表示兩者進行比較的句式結(jié)構(gòu)。3） 情感態(tài)度價值觀目標：能對人物的外表進行描繪，個性進行比較。教學重難點1. 教學重點：2) 表示兩者進行比較的句式結(jié)構(gòu)。1) 形容詞

45、或副詞比較級形式的構(gòu)成。2. 教學難點：He has shorter hair than Sam. Is Tom smarter than Tim?She also sings more loudly than Tara.三、教學過程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) + 比較級 + 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精心篩選，科學備考- 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.板書設(shè)計：Section A 2 (Grammar focus-3c)一、教學目標：1. 語言知識目標：1) 復習鞏固形容詞的比較形式及對兩者進行對比。2) 進一步總結(jié)所學的對兩者進行比較的句

54、式結(jié)構(gòu)。3) 能運用所學的目標語言，進行說與寫的活動，完成相關(guān)任務(wù)。2. 情感態(tài)度價值觀目標：學會與朋友友好相處，培養(yǎng)樂觀，積極向上的性格。二、教學重難點1. 教學重點：1) 總結(jié)形容詞及副詞比較級的構(gòu)成方式。2) 進一步總結(jié)對兩者進行比較的句式結(jié)構(gòu)。 2. 教學難點：1) 總結(jié)形容詞及副詞比較級的構(gòu)成方式。2) 能運用所學的目標語言，進行說與寫的活動，完成相關(guān)任務(wù)。三、教學過程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 精心篩選，科學備考- 14 -me adjectives or adverbs. Let Ss add -er, -r or -ier to them.H . Grammar Focus1 .學生閱讀Grammar Focus中的句子，然后做填空練習。(1)湯姆比薩姆更聰明嗎？ Is Tom Sam? (2不是。薩姆比湯姆更聰明。)No, he isnt. Sam

56、is Tom. (3)塔拉比蒂娜更外向嗎？Is Tara Tin？a (4) 不是。蒂娜比塔拉更外向。No, she isn t. Tina is Tara. (5)你和你姐姐一樣友善嗎？5you friendly your sister? (6)不是。我更友善一些。No, Im not. I m . (7)塔拉與蒂娜工作一樣努力嗎?Does Tara work Tina? (8誰在學校里更努力一些？)Who s at school? (9蒂娜認為她學習比我更努)力。 Tina thinks she than me.3. 學生們完成填空試題后，可以打開課本檢查答案，對錯誤的句子，單獨進行強化記

57、憶。HI. Try to Find 總結(jié)：兩者進行比較, 表示“一方比另一方更 , ”的句型： 1. A + be +形容詞比較級 + than + B 2. A + 實義動詞+ 副詞比較級+ than + B兩者進行比較，表示“一方與另一方一樣，”的句型：1. A + be + as形容詞原形 + as + B 2. A + 實義動詞 + as 副詞原形 + as + B IV. Practice Work on 3a:1. 讀下列句子，根據(jù)提示詞完成一般疑問句，并做回答。2. 看所給的第一例句，讓一名學生讀例句，確定所有的學生都明白本題的做法。 方法指導：應通讀所給的提示詞，掌握句子大意；然后，確定進行對比的雙方及所給的形容詞，根據(jù)上一環(huán)節(jié)中所總結(jié)的句式結(jié)構(gòu)來組成