初中英語說課稿 (2)

1、Unit 10 Im going to be a basketball player 初中英語說課稿 孔祥娜一 說教材1 教材簡析 本課位于人教版八年級上10 單元的第一部分。主要是通過學習動詞的一般將來時態(tài)，討論人生理想和將來打算，計劃。目的是通過對人生理想的討論使青少年在這個如花的季節(jié)不僅對未來有美好的憧憬，而且要從現(xiàn)在做起，為健康的理想而奮斗。2 教材地位本單元從時態(tài)上是一般將來時，是繼一般過去時之后的又一重要時態(tài)；從話題上看是談論未來的打算，是讓學生從小就樹立自己的人生理想，而下一單元的話題是家務勞動，這正應了中國的老話“前車之鑒，后車之師”“一屋不掃何以掃天下”。所以本單元無論從知識

2、還是從情感方面都是承上啟下的一個單元。3 教學目標（1） 知識目標關于職業(yè)的名詞；關于一般將來時態(tài)的表達 （2） 能力目標能聽懂有關人生理想的詞匯及表達；能聽懂有關未來計劃的表達；能進行有關人生的談話；能進行有關將來計劃的討論。（3） 情感目標通過對人生理想的討論，讓學生從小就樹立自己的人生理想，并且現(xiàn)在就下決心，為理想而努力奮斗。使他們成為有理想，有抱負，有動力，健康成長的新一代青少年。4 教學重點。難點。（1）學會描述自己的人生理想和表示奮斗的想法。（2）重點：動詞的一般將來時態(tài)的學習（3）難點：理想主義的教育與現(xiàn)實的矛盾5 本課學情 情感基礎調(diào)查通過對學生人生理想的調(diào)查，了解到部分學生沒

3、理想；或有不切實際的理想;或有輕視努力的過程的思想；知識基礎過去時，比較級的知識。6本課特點 詞匯量小，語法點少（需擴展話題）情感教育的份量大（需挖掘學生生活，延伸內(nèi)涵，觸動心靈）7教學設計的創(chuàng)新體現(xiàn)三條主線，兩個同步，一個中心。三個調(diào)查 整個課的展開圍繞三個調(diào)查（父輩夢想，成功故事，我的理想）；三條主線 在對比中發(fā)展（父輩經(jīng)歷，成功人生，我的道路，） 兩個同步（知識傳授與情感體驗）。達到同步和諧發(fā)展，不露痕跡，潤物細無聲。一個中心 學生中心：課前備學生，課堂任務型。8課前準備（1） 調(diào)查學生的人生理想-了解學生思想現(xiàn)狀和動態(tài)，在情感教育上有的放矢；有目的地準備和擴大詞匯。（2） 調(diào)查父母職業(yè)

4、及年輕時的夢想。成功與否的原因，為以后的交流討論做話題；也是讓學生了解父母，感謝時代，插上理想的翅膀。（3） 調(diào)查學生了解的成功人士的奮斗事例-樹立為理想奮斗的決心；拓展知識并發(fā)展發(fā)散思維。（4） 學生制作各種職業(yè)的圖片及文字說明-用與導入和直觀教學及重難點的呈現(xiàn)（5） 幻燈片材料二 說教法根據(jù)教情與學情以及英語學科的特點，主要采用以下教學方法1 先思而后學法 課前的三個調(diào)查都在引導學生主動體驗，自主探索。激發(fā)學生描述他們夢想的職業(yè)，讓學生產(chǎn)生求知欲，為新課的引入作熱身。新單詞的教法描述猜測呈現(xiàn)。2. 直觀教學法用圖片展示教學目標之一生詞會產(chǎn)生瞬間記憶的效果。3 情景教學法師生之間，生生之間在

5、這個暢談未來的話題上就是真實的情景4 課堂互動法通過教師與學生交流，學生與學生交流，正確對待學生錯誤，鼓勵學生大膽發(fā)言，營造平等交流氣氛，讓學生成為學習的主人三 說學法1觀察探究法學生在描述其未來的職業(yè)時不僅要對其有一定的了解，還在于對周圍世界尤其是職場進行觀察；調(diào)查父輩的職業(yè)，加深了對職業(yè)與父母的了解；尋求成功者的最佳案例的過程，就是一種暗示教育的過程。2發(fā)散思維法發(fā)散思維 在理想的探討中自由論談；在同一個話題中拓展時空，延伸內(nèi)涵，觸動心靈。3合作學習法為了所有的學生的參與一直是我的原則。4總結歸納法所有的任務或活動之前一定是讓學生首先充分的討論探究后再做總結；無論是在語法的突破上，習題的演

6、練上都是學生思在前總結在后。這是讓學生學會思考，學會總結的黃金時段。四說程序. Step1 Warming-up1. Greet up the class as usual. 2. Duty report.Step2 Presentation1.T says: Im a teacher. Youre students. Can you say more names of jobs?2.Learn new words: computer programmer, professional basketball player, engineer, pilot.3.Ask Ss to say whic

7、h job is the most interesting, and then ask Ss whether they want to be . If the students answer is “No”, ask Ss “What are you going to be when you grow up ?”4.Ask Ss to look at the screen. First, talk about their four Ss dream job. Next ask Ss to read the conversation on the book. Finally, let Ss di

8、scuss with the partner “ How are you going to do that?” (take acting lessons)Step3 PracticeAsk Ss to work in pairs, talk about something about the dream jobEg. A: What are you going to be when you grow up? B: Im going to be a basketball player. A: How are you going to do that? B: Im going to practic

9、e basketball every day. Step4 Listening1. Ask Ss t o match in 1b, then listen to the conversation and check the answers.2. Ask Ss to look at the picture and talk about Cheng Hans dreams: a student in a college, a teacher, an actor.3. Listen to the conversation, check the correct boxes in the picture

10、.4. Listen again, fill in the chart about Cheng Hans plan for the future (move).WhatCheng Han is going to be an actor.WhereHowwhen5. Listen and repeat, then check the answers.Step5 Pairwork1. Ask Ss to talk about Cheng Han according to the chart.( Discuss with the partner)A: What is Cheng Han going

11、to be when he grows up?B: A: Where is he going to move?B: A: How is he going to do that?B: A: When is he going to start?B: 2. Ask Ss to discuss with the partner, talk about the place where Ss will move or workHomework1. Copy new words and recite them.2. Do exercise on the Homework Book.3. Review and

12、 previewPost-teaching reaction In the lesson, I showed a lot of pictures that Ss enjoy, so most Ss found learning English is interesting, and I learned new words by reviewing the names of jobs they had leaned, which make Ss easy to learn new vocabularies. But Ss didnt like to share about their feeli

13、ngs, or they werent confident enough to talk about the conversation, which led me to be a host of the lesson, not the Ss.Unit 7 Would you mind turning down the music ?說課稿孔祥娜一、 教學內(nèi)容Go for it 八年級英語下冊Unit 7 單元Section A 部分。其核心內(nèi)容是“如何請求及表示歉意”。本部分始終圍繞著這一主題安排了聽、說、讀、寫的活動任務，讓學生在這些環(huán)節(jié)中學會用更加禮貌的請求方式“Would you min

14、d doing things ？”“Would you mind not doing things?” 以及表示歉意的回答Sorry ,Not at all / Ill do it right away 等。二、 教學目標：根據(jù)“新課程標準”關于教學目標的要求，結合本單元的具體內(nèi)容，在SECTION A部分，目標細分如下：1.語言知識A、詞匯-SECTION A部分新單詞較少，主要掌握如下:dish, yard, wear jeans, put on, get out of, in a 

15、;minute. B、語法-Would you mind doing sth Would you mind not doing sth 復習could you please /could you /would you / have to 的用法C、功能-學會禮貌性的請求和表示歉意2.能力目標: 指導學生在自主探究和任務型教學模式中，讓學生學會用禮貌性的 英語請求及如何表示歉意.學會更好的與他人溝通。這亦是素質(zhì)教育的“以人為本”的目標體現(xiàn)。 3.情感目標A、學會拒絕或阻止他人的不禮貌行為，增強學生適應社會的能力。B、學會用平和的心態(tài)禮貌地處理好生活中遇到的或突發(fā)的難題。三單元重難點1. 重點：委

16、婉地提出請求、表示歉意。Would you mind moving the bike ？ No, not at all Would you mind not playing baseball here ? Sorry , Ill go and play in the park .2難點：在實際的生活中委婉地表達自己的請求和歉意(即學生說的能力培養(yǎng))，學會溝通。四、 學情分析及教學策略本課話題來自學生的生活經(jīng)歷，在八年級上冊UNIT 11學生已經(jīng)學習了許多動詞短語，為表達提供了語言基礎。此外，學生已掌握了用祈使句和Can you?/could you 及Could you please提出請求,

17、 為本課的學習打下了鋪墊。具有了學習本單元知識的認知前提，能自然的與本單元的話題銜接。但是，在語法上也就容易形成混淆。同時，本單元是關于禮貌性的話題，內(nèi)容貼近生活，學生比較容易進入角色。因而，教師在課堂中應通過大量的生活場景圖片來促使學生積極地參與，在任務型教學活動中，使學生有話想說，有話可說，在完成各項任務的過程中自主學習語言，提高他們綜合運用語言的能力，學會更好地與他人溝通。使各層次的學生都有所收獲。五、教學過程設計Unit 7 Would you mind turning down the music?(Section 1a-1c)Step1 Warming-up T: Good aft

18、ernoon! Ss: Good afternoon! T: Oh, dear! I forgot my pen. Can you give me your pen, S1? S1: Sure, here you are. T: Thanks. And I cant find my book. Please give me your book, S2? S2: OK, here it is. T: Many thanks. Where is my tape? Maybe I left it in the office. S3, would you mind getting it for me?

19、 S3: OK, I will do it right away.Step2 PresentationPresent “ Would you mind doing gerund?”T: What a poor memory I have! So I have to ask three students for help. Do you still remember the three requests? (Show the three requests on the screen.) And let me tell you the last one is a very polite way o

20、f making a request. When you ask people to do things, you should be polite. Do you often ask other students for help? How do you make requests?S1: Can I borrow your dictionary?S2: Please help me find my ruler.S3: Would you please lend me your bike?T: Good. And its polite to say “Would you mind lendi

21、ng me your dictionary?” or “ Would you mind helping me find m ruler?”Ask Ss to practice individually.T: Look at the picture in Section A 1. What can you see?S1: An apartment.S2: Some trash.S3: A yard.Collect Ss answer in random orders. T: What does the women say on the phone?S1: Would you mind turni

22、ng down the music?T: Whats the response?S2: No, not at all.T: And you can also say, “ Sorry, I will do it right away.” Present the new word and phrases: mind, not at all, turn down, yard, right away, etc.Step3 Matching and listeningPoint to the four requests in the box of SectionA 1a. Ask Ss to repeat them. Then help Ss to finish 1a.Let Ss listen to the tape and number the requests in the other they hear. ( Section 1b) T: You will hear a recording of four conversations. Listening carefully, write the numbers after the requests.Play the recording again and let Ss iminate the four c