初中英語說課稿What should I do?
A Brief Instruction to the topic of “What should I do?”
Shangyuan Middle School Li Yi Cai
Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic” What should I do?”I will divide the instruction into seven parts： they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.
Part 1 Teaching material analysis
This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.
Part 2 Teaching aims
1．Aims of the knowledge:
（1）To know the spelling of some words and usage of some phrases.
（2）To learn something about Millie’s and Simon’s problems.
（3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.
2．Aims of the ablilities:
（1）To improve the ability of getting information by reading.
（2）To improve the ability of retelling the story.
3．Aims of the emotion:
（1）To understand how to write about problems and to express feelings.
（2）To ask for advice to solve the problems.
Part 3 Teaching emphasis
1．To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.
2．To get the ability of general reading and getting information.
Part 4 Teaching difficulties
1．To recognize and understand vocabulary about problems.
2．To ask for advice
Part 5 Teaching methods
In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.
Part 6 Teaching aids
Projector，slide show，tape recorder and blackboard
Part 7 Teaching procedure
Step Ⅰ.Lead-in
The purpose is to arouse the students’interest of study.
Let’s have a free talk.
T：Have you got problems?
S：Yes.
T：What is it?
S：Eating too much makes me unhealthy.
T：What about you?
S：……
Step Ⅱ．Presentation
The purpose is to develop the skills of skimming and how to gain the main idea of the articles.
1．Ask students to read two letters and answer the following questions:
①What is Millie’s favorite hobby?(Painting)
②What is Millie’s problem?(She doesn’t have enough time for hobbies and home work.)
③When does Simon play football?(After school until late)
④How do his parents feel about it?
(They don’t like this and ask him to go home before 6 p.m.)
2．Ask students if there are words that they do not know.
Explain some new words briefly.
deal；choice；complete；refuse；accept；spare；doubt；whether；
Step Ⅲ．Practice
The purpose is to develop the skills of scanning and how to gain the details from the articles.
1．Listen to the tape and answer some question about “True”or“False”.
2．Ask students to read the articles again and explain some important phrases.
How to solve the problems；hand in；on time；at the moment；
can’t find any time for my hobbies；feel bad；give up；
achieve a balance between the two；hear form；make unhappy
Step Ⅳ．Retelling
The purpose is to develop the skills of retelling with the key words
1．Ask students to make sentences with phrases that we have learned.
2．Try to retell the outline of the articles.
3．Encourage students to say something about themselves.
Step Ⅴ．Summary and homework
The purpose is to give the students a clear idea of how to express their problems and revise the articles.
1．Ask students to revise the words and phrases
2．Ask students to write a letter about himself after class.
During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.
Thank you!
牛津英語9A Unit 3說課稿
一、說教材：
1、教材簡析：
我說課的內(nèi)容是江蘇牛津中學(xué)英語教材9A第3單元Teenage problems中的Integrated skills部分。本單元通過青少年中存在的問題和困擾這一主題，引出話題，談?wù)撛掝}。由于學(xué)生對這一話題極感興趣，我在教學(xué)中準(zhǔn)備使用多種教學(xué)手段設(shè)置情景，有效地把單詞和句型情景相結(jié)合，注重聽說訓(xùn)練，使語言點(diǎn)的訓(xùn)練密切聯(lián)系生活實(shí)際，達(dá)到靈活運(yùn)用，學(xué)以致用的目的。
2、教學(xué)目標(biāo)：
依據(jù)英語新課標(biāo)所提出的總目標(biāo)并根據(jù)本年段學(xué)生認(rèn)知水平，我制定了如下教學(xué)目標(biāo)：
a、 能聽懂、會說、會讀和會拼寫單詞和詞組.
b、能聽懂、會說、會讀和會寫句型.
c、 能正確地聽懂、掌握A板塊前半部分聽力內(nèi)容，并能以較好的語音語調(diào)流暢地朗讀后半部分的課文填空。
d、能用本課所學(xué)語言討論青少年中存在的問題
3、教學(xué)重點(diǎn)、難點(diǎn)：
教學(xué)重點(diǎn)：正確拼讀本課四會單詞和句型，能流利地用所學(xué)句型進(jìn)行情景會話。
二、說教法和學(xué)法
根據(jù)我對《英語課程標(biāo)準(zhǔn)》的理解和九年級學(xué)生的生理和心理特點(diǎn)，我將教學(xué)本課的指導(dǎo)思想確定為：讓學(xué)生主體參與，主動(dòng)探究，合作互動(dòng)，充分發(fā)展。具體采用如下教學(xué)方法：
1、情景教學(xué)法：
通過設(shè)置較為真實(shí)的情景，使學(xué)生產(chǎn)生身臨其境的感覺，激起學(xué)生情感上的共鳴，從而引導(dǎo)學(xué)生從整體上理解和運(yùn)用語言，促進(jìn)學(xué)生的語言能力及情感、意志、想象力、創(chuàng)造力等整體發(fā)展。
2、小組學(xué)習(xí)法：
每4人一組，可兩兩交流，也可自由選擇，在互動(dòng)中互相啟發(fā)發(fā)生思維的碰撞。同時(shí)注意保證每個(gè)學(xué)生都有機(jī)會參與學(xué)習(xí)，培養(yǎng)學(xué)生與伙伴合作的意識和策略，提高人際交往能力。
3、練習(xí)法：
把大多課堂時(shí)間留給學(xué)生，使學(xué)生在多信息、高密度、快節(jié)奏的靈活操練中拓寬學(xué)習(xí)渠道。
另外，考慮到B板塊為對話教學(xué)部分，我在這一環(huán)節(jié)的教學(xué)中主要側(cè)重于學(xué)生朗讀能力的培養(yǎng)，在訓(xùn)練聽說的同時(shí)加強(qiáng)朗讀指導(dǎo)，一方面可以培養(yǎng)學(xué)生朗讀的基本技巧，另一方面也可以檢查學(xué)生對課文理解的情況，進(jìn)而培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。
三、說教學(xué)程序
1、對話導(dǎo)入，學(xué)習(xí)新知
a、 以“Teenage problems”為主題及線索組織教學(xué)。課前在教室里頭稍作布置，背景音樂的選擇體現(xiàn)了牛津初中英語板塊之間的自由組合，也為后面的教學(xué)做了一個(gè)提早滲透，這樣，學(xué)生在輕松愉快的氣氛中進(jìn)入本課的學(xué)習(xí)，接著我向?qū)W生展示課件，引出青少年問題的話題，同時(shí)教授新詞。由介紹學(xué)生自己的問題入手無形中拉近了與學(xué)生的距離，使學(xué)生備感親切。
b、在學(xué)生展示自己作品的語境中，用多種手段，如:作品、圖片、照片、簡筆畫等呈現(xiàn)。學(xué)生邊學(xué)邊進(jìn)行聽、說、拼讀及運(yùn)用，堅(jiān)持循序漸進(jìn)，由易而難的原則教學(xué)新知識。
2、鞏固拓展，強(qiáng)化新知
a、 在情境中不斷使用新句型，學(xué)生不僅學(xué)會了新的詞組，而且不可避免地涉及到了舊知。同時(shí)也激發(fā)了學(xué)生的求知欲，想學(xué)更多的有關(guān)的詞匯來介紹自己的問題，并向他人尋求有效的建議和意見，達(dá)到了學(xué)中用，用中學(xué)的目的，給予他們成功的樂趣。
b、仍以“Teenage problems”為場景由學(xué)生分小組自創(chuàng)小對話進(jìn)行表演。要求問到前面所學(xué)句型并要求用到本課時(shí)所學(xué)的交際用語。通過這樣的練習(xí)形式讓學(xué)生主體參與，學(xué)生的思維處于積極興奮的狀態(tài)，有利于提高課堂學(xué)習(xí)效率。
3、指導(dǎo)朗讀，感知課文
a、 在小對話表演告一段落時(shí)，自然導(dǎo)入A部分對話教學(xué)。然后播放多媒體課件讓學(xué)生感知課文，為了讓學(xué)生在聽的過程中有所側(cè)重，引起他們的有意注意，讓他們帶著問題去聽。
b、播放錄音再感知課文，以選擇題的形式檢查學(xué)生理解課文的情況。
c、跟讀課文，為避免反復(fù)朗讀時(shí)的過于枯燥，設(shè)計(jì)小小配音員的訓(xùn)練環(huán)節(jié)。
d、學(xué)生分角色朗讀對話，指導(dǎo)學(xué)生在朗讀時(shí)利用手勢、表情、動(dòng)作、聲音等手法，以加強(qiáng)語言的表現(xiàn)力，更生動(dòng)地傳達(dá)說話人的思想和感情，使學(xué)生能在熟練朗讀的基礎(chǔ)上更深地理解對話內(nèi)容。
4、面向全體，作業(yè)分層
為了滿足不同類型不同層次學(xué)生的需求，在作業(yè)布置上我嘗試進(jìn)行分層教學(xué)即讓程度較差的學(xué)生做a類作業(yè)；程度中等的學(xué)生做b類作業(yè)；程度較好的學(xué)生做c類作業(yè)，當(dāng)然，也可以根據(jù)自己的興趣特長進(jìn)行自由選擇。
a、朗讀并抄寫要求四會掌握的單詞和詞組；
b、聽錄音，朗讀課文，并根據(jù)所學(xué)話題進(jìn)行自由交談并形成文字稿。
通過這樣的作業(yè)形式爭取讓每一個(gè)孩子都學(xué)有所獲，從而達(dá)到激勵(lì)全體學(xué)生努力學(xué)習(xí)的目的。
人教版初中英語第二冊18單元說課稿一、教材分析：
１、教材的地位及作用：
第二冊第五單元第二節(jié)課， 本單元圍繞做"比較"( Makingcomparison) 這個(gè)題材開展多種教學(xué)活動(dòng)，它與上一單元聯(lián)系緊密，是它的延續(xù)。本節(jié)課是本單元的重點(diǎn)，表示數(shù)量的some,few的比較。通過學(xué)習(xí)的比較等級，進(jìn)一步加深對比較等級的語法現(xiàn)象的理解和運(yùn)用。同時(shí)通過some,few比較等級在陳述句與疑問句中的操練，進(jìn)一步提高學(xué)生聽、說、讀、寫綜合素質(zhì)能力。
２、教學(xué)目標(biāo)：（知識目標(biāo)、能力目標(biāo)、德育目標(biāo)）
知識目標(biāo)：
(１)學(xué)習(xí)、掌握some,few的比較等級；
(２)學(xué)習(xí)單詞strong。
能力目標(biāo)：提高學(xué)生聽、說、讀、寫及知識自學(xué)的綜合能力。
德育目標(biāo)：教育學(xué)生熱愛勞動(dòng)。不臀藁?No pains,no gains)。
確立教學(xué)目標(biāo)的依據(jù)：
根據(jù)英語教學(xué)大綱規(guī)定，通過聽、說、讀、寫的訓(xùn)練，使學(xué)生獲得英語基礎(chǔ)知識和為交際初步運(yùn)用英語的能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為進(jìn)一步學(xué)習(xí)打好初步的基礎(chǔ)。此外，根據(jù)我國國情和外語教學(xué)大綱的要求，現(xiàn)階段外語教學(xué)的素質(zhì)教育主要包括思想素質(zhì)教育、目的語素質(zhì)教育、潛在外語能力的培養(yǎng)、非智力因素的培養(yǎng)等四方面。
３、重點(diǎn)與難點(diǎn)：
重點(diǎn)：學(xué)習(xí)表示數(shù)量some, a few的比較等級。
難點(diǎn)：some, a few的比較等級在實(shí)際生活中的應(yīng)用。
確立重點(diǎn)與難點(diǎn)的依據(jù)：
根據(jù)教學(xué)大綱的要求，及本課在教材中所處的地位和作用。
二、教材處理：
根據(jù)以上對教材的分析，同時(shí)針對中國學(xué)生學(xué)習(xí)外語存在一定困難的實(shí)際情況。首先給學(xué)生創(chuàng)造外語語言氛圍，身臨其境地把學(xué)生帶到農(nóng)場里。同時(shí)激發(fā)學(xué)生學(xué)習(xí)興趣，使學(xué)生在參與農(nóng)場的一系列活動(dòng)中，掌握知識。后通過做游戲?qū)W(xué)生所學(xué)知識點(diǎn)進(jìn)行訓(xùn)練，從而達(dá)到鞏固知識的目的。
三、教學(xué)方法：
通過五步教學(xué)法，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進(jìn)地深化教學(xué)內(nèi)容。展開以教師為主導(dǎo)，以學(xué)生為主體的師生雙邊活動(dòng)。
四、教學(xué)手段：
主要以現(xiàn)代化電教手段－－多媒體輔助教學(xué)，貫穿整個(gè)教學(xué)過程。增加了直觀性和趣味性，加大了課堂密度，提高了教學(xué)效果。
五、教學(xué)程序：
１、新課導(dǎo)入
為了激發(fā)學(xué)生的學(xué)習(xí)興趣，引起注意，拉近師生距離，首先告訴學(xué)生這節(jié)課我將帶他們?nèi)ヒ粋�(gè)（轉(zhuǎn)載自中國教師站文摘http://www.cn-teacher.com，請保留此標(biāo)記。）有趣的地方，并請他們依據(jù)我的提示猜測要去哪里？ 當(dāng)學(xué)生猜出去農(nóng)場時(shí)，我們便"上車"， 一路歡歌(PickingApples)去農(nóng)場。隨著"嘎"的剎車聲，電腦打出農(nóng)場全景， 給學(xué)生一種身臨其境的感覺，導(dǎo)入正課。
２、新課的講解
本課利用多媒體教學(xué)手段展示了一幅幅色彩逼真、形象生動(dòng)的畫面，配有汽車聲、動(dòng)物的叫聲，栩栩如生。以學(xué)生在農(nóng)場里勞動(dòng)為主線，通過樹上結(jié)多少蘋果，學(xué)生摘多少蘋果，卡車運(yùn)多少蘋果筐，以及勞動(dòng)后學(xué)生吃多少蘋果的比較，將some,few的比較等級在一系列既關(guān)聯(lián)又相對獨(dú)立的語境中詳細(xì)講解，反復(fù)演練，使學(xué)生全面掌握。其中多媒體展示的動(dòng)畫部分更具特色，充分地調(diào)動(dòng)了學(xué)生的積極性，吸引了全體學(xué)生的注意力，達(dá)到了教育教學(xué)目的，培養(yǎng)學(xué)生思想素質(zhì)、情感素質(zhì)和英語語言素質(zhì)。
３、反復(fù)操練和鞏固應(yīng)用
為了調(diào)動(dòng)學(xué)生的積極性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多種不同方式操練鞏固。使學(xué)生處于積極思維的狀態(tài)之中，全方位、多角度培養(yǎng)學(xué)生運(yùn)用英語的能力。
４、反饋練習(xí)
本課的又高潮是將游戲與練習(xí)有機(jī)結(jié)合，融為一體。設(shè)計(jì)下棋游戲，棋盤為２０個(gè)格，每格均為在蘋果園里勞動(dòng)的情景，并配有本課的重點(diǎn)－－比較等級的練習(xí)題。棋盤的上一男一女分別代表男生和女生兩大組，值得一提的是決定男女生在棋盤上走幾步的轉(zhuǎn)盤，是用本課重點(diǎn)詞匯fewest,fewer,a few,some,more和most組成，使學(xué)生在玩中進(jìn)一步體會數(shù)量some,a few的比較等級的運(yùn)用。學(xué)生通過轉(zhuǎn)輪，邊做游戲邊做練習(xí)，寓教于樂，極大地激發(fā)學(xué)生學(xué)習(xí)興趣，同時(shí)鞏固了學(xué)生所學(xué)的知識。
５、歸納總結(jié)
本課除了板書所呈現(xiàn)的重點(diǎn)內(nèi)容外，又把本課內(nèi)容濃縮成韻律詩形式，巧妙地總結(jié)本課重點(diǎn)、難點(diǎn)，學(xué)生又通過優(yōu)美的旋律、音韻動(dòng)力聽的節(jié)奏。進(jìn)一步鞏固，加強(qiáng)對本課內(nèi)容的理解和運(yùn)用。
６、展示板書
Unit 5 Lesson 18
Kate some apples.
Jim has more apples than Kate.
Meimei the most of all.
The first truck a few baskets.
The second one is carrying fewer tham the first.
The third one the fewest of all.
本課以素質(zhì)教育為目的，結(jié)合教材重點(diǎn)、難點(diǎn)及英語學(xué)科特點(diǎn)，利用多媒體輔助教學(xué)，從視、聽、說等方面使學(xué)生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達(dá)到初步運(yùn)用英語交際的能力。由于缺少經(jīng)驗(yàn)，在教學(xué)過程中難免會出現(xiàn)不足，敬請各位老師不吝賜。
初中英語全英說課稿Unit13 Rainy days make sadHello, everyone,
Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is Section A (1a-1c , Grammar Focus) in Unit13 . It is made up of seven parts.
1. Analysis textbook(教材分析)
2. The teaching methods(教學(xué)方法)
3. The learning methods(說學(xué)法)
4. Analysis the students(說學(xué)情)
5. The procedures of the teaching(教學(xué)步驟)
6. Blackboard design（板書設(shè)計(jì)）
7. Self evaluation.(自評)
Part 1 The analysis of the teaching material:
This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education. Let the students have positive attitude to dealing with things around them.
1. Teaching objects
The teaching aims are established according to Junior School English curriculum standard provision.
A.Language goals
1). Words & expressions :tense, some adjectives of feeling
2). Key sentences Loud music makes me tense. (P103)
Loud music makes me want to dance.
That movie made me sad.
B.Ability goals
Enable the students to talk about how things affect them.
Emotion & attitude goals
Enable the students to understand the effect of things upon them.
The teaching key and difficult points are established according to Section A ,Unit13 in the teaching material’s position and function.
2. Teaching Key Points
the usage of make.
3.Teaching Difficulties
Train the Ss to use make correctly.
To improve students’ listening ability.
To train students' communicative competence.
Part 2. The teaching methods
Task-based teaching; Cooperative learning;
Part 3. The learning methods
1). Set up six steps. It is presentation– words – pairwork – listening practice–Grammar - practice
2). Ask the students to take part in class actively and develop their cooperation in the activities .
Part 4. Analysis the students
The students have learned some words about feeling and they have know the word make. But they don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes.
Part 5. The procedures of the teaching
I have designed the following steps to train their ability of listening, speaking, reading and writing, writing , especially listening and speaking. Set up six steps. It is greeting –lead-in -presentation– words – pairwork – listening practice–Grammar – practice – homework.
Step Ⅰ Lead- in.
Show the Ss a picture and then show the teaching material.
Purpose: Arouse the students’ interest of study. Bring in new subject: Rainy days make me sad.
Step II Presentation.
Review some words about feeling , then present the sentence structure.
A: What makes him/her sad?
B: Rainy days makes him sad.
Purpose :Through this part we can consolidate what they studied yesterday, communicate with others about their feelings and prepare for the new lesson.
Step III Listening (1a, 1b: P102)
Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.
Purpose :Train the Ss’ listening ability and prepare for later exercises.
Step IV Speaking (1c: P102)
Ask the students to talk about how music affects them. Let the Ss work in pairs and talk about how the two restaurants would affect them.
Purpose :Train the Ss’ speaking ability and prepare for later exercises.
Step V Do a survey.
After learning 1b , 1c , let the Ss do a survey about other things that affect them.
Purpose : This step can open the Ss eyesight and thought . It’s a step from textbook to real life .
Step VI Grammar
1). Sum the usage of make then help them to say out the sentence structure.
2). Do some exercises to consolidate the grammar.
Purpose: Train the Ss’ ability of understanding and using language.
Step VII Writing practice
1.List 4-5 things around you and then describe how the things affect you.
2.Composition Exams make me _______。
Purpose :I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
Part 6. Blackboard design
1. make +sb/sth+adj
eg: The news made him sad.
He tries his best to make his lessons interesting.
make +sb/sth+ do
eg: He made me wait for a long hours.
He made me do this exercise again.
在被動(dòng)語態(tài)中變?yōu)椋簊b be made to do
2. rather 原意為相當(dāng),為副詞
eg: It’s rather cold today. 今天相當(dāng)冷�！�
rather常與would連用 “寧可,寧愿, 還是…好些”
eg: I'd rather play tennis than swim. 我不想游泳,我寧愿去打網(wǎng)球。
Purpose：In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, I write the usage of make and rather on the blackboard in order to tell the students that this is of the importance in this class. I want to use them correctly and flexibly.
Part 7. Self evaluation.(自評)
In order to make the students the real masters in class while the teacher himself acts as director. I designed some activities to arouse the students’ interest of studying .The students can learn the target language easily .Also ,by these activities , I’ve cultivated the students’ spirit of cooperating , trained the students’ skills of listening ,speaking , reading , writing , improved the students’ ability of collecting information and dealing with the information . Help the students to form a positive attitude towards life .Thanks for listening .
人教版初二上英語說課稿Unit1
Unit 1 How often do you exercise
Section A說課教案
1a ---1c
教材分析：本單元以“How often do you exercise ?”為話題展開教學(xué)活動(dòng)。首先學(xué)會恰當(dāng)?shù)厥褂妙l率副詞及短語，再學(xué)會描述課余時(shí)間的活動(dòng)安排和基本飲食結(jié)構(gòu)。通過復(fù)習(xí)七年級學(xué)習(xí)過的動(dòng)詞短語，及本單元的聽力練習(xí)，各種方式的口語交際活動(dòng)和寫作練習(xí)，使學(xué)生積極參與，合作，從而培養(yǎng)學(xué)生的綜合語言運(yùn)用能力。教材在本單元的開篇，即本課時(shí)，安排了關(guān)于談?wù)撜n余時(shí)間的各項(xiàng)活動(dòng)，以及初步認(rèn)識和使用頻率副詞，為進(jìn)一步地使用頻率副詞及動(dòng)詞短語做語言知識上的準(zhǔn)備。
教學(xué)目標(biāo)：
A：語言目標(biāo)：恰當(dāng)使用always usually often sometimes hardly ever never 等頻率副詞和日�；顒�(dòng)短語：watch TV go shopping read books exercise等。
掌握句型： What do you usually do on weekends? I often go to the movies.
What does she do on weekends ？ She often goes to the movies.
B：能力目標(biāo)：學(xué)習(xí)描述課余時(shí)間的活動(dòng)安排，初步培養(yǎng)學(xué)生的語言綜合運(yùn)用能力。
C：德育目標(biāo)：培養(yǎng)學(xué)生的邏輯表述能力，激發(fā)學(xué)生的積極思維，并使學(xué)生互相了解，增進(jìn)友誼，加強(qiáng)人際交往，以形成良好的人際關(guān)系。
教學(xué)重點(diǎn)：核心句型： What do you usually do on weekends?
I often go to the movies.
教學(xué)難點(diǎn)：第三人稱單數(shù)謂語動(dòng)詞在此核心句型中的運(yùn)用。
教學(xué)用具：詞匯卡片 多媒體課件一套
教學(xué)過程：
Step1 Warm-up activities
(1) Do it (學(xué)生按教師的指令做動(dòng)作)
T：Read books. / Do homework!/ Draw pictures/ Look at the blackboard
T: run / stop / stand up / sit down.
(2) Do as I do.（學(xué)生跟老師邊說邊做動(dòng)作）
I read books on weekends.
I run on weekends.
I do my homework on weekends.
Step 2 Revision and presentation
(1)教師問：“What do you usually do on weekends ? ” (并且板書)讓學(xué)生根據(jù)自己的實(shí)際回答 I usually …… on weekends.
(2)教師出示動(dòng)詞卡片 watch TV、read books 、exercise 、clean、skateboard、 play basketball、wash clothes、go shopping、 go to movies讓學(xué)生認(rèn)讀。
(3)做游戲：“ What’s missing?” (學(xué)生先把動(dòng)詞卡片全部讀一遍，教師從卡片中任意抽掉一張，再讓學(xué)生看卡片讀動(dòng)詞短語，然后讓學(xué)生說出抽掉的是哪一張?jiān)~匯卡片。)
Step 3 Pattern drill and dialogue
（1）出示詞匯卡片給學(xué)生，并提問：“What do you usually do on weekends?” 引導(dǎo)學(xué)生回答： I usually …… on weekends.
（2）Task one “Find my group members.”
在規(guī)定 時(shí)間內(nèi)填完活動(dòng)表格，再向周圍同學(xué)開始詢問，找出與自己課外活動(dòng)大致相同的同學(xué)請他或她在每項(xiàng)活動(dòng)后面簽名。
Activity
Name
（3）Look at the picture on the book ,name each activity .Then ask students to point to each picture , ask and answer in pairs . “What ’s the boy/girl doing ? ” “He/She is reading .” Check the answers on the blackboard and ask students to correct their own activities.(1a )
Step 4 Presentation and drill
（1）教師指著屏幕說：“ Now let’s see my activities on weekends. 屏幕上出現(xiàn)各項(xiàng)活動(dòng)的圖片并介紹。 I always read books at 6:00 in the morning. Then I usually run at 6:30. I often clean my house in the afternoon. Sometimes I watch TV, but I never watch TV too much. I hardly ever go to the movies.
（2）點(diǎn)擊鼠標(biāo)屏幕上出現(xiàn)頻率副詞及相關(guān)的百分比。
always(100%) usually(80%) often (30-50%)
sometimes(20%) hardly ever(5%) never(0%)
領(lǐng)讀頻率副詞，讓學(xué)生快速認(rèn)讀。
（3）分別點(diǎn)擊活動(dòng)圖片，每個(gè)圖片正面出現(xiàn)一個(gè)頻率副詞。
教師依次提問： What do you do on weekends?
引導(dǎo)學(xué)生用圖片中的活動(dòng)及副詞回答，如：I usually run.
（4）TaskTwo: Making cards
每個(gè)學(xué)生把自己的課外活動(dòng)做成卡片，再把頻率副詞做成卡片，然后一個(gè)學(xué)生問What do you do on weekends? 另一個(gè)學(xué)生分別拿一張活動(dòng)卡片和頻率卡片并用其進(jìn)行回答。
Step 5 Practice and drill
（1）Play the recording the first time .Students only listen . Play the recording a second time . Point to the pictures . This time say , Listen to the conversation and write the letter of one activity (a through e )after the word in the list .(1b)
(2) 屏幕上出現(xiàn)一張一個(gè)女孩讀書的圖片，教師提問：
What does she do on weekends?
再點(diǎn)擊圖片出現(xiàn)副詞often 引導(dǎo)學(xué)生回答 She often reads books.
(3) 點(diǎn)擊屏幕出現(xiàn) A：What do you do on weekends?
B: I often read books.
C: What does she do ?
D: She often reads books/
(4) 點(diǎn)擊圖片出現(xiàn)活動(dòng)圖片，四人小組練習(xí)對話。
(5) Task three: Do a survey “What does she /he do on weekends ?”
Name
Activity
How often
Step 6 Homework
(1) Make a conversation “What do you usually do after school ?” in groups.
(2) Collect some information about your favorite teacher with your partners ,such as his or her personality , hobby , eating habit and so on . Then introduce this teacher to us .
教學(xué)板書設(shè)計(jì)：
Unit 1. How often do you exercise ? 1a-----1c
A:What do you usually do on weekends?
B:I often go to the movies.
教學(xué)策略：根據(jù)本課時(shí)的特點(diǎn)，我安排了六個(gè)環(huán)節(jié)，第一個(gè)環(huán)節(jié)讓學(xué)生按老師的指令做動(dòng)作來調(diào)整學(xué)生的精神狀態(tài)，同時(shí)又復(fù)習(xí)了一些動(dòng)詞，為新課做知識上的準(zhǔn)備；在第二個(gè)環(huán)節(jié)中，通過復(fù)習(xí)舊句型“What do you usually do on weekends ? ”，引出了七年級曾學(xué)過的頻率副詞usually和一些動(dòng)詞短語,減輕學(xué)生學(xué)習(xí)新課的難度；第三環(huán)節(jié),通過完成課本Activity 1a和Task 1來加強(qiáng)說和寫的能力的培養(yǎng)；第四環(huán)節(jié)出現(xiàn)了本課時(shí)的重點(diǎn)，因?yàn)榫湫鸵颜莆帐炀�，這些重點(diǎn)內(nèi)容——新頻率副詞的使用，也迎刃而解，再通過Task Two: Making cards這一有趣的活動(dòng)來加深理解；第五環(huán)節(jié)，是我在教學(xué)中的擴(kuò)展和延伸，在完成課本Activity 1b和Task3的過程中，把學(xué)生們學(xué)習(xí)一般現(xiàn)在時(shí)態(tài)的難點(diǎn)，用對比的方式清楚地呈現(xiàn)給學(xué)生，使學(xué)生充分感知和理解，使學(xué)生在交際中對語言的認(rèn)識得到升華。在第六環(huán)節(jié)中，我安排了編對話活動(dòng)來加強(qiáng)聽說能力的培養(yǎng)，第二題是一個(gè)開放性的作業(yè)，在鍛煉學(xué)生的綜合語言運(yùn)用能力的同時(shí)，又讓他們學(xué)會合作與交流。在本課的整個(gè)教學(xué)過程中，教學(xué)重點(diǎn)內(nèi)容（1c）貫穿始終，這是在教學(xué)實(shí)際中對教材的調(diào)整，由于本課教材沒有涉及到一般現(xiàn)在時(shí)態(tài)的單三形式，而它又是中學(xué)生學(xué)習(xí)英語易疏忽的問題，所以我在本課做了補(bǔ)充。
八年級上Unit 1 How often do you exercise?
Section B（3a—4）課堂教學(xué)設(shè)計(jì)
◆ 教材分析：
下面我要說的內(nèi)容是人教版八年級上Unit 1 Section B(3a--4) Page 5，本單元以“How often do you exercise ?”為話題展開教學(xué)活動(dòng)。首先讓學(xué)生學(xué)會恰當(dāng)?shù)厥褂妙l率副詞及短語(always, usually, often, sometimes, hardly ever, never) 再學(xué)會描述自己或他人的生活方式。通過復(fù)習(xí)已學(xué)習(xí)過的動(dòng)詞及短語(shop, exercise, read, go to the movies, watch TV, ,eat vegetables/fruit/junk food, ect)，使學(xué)生積極參與，主動(dòng)合作，讓學(xué)生在完成任務(wù)的過程中，使用英語獲取信息，用英語進(jìn)行交流，從而培養(yǎng)學(xué)生運(yùn)用英語的能力。本單元的Section A部分，已初步認(rèn)識和使用了頻率副詞，為進(jìn)一步使用頻率副詞及動(dòng)詞短語做語言知識上的準(zhǔn)備。本課時(shí)主要在此基礎(chǔ)上培養(yǎng)學(xué)生對語言知識點(diǎn)的綜合運(yùn)用能力，讓學(xué)生學(xué)會閱讀、學(xué)會寫作，學(xué)會調(diào)查，讓學(xué)生在體驗(yàn)中內(nèi)化語言知識，從而培養(yǎng)學(xué)生對頻率副詞以及 how often句型的使用能力。
◆ 教學(xué)目標(biāo)：
1、知識目標(biāo)
(1)掌握以下詞匯：
habit, try, lifestyle, grade, better, same, as, different, maybe, although, for,
of course, look after, good—better—best, healthy—healthier—healthiest
(2)掌握并會運(yùn)用下列重要短語和句型：
look after = take care of the same as try to do sth. get good grades
－How often do you exercise? －I exercise every day.
－How often does she drink milk? －She drinks milk every day.
2、能力目標(biāo)
讀：通過學(xué)習(xí)本課時(shí)的短文，能讀懂介紹個(gè)人生活方式的文章。
說：利用所學(xué)知識或提示的信息，能在短時(shí)間內(nèi)復(fù)述課文。
寫：能用本節(jié)所學(xué)知識，描述有關(guān)自己或熟人生活習(xí)慣的短文。
3、情感目標(biāo)
通過本單元的學(xué)習(xí)，養(yǎng)成健康的飲食習(xí)慣，保證充足的睡眠時(shí)間，進(jìn)行合理的運(yùn)動(dòng)鍛煉，以保持健康的體魄。
◆ 教學(xué)重點(diǎn)：
１. 能正確運(yùn)用頻率副詞和How often…?句型。
２. 培養(yǎng)學(xué)生良好的閱讀習(xí)慣和運(yùn)用所學(xué)知識進(jìn)行書面表達(dá)的能力。
◆ 教學(xué)難點(diǎn)：
能運(yùn)用頻率副詞描述自己或別人的生活方式。
◆ 教學(xué)方法：
任務(wù)型教學(xué)法和分層教學(xué)法．從學(xué)生“學(xué)”的角度設(shè)計(jì)教學(xué)活動(dòng)，使學(xué)生的學(xué)習(xí)活動(dòng)具有明確的目標(biāo)，把注重語言本身轉(zhuǎn)變?yōu)樽⒅卣Z言習(xí)慣，隨著“任務(wù)”的不斷深化，整個(gè)語言學(xué)習(xí)的過程也越來越自動(dòng)化和自主化；分層教學(xué)能激發(fā)各個(gè)層次的學(xué)生獲取語言信息知識的欲望，提高他們的自信心，從而培養(yǎng)學(xué)生學(xué)習(xí)英語的濃厚興趣。
◆教學(xué)手段：
運(yùn)用多媒體輔助教學(xué)，能使抽象的語言變得直觀形象，為學(xué)生運(yùn)用英語進(jìn)行交際創(chuàng)設(shè)情景，實(shí)現(xiàn)師生互動(dòng)，生生互動(dòng)多向交流。
