《初中英语八年级下册说课稿》汇编(完整版)资料.doc
初中英语八年级下册说课稿汇编（完整版）资料(可以直接使用，可编辑 优秀版资料，欢迎下载）初中英语八年级下册go for it 说课稿 Unit 6八年级（下）英语教案单元备课Unit 6 How long have you been collecting shells? 教学向导：（六大板块）语言功能：谈论人们做某事持续多长时间语言结构：现在完成进行时、一般过去是、现在进行时语言目标：Ive been skating since nine oclock When did you start skating ? I started skating at nine oclock. Students are skating at Hilltop School学习策略与思维技巧：引导、合作跨学科学习：历史知识、文化学习教学重点：现在完成进行时态的构成及应用教学难点：现在完成时与现在完成进行时的区别 教学方法：先学后教、当堂训练学习方式：自主、合作学习 情感目标：通过对收藏的有关讨论，培养学生优良的生活习惯。使学生学会表达自己的爱好和持续的时间及有多少收藏品。重点词汇及短语：since . for. raise .collect . run out of. foreigner. The Olympic Games. be interested in. would like to do sth.a pair of more than .go skating. quite far from. enioy doing sth.课前任务：Task1.请同学们回家调查家庭成员持续做某事的时间，课前以小组为单位进行汇总，选出做某事最长时间的人。最后再选出班里做某一事情最长时间的人。Task2.每个学生将自己的爱好及出现的时间写出来，并询问同伴的爱好及持续的时间。Task3.每个学生都有自己的爱好，如集邮、收集装饰品等，把自己的爱好及收藏带到班上来。相互了解各自的收藏品、选出最有趣的收藏来课时备课：任务：我的爱好目的：通过学生小组活动，调查彼此的爱好及持续的时间。喜欢使用for 和 since表达自己的爱好持续的时间，培养学生应用英语进行交际的能力。材料：表格若干张语言技能：listening .speaking .reading and writing语言知识：现在完成进行时的用法及复习一般过去时提示词语及句型：skate, collect,Whats your hobby?I likeHow long have you been skating?I have been skating since nine oclock/for five years.How long did you? When did you 活动形式：四人小组课前任务：课前发给学生表格 向学生布置任务：在表格中写出自己 的爱好及持续的时间。教学过程： Step1.Warm up ( Section A 1a)Discuss these questions in small group.1. How long did you sleep last night ?2.When did you start class today ?3.How long have you been in class today?T: Alison, how long have you been skating? Ss: Ive been skating for five hours.T:Explain the Grammar Focus:have /has been doing sth. Ss: Listen to the teacher and think aboutStep2.Listen and pairwork(1b . 1c) 学生听录音完成1b，抽一个学生上黑板完成。全班核对答案，给予点拨。两人一组据图片上内容进行问答，熟练句型，强化口语。教师四处走动。捕捉信息，及时指导。Sa: How long has Alison been skating? Sb: Shes been skating for five hours.Sa: How long did Sam skate? Sb:He skated for four hours.Step3.听录音，完成2a.2b学生齐读句子两次，同桌交流有关问题及答语。学生听录音完成2a，教师放录音，学生再听一次完成2b.全班核对答案，必要时给予帮助。 Step4.Role play (2c) 两人一组分别扮演记者和Alison 掌握句型，强化口语.Sa: How long have you been skating ? Sb:Ive been skating since I was seven years old.Step5: Make a survy then report 做法：1.四人小组中相互调查并各自介绍自己的爱好及持续的时间2. 全班汇总，选出做某事最长时间的人。NameHobby How long Since/for Since/for Since/for Sa: Hello,whats your hobby? Sb:I like swimming.Sa:How long have you been swimming? Sb:Ive been swimming since I was a child./for two years.附板书设计：Unit6 How long have you been collecting shells? How long have you been skating ?Ive been skating since nine oclock./for five hours. When /How long did you .? The Second Period (P.46P.47)任务：收藏展目的：通过学生相互了解各自的爱好与收藏，使学生学会表达自己的爱好和持续的时间。材料：表格若干张语言技能：listening . speaking and writing.语言知识：现在完成进行时和一般过去时的用法提示词语及句型：raise several stamp skater What does Bob collect ? He collects kites. How long has she /he been collecting kites?活动形式：四人小组课前任务：请同学们把自己的收藏带到班里来。教学过程： Step1: Warm up Talking about some studentshobby and its time in classStep2: Read and complete(3a .3b)学生读短文内容并相互讨论图片上的内容，理解表格要求。教师放录音，学生跟读，找关键的信息填表格。全班核对答案，必要时讲解。Step3. GroupworkName SportWhen startedHow longYelanTennis Eleven years oldThree and a half years Sa: Yelan, what sport do you play? Sb: Tennis.Sa: When did you start? Sb: When I was eleven.Sa: So how long have you been playing ? Sb: Three and a half years.在四人小组中进行询问并做好记录，熟练句型、强化口语。教师抽查个别小组情况，让他们在班上做怀抱，学生平出最佳优胜者。（按口语流利、合作密切、无语法错误等。）Step4: learn by themselves (Section B 1a. 1b)两人一组进行讨论，共同过程图片并模仿1b中的句子进行口语练习，把自己收藏或想收集的东西填在表格中。Step5.Listen and complete(2a.2b)Step6.Make a survey and reportNameCollectionsWhenHow longHow many 课上任务：同学们把自己的收藏带到班里。课上任务：四人一组，互相询问各自的收藏并完成表格。选出本组最喜欢的或最有趣的收藏；请几位学生代表在班上做介绍。最后评出一种最有特色的收藏来。Sa: What do you collect? Sb: I collect -Sa:How long have you been collecting them? Sb: Ive been collecting them since-Sa: How many do you have? Sb:I have-Sa: When did you start ? Sb: When I was -years old.Sa:What would you like to collect in the park? Sb:Id like to collect-Step7 Exercise(见投影)Jim 是个收藏爱好者，他最爱收藏贝壳，让我们一起看看他的情况吧！A: Hello,Jim. May I ask you some questions? B:Certainly!A: When were you born ? B:I was born 1 Feburary 18,1982.A: 2 were you born? B:I was born in Englandin a small town in London.A:How 3 had lived there for about five years. B:Only five years?A:Yes, then my 4 moved to America. B:Why did you move here?A:Because my father 5 in America.A:Whats your hobby? B:I like 6 A: Whats your favourite hobby? B: Of course ,shells.A: 7 8 have you been collecting shells? B: I have been collecting shells 9 I was five years old.A:How 10 shells have you been collecting? B: About five hundred shells. 课后作业：Do it on page 62 (VI)附板书设计：Unit 6 How long have you been collecting shells?T:What do you like doing? Ss: I like collecting stamps.T:Why do you like collecting stamps? Ss: Because its very interesting. T: Good!The Third Period (P.48-P.49)Step1. Warm up (3a)T: look at this snow globe.Whats in it? Ss:Its a moster /a birthday cake.Therere two bears in it.T: How long has Elen been collecting snow globes? Ss: For seven years.T: Where does Elen store the snow globes? Ss: Theyre all around Elens apartment,even in the boxes under her bed.T: What should She like to do ? Ss: She should like to start a snow globe collectorsclub.Step2.Groupwork (4a)Make a survery then report.Name HobbyHow longMore information Sa: Whats your hobby , Li Lei? Sb: I like doing -Sa: How long have you been doing that? Sb: For -/ since-Sa: Where do you -? Sb:In the park /-.Step3. Task4. 招聘广告及求职报告 课前任务：以小组为单位，设计本组的招聘广告。贴在教室四周墙上。 课上任务：1. 学生们在广告上寻找自己想得到的工作，并完成一份自己的求职报告。 2.写好求职报告后在班上做报告。课后任务：整理自己的求职报告并张贴在教室墙上（设计为手抄报）目的是让学生们相互了解，取长补短。目的：通过四人小组讨论、合作设计出自己的招聘广告，让学生学会写求职报告并能随时去应聘，找到自己的工作。材料：纸、笔语言技能：Speaking . reading and writing.语言知识：现在完成进行时的应用提示词语及句型：be interested in since for How long have you been ?活动形式：四人小组Step4.Selfcheck(1.2)1. 学生独立完成1中练习。完成前全班读所给出的动词3次并提问有关的用法。抽个别学生在黑板上写答案，必要时给予帮助。2. 师生读广告谈论问题，然后完成求职信，巩固现在完成进行时的用法，找一个学生上黑板完成，最后核对信的内容。Step5. Groupwork (4b.3b) Discuss the questions on Page 48 .4b then finish3b.Step6.Homework 整理求职报告并设计为手抄报形式。书面表达：My Hobby附板书设计：Unit 6. How long have you been collecting shells? Whats your hobby? How long have been-?The fourth Period(P.50-P51.)课前任务：划分音节并抄三次单词，翻译短文内容找出有用的词组。课上任务：Step1.Warm up (Section 1)T: How much do you know about history? Ss: Discuss the four questions in small groups.Step2.Listen and read(Section 2)a. 学生听短文，并跟读，培养学生的能力。B.分组讨论，并找出有用的词组或句型c.将这些词组组成句型板书在黑板上Step3.read and finish(3a) 学生自由读短文，并完成3a，全班核对答案。Step4.Groupwork(3b)四人小组中进行操练，三个人对话，另外一个人倾听并做好复述（即重复三个人说过的句子，强化口语）Sa. I m going to work in Australia. Sb. If you do that ,youll miss your family.Sc. If she works far away, she will miss her family. Sd. Repeat the three sentences.Step5.Go for it !(Section 4 )Talk with the class about people moving If I move to a foreign countryIf a foreigner moves to China.Step6.Exercise一， 用括号内所给词的适当形式填空1. Theyre very _(interesting ) in this movie. 2.How long have you been _(write) in English?3.Thanks for _(help) me so much. 4.He likes stamps very much ,Hes a stamp_(collect). 5.I have been collecting_(snowy) globe for seven years.二单项选择（64页Workbook）附板书设计： Unit 6How long have you been collecting shells?Its + adj. +for sb.+to do sth.Its important for me to learn English well.The+比较级，the + 比较级 越来越Enjoy doing sth start doing sth Ive been teaching Engish since 1986.or for 20 years。新目标英语八年级下Unit6：SectionB 3a3b3c(Go for it 2A)说课稿 一、教材分析： 、教材的地位及作用：第二册第六单元第五节课，本单元围绕表述个人特征，对人物进行比较这个题材开展多种教学活动，学会用形容词的比较级来对两个人的外貌及个性进行比较。本节课是堂阅读课，它通过前几节课学习的比较等级，进一步加深对比较等级的语法现象的理解和运用。同时通过对与朋友间的相同及不同之处的描述，进一步提高学生听、说、读、写的综合素质能力。 、教学目标：（知识目标、能力目标、情感目标、学习策略目标） 知识目标： ()学习单词：opposite, view, interest, most of, though, opinion, really()掌握句子：Should friends be different or the same?I like to have friends who are like me.I like to have friends who are different from me.能力目标：提高学生听、说、读、写及知识自学的综合能力。 情感目标：通过形象、生动的教学使学生掌握如何去比较两个人，并从中学会欣赏别人中，享受与不同的人交往的乐趣。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。学习策略目标：善于抓住用英语交际的机会。积极参于，善于合作。 确立教学目标的依据： 根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。 、重点与难点： 重点：学会用形容词的比较级来对两个人的外貌及个性进行比较。 难点：文章中较难句子的理解及应用。 确立重点与难点的依据： 根据课程标准的要求，及本课在教材中所处的地位和作用。二、说教法： 为了更好地突出重点，突破难点，我主要采用了：1.任务型教学法：新课标倡导的“玩中学，学中玩”的理念也很受学生欢迎。例如，阅读文章时我设计了一张表格，让学生阅读后完成表格并复述。培养学生逻辑分类与表述能力。2.竞赛教学法：根据初中生争强好胜的性格特征，我每堂课都进行俩俩对话，激发学生兴趣，给学生创造外语语言氛，培养学生集体荣誉感。实践证明这是个复习巩固旧知识的好办法。 三、说学法： 1.善于抓住用英语交际的机会，充分感知，积极体验，大胆实践。例如，在复习环节，学生可以利用很多机会：One minute dialogue（每组都有一次机会），Revise words and phrases（每人至少一次），Act out the conversation（每组一次）。2.积极参于，善于合作。例如，本课设计了几个任务，操作简单，学生一定很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。 四、说流程： 1.总体设计及依据 课前准备和复习（10分钟）阅读（20分钟）任务应用（8分钟）写作交流（6分钟）作业布置（1分钟）依据：遵循人类认识过程的普遍规律和学生认识活动的特点。 教师为主导，学生为主体。2.分步设计及依据Step课前准备和复习（10分钟）1. 一分钟俩俩对话。自由选择已学过或未学句型进行一分钟限时比赛。创设英语氛围，引进竞争机制，活跃课堂气氛，调动学习积极性。同时促进预习的开展，为新课导入做准备。2. 用卡片复习本单元重点词汇与短语。直观教学，加深印象，促进单词记忆，为新课的活动做准备。3.学生拿出课前准备好的自己小时候与现在的相片，然后进行比较，从而复习巩固本单元的重点：形容词的比较级。Step阅读（20分钟）1. 让学生自行阅读课文2分钟，找出难理解的词汇或句子。然后教师给与解答。为理解课文及3c的写作扫清语言障碍。2.划出文章中描写人物性格特征的词。复习巩固形容词的比较级的变化规律，3.完成表格，加深对文章的理解。What kind of friend he/she likes The same as best friendDifferent from best friend James GreenHuang Lei Mary Smith Step任务应用（8分钟） 根据所完成的表格，Say sth about James, Huang Lei, Mary and their friends.让学生学会交际使用，训练说的能力。Step写作交流（6分钟）对本堂课所学知识进行了综合运用，培养了学生听说读写能力。教师要引导学生从中学会欣赏别人，享受与人交往的乐趣。Step作业布置（1分钟为了巩固课堂上所学知识，给学生布置课外作业：继续完成写作并完成自测部分练习。3.板书设计（根据本课的重难点）Unit 6 Section B 3a-3cShould friends be different or the same?I like to have friends who are like me/different from me.Im quieter than he is. Carol is really funny and more outgoing than I am.本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用任务型教学，从听、说、读、写等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。Unit 6 How long have you been collecting shell ?Teaching goals:1. Words and expressions in this unit .2. 现在完成进行时的用法。3. Patterns: How long have you been doing sth ? I have been doing sth since . I have been doing sth for (period of time) .4. 谈论人们做某事持续多长时间。 5. 谈论人们的业余爱好。Important and difficult points:1. Words and expression in this unit .2. 现在完成进行时的用法以及与现在进行时和过去进行时的区别。Teaching aids: teaching cards , pictures , a tape recorder . Period 1Teaching procedures :Step 1 Leading in Ask one of the students the question: Liu Ziyang, when did you study English ?Help the student answer: I studied English in 2003.Say,in this unit were going to talk about how long weve been doing things .Then ask :Liu Ziyang, how long have you been studying English ?Help him to answer : I have been studying English since 2003./I have been studying English for two years .Get Ss to repeat .Repeat the activity with other students .Step 2 Pre-task SB Page 44 , 1a .1. Ask a student to read the three questions ,and answer the questions as example like this: I started class at 9:00 .I slept for ten hours . I have been skating for five hours/ I have been skating since five years ago .2. Have Ss work in groups of four .3. Ask the class each question and call on several different students to answer .Step 3 While-task SB Page 44 , 1b .1. Play the recording and get Ss to fill in the chart .2. Correct the answers . SB Page 44 , 1c .In pairs ,get the students to ask and answer .Then ask some pairs to say their conversations to the class.SB Page 45 , 2a & 2b .1. Read the instructions and have Ss know what to do .2. Play the recording .Ss write down their answers .2. Correct the answers .Step 4 Post-task SB Page 45 , 2c .1.Read the example in sample dialogue in activity 2c .2.In pairs,role play the interview between Alison and the reporter .3.Ask two pairs to say their conversations to the class .Step 5 Grammar Focus SB Page 45 , grammar focus .1. Review the grammar box .2. Explain that in these sentences “since” comes before a date and “for” before a period of time .3. Ask What is the difference between “How long did you skate ?”and “How long have you been skating?” .Explain that “did” question means that the person has stopped doing the action .The “have you been” question shows that the person is continuing to do the action at the present moment .Step 6 Homework Review the present perfect progressive . Period 2Teaching contents: SectionA 3a,3b,4,SectionB 1a,1b,2a,2b,2c.Teaching procedures:Step 1 Leading inAsk some students the questions: How long did you skate ?How long have you been studying English ?Step 2 Pre-task SB Page 46 , 3a .1. Ask Ss to read the passage and fill in the table .2.Check the answers .SB Page 46 , 3b .Read the instructions and ask Ss to complete the task .Correct the answers .Step 3 While-task SB Page 47 , 1a & 1b .1. Ask different students to say the items they see in the picture .2. Ask students to write the names of things they collect and things they would like to correct in the chart .3. Ask some students to read their lists to the class .4. In pairs ,let students tell their partner what they collect and what they would like to collect .Say why .5. Ask several pairs to say their conversations to the class .SB Page 47 , 2a & 2b .1. Read the instructions and let the students know what to do .2.Play the recording and get students to fill in the chart .3. Correct the answers .Step 4 Post-task SB Page 47 , 2c .1.Ask two students to read the example in the sample dialogue .2.Have students practice conversations in pairs .3.Ask two pairs to say their conversations to the class .Step 5 Homework SB Page 46 , Part 4 .1.Read the instructions and ask two students to read the dialogue .2.Make sure students understand what they need to do .3.Have students complete the work in groups of four after class .Period 3Teaching contents: Section A 3a,3b,4a,4b,selfcheck.Teaching procedures:Step 1 Leading in Check the homework .Ask on group of students to share their conversations with the class .Step 2 Pre-task SB Page 48 , 3a .1. Ask some different students to tell what they
