人教版英语八年级上册unit4说课稿

人教版英语八年级上册unit4说课稿 | 华文宇 | 2017-09-30 08:51:49 共有2个回复
  1. 1人教版八年级英语上册 Unit7 How do you make a banana milk shake Section A1a-3a说课稿
  2. 2人教版八年级英语下册unit4说课稿

学习制作奶昔所需的相关词汇和句型,加德纳的多元智能理论强调教育的目的是真正理解并学以致用,我参与了次活动这些活动使我。

人教版八年级英语上册 Unit7 How do you make a banana milk shake Section A1a-3a说课稿2017-09-30 08:49:07 | #1楼回目录

Unit7 How do you make a banana milk shakeSectionA1a-3a说课稿

一、 说教材一教学内容分析: 本课是《义务教育课程标准实验教科书英语》 (人民教育出版社)八年级上册第七单元 How do you make a banana milk shake第一课时。本单元中心话题是学习询问和描述一种食物的制作过程, 本课时学习“询问和描述香蕉奶昔和水果沙拉制作过程。主要语言结构为:祈使句的运用 How many /How much 引导的特殊疑问句。通过本课的学习进一步培养学生的跨文化意识和综合语言运用能力。 本单元分为SectionA 、SectionB.和 Self check 三部分.SectionA 提供了本单元教学的基本词汇和语言结构,并通过简单的语言活动进行操练和巩固SectionB 是学生在掌握了SectionA 的基础知识后的拓展和延伸。

(二)教学目标:

1.知识与能力:

1).语言知识目标:通过学习使学生掌握并能熟练运用四会三会词语和句型。 Words: milk shake yogurt watermelon ingredient blender teaspoon peel pour finally. Sentences: How many …/ How much… do we need

2) .语言技能目标:能运用所学词汇句型描述奶昔、水果沙拉等食物制作过程,能在真实情景中熟练运用。

2.过程与方法:通过听说读写等任务型活动,熟练应用所学单词和动词词组,掌握描述过程, 听从指令。

3.情感态度与价值观: 通过创设人文情景,学生身临其境感受和体验,使语言学以致用,激发学生的学习积极性。 体会在活动中学习英语的乐趣。 培养学生乐于与他人合作的精神及爱生活和爱做家务的好习惯。

4.文化意识目标:了解西方人的饮食文化。

5.学习策略目标:通过学习,使学生在一定程度上形成自主学习、探究学习、合作学习的习惯,有效交际、用英语思维的能力。

(三)、依据新课程标准及本单元总目标确定本课的教学重点为:

重点:

学习制作奶昔所需的相关词汇和句型。

难点:

学会制作奶昔、沙拉并描述其过程。

二、学情分析:

本课教学对象为八年级的学生。这一阶段的学生思维能力发展较快,自我 意识增强,在情感方面能进行自我教育。好奇心强,喜欢探索新鲜的事物,喜 欢动手参与,也喜欢竞赛。经过一年的新课程理念的熏陶及实践,有了初步的 自主、合作、探究、实践的能力。 因此我将此课设计为活动课,并引入竞争机制,满足学生学习需要,同时利 用预习指导既培养了学生的学习策略,也降低了学习难度,为新课的顺利开展 打下伏笔。

三、教法

《英语课程标准》强调课程从学生的学习兴趣,生活经验和认知水平出发,倡

1.导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力, 使语言学习的过程成为学生形成积极的情感态度, 主动思维和大胆实践、 提高跨文化意识和形成自主学习能力的过程。 加德纳的多元智能理论强调教育的目的是真正理解并学以致用。 基于上述理论和英语课程标准对 4 级学生的要求及学生的心理特点和认知发展规律,结合任务型语言教学模式,采用多元智能理论的教学设计策略,通过对fruit 的头脑风暴,句型的练习,听力的训练及制作奶昔的示范,让学生为完成任务获得必需的知识、能力、信息和文化理解,最后小组合作完成水果沙拉的制作并描述其过程,实现了任务目标、感受到成功。

2.教学手段: 运用多媒体辅助教学,我将本课所需要的动画、录音、图片、文字、图表和音乐制成 CAI 课件, 使抽象的语言变得直观, 为学生运用英语进行交际创设情景,实现师生互动,生生互动和人机互动的多向交流。如形象的动画向学生展示制作奶昔的全过程,信息传输数量多、速度快、质量高,取得良好的教学效果。

3. 游 戏 辅 助 教 学 。 如在 教 学 过 程 的 第 七 环节 , 我 教 学 生 make faces 来 操 练First …next ..then …finally.极大程度的调动了学生的学习积极性,从而熟练掌握了本课的知识点。

四、学法指导

《英语课程标准》把“培养学生学习英语的兴趣,树立自信心,培养良好学 习习惯和形成有效策略,发展自主学习和合作精神”放在了首位。依据课改的 精神,我从以下几个方面对学生进行学法指导。

1、学习方法的指导 培养学生观察力,想象力,记忆力以及思维能力。用生动的课件调动学生的感 官进行听说读写的训练。

2、学习积极性的调动 设置真实情境制作水果沙拉,为完成任务(描述食物制作过程)服务。把课堂 变成有声有色的舞台,让学生乐学、会学到创学。

3、学习能力的培养 通过连贯的听说读写,游戏,竞赛等,培养学生的交际能力,发展他们的思维 能力。

4、学习策略的指导 在课堂活动中把学生分成六人小组的学习小组,让他们围绕着课堂任务分工合 作,在活动中相互探讨、相互交流、相互合作,从而获得知识、技能和情感体 验,发展他们的能力。

五、教学程序:

Step 1 Warm up and lead in. Get the students to enjoy a piece of flash show. Greedymonkey .

Step 2 RevisionShow pictures and review the names of some fruit.T: Do you like fruit What kind of fruit do you likeWhat is your favorite drink Today we are going to learn a new kind ofdrink--a banana milk shake . Do you want to know how to make it设计意图:采用兴趣型教学策略,多媒体呈现水果激发学生探索的动机和愿望。通过头脑风暴唤醒学生的言语智能,既检查学生的预习效果,培养学生自我学习的能力也培养了学生的发散思维能力。以旧引新为新课内容铺垫。

Step3 .Presentation(while-task)T:Let’s see how to make a banana milk shake. What ingredients do we needTeach ingredient /yogurt…What tools do we need Teach blender / turn on/cut up…1.Peel three bananas2.Cut up the bananas.3.Put the bananas and ice cream in the blender.4.Pour the milk in the blender.5.Turn on the blender6.Drink the milk shake.设计意图:形象生动的动画展示制作过程,初步感知新知。

Step4 Practice1a. Write down the words. 1b. Listen and number.设计意图: 本环节是教材安排的任务型听力活动, 目的是让学生在听音时抓住关键词,培养学生边听边做笔记的学习策略。

Step5. PresentationPairwork:T: Tell your partners how to make a banana milk shake or strawberrymilk shake . You can use these words: “ first next then and finally”.设计意图: 由香蕉奶昔的制作拓展到其它奶昔制作同时介绍表示顺序的副词, 培养学生创新精神,进行探究学习。

Step 6 Play a game. How to make your friends laugh PracticeFirst…next …then… finally…设计意图:采用 TPR 全身反应教学法,全方位的运动,全感官的参与使记忆更加顺畅。这样的活动能使学生在轻松活泼的气氛中学习和掌握知识。

Step 7.Presentation1.Show the picture and say: We are going to talk about fruit salad. Do you like it Tomake fruit salad what do we need 2.Listening practiceDiscuwith the Ss “ What ingredients do we need ” and “how many or how much”then have a listening practice of 2a. and then 2b.. 设计意图:由水果沙拉的制作复习 how many 和 how much 的用法。

强化重点,攻破难点。

3. Groupwork .Have a competition of making fruit salad. Work in groups and make theirown fruit salad and report . 学生通过亲手制作并汇报过程, 培养学生的综合语言运用能力, 体现了任务型的教学模式,使学生在用中学,学中用。

Step 8. Sum up 在学生尽情地参与活动后再让学生反思本节课的语法焦点,反思环节是培养学生的反思能力和问题意识,也是培养学生反省智能和元认知的重要途径。Step9. Homework :1 Write a recipe for your favorite fruit salad .2)Write a process. How do you make instant noodles3 Cook your favorite food or dish for your family. And tell the feeling tomorrow. Chose one or two pieces of homework. 目的是让学生能真正灵活运用所学内容,这是对所学知识更深层次的拓展和升华, 在整体感知的基础上对重点内容进行深入探究操练进而升华,达到自由运用所学语 言的目的,突破本课重点。

六、评价与反思: .评价手段:本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自 我评价表等非测试性评价手段,帮助学生学会自主学习,学会与人合作,培养创新 意识以及具备科学的价值观。

学生自我评价课堂活动表

班级:________________姓名:___________________

活动内容 态度 能力 行动 喜欢 不喜欢 容易 一般 困难 积极 一般

未参与课前预习任务课中活动任务课后作业任务小组合作

在本课中我学到了_________________________________________________

我最喜欢的活动是__________________________________

我参与了_____次活动 这些活动使我____________________________________________.

1. 敢于和乐于开口讲英语. 2.

2.英语口语和表达能力有所提高.

3. 学会了与他人合作.

4.了解了他人的意见

5.增长了我的见识.

6.其他 自己对本课堂表现的评分是______________________对于教学的建议是 ____________________________对于作业的建议是 ________________________________

反思:板书设计:

Unit7 How do you make a banana milk shake First… Peel three bananas ingredient Cut up the bananas. watermelonNext… Put the bananas and ice cream into the blender .bananaThen… Pour the milk in the blender. yogurt Turn on the blender Finally… Drink the milk shake. teaspoon cup How many … do we need How much …do we need

人教版八年级英语下册unit4说课稿2017-09-30 08:49:39 | #2楼回目录

Unit 4 He said I was hard-working.

Good morning, ladies and gentlemen, I am Lai xiumei. It’s my great pleasure to stand here to interpret my lesson. Today I am going to talk about the first period in Section A of Unit 4 He said I was hard-working, which is taken from Go for it, Book 4. My presentation consists of six parts: analysis of the teaching material,analysis of the students, teaching methods,guiding of studying ways,teaching procedures and teaching reflections.

I. Analysis of the teaching material

i)Status and function

The topic of this unit is about telling a story. The first period serves as anintroduction and a warming up. They will learn to talk about what a soapopera is and report what people said. The materials in talking are mostly from the daily life and are familiar to students, so they arevery interested in it. A series of questions and a big picture are used to attracts students’ attention. And listening and pair-work are also used in this period.

ii) Teaching aims and demands

1.Knowledge Objects

In this lesson, Ss should master the new word “mad” and thephrase“ be mad at”. At the same time, they should know how to use the key structures in this unit.

2.Ability Objects

In this lesson, I’ll mainly train the Ss listening and speaking abilities and develop the Ss’ abilities of communication by learning the useful structures.

3. Moral Objects

From this lesson, the Ss should learn how to work with others and help each other, how to expretheir ownideas during the communication.

4.Teaching keys and difficulties

According to the teaching aims, I think the focus of this lesson isthe newexpressions and help the Ss to communicate with each other.The difficulty is to help the Ss make conversations freely .

5.Teaching aids

Atape recorder and a computer for multimedia use.

II.Analysis of the students

The Ss have learned English for one and a half years, they can expretheirthought and communicate with each other with English well. And all the Ss will be interested in the topic, which is related totheir real life.. It’s helpful for our study of this lesson.

III.Teaching methods

In this lesson, I’ll mainly use the cooperating teaching method, and it will be used in the whole lesson. I think it’s helpful to develop the Ss’ thought. I’llalso use “situation communicating” method. It can provide enough listening and speaking situations for Ss. Ithink good teaching methods are the keys tosuccess.

IV.Guide of studying ways

In order to guide the Ss better, develop the Ss’ abilities, in this lesson, the Sswill learn how to be a good language learner, and how to communicate with others. It will be very helpful for their learning in the future. I think goodstudying ways can help the Ss to be good language learners.

V.Teaching procedures

Step1. Revision

.First , have a dictation of Unit3.

Purpose of my designing: I think it is important to review the knowledge we have learned.

Step 2Presentation

Ask four students to stand in front of the class, and the teacher asks them the following questions as a reporter.

1.What are you going to do when you grow up?

2.What are you going to do next week?

3.What are going to do after school?

The students will give different answers, then ask a good student to report what they said.

I am going to e a doctor.

What did she say?----------She said she was going to be a doctor.

I am going to have a party on Friday night.

What did he say?-------He said he was going to have a party on Friday night.

I am going to do my homework.

What did she say ?------ She said she was going to do her homework.

I am going home after school.

What did she say?-----She said she was going home after school.

Say In this unit we are going to learn to use words like to report what someone said.

Purpose of my designing: This activity introduces some new vocabulary and provide oral practice using the target language. I think it is much easier for the Ss to learn if I present the key structures one by one and they can master the structures quickly by doing this.

Step 3Group-work

Students read the instructions. Then ask a student to read the four questions. And write the words on the books. Explain what soap opera is and encourage Ss to say some soap operas in English or in Chinese.

Help Ss form small groups. Ss begin to talk about the questions. .

E.g. What did Marcia say? She said she said she was having a surprise party for Lana on Friday night. Repeat the other pictures in the same way.

And explain the meaning of “be mad at sb”( here it means “be angry with sb”)

Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practice their listening and spoken ability.

Step 4 Listening practice

Listen and number the pictures in activity 1a.

Task 1. Play the recording the first time. Students only listen.

Task 2. Play the recording a second time. Students number the pictures. Then check the answers.

Purpose of my designing: It gives Ss practice in understanding the target language in spoken conversations.

Step5. Pair-work1c

1.Read the instructions.

2.Ask the Ss to read the example in the sample dialogue. Let the Ss ask and answer questions about each picture.

3.Ask several pairs of students to say a question and answer to the class.

Purpose of my designing: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.

Step7.Homework

1.Make up your own conversations.

2.Write down the sentences in 1a.

Purpose of my designing: Revision is so important that Ss should speak English as much as they as in claor after class. It is necessary for the Ss to do some extensive exercises after clato consolidate the knowledge they learned.

Blackboard design

Unit 4 He said I was hard-working.

soap opera be mad at sb = be angry with sb

He said…

She said…

I am going to do my homework.

What did she say ?------ She said she was going to do her homework.

VI. Teaching reflection

There is only one new word in this lesson: mad, and the phrase: be mad at .During my preparation, I prepared a lot of pictures to realize the revision and teaching of the new words. I found that they were quite attractive when students saw them during the teaching. In terms of my organization of the class, there were six steps in detail. They were revision, presentation, group-work, listening, pair-work and survey. Revision occupied about 4 minutes; presentation occupied 5 minutes; group-work and pair-work accounted for half of the class; listening lasted about 7 minutes, and I used 6 minutes to do the survey . I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. The feedback information was ideal at this point. Meanwhile, I was not satisfied with the listening part. If I had five more minutes, I would play the tape recorder for another time and let them repeat what they heard. Because of the limited time, I just let them listen and check the answers, I think it’s not enough if I want to develop their listening and speaking abilities.

That’s all about my class. Thanks for your listening.