新目标英语说课稿
【人教版】新目标八年级英语上册：Unit 3 单元说课稿(2)
【人教版】新目标八年级英语上册：Unit 3 单元说课稿（2）一. 教材分析人教版新目标八年级英语上册Unit 3的主题是“Let’s play sports!”，通过学习本单元，学生能够掌握关于体育运动的词汇和表达方式，学会如何用英语描述自己的兴趣爱好和体育活动。
教材以生活中的体育运动为线索，引导学生运用英语进行交流和表达，培养他们的语言运用能力。
本单元包括两个部分，第一部分是关于体育运动的词汇和短语的学习，第二部分是听力、口语、阅读和写作的训练。
通过本单元的学习，学生能够掌握一定数量的体育运动词汇，提高听说读写的能力，同时培养他们的团队合作精神和体育意识。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语句子进行交流。
但是，他们在语言表达的准确性和流畅性方面仍有待提高。
此外，部分学生对体育运动感兴趣，有较强的体育意识，但也有部分学生对体育运动了解不多，可能影响他们对本单元的学习兴趣。
三. 说教学目标1.知识目标：学生能够掌握关于体育运动的基本词汇和短语，如swimming, running, playing basketball等。
2.能力目标：学生能够用英语描述自己的兴趣爱好和体育活动，提高听说读写的能力。
3.情感目标：通过学习本单元，学生能够培养团队合作精神和体育意识，激发他们对英语学习的兴趣。
四. 说教学重难点1.重点：体育运动词汇的掌握和运用，如swimming, running, playingbasketball等。
2.难点：如何用英语准确地描述自己的兴趣爱好和体育活动。
五. 说教学方法与手段本节课采用任务型教学法，通过小组合作、互动交流的方式，让学生在实践中学习英语。
同时，运用多媒体教学手段，如课件、视频等，为学生提供丰富的学习资源，提高他们的学习兴趣。
六. 说教学过程1.热身（5分钟）：引导学生进行简单的体育活动，如跑步、跳绳等，激发学生的体育兴趣。
新目标初三英语全英文说课稿[精选5篇]
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新目标初三英语全英文说课稿[精选5篇]第一篇：新目标初三英语全英文说课稿新目标初三英语全英文说课稿初三英语 Unit 4 What would you do 说课稿T:Good afternoon,everyone.I'm glad to have an apportunity to talk about some of my teaching ideas.My topic is talking about imaginary situations from Go for it Section A , Unit 4 , Book 3.I'll talk about the following parts.First, I'll talk about my understanding of this teaching material.In this unit student s learn to talk about imaginary situations.Such topic enables students to activate their imagination and raise learning interest of students.Most of students are active in such activities.I'll talk about the first period of Unit 4.The first period introduces the key vocabulary words and the target language in this unit.The topic,what would you do if you had a lot of money makes the introduction easier.I.Teaching aims of this lesson.1.Knowledge objects: Students will be able to understand the grammar of subjunctive mood, some important phrases and sentences.2.Ability objects: To train students' listening and speaking skills.3.Moral objects : Remember it's really being cool to realize your dream through great efforts.II.Key points and difficult points.1.Key vocabulary : million, medical , research, tie, what if 2.Target language: What would you do if you had.3.The structure : I would / I'd do.III.Something about the students 1.Most of them don't often use English to express themselves and communicate with others.2.Some of them aren't active in class because they are afraid of making mistakes.IV.Now next ,I'll talk about my teaching opinions, methods and aids.While dealing with the lesson , I'll do my best to carry out the following teachingbine the language structures with the language functions.2.Let students know how to talk about imaginary situations with the subjunctive mood 3.I'll take the T ask-based learning approach.4.And I'll use some teaching aids, such as a tape recorder, CAI and so on.V.Now let me talk about my teaching procedures.Step 1: Lead-in T: What a fine day, isn't it If it's fine this Sunday, what will you do S1: I will go shopping with my friends if it is fine this Sunday.S2: I will go to the park with my cousin.T: Then if there were no classes this afternoon,what would you do Tell students that there are classes this afternoon in fact.Let Ss know why we use “were” and “would”.Help Ss answer with “I would doif there were no classes this afternoon”.S3: I would play basketball with my friends if there were no classes this afternoon.T: After school Jim played basketball with his friends.He went back home very late and his mother was very angry.If you were him, what would you do Can you give him some advice S4: If I were him , I would say sorry to mother.S5: If I were him, I would try to do something to make mother happy.T: There will be an English test.Jim worries about it.What should he do S6;If I were him , I would study harder.In this step,I want to revise the if clause,and next I will lead in the subjunctive mood.I think students can understand easily and grasp it.Step 2: Practice T;Bill Gates is a very rich man in the world.He has given a lot of his money to charity.If you had so much money, what would you do Get Ss to think it over and write down their answers(Section A 1a)Let Ss listen to the tape and number the picture.(Section A 1b)Then get Ss to practice the conversation.Ss practice the conversation, they communicate with each other often.Everyone has a chance to speak English.Step3: Listening and practicing T:If I had much money, I'dbuy many presents for each of my rry is going to his friend,Tom's birthday party.But he's a little nervous.Why Can you guess S1: Perhaps he is late.S2: He doesn't have enough money to buy a present … T;Maybe you are right.I'm not sure.Let's listen to the tape.Get Ss to listen to the tape and circle the reasons(Section A 2a)Get Ss to listen to the tape again and check the advice Larry's sister says to him.Let Ss read the conversation after the tape.Then let Ss do pairwork.S1: Hi, Harry.You look worried.S2;I'm going to Tom's party.But I don't know what to wear.S1: If I were you, I would wear a shirt and a tie.S2;I don't have a present.What if everyone else brings a present ……After this step.Ss can have a good understanding of the subjunctive mood and develop their listening ability Step 4: Discussion Get Ss to choose one of the following situations or make up another imaginary situation , have a discussion in groups and write down their advice,then give a report.1.T om had an argument with his best friend.What should he do 2.There are always some Ss talking in class.If you were the teacher,what would you do In this step, students can use English in the real situation and use English to solve the real problems.Step 5: Homework Writ e a passage “If I were a teacher/headmaster” At last ,let me talk about my blackboard design.We will have a look at it on the blackboard.Unit 4 What would you do Words and phrases Sentences Million What would you do if you had a million dollars Medical research I'd give it to charity.What if If I were you , I'd wear a shirt and a tie Worry about Tie I write these words and phrases on the blackboard in order to tell the students that they are very important.I think my blackboard design will help students understand the lesson better.So much for this.Thank you.第二篇：人教版新目标九年级英语全英文说课稿找教案Unit13Rainy days make sad.SectionA(1a-1c)Hello, 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(教学方法)3.The learning methods(说学法)4.Analysis the students(说学情)5.The procedures of the teaching(教学步骤)6.Blackboard design（板书设计）7.Self evaluation.(自评)Part 1The 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 objectsThe teaching aims are established according to Junior School English curriculum standard nguage goals1).Words & expressions :tense, some adjectives of feeling2).Key sentencesLoud music makes me tense.(P103)Loud music makes me want to dance.That movie made me sad.B.Ability goalsEnable the students to talk about how things affect them.Emotion & attitude goalsEnable 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 Pointsthe usage of make.3.Teaching DifficultiesTrain the Ss to use make correctly.T o improve students’ listening ability.To train students' communicative competence.:Part 2.The teachingmethodsTask-based teaching;Cooperative learning;Part 3.The learning methods1).Set up six steps.It is presentation–words –pairwork –listening practice–Grammar-practice2).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 teachingI 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 IIPresentation.Review some words about feeling , then present the sentence structure.A:What makes him/her B:makeshim 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 IIIListening(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 IVSpeaking(1c: P102)Ask the students to talk about how music affects them.Let the Ss work in pairs andtalk about how the two restaurants would affect them.Purpose :Train the Ss’ speaking ability and prepare for later exercises.Step VDo 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 VIGrammar1).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 VIIWriting practice1.List 4-5 things around you and then describe how the things affect you.positionExams make me _______。
【人教版】新目标八年级英语上册：Unit 2 单元说课稿
【人教版】新目标八年级英语上册：Unit 2 单元说课稿一. 教材分析新目标八年级英语上册Unit 2主要讲述了关于一般现在时的用法。
本单元包括两个部分：Section 1和Section 2。
Section 1主要介绍了一般现在时的基本结构和用法，通过一个关于家庭成员的对话和一个关于日常活动的，让学生理解和掌握一般现在时的构成和表示含义。
Section 2则通过一个故事和一个任务型阅读，进一步巩固一般现在时的用法，并引导学生运用一般现在时进行叙述和描述。
二. 学情分析八年级的学生已经掌握了英语学习的基本语法和词汇，具备一定的听、说、读、写能力。
但对于一般现在时的理解和运用，部分学生可能还存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，针对性地进行教学，帮助学生理解和掌握一般现在时的用法。
三. 说教学目标1.知识目标：学生能够理解一般现在时的概念、结构和用法，能够正确运用一般现在时进行叙述和描述。
2.能力目标：学生能够在日常交流中运用一般现在时，提高英语表达的能力。
3.情感目标：通过本单元的学习，学生能够培养对英语学习的兴趣，增强自信心。
四. 说教学重难点1.教学重点：一般现在时的结构、用法和意义。
2.教学难点：一般现在时的运用，特别是在具体情境中的运用。
五. 说教学方法与手段1.教学方法：采用任务型教学法、情境教学法和交际法，让学生在实际情境中理解和运用一般现在时。
2.教学手段：利用多媒体课件、图片、故事等教学资源，激发学生的学习兴趣，提高课堂参与度。
六. 说教学过程1.导入：通过一个与学生生活密切相关的场景，如询问学生家庭成员的姓名和年龄，引导学生进入一般现在时的学习。
2.新课呈现：通过一个关于家庭成员的对话和一个关于日常活动的，展示一般现在时的结构和用法。
3.实践环节：学生分组进行角色扮演，运用一般现在时进行对话，巩固所学知识。
4.任务型阅读：学生阅读一个关于故事的文章，回答相关问题，进一步理解一般现在时的用法。
新目标英语九年级全册纯英文说课稿
Unit1 How do we deal with our problemspoints1)vocabulary:deal, unless, duty, easily，influence, friendship, lose, development, face2)structure:We can deal with our problems by learning to forget.pointsverb +by with gerund3. Ability ObjectsEnable Ss to solve problems in different ways.Learn to use dictionaries4. Moral ObjectsLearn to face the challenges like famous people5. Teaching Aids Multi-mediaTeaching ProceduresStep upEveryone has problems. The most important is how to deal with our problems. If we don’t solve the problems, they will affect our study and our family. Then we can’t be happy.Can you think of any problems you have had recently Tell a partner how you dealt with themLook up the meanings of the following words in a dictionary.Deal unless unfair affect solve challengeStep3. While reading1. Read quicklyAsk Ss to scan the passage and come up with the general idea of each paragraph:1)We have many ways to deal with our problems.2)We can solve a problem by learning to forget.3)We can solve a problem by changing it into a challenge.4)We can solve a problem by think of something worse.2. Read carefullyAsk Ss to read the passage carefully and answer the following questions:1) What will happen if you are always angry with your friends2) What can we learn from children how to deal with a problem3) Why do students complain about school4) How can we find our problems are not terribleStep4. Post-reading,Get Ss to watch the video on Stephen Hawking and ask Ss what they can learn more from this clever scientist.Step5. DiscussionGet Ss to work in groups and discuss which way of dealing with problems is the best And then list more ways on the Bb.Step6. homeworkWrite about problems/ accidents when you dealt with before.Unit2 He used to cause a lot of troublepoints1)vocabulary:death, cause, himself, patient, make a decision, waste, take pride in, attention2)structure:He didn’t use to give his mother any problems.He has been working hard and is one of the best students.pointsbe used to do sthIt was exactly what I needed.It is very important for parents to be there for their children.3. Ability ObjectsEnable Ss to analyze their trouble and make a decision to change it.4. Moral ObjectsTo make a right decision to change problems.5. Teaching Aids Multi-mediaTeaching ProceduresStep up1)Everyone has problems. When I was young, I didn’t like school. After my mother told me the importance of study, I decided to study hard and make much progress and success.Tell your partner about a time your parents helped you with a problem.Step 2. Pre-readingGuess the meanings of the following words by using the context.death, cause, himself, patient, make a decision, waste,Step 3 While reading1.Read quickly1)Ask Ss to scan the passage and put these sentences into thecorrect places in the reading.2)Read the passage again and get the main idea of each paragraph:①Martin used to be a “problem boy after his father’s death.②His mother was very patient and tried to help him.③Martin started to change after the phone call④Now Martin has really changed.2. Read carefullyRead the statements and decide “true”, “false”or “d on’t know”.1)Martin’s father didn’t use to help him. D2)artin didn’t like the boarding school. T3)What his mother said changed Martin’s mind. T4)Martin feels good himself now. TStep4. Post-readingGet Ss to read again and retell the passage with the following sentences:1)Before his father’s death …2)After his father’s death …3)Now …Step5. DiscussionWork in groups and tell others the problems you are facing and ask them for advice on how to deal with them.Step 6. HomeworkMake the conversation between Martin and his mother on the phone.Unit3 Should I be allowed to make my own decisionpoints1)vocabulary:in the way, achieve, race, taught, importance, succeed, care about2)structure:I think I should be allowed to make my decisions for myself. Being a professional is the only thing I have ever wanted to do.pointspassive voice with modal verb should3. Ability ObjectsEnable Ss to analyze reasonable advice.4. Moral ObjectsLearn to analyze and take some reasonable advice.5. Teaching Aids Multi-mediaTeaching ProceduresStep upIn your group, discuss the following the questions.How old is a teenagerWhat are some of the rules that a teenager should obeyStep2. Pre-readingLook at the title of the reading. Answer Yes/No. Find out how many in your group agree with you.Step3. While reading1. Read quicklyAsk Ss to scan the passage and answer the following question: Why don’t Liu Yu’s parents let him practice running too much2. Read carefullyRead the statements and circle “true”, “false”or “d on’tknow”.1) Liu Yu’s parents are against running. F2) Liu Yu is unhappy that his parents won’t let him practice running. T3) Liu Yu thinks he will succeed in achieving his dream. T4) Liu Yu can win a gold medal in the marathon of Olympic Games. DStep4. Post-readingAsk Ss to make sentences with the following phrases:get in the way of… be serious about spend time on Step5. DiscussionGet Ss to discuss if Liu Yu should be allowed to practice running. Use the information in the reading to support your opinion.Step 6. HomeworkMake an article about a famous person. Write about his/herUnit4 What would you do if…points1)vocabulary:come out, cover, press, deep, downstairs, correct, burn, knee, pain, hurt, offer, refuse2)structure:If I were you, I’d talk to your friend about the danger s of smoking.pointsthe subjunctive mood3. Ability ObjectsEnable Ss to deal with problems using what they know.4. Moral ObjectsEnable Ss to think of ways to deal with problems and protect themselves.5. Teaching Aids Multi-mediaTeaching ProceduresStep upLet Ss watch the video “Jerry and Tom”and answer the following questions:1)How many problems and accidents did Jerry have2)If you were Jerry, what would you doreadingDiscuss the following questions and take notes.1)What kind of accidents do you know of2)What is the biggest problem a teenager hasTeach the new words: first-aid come out…Step3. While readingIf you couldn’t deal with the problems, what should you do Help Ss to answer: I could have a first-aid book in my home.1. Read quicklyAsk Ss to scan the passage and discuss the following questions:1)Why is cold water helpful to treat a small burn2)Why would it be dangerous to meet an “Internet friend”alone2. Read carefullyRead the statements and circle “true”, “false”or “d on’t know”.1) You can cover the cut with wet paper. F2) If someone fell down and couldn’t move, try to help it get up. F3)You can meet him /her anywhere because you are afraid of nothing. T4)We should refuse a cigarette at a party. T5)When you get pimples, you’d better have enough rest. Step4. Post-readingAsk Ss to find and study some new words and expressions through the context or by looking them up in a dictionary.Step5. DiscussionCan you think of more “accidents” and “problems” And what advice would you give to Dr Robinson’s book.Please work in groups and write down your ideas.Step 6. Summary and homeworkMake an article to give advice on “accidents” and “problems” you have ever had. Tell us what happened What did you do Did you ask for advice Did the advice helpUnit6 I only eat food that tastes good.points1)vocabulary:taste, mainly, stay away, actually, laboratory, itself, cancer, increase, risk, biscuit, main2)structure:I prefer not to eat too much food that is fried.The main thing is to have a good balance.pointsThe attributive clause with that and who.3. Ability ObjectsEnable Ss to express preferences.4. Moral ObjectsKeep healthy by eating a balanced diet.5. Teaching Aids Multi-mediaTeaching ProceduresStep upWhat food did you have for breakfast todayWhat food do you preferWhose breakfast is the healthiestGet Ss to discuss and give reasons.Step 2. Pre-readingAsk Ss to discuss the following questions:1)Are you a vegetarian2)Do you only eat food you likeStep 3. While readingA group of young people are discussing the same question. What are their opinions1. Read quicklyPlease read the passage quickly and find out who eats a balanced dietLaura eats a balanced diet and is a strict vegetarian.2. Read carefullyRead the statements and judge “true” or “false”.1) Peter only eats food that tastes good. T2) The burnt barbecued meat can increase the risk of cancer. T3)A vegetarian only likes vegetables. F4)Laura never eats meat. T5)Tony prefers to only food that he likes. TStep4. Post-reading1)Read the passage again and find out the thing that good for us and things that are bad for us.Step5. Do a class surveyGet Ss to work in pairs and find out partners’ diets and then make a short report. For esample:Jack is a strict vegetarian. He only likes fruits and vegetables. He never eats meat and never drinks Cola…Step 6. HomeworkWrite a passage about what we should eat or drink to keep healthy.Unit7 I’d like to sail across the Pacific.points1)vocabulary:sail, Pacific, findings, thousands of, as soon as possible, continue, programming, report, dream2)structure:Some students would like to work as soon as possible.pointsI’d like to…. I’d love to…. I hope….3. Ability ObjectsEnable Ss to talk about the hopes and dreams.4. Moral ObjectsHold on to your dreams.5. Teaching Aids Multi-mediaTeaching ProceduresStep upDo you have hopes and dreams, boys and girlsAsk Ss to write down their hopes and dreams, then ask some students to read them out.Step 2. Pre-readingAsk Ss to discuss the following questions and make a note. How can you achieve your dreamsStep3. While reading1. Read quicklyAsk Ss to scan the passage to get the structure of the passage as follows:1)What are the hopes of teenagers2)What are the dreams of teenagers3)Conclusion.2. Read carefullyRead the statements and circle “true” or “false”.1) All the teenagers would like to go to college after finishing education. F2) Some Ss would like to start work as soon as possible. T3) Some Ss hope to continue studying after finishing school. T4)Many students dream of becoming famous. F5) It’s important to hold on to your dreams to make them to come true. TStep4. Post-readingAsk Ss to read again and answer the question:What is important to students about the work they doStep5. DiscussionDiscuss the following question in small groups with reference to the reading.Is there anyone in the world who has no hopes or dreams Step 6. homeworkWrite down a dream you have and how you’ll achieve it.Unit8 I’ll send you a photo of lucky.points1)vocabulary:fill, organization, disabled, pleasure, blind, deaf, imagine, shut, carry, specially, fetch2)structure:An organization was set up to help disabled people.pointsPart of speech.3. Ability ObjectsEnable Ss to use parts of speech.4. Moral ObjectsLearn to offer help.5. Teaching Aids Multi-mediaTeaching ProceduresStep upAnimals are our friends. Have you got an animal petDo you like your itWhy do so many people keep animal pestWhat can animals do for peopleGet Ss to discuss and tell their opinions to the class. Step 2. Pre-readingToday, we’ll read a letter. There are many kinds of letters. Can you tell us how many kinds of letters you knowHow is a letter different from an articleGet Ss to discuss and list three defferences.Step3. While reading1. Read quicklyWell, read this letter quickly and tell what kind of letter it isAsk Ss to scan the passage to answer the question:It is a thank-you letter.2. Read carefullyRead the statements and circle “true” or “false”.1) “Animal Helpers” is set up to help poor people. F2)Disable people are blind and deaf. F3)Miss Li donated money to “Animal Helpers”. T4) Lucky can fetch things for disabled people. T5) Liz Smith bought Lucky from“Animal Helpers”. FStep4. Post-readingAsk Ss to find some new words and point out each one’s part of speech.Step5. DiscussionGet Ss to talk about what other animals can be trained to help people.Write it down and read it to the class.Step 6. Summary and homeworkWrite a short reply to Liz Smith. Offer to help her more. Saywhy and what you are able to help her.Unit9 Do you know when basketball was inventedpoints1)vocabulary:active, create, wooden, knock, divide, basket, metal, below, towards, develop, rise, risen2)structure:It’s played by millions of people.pointsPassive voice.3. Ability ObjectsEnable Ss to talk about the history of basketball.4. Moral ObjectsLearn sth from invention and get ready to serve the society.5. Teaching Aids Multi-mediaTeaching ProceduresStep upAre you interested in sports Can you say the names of sports in EnglishLet Ss have a memory challenge “How many sports can you say in English”Step 2. Pre-readingHow many different kinds of sports can you think of in China List 8 sports played in China. Rank them in the order of popularity.Step3. While reading1. Read quicklyAsk Ss to scan the passage to answer the question:What is the aim of basketballThe answer is for players to get the ball into the basket which has net hanging from a metal hoop.2. Read carefullyRead the statements and circle “true” or “false”.1)Basketball is very popular everywhere in China. T2)An American teacher invented basketball. F3)Players may use the backboard to guide the ball into the basket. T4)The first basketball game was played in 1936. F5) The number of foreign players in NBA has increased. T Step4. Post-readingAsk Ss to draw a mind-map with the information from the reading. Step5. DiscussionWould you like to play on China’s national basketball team on dayMake a list of good and difficult things about being a basketball player.Step6. Summary and homeworkWrite a passage about what you should do if you want to be an NBA player.Unit11 Could you please lend me your penpoints1)vocabulary:alright, direct, order, lend, lead, wonder, trouble, offend2)structure:I wonder if you can help me.pointsIndirect questions.3. Ability ObjectsEnable Ss to choose suitable language.4. Moral ObjectsLearn to use suitable language.5. Teaching Aids Multi-mediaTeaching ProceduresStep upDo you often have too much homeworkIf you need help with your homework, how would you ask these peopleYour parents:Your teachers:Your friends:Step 2. Pre-readingDiscuss the language you used to ask for help with your homework. Was it the same each time If not, discuss why notStep3. While reading1. Read quicklyAsk Ss to scan the passage and get the main idea of each paragraph.2. Read carefullyRead the statements and circle “true”or “false”.1) Knowing how to ask for information politely is important. T2) “Where are the restrooms” sounds more polite. F3)How to ask for information politely is not difficult. T2) You can ask your teacher like this, “ Where is my book”F3) The suitable language you need depends on your grammar. FStep4. Post-readingAsk Ss to role play the situations mentioned in the reading. Ask the other students to think about the relationships between the speakers and listeners.Step4. DiscussionNow, let’s have a discussion. Talk in groups and describe some suitable situations when you are in Shanghai World Expo. Step 5. Summary and homeworkMake up two conversations that happen in Shanghai World Expo.Unit12 You are supposed to write quickly.points1)vocabulary:rubbish, seek, chatline, online, type, form, symbol, beside, e-mail, fiddle, experiment, proper2)structure:E-mail English is supposed to be used on mobile phone.pointsPassive voice / be supposed to+ infinitive3. Ability ObjectsEnable Ss to use E-mail English.4. Moral ObjectsLearn to cooperate with others.5. Teaching Aids Multi-mediaTeaching ProceduresStep upLet Ss chantWhat are you supposed to do in ChinaWe’ re supposed to shake hands.Shake hands, shake hands.What are you supposed to do in JapanWe’ re supposed to bow backs.Bow backs, bow backs.Step2. Pre-readingAsk Ss if they can read the following expressions and how to write them in English.How RU CU! BTW CUL8rStep2. While reading1. Read quicklyAsk Ss to scan the passage and get the 2 kinds of email English Abbreviation and homophone.2. Read carefullyRead the statements and circle “true” or “false”.1) Many E-mail English words look like rubbish. T2) E-mail English is use to save time. T3) WBQ would mean with best questions. T4) E-mail English is supposed to be used in class. F5)Emoticons can be use to show your feelings. TStep4. Post-readingRead the passage again and answer the following questions:1)Why is email English being used nowadays2)How many forms are used to write email EnglishCan you give an example for each oneStep4. DiscussionGive Ss sentences, and get them to discuss in groups to write them in email English.Step 5. homeworkWrite a note to some friends using e-mail English.Unit13 Receiving money makes me uncomfortable.points1)vocabulary:purple, purse, guilty, tastes, saying, thought, count, art 2)structure:Receiving a purple purse makes me embarrassed.pointsMake sb + adjective. Make sb + infinitive.3. Ability ObjectsEnable Ss to talk about the feeling of receiving gifts.4. Moral ObjectsLearn to understand other people’s feeling.5. Teaching Aids Multi-mediaTeaching ProceduresStep 1. Warming upT: Hello, everyone. In this September, you will be high school students. It’s a big step in your lives. Would you like to get some gifts to celebrate itSs: Yes.T: What would you like to haveSs: I’d like to have a computer/ mobile phone.Get Ss to talk in pairs.Step 2. Pre-readingAsk Ss the following questions and get them to discuss in pairs. If you receive a gift from your best friend, how will you feel What do you think of receiving giftsStep3. While reading1. Read quicklyAsk Ss to scan the passage and answer the question:Why does receiving money make me feel uncomfortable2. Read carefullyRead the statements and circle “true” or “false”.1) Receiving money might make people feel embarressed. T2) Guo Xiaojing really liked the purple purse her parents gaveher. F3) Han Ling used to wear the sweater because she liked it very much. F4) John Wilson thinks it is good idea to give money as a gift. F5) Receiving gifs is even harder than giving gifts. T Step4. Post-readingChoose an adjective from the reading that expresses a feeling. To “make the word your own”, write about a time when you felt this way.Step5. DiscussionImagine you have two classmates, Tina and Peter. They are having a birthday soon. Discuss to choose the best gifts for them. Step 6. Summary and homeworkWrite a short article about your own experience on receiving gifts. 1)What was the gift Who gave it to you and why2)How did feel when you opened itUnit14 He’s already visited the place where his ancestorslived.points1)vocabulary:ancestor, overseas, homeland, government, organize, so far, southern, villager, strongly, purpose, step2)structure:I’ve really enjoyed the trip so far.pointsPresent perfect tense with already / yet.3. Ability ObjectsTrain students’ reading and writing skills．Enable Ss to talk about recent events.4. Moral ObjectsChina is our homeland. Wherever we are, we never forget we are Chinese．5. Teaching Aids Multi-media A projectorTeaching ProceduresStep 1. Warming upLet Ss enjoy the song “ Sailing”After playing the song, ask Ss what they feel after enjoying the songElicit the overseas people think of the hometown very much and they are eager to get back hometown.Step 2. Pre-readingAsk Ss the following questions and get them to discuss in pairs. Do you have family members who live outside ChinaDo you think “ancestors” are importantStep2. While reading1. Read quicklyAsk Ss to scan the passage and answer the question:What do overseas Chinese think of the summer camp program---In Search of Roots2. Read carefullyRead the statements and circle “true” or “false”.1) Robert can speak Chinese quite well. F2) The program has brought lots of students to foreign countries. F3)The most exciting part of the trip is going to the village. T2) Robert Qian was in China. F3) The program In Search of Roots began in 1980. TStep4. Post-readingGet Ss to work in groups and discuss how they feel after reading this article. Then make a report.Step5. DiscussionSuppose two overseas Chinese students have come to your town. Discuss and write a report that includes the following information:1)What have you already shown them and why2)What important things you haven’t shown them yetStep 6. homework1)Read the passage again for further comprehension.2) Imagine you are Robert. After returning from China, you write a letter to your friend about the “In Search of Roots”. Blackboard Design。
人教版新目标七年级英语下册Unit4说课稿
人教版新目标七年级英语下册 Unit 4 说课稿一. 教材分析人教版新目标七年级英语下册Unit 4主要围绕“日常生活”这一主题展开，通过学习本单元，学生能够掌握日常生活中的一些常用表达方式，提高他们的口语交际能力。
本单元的主要内容包括：动词短语的运用、现在进行时态的运用、日常交际用语等。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，但对日常生活中的一些交际用语还不太熟悉。
因此，在教学过程中，教师需要注重引导学生运用所学知识进行实际交流，提高他们的口语表达能力。
三. 说教学目标1.知识目标：学生能够掌握本单元的生词和短语，理解日常交际用语的含义和用法。
2.能力目标：学生能够熟练运用现在进行时态进行日常交际，提高他们的口语表达能力。
3.情感目标：激发学生学习英语的兴趣，培养他们积极参与课堂活动的自信心。
四. 说教学重难点1.重点：学生能够掌握现在进行时态的运用，以及日常交际用语的表达。
2.难点：学生能够灵活运用现在进行时态进行日常交际，并在实际情境中正确使用。
五. 说教学方法与手段1.教学方法：采用任务型教学法，情境教学法，分组合作学习等。
2.教学手段：利用多媒体课件、图片、卡片等辅助教学，激发学生的学习兴趣。
六. 说教学过程1.导入：通过展示图片，引导学生谈论图片中的人物正在做什么，引入现在进行时态的学习。
2.新课呈现：教师通过情境教学，展示日常交际用语，引导学生学习并掌握相关短语和表达。
3.课堂练习：学生分组进行角色扮演，运用所学知识进行实际交流，教师给予指导和反馈。
4.巩固环节：学生进行听力练习，观看相关情景对话，理解并运用日常交际用语。
5.拓展环节：学生进行小组讨论，创造性地运用所学知识，创作自己的日常交际对话。
6.总结：教师对本节课的主要内容进行总结，强调现在进行时态的运用和日常交际用语的重要性。
七. 说板书设计板书设计要简洁明了，突出重点。
主要包括现在进行时态的构成、日常交际用语的表达等。
新目标英语七年级上册全部说课稿
Unit2 Topic3 SectionC说课稿——福建省泉州市德化第五中学张鸿鹏Section C是Is he tall or short? 主要目的是让学生掌握形容词性物主代词、名词性物主代词以及名词所有格的使用。
主要通过大量的对话练习以达到学生能较熟练的使用这部分语言的目标。
教学目标如下：认知目标：形容词性物主代词与名词性物主代词的区别名词所有格的使用能力目标：培养学生用英语听与说的能力情感目标：在活动中培养学生的合作意识和竞争意识本节课的教学重难点:形容词性物主代词,名词性物主代词以及名词所格的使用。
本课主要的教学方法：主要通过不断的口语练习，不同的句子之间的比较，力求在对话活动让学生基本掌握这些词的使用。
教学步骤呈现：Step 1通过两两对话（师生对话或生生对话）来复习"whose"的特殊疑问句及相关回答，同样通过对话形式复习相关一般疑问句的问答。
这样做可以使已学过的知识在学生说的过程中得到巩固。
Step 2运用刚刚复习的内容引入新课“Whose jacket is this ? LiPing,is it yours?”通过学生一个接一个的对话找到物品的主人，并从听的过程锻炼提高听力。
在此基础上让学生上台表演对话1a。
这一步可让学生进一步使用形容词性物主代词和名词性物主代词，并且着重加强了学生听与说能力的锻炼以及在一定程度上锻炼了学生的心理素质。
Step 3通过书本上的一些练习来巩固新课所教的内容，并用对比造句的形式得出结论：名词性物主代词=形容词性物主代词+名词在这一步的教学过程中利用了一些具体的图片及图片的相关语句来具体强化名词性物主代词与形容词性物主代词以及名词所有格的使用。
Step 4通过对话形式对特殊疑问句和一般疑问句的问答形式加以实践练习Step 5所布置的家庭作业也着重在强化形容词性物主代词以及名词性物主代词的使用。
Unit 5 I’m watching TV.Self-introductionGood afternoon, ladies and gentlemen. I’m from Number Sixteen MiddleSchool in the City of Shijiazhuang. My name is Liu Xiao. I’m very glad that I can meet you here and have a chance to learn about the best teaching methods from you. Today I’ll talk about Unit 5 I’m watching TV.Teaching material analysis1.Teaching itemsThis unit is about the Present Progressive Tense. It begins with a very useful question, “What are you doing?” and educes all kinds of sentence structures of the Present Progressive Tense. It’s also a main point, which provides an example for the target sentence structure. It increases the students’ abilities of listening, speaking, reading, and writing by learning the Present Progressive Tense.2. Aims to the teaching:A. Aim to the knowledge:These are the target words in this unit. We can find that most of them are the –ing forms of verbs.And these are the target sentence structures. They are all about the Present Progressive Tense.B. Aim to the abilities:To improve the students’ communication ability, observation ability and judgment ability. The students can talk about what people are doing.C. Aim to the emotion:To get the students get on well with each other. And we hope that afterstudying this unit, the students are all interested in English, and are willing to read, talk and learn.3. Status and effect of this unitThis unit is composed of Section A, Section B and Self check. Listening practice, talking practice, reading practice, and composition practice run through this unit. From easy to difficult, it follows the rule of the students’learning. It’s also the base of the following units. So it’s very important.4. Important and difficult points:The important points are the target words, phrases and the Present Progressive Tense.The difficult points are the –ing forms of the verbs, and how to get the students use this tense correctly.Investigative methods1.Teaching methodAs we all know: the main instructional aims of learning English in middle school is to bring up students’ basic abilities of listening、speaking、reading and writing and their good sense of the English language. So in this unit I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation. And in this unit communication method, scene teaching method and CAI will be needed.2. Study methodI request the students to study English independently, cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn from each other. It makes each student relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Study becomes more relaxing and pleasing in this kind of environment.The time table of teaching stepsThis unit will take me four periods.The first period: 1a, 1b, 1c and 2c in Section AStudents learn the target sentence structure of the Present Progressive Tense. They can talk about what people are doing after studying.The second period: 2a, 2b, 3a and 3b in Section AThe contest of this period is inviting others to see a movie. It helps the students use the Present Progressive Tense in a certain scene.The third period: Activity 4 in Section A and 1a to 2c in Section B Students will learn special questions of the Present Progressive Tense. They can use this tense more and further in their daily life.The fourth period: 3a to 4 in Section B and Self checkI t’s reading and composition training. Each student should hand in a composition about what people are doing after class.Teaching stepsIn order to save time, I’ll talk about the first period as an example.Step 1: warming upSince it’s the first time for the students to learn about the Present Progressive Tense, at the beginning of the first period, I’ll show the students some photos of themselves. In the photos they are doing something. When they see these photos, they become very excited. Of course they are eager to learn how to describe the photos.Step 2: presentation1. I’ll read out some sentences about the photos, and get the students to read after me:What are you doing? We are doing your homework.What is she doing? She is dancing.What are they doing? They are running.So the students meet the Present Progressive Tense in such an easy way.2. I show the pictures in 1a to the students. At this time, the students can ask and answer by themselves. In order to say the sentences fluently, the students will study the new words on their own.Step 3: listening practiceIt’s 1b in Section A. This step can make the whole class quiet, and also provide practice in listening to and writing the target language. The students consolidate what they have learned.Step 4: gameOne of the students stands at the front of the classroom, back to the class. He acts out some actions, but the other students can’t see what he is doing. Then I divide the class into several teams, and guess what the student is doing. They must ask in this way: “Are you writing?” The student answers “yes” or “no”. His or her team, which gets the right answer, will get one point. At last each winner can get a gift from me.Step 5:playDivide the students into groups of three. Ask them to act a play of asking for help. This is one of the dialogues.Step 6. songThe students listen to an English song “Are you sleeping?”to review the knowledge in this period. And the class ends with this song.Homework:This is the homework. I’ll check b as a task in the next period.My ideas of teaching this unit1. “Task-based” teaching is a very good method of teaching English. In this way, the students are the principal part of teaching. And they are clear what is their target, so they will try their best to get the target.2. English teaching should be close to daily life. After the students understand why they are studying English and how to use English, they will be more interested in it.3. In the teaching process, we should encourage the students to join, observe, practice, think independently and cooperate. Change their thought from “I have to study.” to “I want to study.”新目标英语七年级上Unit 3 This is my sisterGood morning ladies and gentlemen,各位评委上午好！我是江西科技师范学院应用英语专业的学生，再过一个月左右，我将彻底褪去学生的外衣。
【人教版】新目标八年级英语上册：Unit4单元说课稿
【人教版】新目标八年级英语上册：Unit 4 单元说课稿一. 教材分析新目标八年级英语上册Unit 4主要围绕着“过去进行时”的语法知识点展开。
这一单元的话题是关于过去发生的事情，通过学习让学生能够运用过去进行时描述过去正在进行的动作。
教材通过丰富的生活情境，引导学生理解和运用过去进行时，提高他们的语言运用能力。
二. 学情分析学生在学习这一单元之前，已经掌握了基本的英语语法知识，对动词时态有了初步的了解。
但他们在运用过去进行时方面可能会遇到困难，因此需要通过实例和练习来加强理解和运用。
此外，学生需要提高听、说、读、写四项基本技能，特别是在口语表达和写作方面。
三. 说教学目标1.知识目标：让学生掌握过去进行时的构成、意义和用法，能够正确运用过去进行时描述过去正在进行的动作。
2.能力目标：提高学生的听、说、读、写能力，使他们能够在实际情境中运用过去进行时。
3.情感目标：激发学生学习英语的兴趣，培养他们积极向上的学习态度。
四. 说教学重难点1.重点：过去进行时的构成、意义和用法。
2.难点：如何运用过去进行时描述过去正在进行的动作，以及如何在实际情境中正确使用。
五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中，自然地学习和运用过去进行时。
2.运用多媒体教学手段，如课件、视频等，为学生提供丰富的学习资源，提高他们的学习兴趣。
3.小组讨论和课堂展示，激发学生的合作意识和竞争意识。
六. 说教学过程1.导入：通过提问学生昨天做了什么，引导学生思考过去正在进行的动作，激发他们对过去进行时的兴趣。
2.呈现：通过课件展示过去进行时的结构，让学生初步了解过去进行时的概念。
3.讲解：详细讲解过去进行时的构成、意义和用法，并通过实例进行说明。
4.练习：设计不同类型的练习题，让学生在实际操作中掌握过去进行时的运用。
5.运用：学生进行小组讨论，让他们运用过去进行时描述过去发生的事情。
6.总结：对本节课的内容进行总结，强调过去进行时的关键点。
【人教版】新目标八年级英语上册：Unit8单元说课稿
【人教版】新目标八年级英语上册：Unit8单元说课稿一. 教材分析新目标八年级英语上册Unit8主要围绕着“购物”这一主题展开，通过学习本单元，学生能够掌握有关购物的词汇和表达方式，同时提高在购物场景中的交际能力。
教材以任务型教学法为主线，通过听、说、读、写等多种教学活动，使学生在真实的情境中感受、体验和运用英语。
二. 学情分析根据我对学生的了解，他们已经掌握了基本的英语语法和词汇，但对于购物场景的表达和交际还存在一定的困难。
此外，学生在听、说、读、写等方面的能力参差不齐，因此在教学过程中需要关注到这一点，尽量让每个学生都能参与到课堂活动中来。
三. 说教学目标根据课程标准和新目标教材的要求，本节课的教学目标如下：1.知识目标：学生能够掌握与购物相关的词汇和表达方式，如“购物”、“挑选”、“付款”等。
2.能力目标：学生在购物场景中能够运用所学知识进行简单的听、说、读、写活动。
3.情感目标：通过本节课的学习，学生能够提高对英语学习的兴趣，增强自信心。
四. 说教学重难点1.重点：购物场景下的基本词汇和表达方式。
2.难点：在购物场景中运用英语进行交际。
五. 说教学方法与手段本节课采用任务型教学法，结合多媒体辅助教学，通过听、说、读、写等多种教学活动，使学生在真实的情境中感受、体验和运用英语。
在教学过程中，我会关注学生的个体差异，尽量让每个学生都能参与到课堂活动中来。
六. 说教学过程1.导入：以一首关于购物的英文歌曲《Shopping》导入，激发学生的学习兴趣。
2.新课呈现：通过展示一幅购物场景的图片，引出本节课的主题，并呈现相关词汇和表达方式。
3.课堂活动：a.分组进行角色扮演，模拟购物场景，练习交际用语。
b.完成一个购物小任务，如“购买一件衣服”，要求学生用英语进行交流。
c.学生展示自己的购物心得，分享购物经验。
4.巩固练习：通过完成一个购物问卷，检验学生对本节课知识的掌握程度。
5.总结：对本节课的内容进行归纳总结，提醒学生关注购物场景下的交际技巧。