全英八年級(jí)英語說課稿

1、the introduction of the teaching plangood morning, ladies and gentlemen. its my pleasure to give my lesson presentation here today. id like to explain how to teach and why to do so from the following 5 aspects: the analysis of textbook, the analysis of teaching methods and learning methods，the analy

2、sis of learning condition, teaching procedure( blackboard work and myself-reflection).the analysis of the textbook 1.the status and function of the textbookthe educational policy of “go for it ”is knowledge used in action. it emphasizes learning by doing .”go for it ” uses the task-based language te

3、aching pattern, blended together the topic, the communication function and the language structure has formed in an adaptation learning program which proceeded in an orderly way, enhanced the student study the english and actual ability. 2.the analysis of the textthis lessons topic is “would you mind

4、 doing sth?”. it talks about how to ask sb to do sth in the politest way. from this lesson, students can know how to communicate with others in the politest way and use the sentences correctly. and also, students will be able to give their advice and suggestions politely and gently.3.teaching goals(

5、教學(xué)目標(biāo)) (1)knowledge objects： key vocabularies: mind not at all, turn down, yard, right away(2)ability objects: to train students ability of speaking, listening , and cooperative ability. 4.teaching key points(教學(xué)重點(diǎn))(1) key structures : would you mind +gerund? would you mind not +gerund? no, not at all

6、. sorry, ill do it right away. (2)key vocabulary (3)listening practice5.teaching difficulties(教學(xué)難點(diǎn)) compare : (1) would you mind (not) doing sth? (2) could you please do sth? (3) please do sth (4) you have to do sth6.teaching aids(教學(xué)用具)multi-media, a song, pictures, recorder, tape ii. the teaching m

7、ethods and learning methodsnext i am going to talk about the teaching methods and learning methods. you know, the students in my class, their english foundation is not so good, so i must choose some methods to activate their desire to speak out. communicative, speaking and listening, these three met

8、hods will be suitable for teachers teaching and enhancing students interest in english learning. i set up seven steps. it is a pattern with words sentences game sketch practical use. in different activities, ask students to take part in class actively and develop their cooperation in the pairwork, g

9、roupwork and other extending activities. it is real learning by doing. analysis of learning conditionlearning condition is also very important in a successful reading class. the students in my class are not active. their language foundation is somewhat poor, especially their speaking ability. but th

10、ey are cooperative and can be activated. the classroom facilities are modernized, which is a classroom with computer, tv sets even dvds, which are very important to create the english-learning atmosphere. other means can also be applied to create the atmosphere.v. teaching procedurenext lets come to

11、 the most important part, that is, the teaching procedure. it includes sevensteps. step1 lead-in the first step is greeting and lead-in. after greeting, i will ask them sing a song we will rock you. it is in order to create an english learning atmosphere. then induce a pk among four groups though th

12、e whole class. and they will have a guessing game about whats wrong with missle? of course, they will give me different answers in different sentences patterns. at last, i will show them 4 answers, and let them compare which one is the politest. they are: (1) you have to close the window. (2) could

13、you please close the window? (3) please close the window. (4) would you mind closing the window? would you mind +gerund？is the most politest way to make a request. step2 explainthen, i will give them a further explain about the sentence structure, which is the usage of the structure, what more, ill

14、show them some vivid examples to give them a deep impression about the practical use.for example: (1)-would you mind moving you bike? - no, not at all. (2)-would you mind not singing here? - sorry, i will go right away.step3pairworknext, 4 pictures are shown on the screen, just for students further

15、practical use of the sentence structure. in this period, ill ask some groups to make conversations, so they can finish the task under the cooperative and communicative work. it is a good way to have a rational understanding about key structure.a: would you mind ing ?b: sorry. i will do it right away

16、. / no, not at all.1 cleaning the yard 2 turning down the music 3 (not) playing basketball in the street 4 moving your carstep4 matching and listening point to the four requests in the box of section a 1a. ask students to repeat them. then help ss to finish 1a. let students listen to the tape and nu

17、mber the requests. listen carefully. write the numbers after the requests. play the recording again and let ss imitate the four conversations.through the listening and imitating, students can be more confident with their spoken english.step5practicenext step im going to talk about the practice. firs

18、t, ill let students collect as many as marks in daily life in their mind, then i will show them four familiar marks: dont smoke,please save water, dont walk through, dont park.(停放), after that encourage them to translate the sentence in the pattern would you mind +gerund?. this step can used to expa

19、nd their knowledge and make sure that students are able to master the sentence structure.step5 a great task a dreaming schooli call this period as aa great task, because in this extending step, students in 4 groups are asked to write down their suggestions and advice for their teachers and schoolmat

20、es about how to form a clean, civilized and homonious school from students study, habit, image and ect. no doubt, students are sure to use the sentence pattern again. students can display their imagination by using the structure. step6 homework now comes the last step, homework. there are three home

21、work for them to finish. please copy the grammar focus for 3 times; collect “would you mind+ gerund” as many as possible in class; put the sentences below into english by using “would you mind+ gerund”.1. 你介意打掃一下教室嗎？2. 你能否不在課堂上說話？3. 你介意把音樂聲關(guān)小點(diǎn)嗎？4. 你介意開下窗戶嗎？step7 blackboard workunit 7 would you mind

22、turning down the music?would you mind doing? not at all./ certainly not./ of course not. would you mind not doing? im sorry, but i do./ you had better not. for example: (1)-would you mind moving you bike? - of course not. (2)-would you mind not singing here? - sorry, i will go right away.step8 self-

23、reflectionthe last aspect is my self-reflection. they are, first, 1.the instruction of the competition is not clear enough. second, it would be better if the teacher use a small blackboard to check the answer of the competition. thank you for your attention.1. status and functionthe topic of this un

24、it is about vacation plans. this is an interesting topic for students. so all the activities in this unit are helpful to raise students learning interest. ill finish this section in two periods. this lesson, ill teach part 1, part 2 and grammar focus. next class, ill teach part 3 and do some exercis

25、es. in part 1, all the activities introduce the key vocabulary and the target language. these activities can help students learn how to make vacation plans. in part 2, all activities can give students listening, speaking and writing practice. these activities can help students improve their integrat

26、ing skills. grammar focus shows all the target language in this unit. it gives the students a whole image of the target language. the target language is the basic for ss to learn the other contents of this unit. so its very important to learn this lesson well. to use these methods is helpful to deve

27、lop the ss thought.2. analysis of the studentsthe students have learnt english for more than one year. they know some english, but some of them didnt learn it well. especially, most of them are afraid to speak english. for this lesson, the students have known the pattern “be doing”. half of them can

28、 use “be” correctly. half of them can change a verb to “verb+ing” correctly. but they dont know to use the pattern “be doing” as future. and this is what i teach in this lesson.3. teaching aims and demandsthe teaching aims and demands are established according to junior school english syllabus'

29、provision and the teaching material. (1) knowledge objectin this unit students learn to talk about future plans.key vocabulary: camping, visiting grandmother, spending time with friends, babysitting, relaxing, at home, visiting cousins, going to sports camp, going to the beach, on friday, on the 11t

30、h, this weekend.target language: what are you doing for vacation? im spending time with my friends. when are you going? im going next week. who are you going with? im going with my parents.grammar: present progressive as future(2) ability objectto train the students ability of listening, speaking, r

31、eading and writing. to train students ability of making future plans.(3) moral objectyou cant work efficiently if you dont have a good rest.making a good vacation plan can make your trip happy.4. teaching importanceto master the key vocabulary to understand and use the target languageto master the u

32、sage of the different forms of “be” in the target languageoral practice5. teaching difficultieswhat are you doing for vacation?im visiting my grandmother.to enable the students to understand that they are the sentence patterns to talk about the future activities to enable the students to use the tar

33、get languagethe students learned the phrase “be doing” and they knew it means some active is happening. so its difficult and important to let them understand it can also be used to talk about the future activities. 6. teaching aidsmulti-media computer, tape recorder, software: powerpoint or author w

34、are, school things and so on. they will be needed in this lesson.part . the teaching methods1. communicative teaching method 2. audio-visual teaching method 3. “task-based” teaching method as we all know: the main instructional aims of learning english in the middle school is to cultivate students a

35、bilities of listening, speaking, reading, writing and their good sense of the english language. so in this lesson ill mainly use “communicative” teaching method, “audio-visual” teaching method and “task-based” teaching method. that is to say, ill let the ss to get a better understanding of the targe

36、t language. ill give the ss some tasks and arrange six kinds of activities: watching cai, writing some activities, listening, make conversations, listening practice and group activities.part .studying ways1. let the ss pass "observationimitationpractice" to study language.2. let the ss pay

37、 attention to the key information in listening practice.3. enable the ss to study english language by communication.4. let the ss know that conclusions and being good at thinking are necessary to learn english well.part .teaching procedurestep 1. greeting the class and revision (two minutes)step 2.

38、watch cai and write the activities (ten minutes)open the cai on the multi-media computer. show five pictures on the screen. say: these pictures show the students activities for the next vacation. point at the first picture and say: what is she doing for vacation? this activity introduces the key voc

39、abulary and ss start to touch present progressive as future. the competition can raise ss learning interest.step 3. listening (three minutes)show three pictures and three activities on the screen. ask ss to listen to the tape to match the pictures with the activities. after they do them correctly, g

40、ive them some praise. this activity gives students listening practice in understanding the target language in spoken conversation.step 4. pair work (eight minutes)ask the students to look at the screen and read after me: what is she doing for vacation? she is camping. what is she doing for vacation?

41、 she is babysitting her sister. ask some pairs to act them out to check the pronunciation and the forms of verb “be”.this activity provides guided oral practice using the target language. step 5. listening practice (twelve minutes)ask ss to open their books and turn to page 14. look at part 2a, expl

42、ain the chart and make sure the students understand the chart and what to do.then play the tape for three times. ask some ss to write their answers on the bb and check them.this activity provides guided listening and writing practice using the target language.step 6. grammar focus (five minutes)first ask two students to read grammar focus to the students. one reads the questions, and the other reads the answers.this activity checks their pronunciation and trains their reading ability.t: when is the vacation? ss: i