第一篇：外研版八年級英語下冊M7U1說課稿[推薦]

說課稿

今天我說課的題目是外研版八年級英語下冊第七模塊的第一單元。She asked if I was practicing too much。

一·教材分析：

這節(jié)課是外研版八年級英語下冊第七模塊的第一單元。本模塊話題是“旅游和休假”。通過對北海公園、武陵園景區(qū)的介紹和作者旅游經(jīng)歷的描述，激發(fā)學(xué)生對大自然的熱愛，陶冶情操，同時喚起學(xué)生的保護(hù)環(huán)境意識。而且在語境中很自然地體驗本單元的語法項目“轉(zhuǎn)述現(xiàn)在進(jìn)行時、疑問句和祈使句”。本模塊緊緊圍繞“旅游和休假””這一主題展開多方面的聽、說、讀、寫的語言實踐活動,使學(xué)生由簡單到復(fù)雜,漸漸感知新的語言,并通過范例,引導(dǎo)學(xué)生總結(jié)、歸納，掌握完整的語法知識。

二·學(xué)情分析

初二下學(xué)期的學(xué)生經(jīng)過一年多的學(xué)習(xí)，有了一定的英語基礎(chǔ)知識和聽說能力，正逐漸向讀、寫過渡，同時，學(xué)生們對英語學(xué)習(xí)還保持著較濃厚的興趣。經(jīng)過一年的新課程理念的熏陶及實踐，有了初步的自主、合作、探究、實驗的能力。

三·教學(xué)目標(biāo)

1..知識目標(biāo)：掌握本課的重點單詞和短語；能轉(zhuǎn)述別人表示疑問，指令或建議的話 2..技能目標(biāo)： 以談?wù)摗奥糜谓?jīng)歷”為話題展開教學(xué)活動，在旅游體驗中輕松學(xué)習(xí)直接引語與間接引語的轉(zhuǎn)變。

3.情感目標(biāo)：加深對我國自然風(fēng)景區(qū)的了解，培養(yǎng)學(xué)生對祖國大好河山的熱愛。

四·教學(xué)重點·難點

1.掌握介紹“旅游和休假”的基本詞匯，能敘述自己的經(jīng)歷。2.直接引語和間接引語的轉(zhuǎn)換。

五·教學(xué)方法

1.任務(wù)型語言教學(xué)法 2.情景交際法 3.多媒體輔助

在本課的任務(wù)型語言教學(xué)中，我創(chuàng)造性地設(shè)計貼近學(xué)生生活實際的任務(wù)活動，吸引和組織他們積極參與，使學(xué)生通過觀察、思考、討論、交流和合作等方式，在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應(yīng)用。

六·學(xué)法指導(dǎo)

本節(jié)課將在課堂活動中把學(xué)生分成四人小組的學(xué)習(xí)小組，讓他們圍繞著課堂任務(wù)分工合作，在活動中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發(fā)展他們的能力。

七.教學(xué)設(shè)計

課前延伸

1.課前讀詞：學(xué)生朗讀本單元單詞 2.每日播報：My favorite holiday

課內(nèi)探究

STEP1、新課導(dǎo)入：向?qū)W生出示圖片.小組競賽的形式對圖片進(jìn)行描述。然后讓學(xué)生觀看北海公園的錄像，通過錄像調(diào)動學(xué)生的學(xué)習(xí)積極性，培養(yǎng)學(xué)生的興趣，為以后的學(xué)習(xí)打下基礎(chǔ)，使學(xué)生在輕松活潑的氣氛中開始新課程。STEP2、聽前說

通過free talk很自然的導(dǎo)入聽力部分的學(xué)習(xí)。

然后讓學(xué)生到黑板上展示自己的答案。

本環(huán)節(jié)是教材安排的任務(wù)型聽力活動，目的是讓學(xué)生在聽音時抓住關(guān)鍵詞，培養(yǎng)學(xué)生邊聽邊做筆記的學(xué)習(xí)策略。STEP3、listen and read 1)整體聽一邊錄音，選擇最佳答案 2再聽一遍錄音，回答下面問題。3再聽錄音，注意語音語調(diào)。STEP4、聽后說

1、work in group :分角色朗讀對話。

2、compete the sentences 小組內(nèi)討論的形式

讓學(xué)生在小組中交流、合作。易于激發(fā)學(xué)生的表達(dá)欲望，在后動中他們一定會努力表現(xiàn)自己，做到最好。把任務(wù)活動放在小組中進(jìn)行，還可以解決“大班”難于操練的難題，學(xué)生在小組有更多的時間來運用英語表達(dá)自己的思想。STEP5、疑難解惑：

1、read the dialogue find out the difficulties and focus, then discuss with groups and solve the difficulties(小組自主互助學(xué)習(xí))

2、對小組內(nèi)不能解決的問題，老師適時點撥 STEP6 精講點撥： STEP7 學(xué)以致用

在此環(huán)節(jié)我創(chuàng)設(shè)了四個情景，學(xué)生在學(xué)完對話的基礎(chǔ)上，在創(chuàng)設(shè)的情景之中，進(jìn)一步練習(xí)，強(qiáng)化知識的掌握。做上面這個活動可以豐富學(xué)生的事業(yè)和詞匯，以便在對話中運用自如。STEP8 板書設(shè)計

STEP9 課堂小結(jié) 總結(jié)本節(jié)課的重點詞組和短語及語法知識

課后提升

1、復(fù)習(xí)當(dāng)天所學(xué)內(nèi)容，整理學(xué)案，掌握詞匯、語法。

2、將workbook相關(guān)聯(lián)系完成

3、預(yù)習(xí)unit2的語法和詞匯

由于教材中的環(huán)節(jié)較多，內(nèi)容充實，因此我將最后的課后提升環(huán)節(jié)讓學(xué)生既復(fù)習(xí)又預(yù)習(xí)起到承前啟后的作用。

第二篇：外研版英語說課稿

說課也是教師資格證考試和教師招聘考試中必需的環(huán)節(jié)。如下小編就為大家收集了外研版英語說課稿，歡迎閱讀！

外研版英語說課稿

1Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is《 foreign language teaching and research press》Book，.let me talk about this lessson as the following:

一、教材分析:Analysis of the Teaching material

二、教學(xué)目標(biāo):Teaching alms and demands:

三、教學(xué)重難點:Teaching keys and difficulties:

四、教學(xué)方法:Teaching methods:

五、教學(xué)工具:Teaching aids：

六、教學(xué)過程:Teaching procedures:

七、板書設(shè)計：Blackboard Design.八 教學(xué)評價與反思

Now,let me talk about the teaching material first.本課時所教的是外研社高一上學(xué)期使用的必修2 Mudule6。本模塊介紹了----這節(jié)課學(xué)習(xí)的 是listening and vocabulary和speaking部分的內(nèi)容，是本模塊的第三課時，要求通過聽的活動了解和學(xué)習(xí)有關(guān)----------------------------的詞匯，培養(yǎng)表達(dá)結(jié)果，做總結(jié)的邏輯思維能力和獲取信息的能力。Speaking 討論了------------------------------在這節(jié)課之前，學(xué)生學(xué)習(xí)了reading and vocabulary,通過閱讀文章，已經(jīng)掌握了部分------------------------的詞匯，本課由復(fù)習(xí)舊課入手，引入新課的新詞匯，并以聽說為主線，對-------這一主題進(jìn)行延伸和拓展。

Therefore , on studying the teaching material and analyzing the regulation of students growing of mind , I put forward the teaching objectives according to English syllabus and new lesson standard.I will talk about it from Knowledge objects , Ability objects and emotion objects:

知識目標(biāo)：見教參

能力目標(biāo)：見教參

德育目標(biāo)見教參

(1)---------------

(2）------------

Next , according to the new teachingstand and the teaching content , I made out the key points and the difficult points of this lesson:

（1）握重點詞匯與短語，如：-----------

（2）語法方面掌握--以及一些有用的表達(dá)式和句子結(jié)構(gòu)。

（3）加深學(xué)生對于文章的理解，發(fā)展學(xué)生聽、說、讀、寫的基本技能，提高初步運用英語進(jìn)行交際的能力，側(cè)重提高閱讀能力。

Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.They offer the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.Studying Methods:

Let Ss study in a relaxed and agreeable atmosphere.Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc.And make preparation for completing the new study task.也就是說，為了更好地實現(xiàn)任務(wù)式教學(xué)和探究式教學(xué)，我采用了一下教學(xué)方法：

1、速讀法：根據(jù)高中英語教材側(cè)重閱讀理解這一特點，讓學(xué)生快速閱讀，以盡快了解文章的大意。

2、問答法：幫助學(xué)生理解文章的細(xì)節(jié)

3、翻譯法：適當(dāng)?shù)剡\用翻譯可幫助學(xué)生理解文章的難點

4、討論法：通過Pair work.Group work.讓學(xué)生都得到一次口語訓(xùn)練的機(jī)會，教師應(yīng)設(shè)計一些適當(dāng)?shù)脑掝}。

5、快樂教學(xué)法：即教師在教學(xué)過程中，要盡可能地利用多媒體技術(shù)、圖片、課件等刺激學(xué)生的感官系統(tǒng)，創(chuàng)造一種和諧的學(xué)習(xí)氛圍，讓老師教得開心，學(xué)生學(xué)得開心。

【本課時主要以聽說教學(xué)為主線，以導(dǎo)學(xué)式模式培養(yǎng)學(xué)生的聽力理解策略。以聽力技能訓(xùn)練和口語表達(dá)訓(xùn)練為主線，貫穿聽說讀寫綜合技能的培養(yǎng)，針對學(xué)生聽力理解障礙，在教學(xué)中遵循“循序漸進(jìn)”的原則，進(jìn)行知識的輸入，技能的培養(yǎng)，和文化知識的滲透，良好學(xué)習(xí)策略的培養(yǎng)。本課時采用多媒體教學(xué)，給予學(xué)生更直觀的感受，也加快了教學(xué)的節(jié)奏。課前教師要從網(wǎng)上下載一些相關(guān)的圖片和資料?！?/p>

TEACHING AIDS:（教學(xué)輔助手段）

Multi-media computer;OHP(overhead projector);tape recorder;software: Powerpoint or Authorware

Teaching Process:

In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into six steps.Step1 Revision and lead-in

Step2 Presentation and practice.It contains some small steps such as Listening ,Reading , Disoussion etc.Step3 Task time.This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences learned in this passage and everyday life experience according to the given situation(show it on the screen using a multi-media computer).This step is employed to create a language environment for students’ communication in the class;If the students can finish this task well, they will benefit a lot in their spoken English.Step4 Consolidation and extension.Finish Exx 1 and 3 orally, left Ex 2 as written work.Ex.1 revises the Object Clause（賓語從句）.When transforming（變換）the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order.Ex.2 is a revision of the Modal Verbs（情態(tài)動詞）and some useful expressions.Let the Ss work in pairs and then check the answers with the whole class.Step5 Homework

1.Do Ex 2 in the exercise books.This is used to make the students have a further understand of the modal verbs.2.Write a short passage about the dialogue learned.This is used to practise writing ability of the students.Step6 Blackboard Design.(Show on the CAI)

在整個課程中，我的思路是這樣的：教學(xué)之初，給學(xué)生呈現(xiàn)一些--------------圖片，讓學(xué)生首先從視覺的角度對要學(xué)習(xí)的內(nèi)容有一個深刻的認(rèn)識;在進(jìn)入課文的學(xué)習(xí)之前，先粗略地復(fù)習(xí)上一節(jié)課所學(xué)的相關(guān)的詞匯，要求學(xué)生用簡單英語解釋，但允許學(xué)生自主選擇想解釋的詞匯。這樣，既減少了 學(xué)生的膽怯心理，又達(dá)到了運用語言的目的：通過對于本文的語言片段的學(xué)習(xí)，以及圍繞著它所作的拓展訓(xùn)練，培養(yǎng)學(xué)生理解含有所學(xué)生詞的句子和段落并獲取信息，找出段落和文章的從屬關(guān)系，培養(yǎng)學(xué)生對因果關(guān)系的判斷分析能力，歸納分析能力和表達(dá)能力。

Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my lesson.Thank you!

外研版英語說課稿

2Ladies and gentlemen, good morning.It’s a great pleasure for me to be here sharing my lesson with you.My name is.Firstly, I’ll introduce my teaching material to you.The content of it is Unit 1 of Module 3,Book 1.In this unit we’ll talk about the numerals.By studying this unit, the students will know how to ask and answer the quantities.The way to ask “how many’and the numbers from 1 to 10 are the key and difficult points of this unit.As we know, our students are pupils, boys and girls are exposed to English for a short time, so it is very important to develop their intreset in English.As for this, I made my teaching aims as follows.Teaching aims:

1.Aims on knowledge:

1)The students can hear,read and use the sentence “how many?’ to ask questions.2)The students can hear, read and use the words from 1 to 10 to answer the questions on numerals.2.Aims on abilities:

1)To develop students’ abilities of listening and speaking.2)To foster students’ abilities of communicating skills.3.Aims on the emotion:

1)To set up students’ self-confidence in language study.2)To form happy English learning situations for the students.4.Key points:

1)To help students ask and answer the question: How many?

2)To develop students intrest in English.5.Difficult point:

The right pronunciation of the numerals from 1 to 10.Secondly,I’ll introduce my teaching methods.We all know that the main instructional aims of learning English in primary schools to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language.So in this lesson,I’ll mainly use “task-based” teaching method.I’ll let Ss learn in real situations,finish some simple tasks to help the students to get a better understanding of the lesson.And I will arrange many kinds of activities for them.In this class, I’ll use a recorder and some pictures as my teaching assistance.Teaching process

Ⅰ.Warm-up

1.Greetings

2.say the chant “Bob.Bob.Bob…

3.The teacher can choose some students,to do a simple dialogue such as What’s your name? How are you?and so on.(for this step, we should practice quickly.This chant can arouse exciting motion.So it is important to form a happy class.The part of the dialogue can make Ss review the knowledge in the last lesson.)

Ⅱ.Leading in

1.After chant,the teacher shows a pencil and ask students :What’s this?lead the students to answer ‘pencil’.Then the teacher says:Yes, it’s one pencil.Then the teacher shows two pencils and says: There are two pencils.The teacher can lead in the numerals by this way(This part to lead the numbers quickly.)

Activities for the children.1 to 4,we should clap our hands;after 4,we should change to stamp our feet;after 8 we should shake our bodies.That is to say, ask students to clap when teaching numbers 1-4, ask the students to stamp when teaching numbers 5-8, ask the students to shake their bodies when teaching numbers 9-10.(we count the ten numners by different ways, Ss would like to do things like this.We’ll have a happy beginning)

2.The teacher shows the pictures about numerals.Have the students read the pictures and follow the teacher to practise,and put the numerals on the blackboard.(This part is the important part to make students learn the numerals)

3.A game to practice the numerals.Ask students to do the counting one by one, they should line up first, then count from 1-10.(For this step, I will correct their pronunciation).Ⅲ.New lesson

1.The teacher shows the pictures quickly, and ask them to guess How many?

And students say the answers.After some time, ask little teachers to do this.Then the teacher shows and teaches the new sentence ‘How many?’

2.guessing game

In this part, we can play two games.First, guess the pictures;second, guess how many students.(to drill the questions and answers with the help of the game.)

3.listen to the tape.T should play the tape three times, first, Ss just listen;second, Ss read the story after the tape;third, Ss listen carefully and find 1 to 10 on the book.(It is necessary for Ss to listen to the tape in our class, it will form a good habit of listening.)

Ⅳ.Consolidation

A task of memory.The teacher shows a big picture with some boys and girls on it.Have the students look at this picture for 5 seconds.Then the teacher closes this picture and asks: How many boys or girls? The students will try to give the right answers.(This is a transitional part for unit 2)

Ⅴ.Assessment

Let the students to count all the things arround them after class.Then to tell their friends or to mark on the paper.(revision is so important that Ss should speak English as much as they can in class)

Above is my lesson,I try my best to make my students happy in class.So I use different kinds of activities and games to deepen my instruction in order to let children acqire new knowledge through arousing their interest.But, the weakness of this lesson is the students might not grasp the hole story and sentences pattern because of lack of enough training in these two parts, story-teaching and sentence pattern-teaching.That’s all!Thank you!

It’s my great honor to be here sharing my lesson with you.The content of my lesson is《New Standard English 》Book4 Module8 Unit1 I was two.Then I’m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching process.一、Teaching material

The topic of this module is “Changes”.The language function of this unit is throughing the photos of Lingling’s grandparents and her own to describe the things past with “was/were”.The main patterns “They were young.” and “I was two.” are close to Ss’ daily life.Therefore, they would show their great interests in this lesson and try to use what they have learnt in their real lives.By studying this unit, Ss can discuss the things that occurred in the past to themselves with “was/were”.二、Students

The Ss in grade four have got some English foundations.They also have higher learning enthusiasm and lively personalities.As a result, the activities full of fun and relaxation are offered in order to let the Ss learn English more freely.Meanwhile, the abilities of observing and self-study , the habits of independent thinking and positive participation are fostered in the class.三、Teaching aims

（一）Aims on the knowledge

1．The Ss can understand and speak the words: who, grandparents, then, me, hair, so.2．The Ss can understand and speak the sentence patterns: They were young.I was two.（二）Aims on the abilities

1．The Ss can read the dialogue fluently.2．The Ss can communicate with “was/were” according to the photos.（三）Aims on the emotion

Through the Ss’ comparison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the families.四、Teaching points

（一）Key points

1．The Ss can understand and speak the new words and the sentence patterns.2．The Ss can describe the things past with “was/were”.（二）Difficult points

1．The Ss know the usage and relationship between “am/is/are” and “was/ were”.2．The Ss can discuss the real life with the sentence patterns freely and creatively.五、Teaching preparation

Tape, recorder, photos, multimedia, cards, stickers.六、Teaching process

Step 1.Warming-up

1.Greetings

2.Enjoy the song “The family”.3.Free talk

T: Here is a family photo.Let’s describe it.In this photo, Father is …(choose the appropriate adjectives)

S: ….T: Mother/Brother/Sister/Baby is…

…

[Design intent] The song can adjust the Ss’ thought, arouse their interest in learning English, let them enter the atmosphere of learning English quickly.The free talk can help them review the adjectives which are used to describe the personalities and characters.Step 2.Presentation

1.Leading-in

T: Here is another family photo.Do you know who the baby is?

S: …

T: It’s me!(Teach the word “me” at this moment.)

I was two, then.Now I am 30.(Show Ss the current photo.)

T: Our friend Lingling has got some photos, too.Do you want to have a look?

[Design intent] Through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text learning.2.Text

(1)Listen and try to find out the words they don’t know.Study them in groups.Then T consolidates the meaning of “who, grandparents, then, hair, so”.(2)Listen read and underline the sentences with “was/were”.T: What’s the difference between “am/is/are” and “was/ were”?（Explain it under the help of the photos.）

[Design intent] Through the listening and underlining, Ss can have the deeper understanding to the text.Explain the past tense appropriately and design the blackboard writing reasonably.Let Ss know the meaning and usage of “was/ were” clearly.（3）Listen and read the dialogue again.Step 3.Practice

1．Look, listen and guess.Show Ss four pairs of pictures, choose the correct one after listening to T’s description.2．Do Activity 3 on page 31.Discuss the answers in groups.[Design intent] Through the activities, let Ss practice the sentence patterns step by step.Cultivate Ss' abilities of cooperation and participation by group-working.Step 4 Consolidation

1.Enjoy the passage of the cartoon “The ugly duckling”.Discuss the changes of the little duckling according to the T’s reminder.2.Show Ss some photos of new and old Yantai, let them realize the great changes of our life.[Design intent] The cartoon can make Ss show more interests in learning English.Through the photos show, Ss will love and cherish the new life more.Step 5 Summary

Ask Ss themselves to summarize what they have learnt today.Step 6 Assignment

1．Listen and repeat the text.2．Describe Ss’ own photos with the sentence patterns in groups and prepare to show in next class.[Design intent] Making lots of listening and speaking exercise is able to train Ss’ comprehensive language abilities and strengthen their confidence.In addition, extending the knowledge in class to the real life effectively can finally achieve the purpose of communication using language.Design of blackboard writing

Moduel 8 Changes

Unit 1 I was two.(then)(now)

I was two, then.Now I am 30.They were young, then.Now they are old.She/He was…, then.Now she/he is….[外研版英語說課稿 ]相關(guān)文章：

第三篇：外研版英語八年級下冊Module4 New Technology的說課稿

各位領(lǐng)導(dǎo)、老師們： 大家好！各位領(lǐng)導(dǎo)、老師們： 大家好！我來自嘉興市秀洲區(qū)油車港中學(xué) 很榮幸跟大家一起分享和交流教學(xué)設(shè)計和體會。嘉興市秀洲區(qū)油車港中學(xué)，我來自嘉興市秀洲區(qū)油車港中學(xué)，很榮幸跟大家一起分享和交流教學(xué)設(shè)計和體會。我 要交流的是英語 新標(biāo)準(zhǔn)）英語（的內(nèi)容，要交流的是英語（新標(biāo)準(zhǔn)）初中八年級下冊 Module4 New technology 的內(nèi)容，我從六個方 面展開：教材內(nèi)容分析、學(xué)情分析、教學(xué)目標(biāo)、重點難點、教材處理、教學(xué)設(shè)計。面展開：教材內(nèi)容分析、學(xué)情分析、教學(xué)目標(biāo)、重點難點、教材處理、教學(xué)設(shè)計。一 教材 內(nèi)容分析 本模塊以新的科技產(chǎn)品為話題，把焦點放在對科技產(chǎn)品的如何使用上，本模塊以新的科技產(chǎn)品為話題，把焦點放在對科技產(chǎn)品的如何使用上，話題貼近學(xué)生 生活，學(xué)生對科技工藝產(chǎn)品的介紹比較感興趣，比較容易開展活動。生活，學(xué)生對科技工藝產(chǎn)品的介紹比較感興趣，比較容易開展活動。教學(xué)中應(yīng)結(jié)合學(xué)生實 際情況，靈活調(diào)整教學(xué)內(nèi)容（或增加，或刪除，或前后調(diào)整）合理設(shè)置課時。際情況，靈活調(diào)整教學(xué)內(nèi)容（或增加，或刪除，或前后調(diào)整）合理設(shè)置課時。適當(dāng)進(jìn)行拓，以豐富學(xué)生知識，拓展學(xué)生視野，進(jìn)行理想、人生規(guī)劃的教育。展，以豐富學(xué)生知識，拓展學(xué)生視野，進(jìn)行理想、人生規(guī)劃的教育。二 學(xué)情分析 七年級（已經(jīng)學(xué)習(xí)過對電腦相關(guān)情況的介紹，七年級（下）Module10 已經(jīng)學(xué)習(xí)過對電腦相關(guān)情況的介紹，本單元可以在七年級此 模塊的基礎(chǔ)上引進(jìn)科技產(chǎn)品的說明這個話題，這是學(xué)生很熟悉也是較感興趣的話題?？萍籍a(chǎn)品的說明這個話題 模塊的基礎(chǔ)上引進(jìn)科技產(chǎn)品的說明這個話題，這是學(xué)生很熟悉也是較感興趣的話題。在教 師預(yù)設(shè)的任務(wù)中，引導(dǎo)學(xué)生在交際中動態(tài)生成，學(xué)生有話可說，樂于合作分享。師預(yù)設(shè)的任務(wù)中，引導(dǎo)學(xué)生在交際中動態(tài)生成，學(xué)生有話可說，樂于合作分享。這樣就有 利于他們更好的運用課本知識，達(dá)到提高綜合運用語言能力的目的。利于他們更好的運用課本知識，達(dá)到提高綜合運用語言能力的目的。三 教學(xué)目標(biāo) 語言知識目標(biāo)：我列出本模塊相應(yīng)的這些詞組、短語和句型；本模塊的語法是“ 從句+ 1 語言知識目標(biāo)：我列出本模塊相應(yīng)的這些詞組、短語和句型；本模塊的語法是“If 從句+ 祈使句”的句子；功能介紹手機(jī) 照相機(jī)、電話等科技用品；話題以學(xué)生為中心 介紹手機(jī)、以學(xué)生為中心，祈使句”的句子；功能介紹手機(jī)、照相機(jī)、電話等科技用品；話題以學(xué)生為中心，以介紹 手機(jī)、數(shù)碼相機(jī)、電話等科技用品為話題。手機(jī)、數(shù)

碼相機(jī)、電話等科技用品為話題。2 技能目標(biāo) 語言技能目標(biāo) 懂有關(guān)學(xué)習(xí)介紹的簡短對話，提高學(xué)生實際應(yīng)用能力。聽:懂有關(guān)學(xué)習(xí)介紹的簡短對話，提高學(xué)生實際應(yīng)用能力。說:能利用 if 句型介紹產(chǎn)品的 使用說明；流利地說出本模塊的生詞、短語。使用說明；流利地說出本模塊的生詞、短語。讀:能閱讀包含 if 句型的有關(guān)使用說明的簡 單文章。進(jìn)行簡單的閱讀技能訓(xùn)練。單文章。進(jìn)行簡單的閱讀技能訓(xùn)練。(1 句型寫出簡短的介紹科技產(chǎn)品的使用說明的句子；(2)能用參考詞造句 能用參考詞造句。寫:(1)能用 if 句型寫出簡短的介紹科技產(chǎn)品的使用說明的句子；(2)能用參考詞造句。語言運用能:向全班做有關(guān)產(chǎn)品使用說明的介紹，語言運用能:向全班做有關(guān)產(chǎn)品使用說明的介紹，并模仿做一個產(chǎn)品的推銷員 生活技能目標(biāo):能妥善處理突發(fā)事件 冷靜、沉著。具體自我保護(hù)意識。能妥善處理突發(fā)事件，生活技能目標(biāo) 能妥善處理突發(fā)事件，冷靜、沉著。具體自我保護(hù)意識。學(xué)習(xí)策略目標(biāo)不斷提升自主學(xué)習(xí)能力 加強(qiáng)交際、信息處理、英語思維能力。不斷提升自主學(xué)習(xí)能力，3 學(xué)習(xí)策略目標(biāo)不斷提升自主學(xué)習(xí)能力，加強(qiáng)交際、信息處理、英語思維能力。認(rèn)知策略: 聯(lián)系，歸納，推測等技能。認(rèn)知策略: 聯(lián)系，歸納，推測等技能。調(diào)控策略: 從同伴處得到反饋，進(jìn)行修改。調(diào)控策略: 從同伴處得到反饋，對自己在敘述及作文中的錯誤 進(jìn)行修改。交際策略: 交際策略: 學(xué)習(xí)運用恰當(dāng)詞語介紹有關(guān)產(chǎn)品使用說明 資源策略: 通過其他資源獲取更多產(chǎn)品介紹的信息。資源策略: 通過其他資源獲取更多產(chǎn)品介紹的信息。自學(xué)策略: 借助詞匯圖掌握單詞，形成話題聯(lián)想的習(xí)慣。自學(xué)策略: 借助詞匯圖掌握單詞，形成話題聯(lián)想的習(xí)慣。合作學(xué)習(xí)策略: 關(guān)心身邊的生活環(huán)境，用品。合作學(xué)習(xí)策略: 關(guān)心身邊的生活環(huán)境，能互相介紹有關(guān)生活中的 用品。其他：培養(yǎng)聯(lián)想能力，如場所與功能的聯(lián)系。其他：培養(yǎng)聯(lián)想能力，如場所與功能的聯(lián)系。文化意識目標(biāo) 4 文化意識目標(biāo)： 在中外對比中，情況，在國際的使用情況。在中外對比中，了解 Internet café 情況，了解 Internet café 在國際的使用情況。5 情感態(tài)度目標(biāo) 培養(yǎng)學(xué)生熱愛生活，細(xì)心觀察生活的細(xì)節(jié)。參加各種英語活動，克服困難，培養(yǎng)學(xué)生熱愛生活，細(xì)心觀察生活的細(xì)節(jié)。參加各種英語活動，克服困難，在新環(huán)境 中進(jìn)一步樹立正確的語言學(xué)習(xí)觀。中進(jìn)一步樹立正確的語言學(xué)習(xí)觀。

四、重點和難點 1 教學(xué)重點 重點句型： 從句+祈使句” 重點話題：（1））重點句型：“If 從句+祈使句” 的句子 2）（
）重點話題： Introduce new technologies;Learn to how to protect themselves when they are in danger.2 教學(xué)難點

句型。（1）掌握 if 句型。）科技用品（2）能用英語介紹生活中的科技用品。3 突破途徑）能用英語介紹生活中的科技用品。以話題為核心，通過個人思考、小組及班級活動等不同途徑，在聽、以話題為核心，通過個人思考、小組及班級活動等不同途徑，在聽、說、讀、寫中使 單詞及句型以不同的形式反復(fù)出現(xiàn)，在足夠的輸入中，達(dá)成有效的語言輸出。單詞及句型以不同的形式反復(fù)出現(xiàn)，在足夠的輸入中，達(dá)成有效的語言輸出。核心任務(wù)：能夠運用所學(xué)知識介紹生活中的科技用品。科技用品

五、教材處理 1 核心任務(wù)：能夠運用所學(xué)知識介紹生活中的科技用品。三個環(huán)節(jié)如下： 三個環(huán)節(jié)如下： pre-task：學(xué)生聯(lián)系生活實際，激活背景知識。：學(xué)生聯(lián)系生活實際，激活背景知識。Task-cycle：通過整個模塊的聽說讀寫的訓(xùn)練，強(qiáng)化 介紹 科技產(chǎn)品 的表達(dá)能力，為 的表達(dá)能力 ：通過整個模塊的聽說讀寫的訓(xùn)練，強(qiáng)化“介紹 科技產(chǎn)品”的表達(dá)能力，完成核心任務(wù)做好鋪墊。完成核心任務(wù)做好鋪墊。post-task： 達(dá)成任務(wù)，展示成果，自我評價，反饋學(xué)習(xí)情況。2 課時安排 ： 達(dá)成任務(wù)，展示成果，自我評價，第一課 時：Unit 1: Vocabulary and listening 第二課時： 第二課時：Unit 2: Vocabulary and reading 第三課時： 第三課時：Unit 3: Language in use1-7 第四課時： 第四課時：Writing, Speaking, Around the world, Module task 第五課時： 第五課時：Self-assessment, analysis of Ex.第一課時： 第一課時：Vocabulary and listening(Unit 1 Activity 1~8)Step 1 Brainstorming： 入手，進(jìn)行頭腦風(fēng)暴，從本單元的題目 new technology 入手，利用學(xué)生已有的認(rèn)知水平進(jìn)行頭腦風(fēng)暴，并 引入新單詞 新單詞（etc）主要為下一步教學(xué)做好準(zhǔn)備。引入新單詞（video, video, recorder etc）主要為下一步教學(xué)做好準(zhǔn)備。Step 2 Which suggestion do you give?通過簡單問答，從聽開始介入 if 的從句，讓學(xué)生有一 通過簡單問答，的從句，通過簡單問答 個比較的直觀的認(rèn)識 引入 new words press, button, copy, memory, turn on, play recorder）的直觀的認(rèn)識。個比較的直觀的認(rèn)識。（）.訓(xùn)練學(xué)生的發(fā)散性思維.通過 model 訓(xùn)練學(xué)生的發(fā)散性思維.Step 3 Lead –in: instructions of computer Computer 屬于 new technology，溫故知新，對本單元能過起到過渡的作用。，溫故知新，對本單元能過起到過渡的作用。Step 4 Presentation 實物的教具非常直觀，它具有可操作性，可以在教里直接進(jìn)行演示，實物的教具非常直觀，它具有可操作性，可以在教里直接進(jìn)行演示，可以引入

相應(yīng)的 instructions，另外，并不是每個學(xué)校的每個班級都有多媒體，使用實物教具可以取得事半 個學(xué)校的每個班級都有多媒體，另外，并不是每個學(xué)校的每個班級都有多媒體 功倍的效果。功倍的效果。Step5 Listen and read 在常規(guī)聽力練習(xí)中進(jìn)一步提高學(xué)生聽的能力，充足的輸入，更有利于 學(xué)生進(jìn)行目標(biāo)語言的輸出。如果可能的話，把不同的按鍵涂成相應(yīng)的顏色，讓學(xué)生更好的理 解課文。Step6 Answer the question 學(xué)生可以根據(jù)問題的回答充分的熟悉課文，通過學(xué)生的 學(xué)生可以根據(jù)問題的回答充分的熟悉課文，個別回答，這是語言的有效輸出。個別回答，可以提高學(xué)生的口頭表達(dá)能力和語言的組織能力，這是語言的有效輸出。Step7 Reading and speaking 讓學(xué)生聽磁帶，讓學(xué)生聽磁帶，增強(qiáng)他們的語感，培養(yǎng)學(xué)生良好的語音，語調(diào)。增強(qiáng)他們的語感，培養(yǎng)學(xué)生良好的語音，語調(diào)。還要培養(yǎng)學(xué)生良好的朗讀習(xí)慣（默讀、集體朗讀、個別朗讀）還可以培養(yǎng)學(xué)生的表演能力。還可以培養(yǎng)學(xué)生的表演能力 還要培養(yǎng)學(xué)生良好的朗讀習(xí)慣（默讀、集體朗讀、個別朗讀）還可以培養(yǎng)學(xué)生的表演能力。Step 8 To be a salesman 使用 mobile phone 是 Unit 2 的相關(guān)環(huán)節(jié)，學(xué)習(xí)它，能夠起到承 的相關(guān)環(huán)節(jié)，學(xué)習(xí)它，上啟下的作用。適當(dāng)?shù)某瓕懞烷喿x是必需的，上啟下的作用。Step 9 Homework 適當(dāng)?shù)某瓕懞烷喿x是必需的，作文在課堂里已經(jīng)進(jìn)行過討 所以大部分學(xué)生有能力掌握，他們并不會感到困難。論，所以大部分學(xué)生有能力掌握，他們并不會感到困難。To be a good salesman,跟學(xué)生的生 跟學(xué)生的生 活實際相結(jié)合?；顚嶋H相結(jié)合。第二課時：Vocabulary and readingStep1 check the homework 第一部分的內(nèi)容。這部分既是 check the homework，同時也是 Unit 2 第一部分的內(nèi)容。如果學(xué)生在課前 預(yù)習(xí)過該部分內(nèi)容，那完全可以利用好這個環(huán)節(jié)，節(jié)減上課的時間，提高上課的效率，預(yù)習(xí)過該部分內(nèi)容，那完全可以利用好這個環(huán)節(jié)，節(jié)減上課的時間，提高上課的效率，教 與學(xué)雙贏。與學(xué)雙贏。Step2 Lead-in 利用學(xué)生生活身邊可能發(fā)生的事情，比如狗咬人的，如果該狗是狂犬病，他 利用學(xué)生生活身邊可能發(fā)生的事情，比如狗咬人的，如果該狗是狂犬病 狂犬病，們應(yīng)該如何處理？加強(qiáng)學(xué)生對突發(fā)事情的反應(yīng)和處理的能力。們應(yīng)該如何處理？加強(qiáng)學(xué)生對突發(fā)事情的反應(yīng)和處理的能力。

Step 3 Making up a story 可以充分地發(fā)揮學(xué)生的想象力，自主學(xué)習(xí)和合作學(xué)習(xí)相結(jié)合。這些 可以充分地發(fā)揮學(xué)生的想象力，自主學(xué)習(xí)和合作學(xué)習(xí)相結(jié)合 相結(jié)合。圖片跟課文有密切的聯(lián)系，學(xué)生熟悉他們。對理解課文有很

大的幫助。圖片跟課文有密切的聯(lián)系，學(xué)生熟悉他們。對理解課文有很大的幫助。讓學(xué)生對具體的文 覺得陌生。章內(nèi)容不 覺得陌生。Step 4 Reading 1 Herry Jackson meets the same situation as you.Let’s see how he does? Read the passage and answer the questions.根據(jù)故事的時間、人物、地點、起因、經(jīng)過、根據(jù)故事的時間、根據(jù)故事的時間 人物、地點、起因、經(jīng)過、結(jié)果等進(jìn)行提問，讓同學(xué)們掌握相應(yīng)的閱讀技巧和策略。結(jié)果等進(jìn)行提問，讓同學(xué)們掌握相應(yīng)的閱讀技巧和策略。2 Read the passage again, choose the best answer.加大問題的難度，進(jìn)一步地理解課文 加強(qiáng)學(xué)生的推理和歸納能 加大問題的難度，理解課文 加大問題的難度 進(jìn)一步地理解課文,加強(qiáng)學(xué)生的推理和歸納能 力。3 Retell the story in English.或進(jìn)行復(fù)述，可以降低難度，故事的復(fù)述更具有流暢性，學(xué)生根據(jù)圖片 Key words 或進(jìn)行復(fù)述，可以降低難度，故事的復(fù)述更具有流暢性，針對性和目的性。通過復(fù)述，學(xué)生能夠熟悉課文，鍛煉學(xué)生的口語表達(dá)能力，針對性和目的性。通過復(fù)述，學(xué)生能夠熟悉課文，鍛煉學(xué)生的口語表達(dá)能力，考慮到學(xué)生 的個別差異性比較大，水平參差不齊，適當(dāng)?shù)脑捒梢詤⒖颊n文，充分展示他們的成果，的個別差異性比較大，水平參差不齊，適當(dāng)?shù)脑捒梢詤⒖颊n文，充分展示他們的成果，這 是有效的語言輸出。是有效的語言輸出。4 Expand“學(xué)以致用”是我們的學(xué)習(xí)目的。學(xué)生要學(xué)會處理生活中的突 發(fā)事件，具有應(yīng)變的能力，并采取妥善的措施。學(xué)生要學(xué)會如何的保護(hù)自己和他人，遇事要 保持冷靜的頭腦。Step 5 Homework 要多閱讀課文，聯(lián)系學(xué)生生活實際，引導(dǎo)學(xué)生關(guān)注生活環(huán)境, 用中學(xué)。第三課時： Language 要多閱讀課文，聯(lián)系學(xué)生生活實際，引導(dǎo)學(xué)生關(guān)注生活環(huán)境, 用中學(xué)。第三課時： in use 1-7 Step 1 Investigate what your response is.多說 if 的句型，熟練生巧。提高學(xué)生說的能力。Step 2 Complete the sentences 下個單元講的是 條件狀語從句的主從句的時態(tài)，這里講的起到鋪墊的作用 鋪墊的作用。下個單元講的是 If 條件狀語從句的主從句的時態(tài)，這里講的起到鋪墊的作用。Step 3 write instructions 要學(xué)生多寫，落實好“雙基”。Step 4 Group competition 以小組競賽方式進(jìn)行歸納和小結(jié)，易于啟發(fā)學(xué)生的學(xué)習(xí)。能夠很好復(fù)習(xí)和鞏固課文，讓 學(xué)生沒有重復(fù)感。Step 8 Homework 要學(xué)生知道新的技術(shù)給我們帶來了什么好處，科學(xué)技術(shù)是第一生產(chǎn)力。同 要學(xué)生知道新的技術(shù)給我們帶來了什么好處，科學(xué)技術(shù)是第一生產(chǎn)力。時為第五課時的辯論賽作好準(zhǔn)備。學(xué)生的學(xué)習(xí)也要反饋，做到查漏補(bǔ)缺。時為第五課時的

辯論賽作好準(zhǔn)備。學(xué)生的學(xué)習(xí)也要反饋，做到查漏補(bǔ)缺。第四課時： 第四課時： Writing, speaking, around the world, Module task Step 1 Listen and repeat 進(jìn)一步進(jìn)行聽力的訓(xùn)練，增加學(xué)生的語感。要培養(yǎng)學(xué)生良好的寫作習(xí)慣。進(jìn)一步進(jìn)行聽力的訓(xùn)練，增加學(xué)生的語感。Step2 Writing 要培養(yǎng)學(xué)生良好的寫作習(xí)慣。有些學(xué)生很怕寫作，因為他們覺得太難，要消除學(xué)生對寫作的恐懼感，應(yīng)該由易到難，有些學(xué)生很怕寫作，因為他們覺得太難，要消除學(xué)生對寫作的恐懼感，應(yīng)該由易到難，層 層深入，循序漸進(jìn)，培養(yǎng)他們的寫作興趣，能夠取得事半功倍的效果。層深入，循序漸進(jìn)，培養(yǎng)他們的寫作興趣，能夠取得事半功倍的效果。Step 3 Work in groups 把學(xué)生分成四組，每兩組的學(xué)生具有不同的任務(wù)，讓學(xué)生進(jìn)行小組討論，把學(xué)生分成四組，每兩組的學(xué)生具有不同的任務(wù)，讓學(xué)生進(jìn)行小組討論，充分的交流 與合作，讓每位同學(xué)都知道如何去寫。能夠資源共享，在課堂上完成寫作，與合作，讓每位同學(xué)都知道如何去寫。能夠資源共享，在課堂上完成寫作，單位時間里提 高了教學(xué)和學(xué)習(xí)的效益。高了教學(xué)和學(xué)習(xí)的效益。Step 4 Around the world Step 5 Homework 學(xué)生的學(xué)習(xí)要及時的反饋，新的技術(shù)有他好的一面，也有壞的一面，學(xué)生 學(xué)生的學(xué)習(xí)要及時的反饋，新的技術(shù)有他好的一面，也有壞的一面，要客觀地分析問題，不能夠一刀切。同時為第五課時的辯論賽作好準(zhǔn)備。要客觀地分析問題，不能夠一刀切。同時為第五課時的辯論賽作好準(zhǔn)備。學(xué)生的學(xué)習(xí)也要 反饋，做到查漏補(bǔ)缺。反饋，做到查漏補(bǔ)缺。第五課時： 第五課時：Self-assessment, ExercisesStep1 Sharing the story

讓學(xué)生充分分享他們自己在課外收集起來的資料，滿足學(xué)生表現(xiàn)的欲望，讓學(xué)生充分分享他們自己在課外收集起來的資料，滿足學(xué)生表現(xiàn)的欲望，加強(qiáng)同學(xué)們 之間的感情交流。之間的感情交流。Step 2 Making a debate 辯論賽的形式能激起學(xué)生的學(xué)習(xí)熱情 因為在前面對這個話題有所準(zhǔn)備，能激起學(xué)生的學(xué)習(xí)熱情。辯論賽的形式能激起學(xué)生的學(xué)習(xí)熱情。因為在前面對這個話題有所準(zhǔn)備，相信學(xué)生能 夠做的好。夠做的好。Step 3 Additional exercisesStep 4 Self-assessment 自我反饋、自我評價、自我改進(jìn)是非常必 自我反饋、自我評價、這是學(xué)生自主學(xué)習(xí)的重要體現(xiàn)。要。這是學(xué)生自主學(xué)習(xí)的重要體現(xiàn)。Step 5 Homework 在課內(nèi)，通過 詞――句――篇”的層層推進(jìn)，優(yōu)秀生已初步完成了單 在課內(nèi)，通過“詞――句――篇 的層層推進(jìn) 的層層推進(jìn)，元的核心任務(wù)，學(xué)困生也在小組活動、全班活動中獲取了不少幫助，元的核心任務(wù)，

第四篇：外研版英語七年級下冊M8U2說課稿（精選）

外研版新標(biāo)準(zhǔn)英語七年級下冊

Module 8 Story time

Unit 2 Goldilocks hurried out of the house.各位評委好！

今天我說課的內(nèi)容是：英語七年級下冊第八模塊第二課時。下面，我將從六個方面闡述我的說課內(nèi)容。

一．教材分析

（一）教材內(nèi)容分析：本冊由12個學(xué)習(xí)模塊和兩個復(fù)習(xí)模塊構(gòu)成，其中每個學(xué)習(xí)模塊又分為三個單元，每個模塊按照教學(xué)目標(biāo)與單元主題，結(jié)合任務(wù)型教學(xué)方法，提供規(guī)范、真實，同時又接近學(xué)生生活的語言材料，以均衡培養(yǎng)學(xué)生的語言技能，進(jìn)而發(fā)展其語用能力。

（二）單元內(nèi)容分析：一般過去時是本學(xué)期教材的一個重點時態(tài)，M8的話題是 “故事時間”，主要圍繞“金鳳花姑娘和三只熊”這個故事展開。本單元是這個模塊的第二課時，以讀寫為主，語法重點是一般過去時和規(guī)則動詞的構(gòu)成及其應(yīng)用。

（三）教學(xué)目標(biāo)

1.語言知識目標(biāo)

（1）能正確使用下列單詞：

pick, little, door, answer, hurry,right,piece, cry, jump

（2）能準(zhǔn)確理解并使用下列詞組：

hurry out, walk into, be asleep, in pieces, at first, point at, jump out, go for a walk

2.語言技能目標(biāo)

能用一般過去時給他人講簡單的故事或者事情，能用規(guī)則動詞的過去式對故事情節(jié)描述。

3.情感態(tài)度目標(biāo)

通過閱讀童話故事提高對英語的學(xué)習(xí)興趣，感受學(xué)英語的樂趣。

（四）教學(xué)重點、難點

1.教學(xué)重點

掌握以下重點句型：

(1)Finally, she tried the small chair.(2)It was not comfortable either.(3)Very soon she was asleep in it.(4)The three bears returned.(5)Goldilocks jumped out of the bed and hurried out of the house.2.教學(xué)難點

(1)正確書寫規(guī)則動詞的過去式并能使用。

(2)恰當(dāng)運用一般過去時向他人講一個故事。

二．學(xué)情分析

1.本單元以培養(yǎng)學(xué)生的讀寫能力為主，兼顧聽說，并包括詞匯、語法學(xué)習(xí)活動。

2.學(xué)生在M7及M8 unit1中已經(jīng)接觸過過去時，對本單元的時態(tài)不會感到陌生。

3.學(xué)生英語基礎(chǔ)相對薄弱，口頭及書寫表達(dá)能力差，但在課堂中還是很活躍。

三．教法分析

1.任務(wù)型教學(xué)法：把學(xué)生分組，讓他們參與討論，交流，合作從而獲得知識，技能，情感體驗。

2.視聽法：主要通過圖片、錄音機(jī)等多種媒體手段提供讓學(xué)生看、聽、說的練習(xí)機(jī)會。

3.問答法：老師提問、學(xué)生回答，學(xué)生互問互答等方式，讓學(xué)生利用圖片進(jìn)行交流，讓學(xué)生在做中學(xué)，在實踐中獲得信息，習(xí)得英語。

四．教學(xué)過程設(shè)計（45分鐘/課）

(一)課前準(zhǔn)備

1.識記詞匯：布置學(xué)生復(fù)習(xí)unit1詞匯，預(yù)習(xí)、記憶本單元詞匯。設(shè)計意圖：

讓學(xué)生養(yǎng)成先預(yù)習(xí)再學(xué)習(xí)，培養(yǎng)學(xué)生自主學(xué)習(xí)詞匯的好習(xí)慣，同時為課文閱讀做好充分的準(zhǔn)備。

2.猜想故事：上完M8 Unit1后，以小組為單位，讓學(xué)生猜想Goldilocks 吃完碗里的美味食物之后會發(fā)生什么事情。

設(shè)計意圖：

讓學(xué)生提前猜想故事的發(fā)展，以小組的形式，不僅鍛煉了學(xué)生口頭表達(dá)能力和合作能力，又為接下來的文章學(xué)習(xí)做好了鋪墊。

(二)教學(xué)工具

錄音機(jī)，磁帶，圖片，多媒體

(三)教學(xué)過程

1預(yù)習(xí)檢測（4m）

(1)檢查詞匯預(yù)習(xí)情況,通過齊讀+自讀，小組內(nèi)成員互相檢查單詞的預(yù)習(xí)情況，每組抽查一人

設(shè)計意圖：

提前預(yù)習(xí)單詞為接下來的短文閱讀打好基礎(chǔ)；

(2)檢查學(xué)生猜想故事發(fā)展的情況，請每個小組長介紹本組猜想結(jié)果 設(shè)計意圖：

通過小組猜想故事發(fā)展情節(jié)，讓學(xué)生更好地投入到短文閱讀中，更能輕松地體會短文故事的意思。

2回顧復(fù)習(xí)，導(dǎo)入新課（7m）

（1）情景導(dǎo)入：讓學(xué)生觀察圖片，分組復(fù)述unit1故事

（2）情景導(dǎo)入：讓學(xué)生觀察圖片，師生，生生開展對話,通過談?wù)搱D片，提出

問題，為學(xué)生閱讀短文做鋪墊。For example：

T1: What can you see in picture a?

S1: I can see a door and three bears.T: What do you think of the bears?

S2: I think they were returning their house.(由于學(xué)生還沒學(xué)過過去進(jìn)行時，允許其用中文表達(dá))

設(shè)計意圖：

以圖片的形式導(dǎo)入，通過師生一問一答，再到生生一問一答，會大大激發(fā)學(xué)生對本課內(nèi)容的興趣

3多層閱讀（10m）

聽短文，快速閱讀:

(1)完成Activity2

Number the pictures in the correct order.(2)完成Activity3

Match the sentences with the pictures.(3)完成Activity 4.Check the true sentences.設(shè)計意圖：

讓學(xué)生迅速聽、讀課文，把握文章大意和脈絡(luò)，培養(yǎng)了學(xué)生迅速閱讀全文，把握大意，抓住文章主體的閱讀技能。

4分段精讀（10m）

Careful reading: Para.1, 2

(1)Goldilocks tried the three chairs and liked the small, but she was very heavy and soon the chair was ____ ____.She walked into the bedroom.She tried the middle bed, but it wasn’t comfortable and the big bed wasn’t comfortable ___.Very soon she was ___in the small bed.Careful reading: Para.3, 4, 5

(2)Then the three bears ___to their house.They walked up to their bedroom.Baby bear ___at Goldilocks and ___”That’s her!She finished my food and look at my chair!"Goldilocks jumped up and hurried out of the house ____her basket.設(shè)計意圖：

通過采用任務(wù)性分段閱讀的方式，讓學(xué)生詳細(xì)閱讀課文，獲取細(xì)節(jié)性信息。5寫作訓(xùn)練(10m)

(1)Use first, next/then, finally to write some new sentences，組員之間檢查正誤，最后由代表讀出來。

(2)根據(jù)activity2,讓全班同學(xué)來想象下，Goldilocks逃出房子之后接下來會發(fā)生什么。每個小組選出最好的一篇向全班同學(xué)進(jìn)行展示，小組之間進(jìn)行互評。

設(shè)計意圖：通過寫作，充分發(fā)揮學(xué)生的想象力，鍛煉學(xué)生的協(xié)調(diào)和合作能力，同時也能在短時間內(nèi)鍛煉學(xué)生應(yīng)用動詞過去式的能力。

6總結(jié)收獲（3m）

(1)讓學(xué)生再次大聲朗讀課文的詞匯和重點句子。

(2)讓學(xué)生歸納一般過去時和動詞過去式的構(gòu)成和用法。

設(shè)計意圖：作為初一學(xué)生，學(xué)知識要養(yǎng)成思考、總結(jié)、歸納的好習(xí)慣，這是非常有必要，只有這樣才能掌握所學(xué)內(nèi)容的重點、難點，才能為以后更順利進(jìn)行英語學(xué)習(xí)。Homework（1m）

(1)Read and write the vocabulary and the structures.(2)Retell the story of Goldilocks the three bears to your family or deskmate

設(shè)計意圖：通過復(fù)述故事鍛煉學(xué)生將書面的敘述轉(zhuǎn)化為自己組織、表達(dá)的能力,使學(xué)生真正做到對所學(xué)知識的靈活運用。

五．板書設(shè)計

正中：Unit 2 Goldilocks hurried out of the house

左邊： piece, in pieces, cry, at first, jump

右邊： 1.Finally, she tried the small chair.2.It was not comfortable either.3.Very soon she was asleep in it.4.The three bears returned.5.Goldilocks jumped out of the bed and hurried out of the house.六．教學(xué)效果、反思

1.利用多種媒體輔助教學(xué)，學(xué)生的學(xué)習(xí)興趣提高了很多，課堂活躍，上課專心。

2.在課堂中，我采取即時評價的方法，極大地增強(qiáng)了學(xué)生的自信心。

3.本課以學(xué)生為中心，采取自主的，與他人合作的方式，學(xué)生的競爭意識和團(tuán)隊協(xié)作能力明顯有所提高。

4.反思：學(xué)生基礎(chǔ)相對薄弱，在書寫及朗讀方面有所欠缺，往往不能流利表達(dá)，需要在以后的課堂中，鼓勵他們積極參與，多讀多寫多說，運用到生活中，這樣才能有所進(jìn)步。

第五篇：外研版八年級英語下冊Module_9_Friendship單元測試

2014.8.14

Module 9 Friendship

二、單項選擇

()1.---Do you know Cindy was famous atvery young age.---Yes.But she died young.She died atage of 33.A.a,anB.a,theC.the,theD.the,an

()2.---How is Helen in the new school?

---She is doing very well.There is to worry about.A.somethingB.anythingC.nothingD.everything

()3.Tom founddifficult to finish all the homework before 11 o’clock tonight.A.thatB.himC.itD.himself

()4.All the guests seemedand no one was complaining.A.happyB.happilyC.happinessD.unhappy

()5.When I came to Xi’an last year, I feel in loveit.A.aboutB.withC.aroundD.from

()6.Though his grandmother lives, she never feels.A.alone,aloneB.lonely,lonelyC.alone,lonelyD.lonely,alone

()7.Can you think of a way to make the baby?

A.to stop to cryB.to stop cryingC.stop to cryD.stop crying

()8.Excuse me, I felt my knife at home.Would you pleaseme yours?

A.borrowB.keepC.lendD.take

()9.In western culture,eye contact in conversations is necessaty.A.makeB.to makeC.makingD.made

()10.---Would you mindus in the game?

---Not at all.A.joiningB.to joinC.joining inD.joins

()11.John realized the danger and he dicided immediately to do next.A.whomB.whatC.whichD.where

()12.It’ll be a great honor if Ito the chrity evening party next week.A.inviteB.will inviteC.will be invitedD.am invited

()13.---I borrow your camera? I want to take some photos.---Sure,here you are.A.Mustb.NeedC.MayD.Should

()14.”Help to some fish,” Mrs Green said to the boys.A.yourselfB.yourselvesC.himselfD.themselves

()15.---Have you readthis story before?

---Yes.I’veread it.A.already,everB.yet,justC.ever,justD.ever,never

()16.---has the program been on?

---For ten minutes.A.Hoe longB.How oftenC.WhenD.How much

()17.---Coffee is ready.Nice it is!Would you like some?

---Thank you.A.HowB.WhatC.How aD.What an

()18.---Why are you so upset?

---Because all my classmates passed the English test me.A.withB.exceptC.withoutD.for

()19.---Could you please tell me ?

---Of course.Let me show you the way.A.if are there any good museums around here

B.if there are any good museums around here

C.when can I go to the museum

D.where could I find a good museum

()20.---This box is too heavy.Can you help me carry it upstairs?

---

A.No problem.B.Yes, please.C.That’s right.D.No, thanks.三、完形填空

Tiffany, a 16-year-old girl, was very, shy.Last September, her best friend, Sophie,1abroad with her family because she had to continue her in America.She even said shewould not come back for at least a few years.Tiffany became3and helpless.“I wasreally sad the moment I heard the bad news and I didn't know what to do,” Tiffany recalled(回憶).“I shut myself in my room for a whole week.It was then that my aunt took me to a4club one Saturday and I saw so many young people playing various sports there.Iup for a beginners' course in volleyball and since then I have been playing this sport.Now I practise twice a week there.It is wonderful playing sports in this club and I have made lots of friends as6.What's more, I feel I am much7than before.”

The most basic aim of playing sports is that you can improve your health even if you are not very good at sports.In addition, you can get to know a circle of people at your age while playing sports.Tiffany used to be a verygirl.Since she joined the sports club, she has opened up herself and now she has become very9and enjoys meeting and talking with others.For most people, that is one of the attractions of joining a sports club.You can get to know other young people who have similar interests.You don't have to sit down and talk to strangers.You go in for sports and it is easier to understand your partners on the same team.Now Tiffany is quiteher friends and she has also gained more confidence.Try to do regular sports.The mind needs exercise as well as the body.()1.A.movedB.workedC.stayedD.returned

()2.A.workB.studiesC.holidayD.career

()3.A.angryB.lonelyC.tiredD.surprised

()4.A.musicB.artC.sportsD.reading

()5.A.calledB.wroteC.lookedD.signed

()6.A.beforeB.usualC.wellD.ever

()7.A.healthierB.worseC.luckierD.happier

()8.A.happyB.quietC.carefulD.popular

()9.A.activeB.strongC.luckyD.independent

()10.A.generous toB.different fromC.popular withD.disappointed

四、閱讀理解

One day, Thomas Jefferson, the president of the USA, was crossing a river with a group of travelers.The river was overflowing its banks（泛濫）.So it was very dangerous to cross it on a horse.Each man was fighting for his life!Then another traveler came and he wanted to cross it, too.But he didn’t have a horse.He watched the group and then asked Jefferson to take him.Jefferson agreed immediately.The man climbed on.After they were both safe to the other side of the river, someone asked the man, “Why did you ask president for help? Did you know him?” The man was shocked because he didn’t know Jefferson was the president.“All I know,” he said, “on

some of your faces were written the answer NO, but there was the answer YES on his face.”

()1.Who was Thomas Jefferson?

A.He was a businessman.B.He was a teacher.C.He was a captain.D.He was the president of the USA.()2.How did they cross the river?

A.In a boat.B.On their horses.C.By swimming.D.By building a bridge.()3.When the travelers were crossing the river, ________.A.water was flowing out of the river

B.it was windy and very cold

C.there were many empty boats in the river

D.everyone wrote a word on the face

()4.At last, __________.A.both Jefferson and the man were safe to cross the river

B.only Jefferson crossed the river

C.only the man crossed the river

D.Jefferson’s horse died

()5.From the passage, we know that _________.A.all the travelers were kindB.Jefferson was helpful

C.nobody knew the presidentD.the man gave Jefferson some money

B

Cindy ,Jerry and Mary are giving their opinions about a good friend.Cindy: I think a good friend should be honest(誠實的).That’s more important than any other thing.If a friend isn’t honest, he may lose his friends’ trust(信任).Jerry: I think a good friend has to be generous.Here “generous” doesn’t mean he has to give his friends his money or his clothes.It means he should share(分享)his ideas and feelings with his friends.In fact, his friends can know him better in this way.Mary: In my opinion, a good friend should understand(理解)his friends.When there’s something wrong between him and his friends, he must put himself in his friends’ places and think more for his friends.()1.What does the underlined sentence(劃線句子)mean?

A.It’s more important to be honest.B.To be honest is as important as other things.C.To be honest is not very important.D.To be honest isn’t as important as other things.()2.Jerry would like to make friends who_________.A.give him moneyB.know him very well

C.share his ideas and feelingsD.give him some clothes

()3.Mary thinks friends should_________.A.visit each other oftenB.go to more places to play

C.understand each otherD.help each other do more things

()4.Which of the following is True?

A.They are talking about what they think a good friend should be.B.They are talking about money.C.They are talking about clothes.D.They are talking about trust.()5.What does the underlined word ”generous” mean in Chinese?

A.聰明的B.慷慨的C.真誠的D.信任的C

One day, Mr Black went into a restaurant.He put his coat on a chair near the door.There was nothing in the pockets of his coat.After he had his meal, he went to take his coat back.He found there was much money in one of his pockets.“Whose is this?” he thought.He saw a waiter near the door, so Mr Black said to him, “Somebody put a lot of money in my coat.I have no time to wait for him.I have to go Take it, please.When he comes back, give it to him.”The waiter took it and went away.At the moment, another man came with a coat just like Mr Black's.“I'm sorry,” said the man.“I took your coat and you got mine.Please give me my coat and the money.”Mr Black answered, “I gave the money

to the waiter.He'll give it to you.” Mr Black called the manager, but the manager(經(jīng)理)said, “We have no waiters here.We only have waitresses(女服務(wù)員).He must be a thief(賊)!”

()1.Mr Black went out _______.A.to eat somethingB.to put his coat on a chair

C.to buy a coatD.to see his friend

()2.After his meal, Mr Black _______.A.couldn't find any money in his coat

B.didn't know where he put his coat

C.found some money in the pocket of his coat

D.didn't take back his coat

()3.Mr Black gave the money to _______.A.the managerB.the waiterC.the waitressD.the owner(主人)

()4.The two coats looked _______.A.quite differentB.the sameC.very dearD.too cheap

()5.Who is the thief?

A.Mr Black.B.The manager.C.The waitress.D.The waiter.五、短文填空共12個空，做對一個得1分，共10分。（2013年湖北咸寧中考題）

Everyone needs friends.We all like to feel close to someone.We can share(1)s ____ with our friends and turn to them for help when we are in trouble.In a word, it is nice to have a friend to(2)t _______, laugh and do things with.Certainly, sometimes we need to be alone.We don’t always want people around.But we would feel(3)l _______ if we never had a friend.To make(4)f______, you must be friendly.A cheerful person smiles.A smile always makes the others like you.Smile at someone and you are sure to get a smile(5)b______ from him.Try to remember names.It(6)m______ your new friends feel happy when you call them by their names,(7)b_____ you don’t forget them.No two people are just the same.If you don’t agree with other people, you should still be friendly.Do not argue, but(8)d______.You always lose friends if you argue too much.And you should think more of others than(9)o_____ yourself.It’s good for teenagers to have one or a group of good friends.This is very(10)i_______ in children’s growing up, because friends can discuss things which are too difficult to say to their family members.There’s more good news for people who have friends.They live(11)l______ than people who don’t have.Why? It could be that they(12)a_______ happier.Being happy helps you stay well and it could be good just knowing that someone cares about you.（二）單項選擇：1-5BCCAB6-10CDCCA11-15BDCBC16-20AABBA

（三）完形填空：1-5ABBCD6-10CABAC

（四）閱讀理解：1-5DBAAB6-10ACCDB11-15ACBBD

（五）短文填空：1.secrets/something2.talk 3.lonely4.friends5.back6.makes

7.because8.discuss9.of10.important11.longer12.are