英语说课稿模板一（全英文） ..................................................................................................................................................... 3
英语说课稿模板二（全英文） ..................................................................................................................................................... 8
初中英语说课稿模板三 ................................................................................................................................................................. 9
初中英语说课稿模板四 ............................................................................................................................................................... 10
英语说课稿撰写的注意事项 ....................................................................................................................................................... 12
教师资格考试说课要求和主要内容 ........................................................................................................................................... 12
教师面试说课应注意事项 ........................................................................................................................................................... 14
说课基本要素简短介绍 ............................................................................................................................................................... 16
Unit 1 Will people have robots? ................................................................................................................................................. 17
Unit 1 Will people have robots?教案 .................................................................................................................................... 17
Unit 1 Will people have robots? 教案二 ............................................................................................................................ 25
Unit 1 Will people have robots? 第一课时 说课稿 ............................................................................................................ 37
Unit 1 Will people have robots? 第一课时 说课稿二 ........................................................................................................ 39
Unit 1 Will people have robots? SectionA 说课稿 ............................................................................................................... 41
Unit 1 Will people have robots? SectionA 英文说课稿 ....................................................................................................... 43
Unit 1 Will people have robots? Section B第二课时 说课稿 ............................................................................................. 45
Unit 1 Will people have robots? 说课稿 .............................................................................................................................. 47
Unit 1 Will people have robots?说课稿二 ............................................................................................................................ 48
Unit 1 Will people have robots? 说课稿三 .......................................................................................................................... 51
Unit 1 Will people have robots? 阅读理解 说课稿 ............................................................................................................ 56
Unit 2 What should I do? ............................................................................................................................................................ 59
Unit 2 What should I do? 教案 ............................................................................................................................................. 59
Unit 2 What should I do? 教案二 ......................................................................................................................................... 67
Unit 2 What should I do? Period1说课稿 ............................................................................................................................ 74
Unit 2 What should I do? Section A说课稿 ......................................................................................................................... 76
Unit 2 What should I do? Section A说课稿二 ..................................................................................................................... 78
Unit 2 What should I do? Section B说课教案 ..................................................................................................................... 81
Unit 2 What should I do? 说课 ............................................................................................................................................. 84
Unit 2 What should I do? 说课教案二 ................................................................................................................................. 86
Unit 2 What should I do? Section A 说课实录 .................................................................................................................... 93
Unit 2 What should I do? 第二课时说课实录 ..................................................................................................................... 98
Unit 3 What were you doing when the UFO arrived? ............................................................................................................ 101
Unit 3 What were you doing when the UFO arrived? 教案 ............................................................................................... 101
Unit 3 What were you doing when the UFO arrived? 教案二 ........................................................................................... 106
Unit 3 What were you doing when the UFO arrived? 第一课时 说课稿 ......................................................................... 113
Unit 3 What were you doing when the UFO arrived? 第一课时 说课稿二 ..................................................................... 115
Unit 3 What were you doing when the UFO arrived? 第一课时 说课实录 ..................................................................... 117
Unit 3 What were you doing when the UFO arrived? Section A 3a–4 说课教案 .............................................................. 126
Unit 3 What were you doing when the UFO arrived? Section A 第二课时 教学实录 ..................................................... 130
Unit 3 What were you doing when the UFO arrived? Section B 1-2c 说课稿................................................................... 138
Unit 3 What were you doing when the UFO arrived? Section B (1—3)说课实录 ............................................................. 140
读写课课堂 教学实录 ....................................................................................................................................................... 142
Unit 3 What were you doing when the UFO arrived? 说课稿 ........................................................................................... 144
Unit 3 What were you doing when the UFO arrived? 说课实录 ....................................................................................... 146
Unit 4 He said I was hard-working. ......................................................................................................................................... 150
Unit 4 He said I was hard-working. 教案 ........................................................................................................................... 150Unit 4 He said I was hard-working. 教案二 ....................................................................................................................... 158
Unit 4 He said I was hard-working. Section A说课稿 ....................................................................................................... 162
Unit 4 He said I was hard-working. Section A说课稿二 ................................................................................................... 163
Unit 4 He said I was hard-working. 第一课时 说课稿 ..................................................................................................... 165
Unit 4 He said I was hard-working. SectionB说课稿 ........................................................................................................ 169
Unit 4 He said I was hard-working. SectionB说课实录 .................................................................................................... 172
Unit 4 He said I was hard-working. Self Check说课稿 ..................................................................................................... 176
Unit 4 He said I was hard-working.说课稿 ......................................................................................................................... 180
Unit 5 If you go to the party, you‘ll have a great time! .......................................................................................................... 185
Unit 5 If you go to the party, you‘ll have a great time! 教案 ............................................................................................. 185
Unit 5 If you go to the party, you‘ll have a great time! 教案二 ......................................................................................... 189
Unit 5 If you go to the party, you‘ll have a great time! 第一课时 说课稿 ....................................................................... 206
Unit 5 If you go to the party, you‘ll have a great time！第一课时 说课稿二 ................................................................... 209
Unit 5 If you go to the party, you‘ll have a great time! Section A说课稿 .......................................................................... 213
Unit 5 If you go to the party, you‘ll have a great time! Section A说课稿二 ...................................................................... 215
Unit 5 If you go to the party, you‘ll have a great time! Section A说课实录 ...................................................................... 217
Unit 5 If you go to the party, you‘ll have a great time! 第二课时 说课稿 ....................................................................... 222
Unit 5 If you go to the party, you‘ll have a great time! Section B 说课实录 ................................................................... 224
Unit 5 If you go to the party, you‘ll have a great time! 3a 说课实录 ............................................................................... 225
Unit 5 If you go to the party, you‘ll have a great time! 说课稿 ......................................................................................... 229
Unit 6 How long have you been collecting shells? ................................................................................................................... 231
Unit 6 How long have you been collecting shells? 教案 .................................................................................................... 231
Unit 6 How long have you been collecting shells? 教案二 ................................................................................................ 240
Unit 6 How long have you been collecting shells? 第一课时说课稿 ................................................................................ 259
Unit 6 How long have you been collecting shells? 第一课时说课实录 ............................................................................ 263
Unit 6 How long have you been collecting shells? sectionA说课 ..................................................................................... 268
Unit 6 How long have you been collecting shells? 1a---2c说课实录 ................................................................................ 271
Unit 6 How long have you been collecting shells? 2a-4说课稿 ........................................................................................ 283
Unit 6 How long have you been collecting shells? Section B 1a—2c说课稿.................................................................... 288
Unit 6 How long have you been collecting shells? Section B说课实录 ............................................................................ 291
Unit 6 How long have you been collecting shells? 第三课时说课稿 ................................................................................ 295
Unit 6 How long have you been collecting shells? 说课稿 ................................................................................................ 296
Unit 7 Would you mind turning down the music? .................................................................................................................. 301
Unit 7 Would you mind turning down the music? 教案 ..................................................................................................... 301
Unit 7 Would you mind turning down the music? 说课稿 ................................................................................................. 309
Unit 7 Would you mind turning down the music? 第一课时说课稿 ................................................................................. 309
Unit 7 Would you mind turning down the music? Section A说课稿 ................................................................................. 311
Unit 7 Would you mind turning down the music? Section A说课稿二 ............................................................................. 314
Unit 7 Would you mind turning down the music? Section A 英文说课稿 ........................................................................ 317
Unit 7 Would you mind turning down the music? Section B说课稿 ................................................................................. 319
Unit 7 Would you mind turning down the music? Section B说课实录 ............................................................................. 323
Unit 7 Would you mind turning down the music? 说课稿 ................................................................................................. 330
Unit 7 Would you mind turning down the music? 说课稿二 ............................................................................................. 332
Unit 8 Why don‘t you get her a scarf? ..................................................................................................................................... 334
Unit 8 Why don‘t you get her a scarf? 教案 ....................................................................................................................... 334
Unit 8 Why don‘t you get her a scarf? Section A 1a-1c 说课稿 ........................................................................................ 345
Unit 8 Why don‘t you get her a scarf? Section A 1a-2c 说课稿 ........................................................................................ 347
Unit 8 Why don‘t you get her a scarf? Section A 说课教案 ........................................................................................... 353
Unit 8 Why don‘t you get her a scarf? 第一课时 说课稿 ................................................................................................. 359
2Unit 8 Why don‘t you get her a scarf?Section B1a-2c 说课稿 .......................................................................................... 361
Unit 8 Why don‘t you get her a scarf?Section B3a-4说课稿 ............................................................................................. 364
Unit 8 Why don‘t you get her a scarf? 说课稿 ................................................................................................................... 371
Unit 9 Have you ever been to an amusement park? ............................................................................................................... 372
Unit 9 Have you ever been to an amusement park? 教案 .................................................................................................. 372
Unit 9 Have you ever been to an amusement park? 第一课时说课稿 .............................................................................. 380
Unit 9 Have you ever been to an amusement park? 第一课时说课稿二 .......................................................................... 382
Unit 9 Have you ever been to an amusement park? Section A说课稿 ............................................................................... 385
Unit 9 Have you ever been to an amusement park? Section A英文说课稿 ....................................................................... 390
Unit 9 Have you ever been to an amusement park? Section B说课稿 ............................................................................... 393
Unit 9 Have you ever been to an amusement park? Section B 3a ~4说课稿 .................................................................. 408
Unit 9 Have you ever been to an amusement park?说课稿 ................................................................................................ 411
Unit 10 It‘s a nice day, isn‘t it? ................................................................................................................................................. 413
Unit 10 It‘s a nice day, isn‘t it?教案 .................................................................................................................................... 413
Unit 10 It‘s a nice day, isn‘t it? 教案二 .............................................................................................................................. 419
Unit 10 It‘s a nice day, isn‘t it? Section A 1a-1c说课稿 ..................................................................................................... 424
Unit 10 It‘s a nice day, isn‘t it? Section A 2a-Grammar Focus说课稿 ............................................................................... 430
Unit 10 It‘s a nice day, isn‘t it? Section A说课稿 .............................................................................................................. 433
Unit 10 It‘s a nice day, isn‘t it? Section B说课稿 .............................................................................................................. 435
Unit 10 It‘s a nice day, isn‘t it? Section B说课教案 .......................................................................................................... 437
Unit 10 It‘s a nice day, isn‘t it? Section B说课稿二 .......................................................................................................... 438
八年级新目标知识总结 ............................................................................................................................................................. 442
教师资格面试知识(大全) .......................................................................................................................................................... 444
教育教学技能测试内容 ..................................................................................................................................................... 444
说课的程序 ......................................................................................................................................................................... 444
关于对认定教师资格人员基本素质面试和试讲进行考察等有关问题的说明.............................................................. 446
试讲十要点 ......................................................................................................................................................................... 448
教师面试自我介绍范文 ..................................................................................................................................................... 448
教师应聘面试注意事项 ..................................................................................................................................................... 449
教师招聘面试题集锦（班主任篇） ................................................................................................................................. 450
特岗教师招聘面试面试题及答案 ..................................................................................................................................... 451
资格认定教育教学基本素质和能力测试表 ..................................................................................................................... 454
教育教学技能测试内容 ..................................................................................................................................................... 455
教育教学技能测试评分表 ................................................................................................................................................. 456
英语说课稿模板一（全英文）
3Good afternoon, ladies and gentlemen. My name is (). I come from () Middle School in ().Today I‘m going to t
alk about the topic‖ What should I do?‖I will divide the instruction into seven parts： they are Teaching material A
nalysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching proc
edures.
一、说教材（教材分析） Analyzing teaching material
1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)
2. 本课在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional
items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It‘s helpful to improve the Ss
communicative/ reading ability.
3. 说教学指导思想 teaching guideline
(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it
well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture
better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down
model or Bottom- up model to activate Ss schemata; Interactive model)
4. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)
1）认知目标 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2）智能目标 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
4f. Train them with some effective learning methods to optimize Ss‘ learning results.
3）德育目标 moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting out environment.
e. Encourage the Ss to do something to save the earth.
5. 说教学重点 teaching important points (生词、句型；培养阅读技能)
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 说教学难点 teaching difficult points (语法；发展交际能力)
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 说教具 teaching aids (multi-media computer, software, OHP)
The teaching syllabus says that it‘s necessary for teachers to use modern teaching facilities. It‘s of great help to increase the
class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the
classes lively and interesting. At the same time, it arouses the Ss‘ interest in learning English.
二、说教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss‘ initiative
in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts
as the director and bring their ability into full play.
三、说学法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to
learn independently;
53. Get the Ss to form good learning habits.
四、说教学过程Teaching procedures
I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)
Activity 1: Imagination
1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)
2). Suppose you catch a bad cold, what‘s to be done?
3). Suppose your bike is broken, what‘s to be done?
4). And suppose the earth, on which we all live, is damaged, what‘s to be done?
* What can you think of when you see ―pollution‖ this word?(waste, environment, air, water, factory, desert, climate... Try to
activate the Ss schemata regarding the topic of pollution.)
II. 呈现 (Presentation) 5min
Activity 2: Presentation
Play the song ―Earth Song‖ sung by Michael Jackson. (Create an atmosphere)
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on
the screen with the help of the computer.
Ss‘ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in
thinking independently.
III. 对话 / 阅读 (Dialogue)18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention
to the pronunciation, stress & intonation.
6* 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words；确定主题
句；创设信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课
文的整体理解和掌握。So that they can have a good understanding of the whole text.)
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操练 (Practice) 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act out; role play)
V. 巩固 (Consolidation) 6m
(Discussion; interview; press conference; debate; quiz)
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to
demonstrate in front of the class.
* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)
Write a letter to the mayor, telling him sth. about the pollution around your school.
7英语说课稿模板二（全英文）
Today , I’m going to talk about my plan for teaching „.
First, I’d like to say something about the teaching content . „
Second, the aims of this lesson are:
1. Knowledge of language: „
2. Pratical skills „
3. Personal development „
Thid, the focus and difficulties are: „. ryfvg
Next, my way of teaching.
Teaching English at primary schools aims at students’ basic skills in listening and speaking and the
their interest in English. So I find it necessary to design a task-based class: students will be assigned
to do a survey. This task will make it possible for the students to pick up the language in an authentic
way. Teaching aids: a recorder, sentences cards , stationary ,pictures, head ornaments and a form. I
shall have the students join in the singing, ridding guessing and doing a survey .
I’m going to take the following procedures:
Step 1 Warm-up
Step2 Presentation
Step3 Practice
Step 4 Consolidation
Step 5 Assignment
Ⅱ
It's my pleasure to be here. Now, I'd like to say something about my teaching plans about „
For its objective, it covers „objectives
1. Knowledge objective „
82. Ability objective „
3. Moral objective „
During the procedure of my teaching, multi-media, over head project, tape recorder, pictures will surely
be adopted that will also be accompanied by demonstration, role-playing, task-oriented approach. Through
these methods and by using these aids, I want to teach the students how to be successful language learners.
After analyzing the dialogue, I set off my teaching plan around 4 tasks and many activities: pre-task,
while-task, post-task and creative task.
„
That’s my idea about the teaching plan of this lesson. Thanks for listening.
初中英语说课稿模板三
一、说教学理念：
英语新课程标准要求教师要从教学实践者转为教学的研究者，……
二、说教材
㈠教材概述：本单元……
㈡三维目标设立：
1、知识与技能
⑴学会单词、短语：……；句型：……
⑵提高学生交际，探究能力，培养创新精神。
2、过程与方法：
以学生自主学习为基础，以一幅……图引入，……
3、情感态度与价值观
⑴引导学生充分认识到必须……
⑵培养学生的学习英语兴趣，……
⑶培养团结协作精神。
㈢重点、难点
基于以上分析，确定本课重点：……
难点：⑴……
⑵……
三、说教法
1、学生分析：……
2、教学方法：
⑴游戏教学法；⑵任务型教学法；⑶多媒体辅助教学。
四、说学法
1、善于抓住用英语交际的机会，充分感知，积极体验，大胆实践。
2、积极参与，善于合作，培养团队精神。
3、为赢取“英语课堂最佳表现奖”而主动学习。
依据：新课程倡导的感知——体验——实践——参与——合作，以及形成性评价。
五、说流程
91、总体设计及依据
在任务型活动中热身（8分钟）……
2、教具准备：
3、分步设计及依据（多媒体课件制作）
Step1：在任务活动中热身
活动一：chant
活动二：Guessing games
活动三：利用挂图……
活动四：学生俩俩合作，……
Step2 在任务活动中认知
……
Step3 在任务活动中巩固
6个活动
Step4 Summary
……
4、板书设计
六、教学效果预测
……
七、教学反思（教后说）
1、教学内容要形式多样，……
2、尽量合理组织教材，……
3、课件制作要充满色彩，……
4、拓展学生文化视野，……
5、充分发挥学生主动作用，……
初中英语说课稿模板四
各位老师好：
今天我说课的课题是《XXX》。下面我对
本课题进行分析：
一、说教材（地位与作用）
《XXX》是人教版必修教材第XX单元第XX个课题。在此之前，学生们已经学习了XX，这为过度到本课题的
学习起到了铺垫的作用。因此，本课题的理论、知识是学好以后课题的基础，它在整个教材中起着承上启下的作用。
二、说教学目标
根据本教材的结构和内容分析，结合着XX年级学生他们的认知结构及其心理特征，我制定了以下的教学目标：
1. 知识与技能目标
2. 过程与方法目标
3. 情感与价值观目标
三、说教学的重难点
10本着XXX新课程标准，在吃透教材基础上，我确定了以下教学重点和难点。
教学重点：重点的依据是只有掌握了 ，才能理解和掌握 。
教学难点：难点的依据是 较抽象，学生没有这方面的基础知识。
为了讲清教材的重难点，使学生能够达到本课题设定的教学目标，我再从教法我学法上谈谈。
四、说教法。
我们都知道XX是一门培养人的XXX能力的更要学科。因此，在教学过程中，不仅要使学生―知其然‖，还要使
学生―知其所以然‖。我们在以师生既为主体又为客体的原则下，展现获取理论知识、解决实际问题的思维过程。
考虑到XX年级学生的现状，我主要采取设置情景教学法，让学生积极主动地参与到教学活动中来，使他们在活
动中得到认识和体验，产生践行的愿望。培养学生将课堂教学和自己的经验结合起来，引导学生主动去发现周边的客
观事物，发展思辩能力，注重滨心理状况。当然老师自身也是非常重要的教学资源。教师本人应该通过课堂教学感染
和激励学生，调动起学生参与活动的积极性，激发学生对解决实际问题的渴望，并且要培养学生以理论联系实际的能
力，从而达到最佳的教学效果。基于本课题的特点，我主要采用了以下的教学方法：
1. 直观演示法：利用图片等手段进行直观演示，激发学生的学习兴趣，活跃课堂气氛，促进学生对知识的掌握。
2. 活动探究法：引导学生通过创设情景等活动形式获取知识，以学生为主体，使学生的独立探索性得到了充分的发
挥，培养学生的自觉能力、思维能力、活动组织能力。
3. 集体讨论法：针对学生提出的问题，组织学生进行集体和分组语境讨论，促使学生在学习中解决问题，培养学生
团结协作的精神。
由于本课题内容与社会现实生活的关系比较密切，学生已经具有了直观的感受，可以让学生自己阅读
课本并思考，例举社会上存在的一些有关的经济现象，在老师的指导下进行讨论，然后进行归纳总结，得出正确的结
论。这样有利于调动学生的积极性，发挥学生的主体作用，让学生对本框题知识的认知更清晰、更深刻。
五、说学法
我们常说：―现代的文盲不是不懂字的人，而是没有掌握学习方法的人‖，因而，我在教学过程中特别重视学法
的指导。让学生从机械的―学答‖向―学问‖转变，从―学会‖向―会学‖转变，成为学习的真正的主人。这节课在指导学生的学
习方法和培养学生的学习能力方面主要采取以下方法：思考评价法、分析归纳法、自主探究法、总结反思法。
最后我具体来谈谈这一堂课的教学过程。
六、说教学过程
在这节课的教学过程中，我注重突出重点，条理清晰，紧凑合理，各项活动的安排也注重互动、交流，最大限
度的调动学生参与课堂的积极性、主动性。
1. 导入新课：（2~3分钟）
由上节课演过的知识和教材开头的情景设置导入新课。导语设计的依据：一是概括了旧知识，引出新
知识，温故而知新，使学生的未知欲望。这是教学非常重要的一个环节。
2. 讲授新课：（35分钟）
在讲授新课的过程中，我突出教材的重点，明了地分析教材的难点。还根据教材的特点，学生的实际、
教师的特长，以及教学设备的情况，我选择了多媒体的教学手段。这些教学手段的运用可以使抽象的知识具体化，枯
燥的知识生动化，乏味的知识兴趣华。还重视教材中的疑问，适当对题目进行引申，使它的作用更加突出，有利于学
生对知识的串联、积累、加工，从而达到举一反三的效果。
3. 课堂小结：（2~3分钟）
课堂小结的目的是强化认识，可以把课堂传授的知识尽快地转化为学生的素质；简单扼要的课堂小结，
可使学生更深刻地理解XXX理论在实际生活中的应用，并且逐渐地培养学生形成良好的个性。
4. 板书设计：
我比较注重直观地、系统的板书设计，并及时地体现教材中的知识点，以便于学生能够理解掌握。我的
板书设计是：
5. 布置作业。
11针对XX年级学生素质的差异，我进行了分层训练，这样做既可以使学生掌握基础知识，又可
以使学有余力的学生有所提高，从而达到拔尖和“减负”的目的。我布置的课堂作业是：XXX
英语说课稿撰写的注意事项
说课是教师职业的基本素养，说课要求教师对教学大纲、教学目的、课堂设计很了解，说课要包括：教材、目标、
重点、难点、教法、学法、过程、板书、小结。
说课有别于讲课。讲课的对象是学生，侧重讲授知识、培养能力、教书育人，是系统的教育教学活动；而说课的
对象是教师、教研员、评委，侧重表述如何讲授知识、培养能力、教书育人，是系统的教育教学研究活动。说课是教
学与教研的结晶，是教学理论和教学实践结合的产物。说课讲稿的撰写要注意以下几点。
（一）突出理论性
说课讲稿有别于教案或教案提要，它比教案更具有理论性。写说课讲稿也不同于写教案，教案多是具体教学过程，
而说课稿则侧重于有针对性的理论指导的阐述；教案只说"怎么教"，而说课讲稿则要重点说清“为什么这么教"。因此，
写说课讲稿要注重理论依据的阐述，尤其是说教材、说教法、说学法及学法指导时，一定要说明其理论依据。
（二）简明扼要
说课稿有别于教学论文，它比教学论文更具实践性，因此。说课稿的撰写要用词精当，切忌长篇大论、面面俱到
或泛泛而谈。说课各个要素及其理论依据必须要有直接的内在联系，在语言表达方面要言简意赅。另外，表述具体的
教学目标时，要尽量避免使用抽象、笼统、缺乏可操作性和可监测性的一般性用语，如知识目标一Student will learn
about the present perfect tense；能力目标一Improve the students' abilities of listening，speaking, reading and writing。
这样的教学目标只是泛泛而谈，没有说明要求学生做到的是什么，教师在教学过程中也无法有效操作，听课者更难确
定教学目标是否达成。
（三）不拘一格
由于教学内容不同，教学对象（学生）不同，课型不同，教师的教学经验以及对教材的理解和处理不同，说课稿
的撰写也不应拘泥于单一的、固定的模式。只要教师能够准确把握说课的要素和要点，透彻分析教学设计的理论依据，
采用综合论述（说课的各个要素不逐项列出）或分块论述（说课钠各个要素逐条列出），都能达到说课教研的最终目
的。
（四）突出英语学科特点，但要量力而行
原则上讲，英语说课讲稿最好用英语写。但是用英语写说课讲稿对教师的英语写作能力提出了更高的要求，因此，
在有些教师还没有掌握说课方法或没有能力准确翻译某些教学理论时，最好慎重用英语写说课讲稿。笔者认为，现阶
段英语说课讲稿用英语撰写或用汉语撰写均可。因为，说课是陈述教学方案设计及其理论依据，而不是具体实施课堂
教学方案。英语说课的目的主要是进行英语教学研究，提高教师的教研水平，而不侧重于提高教师的英语口语表达能
力。
教师资格考试说课要求和主要内容
①说教材。说本教材目的、联系、教学目标、重点、难点和课时安排。
②说教法。说本课选择何种教学方法、教学手段及其教育理论依据。
12③说学法。说本课拟教给学生什么学习方法，培养哪些能力。④说教学程序。说本课的教学思路课堂结构及板书
设计等。
―说课‖有哪些基本要求呢？我们认为主要有以下六项：
1、说清本课内容在本学科教学中所处的地位及其作用。在教学过程中，每一课时教案所包含的内容是不同的，它
们在每一学科的知识体系中的地位及其作用也是不同的，有些课时所含的教学内容极其重要，与今后授课的内容关系
十分密切，是阶段性的关键点，甚至是本教材的重点内容，起着承上启下的作用。因此，说课者如何认识每一课时教
案在学科教学中的地位，如何对学生进行学习指导是至关重要的。说课者就是要说清该课在学科知识体系中的要点和
关键，说清每一课时教案内容在学科知识体系中的地位及其作用，并抓住这些知识关键点来指导学生，从而达到事半
功倍的教育效果。
2、说清本课内容的重点、难点和要点。每一课时教学内容都有自己的重点、难点和要点，要让学生把握一节课的教学
内容，必须突出重点。在教学过程中，每一课时又往往有一些知识点学生难以明确，难以掌握，作为教师必须从学生
的实际出发，把握重点要点找出难点，化解难点以达到预期的教学目的。这些都需要―说课‖者在说课过程中掌握并说
清如何在教学过程中体现。
3、说清本课的课时结构和目标。掌握课堂教学目标是教师的基本功，在有限的40分钟内，实现课堂教学目标，
是很有讲究的，如何突出重点、掌握要点，如何化解难点、巩固知识，如何复习旧课、导入新课，如何演绎示范、归
纳总结，如何提问设问、布置练习，都有一个时间合理安排问题，一节好的课离不开一个好的课时结构，要使每一课
时的各个教育环节均能恰到好处，合理分配课堂教学时间就尤为重要。作为说课者，必须紧紧围绕课堂教学目标，在
说课过程中，体现课时结构，反映各个教学环节的时间分配。
4、说清实施课堂教学目标的方法与手段。在课堂教学目标确定之后，用什么方法和手段实现课堂教学目标，极为重要，
它要求―说课‖者根据教学要求和所教对象，说清如何运用相应的教学方法来完成教学任务，并运用何种教学手段，来
强化教学目标的重点、要点，化解难点，使学生掌握所教知识。
5、说清教学过程状态的调节与信息的有效传递。教学过程中师生教学状态的调控，与教和学信息的传递、反馈，
实质上是一个很重要的，但往往又容易被―说课‖者遗忘的环节，在实际教学中教师的―教‖与学生的―学‖虽是相互联系的，
但有主动和被动、先后快慢之分，有时也许老师讲得快的地方恰恰正是学生一下子不能领悟到的地方；有时学生积极
性很高、偏离教学目标，这就需要教师通过信息传递、反馈来适当调控，而教学状态的有机调控必须注意提问、设问、
练习等信息传递的精心设计和合理安排。在―说课‖中说课者要充分说明。
6、说清对本节教学过程的预先评估。说课虽不是课堂展现，说课者对说课内容的教学过程也应该有一个预先评估，并
将此作为说课的一项内容。预先评估中包括教学过程中可能出现的问题，学生中可能―冒出‖的个别代表性的错误、时
间控制上的调整，以及补救措施、目标测试的答疑等。
说课者说完课后，其他教师应围绕这课的教学怎样落实素质教育要求，怎样提高深堂教学效益，各抒已见，相互交流，
13使说课者与参与者在理论与实践的结合上得到新的认识、新的提高。说课一定要抓住重点、难点，突出教法的特点，
说出与众不同的教学新意，这就是说课的艺术。
教师面试说课应注意事项
（一）说课应注重什么
一般说来，说课应注重以下几点：
1.说课要突出一个“新”字
创新是艺术的生命，只有创新才能突出说课的艺术。“新”是说课成功的关键。“新”的要求很高：
方法新——不能平铺直叙。
结构新——要有起伏，高潮迭起。
练习新——要激发学生的兴趣、启发学生的智慧。
手段新——运用多媒体突出重点，图文并茂。
设计新——从导入新课、展开新课、巩固新课、结束新课等几个怀节，要环环紧扣，具有新意。
开始新——从开讲艺术到结尾艺术要吸引听者，引起共鸣。2.说课要体现一个“美”字
美是艺术的核心，说课要跟讲课一样处处体现美，给人美的享受。
内容美——教师要善于从教材里感受美、提炼美、提示美、使原有的美更添色彩。
语言美——教师语言美是决定说课成败的关键。
情感美——情感是教学艺术魅力形成的关键因素，没有强烈的情感，不可能把课说得成功。
板书美——板书是教师的备课中构思的艺术结晶，它以独特的魅力，给学生以美的熏陶。
教态美——教态是沟通师生情感的桥梁，教态美可以唤起学生对美的追求。
3.抓住一个“课”字，突出一个“说”字
说课，要用一节课1/4～1/3时间说出一节教学环节齐全的课，必须经历完整课堂教学的各个环节。对常规课
课型来说，要经历“铺垫——新授课——举例_巩固——置疑——小结——练习”等过程，对采用目标教学法的课程来
说，要经历“目标呈现——揭题展示——反馈矫正——课堂练习”等过程。因此，说课者要根据课型抓住这节课的基
本环节去“说”，说思路、说方法、说过程、说结构、说内容、说训练、说学生。无论说什么，都要说得有理有据，
使听者叫好，达到“听君一席话，胜读十年书”的目的。
在说课过程中，要特别注意以下几点：
（1）“说课”不等于备课，教师千万不能照教案去说。（2）“说课”不等于讲课，教师不能视听课对象为学生
去说。（3）“说课”不等于背死课，教师不应将事先准备好的“说案”一字不漏地死背下去。（4）“说课”不等于
读课，教师不能拿着事先写好的材料去读。因此，教师在说课时，要紧紧围绕一个“课”字，突出“说课”的特点，
完成说的过程。
4.遵循“课”路，选准“说”法
教学思路是教师课堂教学思想的具体体现，是教师实施教学过程的基本构想。教师讲课时，要紧紧围绕教学思
路进行，教师在说课时，当然也要环环扣住课堂教学思路展开。能否围绕教学思路实施“教”法，能否围绕教学思路
展开“说”法，无疑是教师授课和说课成败的关键。诚然，说课的方法很多，需要因人制宜、因材施“说”。说理、
说实验、说演变、说现象、说本质、说事实、说规律，正面说、反面说，横向说、纵向说，理论联系实际说等。但无
论怎么“说”，都要遵循课堂教学思路这一主线去“说”。
5.变换“说”法，找准“说”点
14说课的对象是听众，而不是授课的对象学生。这些听众可能自是说课的评委、本学科的教师、本教研室的教师、
其他学科的教师及教务科、教育研究部门、教育行政部门的领导。但无论怎样，这些听众都竭力站在学生角度去对待
说课者所说的课，去审视教法的采用，教学重难点的突出、突破，教学环节的把握等。因此，说课者必须置于听众思
维和学生思维的变化处，站在备课讲课的临界点，变换“说”位，编写“说”案，研究“说”法，找准“说”点。
6.把握“说”度，把课“说”活
说课的重点应放在说清思路、说清教学过程、说清教学方法;而讲课的重点则应放在实施教学过程、完成教学
任务、反馈教学信息、提高教学效率。换句话说，说课重理性和思路，讲课重感情和实践。因此，用极有限的时间完
成说课，必须详略得当。那么，如何把握“说”度呢？最主要的一点就是因“材”制宜，具体问题具体分析，灵活选
取“说”法，把课“说”活。说出该课的特点和特色，把课说得有条有理、有理有法、有法有效，说得生动有趣、绘
声绘色，使听众听得清清楚楚、明明白白。使听众都有“词已尽意无穷”的感觉。这就要求说课教师认真钻研说“材”
说“案”，灵活选用“说”法，准确实施“说”程，这样，才能把课“说”活。
7、语气得体、内容不失真
听说课的对象是评委，是领导等，都是成人，说的语气、称呼要得体。虽然听课者是成年人，但他们还ui竭
力站在学生的角度去听说课，去审视说课者的一字一句、一举一动，包括组织过程、参与过程、教法的采用，因此，
说课时要真是体现教学设计的理性思路、教学的过程、方法的选择，又要注意说课时的语气、称呼、表情要得体。
8、说出特点、说出风格
说课的重点应放在实施教学过程、完成教学任务、反馈信息、提高教学效率上。说课要重理性，讲课注意感性
和实践，因此，用极有限的时间完成说课内容不容易，必须做到详略得当、简繁适宜、准确把握说度。说得太详太繁，
时间不允许，也没必要，说的过略过简，说不出基本内容，听众无法接受。那么，如何把握说度呢？最主要的一点是
因地制宜，灵活选择说法，把课说活，说出该课的特色，把课说得条理清晰、法度适宜，说得生动有趣，人情人理;其
次是发挥个人的特长，说出个人的风格，这就把握了说课的度。
（二）说课的艺术
教师，作为说课活动的主体，必须努力使说课的每个环节到位，做到“说深”“说实”“说准”“说精”，把
握好说课艺术。
1.说标准要“深”。
任何一门学科，都构成了一个相对完整的学科知识体系。每节课的内容都是这个体系中的一个“小分枝”。就
语文学科而言，它要求教师在说课前就一节内容出发追本溯源，找到它在课程标准中的位置，看看课程标准对这节所
在单元及所在课文的要求，然后顺藤摸瓜，准确把握课程标准对这节课的要求。至此，这节课的教学目的、重难点就
可随之确定了。反之，脱离课程标准的说课就是无本之木、无源之水，会给人一种虚无缥缈的感觉。
2.说方法要“实”
这个方法既包括教师实施教学目标的教法，又包括学生在这节课上要掌握的学法。只有教法得当、教师才能有
条不紊地施教;只有学法合理，学生也才会兴趣盎然地受教。而要做到教法得当、学法合理，我们教师在备课说课时必
须要“实”。要从教材的实际出发，从学生的实际出发，遵循学生掌握知识过程“由浅入深、循序渐进、由感性到理
性”的认识规律，依据“主体参与、分层优化、及时反馈、激励评价”的十六字原则，理论联系实际的原则以及传授
知识和发展能力相结合等教学原则来确定教法、教学手段和学法。作为教师还要有全局观，树立面向个体学生的思想，
实行分层优化，采取建立帮带小组，实行小组讨论等方法，促优生提高，帮差生转化。总之，“教学有法而无定法，
贵在得法”，教师必须找准出发点，采取切实可行的教学方法，从而实现教学所要达到的目的。
3.说习题要“准”
课堂练习与课后作业是检查课堂教学效果和巩固课堂教学内容的手段。因此习题的设计一定要“准”。既要准
确体现该节教学的目标、重点、难点，又要与考试（中考、高考）题型、难度相吻合。否则就会事倍功半、收效甚微。
同时，教师设计这些习题一定要考虑到不同类型学生的接受能力，做到分层设计、区别对待，真正做到使“优生吃饱，
中等生吃好，差生吃了”。
4.说程序要“精”
说课堂教学程序与前三项比起来，应说得详细些，因为课堂教学程序的设计和安排既是说课的出发点，又是落
脚点，是贯穿整个说课过程的一条主线。但说课毕竟不同于授课，因它面对的是与说课者水平相当的教师，因此说课
堂教学程序时无需将教案全搬出来，而要做到一个“精”字。具体地讲：一要说出课堂教学的整体思路和环节;二要说
出处理教材、教法和学生实际之间联系的方法;三要说出对每个环节、每个层次、每个步骤的设想和安排及这样设想和
安排的依据;四要说出教学中突出重点、突破难点、抓好关键点的理由和方法;五要说出习题设计和板书以及设计的意
图、目的和理论依据。只要将以上五方面用最精炼的语言说出，使人听明白，即可达到教研交流的目的。说课，作为
15教研活动的一种形式，它要求教师发挥主体作用，积极参与。只要深钻标准，细研方法，优选习题，精琢程序，就能
保证说课质量;只要持之以恒，坚持说课，就可不断提高自身素质，以适应教改形势。
说课基本要素简短介绍
―说课‖说什么？
刚涉及说课的老师可能对说课的几个基本要素不是很清楚，这里作一个简短的介绍。
从现有的说课基本模式而言，说课大体由以下几个基本要素构成：
1、教材分析
（1）该节课的教学内容是什么，属于何种课型，包含了哪些知识点，教材在编写上有什么意图和特点，特别要注意挖
掘教材中隐含的渗透的数学思想；
（2）该教学内容在教材、单元乃至整个小学数学学习阶段中所处的位置，所起的作用以及前后知识之间的联系。
2、目标定位
（1）教学目标
现在已打破原有的知识技能、思想教育分块目标陈述的方式，新课标倡导我们将知识、技能、情感三大领域目标予以
整合，有机结合来定位；
（2）教学重点；
（3）教学难点；
（4）教学准备（如教具、学具的准备等都可简要予以阐述）
3、教学流程
（1）整体设计
应该说一说课堂设计的整体思路，是在什么样的思想指导下设计教学的？简要介绍该节课的课堂教学结构。如应用题
课大体可沿用数学建模的思想，安排―创设情景——建立模型——实践运用‖三部曲进行，体现数学知识从生活中来，
又用数学解决生活中的相关问题的做数学的教学理念。
（2）环节设计
围绕你的整体思路，介绍说明主要教学环节，或者说是教学框架，着重阐述重难点的处理，说说突出重点，突破难点
的具体有效的教学措施，另外介绍自己有特色的地方。
―说课‖怎样说？
根据本人对说课的理解与体会觉得，真正―说课‖的操作和说课稿还是有一定差异的，即使有了一份精美的说课稿
照本宣读也未必有好效果。因为说课稿是静态的，而说课整个也是动态生成的过程，是有听众的，你能否调动他们的
情绪和思想在很大程度上决定你说课的成败。
16在说课中，我认为要给自己说课赋予一些基本思想，如：
教学设计的基本教学理念，在你的设计中体现了哪些新课标精神？
你的教学整体思路是在什么教育理论支撑下展开的，也就是教学理论依据；
你这样设计的意图是什么？力求达到什么目的？在实施中可能会产生哪些问题，各种问题你又如何引导、解决？
你觉得这节课教材对学习主体来说，是否要进行处理，阐述你处理的理由，通过你的处理学生可能在学习中避免了哪
些学习障碍，有什么优点等。
同时，在说课中要注意几个问题：
（1）说课整体要流畅，不要作报告式，如―许多123‖，几个环节过渡要自然，比如，教材分析后，要确定目标时，可
以这样说―基于对教材的理解和分析，本人将该节课的教学目标定位为……‖―下面我侧重谈谈对这节课重难点的处理‖
（2）说课要有层次感，不要面面俱到，不要将说课说得很细，我们要说的都是一些教学预案，所以要多谈谈学生学习
中可能碰到的困难和教师的教学策略。这里的层次针对某一教学环节来说也是如此。比如，在重难点处理上，你设计
哪些问题，如果第一套方案不行，第二套方案有怎样安排等；在练习中你安排了哪些练习，有没有体现出层次性等。
（3）说课要自信，要富有激情和个性。既然是说课，说的成分很重要。最好能说的神采飞扬，激情澎湃感染听众。同
时要针对自身扬长避短，体现个性。比如擅长书法的教师可将你的整体框架进行板书，既使听众思路清晰，又能增加
你的印象分，和乐而不为呢？
Unit 1 Will people have robots?
Unit 1 Will people have robots?教案
Teaching goals:
1. Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .
2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答.
3. There be 句型的一般将来时.
4. more , less , fewer 的用法.
5. 学习一般将来时态的相关知识，学会对未来进行预测.
6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.
7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.
Important and difficult points :
1. will构成一般将来时态的句式。
172. There be 句型的一般将来时态。
3. more , fewer , less 的用法。
4. How to make predictions .
Period 1
Teaching procedures:
Step 1 Leading in
1. Greetings: Welcome to school .
What’s the date today ? Who’s on duty today ?
Do you enjoy your winter holiday ?
Do you finish your homework ?
Do you want to live on the moon ?
Can you guess what will happen in ten years ?
Collect the Ss’ answers and say something about their predictions .
Step 2 Pre-task
SB Page 2 ,1a .
1. Look at the picture :How will the world be different in the future ,100 years from now ?We’re going
to talk about sth in 100 years .
2. Read each predictions to the class .Explain the new vocabulary .
3. Read the instructions .Make sure Ss know what they should do .
4. Do it by themselves .
5. Talk about the answers with the class .
Explain :一般将来时态
构成: will / be going to +动词原形
Step 3 While-task
SB Page 2 ,1b .
1. Practise reading the six predictions .
2. Read the instructions to Ss .Circle the things you hear on the recording .
3. Play the tape twice .
4. Play the tape a third time .At the same time ,check the answers .
18SB Page 2 , 1c .
1. Pay attention to the dialogues .
2. Read the dialogues fluently .
3. Pairwork .Work in pairs to make predictions according to the sample .
4. Ask several pairs to share their conversations to the class .
SB Page 3 , 2a & 2b .
1. Read the predictions .
2. Read the instructions and point out the sample answer .
3. Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer .
4. Check the answers .
学生探究: less , fewer 的区别。
Step 4 Post-task
1. Point to the example in the sample dialogue .Practice reading .
2. Look at activity 2b .Groupwork:Take turns to make conversations about the predictions .
Grammar Focus:
1. Review the grammar box .Ss say the statements and responses .
2. Make summaries about “will” ,“fewer” and “less” .
Homework:
1. Make predictions about yourself in 10 years .Write down 5 sentences .
2. Go over the new words .
教学后记:
Period 2
Teaching procedures :
Step 1 Leading in
191. Greetings and free talk .
2. Check their homework :Ask two or three Ss to speak out what they wrote down .(教师作出适当的评价)
Step 2 Pre-task
1. Go over what we learnt yesterday .
2. 通过三种时间的对比简略复习一般过去时与一般现在时。
Step 3 While-task
SB Page 4 , 3a .
1. Point to the three picture and say :This is Sally .The first picture is Sally five years ago ,the second
one is Sally now ,and the third one is Sally five years in the future .
2. Read the instructions .
3. Complete filling in the blanks individually .
4. Check the answers .
5. Practise reading .Then ask some Ss read them out .
SB Page 4 , 3b .
1. Look at activity 3a .Make predictions about Sally .
2. Point to the example in the sample dialogue .Ask two Ss to read the dialogue to the class .
3. Practise reading .
4. Pairwork .Make their predictions about Sally .
Step 4 Post-task
1. Write about yourself .
With the help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five
years .
2. Complete the work individually .
3. Review the task .Ask a few more Ss for answers .
Homework :
Draw a picture of the city in 20 years .Describe it to the class .
教学后记:
20Period 3
Teaching procedures :
Step 1 Leading in
1. Greetings .
2. Say yourselves :five years ago , today and in five years .
3. Check the homework.
Step 2 Pre-task
SB Page 5 , 1a .
1. Look at the form and read the headings to the class .Make sure the Ss know what they mean .
2. Read the list of seven words .Explain the new words .
3. Write each word in the correct column .Check the answers.
SB Page 5 , 1b .
1. Read the words already written on the chart .
2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide the class
into groups of four ,let them have a competition .
Step 3 While-task
SB Page 5 , 2a .
1. Look at the pictures carefully .Can you guess what we’ll listen ?Talk about them .
2. Read the instructions .We’ll listen to 3 conversations .Number the pictures 1-3 .
3. Play the tape twice .Check the answers .
SB Page 5 , 2b .
This activity is easy ,I think .For we know the conversations are talking about Alexis 10 years ago ,today
and in 10 years .
1. Read the instructions .
2. Pay attention to the sentences and the verbs in the box .
3. Play the tape and correct the answers .
Step 4 Post-task
211. Read the instructions .
2. Pairwork. One is Alexis, one is Joe .
3. Point out the example in the sample dialogue .Read it to the Ss .
4. Talk about Joe’s life now , ten years ago and in ten years .
5. Ask some pairs of Ss to say their dialogues .
Homework:
1. Go over the words .
2. 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。
教学后记:
Period 4
Teaching procedures:
Step 1 Leading in
1. Greetings .
2. Ask two Ss to say sth about Joe .
3. Check their homework .
Step 2 While-task
SB Page 6 , 3a .
1. Read the instructions .
2. Give Ss 3 minutes to read the passage , tick out the new words.
3. Explain the new words and practice reading .
4. Point out the chart .Read the column headings to the class .
5. Read the passage again .Write words from her answers in the correct columns below .
6. Check the answers .
227. Practise reading .
SB Page 6 , 3b .Playing a game :Who write it ?
1. Ss write about their life in ten years on a piece of paper but don’t write names on the paper .
2. Put all the Ss’ papers together .
3. Take turns reading the paper .The other Ss guess who wrote it .
Step 3 Post-task
SB Page 6 , Part 4 .
1. Read the questions below .
2. Ask two Ss to read the dialogue .
3. Answer the questions .
4. Pairwork. Get your partner’s answers .
5. Share a few Ss’ conversations .
Homework:
1. Finish selfcheck as their homework .
2. Go over the words in this unit .
教学后记:
Period 5
Teaching contents:
Reading :Do you think you will have your own robot ?
Teaching procedures :
Step 1 Leading in
1. Greetings and free talk .
2. If possible,draw a robot on the Bb or put up a picture of a robot.
Tell :What does it look like ? What can it do ?
3. Tell your partner what you know about robots .
23Step 2 Pre-task
SB Page 8 , 1b .
1. Read the title of the passage .
2. Look at the picture together .Ask a few Ss to describe What they see .
3. Read the words and phrases in the box .Practice reading the words .
4. Circle the words you think you will read in the passage .
Step 3 While-task
SB Page 8 .
1. First let Ss scan the passage for the main idea .
2. Explain something .
help sb with sth /do sth
do the same as …
make sb do sth
It takes /took /will take …
3. Ask a few comprehension questions around the class .
4. Read the passage by the Ss .
Step 4 Post-task
1. Go through the reading again .
How many words in 1b did you correctly predict ?
2. Go over the structures in SB Page 9 , 3b .
Make their own sentences .
Homework:
1. To make sure the Ss understand the passage .and I want to know whether they’re careful in the class ,let
Ss translate the passage into Chinese .
2. Go over this unit .
3. Make their own sentences .
4. What ways do you think a robot will help you and your family in the future .Write your ideas .
24Unit 1 Will people have robots? 教案二
Unit 1 Will people have robots
Ⅰ.Teaching 1. Knowledge aims:
aims ⑴.words: robot, paper, use , less, fewer, tree, building, space, fly, moon…
⑵ Conversation:
A: Will people use money in 100 years?
B: No, they won‘t. Everything will be free. Will people live to be 200 years old?
A: Yes, they will.
2. Ability aims:
⑴ Learn to talk about the future using will.
⑵ Learn to make predictions.
3. Emotion aims: Learn to study hard.
II. Main Points 1.What do you think life will be like in 100 years?
2.Every home will have a robot.
3. Will kids go to school? No, they won‘t. They‘ll study at home.
4.There will be fewer trees.
III. Difficult points There will be …
IV.Teaching Method Task-based teaching method
V. Teaching aids Radio, pictures.
Procedures
Steps Contents Aims and Demands
Warming up 1. Greetings. Arouse the Ss‘ interesting of learning and make
2. Free Talk. a comfortable situation for the students.
Pre-task 1. Ask students to think about the life in the future , they Learn the key words.
may talk about it in Chinese when necessary. Enable the Ss learn to share the information in
2. Show the pictures of future and help the students to their groups.
learn and talk. Lead in
Task 1 1. Teacher present the following sentences: Present and master the main points and difficult
T: Will people have robots at home? points.
S: Yes, they will.
T: Will kids go to school?
S: No, they won‘t . They will study at home.
T: Will people live to be 200 years old ?
S: Yes, they will.
252. Ask the Ss to make a list, What will be in the future.
3. Ask some students to report. Enable the students to use the key sentences to
finish the task.
Task 2 1. Present the sentence. Learn to make predictions with There will
There will be more/ less/ fewer people. Etc. be…
2.Ask Ss to discuss and do 2a. Enable the students to use the key sentences to
3. Ask some students to report. finish the task..
Master the main and difficult points.
Task 3 1. Ask one students to talk about more the future and Arouse the interesting and enable the Ss to
express their opinions. predict and learn to work in groups.
2. Ss make a conversation.
Post-task 1. Students report the result. Encourage Ss to make progress.
2. Teacher appraise those who did well in class.
Summary 1. Go over the key words. Consolidate the knowledge of this unit.
2. Revise the main sentences such as:
Will people have…?
Every home will have a robot.
There will be more/less/fewer…
I agree./ I don‘t agree.
Homework 1. Finish the exercises. 1. Strengthen the knowledge.
2. Image you are in 2080, what will your life be like? 2. Enable the students to write with the key
Please write them down. sentences they learned.
Notes of this
period
Contents on the Bb
Unit 1 Will people have robots?
1. What do you think life will be like in 100 years? robot
2. Every home will have a robot. paper
3. Will kids go to school? No, they won‘t. They‘ll study at home. use
4.. There will be fewer trees. less
tree
Unit 1 Will people have robots
26Ⅰ.Teaching 4. Knowledge aims:
aims ⑴.words: sun, earth, spaceship, space station, even, pollution…
⑵ Conversation:
A: I think there will be more pollution.
B: Well, I don‘t agree. But I think there will be fewer trees.
A: I agree.
5. Ability aims:
⑴ Learn to talk about the future using will.
⑵ Learn to make predictions.
6. Emotion aims: Learn to study hard.
II. Main Points 1. more, fewer, less.
2. will not = won‘t
3. everything will be free.
III. Difficult points There will be …
IV.Teaching Method Task-based teaching method
V. Teaching aids Radio, pictures.
Procedures
Steps Contents Aims and Demands
Warming up 3. Greetings. Arouse the Ss‘ interesting of learning and make
4. Free Talk. a comfortable situation for the students.
Pre-task 3. Compare the past, present, and the future. Learn the key words.
4. Enable the Ss to talk about the future with will. Enable the Ss learn to image and work in
5. Image what your life will be like in the future. Get the groups.
Ss to talk in groups and write them down. Lead in
Task 1 4. Teacher present the following sentences: Enable the Ss to use will to talk about the future.
T: One hundred years ago, people wanted to fly to the
sky. They wanted to fly to the moon.
Now people can fly in the sky easily. We use rockets to
send up the spaceship to the universe. We make the
space station. People can live there. In 100 years time,
people will live on the moon. …
5. Ask the Ss to image what will happen in the future. Enable the students to use the key sentences to
6. Ask some students to report. finish the task.
Task 2 1. Ss make a survey. Learn to use There will be…
people trees cars pollution Enable the students to use the key sentences to
more finish the task..
fewer
less
2. Ask some students to report.
27Task 3 3. Ask one students to talk about more the future and Arouse the interesting and enable the Ss to
express their opinions. predict and learn to work in groups.
4. Do 2c. Ss make a conversation.
Post-task 3. Do some exercise. Enable the Ss to write.
4. Teacher appraise those who did well in class.
Summary 3. Go over the usages. Consolidate the knowledge of this unit.
4. Revise the main sentences .
Homework 3. Finish the exercises. 3. Strengthen the knowledge.
4. Write down your ideal life. What will your life be like 4. Enable the students to write with the key
in the future? sentences they learned.
Notes of this
period
Contents on the Bb
Unit 1 Will people have robots?
1. There will be more people in the future spaceship
2. There won‘t be more cars. sun
3. There will be less pollution in the future. earth
4.. There will be fewer trees. moon
even
Unit 1 Will people have robots
Ⅰ.Teaching 7. Knowledge aims:
aims ⑴.words: pet, building, fall , parrot, go skating, be able to, dress…
⑵ Conversation:
Five years ago, I was in primary school. Today I am in middle school. In five years I will be
in college.
8. Ability aims:
⑴ Learn to talk about the past, present, and the future.
⑵ Learn to talk about future activities.
9. Emotion aims: Learn to collect information.
II. Main Points 4. was, be, will be
5. played, plays, will play.
6. I think there will be more tall buildings.
III. Difficult points I‘ll= I will, they‘ll= they will…
IV.Teaching Method Task-based teaching method
28V. Teaching aids Radio, pictures.
Procedures
Steps Contents Aims and Demands
Warming up 5. Greetings. Arouse the Ss‘ interesting of learning and revise
6. Free Talk. the knowledge learned.
7. Listening comprehension.
Pre-task 6. Compare the past, present, and the future. Learn the key words.
7. Enable the Ss to use the past indefinite tense, the Enable the Ss learn to talk about the past , the
present indefinite tense, the future tense . present , the future
8. Get the Ss to listen and repeat.
Lead in
Task 1 7. Teacher present the following sentences: Enable the Ss to use will to talk about the past,
Five years, I was . the present and the future.
Today, I am .
In five years, I will be .
8. Ask the Ss to talk about the past, present, and the future.
9. Ask some students to report.
Enable the students to use the key sentences to
finish the task.
Task 2 1. Ss make a survey. Learn to use the tense correctly.
play… have… work… Enable the students to use the correct tense to
five years ago finish the task..
today
in five years
2. Ask some students to report.
Task 3 5. Ask one students to talk about more about the future. Arouse the interesting and enable the Ss to
6. Do Section B. 1a. summary and learn to work in groups.
Post-task 5. Do Wb. Exx 1、2、3. Enable the Ss to write.
6. Check the answers.
Summary 5. Go over the usages. Consolidate the knowledge of this unit.
6. Revise the main sentences .
Homework 5. Finish exercise 4. 5. Strengthen the knowledge.
6. Recite the main dialogue of this unit. 6. Enable the students to improve oral English
29Notes of this
period
Contents on the Bb
Unit 1 Will people have robots?
Five years ago, Today In five years
(in the past) (now) (in the future)
was am will be
played play will play
had have will have
worked work will work
Unit 1 Will people have robots Feb.24
Ⅰ.Teaching 10. Knowledge aims:
aims ⑴.words: fall in love with, as, lots of , apartment, keep a pet parrot, probably, be able to,
dress, might, which,…
⑵ Language points:
fall in love with, interesting/interested, alone/lonely, keep animals, be able to, even, might…
11. Ability aims:
⑴ Learn to talk about the past, present, and the future.
⑵ Learn the language points.
(3) Learn to read the article of 3a.
12. Emotion aims: Learn to express disagreement or agreement..
II. Main Points 7. Language points
8. Talk about the past, present, and the future.
9. Talk about the life in ten years.
III. Difficult points fall in love with, interesting/interested, alone/lonely, keep animals, be able to, even, might…
IV.Teaching Method Task-based teaching method
V. Teaching aids Radio, pictures.
Procedures
Steps Contents Aims and Demands
Warming up 8. Greetings. Arouse the Ss‘ interesting of learning and revise
9. Free Talk. the knowledge learned.
10. Check the answers of Wb.
30Pre-task 9. Talk about the life in ten years. Learn the key words.
10. Enable the Ss to talk in groups. Enable the Ss learn to talk about the past , the
11. Get the Ss to read the article of 3a. present , the future
Lead in
Task 1 1. Ss read 3a and finish the chart . Enable the Ss to use will to read.
2. Ask the Ss to talk about the past, present, and the future.
3. Play a game, Ss write about their life in ten years on a
piece of paper, then read it aloud. Try to guess who wrote it.
Enable the students to use the past tense and the
future tense correctly
Task 2 1. Ss answer the questions. Learn to use the tense in the interrogative
which/what you partner sentence.
the next world cup will win
weather will be like
movies win award
2. Ask some students to report.
Language 7. fall in love with, interesting/interested, alone/lonely, Learn the language points
points keep animals, be able to, even, might…
8. Which country will win …?
Post-task 7. Do Wb. Exx 4、5、6 Enable the Ss to read and write.
8. Check the answers.
Summary 7. Go over the dialogue. Consolidate the knowledge of this unit.
8. Revise the language points .
Homework 7. Finish self check and the exercises in the Wb. 7. Strengthen the knowledge.
8. Revise the language points 8. Enable the students to revise the grammar.
Notes of this
period
31Contents on the Bb
Unit 1 Will people have robots?
1. fall in love with sb. He fell in love with Marry.
2. lots of/ a lot of There are lots of people.
3. interesting/ interested be interested in
4. alone/lonely Though I am alone, but I‘m not lonely.
5. keep animals Do you like keeping pets?
6. be able to I will be able to drive a spaceship in ten years.
Unit 1 Will people have robots Feb.25
Ⅰ.Teaching 13. Knowledge aims:
aims ⑴.words: unpleasant, scientist, however, hundreds of, already, factory, simple, such,
everywhere, human, shape , snake, shape, possible, electric, seem, impossible, housework.
⑵ Language points:
the same as, make …do…, to take…, to help do…, to help with…
14. Ability aims:
⑴ Learn the skills of reading: to predict what will be in the text.
⑵ Learn to cooperate.
15. Emotion aims: Learn to share information with their partners.
II. Main Points 10. Language points
11. Talk about the different kind of usages of robots.
12. Try to use specific language structures.
III. Difficult points the same as, make …do…, to take…, to help do…, to help with…
IV.Teaching Method Task-based teaching method
V. Teaching aids pictures.
Procedures
Steps Contents Aims and Demands
Warming up 11. Greetings. Arouse the Ss‘ interesting of learning and revise
12. Free Talk. the knowledge learned.
Pre-task 12. Show the Ss a picture of robot, tell the Ss about the Learn the uses of robots.
robot. Enable the Ss prepare before reading.
13. Divide the class into pairs. Allow free discussion of
ideas about robots. Lead in
14. Ask one or two volunteers to tell the class their ideas,
and draw their robot on the board.
Before 1. Read the title. Ask some Ss to answer the question.. Enable the Ss think about what they might read
Reading 2. Look at the words in the box. Ask one or two Ss to think about before they read.
about what might be in the reading. And circle them.
3. Get the Ss to share the predictions with their partners how
similar are they?
32Enable the students to practice the reading skill
of predicting
While 1. Ss read once without stopping for general understand. Learn to understand the general idea of the
reading After reading, ask for a show of hands to indicate they have passage.
understood the general idea.
2. Suggest a second reading to confirm their ideas and build
on their knowledge.
3. Ask some questions:
What kind of jobs do we want robots to do?
Which country has robots that can walk and dance?
Do all scientists agree about what robots will be able to do?
Language 9. the same as, make … do…, to take. Learn the language points
points 10. to help do…, to help with…
After reading 9. Ss check the words they predict. And find out the
results. Ask for a show of hands.
10. Ss go through the reading again. High light each of the Develop the Ss‘ ability to use specific language
structures when it is found. structures.
11. Ask some volunteers to write some examples on the
board, or say them aloud.
12. Do 3c. Ss read again and make a list of all the uses of
robots in the future.
13. Ss try to rate the items on the list, and share the results Enable the Ss to share information.
with a partner.
Go for it! 9. Get the Ss to list ideas for robots that will help their Teach Ss to personalize information, to think
own family. And compare with their partner‘s need and about life experiences in general and share them
discuss differences. with others, to feel proud of what they know and
10. Get two pairs to join together to discuss how robots put their knowledge to good use.
might help their neighborhood.
Homework 9. Finish self check and the exercises in the Wb. 9. Strengthen the knowledge.
10. Revise the language points 10. Enable the students to revise the grammar.
Notes of this
period
Contents on the Bb
Unit 1 Will people have robots?
7. the same as. It can do the same things as us.
8. make… do.. We have already made robots walk and dance.
9. to take… It takes me one hour to do the homework.
10. to help do… Robots can help people do housework.
11. help … with… They help with the housework.
33Unit 1 Will people have robots? Feb.28
Ⅰ.Teaching 16. Knowledge aims:
aims ⑴.words: however, hundreds of, already, factory, simple, everywhere, human, shape ,
snake, shape, possible, electric, seem, impossible, housework.
⑵ Language points:
the same as, make …do…, to take…, to help do…, to help with…
17. Ability aims:
⑴ Learn the skills of reading: to predict what will be in the text.
⑵ Learn to cooperate.
18. Emotion aims: Learn to share information with their partners.
II. Main Points 13. Language points
14. Talk about the different kind of usages of robots.
15. Try to use specific language structures.
III. Difficult points the same as, make …do…, to take…, to help do…, to help with…
IV.Teaching Method Task-based teaching method
V. Teaching aids pictures.
Procedures
Steps Contents Aims and Demands
Warming up 13. Greetings. Arouse the Ss‘ interesting of learning and revise
14. Free Talk. the knowledge learned.
Pre-task 1.Show the Ss some picture of robots, tell the Ss about the Learn the uses of robots.
different uses of the robots. What does it look like? What Enable the Ss activate their background
does it do? etc. knowledge before attempting the reading, and
2.Divide the class into pairs. Allow free discussion of ideas find out what other Ss know about others.
about robots. What does your robot do? What do you hope it
can help you to do?
3.Ask one or two volunteers to tell the class their ideas, and Lead in
draw their robot on the board.
Before 1. Read the title. Ask some Ss to answer the questions. Enable the Ss think about what they might read
Reading 2. Look at the words in the box. Ask one or two Ss to think about before they read.
about what might be in the reading. And circle them. Why?
Or why not?
3. Get the Ss to share the predictions with their partners how
similar are they? Enable the students to practice the reading skill
of predicting
While 1. Ss read once without stopping for general understand. Learn to under the general idea of the passage.
reading After reading, ask for a show of hands to indicate they have
understood the general idea.
2. Suggest a second reading to confirm their ideas and build
on their knowledge.
3. Ask some questions:
What kind of jobs do we want robots to do?
Which country has robots that can walk and dance?
34Do all scientists agree about what robots will be able to do?
After reading 14. Ss check the words they predict. And find out the Develop the Ss‘ ability to use specific language
results. Ask for a show of hands. structures.
15. Ss go through the reading again. High light each of the
structures when it is found.
16. Ask some volunteers to write some examples on the
board, or say them aloud.
17. Do 3c. Ss read again and make a list of all the uses of
robots in the future.
18. Ss try to rate the items on the list, and share the results Enable the Ss to share information.
with a partner.
Language 1. the same as, make … do…, to take. Learn the language points
points 2. to help do…, to help with…
Go for it! 11. Get the Ss to list ideas for robots that will help their Consolidate the knowledge of this unit.
own family. And compare with their partner‘s need and
discuss differences.
12. Get two pairs to join together to discuss how robots
might help their neighborhood.
Homework 11. Finish self check and the exercises in the Wb. 11. Strengthen the knowledge.
12. Revise the language points 12. Enable the students to revise the grammar.
Notes of this
period
Contents on the Bb
Unit 1 Will people have robots?
12. help …do(with)… I hope it will help me do the chores.
13. I hope it will me with the housework.
14. make They make robots look like people.
15. take It takes hundreds of years.
16. the same as The robots can do the same thing as a person.
Unit 1 Will people have robots Mar.1
Ⅰ.Teaching 19. Knowledge aims:
aims ⑴.words: humans, unpleasant, make, take, shapes, might, look for, possible, toothbrushes.
⑵ Language points:
in the future, help with, such, wake up, talk to, over and over , get bored, seem impossible…
3520. Ability aims:
⑴ Learn to find out the useful structures and make sentences with them.
⑵ Learn to express themselves.
21. Emotion aims: Learn to communicate with others.
II. Main Points 16. Language points
17. Talk about the different kind of usages of robot sand give a rating.
18. Try to make sentences with specific language structures.
III. Difficult points such, talk to, over and over, seem impossible.
IV.Teaching Method Task-based teaching method
V. Teaching aids pictures.
Procedures
Steps Contents Aims and Demands
Warming up 15. Greetings. Arouse the Ss‘ interesting of learning and revise
16. Free Talk. the knowledge learned.
17. Check the answers of the Wb.
Pre-task 15. Get the Ss to find out the useful structures and underline Enable the Ss to find out the key structures and
them. try to use them.
16. Get the Ss to make sentences with the special structures.
While-task 1. Get the Ss to discuss in groups and then to report the Enable the Ss to use the knowledge freely.
sentences they made.
2. Get some to write the sentences on the Bb.
3. Get some Ss to make other sentences they made.
Language 11. in the future Learn the language points
points 12. to help do…, to help with…
13. unpleasant, unlike, unhappy, impossible
14. such
15. hundreds of
16. the same as
17. make sb. do sth.
18. wake up
19. talk to sb.
20. over and over again
21. get bored
22. look for, look like, look at, look after
23. seem impossible
Post-task 19. Ss do Section 4. Develop the Ss‘ ability to use specific language
20. Get some to report. structures.
21. Get the Ss to look the pictures of P9, and talk about
them with their partners.
36Exercise 13. There are in our school. Enable the Ss to practice the language points.
a) three hundred B. three hundreds
b) three hundreds of
2. Though he is , he is not .
( alone, lonely)
3. I made him the room.
A. cleans B. cleaning C. clean
4. It took me an hour to finish the homework.
Homework 14. Write your ideas of what ways you think a robot will 13. Strengthen the knowledge.
help you and your family in the future. 14. Enable the students to revise the grammar.
15. Revise the language points
Notes of this
period
Contents on the Bb
Unit 1 Will people have robots?
17. in the future, help with, humans, unpleasant
18. such, hundreds of , make, take, the same as.
19. wake up, talk to sb.
20. over and over again, get bored.
21. look for/like/at/after, seem impossible
Unit 1 Will people have robots? 第一课时 说课稿
一、教材分析
1、教材的地位及作用
本单元是八年级（下）第一单元，涉及的主要话题是预测未来、一般将来时的表达方法并学会谈论过去、现在和
未来。通过语言的学习，掌握will/won‘t的用法及一般将来时的表达方法，了解shall/shan‘t的用法。
本课为本单元第一课时，主要涉及到will/won‘t用法的引入、操练以及运用一般将来时完成任务，在本单元处于重
要的位置。
2、本课教学目标设计
知识目标：1. 复习there be句型
2. 掌握will/won‘t的用法及一般将来时的表达方法
能力目标：1. 预测未来
2. 学会陈述表达各自观点
情感目标： 教育学生要热爱生活、热爱社会，为社会发展尽自己一份力
373、教学重点、难点
重点：1. 掌握will/won‘t的用法
2. 学会一般将来时的表达方法
难点：运用一般将来时完成任务
二、教学方式与教学手段
1、任务型语言教学：通过适当的操练使学生掌握基本的句型结构；通过引导学生分析、归纳、总结，更好的理解
新语言，培养科学的思维方法；通过设计任务，促进学生的交际能力，从而达到巩固语言知识的目的；但讲解和口头
操练之后，强调在笔头上进行体现，从而达到全方位掌握语言的目的。
2、情境教学法：通过图片、PPT、影片、音乐和录音达到对学生的多感官刺激。
三、教学设计
主要通过知识导入、情景演练、巩固运用、反馈练习、小结以及作业布置六程序完成本节课。
教学环节 教学程序 设计意图
1、出示机器人图片。 引入生词 robot. 图片新颖，激发学生学习兴趣，使学生轻
松进入英语学习。
1、影片生动、形象，富有感染力，既活跃了课堂气氛，又
知识导入 调动了学生学习的积极性，从一开始就吸引了学生，引导
2、播放影片，让学生讨论所给问题。
学生自主学习。
引入“将来”，导入新课。
2、通过两个讨论问题的创设，使学生自然想到用语言表达
将来，增强了学习一般将来时的渴望。
借助图片演练句型there will be，引出 这部分给学生提供了观察和归纳的平台：通过观察与思考，
情景演练 含有will的句子，让学生自己归纳总结 最终发现新句型的结构特征，这样学生对这语法体会深刻，
一般将来时的各种基本句型。 记忆深刻。
1、出示句子，让学生读、翻译，并讨 旨在通过学生自己读、翻译，进一步增强他们对will/won‘t
论将来世界将会变成什么样。 用法的理解记忆。同时也为听力练习作了铺垫。
2、1b：放录音，让学生圈出所听到的 听力练习对于新知识的掌握是必需的，有助于加强多感官、
巩固运用
信息 多形式的刺激，更好的掌握语言，感知语言。
3、拓展练习。让学生看短片，根据视 这是一个小组活动，此段英语短片不仅具有趣味性，而且
觉信息，写出自己对未来生活的预测。 引人深思。因此，安排这一活动旨在发散学生思维，进一
步强化学生的合作能力及对目标语言的理解与运用。
1、根据本课中所出现的重点词汇，安 给予学生在具体语境中利用所学词汇解决实际问题机会，
反馈练习
排了四个根据句意和首字母填空。 既便于记忆单词，又便于强化知识点。
382、安排一个用will/won‘t完成对话的 强化学生对语法知识点的理解，培养学生在英语会话中语
练习。 言点的实际运用能力。
让学生总结本课的重点，然后出示幻灯 强调本课重点，再次巩固语法知识记忆。
小结 片，展示本课重点。
1. Make sentences with ― will/won‘t ‖. 巩固课堂所学知识。
2.Write a short report to talk about the
作业布置
future.
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用任务型教学法，借助声音、图片、影像资料
等辅助教学工具，使学生在听、说、读、写等方面得到了锻炼，在轻松、愉悦的氛围中获得新知识，达到初步运用英
语交际的能力。可能许多地方还需完善，敬请专家们多提宝贵意见和建议。
Unit 1 Will people have robots? 第一课时 说课稿二
一、 教材分析及学情分析：
在英语教学中，一个单元是一个不可分割的整体，因而我们在分析处理教材时要从整体上把握。依据任务型教学理念，
我们可试先找出本单元中每个课时的中心话题或任务是什么，然后围绕这个中心话题或任务展开任务型教学。如Unit
1中第一课时的中心话题是: Will------?句型及其肯定或否定的回答。
本节课围绕一般将来时态展开讨论。运用教学卡片，实施任务型教学，提高了学生学习英语的趣味性，有助于培养其
用英语思维的学习习惯。
二、教学目标：
1、短语：have robots （computers, cars）in their homes, use money, kids
go to school, live to be 200 years old
2、话题: ---Will people/kids…?
---Yes, they will./ No, they won’t.
3、训练学生的听说演等能力。
4、培养学生的合作学习精神。
二、 教学重点：
---Will people/kids…?
---Yes, they will./ No, they won’t.
四、教学难点：
39几个介词的用法：in their homes，on computers/paper, in 100 years
五、教具：
卡片( 6张)； 录音机一台。
六、教学步骤：
Step1 New phrases learning
Show some cards in Chinese：家中有机器人、家中有电脑、家中有汽车、使用钱、活到达200岁、孩子们上学。
Help the students to learn the phrases: have robots （computers, cars）in their homes, use money, live
to be 200 years old, kids go to school.
Read after the teacher the phrases, then read together.
Let the students speak out the phrases one by one according to the cards.
(出示卡片，学习短语，便于学生对短语的识记和理解；让学生一一根据卡片说出相应短语，能有效检验学习效果。这
些为任务型教学的实施作好准备。)
工 Step 2 Presentation
Write the dialogue on the blackboard:
A: Will people/kids------?
B: Yes, they will./ No, they won’t.
Point out: will+ 动词原形
（板书讨论主题，为开展学生活动做准备）
Step 3 Discussion
Let the students discuss the dialogue above in pairs for a few minutes.
If necessary, they can open the textbook of page 2,1a.
Step 4 Performance
Ask some pairs to perform in front, putting up the cards while they are making the dialogues.
( 以活动为中心的任务型教学，培养了学生的合作学习精神和一定的竞争意识；同时又让学生体验到学中有乐的快感，
体现了以学生为主体的新课程观。）
Step 5 Check
Let the student make sentences one by one according to the cards.
One asks, the other answers. Just like these:
S1: Will people/kids------?
S2: Yes, they will./ No, they won’t.
------
(一人接一人根据卡片进行问答，全面检验了学生的学习效果。）
40Step6 Reading
SB. P2. 1a and 1c. Read the sentences and dialogues together.
Finish the exercise of 1a.
Check the answers.
Emphasize : in their homes，on computers/paper, in 100 years.
Step7 Listening
SB. P2. 1b. Give instructions about the listening exercise.
Listen to the tape about three times.
Check the answers.
Step 8 Homework
Memorize the new words and practice the sentences after class.
七、教学反思
本课培养了学生的英语听、说、运用等能力。把任务型教学与直观式教学融为一体，是本课的特点和优点。通过开展
英语活动充分调动了学生学习的积极性，让他们感到学中有乐、乐于学。
Unit 1 Will people have robots? SectionA 说课稿
一、教学目标
1．敢于预测未来
2．学习一般将来时表达法
3．能谈论过去、现在和将来
二、教学向导
语言功能
·对未来进行预测
·陈述表达各自观点
语言结构
·一般将来时，will的用法
·用Yes/No做简短回答用more,less.fewer表达数量
学习策略与思维技巧
41·排列先后顺序
五、教学重点难点及突破
SectionA
◆重点
由will构成的一般将来时态的句式，特别是there be 句式的一般将来时态there will be…。
◆难点
more,less,fewer的用法。
◆教学突破
使用不同的时间来训练与对比，由一般过去时态、一般现在时态而过渡到一般将来时态；根据模似的图片展示，引导
学生通过一定量的口语交际，训练more,less,fewer的异同。There will be more/less/fewer people(leisure
time,cars,pollution,trees…)
六、教学步骤
一、情境导入
1、师生口语随意性交际，涉及What‘s the date today?What‘s your name?No you like school?Do you like to do
homework/housework?Do you want to live on the moon?等。
2．在黑板上写下四个日期：今天的日期，一年后的日期，五年后的日期，十年后的日期。
3．针对一年后的日期，向学生提问：What will be different in your life one year from now?如：Will you be at this school in
a year?Will you bein my class in a year?Will you live in this town in a year?等。
4．针对五年后的日期，向学生提问。
5．针对十后的日期，向学生提问。
6．写下学生不同的回答，并在will下用红色粉笔画线，以示强调学生注意。
二、教学环节
1．教师将时间延伸到未来100年，再来谈论100年后的情形。利用实物（如信用卡、纸币）或儿童玩具（玩器人）来
呈现生词，领读生词。
2．朗读la中的六个句子，要求学生表明态度agree或disagree，巡视全班，以便给学生解疑。
3．指出学生不同的观点，并要求他们作简要阐述。
4．播放录音两遍，引导学生听力训练。
425．朗读lc中的对话，再读学生进行对话操练。
6．引导学生根据lc中的示范对话，进行自骗对话，如谈论书籍等。请学生分组对话，说出他产自编的对话内容。
7．播放2b的录音，要求学生圈出所听到的单词（more,less,fewer）。
8．在黑板上写下一些不可数名词和可数名词，引导学生使用more,less,fewer进行口语训练，提示这三个词的用法区别。
领读2c中的对话，再引导学一进行课堂口语交际。
三、协作学习
1．呈现3a中Sally的图片，要求学生看图片并填出图片下的空格。
2．引导学生操练3a中对话。
3．要求学生write about themselves,填出3c中的空格。
4．要求学生画一幅虚拟的未来城市的图画，然后向同学们进行描述。
Unit 1 Will people have robots? SectionA 英文说课稿
Ladies and gentlemen:
Today, I am honored to have an opportunity to exchange ideas on this teaching material will people have robots? My
report is about, unit 1, of book 2 for grade 8 junior high school .It is made up of 7 parts. They are teaching material
analysis, student analysis, teaching objectives, teaching methods, teaching aids, teaching steps, and blackboard design..
Now let‘s focus our attention on part 1, teaching material analysis.
―Go for it!‖ is characteristic of native use of language, and it is task-based. With the help of ―English Curriculum
Standards‖, the study procedures of ―Go for it!‖ are arranged step by step and the contents are very close to real life. It
also embodies several innovative ideas for teaching, with its emphasis on knowledge structure and application, language
communicative function, and cultural background information.
The title of this unit is ―Will people have robots?‖ In this unit, it contains section A and section B. Today I will teach
section A.
Next comes the second part, student analysis:
For the 8-grade students, their age is generally around 14. They are more curious about new things, so their interests
in learning are easier to be aroused. After one year‘s study and practice under the new course standard, they have had
some basic knowledge of words, grammar and language structure and also, primary abilities of cooperation, and
exploration .
The third part is teaching objectives.
According to the general description about the total objectives in English Curriculum Standards and the deep
analysis above, I put forward the following teaching objectives:
1. Knowledge objectives: master the key words, and the key sentence structures.
2. Ability objectives: improve the four skills, especially the speaking and listening skill; develop the ability of thinking
independently.
3. Moral objectives: stimulate Ss‘ motivation, establish self-confidence, cultivate their cooperative ability by arranging
different kinds of activities
Part 4 Teaching methods
43According to English Curriculum Standards and the advanced theories of teaching reform, through the analysis
above, I chose two teaching methods in this unit.
1).Task-based Language Teaching
It focuses on students‘ completion of the different tasks in real situations, and students‘ total involvement in order to
convey linguistic information and train their language application ability. Thus, in this lesson, I will create some real
situations either according to the book, so that the students can finish different tasks and get a better understanding of
the target language.
2) .Communicative Approach
Students can learn to make predictions by communicating with each other in pairs or groups.
3).Audio-ligual Method
Using the computer to give students a video and some listening materials, through this can increase students‘ interests
and train their listening ability.
Part five Teaching aids
I will use multi-media (PPT, video),making the class more lively and interesting. I will also use some traditional
teaching aids, such as, blackboard, cards and chalks.
Part six Teaching steps
Now let‘s go to the most important part-teaching procedures.
In order to realize the teaching process properly and efficiently, under the principle of“regard Ss as the corpus, and the
teacher inspires for predominance‖, I will divide the teaching procedures into 5 steps
Step 1: Warm up (5mins)
At the beginning of the class, I will give them a video to watch. This will be an exciting and important part. The video is
employed to warm up the students, and can draw their attention.
After watching this video, I will ask students what do they think people‘s living will be like in the future.
Step 2: Learn the new words, and structures(15mins)
a).In order to check if students master the difference usage between fewer and less, I will make a match among students
—show cards with different nouns to them and let them tell me which will be chosen .Those who can guess them fastest
and best will be rewarded.
b).Pairwork: students make a dialogue with their partner about the predictions using the will structure. This task will
also train students‘ spoken English
Step 3: Practice (15mins)
a).Listening practice：students listen the tapes about section 2a and 2b carefully and give their answers. Then I will give
them the right answers.
b).Groupwork: students can communicate with others about their own situation five years ago, today and in five years.
This task can check if the students master the tense change.
Step 4: Summary the key points of this lesson. (5mins)
Step 5: Homework (5mins)
Let students draw a picture of the city of the tomorrow, then describe it in their own words on paper
44Part 7 Blackboard design
In my lesson, I will use both the traditional and modern teaching aids and the blackboard design is like this.
New New
words structures
will Will there be„?
robot Yes, there is„?
building No ,there isn‘t„?
So this is my whole report. Thanks for your attention.
Unit 1 Will people have robots? Section B 第二课时 说课稿
一、教材分析:
本节课是新目标英语(Go for it)八年级下册第一单元Section B的第二课时。在本单元中是一个基础阅读课时，
为Self check 后的Reading部分奠定了基础，起着承上启下的作用。它是以小阅读的形式谈论如何使用一般将来时及
让学生畅想十年以后或将来的生活。
二、教学目标：
1. 知识目标：要求学生掌握以下词汇：fall in love with, go skating, look smart, be able to, dress, at the weekends。
2. 能力目标：培养学生阅读英语小短文的兴趣，提高他们的阅读水平和写作技巧。
3. 情感目标：让学生爱上英语课堂活动,树立畅想未来生活的远大目标。
4.学习策略目标：设法使学生掌握英语的阅读方法进行交流，提高阅读能力和写作能力。
三、教学重难点：
掌握目标词汇，增强英语的阅读技巧和写作水平。
四、教学分析：
1. 说教法：
1)任务型教学法：给学生三项任务， 让学生使用一般将来时来完成这些任务。使他们在任务中学习英语。
2)交际教学法：学生可以通过俩俩对话，小组对话和全体参与等方法用一般将来时讨论未来生活。
2．学法
1）自主学习：这一节是阅读课，所以我指导学生在不同的要求下进行快速阅读和深层阅读，要求学生运用自主学习
法从整体上把握课文，同时鼓励那些怕开口的同学，都参与到课堂的中，动手完成一些基础的学习任务，培养他们学
习英语的信心，培养团结合作的精神。
2）合作学习：积极参与活动，相互交流，互帮互助，合作完成任务，培养团队精神，更好地掌握本课所学知识。
五、教学过程：
Step 1 Leading in(任务前导入和复习活动)
1.Greet the class
2.Ask student‘s ―What do you think you will do in ten years ?‖,then talk about together.
Step 2 Revision
What will you be in 10 years? I will be an/a…
Where will you live? I will live in ….
How will you get there? I‘ll get there by…
Get students talk about future.
Step 3 While-task（任务中活动） Reading comprehension
SB Page 6 , 3a .
1. Show pictures and learn the new words and phrases.
fall—fell fall in love with alone pet parrot go skating suit
45be able to at the weekends
2. Ask students to read the passage for the first time and fill in the chart below. Then check the answers.
3. Screen the questions and get the students to read the passage again, find out the right answers. Check the answers.
Where will Ming live in 10 years?
Where will he be in ten years?
What will he have?
What will he do?
What kind of clothes will he wear?
Where will he go on vacation?
4.Ask the students to try to translate the passage.
5.Read it together.
Step 4 Writing (3b) Playing a game :Who write it ?
―Just now, we learnt what Ming‘s life will be like in ten years. What will your life be like in ten years? Now write about
yourself.‖
Let the students to write their own passage.
1.Get two students to write their passage on the blackboard. Move around to check the progress. Check the passage on the
blackboard.
2. Put all the Ss‘ papers together
3. Take turns reading the paper .The other Ss guess who wrote it .
Step 5 Post-task（任务后活动）
SB Page 6 , Part 4 .
1. Read the questions below .
2. Ask two Ss to read the dialogue .
3. Answer the questions .
4. Pairwork. Get your partner‘s answers .
5. Share a few Ss‘ conversations .
作业:
1. Read and translate the passage 3a.
2. Go over the words in this unit .
六、板书设计：
Unit 1 Will people have robots ? Section B 3a
New words
fall—fell fall in love with alone pet parrot probably go skating during the week look smart suit be
able to dress sb casually at the weekends
七、 教学评价与预测:
本课时的教学评价应该着眼于以下三个方面：
1. 学生在Group work 中是否能积极参与。
2. 学生对于think引导的宾语从句，能够主动运用
3.学生能够正确使用一般将来时。
本课时的教学预测是学生可能会以比较高的热情参与若干个小组讨论，而难点可能在于复杂句的表述上，学生会
感觉拗口，不顺畅；另外就是运用think引导的宾语从句和一般将来时表达未来的生活理想。
46Unit 1 Will people have robots? 说课稿
一. 说教材
我说的是新目标英语(Go For It)八年级下册第一单元题目为Will people have robots?
下面我要分析一下教材的特点，教学的对象和理论。
教材特点：
这本教材采用任务型语言教学模式，融汇了多个话题，交际功能和语言结构，有明确的语言目标，语法结构和语篇输
入。
教学对象：学生已有一定的知识储备，阅历和认知水平。学生七年级下册就学过一般将来时, 并掌握如何使用一般将
来时来描述日常活动, 而且掌握了一些日常活动的短语, 有利于他们学习一般将来时的新句型。
教学理论：采用任务型教学模式，以一个话题为线索相对独立而不孤立。
二.教学目标分析
知识目标：学习新的单词和语法，学会如何做出预测，使用未来的时态，及运用句型 will people „？ Will there
be „？ Do you think there will„？
能力目标：学会运用的将来时态进行对话和问答及做出预测，使用more, less, fewer 等词进行交流。我这样做主
要是想让学生做课堂的主人，同时培养他们掌握一些行之有效的学习方法,优化学习效果。
情感目标：使学生关注国际高科技的发展；能够看到事物的两面性，全面看待科技发展给我们带来的利弊，同时让
学生学习上学会小组合作，爱上英语课堂活动,鼓励他们在课堂上进行合作交流。作为一名老师设法使学生掌握使用英
语进行交流，学习积极参与班级活动，也是我的一个学习策略目标。
三.教学重点难点
重点：如何做出预测，使用未来的时态进行预测性的对话练习和相应句型的听力练习。
难点：使用more, less, fewer 等词进行交流和对某些单词、词组和长句理解及运用。
四.教学方法
1.认知法：在教学过程中重视学生新句型的理解和语言能力的培养
2.任务型教学法：我会给学生几项任务， 让学生使用过去进行时来完成这些任务，使他们在任务中学习英语。
3.讨论法：学生可以通过俩俩对话或小组对话来掌握一般将来时的新句型
4.采用直观法.：我将导入播放机器人的视频，引起学生共鸣，激发学生学习兴趣。
在整个教学过程中我使用的教学用具是多媒体、黑板。
五.学法
1.引导学习：由我引导学生学习新的单词，语法和课文，不同的要求下完成对话和听力，并对学生反馈的问题精讲。
2.自主学习：要求学生运用自主学习法从整体上把握课文，同时鼓励那些怕开口的同学，都参与到课堂的中，完成一
些基础的学习任务，培养他们学习英语的信心。
3.合作学习：积极参与活动，相互交流，互帮互助，合作完成任务，培养团队精神，更好地掌握本课所学知识。
六.教学过程
1. 导入新课：运用多媒体课件，播放有关机器人的视频和图片，引起学生共鸣，激发学生学习兴趣，边看边展示
与课文相关的新单词“robot ，won’t ， they’ll=they will，More，less，fewer ”和句型will people„.?
步骤1--复习
给学生简单复习一般将来时的基本句型，抽学生对自己这个周末将想要做的事做一个表述，充分复习和巩固已学知
识。
步骤2---引入
给学生介绍机器人，显示一些机器人的画面在屏幕上，并进行一些有关机器人的问答，激发学生学习兴趣。
2. 拓展练习：让学生运用课文的重要句型will„.？进行预测性的对话练习和相应句型的听力练习。
步骤1---教授新课:
通过屏幕的展示和课本的结合运用教授新的词汇和句型。
步骤2---拓展练习：
通过布置任务的方式让学生运用课文的重要句型will„.？进行预测性的对话练习和相应句型的听力练习，达到每
个学生充分参与和加深记忆的效果。
47步骤3--总结：在学生经过几个任务操练后,帮助他们利用板书总结今天所学重要词汇和句型。
七.作业
1.复习并记忆本课所学单词，句型，语法结构。
2.重复进行对话口语练习。
3.预习下次课将要学习的词汇及课文内容。
Board writing design:
Will people have robots？
Vocabulary will people have robots?
Robots Do you think there will only be a country?
Less Will there be less pollution?
Fewer Will there be fewer trees?
More Will there be more robots?
Unit 1 Will people have robots?说课稿二
尊敬的各位评委、老师：
大家好。我是来自我是来自江西师范大学的陈**，今天我说课的题目是新目标英语八年级下册Unit 1 Will people have
robots ? 下面我将从背景说明、框架设计、评价设计三方面进行说课。
一.背景说明
[教材分析及处理]
1. 教学内容
本单元围绕“对未来的预测进而提出自己的观点”这个话题展开教学。通过本单元的语言素材看图说话，句型操练；
通过实际描述，表达，对话表演等语言功能操练，使学生描述人们对未来的预测和憧憬，达到英语交际的目的。
2【教学目标】
①知识与技能
掌握“预测未来”的表达
掌握“更多”“更少”的表达
比较英语动词一般过去时，一般现在时，一般将来时的用法。
②过程与方法
48采用“任务型”教学模式，首先把本单元的学习任务布置给学生，让学生名确教学内容。然后帮助学生在形成主动的
学习状态，产生学习欲望与动力。
同时根据不同阶段不同的学习任务，教师提供完成该项学习任务所需要的语言，再通过听力训练和句型操练，让学生
掌握基本句型。
本单元第二课时主要以听力为主，第三课时集中词汇的教学，第四课时为单元复习课。
课时安排
第一课时：Section A 1a-1c
第二课时: Section A 2a-4b
第三课时：Section B 1a-4
第四课时: Self check
③情感态度与价值观
通过对未来的描述，调动学生的积极性，发挥学生的想象力。在对未来的憧憬中了解到更多的有关天文，地理，科学
技术，文学艺术，体育等方面的知道，开阔学生的视野。
二【教学重点、难点】
根据英语新课程标准、本单元的特点及学生的现状，我将本单元的重难点确立如下
① 一般将来时
概念：一般将来时表示将要发生的动作或情况；
结构：一般将来时由助动词shall或will 加动词原形构成，shall用于第一人称，will用于第二第三人称。
这个时态的肯定，否定和疑问结构可表示如下：
肯定句：I （we）shall（will）go。
You（He，she，they）will go。
否定句：I （we）shall（will）not go。
You（He，she，they）will not go。
疑问句： Shall I （we）go ？
Will you（He，she，they）go ？
② more 、（many和much的比较级）
less、（little的比较级）
49fewer（few的比较级）
③ many 和few 后可以接可数名词复数，much和little后面接不可数名词。
难点：
①There will be ···与···will have的区别
There will be ···是指某地将举行或将有```e.g.There wil be a sports meeting on our school playground tomorrow。
···will have 是指某人或某物拥有··· e.g.We will have a sports meeting on our school playground tomorrow。
②will not 的缩略形式won’t
③I will = I’ll
三．评价设计
【评价目的】
一方面，对教师而言,对学生的学业进行测试与评估，可以获取反馈信息，即检查自己教学方法是否适合学生，以便及
时地总结经验，作适当调整，它既能改进教学工作，又能促进教师不断提高教学水平；另一方面，对学生而言，可以
提高学习热情，认清自己的不足，改进学习方法。
【评价方法】
教师评价、小组评价、学生自评和学生互评。
【评价工具】
激励性语言、表格、听力材料、终结性评价试题
【评价结果呈现方式】
1. 统计每人得粘贴数，各组得小红旗数；
2. 每节课后的自评表和他评表；
3. 每单元后的形成性评价表格；
4. 每单元后的终结性评价试题。
5. 学生成长档案袋。
【教学过程实录】
略
〖总结反思〗
本课的设计使学生学会了如何对未来预测，达到了本课的教学目标，但我个人认为还有几处地方值得商榷，如：
50(1) .在讲解句型时，多媒体展示多种图片，在给学生带来直观性的同时，是否存在着只给学生带来了视觉上的冲击，
也就是说学生的注意力只放在了图片上，个别学生是否存在看热闹的现象。
(2).本节课任务多，目标语言较少，而学生的词汇量又有限，所以任务能否像预想的完美的完成呢。
(3).评价的表格太多，课堂时间有限，评价的效果是否明显。
以上是我的说课内容，不足之处请各位评委多提宝贵意见，谢谢。
Unit 1 Will people have robots? 说课稿三
Teaching goals:
1. Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .
2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答.
3. There be 句型的一般将来时. 4. more , less , fewer 的用法.
5. 学习一般将来时态的相关知识，学会对未来进行预测.
6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.
7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.
Important and difficult points :
1. will构成一般将来时态的句式。
2. There be 句型的一般将来时态。3. more , fewer , less 的用法。4. How to make predictions .
Period 1
Teaching procedures:
Step 1 Leading in
1. Greetings: Welcome to school .
What’s the date today ? Who’s on duty today ?
Do you enjoy your winter holiday ?
Do you finish your homework ?
Do you want to live on the moon ?
51Can you guess what will happen in ten years ?
Collect the Ss’ answers and say something about their predictions .
Step 2 Pre-task SB Page 2 ,1a .
1. Look at the picture :How will the world be different in the future ,100 years from now ?We’re going
to talk about sth in 100 years .
2. Read each predictions to the class .Explain the new vocabulary .
3. Read the instructions .Make sure Ss know what they should do .
4. Do it by themselves .5. Talk about the answers with the class .
Explain :一般将来时态
构成: will / be going to +动词原形
Step 3 While-task
SB Page 2 ,1b .
1. Practise reading the six predictions .
2. Read the instructions to Ss .Circle the things you hear on the recording .
3. Play the tape twice .4. Play the tape a third time .At the same time ,check the answers .
SB Page 2 , 1c .
1. Pay attention to the dialogues .2. Read the dialogues fluently .
3. Pairwork .Work in pairs to make predictions according to the sample .
4. Ask several pairs to share their conversations to the class .
SB Page 3 , 2a & 2b .
1. Read the predictions .2. Read the instructions and point out the sample answer .
3. Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer .
4. Check the answers .
学生探究: less , fewer 的区别。
Step 4 Post-task
1. Point to the example in the sample dialogue .Practice reading .
2. Look at activity 2b .Groupwork:Take turns to make conversations about the predictions .
52Grammar Focus:
1. Review the grammar box .Ss say the statements and responses .
2. Make summaries about “will” ,“fewer” and “less” .
Homework:
1. Make predictions about yourself in 10 years .Write down 5 sentences .2. Go over the new words .
教学后记:
Period 2
Teaching procedures :
Step 1 Leading in
1. Greetings and free talk .
2. Check their homework :Ask two or three Ss to speak out what they wrote down .(教师作出适当的评价)
Step 2 Pre-task
1. Go over what we learnt yesterday .
2. 通过三种时
间的对比简略复习一般过去时与一般现在时。
Step 3 While-task SB Page 4 , 3a .
1. Point to the three picture and say :
This is Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one
is Sally five years in the future .
2. Read the instructions . 3. Complete filling in the blanks individually .
4. Check the answers . 5. Practise reading .Then ask some Ss read them out .
SB Page 4 , 3b .
1. Look at activity 3a .Make predictions about Sally .
2. Point to the example in the sample dialogue .Ask two Ss to read the dialogue to the class .
533. Practise reading .4. Pairwork .Make their predictions about Sally .
Step 4 Post-task
1. Write about yourself .
With the help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five
years .
2. Complete the work individually . 3. Review the task .Ask a few more Ss for answers .
Homework : Draw a picture of the city in 20 years .Describe it to the class .
教学后记:
Period 3
Teaching procedures :
Step 1 Leading in
1. Greetings . 2. Say yourselves :five years ago , today and in five years .3. Check the homework.
Step 2 Pre-task SB Page 5 , 1a .
1. Look at the form and read the headings to the class .Make sure the Ss know what they mean .
2. Read the list of seven words .Explain the new words .
3. Write each word in the correct column .Check the answers.
SB Page 5 , 1b .
1. Read the words already written on the chart .
2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide the class
into
groups of four ,let them have a competition .
Step 3 While-task SB Page 5 , 2a .
1. Look at the pictures carefully .Can you guess what we’ll listen ?Talk about them .
2. Read the instructions .We’ll listen to 3 conversations .Number the pictures 1-3 .
3. Play the tape twice .Check the answers .
SB Page 5 , 2b .
54This activity is easy ,I think .For we know the conversations are talking about Alexis 10 years ago ,today
and in 10 years . 1. Read the instructions .2. Pay attention to the sentences and the verbs in the box .
3. Play the tape and correct the answers .
Step 4 Post-task
1. Read the instructions .2. Pairwork. One is Alexis, one is Joe .
3. Point out the example in the sample dialogue .Read it to the Ss .
4. Talk about Joe’s life now , ten years ago and in ten years .5. Ask some pairs of Ss to say their dialogues .
Homework:
1. Go over the words .2. 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。
教学后记:
Period 4
Teaching procedures:
Step 1 Leading in
1.&nb
sp;Greetings . 2. Ask two Ss to say sth about Joe . 3. Check their homework .
Step 2 While-task SB Page 6 , 3a .
1. Read the instructions . 2. Give Ss 3 minutes to read the passage , tick out the new words.
3. Explain the new words and practice reading . 4. Point out the chart .Read the column headings to the
class .
5. Read the passage again .Write words from her answers in the correct columns below . 6. Check the answers .
7. Practise reading . SB Page 6 , 3b .Playing a game :Who write it ?
1. Ss write about their life in ten years on a piece of paper but don’t write names on the paper .
2. Put all the Ss’ papers together . 3. Take turns reading the paper .The other Ss guess who wrote it .
Step 3 Post-task SB Page 6 , Part 4 .
1. Read the questions below . 2. Ask two Ss to read the dialogue .3. Answer the questions .
4. Pairwork. Get your partner’s answers .5. Share a few Ss’ conversations .
55Homework: 1. Finish selfcheck as their homework .2. Go over the words in this unit .
教学后记:
Period 5
Teaching contents: Reading :Do you think you will have your own robot ?
Teaching procedures :
Step 1 Leading in 1. Greetings and free talk .
2. If possible,draw a robot on the Bb or put up a picture of a robot. Tell :What does it look like ? What
can it do ?
3. Tell your partner what you know about robots .
Step 2 Pre-task SB Page 8 , 1b . 1. Read the title of the passage .
2. Look at the picture together .Ask a few Ss to describe What they see .
3. Read the words and phrases in the box .Practice reading the words .
4. Circle the words you think you will read in the passage .
Step 3 While-task SB Page 8 .
1. First let Ss scan the passage for the main idea .
2. Explain something . help sb with sth /do sth do the same as … make sb do sth It takes /took /will take …
3. Ask a few comprehension questions around the class . 4. Read the passage by the Ss .
Step 4 Post-task
1. Go through the reading again . How many words in 1b did you correctly predict ?
2. Go over the structures in SB Page 9 , 3b . Make their own sentences .
Homework:1. To make sure the Ss understand the passage .and I want to know whether they’re careful in the
class ,let Ss translate the passage into Chinese . 2. Go over this unit .3. Make their own sentences .
4. What ways do you think a robot will help you and your family in the future .Write your ideas .
Unit 1 Will people have robots? 阅读理解 说课稿
尊敬的老师，大家好。
56我说的课是《新目标英语》八年级下册第一单元阅读理解部分。题目为Do you think you will have your own robot?
本课是学生初次接触的较长的阅读课文。无论在知识含量还是在阅读技能的培养上都是重点，课文的冗长，对机器人
知识的匮乏都是教师上课的难点。因此需扩展相应知识，教授阅读方面技巧，从而提高阅读能力。
二、教学对象分析：学生已达到新课标三级阅读水平的要求
三、教学目标分析：
知识目标：了解机器人的外形和功能；根据标题，推测文章内容。
能力目标：运用快速阅读和精读技巧，学会迅速并准确找到所需信息
情感目标：使学生关注国际高科技的发展；能够看到事物的两面性：全面看待科技发展给我们带来的利弊。
四、教学重点：根据标题推测文章内容的阅读方法,了解机器人的外形和功能。
五、教学难点：对某些单词、词组和长句理解就“未来是否愿意和大量机器人共存”的论题陈述观点，时间 1 分
钟左右。
六、教学方法与手段：
1、讨论法。
2、采用直观法. 导入播放机器人的视频，引起学生共鸣，激发学生学习兴趣；
3、教学用具：多媒体、黑板
七、学法
1、自主学习：这一节是阅读课，所以我指导学生在不同的要求下进行快速阅读和深层阅读，要求学生运用自主学
习法从整体上把握课文，同时鼓励那些怕开口的同学，都参与到课堂的中，动手完成一些基础的学习任务，培养他们
学习英语的信心，培养团结合作的精神
2、合作学习：积极参与活动，相互交流，互帮互助，合作完成任务，培养团队精神，更好地掌握本课所学知识。
八、教学过程
（一） 导入新课（1’）
运用多媒体课件，播放有关机器人的视频，引起学生共鸣，激发学生学习兴趣。 边看边展示与课文相关的新单
词。让学生想像机器人都是什么样的，机器人能做什么？
（这样导入新课，自然创设学习情景，引起学生共鸣，引起学生的兴趣。）
（二）快速阅读（skimming）(4’)
任务：让学生带着要求快速阅读课文：
Get the main idea of the whole passage.
57这个环节是让学生初读课文，目的是训练快速阅读技巧，学生以较快的速度完成阅读，迅速找到答案。（学法指导：
注意:用浏览、跳读和快读的技巧，培养自己快速获有用信息的能力---抓住关键词、主题句和中心大意的能力。
Tips: Reading for meaning , not for details(细节).不必逐行阅读
（三）深层阅读(5’)
任务一：默读文章，回答下列问题，我利用多媒体出示 2 个问题，（把 2 个问题打出来）然后让学生带着问题进
行有目的阅读。（这样做可以充分利用课本资源，而且化难为易.在全班校对答案之前我让学生先进行同桌相互校对，
充分发挥生生互动。）
让学生学会有目的进行阅读，同时通过问题的巧妙设计，让学生在语境中理解本文的重点词汇，比教师直接的讲
授效果要好。
学生首先是在书上查找信息，属于知识输入阶段，然后回答是输出的过程，在这里真正做到把知识转换为能力。
第二次阅读文章是解决重点内容的部分。通过上面二次阅读和训练。学生对课文的大意及细节的关注已经有了一定的
认识。充分发挥合作学习的方法让学生一起完成阅读任务应该是水到渠成。但有些学生基础薄弱，缺乏信心和毅力，
所以让他们在优生的帮助下，做力所能及的，和大家一起进行热烈的讨论，让他们感觉没有被班级抛弃，英语学习对
他们并不是高不可攀，增强他们学习的勇气和信心。同时培养全体同学的合作精神和竞争意识。
任务二：(10’)要求学生再次对课文进行深入细致阅读。我这样做的目的是为了指导学生理解文章的细节，段落
大意，段与段之间的联系，使学生对篇章结构有更深层次的理解，为此设计了几项具体的操练形式。
首先由四人一组，分组讨论，给文章分段并归纳出段落大意，找出topic sentences。这样以来不仅体现了学生之
间合作与探索意识，同时又有助于培养学生分析归纳能力与合作解决问题能力。
然后是解释explaining: (15’)
这一部分主要是对学生在阅读中遇到的问题进行排疑解难，同时提出文章中的语法点，让学生学习语言知识。设
计步骤：重新回到文章当中，学生自主独立学习，找到并画出自己认为难懂、不会的词、短语与句子，提出问题，让
其他学生帮助解决问题，如若有疑义，老师在进一步讲解。这样做的目的是学生能做的让他们去做，让每一个学生都
主动投入到课堂活动中来，始终坚持以学生为本，教师起主导作用这一理念。
（四）听音并抢答(5’)
让学生听磁带仔细听课文，通过分组比赛的形式让学生做对、错练习一方面检测学生对该篇章的理解程度，另一
方面活跃气氛。
（五）拓展延伸： (4’)
讨论：你认为机器人将来可以帮助你和你的家人做什么？未来是否愿意和大量机器人共存？
这个练习是课文的延伸，是学生对所学知识的再创造，充分发挥学生的主观性和创造性，提高学生的自身素
质，也激发了学生对未来生活的热爱。
（六）作业(1’)
1． Read the passage.读课文要求：要求B层的学生要求能流利朗读；其余的学生会读并能熟练读出部分段落（可
以自选段落但要求能占课文的三分之一）。
2. Write a letter to a robot scientist. Tell him what other things you think robots can do. Or tell
him why you think robots are dangerous and help them to improve robots. (A层要求)
58根据学生掌握知识层次的不同，我采用了分层作业，让学生都能尽其所能，完成一定的任务，满足学生的成就感
和自豪感，增强学生学习的信心和兴趣。
Unit 2 What should I do?
Unit 2 What should I do? 教案
Teaching goals:
1. Words & phrases : keep out, loud, argue, What’s wrong? football, either, except,
themselves, include, etc.
2. 情态动词 could /should 的用法。
3. Why don’t you …? 结构表建议的运用。
4. 如何谈论问题及提出建议。
5. 在处理问题中学会自省与人际交往。
Important and difficult points:
1. should /could 情态动词的用法。
2. 如何提出建议。
Teaching aids : a tape recorder, 5 cards.
Period 1
Teaching procedures:
Step 1 Leading in
1. Greetings and free talk.
592. Check the homework.
Step 2 Pre-task
T: I want to buy a new guitar but I don’t have enough money. What should I do?
Ss think it over, and try to give his/her advice.
Write their advice on the Bb.
1. Borrow one.
2. Buy a second-hand guitar.
3. Get a part-time job.
4. Don’t buy a guitar.
5. Wait until next year.
Practice reading the advice by the Ss.
导
入: In this unit we are going to talk about problems people have and learn how to give these people advice --
to tell people what we think they should do.
Step 3 While-task
SB Page 10, 1a
1. Read the instructions to the Ss.
2. Read the problems by the Ss.
3. Ask Ss to write the problems in the“Serious”or“Not serious”columns.
4. Explain.
5. Talk about the answers with the class .Practice reading.
SB Page 10, 1b
Make sure the Ss understand what should they do. Play the tape twice. Ss circle the problems they hear. Pl
ay the tape a third time. Check the answers.
60Step 4 Post-task
SB Page 10, 1c
Look at the problems in activity 1a and make conversations.
Step 5 While-task
SB Page 11, 2a
1. Read the instructions. Make sure the Ss understand what should they do.
2. Point to the sentences below.
3. Play the tape the first time. Ss only listen. Pay attention to Peter’s friend’s advice.
4. Play the tape again. Ss circle“could”or“should”.
5. Correct the answers.
SB Page 11, 2b
Read the instructions. Pay attention to Peter’s answers. Play the tape again. Check the answers.
Step 6 Post-task
Make conversations with peter and his friend with the help of 2a & 2b.
Step 8 Grammar Focus
Review the grammar box. Ss say the questions and the responses. Explain the differences between could/sho
uld.
Homework:
1. Go over the words.
2. My clothes are out of style, what should I do? Please give the advice.
教学后记:
Period 2
61Teaching procedures:
Step 1 Leading in
1. Greeting and free talk.
2. Check the homework. Collect the students’ advice. Write it down on the Bb.
Step 2 Pre-task
1. Review the differences between“could /should”.
2. Learn the new words in Page 12.
Step 3 While-task
SB Page 12, 3a
1. Read the instructions.
2. Read the conversations by Ss or listen to the tape. Then write“good idea”“okay idea”or“bad idea”.
3. Talk about the students’ answers.
4. Make sure the students understand the dialogue.Practice reading.
Step 4 Post-task
SB Page 12, 3b
1. Read the instructions. Point out the example conversation and ask two students to read it to the class.
2. Use your head. Find some other ways to get money that aren’t in the book.
3. Ask Ss to work with partner as they ask for and give advice.
4. Pairwork.
5. Act out the conversations to the class.
Step 5 While-task
SB Page 12, Part 4
621. Read the instructions. Make sure the Ss understand what they should do.
2. To students read the dialogue.
3. Practice reading.
4. Ask another pair to give their advice on another topic.
5. Pairwork.
Homework:
将下列短语或句型译为汉语
1. keep out 2. out of style 3. What’s wrong?
4. call sb. up 5. pay for 6. ask for something
7. summer camp 8. stay at home
教学后记:
Period 3
Teaching procedures:
Step 1 Leading in
1. Greetings and free talk.
2. Check the homework.
Step 2 Pre-task
SB Page 13, 1a
1. Read the instructions to the students.
2. Read the sentences and ask a student to read the sentences to the class.
3. Write NI, I, VI for each statement.
4. “What is important to you when you choose clothes?”Write one or more of their statements to the class.
63Talk about the answers with the class.
Step 3 While-task
SB Page 13, 2a
1. Read the instructions. Make sure the Ss understand what they should do.
2. Read the three sentences in the box. You will be listening to a radio advice program.
They will be talking about one of these problems.
3. Play the tape twice. Ss check the problem they hear.
4. Play the tape again, Ss correct the answers.
SB Page 13, 2b
1. Read the instructions. Make sure Ss understand what they should pay attention to.
2. Look at the chart. There are three persons, Kim, Nicole, Emilio. Who will give Erin some advice? What are
they? Read each name for the class.
3. Play the recording again. Ss write their answers.
4. Play the recording again, one sentence by one sentence. Check the answers.
Step 4 Post-task
SB Page 13, 2c
1. Point out the example in the sample dialogue. Ss practice reading.
2. Pairwork: What do you think Erin should do?
3. Share their conversations with whole class.
Homework:
You left your homework at home, what should you do? Please give your advice.
教学后记:
64Period 4
Teaching procedures:
Step 1 Leading in
1. Greetings & free talk.
2. Check the homework: I left my homework at home, what should I do? Share some students’ advice.
Step 2 While-task
SB Page 14, 3a
1. Scan this letter, underline the problem.
2. Read the letter again, tick out the new words.
3. Explain something:
except = but 除……之外（不包括在内）
besides 除……之外（包括在内）
All the students went to the park except him.
Lucy and Lily will come to the party besides me.
find out = learned 了解到 find 找到
I just find out there is a dance tomorrow.
4. Listen to the recording. Ss practice reading.
SB Page 14, 3b
1. Pairwork: Give some advice to the lonely kid in 3a.
2. Suppose you’re Mary. Write the letters on your own.
3. Read the letters to the class.
SB Page 14, Part 4
1. Read the problem in the box.
652. Two students read the dialogue.
3. Pairwork: Think them over and give your advice.
4. Groupwork: See which classmate has the best advice.
Step 3 Post-task
SB Page 15, Selfcheck
1. Fill in the blanks with the words given. Try to make your own sentences with the words.
2. Read the letter to Aunt Chen’s advice column and then write some advice.
Homework:
What’s your problem? Please write your own letter to an advice column.
教学后记:
Period 5
Teaching procedures:
Step 1 Leading in
1. Greetings and free-talk.
2. Check the homework: Read the letter out in the class, the other Ss give their advice.
Step 2 Pre-task
1. What after-school activities can you think of. Write what you do and what you don’t do.
2. SB Page 16, 1b
Read the words and guess the meaning. if there are some new words in the box, look up in the dictionary.
Step 3 While-task
66SB Page 16
1. Read the passage quickly and get the main idea.
2. Listen to the recording. Circle the words in the box in 1b.
3. Explain something:
busy enough
It’s time for sth.
the + 姓-s: 夫妇/一家
SB Page 17, 3a
1. Read these statements .
2. Pairwork: Number each pair 1-5 around the class. Ask each pair to discuss only the question with their num
ber.
3. After a while. All pairs with the same number from a group and compare ideas.
4. After five minutes. Each group report their ideas to the class.
Homework:
1. Write four sentences using one of the words from 1b in each sentence.
2. Are you or your friends under pressure ? Do a survey to find out.
Unit 2 What should I do? 教案二
《Unit 2 单元分析》
内容提示
通过本单元的教学,教师引导学生大胆地、自由地用流利的英语来谈论问题，并解决问题的建议，并让学生掌握一
些谈论问题和建议的常用词汇和句型，培养学生团结协作、虚心接受他人意见的良好个人品质。
教学目标
1．谈论在学校和家庭中遇到的种种麻烦和问题
2．为他人找到合理的解决办法，提出相应的建议
3．为自己的问题找到解决办法
67教学重点
1.重点单词：
1. play v. 播放 2. loud adj. 高声的；大声的 3. argue v. 争论，争吵
4. wrong adj. 错误的；有毛病的；不适合的 5. could v. can的过去式
6. ticket n. 票，入场券 7. surprise v. 使惊奇；使意外
8. other adj. 任一的；（两方中的）每一方的 9. except prep. 除；把......除外 10. fail v. 失
败
11. football n. 足球
12. until prep. 到......为止 13. fit v. 适合，适应 14. include v. 包括；包含
15. send v. 发送，寄 16. themselves pron. 他们自己（反身代词）
2. 重点词组：
1. keep out不让......进入2. out of style不时髦的；过时的3. call sb. up打电话给......4. pay for付
款
5. ask for要求6. the same as与......同样的7. in style时髦的；流行的8. get on相处；进展
9. as much as possible尽可能多10. all kinds of各种；许多11. on the one hand, ......（在）一方面，......
12. on the other hand, ......另一方面，......
3. 重点句型：
(1) What should I do? 我应该怎么做？
(2) You could write him a letter.你可以写信给他。
(3) What should he do? 他应该怎么做？
(4) Maybe he should say he's sorry.也许他应该说抱歉。
(5) What should they do? 他们应该怎么做？6. They shouldn't argue.他们不应该争吵。
4.重点语法： 情态动词should的用法
教材分析
本单元以What should I do 为话题,共设计了四个部分的内容：
一、Section A
该部分有4个模块：
1．第一模块围绕these problems这一话题展开思维（1a）、听力（1b）、口语（1c）训练；
2．第二模块围绕Nari’s problem进行听力（2a-2b）、口语（2c）训练；
3．第三模块就What do you think of the advice这一话题展开训练，训练形式为阅读填空（3a）和角色表
演（3b）；
4．第四模块就啊 a Canadian boy wants to practice his Putonghua以Pairwork的形式进行讨论，展开口
语训练(4)。
二、Section B
该部分有4个模块：
1．第一模块就choose clothes展开思维训练；
2．第二模块就Erin’s problem进行听力（2a-2b）、口语（2c）训练；
3．第三模块围绕a letter to a newspaper advice这一话题展开阅读（3a-3b）和写作（3c）训练；
4．第四模块仍就the best advice这一话题以口语训练形式为主展开小组活动(4)。
三、Self Check
该部分有2个模块：
第一模块对所学词汇进行填空训练(1)；
第二模块就一封笔友来信展开阅读和写作训练(2)。
四、Reading
该部分共设置了5项任务：
第一项任务以完成表格的方式激活学生相关背景知识（Section 1）；
第二项任务要求学生预测哪些词语将出现下面的阅读中（Section 2a,2b）；
第三项任务要求学生将词语和对应的释义对应（Section 3）；
第四项任务要求学生运用所供策略完成阅读，完成句子（Section 4）；
68第五项任务通过讨论、写作等形式要求学生进行一次class survey. (Section 5)。
课时安排
4课时
第一课时：Section A：la，1b，lc， 2a，2b， 2c
第二课时：Section A； 3a，3b，4
第三课时：Section B： 1a，1b, 2a，2b， 2c
第四课时：Section B： 3a，3b， 3c，4 and Self Check
第一课时
教学目标
1. 语言目标: 能谈论问题和给出建议。
2. 目标语言:
What should I do? You should write him a letter.
What should he do? Maybe he should say he’s sorry.
What should they do? They should talk about their problem.
教学重点和难点
1. 谈论问题: What’s wrong? / What’s the matter? / What’s your trouble?
2. 给出建议: should, shouldn’t, could, why don’t you...?, Why not?
教学过程
一、话题导入
1. 教师和全体同学说: I feel very bad today? 学生问：: What’s the matter?
然后教师接着说: I have a cold. What can I do? 随机叫几个学生给出建议：
S1: You can drink some hot water.
S2: Have a good rest. See a doctor.
教师引出本单元的话题：Thanks for your advice. Today, we will talk about problems and give advice.
2. 教师列出表格，分为Problem栏和advice栏，然后提出若干与学生生活密切相关的问题，如I want to buy a
new guitar but I don’t have enough money.,引导学生提出自己的观点，并写下学生的建议。
二、教学SectionA-1a,1b
1．教师导出Ia部分的五个问题，再依据个人的观点，把问题按严重性的程度进行排序。这个内容实际上已在引
导学生发表自己个人观点。
2. 播放录音，引导学生一边看彩色插图，一边听录音，要求学生指出图中女孩存在的问题。（1，2，5），完成
1b。
3. 利用媒体资源中课件，播放动画What should I do，学生边听边跟读，注意自己的语音和语调。
三、教学SectionA-1c
引导学生模拟1c中的对话，进行课堂结对活动。针对1a部分的五个问题分别提出个人建议，进行课堂口语交际。
说明：建议可能多种多样，只要合理即可，同时让学生熟悉使用should和could提建议。
四、教学SectionA-2a,2b
1．播放2a部分的录音，引导学生写下Nari的问题。教师将录音中出现的生词写在黑板上，并领读。
2．重新播放录音两遍，提示学生注意should 和could，要求学生将2b中的Advice栏和Reasons栏进行连线。
说明：有了前一部分的铺垫，再用2a，2b这两项听力练习来提高学生听的能力。
五、教学SectionA-2c
教师让学生观察2a中的图片，讨论Nari和他的朋友间的谈话。教师将学生分成两人一组，编对话，然后叫几组
学生将对话表演出来。
六、教学拓展
69教师说出自己所面临的问题，向学生吗们征求建议: I have a serious problem.
I argued with my best friend yesterday. Could you give me some advice?
教师将学生分成两组，进行比赛，看看那组给出的建议最多。
说明：通过这一任务，进一步巩固提建议的各种句式，同时用集体的力量让学生懂得更多的解决朋友间矛盾的方
法，提高他们解决问题的能力。
七、作业
1. 抄写 Grammar Focus两边，并记忆。
2. Robert是我们的外教，来自澳大利亚。他想更多的了解我们和中国，所以他得经常练习普通话。但是他现在每
天要上很多课，没有那么多时间。他应该怎么提高汉语呢，给出一些建议，谈谈你的看法。
第二课时
教学目标
1. 语言目标
a）词汇: pay for, part-time job, okay, either, bake, Teen Talk, tutor.
b) 语言结构：
What should I do?
You could / should/ shouldn’t…
He doesn’t have any money, either.
2. 能力目标:
培养学生的判断能力，提高学生的阅读和口语能力。
3.情感目标:
1. 学会与他人合作，互相帮助，完成任务。
2. 鼓励学生努力学习，学会克服困难。
教学过程
一、导入
教师说：Yesterday you helped many people solve their problems，然后展示一张图片，图中的
人物遇到了一些问题，比如说感冒，或是想买东西没钱，与人发生争吵等，教师接着说：Now please look at the picture.
What’s wrong with the girl? What should she do? Please give her some advice.教师提示学生注意使用下列句
式: I think she should…/ She could / She’d better….
说明: 图片在视觉上刺激学生，同时也复习了第一课时的重点句型，为本课时学生提建议奠定基础。
二、教学SectionA-3a
1．教师说：Read the conversation in 3a. Find out the suggestions. Please underline the suggestions.
I’ll give you only two minutes.
2. 教师朗诵3a中的对话，让学生听，并在方框中标出个人观点good idea、okay idea、bad idea.
3．标出新词汇，教学新词汇。
说明：限时阅读，让学生带着任务快速阅读，在一定程度上培养学生的阅读能力。
三、教学SectionA-3b
1. 教师说：I need some money to buy gifts for my family. What should I do? 学生以
4人小组形式进行合作学习，并完成下列表格。
2. 根据表格，编对话，教师可先叫一名学生和自己示范一个对话，降低学生的难度。
例：A: I need some money to buy gifts for my family. What should I do?
B: I think you should…
A: Oh, no. I don’t like to do that.
B: Then I think you should…
A: That’s a good idea.
70说明：有了表格的铺垫，做这个pair work应该比较容易了。
四、教学4
1．引导学生针对Geoffey学普通话一事来提出一些合理性的建议，让大家相互交换观点，教师可给出一些可能会
用到的句式。
A: Jim could…
B: But he’s very shy. Maybe that’s not a good idea.
A: Well, then, he could…
B: Yes, that’s a good idea.
2. 并请一些同学读给大家听，教师继续说：Do you have any other ideas? Tell us more ideas.
3. 最后教师总结出若干最佳建议，写在黑板上。
五、作业（Homework）
假设李磊是你的同班同学，他想学习英语，请你给他一些建议，可以用上下面的句型。
He could / couldn’t …
He should / shouldn’t …
说明：在帮Li Lei提建议的同时，教育学生如何学好英语。
第三课时
教学目标
1. 语言目标：
a) 词汇: Original, in style, haircut, the same as.
b) 语言结构:
My friend wears the same clothes and has the same haircut as I do.
2. 能力目标:
大多数学生能够谈论自己喜欢哪种服装，提高查找信息的能力。
3. 情感目标:
学会如何与朋友相处，要有自己对时尚的看法。
教学重点
掌握一些重要词汇。
教学难点
学会谈论问题，并能提出书面建议。
◆教学突破
首先针对Erin的问题，提出个人的建议，模仿2c部分的对话展开双人交际Pair-work；听老师诵读3a部分的信
件，并找出LEFT OUT的问题所在；学生完成3b部分的内容，给Left Out提出书面的建议；学以口头形式提出自己目
前存在的某个问题，讲给大家听，让同学们给自己提出一个建议，并作笔录；学生两、三个人分成一组，随意性地进
行口语交际，谈论P14的第4部分的某个问题，相互交换意见。
教学过程
一、复习
教师利用媒体课件，提问学生：Have you got any problem?/What should be done?
说明：复习上节课的目标语言。
二、导入
教师指着一名刚剪了新头型的学生说：(student’s name)has a new haircut,
What do you think of it? 学生回答后，教师继续说：I’m wearing a new coat.
What do you think of it?
说明：从学生感兴趣的话题入手，让他们表现运用英语的潜能，并引出新单词：haircut, neatly, original,
colorful.
712. 展示一些衣服的图片，让学生复习这些表示衣服的名词。
从左到右依次为：dress，Western-style clothes，trousers，
tie， jacket，T-shirt。
三、教学SectionB-1a
1．教师说: Maybe you don’t know how to express your ideas, Let’
s see some samples.
2. 利用媒体资源课件，请学生朗读1a中的6个句子，引导学生发表意见分为 not important、important、very
important。
3. 教师通过让学生举手的方法看看学生们认为什么是他们选衣服时首先考虑的因素。
说明：很自然地呈现出1a部分，让学生取得相关信息，完成任务，进一步学习新单词，词组及表达方法。
四、教学SectionB-1b
1. 教师将学生分成两人一组，将自己对1a问题的回答告诉自己的伙伴，可以用1a给出的句型，也可以有自己的
语言。
2. Teacher move around the room,
offer language and pronunciation assistance as needed,
then ask a few students to say one or more of their statements to the cl
ass.
说明：以谈论选择衣服的重点为话题，把学生带进真实的生活环境，表达自己的想法，学生活动层层递进，通过
运用所学知识结合自己思想给学生以自由思考，自由想象的空间，让每个学生的思维都能从中得到发展。
五、教学SectionB-2a,2b
1．2a录音部分中的生词呈现在黑板上，教读。
2. 播放2a部分的录音，在Erin面临的难题前打钩。
说明：这部分的听力练习，是对上一步骤的总结，又是对本课重点的巩固和加深。
3. 再次播放录音两遍，学生将对应名字，将三人给出的意见写下来。
说明：提供的表格填空锻炼了学生的书写能力，将人们所提的建议落实到笔头。
六、教学SectionB-2c
1. 教师叫学生朗读给出的模式对话。
2. 学生读完后，教师说：
“Now, work with a partner say what you think Erin should do.” （引导学生针对
Erin的问题，提出个人的建议，模仿 2c部分的对话展开双人交际。）
3. 几分钟后，叫几组学生将对话表演出来。
说明：这是一种扩展性学习，具有一定的挑战性，需要学生丰富的想象力，同时基础较差的学生可运用上面学过
的内容来表达，也是一种知识的巩固。
七、作业（Homework.）
将你给Erin 建议写在笔记本上。
说明：检验学生在学习了这一节课后，是否理解和掌握了新单词和一些表达法的意思和用法。
第四课时
教学目标
1.语言目标：
（1）词汇: except, upset, fail.
（2）继续学习怎样给别人建议。
2.能力目标:
（1）根据具体的事情给别人建议。
（2）学生学会将自己的问题告诉他人并寻求解决方法。
3.情感目标：
72学会友善对人，更加关心他人。
教学过程
一、热身(Warming-up）
教师让学生听一首英文歌曲If you are happy，让学生在歌曲中进入本节英语课。
二、复习和导入
1. free talk.教师随机叫几名学生谈论一个话题，要求用上节课学过的目标语言。
说明：通过free talk复习学过的知识，为新课做准备。
2.教师说：Yesterday we learned about Erin. Erin is calling“Teen Talk”
a radio advice program.
教师提问: What is Erin’s problem?
What advice do the people give Erin?
What’s your advice for Erin?
然后教师引导另一个话题：But I have a problem, It’s my son. he is only 15-month-old,
he doesn’t
like eat anything,
What should I do? Can you give me some advice?
学生针对老师的问题，给出各种各样的答案，复习上节课的目标语言。
三、SectionA-3a
1.教师说：Today, we’ll learn about“lonely kid”, These days he is very unhappy,
he really needs
some helps. Now let’s read together and find out what his problem is.
2．老师利用课件，播放3a部分的信件，要求学生找出Left Out的问题所在。
3. 教师核对答案，叫一名学生朗读这封信件，其它学生将不懂的的单词和短语划出，教师引导学生利用字典查出
其意思。
说明：阅读这篇成长中的烦恼，学生有种似曾相识的感觉，从而增加阅读兴趣。
四、SectionA-3b, 3c
1.教师说： “Lonely kid”has a problem he needs some help. But he doesn’
t know what to do? Can
you give him some advice?随机叫两名学生回答。
S1…
S2…
2. 教师接着说：Now, look at 3b, fill in the blanks in Mary’s letter.
3. 学生完成3b，教师叫几名学生将自己填写好的给Left Out是出书面的建议朗读出来。
说明：培养学生创新能力，挖掘自己原有的知识，给他们更多的空间发挥。
4．要求学生以口头形式提出自己目前存在的某个问题，讲给大家听，让其他同学提建议，该同学须作笔录，完成
3c。
说明：这是一项综合性活动，学生既要对前面的知识进行总结，又要将他们运用于实际。
五、教学4
1.要求学生随意性地进行口语交际，谈论P14的第4部分的某个问题，相互交换建议，然后老师将一些合理的建
议写在黑板上。
2. 教师可利用课件给出一个示例，学生模仿给出的示例结组编对话。教师叫几组将对话表演出来。
六、教学SelfCheck2
1.教师说：Now, let’s read another letter from“looking for help”to Aunt Chen.
Suppose you are
Aunty Chan. Can you give“looking for help”some advice.
2. 学生先阅读这封信件，了解“looking for help”面临的问题，然后给出自己的建议，并写下来。
3. 叫几名学生读出自己的建议，然后大家评价水的建议最可行，可让学生举手表决。
73说明：借助课本上的练习达到巩固新知识的目的。
七、作业
1. 完成SelfCheck1。
2. 在4中选出一个问题，给出自己的建议，写下来。
Unit 2 What should I do? Period1 说课稿
一、 教材分析及学情分析：
运用直观教学法，实施任务型教学，给英语教育教学注入了新的活力和动力。依据任务型教学理念，我们先找出本单
元中每个课时的中心话题或任务是什么，然后围绕这个中心话题或任务展开任务型教学。本单元中第一课时的中心话
题是: What‘s wrong?
Maybe you should ------.
本节课围绕―存在问题、提出建议‖展开讨论。运用教学图片和卡片，实施任务型教学，使英语课堂充满趣味性，同时
培养了学生用英语思维的能力。
二、教学目标：
1、学习有关―存在问题、提出建议‖的短语和句子。
2、话题: A: What‘s wrong?
B: I ------ .
A: Maybe you should ------ .
3、训练学生的听说演等能力。
4、培养学生的合作学习精神。
三、教学重点：
What‘s wrong? Maybe you should ------ .
四、教学难点：
should+动词原形
五、教具：
图片（4张）、卡片( 7张)、录音机一台。
六、教学步骤：
Step1 Sentences and phrases learning
1. Show four pictures and a card .
(My clothes are out of style; My brother plays his CDs too loud; My parents wants me to stay at home every night;
I argued with my best friend; I don‘t have enough money.)
Read after the teacher these problems ,then read together.
Let the students speak out the sentences one by one according to the pictures or the card.
742. Show some other cards in Chinese, learn these phrases: (buy some new clothes, write him a letter, call him up ,
you‘re sorry, go to his house, give him a ticket to a ball game.)
Read after the teacher, then read together.
Speak out the phrases one by one according to the cards.
(出示图片或卡片，便于学生对句子或短语的识记和理解；且能有效检验学生掌握知识的情况。这些为任务型教学的实
施作好了准备。)
工 Step 2 Presentation
Write the dialogue on the blackboard:
A: What‘s wrong?/ What‘s the matter?/ What‘s the problem?
B: ------ .
A: Maybe you should ------ .
Point out: should+ 动词原形
（板书讨论主题，为开展学生活动做准备）
Step 3 Discussion
Let the students discuss the dialogue above in pairs for a few minutes.
They can open the textbook of page 10-11,1a and 2a.
Step 4 Performance
Ask some pairs to perform in front. They can use the pictures or cards to help them if necessary.
( 以活动为中心的任务型教学，培养了学生的合作学习精神和一定的竞争意识；让学生体验到乐趣贯穿于学习之中，
体现了以学生为主体的新课程观。）
Step 5 Check
Let the students make sentences one by one according to the cards or pictures. Just like these:
S1: ------.
S2: Maybe you should ------ .
(一人接一人根据图片或卡片进行对话，全面检验了学习效果。）
Step6 Reading
SB. P10. 1a and 1c. Read the sentences together.
Finish the exercise of 1a.
Check the answers.
Step7 Listening
SB. P10. 1b. Give instructions about the listening exercise.
75Listen to the tape about three times.
Check the answers.
Step 8 Homework
Memorize the new words and practise the dialogues after class.
七、教学反思
在教学过程中全面培养了学生的英语听、说、运用等能力。直观式教学与任务型教学始终融为一体。通过开展活动，
充分调动了学生学习英语的积极性、主动性和创造性。
Unit 2 What should I do? Section A 说课稿
我说课的内容是义务教育课程标准实验教科书《新目标英语》八年级下册第二单元Section A，课题是―What should
I do ?‖
本节说课内容分四个步骤：一、说教材 二、说教法 三、说学生 四、说教学过程。
一、说教材
（一）教材分析
教材的地位和作用：
第二单元承接八年级上册What‘s the matter?中有关情态动词should 的用法，并作进一步的扩展和综合运用；本课是本
单元的第一课时，集中呈现了本单元的基本词汇和语言结构，因此，本课教学有着承上启下的重要作用。
（二）教学目标
1知识目标：
学会使用情态动词should、could，学习并使用新单词
2能力目标：
（1）能够谈论自己的麻烦和问题。
（2）能够为他人的问题找到合理的解决办法，提出相应的建议。
（3）能够从他人的建议中为自己的问题找到解决办法。
3情感目标：
通过共同探讨、解决各种烦恼和困惑，学会反思自己，体谅他人，树立合作精神，培养积极乐观的情感态度。
我确立教学目标的依据是：
根据新课程标准的规定，通过听说读写的训练，使学生获得英语基础知识和初步运用英语进行交际的能力，激发和培
养学生学习英语的兴趣，发展自主学习能力，形成良好品质，树立健康人生观。
（三）教学重难点
76根据教学目标和学生特点，我确立本课的教学重点为：学会使用情态动词should、could。 难点：能够运用所学谈论问
题和困难，选择或提出建议。
（四）对教材的处理
在教材的处理和把握上，始终贯穿―谈论问题、提供建议‖这一主线，本着激发兴趣、体验参与、自主学习、学以致用
的原则，循序渐进的深化教学内容。
二、说教法与手段
根据本课实用性强、涉及面广、语言运用量大的特点，我确立了如下教学方法和手段：
1.任务教学法，给学生设置不同的任务驱动，赋予知识和技能训练，以他们自己真实的情景和语境，调动学生的参与热
情，认真学。
2.听说读写综合训练，培养语言运用能力。
3.知识导入和任务设计由浅入深、由易到难、循序渐进、逐层拓展。
4.采用多媒体教学手段，增强直观性和趣味性，加大课堂容量。
三、说学生
1.八年级学生兴趣广泛，思维敏捷，爱表现，符合本课教学特点。
2.教是为了不教，―授人以鱼，不如授人以渔‖，在学法指导上，我注重以下几点：
（1）鼓励大胆开口，积极参与，克服羞涩、紧张、害怕、逃避等消极心理影响。
（2）发展学习策略。
（3）倡导为用而学，学了就用，发挥主动性和创造性，把握课堂实践空间，并努力将这种实践延续到课后。
四、说教学过程
课前歌曲播放 growing pains 为这节课做铺垫。
按照以下步骤完成：1常规报告 2激发情趣，导入新课，3自主探究，理解新知4 Pairwork操练对话，5听力训练，
验收成果，6联系实际，巩固运用7布置作业
合理的教学过程是教学成功的关键，为了能让学生轻松的进入课堂，在愉悦的气氛中学习知识，在真实的情景中使用
知识，在饶富趣味的话题探讨中，积极沟通和交流，最终达成共识，我这样设计每一个教学环节：
1. 常规报告
这一环节大约需要4分钟。
设计这一环节的目的，是为了激发学生的学习兴趣，培养学生的写作及口语能力，以及应变能力。这也是我平时上课
一直在做的。一般TOPIC的设置是随学习进度而来的，因为今天的课是第二单元的第一课时，所以做的DUTY REPORT
是第一单元的主题，这也起到了复习的作用。
2.激发情趣，导入新课
师做咳嗽状，引导学生说出老师的问题，并让他们给出建议。
3. 自主探究，理解新知
77让学生自己自由的说出他们的烦恼，同时给出建议。 这一段完全由学生自己说，自己生成，我做补充，适当解释重难
点词汇。在这个环节中，导入What‘s the matter? What‘s wrong? What should I /He/She/they do? I /He/She/they should...
在这个过程中将学生们的问题和建议写在黑板上。
在活动过程中，表现优秀的学生，我会马上表扬：Very good , you‘re wonderful. 回答不太好的学生我会及时鼓励：Don‘t
worry, I think you can do the best next time, yes?
接下来，老师告诉学生，情态动词could也可用来提出建议，当你对自己提出的建议不是十分有把握的时候，那就要用
到could,而不是should了。
通过这样的设计，使知识由浅入深，由易到难，层层展开，既学习了新单词，又复习巩固了情态动词should肯定和否
定的用法，并学习了可用来提出建议的又一个单词―could‖。另外，在解释argue with 这个词组的时候，也对学生进行
了思想教育，使他们学会反思自己，体谅父母。
在交流的过程中，老师进一步引导学生们对每条建议加以评价。如：That‘s a good idea! I don‘t think so, because … 在
这种开放、和谐、互动的语言氛围中，充分调动了学生的参与热情，感受语言魅力，体验知识的实用性，培养了学生
的合作精神和自省能力。
4.Pairwork 操练对话
以两人为一组，进行对话，给出情景，操练输出。
5.听力训练，验收成果
要求听录音，完成1b
设计这一环节的目的是：以听的方式集中呈现本课的重点词汇和语言结构，考查学生对本课内容的掌握程度，训练听
的能力
6. 联系实际，巩固运用
我是这样设计的：
以小组为单位，展开―记者行动‖，调查组内成员在学习和生活中所遇到的种种麻烦和问题，认真做好记录，并给出相
应建议。然后填写调查表，准备在班上做记者报告。每人写在课堂笔记本上，每组派一个代表进行汇报。
设计这一环节的目的是：学以致用，体现英语学习的最终目的―为用而学，用中学，学了就用‖，把握课堂实践空间，
巩固所学，并将这种实践延续到课后。扮演小记者，满足了学生的表现欲，激发和培养了学生学习英语的兴趣。
7.布置作业
利用课余时间开展调查，了解社会中存在的一些问题，然后尝试写一篇短文，针对这些问题，提出可行方法和建议。
布置作业大约需要两分钟。
由于缺少经验，在教学过程中难免会出现不足，敬请各位领导、老师不吝赐教。谢谢大家！
Unit 2 What should I do? Section A 说课稿二
Good morning, everyone!
78I’m （）. I come from （）Middle School.今天我说课的内容是人教版《新目标英语》八年级《Unit2 What should
I do ? Section A》。下面我将从教材分析、教法运用﹑学法指导、教学过程、板书设计﹑教学反思这六个方面对本
节课的做具体阐述。
一、教材分析
《新目标英语》教材的语言教育理念是：知识用于行动，强调语言应用，培养创新、实践能力，发展学习策略。它
采用任务型语言教学模式，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实
际问题的能力。
本单元的中心话题是谈论各种问题和给出建议。掌握特定的语言结构，听取有用信息。讲究合作，注重逻辑比较，
社会意识和人际交往。本节课是一节听说课，作为第二单元的的第一课时，重点是向学生展示新的语言目标，着重训
练听说。
﹙一﹚ 教学目标
根据新课程标准的理念，学生的学习目标应将知识与能力、过程与方法、情感态度与价值观这三方面融为一体。
因此，我将本节课的教学目标制定如下：
1. 语言目标:
词汇：play, argue, wrong, style, out of style, could, call sb. up, ticket, surprise, keep out, on the phone. What’s wrong? What’
s the matter?。
句型：What’s wrong? / What’s the matter?
What should I do?
You could / should „
2. 能力目标
A: 让学生学会在现实生活中既会用英语去谈论自己在身体、学习、生活上遇到的不同问题，又会给别人提建议，还要
会合理评价。培养学生自我解决问题的能力。
B： 提高听说水平。
3. 情感目标
当今的孩子大多是独生子女，从小在大人的呵护下长大，没遇到多少挫折和困难，因此造成一旦遇到什么问题就很慌
乱无主的状况，容易一蹶不振。通过本节课的学习，希望能提高学生的实际交际能力，学会一些解决问题的方法，与
他人和睦共处，互相关心，在爱与被爱中成熟心智。
﹙二﹚ 教学重点
A: 词汇及重点句型。
B: could 和should 的用法。
C：听力。
（三） 教学难点
根据新目标英语的的要求和学生的实际情况，我把本节课的难点确定为以下两点：
1. 在现实情景里，灵活运用句型，真正敢开口用英语交际，去提出和解决实际问题。
2. 听力的提高。
二、教法运用
八年级的学生有了一定的英语基础和自主合作的能力，易于接受新事物。但他们对简单的听说读写训练和教条化的东
西已不能引起他们的兴趣。因此，本节课我将从引导学生的兴趣入手，采用5P教学法，通过图片展示、听力训练、情
景设计、对话练习、游戏竞赛等一系列活动，让学生在一种快乐轻松地氛围中学会英语交际，提高英语素养。
三、学法指导
本节课将采用听说法﹑讨论法﹑比较归纳法、自主探究法和各种合作式学习法。让学生围绕着课堂任务分工合作，在
活动中相互探讨，相互交流，相互合作，从而获得知识技能和体验，发展他们的能力。
四、教学过程
Step 1 ：Preparation 准备
1. 上课前几分钟，播放一首学生熟悉的英语歌，学生可跟唱。这样做的目的是帮助学生尽快进入到英语氛围中来，并
缓解他们的紧张情绪，为接下来的课做好铺垫。
2. Free talk. 可谈论日期、身体、天气等。这样是为了给学生多创设一些英语交际情境，复习以前学过的内容。
3. 播放一曲很大声很强劲的音乐，然后问大家：How are you feeling now? Are you feeling comfortable now? 学生会答：
No.接着提示：你们遇到这种情况，会怎么处理呢？鼓励学生说出自己的看法，这样自然导入新课。
Step 2 ：Presentation 新授
791. 老师套上一件非常不合身的过时了的衣服，然后问：Am I smart?
学生会说No. 老师接着以一种非常难过的口气说：Oh, I’m very sad. But you are right, this coat is out of style, it’s not in
style. So it makes me not smart. Can you tell me what I should do? 新授style, in style, out of style. 然后学生开始提建议。
和学生一起讨论总结出could 和should 的差别。
2． 出示四幅图片。第一幅图片：Lily , Mary 两人在争吵。出示 argue with sb.（与„„争吵）。问学生：What’s wrong
with them? 要求学生用一句话来描述图片内容。E.g. Lily is arguing with Mary.
板书目标语言： What’s wrong (with sb.)? / What’s the matter?
出示另外三幅图片及提示词。第二幅：keep out不让进教室。 第三幅：邻居播放的音乐声很大。第四幅：晚上只能呆
在家里。按第一幅图的方法去教。
通过直观的图片，让学生学会观察，提高他们的口语表达能力，在学习了新词汇的同时，也为今后的书面表达打下了
坚实的基础。
3． 1a. 指导学生读懂不同的问题，然后讨论这些问题是否严重。叫几名学生跟大家分享他们的意见。这部分可以让学
生的口语表达及英译汉的能力得到提高。
4. 听力训练。
1b. 指导学生对照1a的问题听录音，将所听到的问题圈出来。请一名学生说出答案。
2a. Say: Peter argued with his best friend. Now, his friend is giving him some advice. Listen and circle could or should. 用小黑
板展示：
2b. Listen again. 将朋友的建议与Peter不喜欢的理由连起来。一起核对答案。新授call sb. Up, ticket, surprise 和 on the
phone. 让学生带着具体的目标去听录音，可帮助他们找到特定信息，增强自信心。
Step 3 ： Practice 练习
Groupwork:
学生两人一组分角色表演Peter和他朋友的对话，然后请三组上前表演。
Step 4 ： Production 产出
竞赛游戏（也称为“夺星大战”）Star wars wins
将学生分成四人一组，给每组发一张不同的图片（上有编号），上面写着不同的问题,如：感冒，咳嗽，上课迟到等，还
有相应的提示词。学生合上课本，先讨论并动笔写下他们自编的对话。然后采用抽签的方式（老师抽），抽到的组上前
表演他们自己的对话，一共抽 5 组，表演完后，学生给他们评价，得星最多的组获胜。这部分以竞赛游戏的方式让学
生将本节课的目标语言得到很好的操练、巩固和提高。学生团体协作的意识也有所加强。
Step 5 ： Progress 发展
给出一个话题： I want to learn English better, what should I do?
学生课后讨论并写下自己的建议。这个环节主要是为了避免学生只在课堂上练英语，又训练了写作，还可以通过查阅
资料、讨论的方式去找到更好的学习好英语的方法。
五、板书设计
板书设计应充分体现本节课的重难点，因此，我将本节课的板书设计如下：
80六、教学反思
整个教学设计，我想突出“三重”：一重听说训练，通过听力和口语训练培养学生的英语交际能力。二重人文渗透，
学生在分工协作中，得到至真至诚的同学情谊。三重快乐学习，通过游戏活动，加深对新知识的了解和记忆，课堂不
会死气沉沉，体现了“寓教于乐”的思想。
通过本节课的教学，我感觉学生能围绕任务分工合作，积极主动的学英语。但学生开口交际能力仍然较弱，还要多想
办法，我们可以课后组织开展英语角以及其它各项英语竞赛等活动，去挖掘他们的英语潜能。他们毕竟还只是孩子，需要
我们做老师的多鼓励，因此我们多用激励性的语言对激发他们的英语学习兴趣应该很有帮助。
Unit 2 What should I do? Section B 说课教案
Teaching objects
By the end of the class, students will be able to talk "problems" freely and reasonably.
Languages focus: should \original\style\the same as
Listening skills: students will be able to get the main idea and detailed information.
Attitude: to know that problems are common in daily life, everyone should try to face them
and solve them to make life better.
Lead in
Students translate two sayings into Chinese, and then have a discussion.
Clothes make the man.
Clothes don't make the man.
(讨论两句有关衣服的谚语，引入本节讨论的主题problems about appearance,并引发学生思考，自己在穿着、发型等
方面是否存在问题。）
Before listening
1.Show two pictures about different clothes, let students describe them.
(主要学习和总结 original\comfortable\the same as\ inexpensive等词汇，并尝试用英语解释部分词汇，以加深
理解，original means new, interesting, different from\style
means the way that something is done or built\inexpensive means cheap)
2.Students answer the following questions with the sentences.
What is important for you?
What isn't important for you?
1) They are original.
812) They are comfortable.
3) They are the same as my friend's clothes.
4) They are in style.
5) They are inexpensive.
6) They are colorful.
(巩固上面词汇的用法及表达,为学生思考my problems with clothes做准备）
3.Students answer two questions.
1) Do you have problems with clothes? If yes, what’s it?
2) Do you have problems with haircut? If yes, what’s it?
If some students have the problems, teacher can guide others to discuss some advice.
(Prepare for the listening)
While listening
Erin is a girl, she also has a problem, and she is calling “teen talk” for help, let’s listen to
the tape and learn more about her.
1. Students read the sentences in the book quickly then have a guess.
What’s her problem about?
(利用已有的材料，推测听力的主题或有可能涉及到的问题。)
2. Students listen to the tape and choose the true answer. After this, work in pairs to
discuss the question.
Do you have the same problem as she does?
Why dose she have the problem?
Can you give her some advice?
(验证猜想，明确答案。通过问题的讨论，尝试培养学生的英语思维能力，同时可呈现新的语言知识，she copies
everything as I do ,I want to be original.)
3. Students listen to the tape and fill in the chart.
82Person Advice
Kim
Nicole
Emilio
(听细节，根据自己所学整理出答案)
3. Students listen to the tape completely then complete the conversation.
(克漏填空，整体把握听力内容，突出听力材料中的语言知识。)
After listening
1. Show two problems, le students give me some advice.
1) I am always tired; I think I’m kind of unhealthy, what should I do?
2) One of my students always plays computer games too much , he can’t finish his
homework on time, what should I do?
(老师出示自己的问题，让学生给出合理的建议，给学生发表建议的机会)
2. Group work
Students work in a pair of four, write down their problems(especially about appearance),then
have some advice with the help of the group.
(小组合作解决自身存在的问题，在经过自己的思考后畅所欲言)
Task share your joys
In our life, we have some problems, but we have more joys, such is true life. Let’s share
your joys.
(通过该任务让学生明白，生活中的问题固然存在，但更多的是欢乐，如有问题我们要以恰当的方式解决，如有欢乐，
要懂得分享。若难以操作，可给出下列问题给予提示)
1. Are you taller than last year?
2. Are you healthier than before?
3. Did you get a beautiful gift?
4. Did you have a good trip?
5. Do you have more friends?
6. Do you have good grades now?
83Summary and homework
1. Collect five students’ problems and give them your advice.
2. High—level students write a composition about “my present problems”.
Unit 2 What should I do? 说课
一、 教材分析
二、学情分析
三、说教法
四、说学法
五、学习策略与思维技巧
六、评价手段
七、课时划分
八、教学流程
一、说教材
1、教材的地位及作用：
本单元的核心教学项目是“讨论问题及给出建议”，各部分围绕这核心项目设计安排了听、说、读、写活动。各部分内
容均取自于学生的日常生活，实用性强。学生们会因为此话题的趣味性及实用性而感兴趣, 故能在学中用，用中学，
印象深刻。
SectionA 是语言训练课。第一部分(1a—1c)提出了一系列的问题，同时也为学生提供了语言训练的样板。第二部分
2a—2c是对存在的问题给出建议。第三部分是所学语言知识的自然延伸，让学生对提出的建议作出自己的判断。
Section B 是A部分内容的拓展及延伸，扩展词汇，强化听力，培养阅读和写作，给出你对问题的建议。
Self-check 进一步练习了本单元的主题内容，让学生能对存在的问题给出合理的建议。
Reading 部分培养学生的阅读能力及分析解决问题的能力。
2、教学目标：
（1）知识目标：
A、掌握本课中出现的四会单词、词组和句型，并在口、笔头中运用。
B、掌握情态动词should与could的用法。
（2）能力目标：谈论在学校和家庭中遇到的麻烦和问题，培养交际能力; 为他人找到合理的解决办法，提出相应的建
议。
（3）情感目标： 让学生学会自己解决问题并给他人提出建议，增进彼此的友谊。
3、确定以上教学目标的理论依据：⑴课程标准及教学内容的要求。⑵学科渗透、发展能力的原则。⑶寓德育教育于
教学活动之中的要求。
4、教材处理：
根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生树立榜样，激发学生学习
兴趣，使学生在创设对话、参与活动的一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而
达到巩固知识的目的。
84二、学情分析
1、学习现状： 已学习了一些较为长篇幅的英语阅读课文，对于英语知识和英语会话及英语活动都有了一定的认识。
2、学习动力： 对英语学习仍有浓厚的好奇心，并保持着较高的学习兴趣。
3、学习习惯：学生学习的自觉性和方法欠缺，教师应加强对学生的英语学习兴趣的培养和学习方法的指导。
三、说教法：
教学方法具有多样性、灵活性和发展性，在进行具体的教学过程中，教学方法不是固定不变的，教学理论认为选择和
采用正确的教学方法，不仅要根据学科知识特点，而且要根据教学任务，学生年龄特征及学生实际情况来定。为了更
好地突出本课重点、突破难点，根据教情和学情，本课主要采用以下教法：
A、直观教学法：
根据本课教学内容，我利用书中的图片、实物、挂图直观教具，让学生理会并掌握本课知识。
B、交际法和情景教学法：
根据课程标准要求及本课教学内容。本人在课堂教学过程中设计一些真实情景，将现实生活场景引入课堂，以便使学
生面对生活情景组织语言材料，进行语言材料。
C、 以学生为中心和任务型教学
新课程标准的总体目标是“培养学生的综合语言运用能力”。任务型教学旨在培养学生在生活中运用语言的能力，也就
是学会用语言做事情。学生在任务型学习中所获得的经验，有得利于把语言较顺利地应用于真实交际。
任务1： 让我们相互帮忙
任务2： 最佳节目主持人
任务3： 我的生活从此没有“不能”
四、说学法：
教与学是相辅相成、互相促进的活动。因此，在课堂教学中，教师应最大限度地调动学生学习的主动性和积极性，
激发学生的创新思维，使学生参与到课堂教学之中，变被动学习为主动学习。根据本课内容与课程标准要求及学生的
语言学习规律，指导学生课前预习，培养学生自主学习的意识；课堂上通过视听，培养学生快速获取生词、文章大意
的技能。
为了充分发挥学生的主观能动性，更好地完成教学任务，在上述教学方法的指导下，引导学生掌握“观察、模仿、合
作”的学习方法，通过观察、比较，让学生能自行归纳总结，通过模仿、合作，让学生自行组织运用所学进行交际。
五、学习策略与思维技巧：
听取特定信息和合作。
六、评价手段：
本课的评价手段有二种，即形成性评价和小组评价。
七、课时划分
Period 1: Section A
Period 2: Section B 1a-2c
Period 3: Section B 3a-4
Period 4: Self-check
Period 5: Reading practice
Period 6: Reading practice
八、教学流程
Period 1 Section A
In this unit we will talk about problems people have and learn how to give these people advice →1a.
introduces some key vocabulary. →1b. practice target language (listen ) →1c. oral practice →2a&2b.
Listening practice (read the instruction→play the recording→check the answers) →2c. oral practice →
85Grammar focus →3a. reading and writing practice →3b.oral practice →4.pairwork: give advice
Period 2 Section B 1a-2c
1a. introduce some new words → 1b. oral practice →2a. &2b listening and writing practice (first, read
the instructions. Then, point to the three items. Next, play the recording twice. Check the answers.) →
2c. oral practice using the target language, working with a partner.
Period 3 Section B 3a-4
Have a check about the contents on p13. → 3a. reading practice (first，read the instructions. Then, read
the letter to class. Next, ask students to say what words and phrases they circled. Then, repeat the
vocabulary that students circled. Then, ask students to underline the problem. Finally，check the answer.)
→3b. writing practice ( Ask students to say some advice they might give. Then, ask students to write the
letters on their own. Next, read their letters to the class.) → 3c. writing practice (ask and offer advice
for the others →ask students to complete the work in groups)
Period 4 Self-check
1. Practice the vocabulary and ask students to make their own sentences with the words， then check the
answers.
2. An opportunity for students to engage in open-ended writing. First, read the instructions. Then, ask
one or two students for advice. Next, ask students to read the letter. Then, complete the work.
3. Just for fun. Reading practice with the target language.
Period 5-6 Reading
Section 1 Before you read
1a.Students think about life outside school hours. Then, ask students to complete the boxes.
1b. Look up the words in a dictionary.
Explain that a dictionary can help students learn independently. Discuss the points made in the Reading
Strategy about using a dictionary. Let the students do the same with the other words.
Section 2 While you read
Ask students to read and notice the words they have looked up in their dictionaries. First, read the article
quickly. Then, read the second time.
Section 3 After you read
3a. ask students to read the statements , then discuss them with their partners and give their opinions.
3b. practice new words, ask students to write their own sentences.
3c. Free writing.
Section 4 Go for it! Do a survey. 1. When do you feel under pressure? 2. What should you do to relax?
Unit 2 What should I do? 说课教案二
一、知识点拨
I．Language Goals
·学会谈论有关生活中的问题。
86·学会针对别人的问题给出建议。
·能针对所提出的建议做出评价。
II．Key Words
1．argue v．争论；争吵
argue with sb．与某人吵架
I argued with my best friend．我和我的好朋友吵架了。
2．either adv.（用于否定句）也
He doesn't have any money, and I don't, either．他没有钱，我也没有。
too 也（用于肯定或疑问句）
I'm a teacher．He is a teacher, too．我是老师，他也是老师。
3．ask （sb．）for sth．向某人寻求某物；要„„
Don't ask for food every day．Go and find some work．别天天要饭，找点儿工作做。
I don't think you should ask your parents for some money．我想你不应该向父母要钱。
He didn't want to ask his teacher for his book hack．他不想向老师要回他的书了。
4．the same as... 与„„相同
The clothes are the same as my friends'．这些衣服与我朋友的一样。
Tom is the same age as Anna．＝ Tom is as old as Anna．汤姆和安娜一样大。
5．except 除„„以外；（不包括„„在内）
My class has been invited except me．＝ Only I haven't been invited．
除我以外，我的同学都被邀请了。
All the students went to the park except him．＝ Only he didn't get to the park．
besides 除„„以外（包括在内）
除他以外，所有的学生都去了公园。
We all went there besides him．＝ He went there．We went there, too．
除他去以外，我们也都去了。
6．wrong adj．错误的；有毛病的；不合适的
87─ What's wrong with you? 你怎么了?（你哪里不舒服?）
─ I've got a headache．我头痛。
adv．错误地；不正确地；不对地
He answered wrong．他答错了。
7．get on well with sb．与某人相处融洽
The students will get on well with the teacher．学生会和老师相处得非常好。
We get on well with each other．我们彼此相处融洽。
8．have a fight with sb．＝ fight with sb．与某人打架
I don't want to have a fight with my cousin．我不想和我的堂兄打架。
III. Key Sentences Structures
What should I do? You could write him a letter．
What should he do? Maybe he should say sorry to him．
What should they do? They shouldn't argue．
二、学习自评
I．Listening Comprehension
（A）Listen and match the correct pictures．
1．（ ） 2．（ ） 3．（ ） 4．（ ） 5．（ ）
（B）Listen carefully and write “T” （true）or “F” （false）before each statement．
（ ）1．Jim wants to go shopping for a new shirt．
（ ）2．Jim can't wear size six shoes．
（ ）3．Jim's mother saw some nice shops the other day．
（ ）4．Jim prefers white to blue．
88（ ）5．They will buy the shoes on Saturday afternoon．
II．Vocabulary
Match the words with their meanings．
（ ）1．genius a．strong or oppressive influence
（ ）2．attend b．not happy
（ ）3．solution c．people with relatives
（ ）4．pressure d．answer or the way to work out problems
（ ）5．psychiatrist e．too tired to do anything
（ ）6．upset f．pictures in mind
（ ）7．family g．a person who is very intelligent
（ ）8．exhausted h．take part in
（ ）9．pair i．person who studies how people think
（ ）10．idea j．two things of the same kind
III．Choose the correct answers．
（ ） 1．I don't have any money and he doesn't, .
A．too B．either C．also D．neither
（ ） 2．─ do you go to the cinema?
─ Every two weeks．
A．How long B．How many C．How often D．How much
（ ） 3．You can this book for a week．
A．borrow B．lend C．keep D．buy
（ ） 4．Yesterday Dick made me for a long time．
A．to wait B．wait C．waited D．waiting
（ ） 5．I need some money to buy clothes my mother．Her clothes are out of style．
A．after B．to C．of D．for
（ ） 6．My bike is broken．I have to go to school on foot .
A．also B．instead C．instead of D．too
89（ ） 7．My friend has the same haircut I do．
A．as B．like C．with D．than
（ ） 8．The teacher told him late any more．
A．not to be B．to be not C．be not D．not be
（ ） 9．He the radio and began to listen to it．
A．turned off B．turned down C．turned on D．turned up
（ ） 10．I'm very because my best friend didn't invite me to come to his party．
A．popular B．happy C．late D．upset
IV．Form sentences．
1．I, friend, nicer, clothes, my, has, than, do
2．wears, the, clothes, my, same, I, do, brother, as
3．left, your, homework, at, you, home
4．doesn't, he, is, know, ID, where, your, card
5．are, invite, the singer, having, a, my friends, party, and, didn't, they
V．Fill in the blanks with these words．
are, played, for, with, out, about, keep, else, drops
1．My brother his stereo too loud．
2．He is arguing his best friend．
3．It's not easy to get a ticket a basketball game．
904．I don't want to talk Tom in class．
5．He borrowed a new car his father．
6．We found that there would be an important test the next week．
7．Her mother her off on No．302 bus stop every day．
8．You should everything nice and tidy．
9．Everyone in my class is running except me．
10．The Whites hanging out by the river．
VI．Reading comprehension
（A）
Can you make a telephone call? Of course you can make it in Chinese．But a call in English is quite
different from the one ill Chinese．If you want to ask Mr. Smith to answer the telephone, you cannot say,
“Please ask Mr. Smith to answer the telephone．” Instead you must say, “May 1 speak to Mr. Smith?” If
you want to ask if Mr. Smith is answering the telephone, you should say “Who is that? Is that Mr. Smith
speaking?” instead of “Who are you?” If you want to tell the other one who you are, you should say, “This
is Tom （speaking）．” Instead of “I'm Tom．”
（ ）1．An English telephone call is a Chinese one．
A．not the same as B．better than
C．the same as D．as good as
（ ）2．If you want to ask who is answering the call, you should say “ ?”
A．Who am I B．Who is be
C．Who are you D．Who is that
（ ）3．If you want to tell the other one who you are on the telephone,
you should say,“ .”
A．This is... B．I'm... C．That is... D．He is...
（ ）4．If you want to ask Mr. Smith to answer the call, you should say “ ”
A．Please tell Mr. Smith to answer the telephone．
B．May 1 speak to Mr. Smith?
C．I want to speak to Mr. Smith．
91D．Are you Mr. Smith?
（ ）5．Which sentence is right according to （根据）this passage?
A．It tells the difference between calls in English and in Chinese．
B．We know how we call in English．
C．We don't understand how we call in English．
D．It's easy to call in English．
（B）
American schools begin in September after a long summer vacation．There are two terms in a school year．The
first term is from September to January, and the second is from February to June．Most American children
begin to go to school when they are five years old．Most students are seventeen or eighteen years old when
they finish school．
High school students take only four or five subjects each term．They usually go to the same classes
every day, and they have homework for every class．After class they do many interesting things．
After high school, many students go to college．They can go to a small one or a large one．They usually
have to pay a lot of money．So many college students work after class to get the money for their studies．
Questions Answers
1．How long is the summer holiday in America?
2．How old do most American children begin to go to school?
3．What do many students do after high school?
4．Why do American college students work after class?
5．How many subjects do high school students take each term?
VII．Writing
Write your advice to solve the following problems．
1．I don't have enough money．
2．I argued with my best friend．
3．I left my homework at home．
924．My classmates didn't invite me to his party．
5．I want to join a club, but my parents don't allow me to do so．
三、相关信息
休息好，才能更好地工作。可是，有时人们不得不在周末加班工作。由于别人都在休息，常常就会遇到许多不便，
有时还可能会很危险。
Many people have to work on the weekend．Some people do not mind．Other people think it is terrible．
One man thinks that working on the weekend can be dangerous．He is Graham Coates．Mr. Coates works in
an office in Brighton, England．
On the morning of Saturday, May 24, 1986, he went to the office to do some work．When he got on the
elevator, it stopped between floors．Mr. Coates could not get out of the elevator．He started to shout,
but no one heard him．Then Mr. Coates remembered that it was a holiday in England．No one was going to come
to work until Monday!
There was nothing for Mr. Coates to do．He had to wait until one of his workmates came to work and found
him．With nothing to eat or drink, Mr. Coates ended up sleeping for most of the time．
Early on Monday morning, the vice president of the company came to work and found the elevator was not
working．When the elevator was opened, Mr. Coates came out, cold, weak, and tired．He had been in the elevator
for 62 hours!
Now Mr. Coates says, “I only use elevators if they have telephones in them．”</FON< body>
Unit 2 What should I do? Section A 说课实录
一、课堂实录及点评
Unit1 What should I do? (Section A)
Step1. Pre-task：Free Talk
Topic: What will Haikou be like in 10 years?
T: In Unit 1, we have learned to make perditions. Who can tell us? What will Haikou be like in 10 years?
93S1：There will be more trees, more factories, more people and fewer cars, and people will be richer and
healthier„
T: What's your opinion ？
S2: I think Haikou will be more beautiful, but there will be more cars, more factories and people ,so there
will be more pollution.
T: Do you agree with her ideas?
S3: Yes, I agree. Because people will be richer , they will buy more cars. Many tourists will come to Haikou ,
the city will be bigger and crowded„So there will be more pollution.
T: OK. Some of you think there will be more pollution in Haikou in 10 years. Do you like pollution?
Ss: No, we don't.
T: What should we do? Can you give me some advice? (Help students to answer)
S4: Maybe you should plant more trees and flowers.
S5: You shouldn't throw the rubbish on the ground.
S6: You could call on people to protect the environment.
S7: You shouldn't cut down the trees.
S8: (Different students different advice.)
【设计意图】利用一个贴近生活的话题，复习旧知识，利用复习，导入话题 --提建议。把谈论问题和提建议两个目标
语言作了分解，降低难度。为导入新课作铺垫。
【点评】只有通过师生、生生间大量的语言交流，才能培养学生用英语交际的能力。课堂上的 Free Talk是培养学生
听说能力的有效方式。通过谈话自然地引入本课的主题---- What should I do?
Step 2. while-task：
1．T: Now, in this unit, we are going to talk about problems, and learn how to give advice. I have a problem
now, I need your help. Do you know what it is?
Ss: No, we don't.
T: Do you want to know? Please ask me.
S9: What's wrong?
S10: What's the matter？
T: What else?
S11: What's wrong with you?
94S12: Is there anything wrong with you?
T: I want to buy an MP4, but I don't have enough money. What should I do?
S13: You should borrow one.
S14: You could find a part-time job.
S15: You could ask some money from your parents.
(„a lot of advice)
T: Great! All of you did good jobs .Thanks for your advice.
【设计意图】设置情景，引入谈论的新问题，呈现所需要的语言知识。
【点评】此环节旨在通过听老师讲和看画面初步了解新知识。
2. Task cycle
Task1.词汇、目标语学习
T: You know in our daily lives or your study. There are many problems. Let's look at these pictures. What
problems do they have? What should they do?
(利用CAI分别展示书中四幅图片，介绍本课重点词汇out of style, argue, play, loud, keep out)
T: Look at Picture1. What's she doing？
Ss: She is looking at the mirror.
T: Is she happy？
Ss: No, she isn't.
T: What's wrong with her? Can you guess?
S16: Maybe she wants some new clothes.
S17: Maybe she thinks her clothes are too old.
T: Yes, quite right. She thinks her clothes are not popular or fashionable. They are out of style.
T: What's wrong with her?
(询问个别学困生，以检查他们对新单词的理解和运用。)
S18:Her clothes are out of style.
T: What should she do?
95S19: She should buy some new clothes.
S20:She shouldn't care, because she is only a student.
(„students give some advice.)
( 然后用同样的方法介绍 argue, play, loud, keep out 等词)
【设计意图】利用所学的目标语言，结合课文真实情景，在讲中练，练中运用，为学生创设词不离句，句不离情景的
英语情境。
【点评】授课教师对新单词的教学不是仅停留在单词上，而是将单词融入句中，让学生整句理解。针对不同的单词采
用不同的检测方法既能检测优秀学生的学习情况，又能帮助学困生再次学习，体现了分层教学的理念；既帮助了学生
理解词义和句意，同时又渗透了学习方法。
Task2. 模仿运用
T: Look! Here are some problems. Perhaps some are serious, some are not serious. What's your opinion ? Please
write them in the appropriate box. Then give a report.
(利用CAI展示课本1a中的问题。)
Serious Not serious
S21-23: I think„are serious, but„ are not serious.
T: Now listen and circle the problems you hear in activity1a. Then check the answers.
【设计意图】通过口语和听力练习活动来训练学生对语言目标的理解。
【点评】此环节教师设计的活动，让学生将刚学过的词汇和句型进行模仿运用，既帮助学生掌握了关键词语和信息，
为之后是灵活运用作好了准备。
Task3. Let's help each other.
T: Probably in your lives，you have different problems. Some are a little serious. Let's help you. OK?
T: Do you have any problems?
S24: Yes, I do.
T: What's the matter with you?
S25: I'm often late for class.
T: Maybe you should get up earlier from now on, and do everything quickly.
S26: I think so. Thank you.
T: What's the matter with him？(老师指着S26问S27)
96S27: He's often late for class.
T: What should he do?
S27: He should get up earlier from now.
T：Now do it like this, and work in groups of three.(自由结合三人小组开始合作。)
T：Please act it out.(学生热情高，合作效果好。)
【设计意图】通过师生对话，为三人小组活动做示范，引导学生用今日所学的目标语言解决生活中的实际问题，提高
学生的合作能力。
【点评】此环节旨在建立篇章与学生的知识、兴趣和经历之间的联系，进一步帮助学生巩固和运用所学内容，教师结
合学生生活中遇到的真实问题，激活了学生的思维，展示了学生的个性，培养了学生运用语言的能力。
Task4. Discussion
T: OK, just now, we talked about your lives, but I know you're your study, you still have some problems.
For example, some of you think English is difficult. But I know all of you want to learn English well. What
should you do? Please work in groups. Try to find some ideas and advice. Maybe it's good you're your study.
Then give a report. See which group has more ideas, they will be winners.(每组发一张纸，共同探讨，并做
好记录，然后各组选一人做汇报。)
【设计意图】倡导合作、探究式学习方式。培养学生用英语做事情的基本技能，让学生体验使用英语的成功感，启发
不断学习的内在动力。
【点评】此环节是本课是重点。在这个环节中，教师为学生搭建了小组合作学习的平台。学生在小组学习的过程中生
生互助，合作学习，既提高了学生的学习兴趣，又通过互帮互助提高了学习的效率，给学生留出了很大的运用语言的
空间。
Post-task: Summary
Task1. Sum up what we learned today.
S28: We learned: What's the matter? / What's wrong? What should I do? / What could I do？
T: How about you?
S29: we learned: When we meet problems, we can ask for help.
S30: „
T: Well done! Today we learned to talk about problems and give advice.(利用CAI总结今天所学内容。)
（设计意图：培养学生分析、归纳、综合等能力。）
Task-2.
97T: In our lives, we will meet all kinds of problems. We should learn to ask for help, and we also should
learn to help others. If we learn to help each other. Our world will be more friendly and beautiful. Do
you agree?
Ss: Yes.
T: Let's read it together. And go for it!
Ss:(学生一起朗读。)
（设计意图：进行德育渗透。）
Task3. Homework: Writing
Xiao Ming argued with his mother. What should he do？Make a conversation. Please give Xiao Ming advice as
much as possible.
(设计意图：培养学生写的基本技能。)
【点评】让学生自己总结本节课所学内容，然后利用 CAI展示本节课重难点,以此培养学生分析、归纳能力。根据目前
学生“以我为中心”意识强、合作意识差的现象，教师设计了恰当的活动进行德育渗透。写作任务的布置，把听、说、
读、用等教学活动落实到写上，通过作业把课堂教学的内容有机地向课外延伸。
二、教学反思
在整个的教学活动中，贯穿着竞赛的机制，学生通过报告、师生活动、生生活动、小组活动，表现出了很高的参与性，
合作能力和用语言做事情能力都比较强，收到了较理想的教学效果。但也存在着一些缺撼：如每一个活动完成后，没
有及时进行总结和点评。另外在 Brainstorming这一活动的设计中，范围太大，以致最后在各组中都出现了不少雷同
答案，没能为学生创造求异思维的空间，没有达到更深层次输出语言信息的目的。如果把这一活动分解为听说读写，
各小组选一项，效果会更好。在以后的教学活动中将更进一步去研究、去完善，力争做得更好。
Unit 2 What should I do? 第二课时说课实录
一、Revision:
Now class, Let‘s review what we learned last period. Take out a piece of paper and have a dictation.
play CDs want sb. to do sth.
argue with sb. out of style
write sb a letter call sb. up
a ticket to a ball game surprise sb.
talk about sth. on the phone have a big sale
二、Lead in:
98T: Do you often have a problem?
S1:Yes. I once left my homework at home.
S2:Yes. I lost my gucci bag.
S3: Yes. I don‘t want to have PE classes.
T: Oh. Then what did you do? How did you deal with these problems? Now, class, who can give them some advic
e?
S4: If you left your homework at home, I think you should be more careful next time.
S5: If you lose your bag next time, you can buy a new one.
S6: I think P.E lessons are very interesting. I think you could ask for a leave.
T:Well ,I agree with what you said just now .You all did well . Now, come to the text. Here, Lonely kid has a pro
blem. Let`s listen to the tape and find out what his problem is.
三、Teaching process:
(First, play the tape to the students. After listening ,ask a student to speak out Lonely kid‘s problem.)
S: Lonely kid‘s friends were planning a birthday party for his best friend. They invited everyone else in his class ex
cept him.
T: That‘s right. It was really a serious problem. And he didn‘t know what he should do. Can you give him some ad
vice?
S1:I think he should be more friendly to his friends.
S2: I think he should talk with his friends.
S3: I think he should try to be funny.
T: Good ideas. Next, let`s read the text and understand the meaning of the text .Later ,
I`ll ask some of you to find out the language points by yourselves. .
(The students begin reading by themselves .)
T: Stop here ,class. Who can read the text to us ?
(All students put up their hands .)
(Find some students to read the text .)
T:You all did well ,but some of you should pay attention to your pronunciation.(Corrcet their mistakes.)
T: Now ,class ,going on reading the text and find some phrases and sentences.
(The students begin to read the text again.)
99T:Who can tell us the language points in the text? .We`ll list on the blackboard .
S1: find out
S2: plan a birthday party
S3: everyone else
S4: be invited
S5: do wrong
T:Very good .Next I will give you some explanations about the phrases.
Who can make up some sentences with these phrases and sentence structures.
(The students begin to make up sentences one by one .)
S1: find out
Eg: He tried to find out who gave him the present.
S2: plan a birthday party
Eg: He is planning a birthday party for his grandpa.
S3: everyone else
Eg: Everyone else in my class went to the Great Wall except me.
S4: be invited
Eg: I was invited to an English party last Sunday.
S5: do wrong
Eg: Do you know what you did wrong?
T: Very good. Now, please copy the phrases on your exercise-books and try to remember them.
(The students begin to copy and recite.)
T: OK. We have learned a lot from this lesson .Now , read the text again and try to retell it.
(The students begin to read and try to retell .)
T: Who can retell the text ?
(Ask two students to retell the text.)
T: Congratulations . This class wee have learned about how to speak out your problems and how to give advice. I
hope you will have a happier life in the future.
四、Homework .
T:After class .Let`s finish some exercises on your exercese books .
100Copy and recite the passage we learned today.
Unit 3 What were you doing when the UFO arrived?
Unit 3 What were you doing when the UFO arrived? 教案
一.教学目标
(一).知识方面:
1.培养学生能运用过去进行时来描述、谈论过去某个时间正在发生的事情或动作的意识和能力，能就过去某个时
间正在发生的动作做出正确的描述。
2.培养学生的想象力和角色扮演的合作能力。
3.培养学生讲述过去发生的事情经过的能力。能正确运用一般过去时来讲述故事。
(二).技能方面:
1.本单元的语言目标是Talk about past events and tell a story（谈论过去的时间和讲述一个故事），围绕这
一目标，要涉及句型：
What were you doing when the UFO arrived?
----I was sitting in the barber‘s chair. The barber was cutting my hair.
因此必须学习standing、studying、cleaning、sleeping、cooking、making、eating、cutting、等表示地点的词，
以便为上述句型提供语言材料。
2.学习过去进行时的有关知识。Was/were+现在分词，是该时态的表达式。
3.在学习过程中，要区分The boy was walking down the street when the UFO landed.和While the boy was walking
down the street, the UFO landed.这两种由when和while引导的状语从句的句型结构。注意它们的不同。
4.在本单元重要学习足够的关于一般过去时的知识，并能运用一般过去时这一时态来向别人讲述过去发生的事情
经过。
(三).情感培养:
1011. 让学生从本单元的学习中获得充分的想象力所带来的新鲜和快乐。
2. 让学生在相互谈论和角色扮演中学会合作、帮助，以获得共同进步。
3. 培养学生在谈论过去的事件和别人描述过程中获取成就感。
二.重点难点:
（1）重点： when和while引导的时间状语从句地掌握和运用：
The girl was shopping when the alien got out.
While the girl was shopping, the alien got out.
（2）难点： 过去进行时和一般过去时在 实际应用 中的区别。
（3）疑点： 在 使用when和while引导的时间状语从句中，如何正确 选 用when 或 while是学生疑惑 点 。
三.课时安排:
Section A: 2课时.Section B: 2课时.Self Check: 1课时.Reading: 1课时.
Exercise: 1课时. 合 计: 7课时.
四.教学策划:
本单元的语法要点是when和while引导的时间状语从句中和过去进行时态，涉及到过去事件的谈论和对过去事
情的描述，因此在教学中采用动作演示、观看描述、现场讨论的方法和思路，充分利用教材中的卡通画，发挥学生的
想象力，在对话交流讨论中，理解并运用该语法项目。
Section A 都是围绕本单元第一幅卡通画而展开的，是语言的输入阶段，呈现了本单元的主要语言动作和语法项
目。1a、1b、和1c分别是看、听、说的任务型环节，均是1a中卡通画的内容。可先由Where were you when the UFO
arrived?开始，然后再开始谈论What were you doing when the UFO arrived?引导学生在现在进行时的基础上运用过
去进行时来回答：I was shopping when the UFO arrived.
Section B是Section A语言功能和语法项目的再现、巩固和扩展.
Period1 and Period2 (总第15——16课时)
Section A
一.教学目标:
1. 运用when和while引导的时间状语从句、一般过去时、过去进行时来谈论过去的事件，讲述故事。
1022. 掌握过去进行时的用法，学会运用was/were+现在分词这一结构。
3. 立足本单元 语言目标 ，培养学生的想象力和学习兴趣。
二.教学步骤:
1.情景导入
出示关于飞碟、外星人的图片(课前仿照教科书上的卡通画进行放大)问学生：What’s this? 诱导学生回答It’s
a UFO/an alien, 由此激发学生的学习兴趣和热情。
2.课前热身
组织学生看课件并提出问题“What was the boy doing when the UFO landed?”引导学生回答He was riding the
bike when the UFO landed。然后在谈论课件上别的人的情况。
组织学生做游戏。一个同学在门外站着，班上别的同学做动作，然后该同学进入教室坐下。这时教师提出问题What
are you doing when Li Lei stood outside the classroom just now?诱导学生回答：I was reading a book when Li
Lei stood outside the classroom just now或while I was reading a book, Li Lei stood outside the classroom
just now. 然后再换别的同学，重复上面的过程。
3. 互动教学
Section A的语言目标是Talk about past events and tell a story.（谈论过去的事件和讲故事）1a的卡通画
体现的就是“对过去的事件的谈论”，同时也是1b的听力、1c的结对练习的话题来源。学生应在对过去进行时的初步
感知下来进行练习。2a、2b的听力材料一致，但目标任务不同，学生可逐步完成。3c的结对练习主要是呈现when/while
引导的状语从句运用的不同，学生应在教师的指导下认真体会、练习。3a要求学生通过阅读，加深印象，完成3b的任
务，讲述这个故事。本课第4部分让学生在开放的活动中去完成，练习过去进行时。
互动1
学生看教师展示的图片（飞碟、外星人，不同的房间），然后学生完成1a的配对。
师：What’s this?
生：It’s a UFO.
师：Where is the UFO?
生：It’s in front of my house.
设计意图----这样做的目的是导入新课，呈现新的词汇和本课内容。
103互动2
师生共同看科幻片课件或师生游戏
师：What were you doing when Li Lei stood outside?
生：I was reading a book when Li Lei stood outside.
师：What was the man doing when the UFO arrived?
生：He was sleeping late when it arrived.
设计意图-----这样做的目的是向学生呈现过去进行时（was/were+现在分词）句型结构。
互动3
师生共同讨论图片或课件内容，然后通过游戏练习when/while引导的状语从句。
师：What were you doing when the UFO landed?
生：I was riding a bike when the UFO landed. （教师诱导）
师：What happened while you are riding a bike?
生：While I was riding a bike, the UFO landed.（教师诱导）
设计意图-----这样做的目的是向学生呈现when/while引导的状语从句在使用上的不同。
互动4
教师让学生看1a、2c的卡通画，1b提供的动作内容，然后让他们相互问答。
生A：Look at the man. What was he doing when the UFO landed?
生B：He was sleeping late when it arrived.
设计意图-----这是让学生操作过去进行时，及when/while引导的时间状语从句，加深对这一时态的理解和运用。
互动5
学生进行第4部分的pair work, 相互问答，完成调查表。
生A：What were you doing at nine o’clock last night?
104生B：I was sleeping/doing my homework.
设计意图-----让学生在实际情境中理解运用过去进行时。
互动6
师生共同就3a的内容和图片讨论，完成图片的排序，然后完成3b的pairwork。
师：Look at this picture. What was the alien doing?
生：He was looking at the souvenirs.
设计意图-----先就每幅图画的内容提问，有助于学生对每幅画和整个文章的阅读，也有利于学生根据图片内容
讲述故事。
4. 达标检查
课后，完成一份某个同学昨天日程安排的调查报告，并根据这个调查报告，向全班同学讲述在某个时刻，他正在
进行的动作。
5. 教学反思:
① 学习了过去进行时的结构和运用，was/were+现在分词。
② 学习了when/while引导的时间状语从句When the UFO took off, the man was V-ing. While the girl was
V-ing, the UFO took off.
在学习Section A时，采用了图示说明法，动作演示法，直观呈现法等，在游戏活动中，通过交际，实现本单元
所设计的语言目标。
三.知识延伸:
1.链接生活
链接一：如何向别人叙述两个动作同时正在进行？我们可以用while 来完成。
While I was doing my homework, my brother was watching TV.
链接二：下面句子中的while的词汇和用法有何不同。
1).We‘re going away for a while.
2).Jane was dressed in brown while Mary was dressed in blue.
1051)的while是名词“一会儿”的意思。2)的while 为转折连词，“然后”的意思。
2.实践探索
（1）课后，同学们想象“当自己遇见飞碟和外星人时”自己和自己的家人正在干某事，请根据自己的想象，向别人讲
述这个故事。
（2）巩固练习:有步骤地完成学生练习册;同学讨论完成英语周报部分延伸拓展题目.
四.板书设计:
What were you doing when the UFO arrived?
I was riding a bike. （过去某时正在发生的动作）
What was he doing when the UFO arrived?
He was sleeping . （过去某时正存在的状态）
过去进行时 的谓语动词 结构 ： was/were (be的过去式) + V-ing ( 现在分词 )
The boy was walking down the street when the UFO landed. （正在那时，突然）
While the boy was walking down the street, the UFO landed. （在„„期间的某个时候）
When/while引导时间状语从句。 （ when 后通常用暂短性动词， while 后通常用持续性动词，因此它所引导的状语
从句中，谓语动词常用进行时态。）
Unit 3 What were you doing when the UFO arrived? 教案二
学生特点分析：
八年级学生有着极强的求知欲和表现欲。根据学生的心理特点，我在课堂上多以表扬为主，注重对学生英语学
习兴趣的培养，鼓励他们大胆说、积极做！同时，培养学生养成良好的听、说、读、写等学习习惯，提高课堂教学效
率。在今后的教学中，我将继续重视对学生英语学习兴趣的培养，采用多种手段帮助学生在记忆力强的时期多记单词，
多学习语言规则，并尽可能多创造模仿的机会，提高学生的语音和语调，真正做到听说先行，读写跟上。帮助学生减
轻学习负担，重新树立起学习英语的信心。
教学内容
本单元要求学生熟练掌握过去进行时的用法 。本节课将围绕着what were you doing when the UFO arrived ?这
一主题开展多种教学活动。使学生在听说读写四个方面熟练应用过去进行时。
106教学目标：
1. Words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern ,
follow , shirt .
2. when , while 引导的时间状语从句。
3. 学习过去进行时态。
4. 利用知识谈论过去发生的事情。
5. 复习过去式，学会讲故事。
教学难点分析：When和while做引导连词的时间状语从句;how to use the Past Continuous Tense / How to imrove
students‘ Listening skills.
教学课时：4课时
教学步骤：
Period 1
Teaching procedures :
Step 1 Leading in
1. Greetings and free-talk .
2. Check the homework .
3. Dictate the words in Unit 2 .
Step 2 Pre-task
SB Page 18 , 1a .
1. Point to the sentences .Read the sentences .Explain what each one means .
2. Look at the picture .Point out the six people .Match the statements with the people in the picture .
3. Check the answers .
4. Practice reading .
Step 3 While-task
SB Page 18 , 1b .
1. Read the instructions .Make sure the Ss understand what they should do .
2. Look at the dialogue in the picture .
Explain :
过去进行时态的构成: was / were + doing .
用法:表示过去某一时刻或某一段时间正在进行的动作，一般用时间状语来表示。
I was standing in front of the library when the UFO arrived .
1. Play the tape twice . Circle the correct responses .
1072. Check the answers .
Step 4 Post-task
Talk about what people were doing when the UFO arrived .
Step 5 While-task
SB Page 19 , 2a .
1. Read the sentences .Make sure the Ss understand what they mean .
2. Play the tape twice .Order these statements .
3. Play the tape again ,correct the answers .
SB Page 19 , 2b .
1. Read the instructions .
2. Play the recording .Write ―when‖ or ―while‖ on each line .
3. Play the recording again ,correct their answers .
Notice: when / while
※ When comes before a quick action that happens only once .The word ―while‖ comes from an action that continues
for some time .
Step 6 Post-task
SB Page 19 , 2c .
1. Point ort the picture .Ask what each person is doing .
2. Groupwork : Ask ―What was …doing when the UFO arrived ?‖
3. Ask a group to say its conversation to the class .
Step 7 Grammar Focus
Review the grammar box by asking some students to read the sentences .
Homework :
1. Go over the words in this unit
2. 用介词或介词短语填空。
① They were talking the phone .
② I was the barber‘s chair .
③ The boy was walking the street when a UFO landed .
④ I had a very unusual experience Sunday .
⑤ The alien visited the Museum Flight .
108Period 2
Teaching procedures :
Step 1 Leading in
1. Greetings and free-talk .
2. Check the homework .
Step 2 While-task
SB Page 20 , 3a .
1. Read the instructions .
2. Read the e-mail by the Ss first .Number the pictures in the correct order .
3. Explain something .
4. Practice reading and listen to the tape .
SB Page 20 , 3b .
Cover the story .Look at the pictures and take turns to tell the story . I think this activity is hard to most of the students .
If necessary , do it as homework .
SB Page 20 , Part 4 .
What were you doing at these times last Sunday ?
1. Read the sample dialogue in the box .
2. Look at the table .Read the times for the Ss .
3. Pairwork : Talk about what they were doing at different times .
4. Write down your answers .
5. Practice reading .
Step 3 Post-task
Make an interview .
Interview two classmates in your class and write down their answers .Begin like this :What were you doing at … ?
I was … .
Homework :
Cover the story in 3a .Try to retell the story .
109Period 3
Teaching procedures :
Step 1 Leading in
1. Greetings and free-talk .
2. Check the homework .
Step 2 Pre-task
SB Page 21 , 1c .
1. Look at the pictures .Please say something about the picture .
2. Read the sentences and explain the new words .
3. Match the sentences with the pictures .
4. Check the answers .
Step 3 While-task
SB Page 21 , 2a & 2b .
1. Read the things in the chart below .They will help Ss to guess what you will heard .Hear six things in the chart .
2. Play the recording the first time .Ss only listen .
3. Play the recording a second time .Check the phrases they hear on the recording .
4. Listen again .Pay attention to the persons who did each thing in the chart above .Match the phrases with the persons .
5. Play the tape again and correct the answers .
Step 4 Post-task
SB Page 21 , 2c .
Pairwork : Read the sample dialogue in the box .Talk about the people in activity 2a .S1 begins a sentence with the word
―while‖ ,S2 complete the sentence .
① While John was walking to school , he saw a cat in a tree .
② While John was climbing the tree , a man saw him .
③ While the man was calling the police , a woman called the newspaper .
④ While the newspaper reporter was taking photos ,the cat went up the tree again .
Ss can say them out by themselves .
Homework :
110SB Page 23 , Selfcheck , Parts 1and 2 .
Period 4
Teaching procedures:
Step 1 Leading in
1. Greetings and free-talk .
2. Check the homework : Correct the answers .
Step 2 Pre-task
SB Page 22 , Part 3 .
1. Read the instructions ,pointing to the article and the list of questions .
2. Scan the passage for the main idea .
T: Who found Linda‘s dog ? (the police officer‘s dog )
1. Read the questions by the Ss .Make sure they understand them .
2. Play the recording .Ss listen carefully .
3. Write answers to the questions .
4. Practice reading .
5. Correct the answers .
Step 3 While-task
SB Page 22 , 4a .
1. Read the instructions .
2. Look at the pictures .Discuss in groups .
3. Ask students to explain what is happening in each picture .
4. Complete the work on their own .Remind them to use times in their stories .
5. Share their stories .(If someone can‘t finish it in class ,do it as homework .)
Step 5 Post-task
SB Page 22 , 4b .
1. Read the instructions .
2. Read the times .
3. Pairwork : One is the police officer ,the other is the bicycle thief .Begin like this :
A: Where were you at … ?
111B: I was in the park .
A: What were you doing there ?
B : … .
1. Show the role-plays to the class .
Homework :
1. Finish Selfcheck , Part 3 .
2. 运用过去进行时态when / while 来描述上个星期日两人不同的动作，写出五个正确的句子 。
Action
Time
Linda Me
8:00 am read English play football
12:00 am have lunch read newspaper
2:00 pm have a rest play computer games
4:00 pm play basketball sleep
6:00 pm do homework watch TV
Period 5
Teaching procedures:
Step 1 Leading in
1. Greetings and free-talk .
2. Check the homework .
Step 2 Pre-task
SB Page 24 , Groupwork .
1. Arrange the Ss in small groups .Ask them to look at the pictures and talk about the events .Encourage students to say
how historical events affected their lives .
2. Tell the Ss to help each other with vocabulary they might need and don‘t know .
Step 3 While-task
1121. Reading strategy :The title can be helpful for you to understand a text .It is also a good idea to read the first sentence of
each paragraph before reading .
2. Read the title ,which gives an indication of the content of the reading .Think of one question they think might be
answered in the reading .
3. Play the recording , Ss listen .
4. Ask Ss to read the story out to the class .
5. Ask Ss to comment on whether their questions in the previewing stage were answered .
Step 4 Post-task
SB Page 25 , 3a .
Read the four events and match them to the correct dates .When finished ,ask Ss to swap their book with a partner for
correction .
Homework :
Write about an event that you remember well .Give dates and say why you remember it ,and what you were doing at the
time when you heard the news .
附录（教学资料及资源）
自我问答
交流学生收获的时候要注意由易到难，层层递进，先从最容易开始：先要求学生说出正确选项，再到句子，然
后语篇，实际是为了给对自己高要求的学生充足的机会获取信息，修正文章，让他们更好的呈现收获。
Unit 3 What were you doing when the UFO arrived? 第一课时 说课稿
一、教材分析:
1. 位置和内容:这是新目标英语(Go For It)八年级下册第三单元第一课时。谈论如何使用过去进行时。如何使用过去
进行时是本单元的重点内容。为了让学生更好的认识过去进行时，我重新安排了教学内容:SectionA(1a、1b、1c), . 把
这些内容组合在一起。 同时我也创造了一些便于进行沟通交流的情境，让学生学会使用过去进行时。
2．教学重点: 如何使用过去进行时。
3．教学难点: 如何在由when引导的时间状语使用过去进行时。
二、教学目标：
1. 知识目标：要求学生掌握使用过去进行时。
2. 能力目标：让学生做课堂的主人，同时培养他们掌握一些行之有效的学习方法,优化学习效果。
3. 情感目标：让学生爱上英语课堂活动,鼓励他们在课堂上进行合作交流。
4.学习策略目标：设法使学生掌握使用英语进行交流，学习积极参与班级活动.
三、教学分析：
1. 说教法：
1)任务型教学法：给学生三项任务，让学生使用过去进行时来完成这些任务。使他们在任务中学习英语。
2)情景教学法：创造足够的交际环境刺激学生的视听能力,使他们能够更好的理解这一时态。以培养他们的听和会话能
113力。
3)交易际教学法：学生可以通过俩俩对话或小组对话来掌握过去进行时。
2. 说学法：
1)学生要善于把握机会,用英语进行沟通，大胆实践。
2)积极参加课堂活动，培养合作关系。
四.学生分析:
学生七年级下册就学过现在进行时, 并掌握如何使用现在进行时来描述日常活动, 而且掌握了一些日常活动的短语,
有利于他们学习过去进行时.
五. 教学过程的分析：
步骤1---组织
1）师生互相提出问题；
2）值日生报告；
步骤2---复习（目的是复习现在进行时）
1）显示三幅画面在屏幕(一学生在跑,一学生在玩球,一些人在聚会,). 问： 他们在做什么?
2. 引导学生到实际情况中；问一男学生：请问你在做什么? 学生可能回答：我在听你说话。告诉全班同学：他在听我
说话。和另一个女生重复操练这一个句型，然后尝试用现在进行时和全班一起操练不同的人称。
3.学生使用现在进行时进行小组对话。
步骤3---引入： 给学生介绍过去进行时。
1. 让学生A离开课室, 并在门口等候, 然后让学生B在黑板上写字,学生C在课室内走动。接着叫A走进课室。
2.比较: 过去进行时与现在进行时。(作比较可以让学生有深刻的印象)
时态 现在进行时 过去进行时
用法 表示现在正在进行的动作 表示过去某个时刻正在进行的动作
结构 is/am/are + doing was/were + doing
例句 I am having an English class I was having an English class.
步骤4---教授新课: SectionA(1a、1b、)
1． 屏幕上展示照片 。给学生介绍图片相关的情况。
2． 让学生通过听力了解图片中发生的相关事情。 (这一步骤是为了使学生了解课文，并且帮助学生能轻易完成下面
的任务1)
步骤5---三个任务：
任务 1:谈论当飞碟到达的时候人们在做什么. 为了让工作更容易做,教师点着图中的剪头发的人问: 当飞碟到达的时
候他在做什么。重复这一指令。
2. 学生小组操练上述的对话。并让一些学生来展示他们的对话过程。
3．学生尝试把他们所讲的句子在练习本上写出来。
任务2:记忆比赛（让学生更加集中注意力在课堂上）
比赛是这样的:1. 展示十余张动画在屏幕上.动画按一定的时间先后出现。
2. 把全班同学分成三个小组. 如果学生知道答案,迅速起来回答。
任务3:用过去进行时描述图中的故事；
1. 显示照片在屏幕。画面是描述一个小偷偷走了一个女孩子的单车故事。提示学生在每一个画面都有时钟显示时间.
学生要利用时间进行描述.
2. 四个学生为一小组合作讨论这个故事的发展情节,每人负责一个场景.
3. 让一两个小组来描述这个故事.
步骤6--总结：在学生经过三个任务操练后,帮助他们总结过去进行时。
步骤7---作业:进行课后调查；
询问你的两个搭档昨天这个时候他们在做些什么. 下一节上课的时候做一个调查报告。
Blackboard Work
Unit 3 What were you doing when the UFO arrived?
I am writing on the blackboard.
I was writing on the blackboard. I am walking in the room.
114I was walking in the room.
用法 表示过去某个时刻正在进行的动作
结构 was/were + doing
Unit 3 What were you doing when the UFO arrived? 第一课时 说课稿二
一、说教材
1、教材的地位和作用
本课是新目标英语（Go For It）八年级下册第三单元第一课时。主要围绕“谈论过去发生的事情”这个话题展开
教学。谈论如何使用过去进行时，这是本单元的重点内容。为了让学生更好的认识过去进行时，我重新安排了教学内
容：Section A (1a,1b,1c), 和Section B(4b)。把这些内容组合在一起。同时我也创造了一些便于进行沟通交流的情
境，让学生学会使用过去进行时。
2、教学目标
根据教学大纲的要求，教学内容的特点和学生的实际水平，制定了以下的教学目标：
①知识目标：
掌握本课中出现的单词或词组，并在口头、笔头中正确灵活使用。
熟练掌握本课句形。
②能力目标：理解和掌握过去进行时。
③情感目标：让学生爱上英语课堂活动，鼓励他们在课堂上进行合作交流。
3、学习策略：设计场景，使学生采用与同学相互采访的方式进行交流，学习积极参与活动。
4、重点、难点
重点：让学生掌握并使用过去进行时。
难点：如何在由when引导的时间状语从句中使用过去进行时。
二、学情分析
通过对教材的分析，得知学生在七年级下册就学过现在进行时，并掌握如何使用现在进行时来描述日常活动，而
且掌握了一些日常活动的短语，有利于他们学习过去进行时。
三、说教法、学法
1、说教法：
①任务型教学法：给学生布置任务，让学生使用过去进行时来完成这些任务。使他们在任务中学习英语。
②情景教学法：创造足够的交际环境刺激学生的视听能力，使他们能够更好的理解这一时态，以培养他们的听和
会话能力。
③交际教学法：学生可以通过俩俩对话或小组对话来掌握过去进行时。
2、说学法：
①鼓励学生要善于把握机会，用英语进行沟通，大胆实践。
②鼓励学生积极参加课堂活动，培养合作关系。
四、说教学程序
如果钻研教材，研究教法和学法，是搞好教学的前提和基础的话，那么合理安排教学程序，侧是教学成功的关键
之一。为使学生学有所获，我把教学程序分为以下步骤：
步骤1、组织教学：1）师生互相打招呼；2）值日生报告
步骤2、复习旧知，导入新课
1151、在屏幕上显示几幅画片（一学生在弹吉他、姚明在打篮球、一些人在聚会、一人在玩电游等）问：What is he/she
doing? 或（What are they doing?）学生已经学过现在进行时，看着图片不难回答出来。（这一环节的设计，目的是
复习现在进行时，温故而知新，为学习过去进行时做铺垫。并且利用多媒体将动画播放出来，极大地调动了学生的积
极性。）
2、创设情境导入新课：让学生A离开课室，并在门口等候，然后让学生B在黑板上写字，学生C在课室内走动。
接着叫学生A走进课室：
T：（对学生B问）What are you doing?
学生B回答：I’m writing on the blackboard
板书B的答案。重复这一个对话对学生C进行提问，并把C的回答也写在黑板上。接着问B：刚才当A走进课室的
时候你在做什么？此时老师要帮助学生一起回答并把答句写在黑板上。并告诉全班同学当A走进课室的时候B正在黑
板上写字“B was writing on the blackboard when A came in the classroom.”并让全班同学重复这句话。重复这
个对话询问C当A走进课室的时候他在做什么？询问其它学生当A走进课室的时候他们又在做什么？并帮助学生一起
回答。（这一环节的创设使学生在实际生活中学英语，更易于掌握。）
3、告诉学生黑板上的句型就是我们今天学习的重点——过去进行时，介绍过去进行时，并与现在进行时作比较。
（作比较可以让学生有深刻的印象，有所辨别，易于掌握运用。）
步骤4——教授新课：Section A(1a.1b.1c)
①在屏幕上展示照片（图18页）。给学生介绍图片相关的情况，同时学习生词和句型为后面内容的学习扫清语言
障碍。
②听力训练的教学，让学生通过听力了解图中发生的相关事情。（这一步骤是为了使学生了解课文，并且帮助学
生能轻易完成下面的任务）
步骤5——三个任务：
任务1：①谈论当飞碟到达的时候人们在做什么，为了易于教和学，我点着图中剪头发的人问：What was he doing
when the UFO arrived?重复这一指令。答：He was cutting hair.
②角色扮演，让学生扮演图中人物，操练上述对话，并让一、两组来展示他们的对话过程。
③要求学生尝试把他们所讲的句子在练习本上写出来。（掌握“四会”：听、说、读、写技能）
任务2：记忆比赛（1、展示十余张动画在屏幕上，动画按一定的时间先后出现。2、把全班同学分成几个小组，如
果学生能快速、准确地用过去进行时，把图片内容描述出来，那么他们组就能够取得10分，分数最多的小组就是冠军。
（这一环节的设计，正好符合中学生争强好胜的心理，注意力更集中，激发兴趣、主动学习英语。）
任务3：显示4b的图片，让学生用过去进行时描述图中故事内容：
①屏幕显示图片。画面是描述一个小偷偷走了一个女孩子的单车的故事。提示学生在每一个画面都有时钟显示时
间，学生要利用时间进行描述。
②四个学生为一小组合作讨论这个故事的发展情节，每人负责一个场景，我在旁边指导。
（学生自主合作、讨论，能根据图片说出相应的句型，老师现场指导，体现了“以教师为主导，以学生为主体”
的教学原则，学生讨论热烈积极，培养了合作、交流的精神，在不知不觉中巩固了本课所学知识。
步骤4：归纳总结：在学生完成三个任务的操练后，帮助他们总结过去进行时。
步骤5、布置作业，进行课后调查
询问你的两个搭档昨天这个时候他们在做些什么，下一节上课的时候做一个调查报告。
设计理念：让学生带着知识融入生活，热爱生活，再从生活回到课堂，使所学知识不断得到巩固、升华。
五、说板书设计：
116设计理念：板书设计也是教学信息输出的一条重要途径，好的板书可以突出目标和重点，使学生一目了然。因此，
我的板书设计是：
Unit 3 What were you doing when the UFO arrived?
词汇 句型:
„„ I am writing on the blackboard.
„„ I was writing on the blackboard.
„„ I am walking in the classroom.
„„ I was walking in the classroom.
过去进行时用法：表示过去某个时刻正在进行的动作。
结构 was/were + doing
常见的标志词1)at 9 o’clock from 8 to 9 yesterday morning at this/that time yesterday.
2)主句（过去进行时）+ when + 从句（一般过去时）
例句：I was walking on the street when the UFO arrived.
六、说评价
基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和
形成有效的学习策略，发展自主学习的能力和合作精神。基于这一理念，我在课中精心创设尽量真实的语言环境，设
计一系列活动，活跃课堂气氛，激发学习兴趣，让学生在感受、体验、参与、合作过程中学习语言，感受用英语交流
的乐趣，培养学生用英语进行交流的能力。
Unit 3 What were you doing when the UFO arrived? 第一课时 说课实录
教材依据
人民教育出版社义务教育课程标准实验教科书《英语》新目标八年级下册第三单元第一课时
教学目标
通过对教学内容和教学对象的分析，根据《英语课程标准》的要求，制定本节课教学目标如下：
(1)学习使用下列词汇
UFO; barber; bathroom; bedroom; kitchen; get out
(2)学习使用下列句型
知识目标 What were you doing when the UFO arrived ?
I was standing in front of the library.
(3)语法项目
运用过去进行时，同时运用以when引导的时间状语从句。
(1)能谈论过去的事件
能力目标
(2)能用英语进行采访
文化意识 通过资料的搜集和交流了解更多有关UFO的信息
学习策略 (1)认知策略：通过对本文句型、词汇的学习和讨论，以及对语法的总结和练习
117运用，培养学生在学习中积极思考，对所学内容能够加以整理和归纳，发现
语言规律并能举一反三的能力。
(2)调控策略：在学习过程中，明确学习目标，把握主要内容，积极参与英语学
习活动。
(3)交际策略：通过对本课的学习，对情景对话的练习帮助学生善于抓住用英语
交际的机会，能够在学习活动中用英语与他人交流，并且在交际中提高合作
意识。
(4)资源策略：通过课堂活动、多媒体的应用，以及相关资料的搜集和整理，帮
助学生注意通过音像资料丰富自己的学习，并能初步利用图书馆和网络上的
学习资源。
教学重点和难点
1．本课的词汇、交际用语
2．学会使用过去进行时以及以when引导的时间状语从句
3．谈论过去事件，并学着对某事件进行采访
任务型活动
Task One：Ask and answer according to pictures
Task Two：Talk about what these people were doing when the UFO arrived.
Task Three：Interview the class : What were they doing when 5.12 earthquake happened ?
教学流程
Sing a song
Warm up
Presentation
Learn the new words Learn the new patterns Listen to the tape
Practice
Read in roles Act up the dialogue
Practice and improve
Summarize
118
Interview the class教学过程
Ⅰ：Pre-task Presentation
通过英文歌曲，创设和谐、愉悦的教学氛围，让学生马上融入本节课的英语学习。
Ⅱ：While-task
1．点击与本课有关的图画问答。
What is he / she doing ? He / She is ……
2．通过现在进行时引出新语言项目过去进行时，通过一系列图画进行问答。
3．练习运用新语言。
4．点击 UFO 画面，引出“What was he / she doing when the UFO arrived ”句型，并操练该句型，然后变换
人称练习。
5．运用新语言进行采访。
课堂实录
Shep Ⅰ：Sing an English song.
Step Ⅱ：Greetings
T：Good morning, class !
Ss：Good morning, Miss Chen !
T：Nice to see you.
Ss：Nice to see you, too
T：Sit down, please.
Ss：Thank you.
Step Ⅲ：Lead-in
I’m very glad to give you this English lesson. I know you’re very clever. I’m sure this lesson will
be very successful. This period we’re going to learn：
Unit 3 What were you doing when the UFO arrived ?
Step Ⅳ：Revision
老师点击鼠标，播放课件，让学生通过看图问答
T：What is the man doing ?
119S1：He is playing tennis. （随即在图下点击play tennis）
T：What is the boy doing ?
S2：He is playing soccer.
T：What is the woman doing ?
S3：She is boating on the lake.
T：What is the man doing ?
S4：He is swimming in the sea.
T：What is the old man doing ?
S5：He is fishing near the beach.
Step Ⅳ：New lesson
一、Use “What was he doing last ……?He was ……”
点击第一幅图问：
T：What was he doing last Monday ?
S1：He is climbing
T：Wrong, You should answer “He was climbing last Monday”
点击第二幅图问：
T：What was he doing last Tuesday ?
S2：He was reading.
T：What was he doing last Wednesday ?
S3：He was boating.
T：What was he doing last Friday ?
S4：He was having a party.
就以上内容指定一名学生在前面问，其余同学回答。
二、Use “What were you doing last ……? I was ……”
T：What were you doing last Saturday morning ?
S1：I was reading.
T：What were you doing last Saturday afternoon ?
S2：I was borrowing a book from the library.
T：What were you doing last Sunday morning ?
S3：I was doing my homework.
120T：What were you doing last Sunday evening ?
S4：I was mopping the floor.
以上内容两人一组进行练习，然后指定两组到前面问答。
三、Use “What were they doing yesterday afternoon? They were ……”
点击图片问答：
T：What were they doing yesterday afternoon ?
S1：They were seeing carton movies.
S2：They were playing football.
S3：They were playing basketball.
S4：They were running.
以上问题指定两组同学问答一遍。
Step Ⅴ：Learn position phrases
T：Look this is a UFO. It’s short for Unidentified Flying Object.
点击图片问答：
T：Where was she when the UFO arrived?
S1：She was in the kitchen.随即在图下点击出kitchen一词并带读多次
T：Where was she when the UFO arrived ?
S2：She was in front of the library . 点击library 并带读
T：Where was she when the UFO arrived ?
S3：He was in the barber shop. 点击barber shop 一词并带读
T：Where was she when the UFO arrived ?
S4：She was in the bathroom. 随即点击bathroom并带读
T：Where was she when the UFO arrived ?
S5：He was in the bedroom. 点击bedroom 并带读
T：Where was he when the UFO arrived ?
S6：He was in the living room. 点击living room 并带读
in the kitchen in the barber shop
in the bathroom in the bedroom
in the living room in front of the library
这些表地点的词组齐读三遍
121Step Ⅵ：Learn Unit 3 Section A 1a (点击出此图)（on page 18）
T：A TV reporter is asking “ Where were you when the UFO arrived”. Match the statements with
the people in the picture：
1． d I was in the bathroom.
2． b I was in my bedroom.
3． a I was in front of the library.
4． c I was in the kitchen.
5． e I was in my barbershop.
6． f I was in the barber’s chair.
T：I’ll ask one of you to read these statements. Liu Yaru, you read, Ok, very good. Now Let’
s match the statement with the people in the picture.
T：Now I’ll ask you to repeat again.
S1：a: She was in front of the library.
S2：b: He was in the bedroom.
S3: c: She was in the kitchen.
S4: d: He was in the bathroom.
S5: e: He was in the barbershop.
S6: f: He was in the barber’s chair.
Step Ⅶ：Ask and answer
点击浴室淋浴图片，然后点击UFO到达，问答：
T：Where was she when the UFO arrived ?
S1：She was in the bathroom.
T：What was she doing when the UFO arrived ?
S1：She was taking a shower.
点击句型：She was taking a shower in the bathroom when the UFO arrived.
Repeat three times
点击在卧室睡觉的图片，然到点击UFO到达图片，问答：
T：Where was she when the UFO arrived ?
S2：She was in the bedroom.
T：What was she doing when the UFO arrived ?
122S2：She was sleeping.
点击句型：She was sleeping in the bedroom when the UFO arrived.
All students repeat three times.
点击某人在图书馆借书的图片，然后点击UFO到达。
T：Where was she when the UFO arrived ?
S3：He was in the library.
T：What was he doing when the UFO arrived ?
S3：He was borrowing a book.
点击句型：He was borrowing a book in the library when the UFO arrived.
Repeat three times.
点击在厨房做饭图片，然后点击UFO到达。
T：Where was he when the UFO arrived ?
S4：He was in the kitchen.
T：What was he doing when the UFO arrived ?
S4：He was cooking.
点击句型：He was cooking in the kitchen when the UFO arrived.
All students repeat three times.
点击理发店里理发的图片，然后点击不明飞行物到达。
T：Where were they when the UFO arrived ?
S5：They were in the barber shop.
T：What were they doing when the UFO arrived ?
S5：They were having a hair cat.
点击句型：They were having a haircut in the barber shop when the UFO
arrived. Repeat three times.
删除所有文字，只出现图片，将以上内容全班再重复说一遍。
Picture 1：She was taking a shower in the bathroom when the UFO
arrived.
Picture 2：She was sleeping in the bathroom when the UFO arrived.
Picture 3：He was borrowing a book in the library when the UFO arrived.
Picture 4：She was cooking in the kitchen when the UFO arrived.
123Picture 5：They were having a hair cut in the barber shop when the
UFO arrived.
Step Ⅷ：Pairwork
点击图片两人一组用下列句型问答：
A：What was he / she doing when the UFO arrived ?
B：He / She was ……when it arrived.
A：What were you doing when the UFO arrived ?
B：I was ……
Step Ⅸ：I b （on page 18）
Listen to reporter’s question and circle the correct responses.
First：Just listen.
Second：Circle the correct responses.
a: standing in front of the library / studying in the libranry.
b: cleaning my room / sleeping slate.
c: making a smoothie / cooking dinner.
d: getting out of the shower / talking on the phone.
e: eating lunch / cutting hair
Listen and repeat
Reporter：So what were you doing when the UFO arrived ?
Girl：Well, I was standing in front of the library.
Boy：I was sleeping late.
Woman：I was cooking dinner.
Reporter：How about you ?
Man1：I was getting out of the shower.
Man2：I was cutting hair.
Step Ⅹ：Ask and answer in pairs.
What were you doing at 6:00 yesterday evening ?
What were you doing ?
1. in a river swimming
2. in a park playing basketball
1243. in a shop doing some shopping
4. at home watching TV
5. at home cooking
6. at home doing my homework
Step Ⅺ：Sum up
过去进行时
含义：表示在过去某一时刻或某一段时间正在进行的动作。
结构：be ( was/ were) + doing
例句：①I was taking a shower at nine last night.
②He was watching TV yesterday afternoon.
③She was taking a shower when the UFO arrived.
Step Ⅻ：Interview activity
选一名同学当记者，采访一系列人物，当5.12大地震发生时在干什么？奥运会开幕时在干什么？
Reporter：What were you doing when 5.12 earthquake happened ?
S1：I was watch TV at home.
S2：I was doing some shopping.
S3：I was watering flowers.
Reporter：What about you ?
S4：I was having a geography class.
S5：I was having P.E class on the playground.
Reporter：What were you doing when the Opening Ceromony of Olympic
Games started ?
S6：I was watching TV at home.
S7：I was surving as a volunteer.
S8：I was guarding at the gate of Bird Net.
S9：I was commanding the traffic in the street .
Step Ⅻ：Homework
汶川大地震时你在干什么，你在电视里看到了一些什么场面，说明了什么？
教学反思
本堂课是一节基于新课程标准来设计的口语对话课，突出体现了师生、生生互动性原则，开展了大量的听说练习，在
学习过程中从现在进行时入手，自然过渡到过去进行时，把知识无形地传授给学生，使学生在不知不觉中学会并应用
125过去进行时，同时顺理成章地引出以when引导的时间状语从句，练习，操练时，内容从易到难呈梯形进展，最后把语
言应用到实际生活中，请一名同学当记者，来访5.12大地震时同学们在干什么？奥运会开幕时在干什么？这样达到了
学以致用的目的，整个课堂气氛轻松、和谐、民主，即注重了知识技能的培养，又体现了调控策略和交际策略的运用。
Unit 3 What were you doing when the UFO arrived? Section A 3a–4 说课教案
一、教案背景
1、面向学生： □√中学 学科：英语
2、课时：1课时
二、教学目标：
知识目标：
1. Can use the new words : experience, around, follow, amazing, strange, kid，imagine
2. Can master the sentences with ‘when’‘while’
技能目标：
1. Can retell the passage according to the key words.
2. Can use the past continuous tense to talk about the on-going action at a certain time in the past.
情感目标：
1.Cultivate the students’ ability in dealing with an unusual experience calmly.
2.Encourage them study hard and explore the earth one day.
教学重点：
1.Can master the sentences with ‘when’‘while’
2.Can use the past continuous tense to talk about the on-going action at a certain time in the past.
教学难点：
1. Can master the sentences：
a.You can imagine how strange it was !
b.I followed it to see where it was going.
2.Can retell the story .
三、教材分析
“What were you doing when the UFO arrived? ( Section A 3a–4)”是初三英语下册第3单元的第二课时。在第
一课时中已经系统地学习了过去进行时，对一般过去时也进行了系统复习，为本节课学生理解课文内容奠定了基础。
再者3a的短文是以UFO和外星人为背景素材，能激发学生学习兴趣。而activity 4 的调查活动则使学生巩固了用过
去进行时来谈论过去发生的事的能力。
126四、教学思路：
首先出示具体的学习目标让学生清楚本节课的学习任务，能有目的进行学习。利用学生熟悉的“外星人—长江七
仔”导入新课，充分调动学生学习兴趣。通过检查学生的预习情况有侧重点的讲解七个生词，在扫清词汇障碍的基础
上初读课文回答问题整体感知；接着在小组内讨论图片中的人与事，用文中的句子（含when或while的句子）描述图
片，练习用过去进行时讨论过去事情的能力，这样就很容易的将五张图片排出正确的顺序，理解短文的内容了，这时
对于学生不理解的难点句子精讲点拨，便于学生整体把握课文。其后让学生在理解课文的基础上，利用填空的形式复
述短文也就简单多了。掌握Ted上周的经历后，问同学们的经历，让学生在相互问答做一汇报，之后小结并当堂检测，
最后布置作业—-用when或while写一写自己上周末的经历。
五、教学准备：
多媒体课件。
1、在百度搜索教学3a所需的内容，在百度中搜索Unit 3 What were you doing when the UFO arrived ? 课件，借
鉴其相关图片及音像资料，制作成PPT课件用于课堂教学。
2、学生课前预习3a-4的词汇。
六、教学方法
1.Task-based Language Teaching ( 任务型教学)
I give students four tasks. Students can grasp the passage and practice the tense by finishing these tasks. They can enjoy
themselves in learning English during the tasks.
2.Situation Approach（情景教学法）
I will guide the students to discuss the pictures , so that they can get a better understanding about the passage, and get good
situations to train their spoken English
3. Communicative Approach (交际教学法):
Students can learn the tense by communicating with each other in pairs or groups.
七、教学过程
Step 1 Warm up
1. Greetings
2. leading-in: Show a toy ---Changjiang 7 hao .
T: what's his name? S1: His name is Changjiang 7 hao
T: Did you see an alien ?
S: No ,I didn’t .
T: me too .But Ted saw an alien on Sunday .Do you want to know his experience ? Let’s go on learning
What were you doing when the UFO arrived? Section A 3a-4
Step 2 chcek and explain the new words
127Check the Preview condition and explain the new words --experience, around, follow, amazing, strange, kid，
imagine
Step 3 New lesson--Section A 3a - 4
Task 1: Read the e-mail message and anwser the questions
1.When did the UFO landed ?
2.What places did the alien go ?
3.Did the alien buy any souvennirs ?
4.What did the writer do while the alien in the museum?
Task 2: Read the e-mail message again and describe the pictures in ‘when’ or ‘while’ in groups.
难点分析:
1.You can imagine how strange it was!你可以想像这是多么奇怪！
这是宾语从句，“how strange it was这是多么奇怪”是 “imagine想像”的从句。
“how strange it was“是感叹句结构，how引导的感叹句结构是：How+副词或形容词+陈述语序 。
2.I followed it to see where it was going.我跟着去看他要去哪里。followed sb to do sth 跟随某人做某事
这是宾语从句，“where it was going”是“see”的从句。 Where之后是陈述语序 。
Task 3: Read the e-mail message for several times then close the book to try to retell it.
I had ____________ on Sunday．At ____________, I ________ the street when a UFO _______ me．You can imagine
________! An alien ____and____Street．I followed________, and I was very surpried when it ________
shop．While it ________ the souvenirs, the shop assistant _________．Before __________, the alien _______
and then ___________．While the alien ____________, I ____________．Isn't that__________ !
Task 4: Do a severy then make a report.
You Student 1 Student 2
9:00 am
11:30 am
1:00 pm
9:00 pm
完成任务需要的目标语言：
128A: What were you doing at nine o’clock last Sunday morning?
B: I was listening to music. How about you?
A: I was sleeping .
Report like this :
In our group, ××× was –ing while ××× was –ing at 9:00 . „.. ××× was -ing to music when ×××.
Step 4 Summary
Step 5 Classroom testing (见下)
一、根据句意和首字母填空。
I had a very unusual e____________ on Sunday．At a ten o'clock in the morning, I was w
down the street when a UFO l________ right in front of me．You can imagine how s it was! An alien
g out and walked down Centre Street．I f to see where it was going, and I was very
s_________ when it w_______ into a souvenir shop．While it was l_______ at the souvenirs, the shop assistant
c the police．Before the police arrived, the alien left the shop and then v the Museum of
Flight．W_______ the alien was in the museum, I called the TV station．Isn't that a___________ !
二、根据黑体单词，用所给单词的适当形式填空.
1.The story __________(happen) in 1992.
2.What __________you _______(do) at the time yesterday?
3.When the phone rang,my sister____________(write) a lettter.
4.The boy ________(talk)on the phone last night.
5.The Whites__________(visit)the museum at 8:00 yesterday morning.
6.The plane _________(take)off in five minutes.
7.We ________(visit)our grand parents next week.
三、Homework Write your experience last Sunday with when or while
七、教学反思
今天，我讲了初三英语Unit 3 Section A (3a-4).总的来说我达到了预设的目标，突破了重点、难点，是一堂比
较成功的课 。下面我根据上课的情况、其他教师的点评以及学生的课上表现来对本堂课反思如下：
1.课前准备充分，对学生的预习情况了解准确，及时对课件进行了改进，利用ppt降低了复述短文的难度，激发
了学生的兴趣，活跃了课堂气氛，为课堂活动提供了必要的条件。
2.本节课是一节读写课，短文涉及的知识点较多，学生一碰到这种课型就好后缩，尤其是短文的复述让很多同学
不敢尝试。其原因是基础知识掌握不灵活，不能熟练应用。针对这种情况，在本节课中，我将重点词汇、重点句子及
难点句子分开讲解，逐一突破，让学生不知不觉得就掌握了所学的知识，使学习不那么枯燥无味，而且，掌握起来还
牢固。其次，在处理3a和4时我主要采用了任务型教学法，在自学和小组活动之前，交代清楚活动的内容和方法，任
129务的明确，给了学生一个学习的动力，让他们有了明确的学习目标。学习目标明确了，他们的积极性就高了。
3.充分利用了白板。本堂课的难点之一就是复述课文，要想让学生当堂课把知识点复述出来并不容易。因此，我
利用课本中的图片帮学生理顺了思路，利用挖空的形式让学生复述短文。这样，学生复述起来就变得容易多了。
当然，整节课除了以上较为满意的地方之外，也存在有不足之处，如：个别学生表现不是很积极，得不到回答问
题的机会；课堂上时间安排有点前松后紧；作业设计没有分层，学困生完成的不好。
Unit 3 What were you doing when the UFO arrived? Section A 第二课时 教学实录
Step I Warm up
T：Good afternoon.. Boys and girls. Today we will go on learning ‗Unit 3 What were you doing when the UFO arrived？‘Now,
at first, let me tell you about the teaching aims:
knowledge aim: Master the words and expressions.
Ability aim :Be able to retell the story in 3A and try to tell your own stories.
Step II Revision
T: Let‘s check out your homework first .Now, take our your homework please. Change it with your deskmates and correct it.
(Teacher Shows the answer on the slider)
T: If you have questions, come here, I‘m waiting for you.
(After about 3 minutes, some students come to the teacher and ask questions, other students go on or discuss their questions
with each other.)
T: OK Any questions?
130S: No.
T: Look at Exx 4. Let me show you the importance: ― when‖ can take ―while‖ instead. But ―while‖ can‘t take ‗when‘ instead.
(这一环节是互批作业，旨在温故知新。学生交换批改上节课所留作业，并对错题进行讨论或请教老师，教师答疑解惑
以个别辅导为主，共性重点问题则进行集中点拨。)
Step III Presentation
T: Let‘s go on. Boys and girls, Turn to page 105,look at the new words. In our new lesson ,you must remember: Any time, the
intelligent students can go on to do other exercises that you have. If you want me to give you some exercises, please ask for it.
（教师鼓励学生‘知者先行’，即掌握了课堂所授内容的优生不必等，可以自行选择手头材料进行其他的练习）
T: Now, let‘s look the new words and read after the recorder.
(Students read the new words after the recorder and then read together.)
T: Do you have good ways to remember the new words? Please try to remember them. Try please.(Teamwork: students
discuss the ways to remember the new words )
（学生利用互帮显示板进行了小组合作，运用熊川武教授的情智记忆法边写边讨论单词的记忆方法）
T: Who wants to say?
S1:I want to say‖ experience‖:“ex”是一休（名字），然后把后面几个字母拆开来看p`r`i`n`c`e，prince是“王子”的意
思 ‗ri‘前后的两个‘e‘是王子的眼睛，我们可以这样记：一休(ex)看到王子(prince)在日头旁边眯着两眼(e,e)做体验。
T: OK, thank you. Another one, please!
S2: （指着小黑板上的单词‘follow’）‘follow’:‘f‘是拐杖，‘o‘是眼睛，‘l‘是鼻子，所以可以这样记：‘w‘拄着拐杖
紧跟着长着两只眼睛两个鼻子的怪物。
131T: Excellent！Another one?
S3: 我们编的是‘kid‘（利用互帮显示板展示‘kid‘）‘i‘是‘爱’，‘d‘是弟弟，‘k‘开玩笑说爱(i)弟弟(d)
T: Great! Another one please?
S4: 我们组编的是‘amazing‘:‘“am”是上午，‘a‘是一个，‘z‘可以看作“在”‘ing‘可以看成“鹰”，在上午(am)的时候看
到鹰(ing)，是非常令人惊异的。
T: Anyone else? Who wants to say about ‗strange‘?
S5: （根据情智记忆法条码）‘s‘是美女，‘t‘是伞，‘r‘是拐杖。美女(s)拿着伞(t)在拐杖上(r)安(an)了一个(ge)奇怪的东西。
T: Well down! You did very well. Now, boys and girls, use your good ways to remember them clearly. Then try to write down
the new words on your guide paper please. If you finish it quickly ,please do other exercises.
(Students begin to write one by one without looking at these new words. When they finish it, show the green card to the teacher.
Then begin to do other exercise on their exercise books.)
（单词教学中引导学生充分运用情智记忆法记忆单词，记忆过程中充分利用互帮显示板进行小组合作活动教学过程由
听读到自读，由开口说到记忆到默写，重视学生听说读写）
Step IV Presentation
T: Boys and girls, an alien came to our city last night, am I kidding?( Make a joke to lead in)
S: (amazed)Yes!
T: Yeah, I‘m kidding. -----That means：
S:“我在开玩笑”。
132T: (go on leading in)But an alien came to Ted‘s city. Now let‘s look at 3A.
Task1: Listen and number the picture.
(Students listen and number the pictures after the recorder.)
T: Now, let‘s look at the answer:“ Two ,one, four, three, five”(show the slider)
Are you right?
S: Yes.
T: How clever you are! Now let‘s look at your guide paper: Study procedure II:
Read and learn the useful expressions by yourself. Pay attention to the method: ：识记重点，完成习题，并把相关句型在3a
中圈出 ，口头翻译出来。 If you finish it ,don‘t forget to show me your green card and do other exercises.
（学生根据学法指导自主学习知识点，做习题，教师巡视随时解答学生的疑问，帮助有困难的学生完成自学。）
T:Let‘s look at it, please. The first sentence: I have a very unusual experience. ―experience‖ here means:‘经验‘or‘体验’？
S: 体验.
T: The next sentence is :You can imagine how strange it was!(T.S together)
it Means:~
S: 你可以想象（设想）它是多么的奇怪呀！
T: Next one.
S: ‗I followed it to see‘我跟着它去看。
133T: Follow sb to do sth. 跟随某人去干某事。Where is ‗amazing‘?
S: In the last sentence: Isn‘t that amazing?
T: What‘s the meaning?
S: 这难道不令人惊异吗！？
T: Good.这句是表感叹的语气。上面提到的How strange it was是正规的感叹句。
（师点拨感叹句语法并通过句型练习巩固感叹句句型结构）
T: Now, let‘s look at“amazing” and“amazed”（点拨第四个知识点）What can you use them?
S: amazing/amazed.
T: ‗amazing‘is right. We are amazed at the news have to describe peopl（e 解释疑难问题）use‘amazed‘.Now,read the passage as
quickly as you can and translate by yourself
（学生熟读病翻译全文，为下文‘retell’做好铺垫。教师全场巡视帮助出示红牌有疑难的同学）
Step V: Retell the story.
T: Let‘s go on.Please try to retell the story（学法指导，用上所给的单词提示进行复述）I‘ll give you 5 minutes.You can have
a teenwalk or retell by yourself.
（进行学法指导后，学生开始根据单词提示独立进行复述或小组分工合作复述课文）
T: Who wants to retell before class?
(SS hand up,S1 retell by himself)
T: Great! Who wants to retell it in your team?
134（学生一组开始合作‘retell‘）
T: Well down! Who wants to retell it in your team again?
（学生二组，三组复述，小组合作效果显著）
Step VI（拓展一）Survey
T: I‘ll give you another chance, let‘s make a survey. You can use the sentences like those:
‘A:What were you doing at nine o‘clock last Sunday morning?
B:I was sleeping. How about you?
A:I was doing my homework.‘
Ask and answer the questions with eachother and fill in the chart below.
（学生展开调查）
Step VII Talk show
T: Who wants to report about your Survey?
(Some students report in the fore class)
Step VIII Theme thinking （拓展三）
T：Let‘s make a theme thinking. Please use the important words what we have learned in this class below to make a dialogue or
conversation. You can think and practise to say.
T:(Three minutes later. Who wants to show in our class)
135(Students show themselves one by one)
T: Ok,I hope you can write it down after class.
Step X Test
T: I want to know if you master this lesson? Let‘s have a test.
（学生做完亮绿牌，并继续运用手头材料自主选择做其他练习，全体绿牌后，老师出示答案，学生自行批改订正，有
疑问则通过小组讨论和教室个别辅导解决）
Step IX Summary
T: I want to know what you have learned in this class.
S1: When 和 While 的区别感叹句的基本结构。
S2: ‗amazing‘和‘amazed‘的区别，还有词汇。
T: What about Grammar we have used in this class?
S:过去进行时态。
（师生同看过去进行时态的语法规则：）
（出示关灯）
T: Are you sure?
S: Yes.
Step IIX Homework
136T: Now, let‘s look at the homework:
1. 听说作业：听读并 复述 课文 3a.
2. 把主题思考写到主题思考本上。 完成配套练习册SectionA 的习题。
3. 知者加速（选做作业）：课时作业Section A (2)拓展提升4，5，6题.
（其中有选作作业满足了不同层次学生的需求，又一次体现了‘知者加速’）
T: I hope you can review this lesson after class. Class is over, thank you Good bye!
S: Bye ！
自我评析：
1. 教学方法：
（1）自然分材教学法：自然分材教学法是依据有效教学和理解教育的基本理念而构建的教学法。他有两个特点：
让教学任务随学生差异自然分化；学生针对自己存在的学习问题进行自主探究。本堂课主要通过 互批作业、小组合作、
知者加速、使用三色显示牌和互帮显示板和单词的情智记忆、主题思考等环节对教学法进行贯彻。
（2）情景交际法：本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实
情境，引导学生在运用中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了能用）。
（3）任务型语言教学法：设计多种任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进
行合作，为完成任务进行探究学习。
2.学习策略
（1）自主学习：要求学生采用自主学习的方式，能根据需要进行有目的预习，使其对教师的教学内容起补充作用。
137（2）合作学习：在与同学合作完成任务的活动中形成合作学习和探究学习的学习方式，引导学生积极思考，善于
抓住英语交流的机会。在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
（3）通过汇报、激发学生的学习热情，培养他们的概括能力，发挥他们自己的主观能动性，把被动的学习变为主
动学习，让学生巩固所学语言知识。
Unit 3 What were you doing when the UFO arrived? Section B 1-2c 说课稿
一．说教材：
1.教材分析
本单元以What were you doing when the UFO arrived?为话题，要求学生学会讨论过去发生的事情，并学会讲故事，同时
了解一些自然科学知识和社会科学知识，从而更加热爱科学，迸发探索科学的热情。本节课的上课内容是Section B 1-2c
主要是对前面学习过的句型进行复习和扩展，同时学习新单词以及提高学生的听力能力。
本节课主要复习的句型有：What were you doing ……?
I / she / he was.......
They were……
2.教学目标
知识目标：
a. 掌握新单词：shout; jump down; climb; scared
b. 掌握并会运用句型：—What were you doing at 8o‘clock last night?
—I was doing my homework.
技能目标：
a. 能听懂听力材料的内容，并能做出相应的练习。
b. 提高学生听和说的能力。
二．教法与学法
本节课采取了任务型教学法，通过让学生完成不同的任务来完成不同的教学活动。本节课采用了 Brainstorming、
Pairwork、Groupwork等活动，实现了让学生说的目标。通过补充故事让学生巩固新学的单词，通过小组的活动让学生
参与到问题的讨论中，让学生开口说。
三．学情分析
通过几个学期的学习，学生已经积累了一定的词汇，并熟练掌握了一些句型。本节课的热身部分是给了学生一个问题：
What were you doing at 8 o‘clock last night? 通过学生本身的活动来引起他们的兴趣，并对前面的内容进行了复习。
四．教学重难点
a.掌握本节课所学新单词：shout; jump down; climb; scared
b.掌握和巩固本单元的句型和语法（过去进行时）
—What were you doing at 8o‘clock last night?
—I was doing my homework.
c.提高学生听力的能力
d.培养和提高学生说的能力
五．课堂教学设计
Step1 Brainstorming:
通过一个问题：What were you doing at 8o‘clock last night? 你昨天晚上8点的时候正在干什么？让学生复习前面学习过
138的句型和语法。
Step 2 Pairwork:
Where were you at 6o‘clock yesterday evening?
I was in a river.
What were you doing?
I was swimming.
这部分是给出了例句让学生模仿。通过最后一个对话引出新单词的学习。最后一个对话是在动物园，看动物。
Step 3 New words learning
通过人们遇到蛇时会有什么感觉来引出新单词 scared，恐惧的，害怕的。了解这个意思之后再引出 shout。再以图片的
形式学习另外两个单词：climb和 jump down。
Step 4 Section B Activity 1
新单词教完之后，让学生完成活动一
Step 5 Blank filling
故事挖空让学生填入合适的单词。
我本来的设计是让学生自己根据这四幅图编一个故事。但是后来根据学生的实际情况，这个任务他们可能完成不了，
所以我就自己写了一个故事，让学生根据第一个字母去填空，来巩固所学的新单词。
Step 6 Listening 2a-2b
Step 7 Game time (听力故事接龙)
我本来的设计是给出几个短语然后让学生说，但是发现学生在语言组织方面还有点欠缺，于是我就按照听力里故事的
发展顺序写了5个句子，让学生填入相应的短语。让学生理解听力内容，并会读听力里的重要短语。
Step 8 Groupwork
A man was killed yesterday morning.
A policeman wants to know: What were you doing at 10:00 yesterday morning?
( You may be a doctor/ driver/ teacher/ businessman/visitor / singer etc.)
Then make a report:
In my group, there are ___people. At round 10:00 yesterday morning, A was in the ___, and A was ___ when the man was
killed. While A was ___, B was in the ___ and ___. While B ___, C was ___. So the murder isn’t in my group.
这个活动主要是让学生运用句型来讨论。通过讨论，让学生来说，培养他们说的能力。虽然有些错误，但是他们能大
胆的说，我的目的就达到了。
Step 9 Translation
翻译的练习。这个练习我是根据听力材料，选取几个句子让学生翻译。学生完成的情况也比较好。
Step 10 Homework
1.Interview what your family were doing at 10:00 yesterday morning. Then write a report.
2. Finish the workbook ( P9,Ⅲ)
六．板书设计
Unit 3 What were you doing when the UfO arrived?
Scared Where were you at 10 o‘clock yesterday morning?
Climb
Shout What were you doing at that time?
Jump down
139Unit 3 What were you doing when the UFO arrived? Section B (1—3)说课实录
[教学目标]
知识目标：1.学习并掌握What, Why引导的特殊疑问句，
2.用Because句型和形容词―ugly, clever, friendly, beautiful, shy ‖表示原因，性质、品质。
能力目标：Describe animals; Express preferences
情感目标：了解自然，树立自觉保护动物的意识，谈论喜好，展示个性。
[重点难点]
重点：1. Words: ugly, clever, friendly, beautiful, shy, other
2. Target Language:
What animals do you like?
What other animals do you like?
Because they‘re…and…
难点：How to describe animal and express preferences.
[教学过程]
I. Warm up
1. Revision (复习Section A中的句型)
Let‘s chant.
What animal do you like?
What animal do you like?
Do you like tigers?
Yes, I do. Yes, I do.
Do you like pandas?
Yes, I do. Yes, I do.
Do you like pandas?
No, I don‘t. No, I don‘t.
点评：Chant的应用，既复习回顾了Section A中的内容， 又提高了学生学习的积极性，活跃了课堂气氛。
2. Task: A free talk about your favorite animal and the reasons
参考句型：
A: What‘s your favorite animal?
B: My favorite animal is…
A: Why?
B: Because it‘s …
点评：进一步突出了本单元的“Language Goals: Describe animals; Express preferences”，以对话活动为载体，
有针对性的复习回顾了以前所学的知识，同时又为本课的学习目标（让学生使用更加丰富的语言来描述动物，表达自
己的喜好）做了铺垫。
II. Pre-task (预备任务)
1. Research（新知探究）：
1) Show the new words“ugly, clever, friendly，beautiful, shy, other ‖on the screen to the SS.
2) Ask a student to read, the other SS follow him / her to read.
C. Read, correct the pronunciations and remember them.
D. Have a dictation.
点评：以上活动都是在课前单词预习的基础上进行。
2. Task1: Learn more describe words.
2) Ask some groups to show.
参考词汇：ugly, friendly, small, shy, clever, beautiful, cute, scary…
参考句型：
A: Let‘s see….
140B: Why?
A: Because…
OR, A: Do you like…?
B: Yes, I do / No, I don‘t
A: Why?
B: Because…
点评：通过复习回顾、强化巩固了单词，在这一个活动中，教师注重了训练学生对单词的应用，教会学生如何
用更加丰富的语言描述动物，表达喜好。建议这个任务的设计，与Revision中Task(A free talk about your favorite
animal and the reasons)内容相似，设计的层次应该递进一步。
III. While-task (同步任务)
1. Task1: SB 2a（课本2a）
2) Change and correct
点评：小组间，小组成员之间，相互合作，共同促进。
3) Ask the groups to show.
2. Task2: SB.2b
1) Use the same way to solve 2b.
2) Follow to read the listening material
3. Task3: SB 3
1) Listen to the tape.
2) Read and understand
3) Talk about the important contents.
4) Read the new sentences on the screen:
What animals do you like?
What other animals do you like?
Because they‘re friendly and clever.
5) Show
6) Read after the tape.
7) Read in groups.
8) Check
4. Task4: Make new conversations in groups
需用句型：
A: What animals do you like?
B: I like… They‘re…
A: What other animals…?
B: I like…
A: Why?
B: Because…
点评：这个活动是本堂课的升华，任务的层次有所递进，表达的语言更加丰富，注重了口语应用，同时为下一步的
教学活动做好准备。
IV. Post-task (任务提升)
1. Task1: Make a survey
Survey 4 partners about their favorite animals / subjects / movies / actors (演员) /month… and the reasons
Favorite animals / subjects / movies / actors（演
Names Reasons(原因)
员）/months（月份）
参考句型：What‘s your favorite…? Why?
141点评：合作共建，展示提升，这个任务通过学生之间的合作完成，在谈论动物话题的基础上有所拓展，通过合作交流，
为下一步写作训练提供了素材。
2. Task 2: Speaking and writing
First give us the report about the survey, and then write a short article.
…favorite…is…, He / She likes it because…
点评：教学层次又递进一步，任务的难度又有所增加，由对话的口语应用练习，迁移到语篇的输出，达成了预定的能
力目标，同时又为下一课时3a语篇的学习打好了基础。
V. Summary:
Ask one of the Ss what they have learnt.
VI. Homework
1. Grasp the new contents in section B 1-3.
2. Preview 3a-4 .
总评
1. 目标明确，重、难点把握准确，知识主线提炼精确。
2. 教学设计体现了“听说课”的教学模式，从复习热身、感知体验、强化巩固到语言应用，设计的思路清晰，步骤明
确，体现了“层层递进”的教学原则。
3. 设计的流程遵循了学生的认知规律，由感知体验到语言应用，注重了知识获取，能力形成的学习过程。
4. 能够突出学生的主体地位，面向全体，每个学生有任务，且每个学生都有展示的机会。
5. 通过小组间的合作，引导学生进行自主、探究学习，敢于质疑，善于解惑，学会总结，大胆评价。
6. 教学效果良好，学生参与面广，参与机会多，参与的积极性高涨，兴趣浓，知识与能力、过程与方法、情感态度价
值观得到了很好的落实。
读写课课堂 教学实录
Unit 3 What were you doing when the UFO arrived? Section A （3a—4）
Language Goals: 1. Talk about past events
2. Train the Ss to try to tell a story
New words：experience around strange follow amazing kid
Grammar： Revise the Past Progressive Tense
What was he doing when the UFO arrived？
He was sleeping late when it arrived.
Step 1 Free talk
1. Greetings: 点评：
T: Hello, boys and girls! Good afternoon! First please 通过Greeting消除了陌生感，拉近师生间的距离。并
answer my questions, OK? 且通过复习现在进行时自然地过渡到过去进行时态，同时
What are you doing now? 处理了新单词around.
What were you doing at 8:00 yesterday? 小组活动中，创设了情景，采用了生生互动的形式，
What were you doing at around 10:00 yesterday? 因而让全体学生都能够参与到学习活动中。在听说训练中
2. Revise the Past Progressive Tense by asking the Ss 掌握复习、体验过去进行时态的用法，并且掌握了新短语
to make up some sentences like: at around 的用法。增加了课堂的参与度，提高了训练的密
A: What were you doing at around„ yesterday? 度和强度。
B: I was „
First gave them two models, in pairs.
Step2 Group work
1421. Read and try to recite the dialogue in Part 4. 点评：
2. Fill in the table first. Then interview two 此一环节既是对上一教学环节的拓展，也为下面的课
classmates. 文教学以及最后的作文教学创造了条件，几个教学小步骤
3. Write down their interview dialogues, and then check in 环环相扣：
pairs. 1、背诵对话，培养学生瞬时记忆能力，同时为采访
4. Translate the sentences. 做准备； 2、学生填表格，运用刚刚背诵的对话结构在班
The kids are kidding their friends. 内进行采访，在有意义的语境中运用了学过的过去进行
Kids won‘t go to school. 时，该活动寓抽象的语法复习于生动真实的交际活动中。
既培养了学生口头交际能力，又为写对话做了铺垫；3、
Step3 New words 学生写对话，及时把口头训练的成果落实到笔头表达。4、
两个例句，让学生理解 kid 的用法，干脆利索，火候把握
1. Read the new words and expressions. 精确。
experience imagine strange follow amazing 此一环节是本节课的重点，尽管生词不多，但既抽象
又难读，如果不能突破，则下一步骤难以进行。教师进行
2. Check if the Ss can read the new words. 的教学活动是：
3. Chant (dancing and saying) like this: 1、领读，学生学习读音；2、同位检查互批互纠读音；
3、chant深入解决单词读音，学习单词用法，形成读音→
Strange, strange, strange 单词（词义）→短语→句子一条线，用生动形象的方法学
习抽象的单词，既激发了学生的学习兴趣，又让学生从音、
The teacher is strange. 形、意上（特别是读音）掌握单词，同时为学习课文扫清
Follow me, follow me, follow me. 语言障碍。
Please follow me to see.
Please follow me to how we‘re dancing.
Experience, experience, experience. 点评：
We are having an unusual experience. 巩固了 chant 的内容，形成了小篇章，为学习课文打下了
Amazing, amazing, amazing. 坚实的基础
This class is amazing.
4. Get the Ss to write down these sentences.
This teacher is strange.
Please follow me to see how we are dancing.
We are having an unusual experience. 点评：
This class is amazing. 速读，了解大意，培养学生的速读能力。
Please imagine your life in ten years. 跟读，矫正学生的读音，培养学生大声诵读能力。
阅读并划出重难点，培养学生跳读能力、自学能力和小组
Step4 3a 合作学习的能力。鼓励学生发问，相互解答问题，精读课
文，质疑解惑，为复述课文创造条件。
1. Read and number the pictures in the correct order. 教师在授课的过程中一方面利用图片和关键词为学生
2. Listen and repeat. 复述课文提供了充足的辅助条件（脚手架原则得到了充分
3. Read and underline important and difficult parts and discuss 地体现）；另一方面又让学生逐幅图画进行复述，然后整
in groups. 体复述。体现了由易到难，层层推进的原则。在此教学活
动中，教师一方面培养学生口头表达能力和篇章形成能
4. Retell the story according to the pictures and key words. 力；另一方面也为进一步理解和运用过去进行时态提供了
有力的保障。
Picture 1: at around ten, I walking down the street when land 点评：
in front of me 本环节及时把学习的成果加以巩固，由于教师 精心
Picture 2: alien get out, walk down Center Street 做了充分的铺垫，做到了由易到难、水到渠成。
Picture 3: while it looking at the souvenirs, shop assistant call
the police 点评：
Picture 4: 结合本课特点，学生运用所学词汇、短语、句型、语法作
143Before police arrive alien leave the shop. 文，学生在真实的语言运用中，进一步巩固了本节课的学
Picture 5: 习成果。
While alien be in the museum, I call the TV station.
5. Get the Ss to write down what they retell.
Step 4
Write a letter
Write a letter to your friend about this class according to your
timetable (请参照你的时间表,就这节课写封信向你朋友描
述一下,注意运用提供的关键词). Here are the key words.
Time Activities
at around 5:00 interviewing my classmates
点评：
回顾本节课的重难点。
at around 5:10 dancing and studying the new words
at around 5:15 reading the e-mail
at around 5:20 writing a letter
at around 5:30 getting out of the classroom
Key words: amazing be surprised
Dear ,
I had an interesting English class today. I had a very unusual
experience. When we came here,…
Step 5 Review
Go through the Bb and review the items learnt in this lesson.
Homework:
1. learn the new language items by heart.
2. Complete the letter neatly and correctly.
总评：
纵观本节课，教师对教材的把握老道，教学目标定位准确；教学环节设计丝丝入扣、层层推进；听说读写训练全
面、透彻；教师教学方式灵活多样，既活泼，又实用；教学活动设计面向全体学生，学生积极主动参与，主动发展。
教师的教学风格已形成鲜明的特点：口头训练领先、读写及时跟进的原则贯穿始终。
建议：1、教师再多增加一些让学生展示的机会，以便进一步增强学生的自信心、提高其积极性，进而获得成就感；
2、教师应进一步锤炼自己的课堂语言，从而使课堂教学可以更加流畅地进行。
Unit 3 What were you doing when the UFO arrived? 说课稿
一、教材分析
―What were you doing when the UFO arrived?‖选自人教版课程标准实验教材《英语》（新目标）八年级下册第3
单元。它以谈论过去为主线，使学生学会用过去进行时来谈论过去发生的事。通过谈论UFO，启迪学生思维，丰
富学生想像力，激发学生创作灵感，使他们展开积极的思维活动，跨学科学习，牢固掌握并运用过去进行时。
二、设计意图
1441.面向全体学生，遵循语言学习的规律。
2.鼓励学生通过体验、实践、讨论、合作等方式，发展听、说、读、写的综合语言技能。
3.关注学生的情感，营造宽松、民主、和谐的教学氛围。
三、教学目标
1.知识与技能：自主学习掌握词汇及其用法；通过运用过去进行时，培养学生听、说、读、写的综合能力。
2.情感态度与价值观：培养学生热爱科学，探索科学，有效地进行跨学科学习。
四、教学重、难点
1.教学重点：过去进行时。
2.教学难点：过去进行时在写作及口语交际中的具体运用。
五、教学过程
1.Step1
Sing the English song ― I want it that way ‖.
(设计意图：激情热身，让学生在歌声中融入英语课堂，激活英语思维。)
2.Step 2
（1）Draw some pictures on the blackboard . Write the past time below the pictures.
（2）Students ask and answer in pairs.
A: What were you doing when the UFO arrived?
B: I was writing a letter.
(设计意图：图画导入，通过简单生动的简笔画，引导学生对旧知识温习，为学习新知识搭设桥梁。)
3.Step 3
Work in groups. Learn the words. Look them up in the dictionary. Ask some students to teach the rest of class how to
use the words.
(设计意图：给予学生学习自主权，刺激学生思维，让学生通过查字典，自己解决问题，为学生终身学习奠定
基础。)
4.Step4
Listening practice. Close your books. Ask five questions. Have a competition between boys and girls. Work in
groups. Find the important points.
（设计意图：通过男生女生比赛，培养学生责任感，强化集体观念。)
5.Step 5
Writing practice.Show four pictures.Students write a story.
(设计意图：通过写作，进一步提高学生综合运用过去进行时的能力。)
6.Step 6
Work in teams. Imagine one of the students is a policeman（policewoman）.Do a survey .Ask the rest of the team
what they were doing when the murder happened .
(设计意图：制作调查报告，设定现实情境，汲取学生真实生活经验，生生互动，使学生学到能动的、有生命
力的知识。)
7.Step7
Sum up the important points.
(设计意图：学生点睛总结，进一步巩固所学知识。)
评析
本节课教师将―过去进行时‖这一教学重点贯穿于教学始终。通过英语歌曲及简笔画的导入，激发学生学习兴
趣，顺利展开新课教授活动。在新课教授中，以学生为主体，发挥学生自主学习的热情，充分挖掘学生自主学习
的潜能，并通过小组活动，有效组织合作学习，创设良好教学情境，通过优化的教学模式，启发学生思维力、想
像力，变被动学习为主动学习，收到了事半功倍的效果。
145Unit 3 What were you doing when the UFO arrived? 说课实录
T: Today is very cold, isn‘t it?
S: Yes, it is.
T: Some of you are very excited. You must be calm.
S: Yes.
T: Is it dry or humid today?
S: It‘s dry.
T: The wind is coming from the north. You must wear more clothes. Otherwise, you will have a cold.
S: OK.
T: Today we are going to learn Unit 3 What were you doing when the UFO arrived? Before we learn the text, I‘d like to share
the teaching aims with you.
Do you know the past events?
S: No.
T: Do you know ―past‖?
Y: Yes.
T: ―events‖ ? 事情 How about the Grammar Focus ? The Past Progressive Tense:过去进行时 ―was / were + doing‖结构
Y: Yes.
T: Let‘s look at the words and expressions. Read the words and phases by yourselves.
Y: UFO…
T: Since you can read the words, let‘s come to the next part. ―Do you know the UFO?‖
Y: No.
T: Did you hear of the UFO?
Y: Yes.
T: Some of you may hear of the UFO. Let‘s look at the explanation. ―UFO‖ means 飞碟, fling plates. It looks like a plate and it
appears in the sky. Did you see a UFO?
S: No.
T: I myself didn‘t see it. Suppose you have seem the UFO, ―Where were you?‖ when the UFO arrived?
S1: I was staying at home.
S2: I was at school.
S3: I was going to the UFO.
T: When the UFO arrived, you were going to another UFO. You‘re a supper girl. Please do it in pairs. Find your own partners.
146Use ―Where were you when the UFO arrived?‖
S1: I was having a bath.
T2: Where were you when the UFO arrived?
T3: I was in a barber‘s room.
T: This time I ask the girls. One asks and one answers.
S1: Where were you when the UFO arrived?
S2: I was staying at home.
T: Next one. Where were you when the UFO arrived?
S: I was in the kitchen.
T: The whole class. Next, one by one. What were you doing when the UFO arrived?
S1: I was cooking.
S2: I was singing. / running / watching TV / dancing
T: Yes. How about this? It‘s boring, do you think so? Clean the room
S: Yes.
T: 刚才我们做了一些联习“ 过去进行时” 什么叫过去进行时？
S:动作在过去某一时刻或某一阶段发生的动作
T: 由was/ were doing 组成 eg. I was doing my homework at 9 yesterday.
He was writing a letter when I came in.
常有一些时间状语或上下文引出过去进行时
还有注意一些表示感情、状态的词， 一般不用进行时。
I love you.没有说 I am /was loving you. Do you know?
S: Yes.
T: Ok. Let‘s come to 1a. Did you do 1a yesterday? I give you a few minutes to do it.
Do you know bathroom?
S: Yes.
T: You can underline ―in front of‖ ― underline‖ do you know?
S: Yes.
T: Can we check the answer?
S: Yes.
T: Look at d, where is d? The man is wearing a pajamas. ―pajamas‖睡衣
S: d. b. a c e f
T: Is it very difficult?
147S: No
T: Shall we come to 1b.What‘s 1b?
S: Listen to the tape recording.
T: Yes. It‘s listening. 听一下新闻记者的一些问题 and circle the correct response. DO you know ―response‖?
S: No.
T: 回应 ，response. Before you listen to the recording, please make sure you understand the phrases. If you understand all of
them, it may help you to understand the listening better.
S: Yes.
T: You can underline ―sleep late‖ ― talking on the phone‖ , cutting hair,‖ hair‖ 不可数名词，也可以指一根一根的头发，eg:
white hairs. White hairs climbed up his head. Understand?
S: Yes.
T: Let‘s do the listening, Are you ready?
S: Yes.
T: Later you must repeat the sentences one by one.
Shall we listen to it once again?
S: Yes.
T: Ok. Let‘s check the answer. And repeat the sentences one by one .
S: So, what were you doing when the UFO arrived? Well, I was standing in front of the library. I was sleeping late. I was
cooking dinner. How about you? I was getting out of the shower. And I was cutting hair.
T: The whole class read the sentences.
S: So,…
T: I‘ll give you a few minutes to recite the dialogue.
S: So,…
T: Good. Let‘s do 1c. Before we do the pairwork, do you know how to do it?
S: Yes.
T: Do you know what the sentences mean?
S: Yes.
T: OK. You do it with your partners first. Later, I ask two of you to do it.
S: OK.
T: You, please. You find your own partner.
S1: What was he doing when the UFO arrived?
S2: He was doing his homework when the UFO arrived.
148T: Anyone who likes to try? OK. Let‘s do some exercise. Look at the screen.
S: was riding a bicycle, was swimming, was playing basketball, was cooking
T: Good. Look at the sentences. I‘ll ask some of you to do it.
S1: an alien got out of the UFO
S2: a plane was taking off
S3: out of
S4: barber shop
S5: all the students was reading books
S6: the girl was writing a letter
T: That‘s good. Let‘s do the following. The whole class do it.
S: No1. B
T: No2, we choose D. No 3, we choose C. You can see ―yesterday‖
S: Yes.
T: No.4 B, No 5 B, pay attention to ―barber‘s‖ , eg: the doctor‘s , the dentist‘s ,
No. 6 A , No 7 B. Now take out your exercise books. Let‘s translate the sentences into English. You can write down on
your exercise books.
S: OK.
T: Let‘s check the answers. Did you finish?
S: Yes.
T: Now we‘ll do some reading comprehension. Let‘s look at the screen. You read the passage fast for the first time. Try to get
the main idea of the passage.
S: Yes.
T: After you finish reading the passage, read the exercise and try to find the answer.
S: Yes.
T: Did you find the answer? No1. Look at ― almost hit‖ , So can you find the answer?
S: Yes. A ―close to‖
T: No2. Which one do you choose?
S: D
T: Good. How about the last one?
S: B
T: Ok. Time is near up. Let‘s see the homework for today. Are you clear? Ok. Class is over.
S: Goodbye teacher.
149T: Goodbye class.
Unit 4 He said I was hard-working.
Unit 4 He said I was hard-working. 教案
一、知识点拨
I．Language Goals
·学会间接引语的基本结构与用法
·学会转述他人的语言
·学会进行简单的评价
II．Key Words
1．mad adj．极为愤怒的；十分恼火的
She was mad with me for losing my keys．她为我丢了钥匙而生我的气。
2．anymore adv．再；还（用于否定句）
He doesn't come here anymore．他再也不到这儿来了。
3．however adv．无论如何
He can answer the question however hard it is．不管问题有多难他都能回答。
4．suppose v．假定；认为；料想；期望
What do you suppose you will do after school? 你放学后想干什么?
5．nervous adj．紧张的；神经质的
I felt very nervous when I went into his office．
当我走进他的办公室时，我感到很紧张。
6．semester n．一学期；半年
150We will have ten subjects in this semester．这个学期我们将学十门功课。
7．disappointing adj．令人失望的
Maybe this news is disappointing ．也许这是一个令人失望的消息。
8．be supposed to 认为必须；认为应该
You are supposed to be successful．你应该成功。
9．get mad 变疯；变得着迷
She gets mad about going to dance．她对跳舞着了迷。
10．get over 恢复，克服困难
Can we get over this difficulty? 我们能克服这个困难吗?
III. Key Sentence Structures
Direct speech Reported speech
I am mad at Marcia． She said she was mad at Marcia．
I am having a party for Lana． She said she was having a party for Lana．
I go to the beach every Saturday． He said he went to the beach every Saturday．
I will call you tomorrow． He told me he would call me tomorrow．
I can speak three languages． She said she could speak three languages．
二、学习自评
1．Listening Comprehension
（A）Listen and number the pictures．
1． 2． 3． 4． 5．
（B）Listen to the conversations, first fill in the chart and then choose the right answers．
What did B do this What are they
Names Places Weather What are they going to do this weekend?
going to do spring?
151Summer
A Beijing \
1． 5．
Summer 4．
B 2.
3．
（ ） 6．The first speaker likes best, but is the second speaker's favorite season．
A．spring, spring B．autumn, spring C．spring, autumn
（ ） 7．It is often in summer in London．
A．rainy B．windy C．cold
（ ） 8．In the dialogue it is now in Beijing．
A．summer B．winter C．autumn
（ ） 9．This spring the second speaker went to plant trees with .
A．his classmates B．his parents C．John
（ ） 10．The first speaker is going to this weekend．
A．water the trees B．plant trees C．the Great Wall
II．Vocabulary
Choose the words to fill in the blanks with proper forms, according to the sentences．
can, fight, idea, sure, be, sorry
1．I had a with my friend, and he didn't talk to me．
2．I didn't think it was a good for her to copy my homework．
3．Yesterday Jack told me he was he'd got mad．
4．I was it was much better if I did my own work．
5．The good news is that my teacher said I hard-working．
6．My science teacher said I do better．
III．Choose the correct answers．
（ ） 1．I have some news for you．Mary can't come to see the movie with us．
152A．disappointed B．disappointing C．interested D．interesting
（ ） 2．I am not good at Chinese so I have a time when having Chinese classes．
A．hard B．good C．nice D．easy
（ ） 3．My mom said it was better than having a meeting．
A．more B．some C．fewer D．much
（ ） 4．I am happy you are well and in good .
A．healthy B．health C．balance D．place
（ ） 5．What do I have to do I want to be thinner?
A．if B．since C．while D．until
（ ） 6．When Bill got home, he said to his mom he really hungry．
A．is B．was C．will be D．be
（ ） 7．─ What did Gina say?
─ She said she a surprise party for her mother．
（ ） 8．The teacher said Lisa do all her homework．
A．doesn't B．won't C．isn't D．didn't
（ ） 9．Please remember to the lights when you leave．
A．turn up B．turn down C．turn off D．turn on
（ ） 10．Again and again the doctor the crying girl, but he couldn't find out what was wrong with her．
A．looked for B．looked after C．looked over D．looked out
IV．Choose the right words to fill in the blanks．
Dear Grandma,
How's it going? I hope that Grandpa is 1 now．I was sorry to hear that he had a cold last week．I hope you are in
good 2 .
Things are fine here．I finished my end-of-year exams last week, and got my report card today．I always get nervous when
I see the envelope 3 school in the mail, but luckily I did OK this time．I 4 a really hard time with science this semester, and
I wasn't 5 to find that my worst report was from my science teacher．She said I was lazy, 6 isn't true．It's just that I find
science really difficult．Another disappointing result was in history．My history teacher said I could do 7 , The good news is
that my math teacher said I 8 hard-working．And my Spanish teacher said my 9 was good．Well, 10 about all the news I
have for now．Mom and Dad send their love．
Love,
153Alan
（ ）1．A．good B．well C．nice D．health
（ ）2．A．ways B．healthy C．health D．voice
（ ）3．A．of B．to C．at D．from
（ ）4．A．had B．gave C．took D．made
（ ）5．A．excited B．exciting C．surprising D．surprised
（ ）6．A．which B．what C．when D．why
（ ）7．A．worse B．best C．better D．worst
（ ）8．A．has been B．were C．was D．am
（ ）9．A．listening B．listens C．listen D．listened
（ ）10．A．they're B．it's C．there're D．that's
V．Form sentences．
1．said, was, at, Marcia, history, mad, she
2．last week, cold, Grandpa, had, a
3．she, would, to, house, Lisa's, on, night, Friday, go, she, said
4．asked, to, why, her, wanted, that, do, I, she
5．Linda, she, upset, report, about, card, her, said, was
VI．Reading comprehension
（A）
154Long ago, people in Rome talked to one another in Latin．Pupils in school learned to read and write in Latin．Books were
in Latin too．Some Romans went to other parts of the world so they took their language with them．Soon Latin was used in
many countries and it became a world language．
People in other countries did not talk in Latin the same way．In each land, they changed the language a little．As time went
by, they made more changes．At last they did not talk in Latin any more．New languages had come from the old one．
People do not talk to one another in Latin today．But they still use many Latin words．You do, too．Street, wall, city, and
salt are some of the Latin words we use．You are a pupil in school and you know pupil is also a Latin word．It means ―little
doll‖．
（ ）1．Latin was used by people in .
A．Rome B．the United States
C．Greece D．Texas
（ ）2．The word ―they‖ in the second sentence of last paragraph means .
A．languages B．Latin words． C．people D．countries
（ ）3．Which of the following does this story lead you to believe?
A．It is not good to change a language．
B．Pupils in schools today play with dolls．
C．Not many people can read Latin today．
D．All the Latin words have been changed．
（ ）4．When Latin was taken to other countries, .
A．in each land, people talked about each other
B．in each land, people changed the language a little
C．in each land, children had to speak some Latin
D．in each land, people liked Latin very much
（ ）5．The main idea of the whole story is that .
A．Romans did not like to stay home
B．people in old Rome talked a lot to each other
C．Latin is the first language in the world
D．Latin changed as it moved from land to land
155（B）
A friend of mine named Paul received an expensive car from his brother as a Christmas present．On Christmas Eve when
Paul came out of his office, a street urchin （顽童）was walking around the shining car． ―Is this your car, Paul?‖ he asked．Paul
answered, ―Yes, my brother gave it to me for Christmas．‖ The boy was surprised．―You mean your brother gave it to you and it
didn't cost you anything? Boy, I wish... ‖ he hesitated．Of course Paul knew what he was going to wish for．He was going to
wish he had a brother like that．But what the boy said surprised Paul greatly．―I wish, ‖ the boy went on, ―that I could be a
brother like that．‖ Paul looked at the boy in surprise, then he said again, ―Would you like to take a ride in my car? .... Oh yes,
I'd love that．‖ After a short ride, the boy turned and with his eyes shining said, ―Paul, would you mind driving in front of my
house?‖ Paul smiled a little．He thought he knew what the boy wanted．He wanted to show his neighbors that he could ride
home in a big car．But Paul was wrong again．―Will you stop where those two steps are?‖ the boy asked．
He ran up to the steps．Then in a short while, Paul heard him coming back, but he was not coming fast．He was carrying
his little crippled （残疾）brother．He sat him down on the step and pointed to the car．―There she is, Buddy, just like I told you
upstairs．His brother gave it to him for Christmas and it didn't cost him a cent．And someday I am going to give you one just
like it... then you can see for yourself all the nice things in the Christmas windows that I have been trying to tell you about．‖
Paul got out and lifted the boy to the front seat of his car．The shining-eyed older brother climbed in beside him and the
three of them began an unforgettable holiday ride．
（ ）1．The street urchin was very surprised when .
A．Paul received an expensive car
B．Paul told him about the car
C．he saw the shining car
D．he was walking around the car
（ ）2．From the story we can see the urchin .
A．wished to give his brother a car
B．wanted Paul's brother to give him a car
C．wished he could have a brother like Paul's
D．wished Paul could be a brother like that
（ ）3．The urchin asked Paul to stop his car in front of his house .
A．to show his neighbors the big car
B．to show he had a rich friend
C．to let his brother ride in the car
D．to tell his brother about his wish
（ ）4．We can infer （推断）from the story that .
156A．Paul couldn't understand the urchin
B．the urchin had a deep love for his brother
C．the urchin wished to have a rich brother
D．the urchin's wish came true in the end
（ ）5．The best title of the story is .
A．A Christmas Present
B．A Street Urchin
C．A Brother Like That
D．An Unforgettable Holiday Ride
VII．Writing
This is your end-of-year report and please write a letter to your aunt in the US and tell her what your teacher says about
you．
三、相关信息
Young people can have problems with their minds．Some students become worried because they have to study very
hard．Others have trouble getting on well with people like their parents and classmates．
Jiu, a Junior two student from Hefei, could not understand his teacher and was doing badly in class．He became so
worried about it that he started to cut his finger with a knife．
Another student, 14-year-old Yan from Guangzhou, was afraid of exams．She got very worried in one, and when she
looked at the exam paper, she couldn't think of anything to write．
A recent report says about 18 percent of teens have mental problems．Their troubles include being worried and very
unhappy, and having problems in learning and getting on with people．
Many students who have problems won't go for advice or help．Some think they will look stupid if they go to see a
doctor．Others don't want to talk about their secret．
An expert on teenagers has the following advice for teens．
157·Talk to your parents or teachers often．
·Take part in group activities and play sports．
·Go to see a doctor if you feel unhappy or unwell．
Unit 4 He said I was hard-working. 教案二
I. Teaching aims and teaching demands:
In this unit students learn to report what someone said and tell a story.
II. Teaching key and difficult points:
A. Vocabulary
ever, mad, anymore, message, hard-working, surprise party, report card, first of all ,lazy, soap opera, house, snacks, beach,
history, science, Spanish,
B. Target language
What did your math teacher say?
He said I was hard-working.
I can speak three languages.
What did she say?
She said she could speak three languages.
C. Structures
Reported speech
Simple past tense
Can for ability
III. Teaching methods: Audio-lingual methods
IV. Teaching aids: a tape recorder
V. This unit is divided into eight periods.
Period 1 Speak and listen
Section A 1a---1c
I. Teaching aims and demands:
Students learn to report what someone said.
158II. Teaching key and difficult points:
A. Vocabulary
soap opera, surprise party, be mad at, on Friday night,
B. Target language
What did she say? She said she was having a surprise party for Lana on Friday night.
Did you ever watch soap opera?
What are some things happened on soap opera?
III. Teaching methods: Audio-lingual methods
IV. Teaching aids: a tape recorder
V. Teaching procedure
Activity 1. Revision
Task 1. Dictation
Task 2. Ask and answer.
Questions about the past progressive.
Activity 2. Presentation
This activity introduces some new vocabulary and provide oral practice using the target language.
Task 1 . Ask four students to stand in front of the class, and the teacher asks them the following questions as a reporter.
1. What are you going to do when you grow up?
2. What are you going to do next week?
3. What are going to do after school?
The students will give different answers, then ask a good student to report what they said.
I am going to e a doctor.
What did she say?----------She said she was going to be a doctor.
I am going to have a party on Friday night.
What did he say?-------He said he was going to have a party on Friday night.
I am going to do my homework.
What did she say ?------ She said she was going to do her homework.
I am going home after school.
What did she say?-----She said she was going home after school.
Say In this unit we are going to learn to use words like to report what someone said.
Task 2. Read the instructions. Then ask a student to read the four questions. And write the words on the Bb. Explain what soap
159opera is.
Task 3. Ask the students to Look at the pictures, point out the TV screens in the picture. Ask one girl to read what Marcia said.
What did Marcia say? She said She said she was having a surprise party for Lana on Friday night. Repeat the other pictures in
the same way.
Activity3. Listen and number the pictures in activity 1a.
Task 1. Play the recording the first time. Students only listen.
Task 2. Play the recording a second time. Students number the pictures. Then check the answers.
Activity 4. Pairwork
Ask the students to ask and answer about what the people in the soap opera said.
Homework
1. Make up your own conversations.
2. Write down the sentences in 1a.
Period 2 Listen and speak
Section A 2a---Grammar Focus
I. Teaching aims and demands :
Students learn to report what someone said.
II. Teaching key and difficult points:
A. Vocabulary
a surprise party, be mad at, not… anymore, bring …to , happen (on), Direct Speech, Indirect Speech.
B. Target language
Ben told Lana that Marcia was going to have a surprise party for her.
She said she was mad at Marcia.
He told me he would call me tomorrow / the next day.
She said she could speak three languages.
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V.Teaching procedure
Activity 1. Revision
Task1. Check the homework. Ask and answer.
I am a student.
160What did he say?-----He said he was a student.
I can swim.
What did she say ?------She said she could swim.
I will ring you up tomorrow.
What did she say?
She told me she would ring me up.
Activity 2. Listening and circling .
Task1.Read the instructions. Learn the key vocabulary.
Task2.Point to the five sentences and ask different students to read them to the class. Then say: You will hear a conversation
between two people who are talking about a soap opera on TV.Circle True or false after each statement.
Play the recording twice and students circle their answers. Then check the answers.
Activity 3.Listening
Task 1. Read the instructions.
Task 2. Play the recording again and check the answers.
Activity 4. Groupwork
Task 1.Read the instructions for the activity.
Task 2. Point to the pictures in activity 2b.Ask the students to use the words and pictures as they have their conversations.
Task 3. Have the students work in pairs.
Task 4. Check the answers by calling on different pairs to say a conversation to the class.
Activity 5. Grammar Focus
Review the grammar box.ask the students to say the statements.
Pay attention to the following:
Direct speech Indirect speech
am, is , am having, go, will, can was , was having, would , could, went
a present situation a past situation
When you report what someone said, you use words that talk about the past.
Homework
1. Review the conversation and the vocabulary.
2. Write the sentences in grammar focus.
161Unit 4 He said I was hard-working. Section A 说课稿
一、教材分析：
这是人教版新课标八年级下册第四单元的Section A部分的内容。这个单元的话题主要是从谈论肥皂剧开始，以剧
中人物所说的内容，学会用间接引语转述别人说的话。
二、教学目标：
（1）知识目标：
a、掌握本部分的单词与词组：ever、mad、any more…
b、间接引语。如：He said I was hard-working
（2）语言目标：如：
A：What did your math teacher say?
B：He said I was hard-working.
（3）能力目标：学会用间接引语转述别人说的话。
（4）情感目标：培养学生与人交往的能力。
三、教学重、难点：
（1）本部分的主要话题是谈论肥皂剧以及转述别人所说的话。因此，学习掌握间接引语的句子结构是本部分的重点。
（2）根据我校学生的实际情况，学生学习英语起步慢，综合能力不是很强。因此，直接引语变为间接引语是学生学习
中的难点。
四、教学过程
（一）激趣课堂
在本活动中，我告诉学生们说：今天晚上电视台将播出一部卡通片，大家想看吗？这些就是剧中的人物，片名是
“Young lives” 它是一部肥皂剧。根据学生的心理，如果学生对于一件事物有极大的兴趣，他们就会排除主观和客气
的种种消极因素，全身心地投入到知识的学习中。
（二）自主学习，寻求探究。
通过活动一，学生们的注意力已完全集中，根据八年级学生的特点，注意力集中不久，我便趁热打铁，利用刚才的卡
通画，让学生扮演上面的角色，让出后面的句子。我便问：“What did she say?”通过这一问，便引导出直接引语与间
接引语，以及语法项目可由复杂变为简单，由抽象变为具体，更能体现了教师为主导，学生为主体的教学现念。
162（三）听力赛场
每组都抽一名同学到黑板上完成，其他同学同时做，看看哪组做得最好。这样可以大幅度提高学生们的听力。
五、布置作业。
最后我设计几道练习题，巩固了同学们所学的知识。
六、板书设计：
ever Jim is hard—working
mad
be mad at What did she/he say
any more
snack… She said Jim was hard—working
这样板书的目的是帮助学生理解知识，突出课文的重难点，并能在学生们的活动中适时地提出帮助，加深对课文的理
解。
Unit 4 He said I was hard-working. Section A 说课稿二
各位评委：
你们好，今天我说课的题目是初中英语八年级下册Unit 4 Section A He said I was hard working. 整个说课将
分为三部分进行。即教材分析，教学环节的设计，教学过程。
一、 教材分析
（一） 教材的地位和作用
本课是在学生学习学了一般现在时、现在进行时、一般将来时、一般过去时、过去进行时、过去将来时以及简单的
宾语从句的基础上，学习直接引语和间接引语的转换。
（二） 教学目标的确立与依据
本节课不仅要完成正常的教学任务，还要锻炼学生的听说能力、表达能力以及随机应变的能力。并且确定如下教学
目标：
1、 知识目标
掌握间接引语为陈述句如何变成间接引语。
2、 能力目标
（1）本课的语法重点，直接引语变成间接引语。
163（2）能自如地转述别人的话。
3、情感目标
要求学生不但要有良好的倾听能力，与他人合作的能力，而且有很好的创新应用能力。
（三） 重难点
直接引语在转成间接引语时态和人称的变化。
二、 教学环节的设计
本课通过教师和学生的双边互动活动，巧妙地导入主题，很快引入语法重点。在乐趣中学，在游戏中猜测，在欢笑
中体会语言的应用及在善意的提醒下知道自己的错误。本课我侧重训练学生通过合作探究获取知识，通过平易近人
的自我介绍、合作传递信息、创作剧本等活动激发学生的兴趣，不知不觉中掌握较难的语法，使学生始终处于主动
寻求知识的状态，充分发挥学生的主体地位，使其成为课堂的主人。由于SectionA的内容重复性较大，所以我没有
完全按教材的编排去教，而是做了取舍和拓展。我们知道，课本知识提供了要学的知识内容，而我们完全可以按不
同的方式和策略去教。条条大路通罗马，只要学生学会了，并且在一种乐趣中学习，为何不采取多种手段呢？
三、 教学步骤
1、 首先向学生介绍自己的情况，如：年龄、工作、爱好等。介绍使用直接引语，然后问：“What did I say?”
运用此情景让学生明白转述他人的话是间接引语，并在一种非常自然的语言环境中导入新生词：first of all,
direct and reported speech等等。
2、 接下来创设这样的情景。有时我们并不喜欢别人听到我们所说的话，这是附在一个女孩的耳边说：“You are
very lovely.” 同时指令几组同学做相同的事情。然后问:”What did I say to you just now?”然后把问答的任
务传递给其他同学，完成师生、生生之间的交流互动活动。
3、 在体会到学生有些累和感到知识有些枯燥时，进入一个游戏活动----悄悄话猜谜活动。运用生动的图片，如：
一个小男孩附在他爸爸的耳朵上说话，一个女孩在给一个男孩说悄悄话，一只丑陋的大狗在对一只漂亮的小鸡说什
么，一只沙皮狗爸爸领着孩子在对做了拉皮整容的狗妈妈说什么，世界冠军张怡宁在悄悄得跟王楠说话等等。学生
猜测时可用直接引语也可用间接引语，然后教师再强调必须用间接引语。由于图片趣味性较强，学生的猜测可能千
奇百怪。当然在猜测的过程中会出现各种各样的错误，尤其是人称和时态。教师可以巧妙地加以引导，然后一起总
结都是出现了什么样的错误。如：主句的时态是一般现在时时，间接引语可以用各种时态，而主句的时态是过去时
时，间接引语必须使用相应的过去时。人称可以用这个窍门帮助学生记住：“一主二宾三不变”，为了更形象一些，
可以用三种不同颜色的字体标出三种不同的人成。
4、 在知识点讲透彻后，用：“What did they say?”导入课本内容，听录音完成课本1b,2a,2b的内容。指出
重点句子要求重点记忆。
5、 再次做一个合作探究游戏，告诉学生刚才我们看到别人说悄悄话，也让我们说说自己的悄悄话吧。把学生分
为6组，发给每一组的第一个同学一个标志性的代表本课重点或进行拓展的间接引语句子。要求他一次悄悄的传递
给组内其他同学，看看哪个组的最后一名同学说的句子和第一同学说得最相符。
6、 分组活动。
给学生设置两个任务，要求他们选做一个，然后合作完成。
164任务1、创设情景，学校要组织夏令营活动，征询大家的意见。每个人至少提出一个好的建议，然后用间接引语汇
报。
任务2、教师的窗户昨晚被打坏了，警官派一个警察前去调查每个组员在当时做了什么。
设置两个任务的目的是要学生体会不同的时态，而且有主动选择权。
7、 布置作业
巧妙地把他们剩余的一个任务作为作业在课下去完成，这时的学生已对另一个任务有所了解，完成起来也不会有
多大的难度。
总之，我上课的目的就是那句老话：Tell me, I ‘ll forget; Show me,I’ll understand; Involve me,I’ll remember.
汉语意思是：告诉我，我很容易忘记。展示给我，我就会明白。让我参与、体会，我就永远不会忘记。
谢谢大家
Unit 4 He said I was hard-working. 第一课时 说课稿
一、说教材
本课是人教版八年级下册第4单元第一课时，本单元围绕谈论肥皂剧的剧情展开一系列的活动，目的是学习如何转述
他人话语，要求学生掌握如何把直接引语变为间接引语，并注意在间接引语时，人称和时态的变化。
本单元旨在营造一个轻松、愉悦的学习氛围，通过听、说、读、写来培养学生综合运用这些知识的能力。通过有限的
课堂实践活动，激发学生的学习兴趣，发民自主学习能力和合作精神。
根据对教材的理解，特拟定以下教学目标：
1. 教学目标
1）词汇：mad, be mad at, soap opera
2) 句型：She said she was having a surprise party for Lana on Friday night.
2. 教学重、难点
1）词汇：mad, be mad at, soap opera
2) 句型：She said she was having a surprise party for Lana on Friday night.
3） Direct Speech & Reported Speech
3. 情感态度
To be interested in communicating in English .
二、说学情
165我们教学的对象是八年级学生，因在基层农村，学生学英语起步晚，底子薄，怕犯错，不敢开口，―哑巴英语‖的现象比
较严重。学生语言实践机会少，程度不一，整体教学中较难兼顾到具体对象，容易造成两极分化，通过学生间合作学
习的活动，可以照顾到学习有困难的学生，尽可能地为他们创造语言实践的机会，促使学生互相学习，互相帮助。
教师努力营造宽松、民主、和谐的教学氛围，积极鼓励学生参与到活动中来，对学生的表现给予肯定，逐步培养学生
的自信心，增强学习英语的兴趣！
三、说学法
1. 学会预习：发挥学生的主观能动性，变被动学习为主动学习。
2. 在―玩中学，学中玩‖，把学习的语言知识生活化，营造一个真实、轻松的学习氛围，让学生体会学英语原来离生活
这么近，这么有趣，提高学习兴趣！
3. 合作学习：积极参与2人或4人小组活动，相互交流，互帮互助，合作完成任务。
4. ―为学而用，用中学，学了就用‖：善于抓住用英语交际的机会，联系实际，充分感知英语的实用性。
四、说教法
1. 听说训练法
以所教授句型为中心，通过听力训练、口头转述别人的话的形式反复操练重点句型：What did he/she said ? He/She
said ...
2. 直观教学法
利用图片及文字，让学生直观的看到要转述的话语，使抽象的语言变得直观，为学生巩固和运用所学句型进行交际，
创设情景，实现师生间的互动，增加了直观性和趣味性，提高了教学效果。
3. 任务型教学法
通过课前布置任务，要求学生先预习词汇，感知句型，让学生有目的性的上课；并在课堂中安排小组活动任务，倡导
体验参与，培养团结协作、互帮互助的精神。
五、说教学过程
Step1. Revision and lead-in
T: What do you do?
S1: I am a student.
Then write his answer on the bb.
( He said , ―I am a student.‖)
T: What did he say just now ? He said he was a student.( write it on the bb)
T: What‘s your favorite subject ?
166S2: My favorite subject is ...
bb: She said, ―My favorite subject is ...‖-- She said her favorite subject was ...
（设计意图：先由最简单的be句型转述，让学生感知reported speech。）
The same way to show other reported sentences.
She said she lived in Huangtong.
He said he went to school by bike.
He said he was having an English class .
( What are you going to do after school? What are you going to do when you grow up ?目的：由已学知识点引出本课
的be going to do句型)
I am going to play soccer after school.
He said he was going to play soccer after school.
I am going to be a doctor .
She said she was going to be a doctor.
Then explain what Direct speech and Reported Speech are.
Pay attention to the tense and the person among those sentences.
设计意图：列举了一般现在时和be going to do句型的转述话语，让学生自己观察间接引语，找出规律。教师再补充
和小结。）
Step2. Learn new words & expressions, and practice in pairs.
Show the whole class three sentences which are given in 1a, then have them change these sentences into Reported
Speech.
1) Marcia said, ―I‘m having a surprise party for Lana on Friday night.‖
2) Lana said, ―I‘m mad at Marcia.‖
3) She said, ―I‘m not going to her house on Friday night.‖
目的：给出巩固的三个句子是即将要学习1a中的内容，由此练习引入到课文的讲授。
Before they do exercise, ask a student to read the sentences for all the class.
Then teach new words and expressions:
surprise party
167mad / mæd/ adj.生气的，气愤的
be mad at 生某人的气，对...发怒
on Friday night
Give them a few minutes to finish it.
Ss can discuss or check their answers in small groups.（在教师检查前，通过小组讨论可以让学生之间自行检查。）
Teacher checks the answers with the whole class.
After that, make Ss read the sentences.
目的：朗读原话和转述的话语，是为1b听力训练作铺垫。
Step3. Do 1a and 1b.
1) T：The above sentences are from a soap opera, ―Young Lives‖.
Do you ever watch soap operas? What is a soap opera? What are some soap operas you know? What are some
things that happen on soap operas?
Then talk about these questions.
2) Learn 1b.
Listen and number the pictures in activity 1a.
Play the recording the first time. Students only listen.
Play the recording a second time. Students number the pictures. Then check the answers.
Step4. Consolidate and expand
1.Ask Ss report what teacher says.
Teacher said to S1, ― I am going to have a birthday party.‖
S2: Miss/Mr. ×× said she/he was going to have a birthday party.
T said to S3, ―Lily is going to be a teacher.‖
T said to S4, ― You are my best friend.‖
Then ask S4 to report it.
Miss/Mr. ××said I was her/his best friend.
Pay attention to explain why change ―you are‖ into ―I was‖.
168目的：由浅入深，从第一人称过渡到第二人称的变换。
2. More sentences to consolidate.
Molly said to me, ―Your dress is beautiful.‖
Mom said , ―Your dad is waiting for you.‖
巩固第二人称的间接引语的转换。
3.Teacher show some pictures , and asks Ss change them into Reported Speech.
1) Marcia said, ―I am not going to have a party.‖
2) ― I live in Happy Apartment,‖ Lucy said.
3) ― Lily is going to be a teacher,‖ He said.
4) Ben said to me, ―My new English teacher is Mr. Wang.‖
检测学生对直接引语和间接引语的掌握情况。
4. Next, divide Ss into small groups. Let each of them say a sentence and other Ss reported. Then act it out for other
groups.
设计意图：用中学，学而用，体现英语的交际性与实用性。
Step5. Homework
Write down a sentence which your best friend said to you , then change it into reported speech.
Unit 4 He said I was hard-working. SectionB 说课稿
各位老师，大家好！
今天我说课的内容是新目标八年级下Unit 4 He said I was hard-working.SectionB 1a—2c 现在我就本单元的内
容从以下几个方面进行分析：
一 .说教材
(一)、教材内容分析
本单元的中心话题是：Report someone said. 围绕这一话题，主要涉及句型：
—What did your math teacher say?
—He said I was hard-working.
本单元的语法项目是宾语从句，直接引语和间接引语，要注意在间接引语中，人称和时态的变化。
(二)、教学重点和难点
1、教学重点
A、能够正确转述他人话语，会报告自己和他人的成绩单。
169B、掌握直接引语和间接引语的意义、功能和用法。
C、进一步熟练一般过去时和过去进行时。
2、教学难点
直接引语和间接引语的相互转换。
(三)、教学目标
1、语言知识目标
立足语言实践活动，在完成任务的过程中掌握动词短语，核心词汇，直接引语和间接引语。
2、文化意识目标
通过本单元的学习，让学生知道如何用英语正确转述他人话语。
3、语言技能目标
1）能捕捉特定的信息，抓住关键词。
2）具备较熟练的运用英语转述他人话语的能力。
3）增强学生运用英语获取更多语言信息的能力并进行阅读策略培养。
4、学习策略目标
学生能在一定程度上形成自主学习、有效交际、用英语思维和收集信息的能力，使学生在做中学英语。
5、情感态度目标
A、客观、合理的评价自己和他人。
B、能主动帮助有困难的人，有助人为乐的高尚情怀。
二. 说教法
1．―Teach English in English‖: 即新课标倡导的用英语教英语，尽量用英语教学,创造英语课堂良好的听的环境，
让学生充分感知，积极体验，大胆实践，把握用英语交际的机会，鼓励学生大胆开口说英语。
2．突出重点，突破难点：通过听力训练、做调查、小组竞赛等多种形式反复操练重点句型，巩固所学知识，提
高灵活运用能力，通过操练更好地领会语法。
3．任务型教学法：倡导体验参与，培养自主学习能力。课前布置任务，要求学生先预习八年级（下）Unit 4中的
词汇，让学生带着任务有目的地上课，并在课堂学习中不断获得完成此任务所必须的知识、能力、技能等，为最终完
成任务作全面的准备。
4．教具：录音机
三．说学法
1. 学会预习：发挥学生的主观能动性，变被动学习为主动学习，带着问题有目的地听课，可以更好地把握课堂的
重点和难点，提高课堂效率。
2．在游戏中学习：在―玩中学，学中玩‖，好玩是学生的天性，让学生轻松学习，体会学英语原来可以这么有趣，
提高学习兴趣与热情。
3．合作学习：积极参与2人或4人小组对话或活动，相互交流，互帮互助，合作完成任务，培养团队精神，更
好地掌握本课所学知识。
4．―为用而学，用中学，学了就用‖：善于抓住用英语交际的机会，充分感知，联系实际，积极体验，大胆实践。
170四．说学生：
1．学生语言实践机会少，程度不一，整体教学中较难兼顾到具体对象，容易两极分化，通过各种合作学习的活
动，可以照顾学习英语有困难的学生，尽可能多地为他们创造语言实践的机会，促使学生互相学习，互相帮助，体验
集体荣誉感和成就感，发展合作精神。
2．学生学英语起步晚，底子薄，脸皮薄，怕犯错，不敢开口，―哑巴英语‖的现象比较严重，在教学中关注学生的
情感，努力营造宽松、民主、和谐的教学氛围，尊重每个学生，积极鼓励他们大胆尝试，保护他们的自尊心和积极性。
3．中学生活泼、好动、好胜心强、可塑性大，在教学过程中，注意设置情境，倡导其活动参与，并引进小组竞
争机制，更好地激发学生的学习兴趣，提高课堂效率。
五．说教学过程：
根据英语五步教学法―组织课堂——复习——导入新课——讲授新知识——操练巩固‖来开展教学，并通过听力训
练、做调查、小组竞赛等形式进行操练，使学生更快更好地识记，巩固所学知识，提高灵活运用能力。
教学过程设计
Step 1. Warming up
Check the homework : Correct the answers on learning paper P56 .
Step 2. Lead in
Greetings and free-talk :introduce yourself
Step 3 While-task (SB Page 29 , 1a)
1.Read the sentences to the class and teach new words .Then ask Ss to check the sentences that are true for
themselves .
2.Ask one student to read each sentence to the class and ask Ss to raise their hands if they checked that
answer .
3.Talk about yourself with your partner to finish 1b.
通过这一环节的生生互动，学生练习使用间接引语。
Step 4 listening (SB Page 29 , 2a & 2b)
1. Read the instructions to Ss .Make sure they know what to do .
2. Play the recording two or three times .Correct the answers .
Step 5 Post-task (SB Page 29 , 2c )
Pairwork . In pairs ,get Ss to choose a report card from activity 2b to talk about .Then ask some pairs to present
their dialogues .
这一活动的目的是加深学生在间接引语中要注意人称和时态的变化这一印象。
Step 6 learning paper
Do some exercise on P59 and check the answers
Step 7 Homework (SB Page 28 , 3b)
Ask Ss to write anything they want .
六、教学预测
171通过本单元的学习，学生将能很好地掌握运用间接引语转述他人话语的能力，但在间接引语中，人称和时态的转
变始终是一难点，完全掌握还有一定难度，需在以后的学习中注意知识的循环再现。
以上仅是个人的教学设想，有不当之处，肯请批评指正，谢谢大家！
Unit 4 He said I was hard-working. SectionB 说课实录
一． 课前游戏：
游戏目的：活跃课堂气氛，解决3a生词。
Boys and girls, I‘m new here. I‘m a little nervous, Are you nervous? Don‘t be nervous! Let‘s play a game!. Look, what‘s this?
It‘s an envelope, envelople, what‘s this? It‘s a report card, report card.
Follow me, don‘t be nervous, envelope, report card. If I say envelope, show me your envelope. I say report card, show me your
report card. If I say ― don‘t be nervous‖ show me nothing, Let‘s begin.
二．教学过程：
（一）出示目标：Studying aims: 教学目标：
1. 语言目标
I‘m hard-working. I‘m good at speaking.
In English, I‘m better at reading than listening. I can do better in math.
What did your math teacher say? He said I was hard-working.
in good health: be well, be fine, be ok. be in good health.
His grandpa is in good health.—> His grandpa is well/ fine/ok.
report card : get one‘s report card nervous: get nervous
disppointing: be disppointing, disppointing result (令人失望的成绩结果)
2.能力目标
● Report what someone said. 会转述别人的话。
● Write your own report card .会根据自己的情况写自己的成绩单。
（二）导入新课：
1.Look at a picture of Jaychou ( when Jay was very young). Teacher says : he is one of my students. He is Jaychou. ( another
picture of Jay now.)
2.Let‘s have a P.K. (声音模仿秀)
What did Jaychou say?
He said he was hard-working.
He said he was good at maths.
be good at singing ,be better at…. than…be a lazy student, do well in ….,
can do better in English, have a hard time with math
3.Show Jay‘s report card
Report Card
Name: Jay Zhou
Class: One
Math--- was not good at math
Spanish--- did well in Spanish
Science— could do better in science
Ask and answer according to Jay‘s report card
（三）Listening practice
1. Look at the four different report cards and try to find the differences(听力前的策略指导)
2.Listen and choose ：which one is Scott‘s?
1723.Report Scott‘s card like this:
Scot from Class One, got his report card. His Spanish teacher said…….
(四)．Read 3a
1. Read for the first time and fill in the blanks:
Report Card
Name: Allan
Class: One
Math---
Spanish---
Science—
2.Report it
(五)．拓展延伸
1.Suppose you are Jaychou, write a letter to your mother
Report Card
Name: Jay Zhou
Class: One
Math--- was not good at math
Spanish--- did well in Spanish
Science— could do better in science
Useful expressions:
in good health: 身体健康
His grandpa is in good health.
report card (get one‘s report card)
nervous: (get nervous)
be surprised to do
disppointing: disppointing result
(令人失望的成绩结果)
Dear mum,
Is everything OK? Hope you are in_______ _______. I ______ my report card yesterday. I am sorry to say I didn‘t do well.
My math teacher said______________________________________________________________
___________________________________________________________________________________________.
2：Work in groups and role play 小组活动，分角色表演。看看哪组最棒！
Now you are Jaychou, write a letter to your mother say something about your report :
迅速组成4人小组（或者3人），一人是学生，其它几人是这个学生的各科老师。
由各科老师为这名学生填写成绩单，（都填在一张上，可以根据实际情况，也可以编写）。并给该生提出下一步学习的
建议。最后，由该生在全班面前作出汇报。（该生在作报告时，请静心聆听，并回答问题）
Useful expressions: I should/ could/ I‘d better get a tutor , join a club, watch English movies, surf the Internet…….
如：My name is Mary, from Class one, my math teacher said I was not good at math. I should
get a tutor to help me. My English teacher said I did well in English. My history teacher said I was a lazy student. I should work
hard. My science teacher said I could do better in science . That‘s all, thank you !
三． 作业设置
Suppose you are a teacher, write your student a report card, and give him or her some advice
教学设计
173Unit 4 He said I was hard-working
I‘m hard-working. I‘m good at speaking.
In English, I‘m better at reading than listening.
I can do better in math.
What did your math teacher say? He said I was hard-working.
语言目标 in good health: be well, be fine, be ok. be in good health.
教学目标 His grandpa is in good health.—> His grandpa is well/ fine/ok.
report card : get one‘s report card nervous: get nervous
disppointing: be disppointing, disppointing result
(令人失望的成绩结果)
1. Report what someone said. 会转述别人的话。
能力目标
2.Write your own report card .会根据自己的情况写自己的成绩单。
1. Report what someone said.
教学重点及
2. write students‘ own Report card .
难点
3. Reported speech
语言结构 Change sentences from direct speech into reported speech.
1. How to write report card
学习策略
2. How to prepare before listening practice
重点词汇 hard-working, report card，be good at, can do better ,speaking ,listening
Task1: Play a game;
小组活动 Task2: Make dialogues and dubbing for Jaychou
Task3: Prepare a play in group and act it out.
教学过程
Brainstorming
steps Teacher‘s Activities Students‘Activities
Step1 present the new words of section Students learn the new words by playing a guessing
B by playing a guessing game game.
课堂实录：
TEACHER: Boys and girls, I‘m new here. I‘m a little nervous, Are you nervous? Don‘t be b nervous! Let‘s play a game!. Look,
what‘s this?
STUDENTS: It‘s an envelope, envelople.
TEACHER: What‘s this? It‘s a report card, report card.Follow me, don‘t be nervous, envelope, report card. If I say envelope,
show me your envelope. I say report card, show me your report card. If I say ― don‘t be nervous‖ show me nothing, Let‘s begin.
(Show the envelope, the repord card and play the guessing game )
Leading in
steps Teacher‘s Activities Students‘Activities
Step2 Have a PK. ―tell what Jaychou students practice retelling what Jaychou said in a fun
said‖ way
课堂实录：
TEACHER: Now boys and girls look at this picture ( show a picture of Jaychou when he was a small boy) he is one of my
students. He is ……( show another picture of Jaychou now)
S: He is Jaychou.
TEACHER: Well, could you tell me what Jaychou is saying: Let‘s have PK say who is the most like Jaychou.
声音模仿大PK. (Teacher explains the game, and ask several groups to play it, let students practice retelling what Jay said
174in a fun way, attracts their attention to the class and also leads to the next step.)
Presentation
steps Teacher‘s Activities Students‘Activities
Present Jay‘s report card Students talk about Jay‘s report card by using the
expressions: be good at singing ,be better at….
Step3 than…be a lazy student, do well in ….,
can do better in English, have a hard time with
math
1. Look at the four different 1. Find the differences
report cards and try to find the 2.Listen to the tape and do the exercises
differences(听力前的策略指导) 3. Report Scott‘s card like this:
Step4
2.Present 2b by playing the Scot from Class One, got his report card. His
tape Spanish teacher said…….
3.Report Scot‘s report card
Reading: 1.Read 3a and fill in the blanks
Step5 1.Read 3a and fill in the blanks 2. Report Allan‘s card
2.Report Allan‘s card
Addition: 1. Stuents write a letter to his mother.
1. Suppose you are Jaychou, 2. Work in groups and report
write a letter to your mother
2. Work in groups , suppose
Step6
one is a student, the others
are his or her teachers. Fill in
the blanks. And report the
card
课堂实录：
TEACHER: I‘m Jaychou‘s teacher, This is Jaychou‘s report card, tell me what did his Spanish teacher say?
S: His Spanish teacher said he did well in Spanish.
(Students answer teacher‘s questions)
TEACHER: Well, Here are another four report cards . Open your books and find out the differences between them,
S1: Spanish
S2: Science.
S3: History.
TEACHER: Now , listen to the tape and find out which report card is Scot‘s?
S: No3.
TEACHER: You did very good job. It‘s Scot‘s report card. Can you say something about Scot‘s report card?
(Students prepare to report Scot‘s report card , teacher walks around and answers questions .Then ask students to practice
and give proper comments.)
TEACHER: You did very good jobs . There is another student Alan, got his report card. Now read 3a and fill in the blanks.
Ss: Ok!
(Students read 3a, and fill in the blanks.Some of the students write their answers on the blackboard)
TEACHER: Now can you report what Allan write in his letter?.
(Students prepare and report Allan‘s letter)
175TEACHER: well, now imgaine you are Jaychou, write a letter to your mother about your report card..
(Students prepare and report Jay‘s letter)
TEACHER: No matter your report card is good or bad, let‘s work in groups to finish this task. Imagine in your group, one
is a student , the other three students are his or her teachers. Teachers fill in the report card and the student report his report
card.
(Send empty report cards, students work in groups, act it out and give students some time to write their own report card.)
TEACHER: All of these groups did a good job just now, let‘s give them big hands. Boys and girls, I want to say you did
well in this class, and I want you to tell your parents after school that, our teacher said all of us did very well today! All right?
Ss: All right?
Homework
steps Teacher‘s Activities Students‘Activities
Show the script of students write down today‘s homework: ( choose one of them)
homework on the screen. 1.Suppose you are a teacher, write your student a report card, and
Step7 give him or her some advice .
2. You had a test yesterday. write your parents a letter about
your report card.
教学反思：
本节课的成功之处：
1. 本节课能够充分挖掘学生的兴趣，从学生的实际生活出发，将难以理解的语法赋予生活的色彩，便于学生接受。还
原了课本的生活特色，为学生长期学习英语打下了良好的基础。
2. 本节课环节紧凑，层层递进，対知识进行了合理的设置，梯度符合学生的认知规律。目标的达成自然，层层推进，
步步衔接，水到渠成。
3. 本节课听说读写兼顾，全面培养学生英语综合能力。尤其是写的环节，充分利用了学生板书。
4. 教学活动真实有效。比如在小组合作环节，根据不同学生提出的问题，进行有针对性的回答。
5. 选择性作业设置，充分尊重了学生的个性差异。
本节课的不足之处：
1. 因借班上课，対学生的学习情况了解不足，对突发教学情况很难做到合理的处理。
2. 教师领读较少。
Unit 4 He said I was hard-working. Self Check 说课稿
作为一节英语教学研究课，我主要从整体教学、任务型教学与有效教学角度对这节课进行了分析、定位，设计任
务目标与教学环节，用具有尝试性的创意去探究如何教学Self Check这部分课程，现从四个方面来说一下这一节课。
一、给Self-check一个新定位
本节课是《新目标英语（Go for it）》八年级下册第四单元的Self Check部分，为课时计划中的第三节。作为―新
课程标准‖和―新基础教育‖理念下一次―反常态教学‖的有益尝试，力求让学生对Self Check部分教学拥有全新的感觉，
形成新的认识，并在快乐地参与过程中，领悟学习策略，收获成功的喜悦。同时，本单元是以―report what someone said
176（转述某人讲的话）‖为语言目标，学习直接引语和间接引语。通过深入分析本单元的教材资源，Self Check是作为语
言目标的―收官‖部分来教学。
二、分析教材，确定任务目标
从整体教学的角度来分析：本单元通过以转述他人说过的话为中心内容，引入直接引语和间接引语的用法，并逐
步熟悉和掌握直接引语与间接引语之间的变化。而在研究它们之间的变化规律这一重点时，我们可以从人称变化、时
态变化、状语变化、句型变化及注意事项五个方面来入手。Section A和 Section B两部分在教材中只讲了直接引语为
陈述句的这种基础变化，并未涉及到以其他句型为直接引语的变化，因此Section A和 Section B两部分语言结构教学
重点是来训练前三方面的变化。而在前两节训练任务完成的情况下，第三节的语言目标的教学重点在于句型变化和注
意事项的训练与总结间接引语相关变化上。
从任务型教学角度来分析：作为每个单元―附有‖的Self Check部分，学生可以用来―自我检测‖本单元所学的语言
知识（见于每册教材的说明）。其一般可分为三个部分：词汇练习、阅读写作和Just for fun!。作为以任务型语言教学
（Task-based Language Teaching）模式设计的Go for it!教材，融汇话题、交际功能和语言结构，形成了一套循序渐进的
生活化的学习程序。Self Check是其中很重要的一个环节，又怎么可以完全被我们忽视，成为实至名归的学生―自我检
测练习题‖呢？因此，在实际教学中要把―学中用，用中学‖作为检测与评价任务落实到具体的教学任务上，如：感受词
汇和语言结构的学习策略等。
从有效教学角度来分析：以Self Check 2为例，短文仅有153词，却包含了10余个间接引语的句子，和句子变化
的三种情况。其语言点的―密集度‖也是绝无仅有的高，作为教师怎能不有效地加以利用呢？这可是一个非常好的让学
生感悟间接引语和直接引语变化的教学实例。在有限的45分钟教学时间里，既要让学生充分地在快乐的参与体验过程
中提高英语的听说读写等综合语言技能，又要让学生完成间接引语这一语言点的后两部分的学习、总结与相关练习，
也需要一个高效的设计。
总之，在语言知识与能力方面，既要完成词汇学习，更要充分利用Self Check 2所提供的教学资源继续学习间接
引语，对这一语言点要进行总结与精讲精练，同时以句子分析、短文改写等丰富的训练形式来提高学生的语言综合运
用能力。在情感态度方面，既要激发学生的学习兴趣，让他们快乐的参与学习过程，并成为学习的主人，还要他们在
思想上知道自己的事情自己做和什么样的人才是好朋友。
三、教学环节的设计思路
本着突出整体教学，不断深化任务，高效有序，发展课堂的延展空间，并以学生为主体的理念设计思路来安排本
节课的每一个环节。
177（一）整体教学，重点突出
在本节课的整体设计中，有两点可以作简要地说明：首先，对于―间接引语‖这个语言点的学习，是以单元为整体
的：Section A 与Section B两部分重点训练以陈述句为基础的直接引语的各种变化，Self Check部分来完成句子变化和
特殊情况的总结等，说明本节在单元教学中是整体不可分割的一部分。其次，本节教学以深入挖掘Self Check 2短文这
一教材资源为核心，本节课的教学设计始终围绕着它来完成：在词汇学习中为此增加了五个句子，为课文学习扫清障
碍；Warming up环节练习，也是为课文学习做的铺垫；围绕着课文，我们进行一系列的听说读写等综合能力训练；就
是语言目标的讲解也是围绕着它来做的延伸等，说明本节教学本身就是一个重点突出的整体。
（二）高效有序
本节课以学生为主体，在快乐的参与和体验中不断提高学生的综合语言能力，分别进行语法体验、学习、归纳、
精讲精练，短文配音、复述、改写等形式丰富的训练，努力向45分钟的课堂要效率。在这种设计中 CAI成为高效有
序的物质支持，学生的积极参与与教师的有力引导为课堂高效率进行的又一支柱。
（三）关注课堂的延展空间
在教学上，每一节课都应该有自己的延展空间，它应该是课堂教学的延续。以本节的Self Check教学为例来说一
下有关这方面的教学设计亮点。
第一，习惯成自然，需要打破常规。按照任务型教学设计，每一个单元的Self Check都应该由学生―自我‖完成检
测任务，而学生自身的知识结构决定他们的自我检测、总结等环节如果长时间用一种模式来完成，惯性作用会使之流
于形式。因此本单元的教学设计中，我将本单元的Self Check作为一节教学研究课来讲，并且把它作为前两节语言结
构的―收官‖课来讲，旨在打破学生的常规学习模式，让学生感受学习的变化，变中求进。
第二，教学任务的延续。在学习Self Check短文阅读时，帮助学生先行体验快速阅读并查找短文主旨这一阅读策
略，为下一节的阅读课分担了任务。这也是设计课文复述的一个重要因素。同时，在有限的课堂时间里，不可能面面
俱到地训练学生的听说读写等各项技能。因此，针对课文改写的书面工作被留到了课后作业中，而课上则在口头训练
中让学生有足够的时间去反复设计、体验各种改写变化，更为课后的书面表达做好了充分的准备。
178第三，学习策略的延伸。―鱼‖与―渔‖兼得应该是我们给予学生最好的礼物。例如，在本节教学中我们围绕短文的
一系列设置——给短文配音、快速阅读策略、改写对话、编肥皂剧、以及间接引语的体验与还原、精讲精练等——都
可以为学生在今后对精读课文的自学给予相应的策略指导。
总之，在本节的教学环节设计中学生的参与程度之大，保留了Self Check课型应有的特点；在本节设计中有关于
学生的心理研究方面也下了很大的功夫，如何更大程度上激发学生的热情并进行―保温‖等也成为设计时主要考虑的因
素。
四、需要说明的事情
针对这样一节教学研究课，其所承载的任务量是很大的，如何能在45分钟内保证它顺利完成，并在学生心中留有
一定的印象，这是我非常关注的问题。因此，在我的教学准备当中，还利用到了一些非常手段。
首先，课前的吹风。例如，在单元教学之初就造势：鼓励学生将自己对于Self Check的学习研究和老师的这堂课
的收获进行对比，为自己找到更大的发展空间。这样学生在本节课前实际上已经带着―任务‖开始着手收集整理相关资
料了。表面的平静之下实际上已经被种种―涌动的暗流‖所代替了。
其次，课前的预习。例如在本节课前，我已将词汇检测部分增加的5道题连同Self Check 1一同布置了下去。因
为要克服本节短文中的生词和短语，课上是没有时间让他们去查资料解决这样问题的。
第三，课上的机会。作为这样一节研究课，目的是要帮助自己和学生找到Self Check如何教和如何学。主角是学
生，我只是导演。学生的参与程度会决定这节课的成败。因此，利用CAI的帮助活化课堂，节约课堂时间给学生用就
很重要。又如检查朗读变身为配音练习、课文改写变身为编写肥皂剧等环节设计，也充分地给予学生了参与的机会。
第四，课后的发展。短文改写的书面表达留到课后，有利于学生整理思绪，写出更精彩、更完美的作文来。这样
做，更能够让学生感受到学习是一个整体过程，有利于学生的发展。
综上所述，针对本节Self Check的教学做了较为全面的预案，但在上课的过程中还会遇到这样或那样的问题，要
想出色的完成这节研究课还需要很多的东西，不断地学习和研究一定会给我带来更大的发展空间，成为学生更大进步
的基础。
179Unit 4 He said I was hard-working.说课稿
各位同行，大家好！
今天我说课的内容是新目标八年级下Unit 4 He said I was hard-working. 现在我就本单元的内容从以下几个方面进
行分析：
一、教材内容分析
本单元的中心话题是：Report someone said. 围绕这一话题，主要涉及句型：
—What did your math teacher say?
—He said I was hard-working.
—I can speak three languages.
—What did she say?
—She said she could speak three languages.
本单元的语法项目是宾语从句，直接引语和间接引语，要注意在间接引语中，人称和时态的变化。
二、教学重点和难点
1、教学重点
A、能够正确转述他人话语，会报告自己和他人的成绩单。
B、掌握直接引语和间接引语的意义、功能和用法。
C、进一步熟练一般过去时和过去进行时。
2、教学难点
直接引语和间接引语的相互转换。
三、教学目标
1、语言知识目标
立足语言实践活动，在完成任务的过程中掌握动词短语，核心词汇，直接引语和间接引语。
2、文化意识目标
通过本单元的学习，让学生知道如何用英语正确转述他人话语。
3、语言技能目标
1）能捕捉特定的信息，抓住关键词。
2）具备较熟练的运用英语转述他人话语的能力。
3）增强学生运用英语获取更多语言信息的能力并进行阅读策略的培养。
4、学习策略目标
学生能在一定程度上形成自主学习、有效交际、用英语思维和收集信息的能力，使学生在做中学英语。
5、情感态度目标
A、客观、合理的评价自己和他人。
B、能主动帮助有困难的人，有助人为乐的高尚情怀。
四、任务型活动
Task 1：“我的最爱”大调查
Task 2：“Young Lives”的现场秀
Task 3：故事大王
Task 4：“老师眼中的我”大采访
Task 5：校园情景剧
五、教学过程设计
课时结构：
Period 1：Section A—1a, 1b, 1c, 2a, 2b, 2c
Period 2：Section A—3a, 3b, 4
Section B—2a, 2b, 2c
Period 3：Section B—3a, 3b, 3c, 4
Self—check
Period 4：Reading
180Period 1.
Step 1. Warming up
Read the chant.
I am a girl, I am a girl.
She said she was a girl.
I can sing, I can sing.
He said he could sing.
I will be a doctor, I will be a doctor.
He said he would be a doctor.
通过琅琅上口的chant，让学生感知本单元的学习重点。
step 2. Lead in
T: What will you be in the future？问到第3、4个学生的时候，再问全班，What did he/she say? He/She said he/she
was a/an…引出本课的重点句型。
再通过一些图片中人物所说的话，向学生呈现间接引语中人称和时态的变化及其内在联系，如：
I am a student. →He said he was a student.
I can speak English. →She said she could speak English.
I will go to Shanghai. →He said he would go to Shanghai.
I’m playing football. →He said he was playing football.
Peter is watching TV. →She said Peter was watching TV.
Step 3. Listening
由上一环节的最后一幅图watch TV转到问学生：Do you like watching TV？Do you like watching soap opera? Do you
ever watch soap opera? What is a soap opera？What are some operas you know？通过这几个问题的问答，自然
过渡到1b Do you know what happened on“Young Lives”Last night？Let’s listen and number.完成1b .
Step 4. Pair work
T: What did the people say in the soap opera?
Please ask and answer in pairs.
A: What did Marcia say?
B: She said she was having a surprise.
party for Lana on Friday night.
通过这一环节的生生互动，学生练习使用间接引语。
Step 5. Listen and circle.
T: Do you want to know more about“Young Lives”. Let’s listen to the tape.完成听力练习2a and 2b.
Step 6. Practice
在完成2b 后，我把图片中的直接引语覆盖掉，让学生根据间接引语说出直接引语。这一活动的目的是加深学生在间接
引语中要注意人称和时态的变化这一印象。
Step 7. Talk about“Young Lives”
A: What happened on“Young Lives”last night?
B: Ben told Lana that Marcia was going to have a surprise party for her.
通过这一活动，让学生知识转述他人话语，除了用said外，还可以用told，既练习间接引语，又加强了对间接引语的
理解和运用能力。
Step 8. “我的最爱”大调查
What’s your favorite TV show?
Name’s
Favorite TV show
Peter
soap opera
Report:
Peter said his favorite TV show was soap opera. …
181通过这一活动，使学生在学习中学会合作、交流，在巩固间接引语的同时，以求促进学生发展。
Step 9. Homework
1、3—4个同学一小组，编Young Lives的续集。
（鼓励学生充分发挥他们的想象力和创造力，培养学生多方面的能力。）
2、调查并记录各科任老师对自己同桌的看法。
（去调查老师对同桌的看法会激起学生学习的兴奋点。）
Period 2.
Step 1. Warming up
1.“Young Lives”Live show.
2. Talk about“What happened in the play?”with your classmates.
通过以上两个活动，不仅锻炼了学生的表达能力，而且培养了学生倾听的能力，在轻松有趣的气氛中，再次巩固了间
接引语的用法。“Young Lives”的现场秀评出最佳表演奖，最佳语言奖和最佳创意奖若干，充分肯定学生的表现，使
他们获得成功的体验。
Step 2. Reading
T: You did a good job. Do you want to know the true episode of“Young Lives”? Read the newspaper story
and fill in the blanks.过渡到3a的阅读部分。
Step 3. 我是小小故事家
Tell the class what happened on“Young Lives”.
在熟悉3a内容的基础上，让学生复述“Young Lives”的故事情节，培养学生的语言综合运用能力。
Step 4. Self—evaluation
故事复述完后，评出“故事大王”一名。
T: What do you think of Ben/Lana/Maria？
通过学生对剧中人物的评价，自然过渡到学生的自我评价。
What do you think of yourself?
hard—working, lazy, good,
be good at, be better at…that…
do well in
do better in, math, Chinese, English.
history, PE
通过学生的自我评价，让学生习得语言，在肯定自我的同时，意识到自己的不足之处，明确今后努力的方面，以求全
面发展。
Step 5. Inter—evaluation（他人眼中的自己）
A: I am not hard—working.
B: Really? I think you are very hard—working.
通过同伴的互评，在巩固所学短语同时，培养学生正确审视自己和他人的能力。
Step6. Scott’s report card.
Show a picture of Scott.
T: Do you know Scott? What do Scott’s teachers think of him? Let’s do listening完成2a 2b的听力练习。
完成2b后，和学生一起讨论Scott的成绩单：
T :What did Scott’s Spanish teacher say?
Ss: She said he was good at speaking?
T :What did his history teacher say?
He said he could do better.
T :What did his science teacher say?
He said he was a lazy student.
（呈现report card的一般形式和内容，通过师生互动，练习间接引语。）
Step 7. Interview
What did your teachers say?
182同桌互相交换上节课的作业（调查并记录各科任老师对自己的看法）。在生生互动中，不仅进一步巩固了间接引语，
而且了解了在各科老师眼中自己是个怎样的学生，今后怎样做的更好，也为下节课3a和3b的阅读和写作做准备。
Step 8. Homework
1、根据上节课作业做一张自己的成绩单。
（让学生把学到的知识运用到实践中去，做到学以致用。）
2、完成Activity 3b的写作，交给老师批改。
Period 3.
Step 1. Guessing game
从学生制作的成绩单中随便抽取几张，覆盖各科任老师的评价，让学生猜老师们怎么评价该同学。用到句型：
I think our Chinese teacher said that×××…
通过竞猜游戏，激发学生的学习兴趣和热情，激活他们已有的知识和经验，以充分的语言材料来练习间接引语。
Step 2 . Report your card.
A: How was your report?
B: My Chinese teacher said I was hard—working.
A: Really? My Chinese teacher said I was lazy.
通过同学间互相汇报自己的成绩单，进一步巩固上节课所学，并为3a的阅读做好准备。
Step 3. Alan’s report card.
1. Read the letter quickly and try to answer the following questions：
1) What did Alan get today?
2) How did Alan do in the end—of—year exams?
3) What did Alan’s teacher say?
让学生带着问题快速阅读信件，促进学生对信件的理解，同时这些问题有助于3b、3c写作训练的完成。
2. Find the key phrases in the letter.
（通过学生的自主活动，加深对词组的掌握。）
3. Talk about Alan’s report card.
（进一步加深对信件内容的理解和运用间接引语转述他人话语的能力，并为3c的写作奠定基础。）
Step 4. Writing.
According to Scott’s report card. Pretend to be Scott, write a letter to your friend or your relative.
Step 5. Homework
1. Finish off Self—check 1.
2. 把 Self—check 2编成一个情景剧。
（该任务具有挑战性，趣味性，可以使学生充分运用自己的创造力，整个学习过程充满了灵感和智慧。）
Period 4.
Step 1. Warming up
Self—check 2情景剧表演。
通过该表演，能让学生更好理解和运用间接引语，充分让学生展现自我，获得学英语的成功和快乐。
Step 2. Discussion.
T: We live in a happy life. Do you think all of the people in the world live happily? Think of people who
need help and what can we do for them.
（通过这一活动，激活学生原有的知识和经验，为下面的阅读埋下伏笔。）
Step 3. Reading She said helping others changed her life.
1. Read the passage quickly and tell the main idea of it.
2. Put the words into the correct space as you read.
3. Find the flowing key phrases and learn.
1) sound like fun to sb.
1832) a new experience for sb.
3) above sea level.
4) thin air
5) make sb. Feel sick.
6) both…and…
7) between…and…
8) do anything about…
9) open up one’s eyes to…
10) be a good influence in…
（自主学习，主动习得）
4. Read and compare.
What is life like for you and Yang Lei’s students?
通过比较你和杨雷的学生们的生活、学习，让学生们懂得珍惜目前生活，培养学生尽已所能帮助他人的高尚品德。
5. Have a competition between boys and girls by asking and answering questions.
通过男女生的比赛，可以激起学生的团体荣誉感，又可以加深对文章内容的理解。
6.比赛完后，问学生：What do you think of Yang Lei? What can we learn from her? Do you want to be a volunteer
like her? 对学生进行德育惨透。
Step 4. Discussion. Seition 4
世界上有许多的志愿者组织，你愿意加入下列中的哪一个？说出你要加入该组织的理由。
通过这一活动，在巩固以前学过知识的基础上，培养和提高学生综合运用语言的能力。
Step 5. 附加阅读文章（略）
希望通过该附加阅读文章，再次练习通过字里行间猜测生词意思的阅读策略，让学生获得学习成功的喜悦。
Step 6. Homework
1. Write a summary of the reading.
（No more than 100 words）
2. Revise Unit 4
六、教学评价和预测
评价：1）单元自主评价表
Have you finish each of the goods?
A. very good. B. Good. C. Just so—so. D. Bad.
Using new words and phrases
Report someone said
Telling a story
Total（总计）
2）自我反思
1. What impressed me most in this unit?
_______________________________________________________________
2. What points haven’t I understood get?
_______________________________________________________________
3. In what aspect do I need improvement?
_______________________________________________________________
教学预测：
通过本单元的学习，学生将能很好地掌握运用间接引语转述他人话语的能力，但在间接引语中，人称和时态的转变始
终是一难点，完全掌握还有一定难度，需在以后的学习中注意知识的循环再现。
184Unit 5 If you go to the party, you‘ll have a great time!
Unit 5 If you go to the party, you’ll have a great time! 教案
Language goals：
* Talk about consequence.
* Learn to make decision.Function学习因果关系的表达和做出合理的建议。
Target Language
* If you go to the party, you will have a great time.
* If you do, you will be late.
* What will happen if they have the party tomorrow.
* If I don't clean my room, my mother won't let me meet my friends.
* I am going to the school party.
* You should wear your cool pants.Structures☆ present progressive as future : be going to, will, be
doing
☆ modal should
☆ First conditional if_+ will
If you go to the party, you will have a great time.（if 引导的条件状语从句，其结构为：if +状语从句，＋
主句）。要注意在状语从句中有一个规则是"主将从现"，即主句是将来时，则从句要用一般现在时表示将来。
Key Vocabulary/ Key Phrases
课标词汇：flower, against, chance, tonight, window, explain, improve
短语：let in/ help sb do sth/ at the party/ bring from/ during the party/ take it away/travel around the
world/ make a lot of money/get an education/ go to college/make a living/ all over the world/ give to/ seem
like/ real friends/ join the team/ work with children/ organize the party
学 习 策 略
运用scanning & deducing的学习策略，引导学生用If引导的条件状语从句来谈论事件之间的因果关系，并分析得出
处理决定，或给出解决的意见。从而培养听力，口语交际及逻辑判断的能力。Recycling复习相关的词汇：
Take the bus, go to college, stay at home, ride my bike, ice cream, happy, famous
复习相关的句子：
---you should wear your cool pants
---I am going to the party
教学建议
185本单元分为五课时完成，逐步深入，完成教学任务。
The first period：（ Section A 1a -grammar focus.）
Step 1 Lead- in
1. Play flash：If you are happy.
2. Key language:
*I f you are happy, what will you do?
If I am happy, I will smile.
*What will happen if you become sad?
If I become sad, I will cry.
*What will happen if you are going to do too much work?
If I am going to do too much work, I will get tired.If you do,Step 2 listening 1b.
1. ask the students to look at the pictures and tell what they see.
2. play the tape and ask students to finish 1A
3. Check the answers.statementsconsequences
I think I'm going to the party with Karen and Ann.
If you are going to the party with Karen and Ann, If you do,
you will have a great time.
I think I'm going to wear jeans to the party.
I f you do, the teachers won't let you in.
I think I'm going to take the bus to the party.
I f you do, you'll be late.
I think I'm going to stay at home.
I f you do, you will be sorry.
Step 3 Pairwork
Look at the picture above and make a conversation,，
Key language:
A: I think I am going to stay at home.
B: If you do , you will be sorry.
A: really?.
B: Yes, you should go to the party with me.
Step 5 listening 2a & 2b.
1. Point to the six phrases. And read them.
1862. Play the recording for the first time. Students only listen.
3. Listen again and number the phrases in the order.
4. Read the questions about the party.
5. Listen again. Finish 2B
6. Check the answers.
Step 6 Groupwork
1. Ask students to work in groups. They are required to make a plan for the spring travel. Discuss and decide
where are they going, when are they going, and how will they get there. Then give reasons.
Practice the dialogues with the target language:
A: I want to have a spring travel, will you help me to organize it?
B: when shall we have it?
A: How about tomorrow?
B: If you do, half the class won't come.
2. Ask several groups to show their plan to the class.......Step 7 Grammar focus.
To study grammar focus.
First conditional if+ will
The Second Period （3a- 4 ）
Before class： Ask students to collect some rules of public and translate them into English in groups.
Step 1 Lead in
let students to show class what they do , and ask several groups to give class a report.
Step 2 Reading 3a.
1. read the passage。
2. Fill in the blanks in the dialogue.
Step 4 Pairwork
1. Look at the rules in 3a and make other conversation.
2. Role change.
Key language:
A：I am going to the school party.
B：Me too. Let's bring some snacks.
A：We can't do that!B：Why?A：If we bring snacks, the teacher will
Step 5 Writing
Ask students to make rules for an English club
187English Club
I want you to remember the rules for our English Club.
The Third Period （ section B 1 -2c ）
Step 1 Groupwork
Read and explain the phrases to the class, ask students to discuss what is the most important to them in
life and give the reason.
Target language：
What is the most important to you in life?
I think go to college is the most important.Why？If I go to the college, I will get a good job.
Step 2 listening
1. Point to the six phrases. And read them.
2. Play the recording for the first time. Students only listen.
3. Listen again and complete the sentence.
4. Check the answers.
Step 3. Pairwork
1. Role play： Student A is Michael in activity 2a. Student B is a friend. Give Michael advice.
Target language ：
A: I think you should go to college.
B: but if I go to the college, I'll never become a great soccer player.2. WritingDo you think Michael decided
to become a soccer player? complete this letter from Michael to the soccer team agent MrBrown. Decide id
he join the LIONS or not.
Dear Mr. Brown,
I have decide that I (will/won't) join the Lions. If I join the team,
Sincerely
The Fourth Period （3a-4）
Step 1 lead-in
Bring some pictures of some well-know people, ask students the questions below:
? Who do you admire?
? Who is he(she)?
? Are you going to become a(an) ...like him(her)? Why ?
188? If I become(an) ..., I will
Step 2 Reading
1. Ask students to read the passage and answer the questions teacher asked.
2. read the passage again and complete the chart.
Reasons for becoming a professional athlete
Reasons against becoming a professional athlete Step3 Writing
1. Ask students to write about their own plan in ten years using sentence with "if" and "will". A example
is given.ExampleMy own plan
I think I will be a teacher in ten years. If I become a teacher, I will work with children. I love children
so I will be happy. I will also be able to work outside sometimes. But I won't be famous.
1. Ask several students to read their plan to the class.
Unit 5 If you go to the party, you’ll have a great time! 教案二
科目 英语 年级 初二 班级 时间 年 月 日
下
课题 Unit5. If you go to the party, you‘ll have a great time!1
Title: If you go to the party, you‘ll have a great time!
Topic: Decision; Making
（知识
能力 品德） Functions: Talk about consequences
教 学 Structures: First conditional if+will
目 标
Present progressive as future
Modal should
Target language:
I‘m going to the dance with Ann.
（重点
难点） If you do, you‘ll have a great time.
教 材 Are you going to the party?
分 析
Vocabulary:
Jeans, organize, take away, clean-up, flower, agent, professional, make a living, against,
板书 Unit5. If you go to the party, you‘ll have a great time!
设计 I‘m going to the dance with Ann.
189示意 If you do, you‘ll have a great time.
框图 Are you going to the party?
Vocabulary:
Jeans, organize, take away, clean-up, flower, agent, professional, make a living, against,
时序 教学操作过程设计（重点写怎么教及学法指导，含课练，作业安排）
Step1. 复习一般将来时的用法：
shall用于第一人称，常被will 所代替。
will 在陈述句中用于各人称，在争求意见时常用于第二人称。
Which paragraph shall I read first.
Will you be at home at seven this evening?
be going to +不定式，表示将来。
a. 主语的意图，即将做某事。
What are you going to do tomorrow?
b. 计划，安排要发生的事。
The play is going to be produced next month。
c. 有迹象要发生的事
Look at the dark clouds, there is going to be a storm.
be +不定式表将来，按计划或正式安排将发生的事。
We are to discuss the report next Saturday.
be about to +不定式，意为马上做某事。
He is about to leave for Beijing.
注意：be about to 不能与tomorrow, next week 等表示明确将来时的时间状语连用。
Step2. 一般将来时表达的意义就是：主语将要发生的动作或者存在的状态。一般将来时的基本知识:
一般将来时的构成形式很多，举两个例子：
Jenny will have a birthday party tonight. 今晚詹妮将举行生日晚会。
I will do my homework in the evening. 我将在晚上做作业。
接下来谈"will +动词原形"构成一般将来时的句型变化：变否定句时在will 的后面直接加not；变一般疑问句时直
接把will提前；肯定和否定答语分别是：Yes, 主语 +will；No, 主语 +will not(=won't)。如：
Bob will go shopping with his mum in the afternoon.
→Bob will not(=won't) go shopping with his mum in the afternoon.
→Will Bob go shopping with his mum in the afternoon?
Yes, he will. / No, he won't.
需要指出的是：go和come这些表示位置移动的单词，也常用它们的现在进行时表达将来的意义。如：
My aunt will come to my birthday party tonight.
= My aunt is coming to my birthday party tonight.
190Step 3. Homework:
Copy and remember the new words learned in class.
Listen and red after the tape.
Finish the exercises in students‘ book.
教 培养学生运用if 引导的条件状语从句谈论事情的后果或影响的能力。
学后记
科目 英语 年级 初二 班级 时间 年 月 日
下
课题
Unit5. If you go to the party, you‘ll have a great time!2
Topic: Decision; Making
Functions: Talk about consequences
（知识
Structures: First conditional if+will
能力 品德）
Present progressive as future
教 学
Modal should
目 标
Learning Strategies: Scanning; Deducing
Target language:
Yes, I am. I‘m going to wear my jeans. You should wear your cool pants.
（重点
难点） I think I‘m going to stay at home.
教 材 If you do, you‘ll be sorry.
分 析
all the time, injured, sincerely, lawyer, tonight, mobile, window, dining, consequence,
in order to, improve, following, take the bus, tonight, go to college, stay at home,
Unit5. If you go to the party, you‘ll have a great time!
板书 Yes, I am. I‘m going to wear my jeans. You should wear your cool pants.
设计 I think I‘m going to stay at home.
示意 If you do, you‘ll be sorry.
框图 all the time, injured, sincerely, lawyer, tonight, mobile, window, dining, consequence,
in order to, improve, following, take the bus, tonight, go to college, stay at home,
时序 教学操作过程设计（重点写怎么教及学法指导，含课练，作业安排）
191Step 1. Look at the pictures. Then match the statements and responses.
_______ 1.If I study harder a.he will be late for work.
_______2.If she doesn‘t do her b.he has to see the doctor.
homework quickly
_______3.If he can‘t catch the bus c.I‘ll pass the exam.
_______4.If he doesn‘t feel better d.she won‘t finish it.
_______5.If Lucy tidies her room every day e.it won‘t be so dirty.
Step2. Complete the sentences according to your own ideas.
If I don‘t finish my homework,____________________.
If I eat too much lunch,____________________.
If I get up late tomorrow,____________________.
If I have a chance to visit China,____________________.
If I can be a teacher one day,____________________.
If I watch TV too much,____________________.
If I can find a job during the holiday,____________________.
If I don‘t know how to swim,____________________.
Step3. 一般将来时的用法：
1.一般将来时主要表示将来发生的动作或情况，常与tomorrow, tonight, next week, in the future, in half an
hour/two hours等状语连用，也可以和when, while引导的状语从句连用。
I will finish my homework in fifteen minutes. There is going to be an exciting film tonight. I will give him the
message as soon as I arrive home. While people may refer to television for up-to-the-minute news, it is unlikely the
television ____the newspaper completely.
A) replaced
B) replace
C) has replaced
D) will replace
本句是对未来情况的推测，与while引导的状语从句连用，用一般将来时，所以答案为D。
2. 祈使句后用and或or连接的并列分句中，谓语动词常用一般将来时。
Turn on the television or open a magazine and you ____advertisements showing happy, balanced
families.(CET-4 1995,6)
192A) are often seeing
B) often see
C) will often see
D) have often seen
祈使句后用and或or连接的并列分句中，谓语动词常用一般将来时。故答案为D.3)一般将来时也可以用be about
to/be to do来表示不久将要发生的动作。
I am to go to Beijing to visit the Summer Palace tomorrow if it doesn't rain.
School is about to start in five minutes.
Step4. Homework:
Copy and remember the new words learned in class.
Make conversations according to what they learned in the class.
Read and recite the conversations.
Revise the grammar their learned in class and make it clear.
教
学后记
科目 英语 年级 初二 班级 时间 年 月 日
下
课题
Unit5. If you go to the party, you‘ll have a great time!3
Functions: Talk about consequences
Structures: First conditional if+will
（知识
Present progressive as future
能力 品德）
Modal should
教 学
Learning Strategies: Scanning; Deducing
目 标
Language Goal: talk about consequences
（重点 Target language:
难点）
I think I‘m going to stay at home.
教 材
193分 析 If you do, you‘ll be sorry.
When is a good time to have the party?
Let‘s have it today.
If we have it today, half the class won‘t come.
Unit5. If you go to the party, you‘ll have a great time!
板书 I think I‘m going to stay at home.
设计 If you do, you‘ll be sorry.
示意 When is a good time to have the party?
框图 Let‘s have it today.
If we have it today, half the class won‘t come.
时序 教学操作过程设计（重点写怎么教及学法指导，含课练，作业安排）
新授：条件状语从句
条件状语从句通常由连词if引导，意为―如果；假如‖。例如：
If you fall into the water and can't swim, they may come up to help you.
时态的运用
在条件状语从句中，主句和从句之间的时态要保持一致，具体情况如下：
1. 当主句和从句的谓语动词都是单纯陈述过去的事情时，主句和从句都可用一般过去时。例如：
When my father was ten years old, the World Cup was in Sweden.
2. 当主句和从句所表达的动作基本同时发生或表示客观事实时，主句和从句都可以用一般现在时。
例如：
When they walk, Cody walks.
3. 当主句的谓语动词是want, wish,hope等时，从句通常用一般现在时。例如：
Do you want to be a policeman when you grow up?
4. 当主句是一般将来时、一般现在时(包括祈使句和含有情态动词can, may, must等)，上述两种情
况中状语从句必须用一般现在时。例如：
What are you going to do after you leave school?
Be careful when you cross the road.
You must see the doctor if you are ill.
连接词主要有 if, unless, as/so long as, on condition that 等。.
if 引导的条件句有真实条件句和非真实条件句两种。非真实条件句已在虚拟语气中阐述。
194unless = if not.
Let's go out for a walk unless you are too tired.
If you are not too tied, let's go out for a walk.
典型例题
You will be late ___ you leave immediately.
A. unless B. until C. if D. or
答案A。 句意：除非你立即走，否则你就回迟到的。可转化为 If you dong leave immediately, you will be late. B、
D句意不对，or表转折，句子如为 You leave immediately or you will be late.
Complete the sentences:
1.You mustn‘t be late if you __________ (赶上早班车).
2.I‘ll tell him about it when __________(他来看我).
3.Don‘t talk to me when __________(我在做作业).
4.You must read it again before you __________ (做这道练习题).
5.He goes out to play football every day after he __________ (吃完晚饭).
Homework:
Copy and remember the new words learned in class.
Revise the grammar their learned in class and make it clear.
Make conversations with their partner.
Translate some sentences into English.
Make a role-play according to the conversations learned in the class.
教
学后记
科目 英语 年级 初二 班级 时间 年 月 日
下
课题 Unit5. If you go to the party, you‘ll have a great time!4
Title: If you go to the party, you‘ll have a great time!
Topic: Decision; Making
（知识
能力 品德） Functions: Talk about consequences
教 学 Structures: First conditional if+will
目 标
Present progressive as future
Modal should
195Target language:
I think I‘ll ride my bike.
（重点
难点） I think I‘m going to stay at home.
教 材 What will you do if you go to the old people‘s home visit?
分 析
If I go to that one, I‘ll bring them some flowers.
I think you should go to college.
Unit5. If you go to the party, you‘ll have a great time!
板书 I think I‘ll ride my bike.
设计 I think I‘m going to stay at home.
示意 What will you do if you go to the old people‘s home visit?
框图 If I go to that one, I‘ll bring them some flowers.
I think you should go to college.
时序 教学操作过程设计（重点写怎么教及学法指导，含课练，作业安排）
复习：条件状语从句
条件状语从句通常由连词if引导，意为―如果；假如‖。例如：
If you fall into the water and can't swim, they may come up to help you.
时态的运用
在时间状语从句和条件状语从句中，主句和从句之间的时态要保持一致，具体情况如下：
1. 当主句和从句的谓语动词都是单纯陈述过去的事情时，主句和从句都可用一般过去时。例如：
When my father was ten years old, the World Cup was in Sweden.
2. 当主句和从句所表达的动作基本同时发生或表示客观事实时，主句和从句都可以用一般现在时。
例如：
When they walk, Cody walks.
3. 当主句的谓语动词是want, wish,hope等时，从句通常用一般现在时。例如：
Do you want to be a policeman when you grow up?
4. 当主句是一般将来时、一般现在时(包括祈使句和含有情态动词can, may, must等)，上述两种情
况中状语从句必须用一般现在时。例如：
What are you going to do after you leave school?
Be careful when you cross the road.
You must see the doctor if you are ill.
196真实条件状语从句与非真实条件状语从句的不同
if既可引导一个真实条件状语从句又可引导一个非真实条件状语从句，二者主要在以下三个方面有所不同：
意义及谓语动词形式不同
如果该条件纯属假设，谓语动词用虚拟语气；有可能实现的条件则使用动词通常的陈述形式：
1.非真实条件状语从句的谓语动词用动词过去式来表示与现在事实相反或难以实现的愿望，主句则用―would+动词
原形‖；而真实条件状语从句的谓语动词用动词的一般现在时表示一般或未来情形下的条件，主句用一般现在时或将来
时。试比较：
If my husband were a woman, he would understand my feelings a bit better. 如果我丈夫是个女人的话，他就会
更好一点儿理解我的感情了。(丈夫不可能是女人)
Oil floats if you pour it on water. 如果你把油倒在水上，它就漂浮在上面。(能实现的事实)
2. 非真实条件状语从句的谓语动词用―had+过去分词‖表示与过去的事实相反，主句用―would have done‖；真实条
件状语从句用一般过去时指过去的事实或用于间接引语中(可表示过去将来的情况)，主句用一般过去时或过去将来时。
试比较：
If I had been a teacher at that time, I would have argued with him. 当时我要是老师的话，就和他争辩了。(事实
上当时不是老师)
If Mike was a liar, it was for my sake. 如果麦克曾经是个撒谎的人，那也是为了我。(当时麦克极有可能是撒了谎)
He said he would go there if it was fine the next day. 他说，如果第二天天气好他就去那里。
练习：选择正确答案：
1. These children are going to _________ in Paris next month.
a. are b. is c. go d. be
2. There _________ a football match on TV this afternoon.
a. is going to have b. will have
c. is going to be d. was going to be
3. They won't have a picnic if it _________ next week.
a. rain b. snow c. rains d. will snow
4. I _________ more exercise and eat less food from now on(从现在开始).
a. will do b. am doing
c. do d. is going to 1—4 dcca
教
学后记
科目 英语 年级 初二 班级 时间 年 月 日
下
197课题
Unit5. If you go to the party, you‘ll have a great time!5
Topic: Decision; Making
Learning Strategies: Scanning; Deducing
（知识
Functions: Talk about consequences
能力 品德）
Structures: First conditional if+will
教 学
Present progressive as future
目 标
Modal should
Target language:
When is a good time to have the party?
（重点
难点） Let‘s have it today.
教 材 If we have it today, half the class won‘t come.
分 析
I think I‘ll ride my bike.
I think I‘m going to stay at home.
Unit5. If you go to the party, you‘ll have a great time!
板书 When is a good time to have the party?
设计 Let‘s have it today.
示意 If we have it today, half the class won‘t come.
框图 I think I‘ll ride my bike.
I think I‘m going to stay at home.
时序 教学操作过程设计（重点写怎么教及学法指导，含课练，作业安排）
Step1. 要点总结
一般将来时
1) 由―will / shall +动词原形‖构成的一般将来时。系动词am，is，are的原形都是be。如：It will be very hot
tomorrow. 明天会非常热。shall适用于第一人称I，we；will适用于所有人称，通常可以用will来代替shall。
will，shall均可以缩写为'll，如I will = I'll；she will = she'll
一般将来时的否定句是在will或shall之后加上not。will not可以缩写为won't；而shall not可以缩为成：
shan't。
2) 与一般将来时连用的时间状语，它们通常是一些表示将来时间的词或词组。例如：
tomorrow （明天）
before long （不久）
the day after tomorrow （后天）
next week （下周）
soon （很快）
in the future （将来）
in three days （三天后）
198some day （将来的某一天）
Step2. 真实条件状语从句与非真实条件状语从句的不同
从句所接的情态动词的含义不同
1. if I (we, you, he...) +― should + 动词原形‖或― were to +动词原形‖或动词过去式，表示对将来情况的虚拟假设，
即某事不会或不太可能发生，具有较大的试探性。如：
If you should run into Peter, please tell him he owes me a letter. 假如你碰见皮特，告诉他他该给我写信了。
What would you do if war were to break out? 如果战争爆发，你会怎么办？
2. If引导的真实条件状语从句一般很少使用将来时态，但有时也可用情态动词will或would来表示―愿望‖(如果……
愿意……)，甚至可用这种方式提出请求。如：
It'll make me very happy if you'll accept it. 如果你愿意收下它我会很高兴的。
If you will wait a moment, I'll go and tell the manager that you are here. 如果你愿意等一会儿，我就会去告诉经
理你来了。
If you will hold my bag, I'll open the door (i.e. please hold my bag). 如果你愿意替我拿包，我就开门(即，请替我
拿包)。
与其他句型的转换不同
1.非真实条件状语从句中的if可省略，从句可以用倒装语序；而真实条件状语从句一般不可以。如：
If he were my son, I would beat him. 如果他是我的儿子我就打他。→Were he my son, I would beat him. (√)
If you touch me again, I'll call the police. 你再碰我，我就叫警察。→Do you touch me again, I'll call the police. (×)
2. 真实条件状语从句可以转换为―祈使句+and +陈述句‖，而非真实条件状语从句则不可以。如：
If you touch me again, I'll call the police.→(You) Touch me again and I'll call the police. (√)
3. 真实条件状语从句的否定式可与unless ...转换，而非真实条件状语从句的否定式却不能。如：
If it doesn't rain tomorrow, I'll plant the flowers. 如果明天不下雨，我就把花栽上。→I'll plant the flowers unless it
rains tomorrow. (√)
If it hadn't been for you, I would have failed in the exam. 如果不是你的话我就不会通过考试了。→Unless it had
been for you, I would have failed in the exam. (×)
教
学后记
科目 年级 初二 班级 时间 年 月 日
英语
下
199课题
Unit5. If you go to the party, you‘ll have a great time!6
Language Goal: talk about consequences
Functions: Talk about consequences
（知识
Structures: First conditional if+will
能力 品德）
Present progressive as future
教 学
Modal should
目 标
Learning Strategies: Scanning; Deducing
Vocabulary:
Jeans, organize, take away, clean-up, flower, agent, professional, make a living, against,
（重点
难点） Target language:
教 材 I‘m going to the dance with Ann.
分 析
If you do, you‘ll have a great time.
Unit5. If you go to the party, you‘ll have a great time!
板书
Jeans, organize, take away, clean-up, flower, agent, professional, make a living, against, I‘m going
设计
to the dance with Ann.
示意
If you do, you‘ll have a great time.
框图
时序 教学操作过程设计（重点写怎么教及学法指导，含课练，作业安排）
区分宾语从句、定于从句和状语从句
宾语从句和状语从句，都叫做主从复合句。宾语从句主要是中考必考的，是初中阶段必掌握的从句，
宾语从句主要是掌握三要素，所谓宾语从句，就是宾语在主从复合句当中充当宾语的一个句子，叫做宾语
从句。主句的谓语动词是及物动词，后面如果是词或者是短语的话，是简单句，如果是句子的话，肯定是
宾语从句。I know that he good at English.就是宾语从句，三要素，一要素是要注意连词，连词一共学了
三类连词，一类连词是that口语当中可以省略，就像刚才说的那一句，I hear he is good at English.还有
疑问代词、疑问副词，how where when，疑问代词、疑问副词。还有一类连词weather是否的意思，不
是状语从句当中的如果，这一定要和如果区分开，这是是否。I don't know if he interested at English。宾
语从句要注意if是连词。第二要素是语序，要用陈述举语序。比如说你家有几口人，我们都说How many
people are there in you family?但是这是简单句，一旦说成宾语从句，你可以告诉我你家有几口人吗？
Could you tell me how many people there are in you family ?
第三要素，主句从句时态要呼应，说主句从句时态要一致，这种说法不太准确，应该说主句和从句时态要
呼应，这一点是同学们不太容易把握好的。主句是一般现在时或者是主句是一般将来时的时候，从句可以
用他所需要的任何时态，一般现在，一般过去，一般将来，现在进行、现在完成等等这样的时态比较多。
但是这点要注意，当主句是一般过去时的时候，从句就要用过去的一种时态，也就是一般过去、过去进行、
过去将来、过去完成，要呼应。
200中考主要是考宾语从句以及状语从句，这部分也比较多，定语从句，重点考宾语从句和状语从句。
宾语从句是重要考的很大的语法项目，状语从句也比较复杂。状语从句分时间状语从句、条件状语从句、原因状语从
句、结果状语从句、让步状语从句、比较状语从句，按功能来说有这么多类型。大家必须要搞清楚的、要会的，一是
时间状语从句，时间状语从句都需要连词，要掌握不同类型的状语从句，首先要掌握连词，一讲到连词，就要和状语
从句联系起来，连词主要起连接主句和从句的作用。时间状语从句主要有这样几个连词，有when/ while /as还有as soon
as s还有since/ not until，还有引导时间状语从句的连词。接下来有条件状语从句的连词，我们主要学的是if，unless，
宾语从句中的if相当于weather引导条件状语从句的连词if为就是当如果讲。三个连词，有引导原因状语从句的连词，
第一个是because，回答why的，接下来还有since，这个区别于刚才时间状语从句的since是自从，这里表示既然、
由于。接下来的连词还有as，还有for引导时间状语从句的连词。还有让步状语从句的连词，有尽管though /although、
比如尽管年纪很大了，但是还是非常健康although he is very old, he is healthy.等等。
接下来还有方式状语从句，连词as。还有比较状语从句，课本里学的基本上是省略了和主句当中相同的部分，比如说
他和他妈妈一样高，比较级、最高级.
注意在时间或条件状语从句中，一般不能用将来时态，而用现在时态代替：
I‘ll let you have the book when i‘m through.
they‘ll fight till they win complete victory.
I‘ll be round to see you if i have time tomorrow.
注：在两种情况下条件从句可以用一般将来时：
1. 表示愿望：
If they won‘t cooperate, our plan will fall flat.
2.主句的谓语表时现在的情况：
If he won‘t arrive this morning, why should we wait here。
Homework:
Copy and remember the new words learned in class.
Talk about the topic they learned in class with their friends.
Finish the exercises in exercises book.
Write a short conversation imitating the one their learned in class.
教
学后记
科目 英语 年级 初二 班级 时间 年 月 日
201下
课题
Unit5. If you go to the party, you‘ll have a great time!7
Title: If you go to the party, you‘ll have a great time!
Topic: Decision; Making
（知识
Functions: Talk about consequences
能力 品德）
Structures: First conditional if+will
教 学
Present progressive as future
目 标
Modal should
Target language:
Are you going to the party?
（重点
难点） Yes, I am. I‘m going to wear my jeans. You should wear your cool pants.
教 材 Vocabulary:
分 析
professional, make a living, against, charity, chance, all the time, following, take the bus
injured, sincerely, lawyer, flower, agent, professional, make a living, against, charity
Unit5. If you go to the party, you‘ll have a great time!
板书
Are you going to the party?
设计
Yes, I am. I‘m going to wear my jeans. You should wear your cool pants.
示意
professional, make a living, against, charity, chance, all the time, following, take the bus
框图
injured, sincerely, lawyer, flower, agent, professional, make a living, against, charity
时序 教学操作过程设计（重点写怎么教及学法指导，含课练，作业安排）
练习：单项选择。
( ) 1. This coat is expensive, ___, it‘s worth it.
A. but B. however C. although D. as
( ) 2. He made a quick response ___ his mother‘s question.
A. to B. for C. at D. as
( ) 3. Can you ___ this difficulty?
A. get up B. get into C. get over D. get to
( ) 4. Sorry, I forgot ___ the book to school.
A. bringing B. to bring C. taking D. to take
( ) 5. He prefers ___ to school on foot rather than ___ the bus.
202A. to go; to take B. going; taking
C. to go; take D. go; take
( ) 6. Peter said he was sorry he ___ the key.
A. lost B. had lost C. loses D. lose
( ) 7. They said they ___ a party at 8:00 last night.
A. were having B. are having C. had D. have
( ) 8. We ___ study hard for our parents and ourselves.
A. can B. must C. may D. shall
初中英语复合句中主、从句的时态问题
主从复合句中时态的一致主要有以下几种情况：
一、在以when，after，as soon as等引导的时间状语从句以及以if，unless等引导的条件状语从句中，如果主
句是一般将来时，从句则用一般现在时。例如：
I'll tell her the good news when she comes back.当她回来的时候，我将把这个好消息告诉她。
If it doesn't rain, he will come here on time.如果不下雨，他会按时来这儿的。
二、在含有宾语从句的主从复合句中，当主句的谓语动词为过去时态时，从句须用表示过去的某种时态。例如：
He asked when they would go to the party.他问他们什么时候将去参加聚会。
Miss Green said she had been to Beijing before.格林小姐说她以前曾经去过北京。
三、在宾语从句中，当主句的时态为一般现在时、现在进行时、现在完成时等时态时，后面从句时态不受主句限
制，可根据情况，选用各种适合的时态。例如：
Do you know when we'll have a football match?你知道我们什么时候举行足球赛吗？
You know he has gone to Shanghai.你知道他已去上海了。
四、当宾语从句表述的是客观事实、科学真理、现在的习惯动作以及格言等时，其时态不受主句限制，而用一般
现在时。例如：
The teacher told us that light travels faster than sound.老师告诉我们光速比音速要快。
When I was a student, my teacher often told us that time and tide wait for no man.当我还是学生的时候，老师常
常告诉我们，岁月不等人。
五、在"since＋点时间"句型中，主句通常用现在完成时，从句用一般过去时。例如：
He has worked at the factory since he came here.自从他来到这儿，他就一直在这家工厂上班。
另外，在句型"It's+段时间＋since＋从句"中，since后面的从句要用一般过去时。例如：
203It's a long time since we met last.自从我们上次见面以来已经有好长时间了。
六、在复合句中，如果主、从句表示的动作或状态都发生在过去，而且有先后，则在先的用过去完成时，在后的
用一般过去时。例如：
When he got there, the train had left.当他到那儿的时候，火车已经开了。
He said he had visited the school before.他说他以前参观过那所学校。
Homework:
Copy and remember the new words learned in class.
Listen and red after the tape. Finish the exercises in students‘ book.
教
学后记
科目 英语 年级 初二 班级 时间 年 月 日
下
课题 Unit5. If you go to the party, you‘ll have a great time!8
Structures: First conditional if+will
Present progressive as future
（知识
能力 品德） Modal should
教 学 Learning Strategies: Scanning; Deducing
目 标
Language Goal: talk about consequences
Target language:
What will you do if you go to the old people‘s home visit?
（重点
难点） If I go to that one, I‘ll bring them some flowers.
教 材 Vocabulary:
分 析
in order to, improve, following, take the bus, tonight, go to college, stay at home,
go to college, stay at home, ride my bike, snacks, ice cream, happy, famous, against,
Unit5. If you go to the party, you‘ll have a great time!
板书
What will you do if you go to the old people‘s home visit?
设计
If I go to that one, I‘ll bring them some flowers.
示意
in order to, improve, following, take the bus, tonight, go to college, stay at home,
框图
go to college, stay at home, ride my bike, snacks, ice cream, happy, famous, against,
204时序 教学操作过程设计（重点写怎么教及学法指导，含课练，作业安排）
Step1. 词语辨析：
1.begin; start
begin 表示―开始‖，其内涵是―使处于进程中‖。例如：Knowledge begins with practice. 知识从实践
开始。
start 表示―开始‖，其内涵是―起程‖。例如：The meeting began last week. 那次会议是上星期开始的。
会议是个过程，在这个意义上用 begin 恰当。再如：A thousand-li journey is started by taking the first step.
千里之行，始于足下。所包含的意义是―起步‖， 所以用 start 恰当。
2. influence; affect
influence和affect这两词的一般含义为―使人或能作出反应的物产生或受到影响‖。
influence 所表示的影响包含着―力量‖，有时它包含着―诱使‖的意思。例如：No one can avoid being
influenced by advertisements. 谁也不能避免受到广告的影响。
affect 的宾语是物时，它包含着足以引起反应的刺激，有时包含一定的改变。例如：The slight change
of weather can affect her health. 天气稍有变化就会影响她的身体。
当affect的宾语是人时，它表示引起心理上或感情上的影响，即感动。例如：He was in no way affected
by their misery. 他们的惨状一点也没打动他的心。
3. nervous; excited
nervous 和excited都是形容词，nervous指精神紧张，如不善于在众人面前讲话的人所表现的精神
紧张。而excited是指感情方面激动或精神兴奋。
科 英语 年级 初二 下 班级 时间 年 月 日
目
课
Unit5. If you go to the party, you‘ll have a great time!9
题
Step2. Drilling Square
在下列空格处填入shall或will。
1．You ______ not drive through a red light.
2．I ______ do everything for her.
3．______ you help me with this heavy bag, John?
4．______ I help you with that heavy bag, Madam?
5．Let's go and take a walk after dinner, ______ we?
6．"No one ______ leave the classroom if I haven't said Okay," said the teacher.
7．It ______ soon be over, I am sure.
2058．Do what you ______ , but don't go out.
9．I ______ take you there with me, if it's OK with your mother.
10．Rain or shine, I ______ come.
Step3. 一般将来时练习题：
1. There _________ an English film here tomorrow.
A. has B. is going to be C. will have
这是一般将来时与there be连用的情况，应用there is going to be或there will be, 其中be不可换用为have，
故选B。
2. If he _________ harder, he will catch up with us soon.
A. study B. studies
C. will study D. studied
该句含有if引导的条件状语从句。当主句是将来时态时，时间、条件状语从句得用一般现在时表示将来的动作，
故选B。
3. —Hurry up! It's time to leave.
—OK. _________.
A. I'm coming. B. I'll come.
Unit 5 If you go to the party, you’ll have a great time! 第一课时 说课稿
一、说教材
本单元语言目标是用 if 条件从句谈论结果。 在 SectionA 中，涉及到了三个话题：话题一：以不同的方式去参加
聚会会出现的各种结果。话题二：在各种可能的时间举行一次班级聚会会出现的各种结果。话题三：在参加End of Year
Party 时如果不遵守聚会规则会出现的各种结果。本课时是一般将来时态的延续，为正确运用这个时态提供场景，也为
条件状语复合句的学习奠定基础，具有承前启后的作用；就整个单元来说它既是本单元的基本语言内容，又为本单元
的知识扩展和语言综合运用奠定基础。Section B部分是知识的扩展和语言综合运用。在SectionB中，涉及到了两个主
要话题：话题一：加入或不加入专业足球队会出现的各种结果。话题二：成为一名专业运动员或不成为一名专业运动
员会出现的结果。并且从第二个话题延升到写作训练。用 if 条件句写自己将来想要从事的职业，以及从事这种职业的
原因。在 Self check 部分拓展了一些和日常生活紧密相关的话题，通过谈论这些话题对 if 条件句的结构和用法进一步
加以巩固。
二、说教学目标：
由于本单元的五个话题都涉及到了不同的条件下所产生的各种结果。所以我确定的本课时的教学目标是：通过谈
论图片和身边常见的话题，学会if引导的条件状语从句的用法。即用if条件状语从句作出假设，用will来谈论结果。
三、说教学重点：
206一方面，由于本单元的话题是谈论结果，那么在不同的情境下其结果也会不一样，所以根据不同的情境来推测并
谈论各种结果是个重点。另一方面，因为学生没有一个好的语言氛围，所以我侧重于听力和口语的培养，多创设情境
能让学生发挥想象，以此激发他们的学习兴趣，。
四、说教学难点
学生容易记住主句用一般将来时态，从句用一般现在时态，但在判断主句、从句方面容易混淆，因此，我将正确
使用主句从句的时态定为本课时的难点。
五、说学生
八年级学生已经学过一般将来时态和一般现在时态，已了解了这两种时态的肯定句、否定句、一般疑问句等形式。
口语基础薄弱在口语运用中判断 if 条件句的主句、从句也许会存在一定的困难。在运用一般将来时和一般现在时态也
许会产生混淆。
六、说教法
创设情境法、口语交际法、Pairwork。 通过创设开放式教学情境，两人一组合作交流，使学生在具体的语言环境
中感受if 条件状语从句的用法。
七、说教学过程
（一）情境导入
Ⅰ. 首先，用歌曲If You Are Happy导入新课，让学生在歌声中轻松的进入学习状态，切入学习主题。并在歌曲中
感知一下if 的用法。
导入语：Hello, everyone! Are you happy today? (Yes/No) I‘m very happy now. If I‘m happy, I will listen to music. Do you
want to listen? ( ) Now, Let‘s listen to If You Are Happy together. 播放音乐
If you're happy and you know it Clap your hands
If you're happy and you know it Clap your hands
If you're happy and you know it
Never be afraid to show it
If you're happy and you know it Clap your hands
If you're happy and you know it Stomp your feet
If you're happy and you know it Stomp your feet
If you're happy and you know it
Never be afraid to show it
If you're happy and you know it Stomp your feet
If you're happy and you know it Wink your eye
If you're happy and you know it Wink your eye
If you're happy and you know it
207Never be afraid to show it
If you're happy and you know it Wink your eye
听完歌曲后问：What will you do if you are happy? (If I‘m happy, I will…)
Ⅱ. 继续问一些问题进一步感知并运用if条件句，自然进入新课：
①If you have some money, what will you buy?
②You go to school by bike because your home is very far from the school. If you walk to school, what will happen?
③If you are late for school , what will happen?
④There is going to be a party in our school next week. I will go to the party. If I go to the party, I will have a good time.
How about you? Help students answer If I go to the party, I will have a great time too.
（二）出示课题， 让学生明确学习内容。
承接上一步，老师边说边板书课题：Unit5 If you go to the party, you‘ll have a great time! 帮助学生理解课题，并
点出主句用一般将来时态，if从句用一般现在时态，切入难点。
(三) 学习新课 1a 1b通过谈论图片和听听力材料理解对话学习if条件句，留下直观印象。
Ⅰ. 1a
①First, look at the four pictures on the book and have students tell what the pictures are about.
②Second, ask two students to read the conversation in the first picture.
③Third, have students look at 1a. Match the statements and responses.
④ Fourth, explain let sb in means let sb come in.
Ⅱ. 1b 听录音，判断句子搭配是否正确。
（四）当堂训练一 1c Pairwork 巩固运用if条件句结构和用法。
①男女生分角色朗读1a中的对话。
②两人一组练习并背诵对话。
③5分钟后进行表演，让不表演的同学说出是表演的第几幅图片，促进其余的学生认真听。
（五）当堂训练二 拓展巩固 if条件句结构和用法
①给出话题 (get up late; eat too much; help others; watch too much TV; get enough exercise)
②给出例子：
例如：A: I think I‘m going to ...
B: If you …, you‘ll …
③两人一组用所给话题编对话。
④表演对话。（老师在黑板上板书学生所表达出的if条件句）
（六）总结归纳 突破难点。
让学生观察黑板上的句子并总结出if条件句中，主句用一般将来时态，从句用一般现在时态。
208(七) Homework
将刚才表演的对话写在作业本上。（至少三组）
通过作业，从根本上了解每一位学生的不足之处，为下一节课的教学提供一个方向。
板书设计：
Unit 5 If you go to the party, you‘ll have a great time!
(get ① If I get up late, I will be late for
up late; help others; school.
eat ② If I get enough exercise, I will be healthy.
too much; 从句（一般现在时态） 主句（一
watch 般将来时态）
too much TV;
get
enough exercise)
例 ③ I will be tired if I watch too much TV.
如： ④ I will be happy if I help others.
A: I 主句（一般将来时态） 从句（一般现在时
think I‘m going to ... 态）
B: If
you …, you‘ll
…
Unit 5 If you go to the party, you’ll have a great time！第一课时 说课稿二
各位评委老师：
上午好。今天我说课的内容是 Go for it！新目标英语八年级下册 Unit5.If you go to the party,
you „ll have a great time. Section A. Period 1 的内容。
一、说教材
一、教材内容分析：
209本单元以 Talking about consequences 为主线，让学生初步感受条件状语从句所发生的各种情
境；初步掌握条件状语从句的句型与时态上的微妙差异。本单元的语法项目为 Adverbial clause.。同
时也创造了一些情景交际的对话，培养学生交流中寻求帮助。
二、 教学重点和难点：
1. 教学重点：
A. 学会运用be going to and will 构成的一般将来时态
B. if 引导条件状语从句
2. 教学难点：
本课时的难点着眼于两个层面，一个为学生层面，难点应为 First conditional if +will. Present
progressive as future, 即在条件状语从句中，往往用一般现在时来表示一般将来时。另一个为教师
层面，本单元并不像其他单元，有个非常明确的主题与情境，而是需要我们教师在备课前选择与设计若
干个适合操练条件状语从句的情境。
三、教学目标：
依据新课程标准和学生的认知规律，结合教材特点及学生的实际，我确立了以下教学目标：
知识与技能目标：本科的语言点是条件状语从句，根据件状语从句创造情景进行编写对话。
过程与方法目标：能准确运用 If…..will….句型，恰当运用现在时表示将来时。
情感态度和价值观：本课时创设情景为 party,学生应能体现“公益”精神，集大家智慧，开好一个
party.使学生团结协作的能力在本课时有所提高，培养学生生活中多替别人着想的品质。
四、说教法、学法
1 说教法
根据新课程的理念，我设计以下教法：
①任务型教学法：给学生布置任务，让学生使用过去进行时来完成这些任务。使他们在任务中学习
英语。
②情景教学法：创造足够的交际环境刺激学生的视听能力，使他们能够更好的理解这一时态，以培
养他们的听和会话能力。
③交际教学法：学生可以通过俩俩对话或小组对话来掌握过去进行时。
2 说学法
初二下学期的学生经过意念多的英语学习，有了一定的英语基础知识和听说能力，正逐渐向读、写
过度。同时，学生对英语学习还保持着较浓厚的兴趣，经过一年多的新课程的熏陶及实践。有了初步的
自主、合作、和探究的能力，因此我设计学法：
210① 学会预习：变被动学习为主动学习，带着问题有目的地听课，可以更好地把握课堂的重点和难
点，提高课堂效率。
② 学会合作学习：将学生分为 4 人小组进行活动，相互交际，积极体验，大胆实践。
③ 鼓励学生大胆用英语进行交流。
在整个教学过程中，我还采用了课件和学案教学，对顺利开展教学活动起到了很好的辅助作用。
二、说教学过程
如果钻研教材，研究教法和学法，是搞好教学的前提和基础的话，那么合理安排教学程序，则是教
学成功的关键之一。为使学生学有所获，我把教学程序分为以下步骤：
五、教学过程设计
1.Greetings.
Talk about the activities students had last weekend.
复习一系列日常行为动词（短语），作为本课学习的铺垫与热身，涵盖吃、穿、玩等等。
2.Discussing.
T: The year of 2009 is coming, what are you going to do in 2009?
T: If we hold a New Year‟s class party, what are you going to do?
T: If you get a lot of money for the new year, what will you do?
幻灯展示 2009 新年图片或挂历，引导学生用 be going to 句型讨论，之后，导入 If从句，学生
继续用 be going to 句型表达。
注意：此时务必要让学生完整表达 If..., I‟m going to ….
3.Pair work: New Year‟s class party.
S1: I think I‟m going to ….
S2: If you do, you‟ll …
该环节目的是想让学生强化训练 If…， you‟ll …. 句型或相关延伸拓展句型。
4.Listening: Section A. 1a, 1b
该听力测试难度并不大，学生在听之前的答案预测往往正确率会较高。
5.Groupwork:
211Students work in a group of 4 to make up a conversation about how to organize a New
Year‟s Party. Which group‟s party organization is the best?
提供给学生 3 个问题，便于学生讨论：
Question 1. When is the good time to have the party?
Question 2. Where is the good place to have the party?
Question 3. What activities are popular in the party?
学生小组讨论时，我们教师应逐组旁听，引导学生尽量用 If…， we‟ll…句型，以及一般将来时的
合理运用，争取难点有效突破。
6.Listening: 2a, 2b
本环节听力训练中的 2a部分较为简单，2b由于为写句子，学生肯定来不及，所以我们在备课前不
妨降低难度，把答案句子挖空，把题目要求写句子改为单词填空，这样学生完成该听力才有的放矢。
7.Design: a student‟s birthday party.
学生依然以 group work形式为即将过生日同学设计一个生活 vparty.
该活动设计意图是为学生提供一个真实生活场景，检验活学活用效果。学生合作时重点应继续围绕
条件状语从句的充分使用上。
8. Writing:
T: If there‟s no class tomorrow, what will you do?
T: If we have a winter trip, what are we going to do?
学生就上述两个话题，二选一进行口头或笔头的调查，检验方式可以为 report 或passage，具体
根据上课时间调控。
9.Homework:
为家人设计一次家庭聚会，尽可能多地用到 If…，…will…句型。
六、板书设计：
Unit 5. If you go to the party, you‟ll have a great time. New words
I think I‟m going to …. If you do, you‟ll ….
What will happen if … I think if…, … will …
212七、 教学评价与预测:
本课时的教学评价应该着眼于以下三个方面：
1.学生在 Group work 中是否能积极参与
2.学生对于 If引导的状语从句，能够主动运用
3.学生在 If引导的状语从句中，能够正确使用一般现在时来代替一般将来时。
本课时的教学预测可以是学生可能会以比较高的热情参与若干个情景小组讨论中，而难点可能在于
复杂句的表述上，学生会感觉拗口，不顺畅；另外主句与从句中的时态差异，可能需要好几个课时的消
化与攻克。
Unit 5 If you go to the party, you’ll have a great time! Section A 说课稿
(一) 说教材
教材内容：人教新目标八年级下册Unit5 If you go to the party, you’ll have a great time ! Section A 1a-2c.
听说课型，45分钟。
教材的地位和作用：
单元话题，作决定。语言功能是谈论结果。学习运用if条件句。条件状语从句是新课标要求必须掌握的内容，以前没
有接触过，本节课为本单元的第一课时，主要以听说为主。因此，上好本节课将会为后面几课时的学习奠定良好的语
言基础。
（二）说学生
初二学生已经积累了一定的英语词汇，在老师的引导下能进行一定的语言交际活动。同时他们有一定的独立意识，
易受潮流的影响。喜欢结实朋友，喜欢去热闹的场面，如参加生日聚会。大多羡慕有钱人。尤其是像我们这里大多是
农转非的子女，他们的家庭教育还比较落后，因此我们要适时进行德育渗透，正确引导，使之树立正确的金钱观，朋
友观。
板块What—教学目标，教学重难点，教法，教学原则
说教学目标：
语言目标：（1）初步会用If 条件句
（2）进一步巩固运用一般将来时态
（依据：新课标要求，语言交际的需求）
能力目标：通过1b,2a,2b 听力训练，对话操练，培养学生听说技能；生生对话，培养合作学习的能力；竞赛活动激发
学生兴趣，培养竞争意识；归纳语法，课堂练习，渗透考点，训练答题技巧。
情感目标：通过精心设计的任务活动，让学生积极主动参与到学习中，任务环环相扣，由浅入深，有利于培养学生的
注意力，创造力，加强人际交往，树立正确的人生观。
教学重难点：
213本节课新词汇只有两个：organize, 因此，If 条件句既是重点，也是难点。
突破重难点的方法：激发兴趣，让学生主动参与一系列任务活动，反复操练，强化语言点，让学生动脑动口又动手，
调动学生多种感官。）
教法：任务型教学法
教学原则：始终贯彻以学生为中心，进行语言交际的原则。
板块How ——教学环节
Greeting: (2mins) 1, What sport do you play every day ?
2, How much is your coat ? ( review the reported speech)
Step1 Leading in (3mins)
T: Look at the picture. There is a lot of money,Do you want it ?
S: Of course/Yes.
T: If you have much money,What will you do ? If I have much money,I’ll buy a big house,What about you ?
S1……，S2……
T: If you have a robot, What will you do ?
T: What will she do if it is sunny /rainy ?
（设计意图：通过学生感兴趣的钞票和机器人图片来吸引学生注意力，同时抛出新知识，If 条件句）
Step2 (talking) (5 mins)
T: Do you like a birthday party ?
S: Yes.
T: I like it,too.on that day ,I’ll have a good time ,I’ll have much delicious food,and I’ll wear beautiful
clothes .Do you want to take part in a birthday party ? S……
T:OK, Let’s go .Look,Next Sunday is WuHao’s birthday,he wants to organize a birthday party ,What are you
going to do ?
(1) Ask and answer. (2) Let’s read them together .
（3） Talk about some pictures .
（设计意图：展示party 图片，通过师生问答，引入新课. 前后衔接显得自然 ）
Step3 (1a -1c)(14mins)
1,(1a) T: There is another party we are going to. Open your books,look at 1a on P34 .Look at the pictures,
These people are going to a party .Listen ,What are they talking about ? Let’s read 1a,then match the statements
with answers.
2,(1b) T: Look at 1b,listen ,Were your answers to activity 1a correct ?
3,(1c) Pairwork eg: A: I think I’m going to stay at home .
B: If you do , you’ll be sorry.
（设计意图：听力训练，同时穿插说的训练。符合新课程标准，训练时，由浅入深，任务环环相扣。句型操练时采取
一对接一对的形式，尽可能关注每一位学生，以学生为主体）
Step4 (2a-2c)(8mins)
T: Do you know Andrea? Look,This girl is Andrea .She wants to have a class party ,she needs some help .Mark
will help her organize it.(2a)
1, Listen to them talking and number the phrases in the order .
2, Next ,let’s read the phrases together .
3, Let’s listen ,then check the answers .
4,(2b) Listen again and match the right answers .
5,(2c) Look at 2c, read them together .
（设计意图：针对2b听力训练，回答问题这一题型，对学生来说难度很大，加上重庆考题没做这一要求，所以我们进
行了教材的合理取舍，将书上回答问题改为选择配对，也正符合“不要教教材，而是用教材”这一理念。是备课人的
214一大亮点）
Step 5 Grammer (2mins) （一带而过，为下一课做铺垫）
Step 6 Discuss: (3mins) What will you do if you see these?(students learn to be polite ) （设计意图：通
过图片，反复操练本课重点句型；同时教育学生不要乱吐，乱扔，乱画等，进行德育渗透）
Step7 Competition(5mins) “What will happen ?”
Let them answer the questions freely.
（设计意图：强化条件句型，抢答形式，有利于激发学生的竞争意识，培养创新精神）
Step 8 Exercises (3mins)
（设计意图：渗透考点，答题技能训练）
Unit 5 If you go to the party, you’ll have a great time! Section A 说课稿二
各位同仁：
大家好，今天我要说课的内容是初二英语下册第5单元SectionA的前部分，Title（题目）是If you go to the party ,
you’ll have a great time.其主要的内容是：“Talk about consequences一话题。由于本单元具有两部分：SectionA和
SectionB， 从教材的整合来说本部分即是一般将来时用法的延续，又为后面复合句的学习打下基础，具有承上启下的作用；
再则，从本单元来说它既是本单元的基本语言内容，又为本单元知识扩展和综合语言运用奠定坚实的基础。因此，上好 Sec
tionA 的前部分，既可让知识学习具有一定的延续性，又可为下面的教学做好铺垫，对完成本单元和今后的英语教学具有重
要的意义。
对于SectionA前部分的教学，我准备把对词汇的掌握和听力的理解作为重点，把结对活动的核心对话（即学生说的能力
培养）作为难点。这是因为学生在英语学习方面没有一个好的语言氛围，有些学生不能拥有自己的一套磁带，更不用说拥有
其他的听力辅助材料，因此解决这一重点，能让学生进一步感受英语语言的美，激发他们的学习兴趣，这为突破难点作好铺
垫；而难点的确立是由于本套教材的特点是采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐
进的生活化的学习程序，从而突出学生参与探究活动的主体作用。
基于以上的分析，本节的教学要达到以下几个目标：
在“知识目标”中，通过教学让学生掌握本课的词汇运用；“能力目标”方面：指导学生在自主探究和任务型教学模式中，
让学生学会推断事情发展结果的话题，以及进一步提高听力能力和英语语言表达能力；“情感、态度、价值观”方面：通过
师生在教学的双边活动中主动性和创造性的发挥，激发学生的学习兴趣，体验英语语言的美，体验知识间的相互应用、相互
依存、联系，让学生充满自信，体验成就感和合作精神。
为达到以上的教学目标，根据英语“课标”中强调课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、
参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的
情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程以及我校学生的实际，我将在教学中采用多媒
体辅助教学、任务型教学模式，结合听说法、竞赛法以循序渐进的方式来进行教学。
首先，采用听说法和多媒体辅助教学来导入和呈现本节的基本词汇和句型，目的在于用师生、学生与学生互动的方式，共
同观察图片、视屏，激活学生对所学知识的已有体验，使学生对新词语的识记经过一个由形象思维到抽象思维的转化过程，
215因此记忆效果更好。
其次，采用任务型教学途径，在活动中以循序渐进法、竞赛法来突破重点，培养学生综合语言运用能力，这样不仅激活学生
的主体意识，而且激活了英语语言，这样在活学活用知识的过程中，学习的自信感逐步增强，从而体验到成功的喜悦。
教法的选择固然重要，但学法也是必不可少的，我们都知道，学生的学习过程并不是只孤立于课堂教学之中，应遵循学生的
身心发展规律和学习规律，指导学生进行个性化的学习，让学生在活动与交流中产生个性化的体验。教师在教学的过程中要
倡导学生体验、实践、参与、合作与交流的学习方式，瑞士心理学家让· 皮亚杰的“建构主义理论”指出：学习是获取知识
的过程，但知识不是通过教师传授得到的，而是学习者在一定的情景即社会文化背景下，借助他人（包括教师和学习伙伴）
的帮助，利用必要的学习资料，通过意义建构的方式而获得的，以及结合我校的学情，在本节教学中主要采用小组自由合作
学习的方式，全班学生自由组合 4-6 人一小组（但原则上各小组要有各个层次的学生），因为这样的合作学习方式能突出以
人为本的教育思想，符合教育的宗旨，能激发学生求真、向善的潜能，使学生会用心去体验集体的力量，去感悟合作的无穷
魅力，在活动中体验合作成功的快乐，体验实现自我价值的幸福。
接下来是教学程序，我主要采用任务型的教学模式，分五个活动进行：
活动一：课堂激趣
在本活动中通过听说法配合多媒体辅助教学导入新课，进行师生互动活动引出本课的话题，用多媒体显示图画来让学生感觉
单词jeans并通过连续几幅图片party让学生认识并掌握本课所要学的基本词汇句子will, if…，本环节以学生原有的知识
为切入点谈论所做的活动，不知不觉地将学生引入教学交往的境地，进入本课的话题，达到润物细无声之效果，使学生形成
积极的情感，主动思维，并形成良好的语感。
活动二：激趣后的体验
本人认为要充分挖掘教材的内涵，利用1b来培养学生的听力能力，并结合学生的猜猜他人活动的游戏，If you do , you w
ill…此活动是在激趣环节上的再一次升华，不仅反馈于第一环节的活动，也为本节的重点突破环节打下基础。
活动三：生生的互动探讨和体验
采用任务型教学途径及学生小组自由合作学习的方式，激起学生的求胜心和参与率，同时达到训练学生快速思维的能力。
活动四：听力能力的反馈
采用分层的形式完成听力能力的培养，在利用2a及2b的多种听力形式材料的同时，又反馈于1a及1b，，使学生能更进一步
对声音语言进行体会、感受，这就是本课的重点突破环节。
活动五：知识的拓展迁移
此环节是在活动三的基础上，再次通过任务型教学途径，分小组.结合循序渐法进行活动：假设一个美国人到班上学习，小
组讨论他将是否做某事，在讨论、进行交际互动的过程中，使学生的口语交际能力提高到一个新的高度，激起学生的交际欲
望，让学生体验到成就感和合作精神，从而突破本课的难点。
《英语课程标准》建议教师把“任务型”教学活动延伸到课堂之外的学习和生活之中。因此，我在家庭作业布置中，分常
规性作业和合作探究性作业：
1. 常规性作业主要完成WORKBOOK的练习。
2162. 合作探究性作业主要小组合作作文。
以上的教学过程注重学生的兴趣，贯穿“快乐教学”为指导思想，寓教于乐，把掌握知识，形成技能，发展能力与培养
学生个性健康发展有机结合起来，让学生在集体合作中，发挥每个人的长处，是学生在合作中能互补、启发，形成立体的、
交互的思维网络，产生1+1› 2的效果。
Unit 5 If you go to the party, you’ll have a great time! Section A 说课实录
教学目标：
1. 知识目标：
1）词组：go to the party, have a great time, wear jeans, let sb. in, take the bus, stay at home,
be going to, be sorry, be late
2）语法：if 引导的条件状语从句用一般现在时表示将来
2. 能力目标：能用所学知识谈论人们做事可能出现的后果。
3. 情感目标：学会做出逻辑判断。
教学重难点：if 引导的条件状语从句用一般现在时表示将来
教学方法：EEPO平台互动方式，要素组合方式
教学课时：一课时 (45分钟)
授课对象：八年级一班 48人
Step 1 : Warming – up （3 minutes）
T: Good morning, boys and girls.
Ss: Good morning, Miss Chen.
T: How are you?
Ss: I’m fine, thanks. And you?
T: I’m fine, too. Thanks. What’s weather like today?
Ss: It’s sunny.
T: Do you feel happy today?
Ss: Yes!
T: Now, let’s sing a song “If you are happy”, OK?
Ss: OK.
The whole class and the teacher sing the song and do the actions happily together.
（课前3分钟热身活动是通过师生问候和唱英语歌“假如你高兴的话”来完成的。通过这两个活动，不仅让学生养成
良好的用英语进行交际的习惯，而且又激发他们学习英语的积极性，为以下的学习创设了良好的英语学习氛围。本环
节用了听，讲，做和动静转换要素。）
Step 2: Lead-in （1 minute）
217T: Well done, Boys and girls! Are you happy?
Ss: Yes.
T: Me, too. I’m very happy. I have a great time. Today, we’ll learn Unit 5 If you go to the party, you’
ll have a great time! (At the same time, the teacher writes down the tile on the blackboard.)
（导入简洁明了。）
Step 3: 平台一：抓住关键要素——本课1a的词组和语法构建的平台 (标准性平台） Learn the new phrases and
grammar in 1a（10 minutes）
(操作流程一：角色分工：即将全班分成四大组，第一组的同学负责翻译课文1a 中的1-4句，第二组的同学负责翻译
课文1a 中的a-d 句，第三组的同学负责找课文1a 中的词组，第四组的同学负责找课文1a 中出现的语法。每个同学
将自己翻译或找到的结果写在学习卡上。)
T: Turn to page 34. Look at 1a. Let’s learn it together. Group 1 translate sentences 1-4 into Chinese,
Group 2 translate sentences a-d into Chinese, Group3 find out the phrases in 1a, Group 4 find out the grammar
in 1a. Then you write them down on your study card. OK?
Ss: OK!
Then Ss finish their work by themselves.
(操作流程二：4人小组内交换学习卡，互相学习，及时补缺补漏，取长补短。)
T: Have you finished?
Ss: Yes.
T: Now discuss your answers in groups, each group has 4 students.
Then Ss begin to work in groups.
(操作流程三：老师对每一大组提问一个学生并进行点评。)
After 2 minutes, the teacher claps hands three times, and the students stop discussing.
T: I’ll ask some students to give the answers. Group 1, who will try?
S1: Let me try! 我们组的任务是翻译1-4句。第1句的翻译是：我想我打算与Karen 和Ann一起去参加聚会。第2
句的翻译是：我想我打算穿牛仔裤去参加聚会。第3句的翻译是：我想我打算乘公共汽车去参加聚会。第4句的翻译
是：我想我打算呆在家。That’s all. Thank you.
T: Good! (老师和同学击掌鼓励)Pay attention to: I’m going to 翻译为我打算或我将要的意思。Group 2, who will
try?
S2: Let me try! 我们组的任务是翻译a-d句。a句的翻译是：如果你这样做的话，老师将不会让你进来的。b句的翻
译是：如果你这样做的话，你将会迟到。c句的翻译是：如果你这样做的话，你将会遗憾的。d句的翻译是：如果你这
样做的话，你将会玩得很开心。That’s all. Thank you.
T: Good job! (老师和同学击掌鼓励) Pay attention to: if means 如果；you’ll=you will won’t =will not. Group
3, who will try?
S3: Let me try! 我们组的任务是找词组。我们找到的词组有：go to the party, have a great time, wear jeans,
take the bus, stay at home, be going to,. That’s all. Thank you.
218T: Good! (老师和同学击掌鼓励) Anything else? 还有补充吗？
S4: Let me try! 我补充几个：let sb. in, be sorry, be late. That’s all. Thank you.
T: Well done! (老师和同学击掌鼓励) Boys and girls, pay attention to: have a great time= have a good time/
have a wonderful time/ have fun/ enjoy oneself
(At the same time, the teacher writes down “have a great time= have a good time/ have a wonderful time/
have fun/ enjoy oneself” on the blackboard.)
T: Group 4, who will try?
S5: Let me try! 我们组的任务是找语法。该课出现的语法是if 引导的条件状语从句。if 表示的是如果的意思，含
有if 的句子是一般现在时，不含if 的句子是一般将来时。That’s all. Thank you.
T: Very good! (老师和同学击掌鼓励)
（老师利用多媒体为学生呈现本课的语法）
if 引导的是一个条件状语从句，它可以位于句首，也可以位于句末。当它位于句首时，与后面的主句有逗号隔开。
当主句是一般将来时时，if 引导的条件状语从句用一般现在时表示将来可能发生的动作或存在的状态。
T: Look! Read these, please! Ready? Go!
Ss together read these grammar points on the screen.
Step 4：平台二：对关键要素if 引导的条件状语从句这一语法点进行多途径的强化构建的平台 (流程性平台)
（16 minutes）
（操作流程一：猜一猜游戏：今天是Jenny 的生日，她收到了一份礼物。如果她打开礼物盒，她会得到什么礼物？使
关键要素if引导的条件状语从句得到强化。）
T: Would you like to listen to music?
Ss: Yes.
T: Now, let’s listen. (T plays the tape) Which song is it?
Ss: Happy birthday to you!
T: Good. Today is Jenny’s birthday. She gets a gift from her friends. If she opens the box, she will get …
Can you guess? Think it over, please?
(After a few seconds)
T: Who will try? You, please.
S1: If she opens the box, she will get a watch.
S2: If she opens the box, she will get a cake.
S3: If she opens the box, she will get a sweater.
S4: If she opens the box, she will get a notebook.
S5: If she opens the box, she will get some money.
S6: If she opens the box, she will get a toy.
T: Look.
Ss: A toy bear!
219T: The whole class, look at the screen. (屏幕上显示):
If she opens the box, she will get a toy bear.
Pay attention to: 当主句是一般将来时时，if 引导的条件状语从句用一般现在时表示将来。在这个句子中，if 引
导的条件状语从句的主语是第三人称单数，所以动词用第三人称单数opens. Please read the sentence.
Ss: If she opens the box, she will get a toy bear.
（操作流程二：男女生竞赛，抢答对if 引导的条件状语从句设计的梯度性练习题——看图补充句子。对的一方将得一
颗星星。使关键要素if 引导的条件状语从句得到强化。）
T: Now let’s have a competition between boys and girls. I’ll show you some exercises. If you know the
answer, stand up and tell the answer. If your answer is right, you’ll get a star. OK? (At the same time,
T writes boys and girls on the blackboard.)
Ss: OK!
(屏幕上显示练习):抢答：看图补充句子（每小题时限：1分钟）。
1. If I have a lot of money, I ________________.
2. If he studies hard, he________________.
3. If I have a robot, I________________.
T: Look at the exercise. Ready? Go! No. 1…
Girl 1: If I have a lot of money, I will travel around the world.
T: Well done!
Boy 1: If I have a lot of money, I will buy a big house.
T: Good job!
Boy 2: If I have a lot of money, I will help the students in poor mountain villages.
T: Great! You’re so kind.
Girl 2: If I have a lot of money, I will buy many books.
T: Excellent!
Boy 3: If I have a lot of money, I will build many schools.
T: Good job! Now time’s up, look at No.2.
Girl 3: If he studies hard, he will get good grades.
T: Good!
Boy 4: If he studies hard, he will be a good student.
220T: Good job!
Girl 4: If he studies hard, he will go to Beijing University.
T: Great!
Boys 5: If he studies hard, his parents will be happy.
T: Very good! Now time’s up, look at No. 3.
Boy 6: If I have a robot, I will play with it.
T: Good!
Boy 7: If I have a robot, I will let it do my homework.
T: Great!
Girl 5: If I have a robot, I will send it to my sister.
T: Very good!
Boy 8: If I have a robot, I will let it do housework.
T: Well done! Now time’s up. Look! Let’s count the stars. Who’s the winner?
Ss: Boys!
T: The whole class, pay attention to: 主句是用一般将来时。
(在这个男女生抢答赛中，学生们在老师的激励下，参与活动的热情高涨，强化了关键要素if 引导的条件状语从句)
（操作流程三：笔头练习:用所给词的适当形式填空。使关键要素if 引导的条件状语从句得到强化。）
(屏幕上显示练习):
1. If I _________(stay) at home, I________(be) sorry.
2. If they go to the park, they ________(have) fun.
3. If she ________(become) a doctor, she’ll help the sick people.
4. If Tom ________(play) sports, he________ ( be) strong.
T: Take out your study card. Do the exercise.
The students do the exercise as quickly as they can.
T: (After one minute) Have you finished?
Ss: Yes.
T: Check your answers in pairs.
The students check the answers in pairs.
T: (After a few seconds) OK?
Ss: OK.
T: Now who will give the answers? Exercise 1…
Girl 1: If I stay at home, I will be sorry.
T: Good! Exercise 2…
Boy 1: If they go to the park, they will have fun.
T: Well done! Exercise 3…
221Boy 2: If she becomes a doctor, she’ll help the sick people.
T: Good job! Exercise 4…
Girl 2: If Tom plays sports, he will be strong.
T: Excellent! Now the whole class, if you are right, put up your hands.Good. Most students are good learners.
Don’t be sad if you are wrong. I think you will do better next time. Pay attention to Exercise 3 & Exercise
4: 在这两道练习题中if 引导的条件状语从句的主语是第三人称单数，所以动词用第三人称单数becomes & plays.
（操作流程四：听力练习：课本1b,匹配题。使关键要素if 引导的条件状语从句得到第强化。）
T: Open your books and turn to page 34. 1b, listen and match.
Ss open the books, the teacher plays the recorder twice, Ss listen and match.
T: Have you finished?
Ss: Yes.
T: Check your answers in pairs.
T: (After a few seconds) OK?
Unit 5 If you go to the party, you’ll have a great time! 第二课时 说课稿
各位领导，各位同事：
大家好，今天我要说课的内容是新目标英语八年级下册第5单元的第二课时，题目是If you go to the party , you’ll
have a great time!其主要的内容是：“Talk about consequences”这一话题。
一. 说教材
1.内容：新目标英语八年级下册Unit5 If you go to the party, you will have a great time !第二课时。
2.教材的地位及作用
本单元通过“Talk about consequences” 来学习if 引导的条件状语从句，掌握用be going to 来表示将来的时态。
从学生熟悉的party 出发到对于未来职业选择的探讨，鼓励学生做出自己的决定，并对这一决定所带来的结果进行讨
论和评判。该话题贴近学生生活，鼓励学生对未来的生活展开丰富的想象。其中，对于生活中重要内容的探讨和为慈
善活动寻找金点子等都是很好的德育教育素材。
本课的核心语言项目是谈论学生熟悉的“party”。通过设置各种任务，用对话和小组活动的形式来学习语言，并
培养学生树立正确的人生观。
二．说学生
1.初中学生的抽象思维能力较低，形象思维能力强，以丰富多彩的图片展示即形象，又直观，还能激发学生的兴趣吸引
他们的注意力。
2.学生很注重课堂上教师对他们的评价，评价应及时多样。
三.说教学目标
1、知识目标
（1）学习掌握词汇：clean-up, flower，take away；明确情态动词should的用法
（2）能用if 引导的条件状语从句来作出假设，用will 来谈论结果
如：If you your wear jeans, we won’t let you in.
2、语言知识目标
（1）正确运用if 引导的条件状语从句
如: If you do, the teachers will take it away.
（2）运用what对if引导的句子所产生的结果进行提问
222如：What will you do if you go to the old people’s home visit?
（3）学会为聚会或其它活动制定规则
3、情感态度目标
（1）本节课主要围绕“ party ”展开话题，贴近学生实际生活，可以提高他们的学习兴趣，用英语来表达自己的意愿。
（2）让学生参与重大事件的讨论，帮助学生树立正确的人生观。学习因果关系的表达和做出合理的建议。学生应能体
现“公益”精神，集大家智慧，开好一个party，使学生的团结协作能力在本课时中得到一定程度的提高，以及应该考
虑培养学生在日常生活中多替他人着想的思想品德。
4、文化意识目标
了解国外学生在开 party 时应遵守的规则，同时和国内的规则进行比较，了解中西方文化之间的差异。
5、学习策略目标：
学生要善于抓住用英语交际的机会，主动参与学习活动，充分感知，积极体验，能够正确运用if引导的条件状语从
句交流。形成自主学习，实现有效交际的能力。
四．说教学重难点：
1、 教学重点
（1）重点单词：clean-up, flower, take away
（2）重点句型：
Don’t wear jeans! If you your wear jeans, we won’t let you in.
If you do, the teachers will take it away.
What will you do if you go to the old people’s home visit?
If I go to that one, I’ll bring them some flowers.
(3)话题：关于制定party的规则来展开讨论。
2、教学难点
（1）正确使用if 引导的条件状语从句；难点应为 First conditional if +will. Present progressive as future, 即在条件状语
从句中，往往用一般现在时来表示一般将来时。掌握用 will 句型来表示将会发生的结果。
（2）本单元需要教师设计若干个适合操练条件状语从句的情境。这个话题情境的选择与设计，应该是在备课前进行教
学设计时，我们英语老师需要仔细思考。
通过合作学习将听说读写有机地结合起来，切实做到任务密集度适中，节奏合理，环节与环节之间过渡自然，让
学生一步步登上高峰突破难点。
五．说教学策略：
1. 教学手段分析：针对低起点的学生，在学习过程中通过“兵教兵，小组训练，鼓励性评价”等扶路措施，提高低起
点学生的语言技能。针对高起点的学生要拔高学习目标，同时又能较好地运用到实践中去。
2. 教学方法分析：
a. 兴趣激发策略。只有让学生真正有了参与的欲望，才能点燃他们的思维火花。
b. 本课主要以“任务型教学法”并辅助与情境交际法完成任务的。在教学活动中采用任务型教学法让学生的学习活动
具有明确的目标，并构成有梯度的连续活动。学生从注重语言本身转变为注重语言习得，从而获得语言运用的能力。
我还采用情境交际法给学生足够的听，说的机会，联系实际，创设情景，在交际中学英语。
c. 循序渐进和尊重差异策略。由难及易，教学和布置作业时要考虑到各层次的学生。
3. 学法指导
用生动的课件调动学生的感官进行听说读写的训练。培养学生的兴趣，树立自信心，培养良好的学习习惯和形成
有效的策略，发展自主学习和合作精神。
六．教学过程：
1.复习导入：教师通过 “If I am happy, I will„”导入复习。学生模仿教师，完成“what will happen if you are happy? ”
对话练习。学生通过观看图片编对话复习条件状语从句。
设计意图：该环节目的是想让学生强化训练If„， you’ll „. 句型或相关延伸拓展句型, 因地制宜地复习了旧知。
2.介绍本课的主题：
设计意图：明确本课的主题。
3.出示本课的知识目标：
设计意图：让学生明确本课的学习任务。
4.学习新单词：
223设计意图：通过图片和实物学习本课重点词汇。
5.导入新授知识：教师通过参加聚会这一话题导入今天要学的聚会规则，让学生通过图片学习聚会规则。
6.教师要求学生记忆聚会规则，然后填空练习。最后进行看图复述课文：
设计意图：巩固新学知识，调动学生积极性。
7.教师要求学生完成 3a的对话练习,适当点拨情态动词should的用法：
8.通过对话活动练习句型（完成3b）：
9.通过设置小任务巩固所学句型：
设计意图：为学生提供真实情境，检验活学活用效果。学生合作时重点应继续围绕条件状语从句的充分使用上。
10．以小组为单位，完成制定校规的小组活动：
设计意图：学生交换信息，体现合作学习，最后得出结论。
11. 设置适当练习：
设计意图：增强学生对知识的理解。
12. 学生自我总结：
设计意图：提高学生自我总结的能力，进一步加深对本节课知识的理解。
13. 多层次作业：
设计意图：照顾到多层次的学生水平，作业布置有梯度。
板书：Unit5 If you go to the party, you‘ll have a great time!
Period2
clean-up, flower
wear jeans
let in
take away
You should wear your cool pants.
If you do, the teachers will take it away.
---What will you do if you go to the old people‘s home visit?
--- If I go to that one, I‘ll bring them some flowers.
七、教学评价与预测:
本课时的教学评价应该着眼于以下两个方面：
1.学生在Group work 中是否能积极参与
2.学生在If引导的状语从句中，能够正确使用一般现在时来代替一般将来时。
最后，感谢各位同仁的热心参与，希望各位同仁多提宝贵意见，在此深表谢意。
Unit 5 If you go to the party, you’ll have a great time! Section B 说课实录
Teaching goals:
1.Important words and phrases:
travel around the world, be famous
go to college, make money
2.Target language :
If you become a…, you‘ll...
.
Important and difficult points :
1. 学习运用be going to 和will构成的一般将来时。
2. if 引导的条件状语从句。
Step 1 Revision
Ask some students to make sentences with if .
224Step 2 Pre –task
1. Read the instructions and ask Ss to complete the work in pairs .
2. Ask a few students to share their conversations
. Step 3 Presentation
Ask students to complete the work on their own .Then do a quick check to see which things are most important to
students in the class .
Step 4 2a
1. Now lets listen to 2a.conversation 1 is between Michale and an agent . conversation 2 is between Michale a
nd his parents .please put A in front of each item the agent talks about ,and a P in front of each item his p
arents talks about.
2. Listen twice.
3. Check the keys.
Step 5 2b
Ask the students listen again and complete the sentences.
Step 6 2c
Work in pairs . In pairs , get Ss to role play a conversation according to the information in activity 2b.
Step 7
Let the Ss try to read like the tape .
Homework:
Have Ss write their conversations on their exercise books.
教后记:
在生活和学习过程中，许多事情和情况都得由我们自己来做出判断和形成自己的主观意向。本课时所呈现的知识内
容就是这一方面，要求学生能根据具体的学习和生活情景，进行正确的判断，作出决定。让学生根据录音材料完成表
格任务，训练学生的听力和获取信息的能力。同时使这节课的重点从听说读过渡到写，为下一课时做好良好的开端。
本节课遗憾的地方不少，比如教师教态过于严谨，学生有点紧张，小组合作在课堂中的比率略显少了点，在展开话题
时容易走极端，一个极端是话题跳跃性太大，根据学生的回答，有时候讨论的东西跟中心句型风牛马不相及。跑题。
有时候又想控制好话题，给出一定的限制，结果学生又无话可说，完全千篇一律。怎样也做不到收放自如，形散神不
散。真不敢讲公开课了。本节课强调了课堂教学中师生、生生的多边互动，通过互动进行人际交往，信息交流，以此
较好地完成了教学任务。活动完成后，教师能及时地对学生的个体学习及合作学习情况时进行总结和评价。评价过程
中，教师充分肯定了学生好的一面，鼓励他们相互学习，自我提高，并及时进行了德育渗透，使学生树立起要逐渐自
我完善的信念。
Unit 5 If you go to the party, you’ll have a great time! 3a 说课实录
一、教学内容：英语八年级教材（上册）
二、教学目标
1.学会运用if 条件状语从句。
2.掌握 3a 的内容。
3.能根据 3a 仿写文章。
225三、教学重难点
1.学会运用if 条件状语从句。
2.掌握 3a 的内容。
3.能根据 3a 仿写文章。
教学实录过程
Step1Warm-up
T: Class begins.
M: Stand up.
T: Let’s sing a song together. If you can sing, sing along with it, if you can’t just do actions.
(T play the song on the screen. “If you are happy and you know it, clap you hands. „„”
Step2 Leading-in &presentation
1. 屏幕显示3个不同表情女孩的头像
T：Are you happy now? I am happy. If I’m happy. I will smile. What will you do if you are happy?
S1: If I am happy, I will smile, too.
T: Good. If I am sad, I will cry. What will you do if you are sad?
S2: If I am sad, I will eat food.
T:Good. What about you?
S3: If I am sad, I will go shopping.
T: If I am do a lot of homework, I will get tired . What will you do if you do a lot of homework?
S4: If I do a lot of homework, I will feel sleepy.
2.Show 100 yuan.
T: What’s it?
Ss: It’s money.
T: If I have 100 yuan, I will buy a new book. What will you do if you have 100 yuan?
S1: If I have 100 yuan, I will buy some food. .
S2: If I have 100 yuan, I will go shopping .
3.. 屏幕显示另一些图片，继续这一句式，师生问答。
T: What is it?
S1: It’s a lot of money..
226T: Good. What will you do if you have a lot of money?
S2: If I have a lot of money, I will travel around the world.
S3: If I have a lot of money, I will buy a new house for my parents.
S4: If I have a lot of money, I will go shopping.
T: Good. What will he do if he has a lot of money??
S5: He will go shopping.
4.T: Good job. Next, please look at the screen, read the sentences together.
What will you do if you have a lot of money?
If I have a lot of money, I will travel around the world.
If I have a lot of money, I will buy a new house for my parents.
If I have a lot of money, I will buy a new house for my parents.
If I have a lot of money, I will go shopping.
T: They’re called First Conditional .Look at the sentences carefully and try to say the rules.
(Ss work in pairs)
生总结由if引导的条件状语从句，主句用一般将来时，从句用一般现在时。
Step3 Guessing game
Show some other pictures to practice First Conditional, using
What will „ do if „is/are happy.
Step4 Pre-reading
1. T: Let’s see another two people.展示姚明和刘翔的图片
T: Who are they?
Ss: They are Yao Ming and Liu Xiang.
T: What are they?
Ss: They are sportspeople.
T: They are athletes. (教授读音) Do you want to be athletes in the future? If you become an athlete,
wiil you be happy?
Step5 While-reading
1. T: Read the passage quickly and write T or F
1) Most young people want to be professional athletes.
2)Professional athletes don’t have trouble.
T: Who’d like to read the sentences for us?
Call out a student to read then after 2 minutes, check the answer.
2272. T: Read it carefully and finish the chart.
Reasons for becoming professinal Reasons against becoming professional
athletes athletes
1.They are famous. 1.
2. 2.
3.
3.Get 4 students to answer the questions.
4. T:: You’ve done very good work.. Now read it again and underline anything you don’t understand.
(生没有提出问题)
5.T：I’ll explain one thing. have a difficult time doing(做某事有困难)
Eg. I have a difficult time studying math.
He has a difficult time sleeping.
Can you make other sentences?
S1: I have a difficult time studying Chinese.
S2: I have a difficult time working out the problem..
6.T: Very good.Now let’s fill in the blanks with the right verb froms.
Check the answers together and read aloud.
Step6 Post-reading
T: Do you have dreams? Write a chain story in your group.
I think I will become a /an ________ in the future. If I become _______,I will ___________.
If I _________, I will __________. If I _________, I will___________.(on screen)
Students work in groups and call out one group to show.
Step5Summary
T:What we have learned today?
1. 掌握if 引导的条件状语从句的用法。
2. 掌握一些基本的阅读技巧。
Homework:
T:I think you must have many dreams.Write down your dream .You can begin like this:
I have many dreams. One of them is becoming a/an________, if I become________________________
228______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
T: Class is over. Thank you, everyone.
教后反思：
这堂课总的来说还是比较令自己满意的，亮点有以下几点：
1、 导入环节自然流畅，导出了活力，导出了实效。由课前的歌曲来导入本节课。一方面极大地调动学生的学习热情
和表达愿望，另一方面和教学内容息息相关。
2、 本节课所选用的教具和屏幕上展示的图片都能极大地引起学生的参与兴趣并有话可说。
3、 在导入环节将本节的目标句式练习充分，学生能轻松的总结出目标语言的规律，为3a的学习排除了困难。
4、 学生的参与热情高涨，大部分学生都能动起来，。
本节课的不足之处：
对时间的安排不够合理。前面的导入环节耗时过长，以致后面课文部分的处理有些仓促。
Unit 5 If you go to the party, you’ll have a great time! 说课稿
Today I will give you a talk about how to teach the lesson of “If you go to the part, you’ll have a great time.”It is from the
book 2 of Grade 2. I divide my talk into 7 big parts: teaching material analyzing, teaching aims, teaching key points and difficult
points, teaching methods and learning methods, teaching procedures, blackboard design, summary. Now I will start my talk.
I：Teaching material analyzing:
Status and function: This lesson is focused on the topic of the consequences. Since the main type is dialogue and it‘s
concentrate on the pictures, it‘s helpful to improve the students‘ thinking and speaking abilities.
II：Teaching aims:
1. knowledge objects: to help the students to master the key vocabularies and target languages. It’s convenient for them
to use in the future.
2. Ability objects: to develop the ability of thinking independently, to improve the listening, speaking, communicating
and cooperating skill. These abilities help them study languages more easily in the days of future.
3. Emotion objects: to enable the students to think the consequences before they do something.
III：Teaching key points and difficult points:
1: Teaching key points: As we all know, the words and phrases are the basic structures of language, and the sentence form
is important to the language too, so I think they should be the key points of teaching in this lesson.
2:Teaching difficult points: Speaking is one of the goals of English teaching, and language learning is for communication, so
in this lesson, students learning to think the consequences and then using them to communicate is the teaching difficult point.
IV：Teaching methods and learning methods:
1:teaching methods: Students play the very important roles in the whole teaching and learning process. It‘s necessary to
stimulate their initiative in learning. And it is known to us, learning the language is to communicate, so in the lesson ,I will
mainly adopt the task-based teaching method and the communicative method is additional. In the lesson, I will ask the students
to finish some tasks firstly, then we talk and check the answers together.
2292:learning methods: In this lesson, students will be demanded to make conversations, talk about, and think the consequences,
so the cooperative learning method is suitable.
V：Teaching procedures:
1:warm-up: Free talk between students and me.
I: Have you ever thought the consequences before you do something? For example: you get up late,(I write it on the
blackboard) what the consequences will be? Can you tell me?(Translate these sentence into Chinese so that the students can
understand me.)
S:yes.
Then I ask some students to give their different thoughts. I write them on the board just next to the premise which I write
before.
Secondly, I go on asking some students to give some premises, and other students to give these premises‘ possible
consequences. I write them on the blackboard.( In this course, we may meet some new words or languages, I will list them on
the blackboard, and then teach the students about them.)
Thirdly, I will talk and check these consequences together with students. Then ask them to read these sentences together. In the
end, I say :‖In this lesson, we are going to talk about the consequences.
Purpose: This course leads out the topic. At the same time, it helps to develop the students‘ ability of thinking
independently.
2:Presentation:
(1) I ask students to look at the 1a part of page 34. Fist, I read the instructions to the class, and explain the demands of
this part. Then I point to the four pictures and ask students to tell what they see. Ask two students to read the
conversation in the first picture. Explain that the possible consequence is the girl will go to the party with her two
friends. I say:”Now read the statements and responses in the box, and match the statements with the responses you
think make sense.(In this course, I Will answer any questions students may have about vocabulary, and I Will write it
on the blackboard, then teach them in detail.)Next, students match the statements and responses.
(2) Let students look at the 1b part of page 34. I say:”You will hear four conversations, each conversation will give you
the matching response of 1a. Then I Play the recording, next, I say:”check your answers to activity 1a” In the end, we
talk about the answers together.
Purpose: This step is mainly to help students to learn some new words, phrases or languages. At the same time, to
improve their listening, thinking skill, and to cultivate the ability of finishing the task.
3:Practice:
Next ,we turn to the part 1c. I read the instructions to the class, and point out the picture in activity 1a. Secondly, I ask two
students to read the sample dialogue in activity 1c. I Say:‖You will work with your partner, make a conversation using the
things that are happening in the pictures. Thirdly, I ask one or two pairs of students to present their conversations to the
class.
Purpose: This activity provides guided speaking practice using the target language, and develop the students‘
communicative ability and the cooperative ability.
4:Production: Ask a pair of students to go to the platform, one speaks out the premise, the other gives the consequence.
Purpose: To consolidate the knowledge and improve the ability of using the language to express their thought freely.
VI：summary:
In this class, we have learned many new words and phrases such as: wear jeans, take the bus, have a great time, which
must be very useful in later study. what’s more important is that we have known many resolutions to the problems we may
meet in our daily life. It will do much good to us, maybe it’s more advisable to put what we learned today into practice。
VII: Blackboard design:
If you go to the party, you’ll have a good time
premises consequences
230I decide to walk to school. ( If you do,) you will be late for class.
New words and phrases or languages:
Wear jeans, take the bus, have a great time
Unit 6 How long have you been collecting shells?
Unit 6 How long have you been collecting shells? 教案
第一课时
一、学习目标
1．学会谈论自己对某些爱好持续的时间长度。
如：过去有什么爱好，持续了多长时间，目前有什么爱好，这个爱好到目前持续了多长时间。
2．学会就上述问题向别人进行询问。
3．通过谈论自己有什么收藏爱好，持续了多长时间，有多少收藏品，学会for和since的用法。
4．学会就上述问题向别人进行询问。
二、学习内容
目标分类 学 习 内 容
词
汇 collect, shell, skate, inline, inline skating, marathon, since, a pair of, raise, several, snow
globe, monster, probable, run out of, store, particularly, polar bear, let know, collector, by the
way, bamboo, silk, common, topic, be interested in
语法句型
I．如何表示―从过去开始一直持续到现在，有可能还要持续下去的动作‖。我们用下面的句式来表示这一概念：
主语 + have / has been + 现在分词，如：
1．She has been skating for four hours.
到现在为止她滑冰已经有四个小时了。
2．I have been collecting stamps since I was ten years old.
231我从十岁起就一直在集邮。
II．如果想询问别人―做一件事有多久了？‖，我们用―How long have/ has +主语 + 现在分词？‖这样的句式来提问，
如：
1．How long have you been studying English?
你学英语有多久了？
2．How long has your father been working in the company?
你父亲在这个公司工作有多长时间了？
III．学会―since‖和―for‖在表示时间时的用法。
IV．区分―主语 + have / has been + 现在分词‖和―主语 + 动词过去式‖这两个句式的不同点及熟练掌握这两个句
式的用法。
功
能 Talk about how long you have been doing things
（谈论你做某件事情有多久了）
三、朗读单词
1. collect v. 收集, 聚集, 集中, 搜集
2. shell n. 贝壳, 壳, 外形, 炮弹
3. inline adj. 一列式的；排成行的
4. inline skating 纵列式滑冰
5. marathon n. [体]马拉松赛跑 (全长42,1954米)
6. a pair of 一对；一双；一副
7. raise v. 募集；筹措
8. several adj. 几个的，数个的
9. stamp n. 邮票, 印花, 印, 图章
10. globe n. 球体；球形玻璃器
11. snow globe 里面有雪花的球形玻璃器
12. monster n. 怪物, 妖怪
13. probably adv. 大概, 或许
14. run out of （储存物、供应品等）用尽；缺乏
15. store vt. 贮藏, 贮备, 存储
16. room n. 空间
17. particularly adv. 独特地, 显著地
18. polar adj. 北极的；南极的；近极点的
19. polar bear 北极熊
20. anyone pron. 任何人
23221. let know 告知；使知晓
22. collector n. 收藏家，收集者；搜集者
23. by the way 顺便说一句
24. bamboo n. 竹子
25. silk n. 丝绸
26. common adj. 共同的；普通的；常见的
27. free adj. 自由的；物拘束的
28. topic n. 话题；主题；题目
29. be interested in 对……感应趣
四、任务示范
学生们正在进行马拉松滑冰比赛，比赛已经进行了一段时间，有些同学还在滑，有人已不滑了。请根据下面短文
用―how long‖编一个对话。
同学们在做这个练习时要注意如何询问别人―做一件事有多久了？‖
The students are having an Inline Skating Marathon. Alison has been staking for five hours. Victor has been
skating for five hours, too. But San skated for four hours. He is tired. He is sitting on the ground and having a test. He
has been having a rest for about one hour.
下面请听老师示范（Pairwork）:
A: How long has Alison been skating?
B: He has been skating for five hours.
A: How long has Victor been skating?
B: He has been skating for five hours, too.
A: How long did San skate?
B: He skated for four hours.
A: How long has he been having a rest?
B: He has been having a rest for one hour.
好，我们再做一次，这次你可跟老师一起做。
五、布置作业
1．请同学们反复朗读单词，并自查能记住多少单词。
2．听录音：Section A 1b, 2a, 和2b
3．预习Section A 3a
附：听力原文
P44 1b
Woman: Alison, how long have you been skating?
Alison: I‘ve been skating for five hours.
233Woman: Wow! Sam, how long did you skate?
Sam: I skated for four hours. I started at nine o‘clock in the morning and
stopped at one o‘clock in the afternoon. I‘m very tired!
Woman: When did you start skating, Victor?
Victor: At nine o‘clock.
Woman: So you‘ve been skating for …
Victor: I‘ve been skating for five hours.
Woman: How long did you skate, Celia?
Celia: Umm, let‘s see … I skated for two hours.
答案：
Alison: I‘ve been skating for five hours.
Sam: I skated for hour hours.
Victor: I‘ve been skating for five hours.
Celia: I skated for two hours
P45 2a, 2b
Reporter: Alison, congratulations on winning the skating marathon!
Alison: Thank you.
Reporter: So, how long did you skate today?
Alison: For six hours!
Reporter: Was this your first inline skating marathon?
Alison: No, I skated in a marathon last year.
Reporter: You‘re an excellent skater, Alison. Do you skate every day?
Alison: Yes, I do.
Reporter: How long have you been skating?
Alison: Since I was seven years old. I got my first pair of skates on my
birthday from my grandmother …
答案：
2a: The following questions should be checked: 1 3 4 6
2b: 1. c 3. a 4. b 6. d
Unit 6 How long have you been collecting shells? 第二课时
第二课时
234一、任务示范及讲解
1．通过打电话的方式了解同学们有什么爱好（如：打篮球、弹钢琴、学英语等）；这个爱好持续了多长时间？
在过去某一个时间里是否做过这件事（如：昨天、前天、上个星期等等）；做了多长时间？
Name Hobby How long (for) Time (past) How long (for)
完成任务所需要的语言结构：
1. What‘s your name?
2. What is your hobby?
3. How long have you been playing basketball?
4. I have been playing basketball for about ten years.
4. How long did you play it yesterday?
5. I played it for about two hours.
下面请听老师示范：
Name Hobby How long (for) Time (past) How long (for)
Wang Gang play football for five years yesterday one hour
Li Hong dancing for seven years last Sunday two hours
Zhao Ming swimming for four years last week ten hours
2．让学生自述自己做某一件事的情况。如：
I have been studying dancing for about five years. I danced for about two hours last
Saturday. 等。
3．通过打电话对本班的同学作一个采访，询问他 / 她正在做什么？做了多久了？是否打算继续做下去？并请同
学们汇报调查结果
完成任务所需要的语言结构：
1. What are you doing?
2. When did you do it?
3. How long have you been doing it?
4. How long did you do it?
下面请听老师示范：
A: What are you doing?
B: We are watching a new movie.
A: How long have you been watching it?
235B: We have been watching it for about ten minutes.
4． 同学们，为了丰富你们的课余生活，学校准备组织课外活动小组。在组织活动小组之前，学校要对你们的爱
好进行调查，你们有些什么爱好呢？这些爱好从什么时候开始的？到现在持续了多久？
请同学们通过这个练习学会―since‖和―for‖在表示时间时的用法。请看下面的例句：
1．The skating marathon has been going for eight hours.
2．I have been collecting kites for seven years.
3．He has been watching English movies since 1998.
4．I have been listening to music videos since I was seven years old.
通过以上例句我们可以看出for后面接的是一个时间段：eight hours和 seven years，而since后面接的是具体
的时间点：1998 （1998年）、I was seven years old（我7岁）。
首先听老师的示范，……，下面请同学们自己完成表格。
Name Hobby How long
since
for
since
for
since
for
完成任务所需要的语言结构：
1. I have been doing it since I was ten years old.
2. I have been doing it for six years.
老师示范：
Name Hobby How long
Wu Qing running since I have been running since I was a child.
for I have been running for five years.
Li Qiang collect kites since I have been collecting kites since I was eight.
for I have been collecting kites for about six yeas.
二．布置作业
1．听力练习
Section B 2a, 2b
2．预习Section B 3a
附：听力原文
P47 2a, 2b
236Conversation 1
Girl: How long have you been collecting these kites, Bob?
Bob: Since I was ten years old.
Girl: How many do you have?
Bob: Oh, I have about 22 so far.
Girl: Where do you fly them?
Bob: I usually fly them in the park when it‘s windy.
Conversation 2
Boy: Wow, Marcia. Are these stuffed animals all yours?
Marcia: Yes, I‘ve been collecting them for five years.
Boy: How many do you have？
Marcia: Well, I have about 35.
Boy: Which ones do you like best?
Marcia: I like the panda best – he‘s so cute! And I also like the tiger. My
mother gave me that one.
Conversation 3
Girl: What do you collect, Liam?
Liam: I collect theater and movie tickets.
Girl: So how long have you been collecting them?
Liam: Since last year.
Girl: How many do you have?
Liam: I have 20. I put them in this book and write if I liked the show or movie.
Girl: Looks like an interesting collection.
答案：
2a: Bob: kites
Marcia: stuffed animals
Liam: theater and movie tickets
2b: Bob: since he was ten years old, 22
Marcia: for five years, 35
Unit 6 How long have you been collecting shells? 第三课时
237任务示范及讲解学生们说一说自己的hobby或收藏。
内容可以包括：What ? How long? When started?
Whether continue or not? 这项活动主要起复习和引导作用。
完成任务所需要的词汇：
stamp（邮票）、shell（贝壳）、model car（模型汽车）、 coin（钱币）、 kite（风筝）、 theater
ticket（戏票）、stuffed animal（用海面、碎布等作填充材料的玩具动物）、 movie ticket
（电影票）
下面请听老师示范：
My name is Peter. I have been living in China for about seven years. I like collecting stamps. I have been
collecting Chinese stamps since I came to China. I have been collecting over three hundred Chinese stamps. I like
Monkey King stamps best.
二．阅读预习与讲解
下面我们学习两篇小短文P 46 Section A 3a和P 48 Section B 3a。在你们读之前先由老师解释一下本文中出现
的一些短语，以便易于你们学习。
Section A 3a
1. raise money for charity 为慈善机构慕钱
eg. We had a party to raise money for the doctors and nurses last night.
昨天晚上我们举行了一个为医务工作者慕钱的晚会。
2. whole 整个的
eg. I have been studying for the whole eight hours today.
今天我已经学习了整整八个小时了。
3. an hour ago 一小时以前
eg. I played football an hour ago.
一个小时以前我踢球了。
Section B 3a
1. thanks for doing sth 为（做）某事感谢某人
eg: Thanks for helping me study English.
谢谢你帮我学英语。
2. in fact 事实上
eg: In fact I like to study in school.
事实上我还是喜欢在学校学习。
3. run out of 用尽；缺乏
We‘ve run out of room to store them 我们缺少储存它们（snow globes）的空间
4. If you know anyone else who collects them, … 如果你知道谁也（喜欢）收藏它们，……
238这是一个由if引导的条件状语从句，if在这里解释为―如果……‖，在这个状语从句中又含有一个由who连接的定
语从句，who在这里指anyone。
三．布置作业
2．阅读Section A 3a的短文，并完成表格。
1．阅读Section B 3a并做3b。
Unit 6 How long have you been collecting shells? 第四课时
一．疑难解析
I．如何表示―从过去开始一直持续到现在，有可能还要持续下去的动作‖。如：到现在为止她滑冰已经有四个小时
了。又如：我从十岁起就一直在集邮。我们采用如下的方法来表示―从过去开始一直持续到现在，还要持续下去的动作‖：
主语 + have / has been + 现在分词，如：
1．She has been skating for four hours.
到现在为止她滑冰已经有四个小时了。
2．I have been collecting stamps since I was ten years old.
我从十岁起就一直在集邮。
在这两个句子中，have和has是助动词，因此把助动词题签，就构成了一般疑问句，在have或has后面加not，
就构成了否定形式，have not和has not可以分别缩写成haven‘t和hasn‘t 。如：
1．Have you been doing your homework since this morning?
从今天早晨起你就一直在写作业吧？
（表明写作业这个动作从今天早晨就开始了，一直持续到现在，还要持续下去。）
2．I haven‘t been seeing films for a long time.
我有很长时间没有看电影了。
（表明没有看电影这个动作从过去一直持续到现在，还要继续持续下去。）
II．区分―主语 + have / has been + 现在分词‖和―主语 + 动词过去式‖这两个句式的不同点及熟练掌握这两个句式
的用法。
1．―主语 + have / has been + 现在分词‖表示动作从过去开始一直持续到现在，并且还要继续持续下去。如：
He is a pianist. He has been playing the piano for about twenty years.
他是一个钢琴家。他弹钢琴大约有二十年了。
弹钢琴这个动作从二十年前就开始了，一直持续到现在，由于他是个钢琴家，那么弹钢琴这个动作还要继续持续
下去。这里强调持续，而不是二十年间他一刻不停地在弹琴。又如：
I have been collecting snow globes for seven years.
我收集里面有雪花的玻璃装饰品有七年了。
239我有这个爱好，七年间我一直在收集这样的装饰品，但是不等于七年间我别的什么也没 干。
2．―主语 + 动词的过去式‖表式过去某个时间已经发生了动作，有比较明确的表示过去的时间状语。如：
I did my homework last night.
我昨天晚上做的作业。
表明―做作业‖这个动作发生在昨天晚上，动作没有持续性。
二．写作指导
大家在学完这个单元以后要完成两个写作任务，即写一个招聘广告和一封应聘信。招聘广告可以模仿49页上的
第3题来写，应聘信可参考第48页上的3a来写。
下面请看示例：
学校歌咏队要参加一个歌咏比赛，故而要招聘新成员，请你帮歌咏队写一个招聘广告。
应聘信
Dear Mike,
I‘m from Class Two, Grade Two. I‘m an outgoing boy. I am interested in singing songs. I have been singing
songs since I was five years old. I have been studying English for six years, so I can sing many English songs. I am
studying English songs now. Every Saturday I go to singing club to study singing and English songs.
Yours sincerely
John
Unit 6 How long have you been collecting shells? 教案二
Period 1
1.Knowledge Objects
(1)Key vocabulary: inline skating; marathon; skate; shell; collect
240(2)Key structures: -How long have you been skating?
-I've been skating for five hours.
(3)Listening practice
2.Ability Object
To train students' ability of listening and speaking.
1. Teaching Key Points
Key vocabulary. Key structures. Listening practice.
2.Teaching Difficulties
How to improve students' listening ability.
Pairwork.
Unit 6 How long have you been collecting shells?
A: How long has Alison been skating?
B: She's been skating for five hours.
A: How long did Sam skate?
B: He skated for four hours.
时序 教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）
Step Ⅰ Greet the class and check the homework.
Step Ⅱ
Show the new words on the screen. Teach the new words. Read the new words to students and ask students to
repeat.
Step Ⅲ Section A
Draw a long horizontal line across the board. Say, This is called a time line. It shows the years from 19- to the
present. Let's put some information about ourselves on the time line.
T: Maria, when did you start studying English?
S1:1997.
T: Maria started studying English in 1997.(Write the words Maria started English above the date 1997 on the
time line.)
In this unit we're going to talk about how long we've been doing things. Maria, how long have you been studying
English?
(Point to the date 1997 on the time line.)
S1:Since 1997.
T:(Look at the class.)Correct. Maria has been studying English since 1997.(Point to the starting date and run
the finger along the years up to the present year.)Class repeat. Maria has been studying English since 1997.
Ss: Maria has been studying English since 1997.
241Repeat the activity using different dates for several other students. Use a different situation, such as When did
you start to ride a bicycle? or When did you start to baby-sit? if these questions are more appropriate. Each time ask
the class to repeat a sentence, point to the starting date and run the finger along the years up to the present year.
Step Ⅳ 1a
This activity provides oral practice using the target language.
Go through the instructions with the class. Say, You will be talking with other students about some things you
did in the last 24 hours.
Write the words at and for on the blackboard. Say, You will be using the words at and for in some answers.
Divide the students into some groups. Let students look at the three questions and read them to the class.
(1)How long did you sleep last night?
(2)When did you start class today?
(3)How long have you been in class today?
Then get students to ask and answer these questions in groups. Let them look at the words at and for on the
blackboard. Say, Use the two words in sentences like this: I started class at 10:00.I slept for ten hours.
While students work in groups, move around the room checking their progress and offering help as needed.
Ask the class each question and let several different students answer. Help the students phrase responses
using the words at and for correctly.
Step Ⅴ 1b
This activity gives students practice in understanding the target language in spoken conversation.
First tell students, We're going to listen to a recording of a reporter talking to the participants in an inline skating
marathon.
Let students look at the picture and tell what is happening. Help the students understand that the students in the
picture are at a skating marathon. Then discuss with students what a marathon is.(It's a contest to see who can do
something-run or dance or skate-the longest without stopping.)
Ask a student to read the instructions, and the name in the chart. Then say, You will write sentences about
these people according to the recording.
Get a student to read the sample answers.
I've been skating for five hours.
I skated for four hours.
T: What word comes before the number of hours?
S: For.
T: That's right. We use the word for when we talk about a number of hours. We say for five hours or for ten
days.
Play the recording for the first time. This time students only listen. When play it a second time, say, This time
listen to the tape carefully and write the sentences in the chart.
242Correct the answers.
Answers
Alison: I've been skating for five hours.
Sam: I skated for four hours.
Victor: I've been skating for five hours.
Celia: I skated for two hours.
Step Ⅵ 1c Pairwork
This activity provides guided speaking and listening practice using the target language.
Ask a student to read the instructions aloud. And let students look at the picture in Activity 1a.
Have two students read the example in sample dialogue in Activity 1c.
Then say, Now work with your partner. Begin with reading the conversation in the box with your partner. Then
make a conversation about the people in the picture. You can use the names and sentences in Activity 1b.Are you
clear? OK. Begin, please.
As students work, move around the room, checking their progress. Offer language support if necessary.
At the end ask several pairs of students to say their conversations to the class. Give them little presents if they
do their work better.
Step Ⅶ Optional Activity
Write these words on the board in random order: how, long, have, you, been, studying, English, going to school,
playing soccer, riding a bicycle. Then give a student a pointer and ask him or her to tap the words one by one to
make a question. For example the student might tap these words: how...long...have...you...been...riding...a...bicycle.
Then the student calls on another
student to answer the question. Give several students a chance to tap out questions.
Step Ⅷ Summary and Homework
Today we've learned some key vocabulary and structures. Continue to make conversations with your partner
after class. Next time I'll ask some pairs to read your conversations to the class again.
课题 Unit 6 How long have you been collecting shells? Period 2
1.Knowledge Objects
(1)Key vocabulary: since; pair; a pair of
(2)Key structures
Pairwork.
(3)Grammar focus
2432.Ability Objects
To train students' listening skill.
To train students' communicative competence.
1.Teaching Key Points
Vocabulary and structures.
2.Teaching Difficulties
Groupwork
Grammar focus.
Unit 6 How long have you been collecting shells?
A: How long have you been skating?
B: I've been skating since I was seven years old.
A: How long have you been skating?
B: I've been skating since nine o'clock.
A: How long did you skate?
B: I skated for two hours
时序 教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）
Step Ⅰ Greet the class and check the homework.
Ask a pair of students to say their conversation.
S1:How long has Victor been skating?
S2:He's been skating for five hours.
S1:How long did Celia skate?
S2:She skated for two hours.
T: Very good. Thank you.
Step Ⅱ
Show the new words on the screen. Read the new words to the class and ask them to repeat. Make sure every
student can understand the meanings of the new words.
since conj. 自……以后；自从
pair n. 一双；一对；一副
a pair of 一双；一对；一副
Step Ⅲ 2a
This activity gives students practice in understanding the target language in spoken conversation.
Go through the instructions with the class. Look at the six questions and ask different students to read the
questions to the class. Then rephrase them in simple words. For example question 1 can be rephrased as How many
244hours did you skate today? Ask students what questions they still don't understand and explain the questions further
as needed.
Then say, You'll listen to a recording of a reporter talking to Alison. Please check the questions you hear. The
first one is given to you as an example. Do you understand? OK. Let's listen to
the recording now.
Play the recording the first time. Students only listen. Play it a second time. This time students put a check in
front of the questions they hear.
Then check the answers.
Answers
The following questions should be checked:1 3 4 6
Step Ⅳ 2b
This activity gives students practice in understanding the target language in spoken conversation.
Say, Listen to the interview with the inline skating marathon winner again. Draw lines to match the questions
and answers in Activity 2a.
First point out the line drawn for the sample answer. Ask a student to read the example.
-How long did you skate today?
-For six hours.
Get a student to read the other answers to the class. Then say, You will use these answers to answer the
questions you checked in Activity 2a.
Play the recording and let students draw lines connecting each question with the correct answer:
Play the recording again and have students check their answers.
Answers
1.c 3.a 4.b 6.d
Step Ⅴ 2c
This activity provides guided speaking and listening practice using the target language.
In this activity first ask students to look at the picture and ask, what's happening in the picture?(A reporter is
interviewing the skating marathon winner.)
Have two students to read the example in sample dialogue in Activity 2c.
A: How long have you been skating?
B: I've been skating since I was seven years old.
Then say, You will work with your partner. Role play the interview between Alison and the reporter.
Let students work in pairs. When they work, move around the room checking the progress of the pairs and
offering help as needed.
245At the end ask a pair of students to say their conversation to the class.
Step Ⅵ Grammar Focus
Review the grammar box first. Divide the class into two group. One group read the statements and the other the
responses.
Group 1:How long have you been skating?
Group 2:I've been skating since nice o'clock.
I've been skating for five hours.
Group 1:How long did you skate?
Group 2:I skated for two hours.
Then write some how long have you been...questions on the board using topics that are interesting to students.
For example, How long has Alice been playing tennis? or How long has Alice been taking piano lessons? Then write
the words since and for on the board. Ask different students to answer the questions using these words. Two
answers might be: He has been playing tennis since 1997.He has been playing tennis for three years. Circle the
words since and for in the sentences.
Ask, When do you use since and when do you use for? Help students understand that in these sentences since
comes before a date, and for comes before a certain number of years.
Then do another example in which the answer will be a time of day. For example, How long have you been
sitting in this classroom? Again circle the words since and for. Help students
understand that in these sentences since comes before a clock time, and for comes before a certain number of
minutes or hours.
Point to the second and third sentences in the Grammar Focus chart. Ask, What is the difference between How
long did you skate? and How long have you been skating? Help students understand that the did question means
that the person has stopped doing the action. The have you been question shows that the person is continuing to do
the action at the present moment.
Step Ⅶ Summary and Homework
This class we've done listening and speaking practice using the target language. We must pay attention to the
usage of the two words since and for.
Today's homework is to continue to make some conversations will your partners. Then revise grammar focus.
Next time I'll ask some pairs to say their conversations.
课题 Unit 6 How long have you been collecting shells? Period 3
1.Knowledge Objects
(1)Key vocabulary: raise; charity; several
(2)Key structures
246(3)Reading practice
2.Ability Objects
To train students' reading skill. writing skill and communication
3.Sensibility and Value
To enable to ask for help when having difficulties in learning.
1.Teaching Key Points
Key vocabulary and structures.
Reading practice.
2.Teaching Difficulty
Groupwork.
Unit 6 How long have you been collecting shells?
A: Liu Ying, what sport do you play?
B: Tennis.
A: When did you start?
B: When I was eleven.
A: So how long have you been skating?
B: Three and a half years.
时序 教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）
Step Ⅰ Greet the class and check the homework.
Ask a pair of students to say their conversation about the interview.
S1:How long did you skate today?
S2:For six hours.
S1:Was this your first inline skating marathon?
S2:No,I skated in a marathon last year.
S1:How long have you been skating?
S2:Since I was seven years old.
T: Excellent. Thank you.
Step Ⅱ
Show the new words on the screen. Teach the new words and read the new words to students. And ask
students to repeat the words.
raise v. 募集；筹措several adj. 几个的；数个的
247Step Ⅲ 3a
This activity provides reading practice using the target language.
Go through the instructions with the class. Say, This activity asks you to give answers using language from this
unit and from the past units.
Look at the picture. Ask, What is happening in the picture?(Some people are skating. A reporter is reporting the
skating marathon.)Marathon means a long race. Do you remember?
Use a projector to show the passage on the screen and read the message to students.
I'm talking to you from the Hilltop School Skating Marathon. Here, students are skating to raise money for
charity. For every hour they skate, each student raises ten yuan for charity. The skating marathon has been going for
five hours now, and several skaters are still skating. Alison was the first one to start, and has been skating for the
whole five hours. Next is Sam, and he has been skating for six hours. Lu Ning has been skating for four hours, and Li
Chen just started an hour ago.
Ask some students to read the passage aloud.
Point out the sample answer. Then have students fill in the table. Walk around the room when students work,
checking the progress.
Check the answers.
Answers
Sam 4 hours
Lu Ning 4 hours
Li Chen 1 hour
Step Ⅳ 3b
This activity asks students to calculate the time students started the race.
Go through the instructions with the class.
Ask students to go over the passage in 3a again. Then let them write the names from 3a on the time line. When
students work, move around the room, checking the progress.
Check the answers.
Answers
Alison 9 a.m.;
Lu Ning 10 p.m.;
Sam 10 a.m.;
Li Chen 1 p.m.
If time permits, ask students to say something about the people according to the time line.
Step Ⅴ 4 Groupwork
248This activity presents an opportunity for students to use the language and structures of the unit to find out
information about other students' hobbies.
First ask two students to read the sample dialogue.
A: Liu Ying, what sport do you play?
B: Tennis.
A: When did you start?
B: When I was eleven.
A: So how long have you been skating?
B: Three and a half years.
Then let students look at the survey table. Ask them to fill in the table.
Ask students to complete the work in groups. Students list and discuss their different sports.
Get a few students to share their lists. Ask a few students to say the sample conversation. For example:
S1:Li Ping, what sport do you play?
S2:Soccer.
S1:When did you start?
S2:When I was eight.
S1:So how long have you been playing soccer?
S2:Seven years.
Step Ⅶ Summary
This class we've read a passage and done a survey. Also we've done some exercises of the workbook. It made
us strengthen the target language we had learned in Section A.
Step Ⅷ Homework
Review the new words. Next class I'll have you read the new words first.
课题 Unit 6 How long have you been collecting shells? Period 4
1.Knowledge Objects
(1)Key vocabulary: stamp
(2)Key structures
(3)Listening practice
2.Ability Objects
To train students' listening skill and ability of communication
2493.Sensibility and Value
To be able to share our own collections with others.
1.Teaching Key Points
Key vocabulary.
Key structures.
Listening practice.
2.Teaching Difficulty
Pairwork.
Unit 6 How long have you been collecting shells?
coins
kites beautiful
dolls interesting
toy animals
stamps
时序 教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）
Step Ⅰ Greet the class as usual and check the homework.
Ask students to show their reports and get some of them to read their reports to the class. Put some of the
reports up on the bulletin board so that students can discuss it after class.
Step Ⅱ
Show the new word on the screen. Read the new word to the class and ask students to repeat.
stamp n. 邮票
Step Ⅲ Section B 1a
Show some pictures on the screen and ask students to say something about the pictures. Provide key words as
needed. Write these words on the blackboard.
Point to the pictures. Ask different students to say the items they see in the pictures. Write the key words on the
board after students point out these words in the pictures. Get the class to repeat the name of each item.
Go through the instructions with the class. Point to the chart. Ask a student to read the sample answer under
the words I collect. Say, This column is for things you already collect. Point to the words I would like to collect. Say,
This column is for things you don't collect now. It's for things you want to collect in the future.
Let students write the names of things they collect and things they would like to collect in the
chart. Have students do the work on their own.
250When students finish, let different students read their lists to the class. If there are any new words, write them
on the board and ask the student who said each word to explain what it is.
Step Ⅳ 1b
This activity provides oral practice using the target language.
Go through the instructions with the class. Say, You will be talking with other students about your collection.
Let a student read the sample sentences.
A:I collect shells because they are beautiful. I'd like to collect stamps because they are interesting.
Ask, Why do you collect shells? Why do you want to collect stamps? Write the words beautiful and interesting
on the board .Say, These words tell why he collects these things. Use words like these in your answers.
Have students do the activity in pairs. When they work, move around the room, checking their progress. Offer
helps as needed.
Ask several pairs of students to say their conversations to the class.
Step Ⅴ 2a
This activity gives students practice in understanding the target language in spoken conversation.
Say, You will hear three conversations. They are about Bob, Marcia, and Liam and their collections. Write what
each person collects under the word What.
Play the recording for students the first time. This time students only listen. Then play the recording a second
time. Say, This time listen carefully and write what each person collects after that person's name and under the word
What in the chart.
Correct the answers.
Answers
Bob: kites
Marcia: stuffed animals
Liam: theater and movie tickets
Step Ⅵ 2b
This activity gives students practice in understanding the target language in spoken conversation.
Point to the chart in Activity 2a.Say,Listen to the recording again. This time you will be writing answers in these
columns. You will be telling how long the person has been collecting things and how many of each thing they have.
Play the recording. If necessary, pause it after each conversation to give students time to finish writing their
answers.
Correct the answers.
Answers
Bob: since he was ten years old,22
Marcia: for five years,35
Liam: since last year,20
Step Ⅶ 2c Pairwork
251This activity provides guided speaking and listening practice using the target language.
Let students ask and answer questions about Bob, Marcia, and Liam.
First point to the example in sample dialogue.
A: What does Bob collect?
B: He collects kites.
A: How long has he been collecting kites?
B: He's been collecting kites since he was ten years old.
Then ask students to practice conversations in pairs. When students work, move around the room checking
their progress and offering help as needed.
At the end ask several pairs of students to say their conversations to the class.
Step Ⅷ Optional Activity
Play a memory game with the class. Ask questions such as Who collects stuffed animals? What does Liam
collect? How long has Marcia collected stuffed animals? How many tickets does Liam have? Ask students to answer
in complete sentences.
Step Ⅸ Summary
This class we've learned some key vocabulary and done some listening, speaking and writing practice.
Step Ⅹ Homework
Preview the new words on next page.
课题 Unit 6 How long have you been collecting shells? Period 5
1.Knowledge Objects
(1)Key vocabulary: snow globe; run out of; store; let know; by the way
(2)A reading passage
(3)Writing practice
2.Ability Objects
To train students' ability of comprehension and writing skill
3.Sensibility and Value
To be able to ask for help when having difficulties in learning.
1.Teaching Key Points
Key vocabulary words.
The reading passage.
252Writing practice.
2.Teaching Difficulty
Writing practice.
Unit 6 How long have you been collecting shells?
now globe
monster
polar bear
penguin
birthday cake
时序 教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）
Step Ⅰ Greet the class as usual and check the homework.
Step Ⅱ
Show the new words on the screen and teach the new words. Read the new words to students and ask them to
repeat.
Step Ⅲ 3a
This activity introduces new vocabulary and provides reading practice using the target language.
In this activity first look at the four pictures.
T: What can you see in the pictures?
Ss: Four snow globes.
T: Right. There are four snow globes in the pictures. And what are they?
Ss: They are a monster, two polar bears, two penguins and a birthday cake.
Write these words on the blackboard: snow globe; monster; polar bear; penguin and birthday cake. Read them
to the class and ask students to repeat each one. Make sure students understand each word.
Use a computer to show the E-mail message on the screen and read the message to students.
Get students to read the e-mail on their own, and then draw lines connecting each snow globe and its
description.
Correct the answers.
Answers
A line should connect each snow globe picture with the words that describe it in the letter.
Step Ⅳ 3b
This activity provides writing practice using the target language.
253First review Activity 2a on Page 47.Then ask students to complete the message according to Activity 2a.Some
partial sentences are given to students. Write about one person's collection.
When students work, walk around the room checking the progress and offering help as needed.
When they finish, ask some students to read their messages to the class.
Show a sample message on the screen by a projector. Then ask students to read it on their own.
Hi, Tom,
I want to tell you about my hobby. I collect theater and movie tickets, I've been collecting them since last year.
Now I have 20.I put them in a book and write if I liked the show or movie. I think collecting them is very interesting. I
like collecting them.
Step Ⅴ 4a Groupwork
This activity presents an opportunity for students to use the language and structures of the unit to find out
information about other students' hobbies.
Look at the sample dialogue. Ask a pair of students to read it.
A: What's your hobby, Wen Li?
B: I like making kites.
A: How long have you being doing that?
B: For about two years.
A: How do you make them?
B: I use bamboo and silk.
Get students to make a list of everyone's hobby and fill in the chart. Complete the work in groups.
At the end let a few students to share the sample conversation.
Step Ⅵ 4b Groupwork
This activity provides guided oral practice using the target language.
First tell students they will discuss the four questions below in small groups.
Point to the questions and let a student to read them to the class.
W· hat is the most common hobby?
W· hat is the most unusual hobby?
W· hat is the most interesting hobby?
W· hat hobby would you like to try?
Say, Now work in small groups. Start by reading the four questions. Then go back and discuss each question
with the group. Ask each other questions until you learn the answer to each question.
When students talk, walk around the room checking their work. Offer language support as needed.
Read the four questions one by one and ask each group to say their answers to the class.
Step Ⅶ Summary
This class we've had a lot of reading, writing and speaking practice using the target language.
254In all the activities I hope you can learn to cooperate and make great progress together.
Step Ⅷ Homework
Next class we'll have our Self check paper. Please preview the exercises to see if you have any difficulty in
understanding.
课题 Unit 6 How long have you been collecting shells? Period 6
1.Knowledge Objects
(1)New words (2)Writing practice (3)Just for Fun
(4)Exercises of the workbook
2.Ability Objects
To train students' self check skill and ability of reading and writing
To train students' sense of humor.
3.Sensibility and Value
To be interested in taking part in activities in an English class.
1.Teaching Key Points
New words.
Exercises of the workbook.
2.Teaching Difficulties
Writing practice.
Unit 6 How long have you been collecting shells?
the sample sentences:
1.Our class is organizing a talent show to raise money for charity.
2.I need extra English lessons. Do you know a good teacher?
3.My hobby is collecting old coins.
4.I didn't finish writing my test because I ran out of time.
5.During the winter I store my summer clothes in bags under my bed.
时序 教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）
Step Ⅰ Greet the class as usual and check the homework.
Step Ⅱ Self check 1 and 2
These two activities focus on vocabulary introduced in the unit.
255Say, First check the words and phrases you know. Then write five new words or phrases in your Vocab-builder.
Get students to make their own sentences with the words, preferably sentences that re meaningful.
Write a number of students' answers for each word on the board. Underline any mistakes and ask students to
suggest how to correct the mistake.
Answers
1.Our class is organizing a talent show to raise money for charity.
2.I need extra English lessons. Do you know a good teacher?
3.My hobby is collecting old coins.
4.I didn't finish writing my test because I ran out of time.
5.During the winter I store my summer clothes in bags under my bed.
Step Ⅲ 3
This activity focuses on the grammatical structures and key vocabulary introduced in this unit.
First learn the new words. Show the new words on the screen. Read the new words to students and ask them to
repeat.
free adj. 无拘束的；自由的
topic n. 话题；题目
be interested in 对……感兴趣
Go through the instructions with the students.
Let a student read the ad. Then ask students to read it again and make sure they understand the
advertisement.
Ask students to finish the letter on their own. As they work, move around the room checking the progress and
offering help as needed.
Check the letters.
Step Ⅳ Just for Fun!
This activity provides reading practice with the target language.
Get a student to read the sentence in the picture.
I've been collecting them for five years!
Step Ⅵ Summary
This class we've reviewed words and phrases in the unit. And we've done a writing exercise using the target
language. Some exercises of the workbook can strengthen the target language presented in the unit.
Step Ⅶ Homework
Next class we'll learn the reading passage. There are many new words and expressions. I hope you can read
the new words and learn them by heart. Next class I'll ask you to read the new words first.
256课题 Unit 5 If you go to the party, you'll have a great time! Period 7
1.Knowledge Objects
Reading: I've been studying history in China.
2.Ability Objects
To train students' reading comprehension ability.
To train students how to use the strategy of reading.
3.Sensibility and Value
To be interested in learning about Chinese history and Western history.
1.Teaching Key Points
Key vocabulary.
Section 1.
Section 2.
2.Teaching Difficulties
Section 3.
Section 4
Reading: I've been studying history in China
1.I've been teaching in China for two years.
2.Since I came to China, I've been learning a lot about my family history.
3.I've been studying for over two years now.
时序 教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）
Step Ⅰ Greet the class as usual and check the homework.
Ask students to read the new words one by one. Correct any mistakes. Then read the new words and ask
students to repeat. Make sure students know the meanings.
Step Ⅱ
Section 1 Before You Read
Groupwork
First ask students How much do you know about history? Then let students discuss these questions in groups.
1.How many Chinese dynasties can you think of?
2.How many famous characters from Chinese history can you think of? Make a list.
3.Can you think of famous characters from the history of other countries? Make a list.
Read the title I've been studying history in China to the class. Get students to predict what they think the article
is about, according to the title.
257Step Ⅲ
Section 2 While You Read
Reading strategy
Let students scan the text quickly to find details that they are looking for. Tell students they can find information
quickly without reading the whole text.
Play the tape for students and ask students to read the text.
Step Ⅳ
Section 3 After You Read
3a
Ask students to go through the reading again. Then have them complete the sentences below.
1.Leo has been teaching in China for __________.
2.Some buildings in Harbin are __________.
3.The __________ welcomed the first Jewish settlers to China.
4.In Australia, students usually study __________ and __________ history.
5.The more Leo learns about __________,the more he enjoys __________ in China.
Answers
1.two years
2.Russian
3.Song Emperor
4.Australian;western
5.Chinese history; living
3b
Groupwork
Divide students into groups of three.
Show the conversations in 3b on the screen.
Ask students to practice the conversations, then let them make their own conversations according to 3b.
3c
Ask students to make their own conversations in groups. Student A tells a plan. Student B says what will
happen if they carry out the plan. Student C reports what was said. Then get some groups to act out their
conversations.
Step Ⅴ
Section 4 Go for it!
258First ask students, What problems might you have living in a foreign country? and What problems do you think a
foreigner might have in China? Let students discuss with their partners.
Then have students complete the chart according to their discussion and the examples.
Step Ⅵ Summary
This class we've practised some reading and writing. And we've learned something about Chinese history and
Australian history.
Are you interested in history? Which foreign country are you interested in?
I hope you learn something more about our history and study hard to make our country stronger and more
beautiful in the future.
Step Ⅶ Homework
Preview the new words in Unit 7.Next class we'll start Unit 7.
Unit 6 How long have you been collecting shells? 第一课时说课稿
我今天说课的题目是Unit How long have you been collecting shells ? 它是新目标英语八年级下册第六单元第一
课的内容。下面我就本课的教材、教法、学法、教学程序和板书设计五方面的教学加以说明。
一、说教材
1、教材的地位和作用
本课的中心话题是“谈论一直做某事”，主要围绕“How long have you been collecting shells ？”这个话题而展
开的，编者以此为依托引进对现在完成进行时的学习和对一般过去时的对比学习。谈论个人的爱好这一话题必定会引
起学生的兴趣和讨论。这一话题的引入恰到好处的为我们教师培养学生的创造性思维和发散性思维构建了一个良好的
平台，为学生的探究和合作学习提供很好的素材。本课在整个单元的学习中是一个重点，为下面现在完成时的学习打
下一个很好的基础。
2、教学目标
根据以上的分析，为了更好的实施目标导学，以提高教学效率，通过听、说、读、写的训练，使学生获得英语基础知
识和运用基础知识进行交际对话的综合语言运用能力。因此，根据教材特点，结合学生的实际情况，我把本课的教学
目标设定如下：
A、语言知识目标
1）重点词汇：collect, inline, marathon, skate, stamp, shell, globe,
monster
2）、for 和 since 的用法。
3）、现在完成进行时的理解和用法。
259B、语言能力目标
（1）、培养学生能运用现在完成进行时来“谈论一直做某事”，这一语言功能项
目的意识和能力。
（2）、培养学生能就当前已发生并正在进行的场景做现场报道和访问的能力。
C、情感态度目标
（1）让学生在学习本单元采访和报道的过程中，获得交际所得到的快乐、成
就感和启迪。
（2）让学生从 “How long have been doing…?”中获得坚持不懈、持之以恒
的毅力和动力。
（3）通过小组合作和探究学习调动学生的学习积极性，并使学生明白团队合作精神的重要性。
3、教学重点与难点
（1）、主语+have/has been +动词的现在分词结构的运用。
（2）、引导时间的介词for 和since 的用法。
（3）、一般过去时与现在完成进行时的用法。
以上三点既是本课的重点也是难点。重难点确立的依据是新课程标准的要求以及本课在教材中所处的地位和作用。
二、说教法
新的课程标准指出，英语教学要始终发挥学生的主体作用，要采用以学生为中心的教学思路，要设计以学生为中心的
教学活动，在英语课程的每个教学环节上要充分考虑学生的需求，学校、教师、课程都是为学生服务的。因此，在教
学过程中我开展以学生为主体的师生、生生等双边以及多边活动，精讲巧练，由浅入深，由易到难，由已知到未知，
循序渐进的深化教学内容。
课程标准还指出：在英语课程中，应努力倡导学生的积极参与，让学生在学习过程中不仅能构建知识，提高语言能力，
而且通过感知、体验、参与实践、合作探究等活动方式，完成任务和实现目标。因此，在教学中我主要采用了
目标导读法 任务型教学法 问题情境教学法
在整个教学过程中以任务型教学法为主，充分利用视听，强调耳、眼、手等感觉器官和大脑去整体感知和认识外语材
料。我为学生创设真实的语言环境和可操作的任务，让每个学生都能在真实的语境中进行自然的交流，在共同完成任
务中学习新的知识，从而使学生学有所得，学有所用。
由于初中生注意力集中的时间不太长，学习兴趣难以持久，而《课程标准》中明确指出：兴趣是学习的动力，是教学
过程中不可缺少的重要因素之一。克里姆林斯基也说过：成功的外语课教学应在课堂里创设更多的情境。因此，在教
学本课时，我应用了多媒体、教学挂图、录音机、充分利用已有的教学资源并制作教学课件，通过深受学生喜欢的图
片，配以文字来演示一般将来时的基本用法。以激发学生的学习兴趣，集中他们的注意力，提高学习效果。
260三、说学法
在英语学习中，教师要把凡是学生能够自己独立做的事情都给学生留出空间，让学生有时间、有机会去选择、决定；
去思考、实践、体验、感悟；去创造、应用。而不要什么都由教师灌输，什么都听教师摆布。我国古代不就有“鱼”
“渔”之说吗？在对学生的学法指导方面我主要采用：
自主学习法 合作讨论法
同时本课还设计了几个任务，让学生积极参与，合作完成任务，培养了团队精神。
四、说教学程序
见教案
五、板书设计
本课以素质教育为目的，结合教材重点难点以及英语学科的特点，利用多媒体辅助教学，从视、听、说、写等方面使
学生得到锻炼，在愉快、轻松的氛围中温故而知新，在合作、探究的学习中达到初步运用英语交际的能力。本课的板
书设计比较简单，简述如下：
Unit 6 How long have you been collecting shells?
Have / has been doing sth.
at / for
since / for
How long did you skate?
How long have you been skating?
由于在说课的过程中难免会有不当不足之处，还望各位老师不吝赐教，多提宝贵意见，以提高教学水平。
Unit 6 How long have you been collecting shell ? 教案
Period 1
科目 英语 年级 初二 班级 时间 2010 年 4 月20 日
课题 Unit 6 How long have you been collecting shells? Period 1
教 1.Knowledge Objects
学 (1)Key vocabulary: inline skating; marathon; skate; shell; collect
目 (2)Key structures: —How long have you been skating?
标
261—I’ve been skating for five hours.
(3)Listening practice
2.Ability Object
To train students’ ability of listening and speaking.
教 1. Teaching Key Points
材 Key vocabulary. Key structures. Listening practice.
分 2.Teaching Difficulties
析 How to improve students’ listening ability.
Pairwork.
板书 Unit 6 How long have you been collecting shells?
设计 Have / has been doing sth.
示意 at / for
框图 since / for
How long did you skate?
How long have you been skating?
教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）
Step1、Warming up （4分钟）
1. Duty Report.
2. Provide oral practice. Ask students four questions about learning English.
1).Do you like English?
2).When did you learn it ?
3). Are you still learning English?
4).How long did you learn it ?
Task One:
Ask the students to discuss some things they did in the last 24 hours. Practice the use of the word at and
for.
Step2 Introduction：创设情境、导入新课 （5分钟）
2621. Ask students to Listen to the record and then answer the question :
What problem does Jane have recently?
从而引出现在完成进行时的肯定式: 主语+have/has been +Ving+……
2.Finish activity 1a.
Step3. Practice
1.Listening Practice.
2.Oral practice. (Pairs work)
Task Two : Role play the interview (20分钟)
Step4 Make a summary (1分钟)
Help the students make a summary about they learnt in this lesson. It will help them make a deep impression
about the main points and the difficulties of the lesson.
Step5 Exercises
1. Fill in the blanks with since or for
2. Choose the best answer.
Step6 Homework （2分钟）
1. Make a survey.
Name Collcetion When How long How many
2. Do the exercise1-4 on the workbook.
Unit 6 How long have you been collecting shells? 第一课时说课实录
【教学目标】：
知识目标：
1.Key vocabulary:marathon,skate, skating， since,collect, shell
2.Key structures:
263-How long have you been skating?
-I’ve been skating for five hours.
-How long did you skate?
-I skated for two hours.
能力目标：
1. Enable students to talk about how long one has been doing things using the present perfect progressive
tense.
2. Train students ability of listening andspeaking .
情感态度与价值观：
To be interested in communicating in English.
【重点与难点】：
1. Master the present perfect progressive tense.
2. Tell the difference between for and since.
授课时间：2009年4月14日
【教学过程】：
本单元的教学内容是本册书的一大难点，学生不易理解，接受及掌握。因此，教师应在教学方法上多下功夫，找出
易于学生接受的方法。以下是我在这一课时教学过程，希望能得到各位教师的指正。
【Step 1.Presentation】
The teacher shows a picture of Yao Ming and say: Who’s this? What do you know about Yao Ming? (这时，
学生都能立刻认出姚明来，因此学生的兴致很高，七嘴八舌地说了起来)
He is a professional basketball player.
He plays basketball very well.
He is very famous in the world.
„„.
Do you know Yao Ming’s sports life? When was he born? When did he start playing basketball?(此时有的学
生能说出一些，但是不准确，有的学生在摇头，这时就引起学生的求知欲和好奇心)
Now,please look at the blackboard.Then draw a time line like this:
Yao Ming’s sports life
was born started playing plays
20years
1980 1989 has been playing 2009 now
Then say: This is a time line. Let’s put some information on it.
Yao Ming was born in 1980.
(Write the information on the time line with color chalk.)
He started playing basketball in 1989.
(Write the information on the time line with color chalk.)
He still plays basketball now.
(Write the information on the time line with color chalk.)
(此处用一个time line 来表示时间，既直观又易于学生理解，同时还便于以下进一步教学。)
So I can say:
264Yao Ming has been playing basketball for 20 years.
Yao Ming has been playing basketball since 20 years ago.
Yao Ming has been playing basketball since he was 9 years old.
(Write down the three sentences on the blackboard, let students read them several times.)
(通过朗读让学生对现在完成进行时有一个初步的感性认识和理解，体现语言学习的自然方式中的第一步
---understand what.)
Draw another time line, make conversations with two students,and put the information on the time line.
was born(S2) started riding started learning English(S1)
1994 2000 has been riding 2007 has been now
(6 years old) learning
Conversation 1:
T: S1, when did you start to learn English?(此时，学生想了几分钟后才回答上来，可能一时想不起时间了)
S1: I started to learn English in 2007.
(Write the information on the time line with color chalk.Then ask the class)
T: How long has S1 been learning English? Can you say the same sentences like the above three sentences?
(Let students say:
S1 has been learning English since 2007.or
S1 has been learning English for 2 years.
(此处通过师生互动，与学生交流贴近学生生活实际的话题，并把相关信息写在time line上，并让学生口头回答老师
提出的问题，进一步体会和运用现在完成进行时,体现语言学习的自然方式的第二步---learn to say.)
（全班学生能够模仿老师黑板上的例句，齐声回答老师提出的问题，很轻松。）
Conversation 2:
T: S2, can you ride a bike?
S2: Yes, I can.
T: When did you start to ride it?(提示： How old were you at that time?)（学生在老师的提示下，很快回答
出了这个问题。）
S2: I started to ride a bike when I was 6 years old.
T: When were you born ?
S2: I was born in 1994.
T: So, class, how long has S2 been riding a bike?
Please write down your answers on your exercise books, ask one student to write his answers on the blackboard.
Then check answers.
They may write like this:
S2 has been riding a bike since he was 6 years old.
S2 has been riding a bike since 2000.
S2 has been riding a bike for 9 years.
(此处通过又一个师生互动活动形式，与学生交流又一个贴近学生生活实际的话题，并让学生落实到笔头上，让学生进
一步体会并运用现在完成进行时,体现语言学习的自然方式的第三步-----learn to use.)
（班上绝大多数学生能够在练习本上写出正确答案，上黑板写的同学也写对了。）
【Step 2. Grammar (教师点拨归纳，点题板书)】
Say: In this unit, we are going to talk about how long we’ve been doing things. A new tense---- the Present
Perfect Progressive Tense.Write the title of Unit 6 on the blackboard.Unit 6 How log have you been collecting
shells?
(此时板书课题会使学生感觉自然的知识呈现，同时体验到知识产生和变化的过程，增强学生学习兴趣和求知欲望。)
【Think】: 1. What’s the structure of the tense?
2. When do we use the tense?
3. Can you tell the difference between for and since?
265Discuss the questions in groups.Then share your groups’answers with us.
(此处的教学是一关键，因为学生第一次见到现在完成进行时，会感到很陌生且有迷惑的感觉，所以在教学中通过上一
环节的铺垫，围绕语法提出启发性问题，并让学生进行小组讨论，为每个学生提供一个平等参与的机会，进行合作学
习和探究，在学生的小组讨论中引出正确答案，相信学生会有豁然开朗的感觉，并且一定会记忆深刻)
（学生经过小组讨论后，基本上得出了这三个问题的答案，达到了预期的教学效果，只是有些语言表达不够准确。）
语法归纳：
1. Structure:
肯定句：主语 ＋have/has been ＋v-ing ＋„
否定句：主语 ＋haven’t/hasn’t been ＋v-ing ＋„
一般疑问句：Have/Has ＋主语＋been ＋v-ing ＋„?
简略回答： Yes, 主语＋have/has.
No, 主语＋haven’t/hasn’t.
2. Function: 现在完成进行时表示动作从过去某一时间开始一直延续到现在，动作可能刚刚终止，也可能仍然在进行
着。常与for ,since时间状语连用。其中动词应用延续性动词。
3. Since and for:
Since用来说明动作的起始时间，而for 用来说明动作的延续时间，所以since后跟表示某一时间点的名词短语或
从句，如Monday,1998,three years ago,I was 10 years old,而for 后跟表示一段时间的名词短语连用，如:two
weeks,several years 等。
【Step 3 Activities:SA 1a-1c】
Now ,please open your books and look at the picture in Unit 6 SA 1a .
T: Who can you see and what are they doing?
S3: Some people are skating and some are having a rest.
T: Good! what is the woman in the middle? Or What does she do? Or What’s her job?
S4: She is a reporter.
T: Yes, you are right. Well done. There is a skating marathon. A TV reporter is interviewing four students----
Alison, Sam, Victor and Celia.Among them, some are skating and some stopped skating.What questions did the
TV reporter ask? Now listen to the recording and fill in the chart in 1b. Then check the answers and read
the sentences.
After the listening ,ask students how many tenses there are in the chart. Why they use different tenses?
Let students discuss in groups and give their answers.
the Past Tense: the action started in the past and ended in the past.
The Present Perfect Progressive Tense: the action started in the past, and ended now or maybe goes on.
（这一部分的教学是对学生听力的训练。先通过谈论图片中的内容进行师生互动，让学生积极参与，并积极回答老师
的问题，提高学生学习的主动性，训练学生口语表达能力，激发学生的学习兴趣及好奇心，并通过老师听前设置的问
题，让学生急于想知道对话的内容，有了前面这么多的讲解和训练，相信学生完成这个表格应该没有什么困难的。并
且让学生在真实的情景中去体会一般过去时与现在完成进行时的区别。）
（学生第一遍听时，只注意到了how long这个问题，却没有注意到时态，因此在放第二遍时，让学生有意注意一下时
态，两遍后，学生都能轻松完成听力表格。然后让学生思考:表格中为什么使用了不同的时态，，经过小组讨论，有部
分学生能体会出其中的差别，然后由他们谈出体会，老师再加以启发和点拨，学生感到豁然开朗。）
【Step 4 Pair work】
Ask and answer questions about the people in the picture.
A: How long has Alison been skating?
B: She’s been skating for five hours.
A: How long did Sam skate?
B: He skated for four hours.
(通过 Pairwork ，训练学生口语表达能力，人人参与，在完成教学任务的过程中，实现用中学，学中用，达到学以致
用。)
（通过抽查几组学生，学生对话流利，语法使用正确。）
266【Step 5 Exercises:(学能检测)】
一．用for 与since 填空。
1. I’ve been practicing the piano ________10:30.
2, Naria has been running _______15 minutes.
3. I have been knowing Mary _______ last year.
4. Tom has been studying Chinese _______ he was 6 years old.
5. I’ve been watching TV ______ ten miuntes.
(本练习旨在检测学生能否正确使用since 与for.)
（通过反馈信息，大部分学生能正确使用for ,since,不能正确使用的同学经老师在具体习题中讲解，也弄明白了。）
二．句型转换：
1. I have been skating for five hours.(变为否定句)
I ______ _______ _______ for five hours.
2. They played soccer an hour ago.（用现在完成进行时改写）
They ______ _______ _______ soccer ______ an hour.
3. The film has been on for ten minutes.(变同义句)
The film has been on ______ ten minutes ago.
4. It has been snowing since a week ago.（对划线部分提问）
_______ _______ has it been snowing?
5. My father has been working in the factory for 30 years.（变为一般疑问句并进行否定回答）
_______ your father _______ ______ in the factory for 30 years?
No, he ______.
（此练习旨在考察学生对现在完成进行时的句型结构掌握的情况）
（此练习中，发现学生第3，4 小题做得不好，这时及时点拨for+一段时间=since +一段时间+ago,另外since +点时
间与for+一段时间都是用来描述动作持续的时间，都用how long 来提问，在具体的语境中讲语法很有效。）
三．汉译英：（能力提升）
1. 我已经学习了3 个小时了。
2. 他已经睡了8 个小时了。
3. 我们已经步行了一个半小时了。
（难度进一步加大，要求学生写出完整的句子，并能正确使用现在完成进行时态）
（通过反馈信息，发现有些学生未能注意到have和has 正确使用，没有随着主语人称和数量的变化而变化。通过具
体的语言实际运用，才能发现问题，解决问题，比空洞的干巴巴的讲语法更有实效性。）
板书设计：
Unit 6 How long have you been collecting shells? The First Period
Yao Ming’s sports life the Present Perfect Progressive tense
was born started playing plays
20years 1.Structure:
1980 1989 has been playing now 肯定句：主语 ＋have/has been ＋
v-ing ＋„
否定句：主语 ＋haven’t/hasn’t been
＋v-ing ＋„
一般疑问句：Have/Has ＋主语＋been ＋
v-ing ＋„?
267简 略 回 答 ： Yes, 主 语 ＋
have/has.
No, 主语＋haven’t/hasn’t.
Yao Ming has been playing basketball 2.Function :
for 20 years.
Yao Ming has been playing basketball
since 20 years. 3.for,since
Yao Ming has been playing basketball
since he was 9 years old.
教学反思：
本节课从学生感兴趣的话题入手，激发学生的学习兴趣，通过直观教学法 (time line 形式)，出示教学语言，遵循语
言学习的自然方式，通过听、说、读、写环环相扣、螺旋式的上升的训练，循序渐进地让学生体会现在完成进行时态
的结构和用法，教学设计注重学生体验，自主学习和合作学习和探究，让学生在体验成功的过程中，在轻松、愉快地
氛围中进行语言的学习，使学生感到语法课并不枯燥乏味，学生乐学，在老师不露痕迹的教学设计中，自然而然地接
受了这种时态，然后通过一系列的课堂活动，listening ,pair work and writing 让学生在用中学，学中用，达到熟
练掌握和运用。
Unit 6 How long have you been collecting shells? sectionA 说课
一、Say teaching material（说教材）
本课是新目标八年级下unit6 sectionA内容。谈论的主要话题是人们的业余爱好，人们做某事持续多长时间。通
过本课学习，让学生学会谈论一直坚持在做的事。学好这一课对进一步开展sectionB的学习至关重要。
根据以上对教材的分析，结合《新课程标准》的要求，我拟定了以下教学目标：
二、Say teaching target（说教学目标）
◆知识与技能：1.谈论人们的业余爱好；2、谈论人们做某事持续多长时间。
◆过程与方法：通过演绎法和情景教学法引导学生对比并会使用一般过去时和现在完成进行时；通过Pairwork
和Groupwork活动以及听力训练，让学生成为课堂的主体，学习的主人。
◆情感态度与价值观：通过对爱好的讨论，对本课听力材料的学习，培养学生做事要有恒心，帮助他人的良好品
质。
◆New Drills：
How long did you ...？
How long have you been doing ...?
I have been doing ...for/since ...?
◆Important and difficult points:
重点单词和短语: collect, shell,marashon, a pair of, skate, since, Hilltop School ,raise money for
charity.
268现在完成进行时的构成及应用。
教学目标的实现要在充分把握学生的实际情况的基础上。下面我说一下学情分析及学法指导。
三、学情分析及学法指导
在原有的现在进行时、一般过去时的知识的基础上初识现在完成进行时，学习使用How long have you been„?
极其答句，学习使用for,since引出时间段。 模仿、竞赛形式的语言活动是他们非常喜欢的一种学习方式。因此，教
师要针对以上特点，巧于创设情景，激活学生的创新思维，并通过小组活动进行合作探究。
四、Say teaching methods(说教法)
创设情景，启发诱导
布置任务，引导探究
借助多媒体辅助教学
下面我详细说一下教学过程设计：
五、Say teaching steps（说教学程序）
Step 1: Warm up
Greet students. Talk about hobby.
① A: What do you like?
B:I like playing computers.( surfing the Internet,running ...)
A: When did you start...?
B:I started ... for ... years/months/days.
② A: What’s your hobby?
B: My hobby is running.
A: When did you start ?
B:I started ...for...
[设计意图：此热身，从学生最熟悉的话题入手，谈论爱好。不仅调动了学生的积极性，还为下一步自然导入做某
事持续多长时间做好铺垫。]
Step 2: Lead in
Talk about their hobbies with students .
①T: What do you like? S: I like running. T: When did you start? S: I started „for„. T: Are you still
running now? S: Yes, I am. T: How long have you been running?我要引导学生回答：I have been running for five
years./since five years ago.接着我领读此对话。
②向学生展示一张我搜集贝壳时的照片：让学生猜一猜我的爱好是什么？
T: My hobby is collecting shells. I started collecting shells in 2000.我引导学生追问我：How long have
you been collecting shells? T:I have been collecting shells for 10 years./ since ten years ago.
269③T: I am an English teacher. I started teaching English in 1999. I am still teaching English now.
我引导学生追问我： How long have you been teaching English? T: I have been teaching English for 11
years./since 1999.
④T: When did you study English? S: I studied it for 6 years. T: How long have you been studying it?
S: I have been studying it for 6 years.
我和全班齐读以上四个对话。
Pairwork : Let students talk about their hobbies like above.
让学生相互交流感知新语言。练习时，要提醒学生注意for 和since 的用法。
引导学生总结做某事持续多长时间的两种表达法：
for+一段时间。
since+时间点。
I have been doing
[设计意图：此环节我通过师生角色转换问答、一个双边活动和及时总结新句型，自然导入了新语言的学习。]
Step 3: Listening(1b)
听前预热：讨论44页图片，引出skate，marathon，Hilltop School，a pair of，raise money for charity.
我听前说要求,听后核对答案。让学生跟读并以小组形式分角色朗读。要提醒学生注意语音和语调。
Pairwork: 1c 熟练句型，强化口语。
[设计意图：通过此练习可以培养学生听说能力，深入体会目标语言。]
Step 4: Listening(2a)
听前预热：让学生看2a图片并猜想记者会问获胜者艾莉森什么问题，然后写纸上和全班分享。我听前说要求,接
着再让学生读2a中的问题及回答，放听力做题，核对答案后让学生跟读并将全班分成两部分进行分角色朗读。
Pairwork: 2c角色表演。最后我追问学生你能为帮助他人做些什么？
[设计意图：继续培养学生听说能力。不仅熟练了目标语言，又渗透了情感教育。我认为我不仅教学生知识，还要
教他们怎样做人。]
Step 5: Groupwork: (Make a survey then report)
我先说要求：1、四人小组相互调查并各自介绍自己爱好及持续时间；2、将爱好及持续时间填入表格；3、每组推
荐一名代表在班上汇报；4、全班汇总，选出做某事最长时间的人。
Name Hobby How long
270形式如下：A: Hello,what’s your hobby? B: My hobby is swimming.A: How long have you been swimming? B:
I have been swimming for two years./since two years ago.
汇报如下：My hobby is swimming. I have been swimming for two years. Li Lei likes skating. He has been
skating since four years ago.
评选最佳小组。
[设计意图：此活动通过小组合作学习，既培养了学生的团队精神，又操练了目标语言。]
Step 6: Practice: fill in the blanks with have/has been
1,He —skating since two years ago. 2,I —teaching English for 11 years. 3,My father —driving for 15
years.
Fill in the blanks with for and since
1,I have been collecting shells — five years.
2,They have been running— two hours ago.
3,He has been skating— 2000.
[设计意图：检测反馈，以练促学。]
Step 7: Writing
你的爱好是什么？你从事多长时间了？请描述你和你小组同学一直从事的爱好和持续时间。提示：①用主语 ﹢
has/have been doing sth for﹢一段时间/since﹢时间点。②用一般过去时和一般现在时。
[设计意图：此活动让学生由听说上升到写，培养其写作能力。]
Step 8: 【课堂反思】这堂课你学到了哪些知识？小组合作，讨论一下吧：
1.词汇：________________________________________________。
2.句型：________________________________________________。
3.我学会了用____________________结构表示一直坚持要做的事。
4.你还有那些疑问？_______________________________________？
Step 9: Homework
让学生调查家庭成员的爱好及持续时间并已作文形式写在作业本上。继续巩固训练目标语言。
Unit 6 How long have you been collecting shells? 1a---2c 说课实录
课时：1a---2c
271教学目标：Talk about how long people have been doing sth
【抽到题目，感到有点难度，不是因为对教材的陌生，而是因为这是一节新授课，学生不仅要学习新单词，而且还要
接触新的语法：现在完成进行时，课的任务是1a到2c,任务量也非常的大，我预测到学生学起来会吃力，基于此，我
对教材内容进行了一点微小的变化，把和本节内容毫不相干的标题换成了和所授内容息息相关的“How long have you
been skating?‖ 相对来说我觉得更容易把学生引入到话题中来。】
课堂实录及反思：
T: Hello, everyone! Nice to meet you! I‘m very happy to be here as your new English teacher, so I‘m happy and I have a gift to
you. Gift, do you know?【用礼物来引出歌曲，刺激学生的好奇心，吸引学生的注意力和兴趣】
Ss: Yes.
T: OK. Do you like listening to music?
Ss: Yes. Very much.
T: Good, my gift is an English song. Now please listen carefully and then join me in singing, OK?
Ss: OK.
T: Sing, sing , sing a song, come and sing along, Jolly Jolly Jolly Jolly, life is like a song.
Ss: Listen and then join Miss Su in singing.
T: Good. You did a good job. Are you happy？
Ss: Yes. 【教唱英文歌曲，激发学生兴趣，同时为新课导入做好铺垫。】
反思：
272学唱英文歌曲及教唱英文歌曲一直是我的心愿，我希望我的学生
在英语学习中不仅仅学到知识，还要得到乐趣，在他们学唱的过程中
我发现他们眼中的惊喜和兴奋，这就够了。
T: Look, I like singsing, I started singsing in 1980, Now it‘s 2011, so I have been singsing for 31 years. (draw a time line)
Today we will talk about how long you have been doing sth. (write it on the blackboard) Please tell me ―How long have I
been singing?‖【在时间线上标出关键的时间点，时间段，让学生清晰的看出时态的意义。】
Ss：（help them to answer）You have been singing for 31 years.
T: Read after me: I have been singing for 31 years.
Ss: I have been singing for 31 years. (read it for three times)
T: I was born in 1976. In 1980, I was 4 years old. So I can also say: I have been singing since I was four years old. (write it on
the Bb)
How long have I been singing?
Ss: You have been singing for 31years.
(help them to answer) You have been singing since you were 4 years old. Then read them twice.【这里教授新词since, 学
生发音不是很好，教读了五遍。】
T: We can also say: I have been singing since 1980. 【领读，让学生通过看时间轴来感知。】
Ss：I have been singing for 31 years.
I have been singing since I was 4 years old.
273I have been singing since 1980.
Using the same way to teach :
T: How long have I been teaching?
How long has Jack Chan been teaching?
S1:You have been teaching for 10 years.
S2: You have been teaching since 2001.
S3: You have been teaching since I was 24.
S4: Jack Chan has been acting for 50 years.
S5: You have been teaching since 1961.
S6: You have been teaching since he was 7.
T: Do you know Deng Yaping? Who is she?
Ss: Yes. She is a ping-pong player.
T: She started playing ping-pong in 1978, she stopped playing in 1997. Now she don‘t play ping-pong. How long did she play?
Ss：（help them to answer）Deng Yaping played for 19 years.
T: We don‘t use ―she has been playing‖, we use ―she played‖, because she don‘t play now. She stopped in 1997. OK. How long
did she play?
Ss: She played for 19 years.【运用学生熟悉的成龙、邓亚萍让学生进行操练，加深印象，强化知识的渗透。】
274T: OK. Today we will talk about how long you have been doing sth and how long you did sth. (Write them on the Bb) Clear?
Ss: Yes.
反思：
在本环节中，虽然考虑了学生对名人的熟悉和迷恋引入了成龙和
邓亚萍，然而在追求真实的情况下，学生对于时间的计算和读加大了
难度，这也说明我对学情了解的不够。但是对于重点的突破做的很好，
能够让学生通过观察时间轴明白时态的真正含义，学生可以一目了然。
T: Now open your books and please turn to P44. At first, look at the picture, what are they doing?
S7: They are skating ?
T: What does ―skating‖ mean?
S8: ―溜冰”。
T: Yes, they are skating because the they are have a skating marathon. Marathon? Do you know? Guess.
Ss: ―马拉松”。
T：You are so great! Marathon is a long race .【通过图片和语境,让学生感知猜测新词,锻炼学生能力和智力.】 look at the
students, they have skated for some time. Now listen and write down how long they have been skating or how long they
skated. For example, Please tell me: How long has Alison been skating?
Ss: He has been skating for five hours.
T: How long did Sam skate?
275Ss: He has been skating for four hours.
T: No. he skated for hours. Not has been skating. Clear? Because he has stopped.
Ss: Yes.【指导学生通过对图片的观察和思考，让他们明白他们可能会面临的问题，提高学生的思维。】
反思:
对于现在完成进行和一般过去时,我花费了很大的努力让学生感知,操练, 但是仍然发现部分学生有困惑,不过想在一
节课让学生都掌握,这也是不现实的. 要对学生存在期盼.
T: Now let‘s listen. Are you ready?
Ss: Yes. (listen to the tape and write down the answer)
T: (听力背景声音是运动会的场景，很嘈杂，不是很清晰.) Listen again. And you can write only the hours.
Ss: listen to it again.
T: OK. How long has Victor been skating.
S: He has been skating for five hours.
T: He has been skating for five hours. Right?
Ss: Yes.
T: Celia. Who can tell me your answer. Any volunteer?
S: She has been skating for two hours.
T: En, She skated for two hours.【学生在此听力中，对现在完成进行时和一般过去式的区别存在错误，通过重复对学生
的错误给与改正。】
276Pay attention to: How long has Victor been skating?
How long did Celia skate?
OK. Now 1c. First let‘s read it together.
Ss: How long has Alison been skating?
He has been skating for five hours.
How long did Sam skate?
He skated for four hours.
T: What about Victor and Celia, please work in pairs, ask and answer, clear?
Ss: Yes. They ask and answer together.(It lasted 2 minutes.)
T: Have you finished? Celia has stopped, so we should ask ― how long did Celia skate?‖ Victor is still skating, so we should use
―how long has Victor been skating?‖ OK, now let‘s talk about them. Which pairs?
Ss: 10 students stand up and show their dialogues.
反思:
教师要管住自己的嘴, 把课堂还给学生, 我争取让更多的学生在课堂上有更多的展示自我的空间，虽然很多学生都
举首发言,但是重复率太高,我鼓励发言不积极的男生参与活动中,在后来他们的表现也让我感到很安慰.
T: All the students are having the skating marathon, do you want to know who the winner is? Do you know who won the first
prize?
Ss: Yes.
277T: OK. Let‘s look at the picture in 2a. Who is the girl?
Ss: She is Alison.(对比1a、2a 中的图片得知)
T: What‘s she doing?
Ss: She is answering the questions of a reporter. 【学生在Alison的问题上给我指出了Alison 是个女孩，我在人称上犯了
个错误。我应该用she而不是he.】
反思:
看了录象和教材,我发现了自己的口误,其实我当时也感觉到学生给我的提醒, 但是当时没有给予反馈,我觉得这点
做的不好.
T: Let‘s listen what they are talking about. Look at 2a, listen to the interview with the skating marathon winner and check the
questions you hear. Now who can read the questions to us?
S1：How long did you skate today?
S2: How long have you been skating today?
S3: Was this your first skating marathon?
S4: Do you skate every day?
S5: When did you get your first pair of skates?【pair 是个新词，学生读的很好，我用肢体语言和例句I have a pair of new
shoes给学生展示a pair of 的含义。】
S6: How long have you been skating?
T: Now let‘s listen and check, clear?
278Ss: Yes.
T: who can translate it to us?
S: 听并且连线。
T: No. ―check ‖ means ―打钩‖. 听并且把你听到的句子打钩。【学生在很多场合下为了迎合老师都喜欢用yes来回答老
师的问题，由于对学生的不熟悉，为了让学生真正明白他们的任务，让学生翻译进行检测也是必要的。】
Ss：Listen to the tape and finish 2a.
T: Who can tell me the answer. One two three four five six? Only six? OK, let‘s listen again.
Ss: Listen again.
T: Are you OK?
Ss: Yes. Who can tell me the answer. If you know the answer, please hands up. The girl, please.
S: 1,3,4,6.
T: Yes or No.
Ss: Yes.
T: Now let‘s look at 2b, listen again and draw lines to match the questions with answers in activity 2a. Draw lines but I think
you can do it without listening to it, you can guess. Please guess first.
Ss: read the answers to the questions and guess the answers.【在学生进行猜测时，我巡视了教师的各个学生的答案，发现
很多学生猜测的答案都是正确的，学生的能力不能低估，我们要充分相信我们的学生。】
T: Who can share your ideas with us? Give your answer and your reason.
279S: 3 is a . 因为问题和答案中有谈到marathon.
S: 4 is b. 因为4是一般疑问句，句首用do问，要用do来回答。
S: 6 is d. 句首是how long 要用since 来回答。
T: Do you think so? How long we should answer with for and since. Now listen and check your answers.
Ss: Listen and check the answer.
T: Are our answers right?
Ss: Yes.【给学生学法指导，让学生能够做到提前预测，学会把学会的知识转化为能力。】
T: When we listen ,we should ―提前预测‖. Now activity 2c. One is Alison, the other is the reporter. Let‘s have a interview. For
example: who‘d like to have a conversation with me?
反思:
对学生进行学法指导其实也是锻炼学生的思维,尤其是逻辑思维,我觉得这点我很满意，而且学生也受益匪浅.
S: ( a boy with glasses) He acts as Alison.
T: Hi, Alison. Congratulations on winning the skating marathon. May I ask you some questions?
S: Sure.
T: How long did you skate today?
S: For six hours.
T: Was this your first skating marathon?
280S: No, I skated in a marathon last year.
T: Do you skate every day?
S: Yes, I do.
T: How long have you been skating?
S: Since I was seven years old.
T: Thank you. Clear?
Ss：Yes.【将听力稿中的有用信息提取出来，然后融入重点句给学生进行展示，让其他学生做到心中有数，从而让其后
的活动有效。】
反思:
让学生通过学习和老师的指导能够对获取的信息进行提取和再加工应该是我努力的方向.
T: At the beginning, you can use ― Congratulations‖ and ―May I ask you some questions?‖ Please work in pairs. Two minutes.
Are you ready? Go!
Ss: Prepare their conversations.
T: Time is up. Which pair? Who‘d like to act it out? The other students listen to them carefully, OK？Look at them, please.
Ss：Several students act out their conversations.
T: We all did a good job, do you think so? Congratulations!
Ss: Clap their hands.
T: Who can tell me ―what did we learn in this class?‖
281Ss: Nobody answers.
T: Nothing?
Ss: No.
S: How long we have been doing sth.
T: Anything else? What words or what sentences?
S: An English song.
S: Congratulations!
T: Good! When we talk about how long you have been doing sth, we use “for+段时”“, since+句子‖ and ―since+点时‖. I think
different people have different hobbies, hobbies, like singing, dancing, drawing and reading, we should interview other
students after class, and ask them how long they have been doing it, OK, today‘s homework is to do a interview and write a
composition.【课后让学生总结课堂所学，让学生学会总结，学会提取信息。】
Time‘s up! Goodbye, everyone!
Ss：Goodbye，Miss Su.
总评:
优点：
1.对于学生晦涩难懂的时态进行时间轴的展现，很自然的突破了重点，学生学起来相对轻松。
2822.在学校赛课活动中,有教师给我提出了如何发展学生思维的问题,为了解决这个问题，我翻阅了苏翁《给教师的建议》
中有关思维的论述，我觉得本节课有了很大提高，从图片、时间轴让学生感知语法，认识人物，从问题答案的匹配进
行猜测都有很好的体现。
3.对学生的赏识教育和期待教育有了很大进步，通过学生精彩的表现我觉得学生的潜力都值得老师引导学生去开发。
4.能够体现精神，让学生自主探究创新并为他们搭建足够的平台，给他们提供展示自我的机会，提问面非常广。
值得改进的地方：
1. 口语是我亟待加强的地方。通过观察录像方才发现自己的语调生硬，不够吸引人，离优秀教师仍有很大差距。
2. 忽略设计学习内容与现实生活的相关练习，缺乏体现语言的活用性，应适当增补格外的知识。
3. 对学生的提前交流沟通做的不够，以致对学生的基础积累方面有点偏差。
Unit 6 How long have you been collecting shells? 2a-4 说课稿
一． 说教材
（一）教材的地位及作用
新目标英语（Go For It）八年级下册第六单元2a-4。本单元通过学习现在完成进行时，学习了如何表达做某事已有多长
时间，还学习了对自己的爱好进行表述，帮助学生明确了做任何事都需要吃持之以恒、脚踏实地。本课时主要通过听、
说、读、写来对前面所学的内容进行巩固、扩展及综合运用。并使学生在活动的过程中能够创造性活用所学语言——
如何表达做某事已有多长时间，以至达到提高这方面的英语表达能力。
（二）教学目标
1 知识目标
（1）学习掌握单词 pair skate since raise several skater
（2）学习掌握句子 How long have you been skating ?
283I‘ve been skating since nine o‘clock.
How long did you skate ?
I skated for two hours
2 能力目标
（1）通过学习现在完成进行时，懂得谈论人们做某事持续多长时间。
（2）培养学生自学能力、阅读能力、提高听的能力，锻炼学生交际能力与他人合作的能力，提高学生听、说、读、写
及知识自学的综合能力。
3 情感目标
（1）帮助学生明确了做任何事都需要持之以恒、脚踏实地。
（）培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，让他们爱学英语、爱说英语、想说英语。
4 学习策略目标
（1树立正确的―以人为本‖的学习观，倡导自主、合作学习与探究式学习，培养良好的学习习惯。
（2）善于抓住用英语交际的机会。
（3）积极参与课堂活动，善于合作。
确立教学目标的依据
根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发
学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素
质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
（三）教学的重点与难点
重点：巩固对现在完成进行时的学习。
难点：一般过去时与现在完成进行时的区别。
284确立重点与难点的依据：
根据课程标准的要求，及本课在教材中所处的地位和作用。
二 说教法和学法
（一）学情分析
1 知识基础 缺少丰富的语言基础，对某些任务完成有一定的难度。
2 思维能力 有较强的记忆力和模仿能力，有待培养知识的扩展运用能力。
3 认知心理 有较强的求知欲和表现欲，但部分学生存在不自信，羞于表现等思想顾虑。
（二）说教法
1 任务型教学法 任务型的教学活动，是学习者通过运用语言来完成各种各样的交际活动，开展多种任务型活动，提
供学生合 作交流的时间和空间，促使学生为了完成任务和同学进行合作，为了完成任务进行探究性学习。
2 交际法和情景教学法 为了激励学生在课堂上积极用英语交谈，可以通过俩俩对话或小组对话进行，此外，要尽量
给学生以足够的听、说、读的机会，联系课文实际创设情景，引入讨论主题，在交际中学英语。
3 听说教学法 通过听录音来巩固句型，同时加强听力训练。
（三）说学法
1 善于抓住用英语交际的机会，充分感知，积极体验，大胆实践。只有这样，才能将书本知识变成自己的知识和语言
能力，也只有这样，才能实现脱口说英语的目的。
2. 积极参于课堂活动，培养合作关系。
三 教学过程
Step1 课前准备和复习
1 师生互相打招呼
2 复习（复习现在完成进行时）
285T: How long have you studying English ?
S1: I have been studying English for….
T : How long did you studying ?
S1: I studied English for….
(邀请不同的学生进行反复操练)
教师总结现在完成进行时的用法，然后说：―OK，今天我们继续学习用现在完成进行时来谈论做某事已有多长时间。
Step2 讲练新课
教学3a和3b
1 屏幕上出现课本46页中的图片
T: Look at the picture .What‘s happening in the picture ?
Ss: Some people are skating. A reporter is reporting the skating marathon.
T: Yes, Marathon means a long race.
2 让学生快速默读3a，然后完成书本中的表格。
3 全班核对答案。
4 Then show some questions on the screen .Ask students to read carefully to find out the answers.
a. Why are students skating ?
b. How much dose every student raise for every hour they skate ?
c. How long has the skating marathon been going ?
d. How many skaters are still skating now ?Who are they ?
5 Check the answers.
2866 教师在黑板上写 raise money for the first one to start to do sth. 然后向学生解释，最后让学生再次浏览3a，完成3b
的表格。
Step3 操练
任务1 屏幕显示3a的表格，让学生扮演一记者来报道这一表格的信息。
完成任务所需要的语言结构：1.He had been skating for 5 hours .
2. She has been skating since 9am .
3.They began to skate 4 hours ago .
（培养学生的模仿力，提高处理信息的能力。）
任务2 屏幕上出现课本46页第4部分中的对话，让学生模仿对话完成本部分中的表格。（学生可以在教室内走动来
完成这一任务） 然后让几个学生来报道。
通过完成任务，检测学生对本节课知识掌握的情况，同时培养学生的交际能力和合作精神。
任务3
情景：一个记者正在采访一个溜冰马拉松获胜者，让我们听听他们在谈论什么。
1 第一次播放录音，勾出所听到的问题，完成教材45页2a的内容。
2 第二次播放录音，将问题及回答连接，完成教材45页2b的内容。
3 Check the answers.
4 总结新句型的问句及答句的整体结构，让学生用现在完成进行时写一句话。
（这样既可以使语法学习语境化，有可以比较顺利地进行听力训练，从而提高学生听的能力，同时巩固了所学的句型。）
Step4 总结
今天我们主要是对上节课中所学的进一步的巩固学习。
287Step5 Homework
T: What are your hobbies ?Would you like to collect something ?
Today‘s homework 1 Report your hobbies to the class.
2 Bring some of your collections to the classroom.
（目的：为下节课要学的内容做准备。）
四 板书设计
（根据本课的重难点）
Unit 6 How long have you been collecting shells ? (2a-4)
How long have you been skating ?
I‘ve been skating since nine o‘clock.
How long did you skate ?
I skated for two hours
Unit 6 How long have you been collecting shells? Section B 1a—2c 说课稿
今天我所讲课的内容是新目标教材八年级下册第六单元How long have you been collecting shells? Section B 1a
—2c部分。
我的说课分为五部分：一、教 材 分 析
二、学 情 分 析
三、教 学 目 标
四、教 法 分 析
五、教 学 设 计
288一、教 材 分 析：
1. 新目标教材分析：新目标英语的教育理念是所设的活动要为学习语言而服务，培养学生“创新意识，实际应用能力”。
它采用任务型语言教学方法，设制一个或几个与每单元话题有关的任务，让学生使用英语交流来获取信息，在完成任
务的过程中培养学生实际运用英语解决问题的能力。
2. 本课分析：八下第六单元主要谈论某人做某事持续多长时间并学习现在完成进行时，而本节课将学习SectionB，是
在学生已学习了现在完成进行时后，让学生进一步使用这一时态来学习谈论并分享自己的爱好和收藏。本课主要围绕
“收藏”展开话题进行讨论，以培养学生的口语表达与写作能力为主要目标，侧重四项基本技能中“说”和“写”的
技能的培养。
二、学 情 分 析
1.学生的基本情况与特点：我所授课的八年十四班水平偏差。学生基础不是很好。在平时的讲课过程中，问题设置的
都比较简单循序渐进，让大部分学生都学有所获。所以在教学设计时，我设置了一些简单的环节，让大部分学生都有
机会参与到课堂活动中来。
2.学习策略的培养：
A、通过图片展示学习Setion B的新词
B、通过Pairwork和Interview，启发学生思维，形成有效交际、 培养合作意识。
C、通过写作，使学生能在一定程度上形成自主学习、使用英语思维和表达的能力，在活动中锻炼综合语言运用能力。
三. 教学目标
三维目标：
（一）、知识与技能目标
１.运用目标短语和句型来谈论收藏
２.熟练运用What, How long,How many等疑问词对收藏进行提问
３. 运用现在完成进行时态表达某个收藏持续多长时间
（二）、过程与方法目标
1.采用情景导入，引导学生谈论收藏爱好，在情景中使用语言掌握语言
2.采用分段方式听取教学材料，完成教学任务，并通过听力导入采访活动
3.通过pairwork活动引出写作，培养学生综合语言的运用能力
（三）、情感态度和价值观
通过学习本单元对学生的爱好加以引导，帮助学生树立长期做某事的毅力
教学重、难点分析：
289（一）、教学重点：
A、重点词汇：
shells,coins,kites,stamps,
stuffed animals,
theater and movie tickets
collect
since, for
adverbs
adverbs
collection
B、重点句型：
① What do you collect?
I collect shells.
② How long have you been collecting shells?
I have been collecting them for 5 years.
③ How many do you have?
I hve 20.
（二）、教学难点：
1.现在完成进行时的用法
2.since,for在完成进行时中的运用
3. 熟练掌握本课句型,运用本单元话题
四、教 法 分 析
1. 通过情景交际法与任务型写作法落实双基，培养学生综合语言的运用能力。
2. 设制特定的教学活动激发学生的学习兴趣，点拨教学重难点，强化能力训练。
3. 教师在教学中发挥主导作用，学生发挥主体作用。
五、教学过程设计
Step 1: Lead-in用图片学习新词汇
Step 2: Listening
290Step 3: Pairwork模仿听力材料做自己的对话
Step 4: Interview & Report用目标语言询问他人的收藏并形成报告为后面的作文做铺垫
Step 5: Writing
通过本节课希望学生能够掌握如何使用简单的英语表达自己的收藏以及询问他人的收藏，最后能够用目标语言形成作
文。
Unit 6 How long have you been collecting shells? Section B 说课实录
一、教材分析：
新目标英语八年级下册第六单元，本单元围绕表述个人爱好，对这个题材开展多种教学活动，学会用现在完成进行
时态，谈论一直坚持在做的事，本节课由学生们最感兴趣的话题而引起学生积极参与课堂活动的兴趣，进一步提高学
生听、说、读、写的综合素质能力。
二、教学目标：（知识目标、能力目标、情感目标、学习策略目标）
1.知识目标：
(１)学习单词：collect, collecing ,stuffed animals, shells, hobby, snow globes.
(２)掌握句子：What‘s your hobby?
How long have you been collecting ?
2.能力目标：通过谈论业余爱好，提高学生听、说、读、写及知识自学的综合能力。
3.情感目标：
(1)通过情境导入来引导学生谈论爱好，并从中学会欣赏别人中，享受与不同的人交往的乐趣。
(2)培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感。
4.学习策略目标：
(1)创设情景
(2)善于抓住用英语交际的机会。
(3)积极参于，善于合作。
三、重点与难点：
重点：词汇 固定短语
难点：文章中较难句子的理解及应用。
四.教学媒体：多媒体教学
291五.板书设计:
Unit6 How long have you been collecting shells?
SectionB
A:What is your hobby?
B:I like collecting ………….
A:How long have you been doing that?
B:For……………….
六.教学过程：
第一教学环节：Free tall (谈论爱好)
1.以幻灯片的形式，展示图片，并引导学生讨论个人爱好，并练习一下对话并填1a表格。
A:What is your hobby?
B:I like collecting ………….
A:How long have you been doing that?
B:For……………….
2.师生对话练习：T:Would you like to collect any of these things?
S: I collect shells ,because they are beautiful.
I would like to collect stamps, because they are interesting.
3.生生对话练习：
S1:Would you like to collect any of these things?
S2: I collect……………….
I would like to……………………
第二教学环节：Listening （听力训练）
1.引导学生观看图片，导入情景，为听力练习做准备。
2.播放录音，学生完成 What do Bob,Marcia,and Liam collect?
3．再次播放录音，学生完成
How long have they been collecting these things?
How many do they have?
2924．根据录音内容进行对话练习，
A:What dose Bob collect?
B:He collects kites.
A:How long has he been collecting kites?
B:He‘s been collecting kites since he was ten years old.
第三教学环节：Reading (阅读训练)
1.观看水晶球图片，导入情景，教授词汇snow globes
2.学生默读课文，找出以下问题：
（1）What is Ellen‘s hobby?
（2）How long has she been collecting them?
（3）How many snow globes does she have?
（4）——Is there enough room for her to store them?
（5）When did she got the first snow globe?
（6）What kind of snow globes does she particularly like?
（7）What would Ellen like to do?
3.找学生回答问题，串讲课文。
4.播放录音，精讲课文。
讲解要点：
1.thanks for; thanks for sth\ doing sth 因某事或某人做了某事而感谢，thanks可改为thank you
谢谢你邀请我参加你的聚会
Thanks for inviting me to your party.
Thank you for inviting me to your party.
2.sending me the snow globe of the monster
send意为―送，寄发‖，常用结构为 send sb sth 或 send sth to sb,表示―送给某人某物‖
你能寄给我照片吗？
Can you send me your photo?
Can you send your photo to me?
2933.probably:副词， 意为―很可能，大概，也许。‖形容词是 probable,意为―很可能的，可能发生的 ‖天很可能要下雨了。
It will probably tain.
4.run out:意为―用完‖,常用物作主语;人作主语时，则out 后应加of短语，表示―某用完了某物‖
我们的水快用完了。We are running out of water.
5.room:作可数名词时，意为―房间，室‖； 作不可数名词时，意为―空间，地方‖
他住在205室。 He lives at Room 205.
车里有我的位子吗？ Is there room for me in the car?
6. Store :在本文为动词，意为储藏，储备，存放；也可当动词，意为―商店，店铺‖ 同shop
我储藏了许多苹果。 I stored a lot of apples.
他走进了一家书店。 She went into a book srore.
7.particularly:副词，意为―特别地‖
你的听力特别好。 Your listening is particularly good.
8. With bears in it: 此处作定语，修饰one。With+名词+介词短语，可作状语，表伴随。
老师手里拿着书走了加进来。
The teacher came in with a book in his hand.
9.Anyone :不定代词，用于否定句或一般疑问句, 若强调指―任何人‖，可用于肯定句。
我没看见房间里有人。
I can‘t see anyone in the room.
它很容易，任何人都会回答。
It‘s very easy.Anyone can answer it.
10.By the way:意为―顺便问一下，顺便说一下‖，常用于引入与当时话题无关的用语，后面常接疑问句。
顺便问一下，因为那个有空吗?
By the way ,are you free tonight?
第四教学环节：Exercise (巩固练习)
一.单项选择
1.—— your help, I pass the exam.
A.Thank for B.Thanks of C.Thank for D.Thanks to
2942.They have a house _____ trees and flowers around it. A.of B.with C.in D.for
3.____ the way ,how is your father?
A. In B.On C. By D.Asking
4.We‘re____room to store them.
A.run out B.ran out C.run out of D.run out from
5.Because he always works hard,____ he can get good grade.
A.so B.and C.but D./
二.根据汉语完成句子
1.明天很可能是晴天。
The weather will ______ _______sunny tomorrow.
2.昨天我们用完了汽油。We ______ _______ _______petrol yesterday.
3.这里有地方让我坐吗？Is there any _____ for me _____ sit down here?
4.____________(顺便问一下），Where‘s your brother?
5.我生日时他寄给了我一张照片。He _______ a postcard ______ me on my birthday.
第五教学环节 Writing (写作训练)
Homework： Imagine you are the person in 2b.Write an e-mail message to tell about your collection.
Unit 6 How long have you been collecting shells? 第三课时说课稿
一．.教材的地位和作用。
考虑到不清楚学生情况，本节课对教材做了处理，选择第六单元第三课时，主要为对话课，对话课是单元整体教学
的重要环节。作为单元的对话课，其作用是为综合课提供话题和语境。由于整个单元都是围绕一个话题操练特定的功
能项目，对话课又具有为阅读课的学习扫清语言障碍的作用。本课对话内容紧紧围绕个人爱好话题展开，同时为下一
课阅读教学提供了话题和语境。本课操练的功能项目是描述人物一直从事某项活动多久了―How long have you been
collecting shells?‖学习并熟练掌握该句型有助于学生自由表达自己和家人、朋友的特长。
从素质教育的要求和学习语言的目的看，初中英语教学重视培养学生运用英语进行交际的能力。根据英语课程标准
的要求，对话课应侧重培养学生的口语表达能力，体现英语教学准确性和实践性。因此，本节对话课教学应着重培养
学生熟练运用所学现在完成进行时的功能用语谈论人物爱好的能力，为进一步谈论人物特长打下基础。
二． 教学目标的确立。
（1) 语言知识目标：词汇：stamp , collect , kite 。
语法：现在完成进行时。
（2） 能力目标语言： 能正确描述爱好、特长等。
(3) 合作学习策略 掌握描述某人一直从事的活动的表达方式,介绍朋友, 了解朋友, 形成一个学习集体, 互相帮助。
295(4) 情感态度：欣赏别人的优点；培养毅力和耐心。
三．重点、难点和关键点的确立及其依据。
本课的重点和难点均是现在完成进行时的构成和用法。本课是该项语法教学的第一课，要对学生进行正确的语言输入，
为以后的教学打下坚实的基础。现在完成时与现在完成进行时的区别不易理解，因而如何运用现在完成进行时也为难
点和关键点。
四． 教法
教法的选择是课堂教学成败的关键。对话课重在培养学生的口语表达能力，因此在教材的处理上注重交际性的内容，
并且要有拓展的话题，使学生有话可说。因此选择使用交际教学法在具体教学中以情景教学导入，活动教学为主，充
分利用电化教学手段创设情景，录音机等辅助设备，培养学生直接用英语理解、表达和思维的能力。在具体教学过程
中，组织课堂活动，使学生尽量多运用目标语言练习，如 pair work and Group work. . 讨论（Which classmate
is suitable for the program?）等，培养和强化学生的语言实践能力。
四． 教学程序
第一步：呈现（Presentation）
通过教师本人的自我介绍教学经历直接引入现在完成进行时，(I am an English teacher. I started teaching English in 2001. I
am still teaching English now. I have been teaching English for 6 years/ Since 6 years ago.)再通过多媒体动画进一步理解并
模仿练习现在完成进行时的用法。
第二步：学生以自己学习情况模仿练习目标语言,为后面的交际做准备。
第三步：以多媒体引入收集的爱好，再以听力练习，对目标语言进一步理解，。
第四步：Survey: 利用目标语言调查朋友的兴趣，了解朋友一直保持的爱好，欣赏朋友，帮助促进友谊。
第五步：Report： 汇报自己调查的结果，训练写作能力。
第六步：Talent Show:组织情景会话，进行交际性练习，把所学的知识与实践结合起来，提高学生综合运用所学语言
自由表达思想的能力。
第七步：作业Make a survey about people around you about what they can and what they are good at using ―have/has been
doing‖.
深入使用目标语言表述。
Unit 6 How long have you been collecting shells? 说课稿
1、 教材简析
①教材结构
人民教育出版社出版的新目标英语这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套
循序渐进的生活化的学习程序，每个单元均由A、B两部分构成。A部分是基本的语言内容，B部分是知识的扩展和综
合的语言运用。每个单元后还有Self Check部分供学生自我检测本单元所学的语言知识和具有跨文化内容的语篇及相
关的练习以及学习策略部分。本课是八年级下册第六单元的第三课时，这一单元的重点语法句型是现在完成进行时，
这一时态学生第一次在这一单元接触，因此学生对于它的用法和结构是比较陌生的。在第一、第二课时他们已经学习
并掌握了本单元相关的词汇和重点句型，在这一课时的任务是使用目标语进行兴趣爱好收藏品的讨论。本单元的中心
话题是“自我介绍个人的爱好”，内容涉及为慈善机构募捐、个人收藏品等。通过具体描述某些业余爱好兴趣，使学
296生认识到人除了日常的学习、工作、生活外，还需要培养自己的兴趣和爱好，这对个人的修养、性格等都有很大的帮
助和影响。因此，培养健康有益的业余爱好是很重要的。
②教学内容
谈论自己想要收藏的物品，为什么想要收藏它（它们）；听一段关于收藏物品的对话，找出具体的信息；记者用英语
采访学生们的收藏情况。
2、 教学目标
根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发
学生的学习兴趣，为进一步学习打好初步的基础。我将教学目标定为以下几点：
①语言知识目标：
a.学会使用现在完成进行时 How long has he been collecting kites?
b.since和for的区别：I have been collecting them since I was ten years old.
I have been collecting them for five years.
c.了解人们的业余兴趣和爱好并学会简单描述兴趣爱好；
d.学习谈论做某事延续的时间。
②语言技能目标：
用英语谈论个人的业余兴趣和爱好。
③情感态度目标：
a、通过谈论个人的爱好，学会为慈善事业做贡献，培养学生要有爱心、同情心，成为一个有道德的人。
b、初步体验和同学谈论个人的兴趣爱好。
④学习策略目标：
在学习中积极思考，善于抓住用英语交际的机会。
2973、 教学重点和难点：
根据教纲教材的要求和学生的实际，本课的教学重点为学习现在完成进行时；用英语谈论个人的收藏品并完成采访表
格。难点为for和since的区别。
二、 说教法
英语课程改革的重点是“改变英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养
的倾向，强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和
任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大
胆实践、提高跨文化意识和形成自主学习能力的过程。”基于新课标的指导思想，在本课的教学中，我主要采用任务
型教学法，即指教师通过引导语言学习者在课堂上完成任务来进行的教学。在本堂课中，我通过设计个人收藏品调查
表（见表1），引导学生用所学语言进行交流。此外，这是一堂听说课，因此我还采用直接法呈现学生将要谈论的事物
的单词。用直观手段将外语和客观世界建立联系，这有助于培养用外语思维的能力，而且易使学生产生学习兴趣，能
积极参与到教学活动中。采用听说法对谈论话题时将要用到的句型进行操练，培养学生敢于大胆主动地使用目的语进
行交谈。采用认知法在学生理解语言知识的基础上进行操练。
使用的教具：图片、实物、表格、黑板和录音机等。
三、 说学法
我国著名教育学家叶圣陶说过：“教是为了不教。”传统的授受式学习法主要是教师通过课堂上的讲解向学生传授知
识。一堂课下来，老师累得气喘吁吁，汗流浃背，学生听得云里雾里。学生输入多，输出少，很少得到开口的机会，
没有体验到学习的乐趣。而合作学习以小组为单位进行讨论、交流。形成师生讨论、生生讨论的多向互动，使学生在
思想的撞击中产生智慧的火花，共同进步、提高。本课是听说课，需要学生运用本课学到的知识点进行对话交流，但
是如果只是纯粹的读课文上的对话就显得枯燥无味，因此我便设计了记者调查这一活动，让学生学以致用，人人都有
开口说的机会，分享自己的收藏。另外有位教育学家说过：“学习者不是因为没有兴趣才厌学，而是因为学了不懂，
没有体验到学习的乐趣，这才导致失去兴趣，最后厌学。”因此，我在课堂教学中常采用渗透式指导法教授一些学习
方法。如在做听力时引导学生先阅读题目，猜测将要听到的句子，以便在听的时候有的放矢，减轻心理的紧张。
四、 说教学过程
在本节课的教学过程中，我遵循以下的教学原则：以学生为主体，教师为主导，以活动为主线，由浅入深，步步过渡，
并结合学生的生活实际，通过交际运用使知识逐步转化为能力，促进学生综合语言能力的形成。具体的教学步骤如下：
298A、 任务前（pre-task）
爱因斯坦说过，在学习过程中，“兴趣是最好的老师”。学生对所学事物一旦产生浓厚的兴趣，随之就会激发起强烈
的求知欲，就会自觉地去学习。任务前的活动主要是激发学生的兴趣，呈现完成任务需要的知识及介绍任务的要求。
1、热身活动。提问学生业余时间喜欢做什么，是否喜欢收集自己喜欢的东西，喜欢收集什么。接着呈现学生有可能收
集的物品的图片或实物，让学生认读图片的单词并用“I collect .”和“I would like to collect .”把他们
收集的或想要收集的物品说出来。这个句子简单，所说的话题贴近学生生活，而且学生也急于想把自己的收藏与大家
分享，这样就激发了学生的热情。
2、归纳过渡。任务型教学法主张在使用语言的过程中学习语言，但是学生必须具备使用英语完成任务的能力。如果生
词或新句型太多，学生不但不能完成任务，反而会丧失自信心。因此，我通过2a、2b的听力内容，帮助学生归纳进行
收藏这一爱好话题的谈论需要用到的句型，为了下一个任务扫清语言障碍。
① 引入听力部分的对话完成2a、2b的听力内容。通过刚才的热身活动，学生谈了自己喜欢的收藏，接着老师说现在
大家要听到的对话是关于Bob、Marcia和Liam的。他们喜欢收藏什么？收藏多久了？收藏了多少？通过老师对听力内
容的简单描述，学生就会根据老师的提示逐项完成听力部分的训练。
② 通过对听力的分析，老师和学生一起总结呈现并操练与任务有关的句型：
A: What do you collect?
B: I collect kites.
A: How long have you been collecting kites?
B: I have been collecting them since I was ten years old.
Or: I have been collecting them for five years.
A: How many do you have?
B: I have 22.
A: What would you like to collect in the future?
B: I would collect coins.
299这一步骤为学生在完成任务时扫清了语言障碍，使学生在交流时能大胆自信地说出句子。
③ 介绍任务的要求：六人一组，先小组内采访各组员的收藏，再由大组汇总最受欢迎的收藏品，最后请几位学生把本
组总最受欢迎的收藏品介绍给大家。
B、 任务环(task cycle)
1、做任务。学生分六人一组，其中一人为记者，一人为记录员，其他为采访对象。记者采访其他同学有关收藏品的情
况。在采访完后由大组汇总最受欢迎的收藏品（见表二）。教师巡视并给予帮助。
通过这个采访任务，在训练学生的语言能力的同时，也培养了学生良好的交际意识。
2、采访汇报。各组派一名学生向全班汇报本组总最受欢迎的收藏品。
通过这个活动，激发了学生的学习热情，并让他们运用所学语言进行交际，完成任务。
C、 任务后（post-task）
1、 点评学生的采访及汇报情况；
2、 小结该课的重点句型及since和for的区别；
3、 课后作业：根据采访内容写一篇短文介绍同学收藏品的情况。
五、 说板书设计
表一
Unit 6 How long have you been collecting shells?
stamp A: What do you collect?
kite B: I collect kites.
A: How long have you been collecting kites?
B: I have been collecting them since I was ten years old.
300Or: I have been collecting them for five years.
A: How many do you have?
B: I have 22.
A: What would you like to collect in the future?
B: I would collect coins.
表二
Name Collections How long How many Collections in the future
Collections
totle
Unit 7 Would you mind turning down the music?
Unit 7 Would you mind turning down the music? 教案
Language goals:
In this unit students learn to make requests and to apologize…
New languages:
Would you mind cleaning your room?
Would you mind not playing baseball here?
Could you please take out the trash?
301You have to do your homework.
I‘m sorry. I‘ll do it right away.
Sorry. We‘ll go and play in the park.
No, not at all.
Sure. That‘s no problem.
Difficult points:
1. How to make requests with ―Would you mind…?‖structure.
2. How to give responses to the requests ―Would you mind…?‖
& ―Could you…?‖
3. How to deal with the difficulties in ordering things.
4. Make requests about the given situations.
5. Help students to find the topic sentence in each paragraph.
Teaching aids:
A tape recorder/ Some pictures
Teaching periods:
Period 1: Section A 1a, 1b, 1c
Period 2: Section A 2a, 2b, 2c
Period 3: Section A 3a, 3b, 4
Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c
Period 5: Section B 3a, 3b, 4, Self check
Period 6: Extensive reading
Period 1
Teaching aims:
1. Teach vocabulary words and the useful expressions.
2. Target languages:
Would you mind turning down the music?
No, not at all.
Would you mind moving your bike?
Sorry. I‘ll do it right away.
3. Enable the students to make requests.
4. Help the student learn how to make requests.
302Teaching procedures:
Step 1. Warming up
Write the following requests on the Bb:
Can you give me the book?
Please give me the book.
Would you mind giving me your book?
Say, the last example is a very polite way of making a request.
Write down the title of this unit on the blackboard.
Ask students to make sentences using ―Would you mind …?‖structure.
Explain to the students that the –ing form should be used after the verb mind.
Step 2. Presentation (1a)
1. Point to the four requests in the box. Ask students to read them together.
2. Point to the picture. Ask the students to match the requests with the people in
the picture.
3. Check the answers with the whole class.
Step 3. Listening (1b)
1. Ask students to listen to the tape and understand the target language of making requests.
2. Play the tape again and ask them to number the requests in the order they hear.
3. Check the answers with the whole class.
Step 4. Pair work (1c)
1. Ask students to read the dialogue in activity 1c.
2. Ask students to make requests with their partners.
3. Ask some pairs to say their conversations to the class.
Step 5. Homework
Try to get as many ways of asking for requests as possible.
Period 2
Teaching aims:
1. Learn the vocabulary words and useful expressions.
2. Target languages:
Would you mind doing the dishes / cleaning your room / not wearing those old jeans / getting out of the
bathroom / getting up?
Sorry. It won‘t be long.
OK. I‘ll do them in a minute.
I‘m sorry. I‘ll do it right away.
3033. Enable the students to make responses to requests.
4. Help the student learn how to response to requests.
Teaching procedures:
Step 1. Revision
Ask students to make more sentences with the ―Would you
mind…?‖structure.
Step 2. Listening (2a, 2b)
1. Ask students to listen to the tape and understand the target language of
making requests in activity 1a.
2. Play the recording a second time. Ask Ss to number the pictures in the order they hear.
3. Check the answers with the whole class.
4. Point out the five responses in activity 2b. Ask students to read them.
5. Play the recording. This time ask Ss to fill in the letters of the pictures
in front of the responses.
6. Check the answers.
Step 3. Pair work (2c)
Ask students to do some oral practice about making requests and giving responses like this about the
information above.
Step 4. Grammar
Ask the students to read the sentences in the grammar box.
Help the students sum up how to make requests and responses.
Step 5. Homework
1. Kate is still sleeping in bed. Her mother has to go to work. She wants Kate to do the dishes, clean the room,
buy some food and do the cooking. Help her mother to write a note about it.
2. Translate the following into English.
a) 你介意把门关上吗？好的，我马上就办。
b) 你介意把收音机关小点儿声吗？不，一点也不。
c) 请不要在教室里大声说话好吗？对不起。
Period 3
Teaching aims:
1. Teach vocabulary words and the useful expressions.
2. Target languages:
Your father is at a meeting and I‘m going shopping.
I need your help.
304If you finish these tasks, we can go to a movie tonight.
You have to help me in the kitchen.
Yes, and you have to help me make dinner.
When I finish, could you help me with my homework.
3. Enable the students to use ―Would you mind…?‖ ―Could you…?‖ to ask for requests.
4. Help the students learn how to ask for requests with the target language.
Teaching procedures:
Step 1. Revision
Review the structure of making requests and giving responses by asking students some questions.
Step 2. Compliment (3a)
1. Point to the pictures. Read the instructions. Ask students to talk about what
the boy is doing in each picture.
2. Point to the note. Ask Ss to read the note and fill in answers according to the
pictures.
3. Check the answers by asking some students to read out their work.
Step 3. Pair work (3b)
1. Ask two students to read the sample dialogue in 3b.
2. Ask students to read the orders in the box on the left.
3. Ask students to make dialogues with ―would you‖, ―could you‖ and ―have to‖ according to the orders.
4. Ask several pairs to say one of their conversations to the class.
Step 4. Group work (4)
1. Ask students to read the instructions in activity 4.
2. Ask students to finish the chart.
3. Have students make conversations according to the chart.
4. Ask a few students to share the sample conversation.
Step 5. Homework
Make more conversations using ―would you‖, ―could you‖ and ―have to‖.
Period 4
Teaching aims:
1. Teach vocabulary words and the useful expressions.
2. Target languages:
Your barber gave you a terrible haircut.
305The pen you bought didn‘t work.
The store clerk gave you the wrong size.
The waitress brought you the wrong food.
3. Enable the students to make complaints and make requests.
4. Help the students learn how to make complaints and make requests.
Teaching procedures:
Step 1. Lead-in
Greet the students.
Check the homework.
Teach the students the new words in this period.
Step 2. Reading and writing (1a, 1b)
Ask students to do activity 1a.
1. Read the instruction and ask Ss to read each situation and think about the two
questions.
2. Ask some students to share their answers with the class. Ask other students
whether they agree with the opinions or not.
3. Ask students to read the pictures and talk about them. Help them understand
the pictures clearly.
Ask students to do activity 1b.
1. Ask students to talk about what they have complained about.
2. Have students write all the ideas down in their exercise books.
3. Collect all the complaints from the students and write them on the blackboard.
4. Rank the items from the most to the least annoying.
Step 3. Listening (2a, 2b)
Let students do activity 2a.
1. Ask students to listen to the tape. Answer any questions they have about the
recording.
2. Play the tape again and students number the sentences in the order they hear
them.
3. Correct the answers with the whole class.
Let students do activity 2b.
1. Ask students to read the three column headings.
2. Have students discuss what each heading means.
3. Play the tape. Students listen and write the places, problems and solutions in the chart.
3064. Play the tape again. Stop for answers if necessary.
5. Check the answers with the whole class.
Step 4. Pair work (2c)
1. Ask two students to role play the dialogues in 2c.
2. Ask students to look at the problems in 2b. Make students work with their partner and role play similar
requests about the problems.
3. Ask several pairs of students to say their conversations to the class.
Step 5. Homework
Talk about some of the annoying things. Make dialogues about one of them.
Period 5
Teaching aims:
1. Teach vocabulary words and the useful expressions.
2. Target languages:
I don‘t like waiting in line when a shop assistant has a long telephone conversation.
Could you please not follow me around?
I‘ll ask you if I need some help.
I get annoyed when someone stands in the subway door.
Would you mind helping me?
3. Enable the students to make requests when they get annoyed.
4. Help the students learn how to make requests when they get annoyed.
Teaching procedures:
Step 1. Revision and lead-in
Ask students to turn to page 55 and look at 2b. Ask them some questions. For example: What will you say to the
clerk if he or she gets you a wrong
size shirt?
Step 2. Reading (3a)
1. Play the recording of the article and have them repeat.
2. Ask students to write the words down that they don‘t understand.
3. Ask students to underline the things that are annoying.
4. Have the students circle what people do when something annoying
happen.
5. Correct the answers with the class.
307Step 3. Writing (3b)
1. Ask students to read the two pictures and talk about what‘s happening in each picture.
2. Read the instructions and ask students to complete the activity on their own.
3. Check the answers.
Step 4. Group work (4)
1. Ask a pair of students to read the dialogue. Say, This activity provides speaking, listening and writing practice
using the target language.
2. Ask students to complete the work in groups.
3. Check the answers with the whole class.
4. Explain some of the language points.
Step 5. Word review (Self check 1)
1. Ask students to read the words and the phrases given.
2. Fill in the blanks with proper forms of these words to complete the sentences.
3. Check the answers with the whole class.
Homework:
Do activity 2 on page 57 after class.
Period 6
Teaching aims:
1. Teach vocabulary words and the useful expressions.
2. Enable the students to learn etiquette in different culture.
3. Help the students learn how to behave politely in public places and in daily life.
Teaching procedures:
Step 1. Revision
Help students to review the function of making requests through a free talk. Then lead them to the topic of
etiquette.
Explain the meaning of etiquette. Or, ask students to look it up in the dictionary.
Step 2. Pre-reading (Section 1)
1. Ask students to read the picture and make a list with their partner about how many rules of etiquette can be
seen being broken.
2. Look at the picture. Ask students to describe what is happening in the picture.
Step 3. Reading (Section 2)
1. Ask students to read the reading strategy.
2. Ask Ss to read the article carefully once time. Then ask Ss to raise their
308hands and say which words and sentences they don‘t understand. Encourage Ss to read in contest, guessing
the meaning of words and phrases from the other words around them.
3. Ask the Ss to read the article again for comprehension.
Step 4. Reading comprehension (Section 3)
1. Ask students to read the text again. And then let students do activity 3a. Match the paragraphs with the best
summaries.
2. Check the answers with the whole class.
3. Practice students‘ speaking and listening skills.
Step 5. Go for it! (Section 4)
Say, Think of a time you saw someone breaking a rule of etiquette. You may have seen someone spitting,
slamming doors, or talking loudly on a mobile phone. Please write a letter of complaint to your local newspaper.
Step 6. Homework
1. Translation:
1) 控制你的声音 2) 熄灭 3) 例如 4) 在公共场所
5) 捡起垃圾 6) 实际上 7) 排队 8) 变得气恼
2. Finish off the exercises in the workbook.
Unit 7 Would you mind turning down the music? 说课稿
Unit 7 Would you mind turning down the music? 第一课时说课稿
一.教材分析：
１、教材的地位及作用：
新目标英语八年级下册，第七单元第一课时，本单元主要是运用Would you mind doing…?这个句型来提出客气
的请求,并能作出相应的回答,本节课主要复习一些短语,及两个表礼貌请求的句型并学习Would you mind…?的用法,并
能运用它们进行对话练习,提出委婉的请求。
２、教学目标：（知识目标、能力目标、情感目标)
知识目标：
(１)学习词汇：mind ，yard，dish，turn down，right away，in a minute，not at all
(２)掌握句子：Would you mind doing…?Could you please do sth ？Would you like to do sth ？No，not at
all./Certainly not./Of course not.能力目标：提高学生听、说、读、写及知识自学的综合能力。
情感目标：通过形象、生动的教学使学生掌握如何向他人提出有礼貌的请求,培养学生在日常生活中礼貌待人。
学习策略目标：自主学习及小组合作探究，善于抓住语言交际的机会。
确立教学目标的依据：
309根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，
激发学生的学习兴趣，为进一步学习打好初步的基础。综合素质教育得到提高。
３、重点与难点：
重点：学会句型Would you mind doing…?
难点：提出客气的请求并作出相应回答。
确立重点与难点的依据：根据课程标准的要求，及本课在教材中所处的地位和作用。
二、说教法及学法：
本节课我主要采用先学后教，小组合作探究学习的教学法。如在自学提示中设置一些问题，使学生在回答问题中
总结语法点。自学后在小组内交流，相互帮助学习、理解。而老师起到了引导的作用，把课堂的主体交给学生。
三、说流程：
1.总体设计及依据
课前热身－自学提示—短语积累－对话练习－活学活用—能力提升—作业布置
制定依据：
⑴遵循人类认识过程的普遍规律和学生认识活动的特点。
⑵教师为主导，学生为主体。
2.分步设计及依据
Step1课前热身
通过完成四道小题，回顾并总结两种表客气的提出请求的句型Could you please（not）do sth ？Would you like
（not） to do sth ？同时引出本节即将学习的另外一种表达法Would you mind…? 为新课活动做准备。
Step 2自学提示
通过在语法讲解中设立问题，让学生自学完成任务，并在通过自学后，学生自主总结出―Would you
mind+doing/one‘s doing/if从句?‖的用法。变被动死记硬背为主动归纳，加深对语法的理解能力，有利于学生记忆语法
深刻、牢固。
Step3短语积累
用图片学习及复习本节重点短语。直观教学，加深印象，并为下一环节对话练习做好准备。
Step4对话练习
根据所学句型及短语进行对话练习，让学生学会交际使用，训练说的能力。
Step5活学活用
设立习题，对所学知识进行当堂训练，考察学生对知识的掌握程度，加深语法理解，培养做题的速度及准确度。
Step6能力提升
安排学生运用本节句型，写一个简短便条，委婉地请求朋友帮忙，培养学生写作能力。
Step7小结及作业布置
给学生1分钟，让他们总结出本节的收获，并教育学生在日常生活中要做一个有礼貌的人。给学生布置课外作业，
巩固所学知识。
310Unit 7 Would you mind turning down the music? Section A 说课稿
1 教学内容：
Go for it 八年级英语下册Unit 7 单元Section A 部分。其核心内容是―如何请求及表示歉意‖。本部分始终围绕着这
一主题安排了听、说、读、写的活动任务，让学生在这些环节中学会用更加礼貌的请求方式―Would you mind doing
things ？‖―Would you mind not doing things?‖ 以及表示歉意的回答—Sorry ,Not at all / I‘ll do it right away 等。同时，本
人将分两个课时完成。
3 教学目标：
根据―新课程标准‖关于教学目标的要求，结合本单元的具体内容，在SECTION A部分，目标细分如下：
1. 语言知识
A、词汇---SECTION A部分新单词较少，主要掌握如下:
dish, yard, wear jeans, put on, get out of, in a minute.
B、语法---Would you mind doing sth
Would you mind not doing sth
复习could you please /could you /would you / have to 的用法
C、功能---学会礼貌性的请求和表示歉意
2. 学习策略
首先，是自主学习法。在本堂课中主要体现在学生看图片讨论、做听力、通过对话操练句型等环节中。
其次，是合作学习法，主要体现在自编对话，表演对话等环节中。
再次，是情景体验法。情景教学是本堂课自始至终的主线，如何请求别人做某事，就是让学生在相应的情景中体
验出来的。
3. 情感目标
A、学会拒绝或阻止他人的不礼貌行为，增强学生适应社会的能力。
B、学会用平和的心态礼貌地处理好生活中遇到的或突发的难题。
5. 能力目标: 指导学生在自主探究和任务型教学模式中，让学生学会用礼貌性的 英语请求及如何表示歉意.
学会更好的与他人沟通。这亦是素质教育的―以人为本‖的目标体现。
三．单元重难点
委婉地提出请求、表示歉意。
Would you mind moving the bike ？ No, not at all
Would you mind not playing baseball here ? Sorry , I‘ll go and play in the park .
3112．难点。
在实际的生活中委婉地表达自己的请求和歉意(即学生说的能力培养)，学会沟通。
四、 学情分析及教学策略
本课话题来自学生的生活经历，在八年级上册UNIT 11学生已经学习了许多动词短语，为表达提供了语言基础。
此外，学生已掌握了用祈使句和Can you„?/could you 及Could you please提出请求, 为本课的学习打下了
铺垫。具有了学习本单元知识的认知前提，能自然的与本单元的话题衔接。但是，在语法上也就容易形成混
淆。同时，本单元是关于礼貌性的话题，内容贴近生活，学生比较容易进入角色。因而，教师在课堂中应通
过大量的生活场景图片来促使学生积极地参与，在任务型教学活动中，使学生有话想说，有话可说，在完成
各项任务的过程中自主学习语言，提高他们综合运用语言的能力，学会更好地与他人沟通。使各层次的学生
都有所收获。
五、 教学过程设计
Period 1
1. Target language :
: Mind yard dish
Cleaning the yard /playing baseball /turning down the music /getting up /doing the dishes
/wearing jeans /getting out of the bathroom.
Key sentence: Would you mind moving your bike?
I‘ll do it right away.
Would you mind not playing baseball here?
Sorry. We‘ll go and play in the park.
Ability goals:How to make request and Apologize
Learning Ability : Enable Ss to make request and apologize
Important and difficult points : make request using would you mind +ving structure .
1. Greeting and Warm-up :
T : Boys and girls , are you happy today ?
I‘m very happy ,too. Because I helped my mother do chores this morning . What chores do you often do at
home ?
S: We do the dishes / do the laundry / wash the clothes / make the bed and so on . (热身部分以简单的对话使学生
312说出各种家务活短语，为下一环节would you mind +ving 句型的操练做语言铺垫)
2. Lead –in (With a picture )
(导入部分： 首先，出示一张客厅的图片，一一提问学生以下几个问题，Where is it ? What do you think of
it ? What should we do ? 引导学生回答：It‘s Bob‘s living room. It‘s very dirty .We should clean the room. 之
后，让学生猜妈妈对B所说的话，猜的目的是使学生对以往所学的表示请求方式的一个回顾，更自然地引
入本堂课的重点—礼貌性的请求他人做某事及歉意的表达。在图片展示时，告诉学生，would you mind
+ving 是本节要学习的内容，提示would you mind 后面的动词要加ing。
3.
sweeping the floor folding the clothes making the bed doing the laundry doing the dishes babysitting the sister .
（之后，通过学生熟悉的短语操练Would you mind +ving 结构）
4. T ask: now , let's look at some pictures , can you find what's matter ? Ss : the music is too loud . She use the telephone too
long .and so on（在学生对重点结构有一定的认知基础上，让学生对书本1A部分进行自由讨论。寻找问题，用目标
语would you mind 请求解决。自由讨论是为完成1A的配图及1B的听力减轻难度。）
5. Match and listen (1a-1b) . Then ask Ss to match and listen to 1a.
4. Pair-work （在分角色读完四组对话后，学生两人一组编对话表演，在模仿的基础上，学生进一步的练习生活中如
何请求他人做某事及表示歉意）。
5. Listen number and match (2a—2b)
1) show 5 pictures from 2A together, and ask Ss to make request using would you mind ? Then check their
answers.
2) listen and number the pictures. Next, listen again and match request with apologize.(在2A听力之前，先让
学生对2A的5张图片讨论，说出恰当的请求方式，为该环节的听力做铺垫。
6. Pair—work 以组对组或男对女的形式操练2A部分的对话。
7. Task 1---
Your neighbor made lots of noises last night . Today , you want to tell him not to do again , so if you are Xiao
ming , how to make request ? and how to say sorry as neighbor . Four Ss as a group will act out your dialogue .
Let‘s see who is our best neighbor . （评价）（为了巩固学生对本堂课的重点（ 请求及表示歉意）的掌握， 设
计如下任务：小明隔壁搬来一家新邻居，但是，昨天晚上很吵，小明想上门提醒邻居。 如果你是小明，你会
怎么说？那么，你是新邻居，你又会如何反应呢？最后让学生评出谁是我们的好邻居。
Homework : 二（1）班要制定一份英文班规，请同学们用would you mind 开头列一份清单。
313Period 2
Teaching goals:
How to make request in real life ?
1. Lead-in : What do you often do on weekends ?
If your parents is not in , What can you do for them ?
You help your parents do lots of things at home .
Now , let‘s look some pictures from 3A and see what Larry do at home for his mother 。Then ask S to read the requirement .
Enable Ss to understand what they should do . After checking the answers on the blank ，explain the using
difference among would you mind / could you please / have to。。（在学生回答以上问题后，让学生先谈论3A
的5张图片，说出图片相关的短语，这是为了在书写留言过程中，为学困生扫除短语障碍。同时，在完成
留言后，老师让学生归纳would you mind / could you please / have to在语气上的区别及不同形式的动词搭
配。最后请几个同学读本组的作品，老师和其他同学一起点评。利用各种形式：师生互问互答、分组对话、
看 图 说 话 等 反 复 操 练 句 型 ， 尽 量 让 学 生 脱 口 而 出 . 通 过 这 活 动 学 习 并 掌
握 feed the dog, cook dinner, go to the library/ return the book to the library,
do your homework Wash the dishes等短语.,充分调动了学生的积极性，吸引了全体学生的注意力
2. Pair-work Try your best to make dialogues as many as possible using Would you , Could you , Have to
ORDER : Turn down the music wash the dishes get up babysit your little cousin （在3A的基础上，让学生
分角色朗读对话，再用表格中的短语编对话表演。巩固对would you mind / could you please / have to
的知识掌握）
3. Task 2. 4-groupwork 反复操练和巩固应用：为了调动学生的积极性，老师宣布明天是学校开放日，届时会有很
多外校教师和家长到校参观和听课。集体讨论在学校开放日，需要做哪些工作，并将所需要做的工作的内容列表，
为下一步作准备。然后以小组为单位落实或分配所列 出的工作，最后在全班进行汇报，看那组工作细致。利用分
组对话,以及回答问题、调查采访等不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度地培养
学生运用英语的能力。
掌握和操练如下动词词汇和句型：
make posters, clean the classroom, set up chairs in the classroom,
design the blackboard, welcome the peeople at the school gate,
hand out teaching plans or the books to the people.
Would you mind…? Could you please…? Please /Please not … You have to… Can you please…?
4. Homework :
Unit 7 Would you mind turning down the music? Section A 说课稿二
一、 说教材
（一） 教材分析
314本单元重点在于培养学生英语交际能力，并结合生活中切实常用的话题：给人们的日常行为提出一定的建议，做出礼
貌的道歉行为来展开基本语言内容的教学，并与第八单元的内容具有一定的联系。本单元遵循教材总体特点，采用任
务型教学模式，并融汇话题，交际功能和语言结构would you mind doing sth? 进而形成一套循序渐进的生活化的学
习程序。学生比较容易乐于接受，说课的内容是本单元Section A(1a~1c)部分，本课是单元首篇，以 Would you mind
turning down the music? 为主题，本节内容具有词汇量较大，强调综合运用，贴近生活实际等特点。通过本节学习，
可增加学生的单词储备量，提高学生综合运用能力，学生将学会用英文表达请求，表示歉意。在获取基础知识，发展
基本能力的同时进一步强化学生学以致言，学以致用的英语学习观和合作品质。
(二) 教学目标
依据并结合新课程标准提出的基础教育阶段英语课程的总体目标和具体要求，我将本课教学目标设计如下：
知识目标：
让学生掌握其中的重要词汇mind, turn down, not at all等和句式would you mind doing sth? 并能让学生掌握如
何运用所学句式提出礼貌请求以及礼貌的向他人道歉。
能力目标：
培养学生的听说读写能力，尤其是与他人用英语进行日常会话的能力。
情感态度目标：
在本课教学中注重培养学生的礼貌行为，了解英语国家中向他人提出要求及道歉的方式，并通过小组活动，培养学生
乐于学习并与他人合作的精神。
（三）教学重难点
结合教学目标的要求，我把本课的重点设置为首先使学生掌握mind, not at all, turn down等重点词汇的用法，及
课重点句型结构Would you mind doing sth? 并给出正确答语；怎样向别人有礼貌的道歉。
根据本课的内容和学生的实际，本课的难点为让学生掌握向别人提出请求的的句式Would you mind doing? 并给出正
确的答语，能够在实际生活中应用。
二、说教法
1 学情分析
自己所任教班级学生英语基础比较薄弱，上课的课堂气氛不够活跃，中等学生占多数，但是学困生比例也比较多，两
极分化比较严重，虽然经过六七年级的学习，学生能够进行简单的会话，但是在学习策略方面人存在许多要解决的问
题。有些同学在学习中缺乏小组合作意识，并且不能够大胆的用英语交流。
2 教学方法
根据所任教班级的具体情况，在本堂课中以任务型教学作为课堂教学设计理念，具体采用情景交际教学法，交际教学
法，在教学中突出实际性，注重听说的实用性，同时适时进行情感和策略调整，以形成积极的学习态度，促进语言实
际运用能力的提高。坚持“师为主导，学生为主体，任务为基础”教学原则，在课堂教学的不同环节教师应扮演自身
作为设计者，研究者，组织者，促进者和协调者的角色。贯彻教中学，学中用的策略，真正使学生学以致用。
三、说学法
根据学生实际情况和本节课的主要内容，在这一节课中学生主要通过同桌合作，小组合作以及自由对话来完成这节课
的任务型教学。
四、说过程
Step1. Lead-in
通过情景设计进行free talk来导入本节课地主要内容。设计的情景时周末邀请一名学生去吃饭，老师使用的句型是
Would you like to have dinner with me this Sunday?通过这个问题来调动学生的积极性，引导学生主动表达学生
在生活中如何邀请其他同学去海边，去看电影等让学生通过思考这些表达方式来进行自由对话。
Would you like to do sth?
Can/could you please do sh?
How/what about doing sth?
315Why don’t you do sth?
Why not do sth?
Let’s do sth.
Shall we do sth?
通过这个情景设计来引出本节课将要学习的用来礼貌的提出请求的句型：would you mind doing sth?
设计理念：通过情景设计来调动学生积极性并导入本节课的主要内容。
Step2 Pre-listening task
为学生展示课本上的图画，通过相关的问题来引导学生找出主要的动词短语：clean the yard, play baseball, move
the bike, turn down the music. 然后通过标题Would you mind turning down the music?带入词组进行反复训练，
让学生充分熟练这个结构，同时在这一环节中通过图画中的烦乱画面对学生进行一定的情感教育：对于违反规则的一
些事情要礼貌的提出请求。
设计理念：进行听力活动之前的热身，让学生尽可能熟悉本节课的重点内容，为后面进行的听力活动做好铺垫，便于
学生融入听力活动。
Step3 Listening –task
在这一环节中设计了两个活动：
活动一：听一遍录音，完成activity1b，通过这遍听力注重would you mind doing?的问句。同时让学生注意前两个
问题的不同，总结出这个句型的肯定和否定形式，然后有学生举例进行练习，并将学生的一些例子写在黑板上。
活动二：听第二遍录音，记录如何给出礼貌的回答，同时让学生对黑板上的例子进行回答练习。
设计理念：通过听力材料为媒介进行听说练习。
Step4 Pairork
同桌之间合作，利用本节课所学结构进行对话练习，要注意肯否定的同时训练。
设计理念：对所学句型的初步训练，进行对话练习，培养合作意识。
Step5 Groupwork
首先引导学生总结出日常生活的主要场所——学校的一些校规，四个同学分为一组，创设一个情景，可以是教室，操
场，走廊，图书馆，实验室等学校的各个角落，根据所了解的学校规则来展开想象，常设一个情节比较完整的对话，
尽可能多的运用之前学过的知识点，不仅仅局限于本节课所学句式，看看那个小组最有创意？哪个小组最好？
设计理念：小组合作，培养乐于学习与团队合作的意识，同时也是对礼貌提出请求和以前所学内容的复习。
Step6 Summary and test
引导学生总结本节课主要内容，然后进行当堂检测来检查本节课所学内容的掌握程度。
Step7 Homework
巩固性作业：完成伴你学句子乐园练习
拓展性作业：Write a letter to your best friend who you want to talk with about his/her problems using the
sentence structure.
五、课前预测
这节课的整体思路是导入——听前任务——听力练习——同桌合作——小组合作——总结——课堂反馈——作业布
置，在这节课的设计上，导入和小组活动应该是本节课的亮点，但是在本节课进行之前应该注意的最大问题是设计的
导入和小组活动要让学生动起来，才能达到教学设计的效果。由于任教班级学生日常上课气氛比较沉闷，因此在实际
教学导入时，应充分利用板书来改变课堂现状，要避免自己在那单纯的提示学生造成课堂沉闷的状态。在教学的第二
环节中让学生看图找出词组并运用词组进行训练，同时这一步应根据图画内容地凌乱来进行一定的情感教育，从而达
到所设计的三维目标。通过本节课的学习，学生能够掌握日常生活中礼貌的提出请求和道歉所用到的主要语言结构，
接受一定的情感教育，基本能够达到所设计的三维目标。
316Unit 7 Would you mind turning down the music? Section A 英文说课稿
Good Morning, ladies and gentlemen. It‘s my pleasure to give my lesson presentation here today. The
lesson plan I am going to present is Section A (1a-1c)
from Go for it, Unit7 Would you mind turning down the music? Next, I‘d 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 analysis of learning condition, teaching procedure( blackboard work and myself-reflection).
Ⅰ.The analysis of the textbook
1.The status and function of the textbook
The educational policy of “Go for it ”is knowledge used in action. It emphasizes learning by doing .”
Go for it ” uses the Task-Based Language Teaching 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 text
This lesson`s topic is “Would you mind 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(教学目标)
(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(教学重点)
(1) Key structures : Would you mind +gerund?
Would you mind not +gerund?
No, not at all.
Sorry, I‘ll do it right away.
(2)Key vocabulary
(3)Listening practice
5.Teaching difficulties(教学难点)
Compare :
(1) Would you mind (not) doing sth?
(2) Could you please do sth?
(3) Please do sth
(4) You have to do sth
6.Teaching Aids(教学用具)
Multi-media, a song, pictures, recorder, tape
II￡Ⅲ. The teaching methods and learning methods
Next 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 methods will be suitable for teacher‘s 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, groupwork and other extending activities. It is real ‘learning by doing‘.
Ⅳ. Analysis of learning condition
317Learning 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 they 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 procedure
Next let‘s come to the most important part, that is, the teaching procedure. It includes seven
steps.
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 the whole class. And they will have
a guessing game about ‗What‘s 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 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 Explain
Then, I will give them a further explain about the sentence structure, which is the usage of the structure,
what‘ more, I‘ll 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.
Step3Pairwork
Next, 4 pictures are shown on the screen, just for students‘ further practical use of the sentence structure.
In this period, I‘ll 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. / No, not at all.
1 cleaning the yard 2 turning down the music
3 (not) playing basketball in the street 4 moving your car
Step4 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 number 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.
Step5Practice
Next step I‘m going to talk about the practice. First, I‘ll let students collect as many as marks in daily life in their mind,
then I will show them four familiar marks: Don’t smoke,
Please save water, Don’t walk through, Don‘t park.(停放), after that encourage them to translate the sentence in the pattern
‗Would you mind +gerund?‘.
This step can used to Expand their knowledge and make sure that students are able to master the sentence structure.
Step5 A great task
A dreaming school
318I call this period as a‘a great task‘, because in this extending step, students in 4 groups are asked to write down their
suggestions and advice for their teachers and schoolmates 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 homework 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. 你介意打扫一下教室吗？
2. 你能否不在课堂上说话？
3. 你介意把音乐声关小点吗？
4. 你介意开下窗户吗？
5. 你介意移开你的脚吗？
6. 抱歉，我马上去做.
Step7 Blackboard work
Unit 7 Would you mind turning down the music?
•Would you mind doing…?
• Not at all./ Certainly not./ Of course not.
• Would you mind not doing…?
• I‘m 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-reflection
The 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.
Unit 7 Would you mind turning down the music? Section B 说课稿
Good morning, ladies and gentlemen. It’s my great pleasure to talk about my lesson plan
here. It is about Section B (3a-4) taken from Unit 7 Would you mind turning down the music?
I am going to interpret my plan in 4 aspects.
Ⅰ. Analysis of the teaching material
Ⅱ.The ways of teaching and learning
Ⅲ.Teaching Procedure
Ⅳ.Blackboard Design
Ⅰ. Analysis of the teaching material
First, I'd like to show my analysis of the teaching material.
My understanding of the teaching material includes 4 parts: the status and the function,
teaching goals, the key points and the difficulties.
1. The status and the function
319The topic in the period is trying to be polite when making requests. All of the materials
are arranged around this topic. Pictures help students to understand some annoying things they
may face in their everyday life. And they are encouraged to solve the problems if they experience.
If the students can learn the period well, it will be useful for them learning to be a more
polite student.
2. Teaching goals:
A. Knowledge goal
Learn some useful phrases and expressions.
1) wait in line cut in line get annoyed get mad„
2) I get annoyed when„.
3) When this happens, I„.
4) Would you mind„? / Could you please„?
B. Ability goal
1) Learn how to express annoying things and make requests politely.
2) Improve the students’ speaking ability by describing or talking.
3) Develop Ss’ reading and writing skill.
C. Emotion goal
1) Cultivate the Ss’ ability of group cooperation further.
2) Understand, care about and respect the disabled.
3) Strive constantly for self-improvement.
3. Teaching Important Points
1) Consolidate model sentences: Would you mind„? / Could you please„?
2) How to complain about some annoying things in a polite way.
4. Teaching Difficult Point:
The difficult point is how to lead students to make requests properly and skillfully.
Or maybe some of my students can’t understand the difference between “would you mind„”
and “Could you please„?”
Ⅱ.The ways of teaching and learning
Now let's focus on the ways of teaching and learning.
Considering the students in my class, I apply the task-based method first, at the same time,
including communicative method. As for learning, I apply the methods of co-operative learning
and initiative learning. And I will use multimedia as my teaching aid.
Ⅲ.Teaching Procedure
Next comes my teaching procedure. Altogether, there are 4 steps: Step1 Revision and leading-in,
Step 2 Reading and talking, Step 3 Tasks, Step 4 Homework.
Step1 Revision and leading-in
1. Greeting and ask students how to make requests.
2. Show several pictures together and ask them to make requests with “Would you mind„?”
or “Could you please„?”.
(Purpose: Revise the phrases and model sentences that they have learned before.)
3. Ask students to close their books, the teacher shows several pictures on CAI, ask them
to say the annoying things. The important phrases in the period are included in these
pictures.
(Purpose: Revise annoying things they have learned and help to lead in reading part in 3a)
Step2 Reading and talking
3201. how the article in 3a, first play the tape, ask them to underline the things that annoy
people and circle what people do when it happens.
(Purpose: The teacher doesn’t check answers by underlining or circling on CAI, just ask tell
orally in order to encourage them to speak English freely, not just focus on checking
answers.)
2. Do fast reading, then finish True or False.
(1) The girl doesn’t care if she waits in line.
(2) When the shop assistant gets mad, she will never go to that store again.
(3) She usually asks the shop assistant not to follow her around politely.
(4) To the boy, it’s usually happens that someone talks to him while he was
Reading in the library.
(5) He usually refuses to talk to the person.
(6) Perhaps in the future, he should try not to be so polite.
(Purpose: Make students to understand most information in the article.)
3. Do careful reading, then retell the story according to the main chart.
Person Annoying things Make requests(提出请求)
The girl
The boy
(Purpose: Try to make students more familiar with the content in the article.)
4. Leading in 3b, suppose you are the people in the pictures, what do you do ?
Show pictures on CAI, ask them to complete the follow sentences.
(1) I get annoyed when people cut in line.
When this happens, I
(2) I get annoyed when people cut in line.
When this happens, I
(Purpose: In the step, the answers can vary. The students can have a good
Chance to practice English.)
5. Then show the model sentences on CAI, ask them to list two annoying things and try to
make requests.
(1) I get annoyed when
When this happens, I
(2) I get annoyed when.
When this happens, I
(Purpose: In the step, the teacher first check answers by asking several students to answer
the questions: What annoy you? What do you do? Then, ask several students who are better at
English tell out in front of the classroom. The aim is to give different students different
chance. Also, it can help to prepare for the next task.)
Step3 Tasks
Task1 Groupwork: Interview three classmates, then give a report.
What annoy you?
What do you do?
Name Problem Action
Lin Zheng Classmates don’t return
my eraser.
321Then give a report: I have interviewed three kids. „.gets annoyed when....
When this happens, he /she „..
(Purpose: Considering different level of my students, first, I ask several pairs who are not
very good at English to practice the conversation. Then ask several better students to give
a report in front of the classroom in order to make more and more students active in learning
English.)
Task2 Give suggestions
Here are two short messages from mobile phone, please give suggestions to them.
NO.1 Judy: I get annoyed recently, because my neighbor often
breaks into my room without knocking at the door. Sometimes
it’s very noisy. What can I do? From Mary
NO.2 Judy: I get annoyed because my little cousin hasn’t
returned my favorite CD. He has had it for half year.
What should I do? From Sam
Task3 Help others
This is someone’s diary in his blog, read the diary, find out the annoying things, then write
a short passage to give suggestions by making requests.
Blog
Sunday Jan, 10th 2007 Sunny
It seems that some people have really bad manner in our everyday life.
I feel very terrible when someone writes or paints on the white walls. They are not allowed
to do that. Also, I find there are many people spit randomly in public. In fact, their
actions always make others feel awful and it also causes much pollution. Another one is
that someone even make loud noises in the reading room or library. When these happen, I
sometimes talk to them, but they can’t understand and often get angry or even shout at
me. So I don’t know what to do now. Don’t they know they should be polite?
(Purpose: In the step, I give the diary to ask them to find out annoying things and then write
a short passage in order to improve their wring skill.)
Step4 Homework
1. Copy the article in 3a, and try to recite it.
2. Do you have any annoying things? Please list three annoying things at school and write
a short complain letter to your English teacher, maybe she or he will help you.
Ⅳ.Blackboard Design
Key words useful expressions
322wait in line I get annoyed when„
get annoyed When this happens, I„
follow around Would you mind„?
get mad Could you please„?
Unit 7 Would you mind turning down the music? Section B 说课实录
T: Class begins!
M: Stand up!
T: Good afternoon, class!
S: Good afternoon, Miss Bian!
T: Sit down, please!
Today we‘ll study Section B of Unit 7. (板书Unit 7 Section B) What is Section B about, do you know? In Secti
on B we‘ll go on to learn more about how to make requests and answer requests in polite ways. This is the task of
this lesson. 这就是我们本节课的学习目标：进一步学习有礼貌地向别人提出请求以及有礼貌地回答别的请求。
黑板右上方板书：
Task:
Make requests
Answer requests
in polite ways.
Before we study Section B, let‘s first go over Section A. Do you still remember what we learned in Section A?
Ss: Make requests to sb.
T: Good. When we make requests, what should we say?
S: Would you mind doing sth.?
T: Another way?
S: Could you please do sth.?
T: Very good! Next let‘s do some exercises to check whether you have learned Section A well or not.
T: When we make requests, what should we say?
S: Would you mind doing sth?
323T: Another way?
S: Could you please do sth?
T: Very good! Next let‘s do some exercises to check whether you have learned Section A well or not. The exercise
s are easy for you. Let‘s do them together.
Lood at No.1, ―Would you mind turnig down the music?‖ What‘s the sentence with the same meening as th
is one?
S: Could you please turn down the music?
T: Good. What‘s the negative sentence?
S: Would you mind not turnig down the nusic?
T: Very good. Look at the second one, we know when someone stands in the subway door, we get annoyed. So wh
en your bike stands in the way, others might make requests like this―Would you mind moving your bike?‖ If yo
u don‘t mind, What will you answer?
S: Sorry, I‘ll do it right away.
T: Good! What else?
S: No, not at all. Gertainly not.
T: Right. What else then?
S: Of course not.
T: Yes. We can also say―OK, I‘ll do it right away.‖
They are all polite answers. But if you want to refuse him, what should you say?
S: Yes.
T: Right, You can answer―Yes or sorry, I don‘t want to move my bike. ‖
Then let‘s look at No.3, Which one is the best?
S: C.
T: Yes. We should choose C. ―Better not‖ means―You‘d better not sit here.‖Because ―it‘s for Mr Brown‖, not for y
ou. So others have to refuse you.
About this exercise, I‘d like to give you some advice. If you refuse, you‘d better not say ―You can‘t sit here.‖,
because it‘s impolite. You‘d better say ―Better not‖, it‘s more polite. Others will be happy to accept your request
s.
324T: Next let‘s study Section B. Look at the streen. Is the baby lovely? Why does such a lovely baby cry and cover
his ears?
S: The noisy music made the baby annoyed.
T: Yes, because the music is too loud, too noisy. He can‘t stand it!
Then what can the baby say to adults or to his parents?
S: Would you mind turning down the music?
T: Good! So you see even such a little baby knows how to make requests politely.
In our daily life, there are many annoying things happening, When we meet them, what should we do? The solut
ions to solve the problems are very important.
I‘ll play you the tape, let‘s try to find what the people in the tape do with their annoying things. While you are
listening, fill in the blanks, (Ask three students to read one by one and check. After the three students‘ readin
g…)
Now I have some questions for you about the listening.
In conversation 1, what‘s the girl‘s problem?
S: The sales clerk gave her the wrong size.
T: Then what did the girl do to solve her problem?
S: She said to the sales clerk―Would you mind giving me a smaller one ?‖
T: Very good!
In conversation 2, what‘s the boy‘s annoying thing?
S: He ordered a hamburger with French fries, but only got a hamburger.
T: How did he solve his annoying thing?
S: He asked the waitress―Would you mind bringing me my French fries?‖
T: Then what did the waitress say to him?
S: The waitress said ―I‘m so sorry, I‘ll bring you some French fries right away.‖
T: They both use polite ways, right?
S: Yes.
T: In conversation 3 , what made the boy annoyed?
S: He bought a pen, but it didn‘t work.
T: What did he do with his problem?
325S: He said politely to the shop assistant. ―Would you mind giving me a new one?‖
T: Pretty good!
From the three conversations, we find that it‘s very important for us to solve problems in polite ways.The three
customers didn‘t just complain. They politely made requests and so they got polite and friendly answers.处理问题
的方式很重要，这既是这节课也是本单元的学习目的，用礼貌的方式可以使问题更好地得以解决。
T: Now let‘s go on with 3a. In this part,we‘ll also learn more about the other people‘s solutions to solve the annoyi
ng things.
Give you two minutes to read through the text, then answer my questions .
(After reading) Look at the picture, it‘s about the first part of the text.
The girl looks unpleasant.What annoys her?
S: She doesn‘t like waiting in line when the shop assistant has a long telephone conversation.
T: Right, when this happens, what does she usually do?
S: She usually says to the shop assistant―Would you mind helping me?‖
T: What also happens to her sometimes in the clothing shop?
S: Shop assistants always follow her around.
T: When this happens, what does she usually do?
S: She ususlly says to them―Could you please not follow me around?‖
T: Pretty good!
Then look at this picture.
This boy looks….
S: Happy.
T: And that boy looks….
S: Unpleasant.
T: Or a bit annoyed.What annoys him in the text?
S: He doesn‘t like talking to someone while he is reading.
T: Yes.This boy talks to him and disturbs him.What does he usually do when this happens?
S: He usually talks to others.
T: Why?
S: Because he wants to be polite.
T: Does he really like doing that?
Ss: No.
T: So at last what does he decide to do?
S: He decides perhaps in the future he should try not to be so polite.
T: But is it the best way? What do you think is the best way to solve this annoying thing? What advice can you g
ive him?
S: I think he should say―Would you mind not talking to me while I am reading‖.
T: Very good, I think you have a very good understanding of the text . Next let‘s listen to go over the text .While
you are listening, please fill in the blanks.
Ss: (Read the text together.)
T: I also have several language points to teach you. Here are the uses of three important words.
1. get v: 系动词：become get annoyed
行为动词：得到、获得 get a hamburger
2. return: give…back
come/go back
eg: My classmates always borrow my eraser and don‘t return it.
give it back
3263. Sth happen to sb.
Vi
eg: Last week, a big fire happened to a building in Wenzhou.
（板书）
T: Do you have any questions about this part?
S: No.
T: But now I meet a big problem. Look at the picture.They are my new neighbors.They must be very excited to liv
e in a new house. They make a lot of noises. This makes me annoyed. I don‘t want to argue or fight with them. C
an you give me some advice?
S: I think you can write a polite letter to them?
T: Good advice！I need your help to write the letter.
What should I write to the father?
S: Would you mind not playing the guitar too loud?
T: Good！What should I write to the mother?
S: Could you please keep your voice down while you are talking on the phone?
T: What else about the mother?
S: Would you mind not dropping litter out of the window?
T: How about their son?
S: Please don‘t play soccer in the room.
T: Good, thank you. Could you please write the whole letter for me?
Give you some time to discuss with each other. Then read your letter to your partner.
Ss: （Discussing and reading.）
T: (Ask several students to read.)
Thanks for your letters！I think you did very well！
At last, let’s go over what we have learned in this lesson. 最后让我们一起回顾一下本节课的学习。
In this lesson, first we reviewed Section A, then we studied Section B. In Section B, we listened to tree conversat
ions and the text 3a and learn more about how to make requests and answer requests politely. I hope after learning
this unit, we all try to be polite people. This is the goal of this unit. 这样也就达到了我们学习本单元的目的：学会
有礼貌地处理问题，做个有修养的人。Then we’ll get more help even more friends. Do you think so?
Ss: Yes!
T: OK! Then after class please finish the homework.
So much for today.
Would you mind taking a rest and relaxing?
Ss: Certainly not!
T: Class is over！Please have a break!
附：学案
《Unit 7 Would you mind turning down the music?》 边海燕
学习目标
Learn Section B of Unit 7:
1.How to make requests and say sorry to sb.
2.Learn to solve problems politely and to be a polite person.
课前检测
3271.Would you mind turning down the music?
→同义句
→否定句
2.----Would you mind moving your bike?
----________________________________.
3.——Would you mind my sitting here?
—— . It`s for Mr. Brown.
A. Not at all B. Never mind
C. Better not D. Of course not
自学引导
一. Listen to the tape and fill in the blanks.
Conversation 1
Woman: Can I help you?
Girl: I bought this shirt here yesterday, and the sales clerk gave me the wrong size.
Would you _______ _______ me a smaller one?
Woman: _______ _______. Do you have your receipt?
Girl: Uh-huh. Here it is.
Conversation 2
Boy: Excuse me.
Woman: Yes?
Boy: I ordered a hamburger with French fries, but only got a hamburger. Would you _______ _______ me my Fre
nch fries.
Woman: I‘m so sorry. I‘ll bring you some French fries _______ _______.
Boy: Thank you.
Conversation 3
Man: May I help you?
Boy: I bought this pen here, but it‘s not good.
Man: What‘s the problem?
Boy: It doesn‘t work. Would you _______ _______ me a new one?
Man: _______ _______ _______. Here you are.
Boy: Thanks.
二3a : I can‘t stand it!
1. Read the text and answer questions.
2. Pratice the text. Listen and fill in the blanks.
We asked some people what _____ them. Here‘s what they said.
I don‘t like______ ______ ______ when a shop assistant has a long telephone conversation. When that _____, I
usually say. ―Would you mind ______ me?‖
And I don‘t like it when shop assistants ______ me around. Then I say, ―_____ _____ _____ _____ follow me
around? I‘ll ask you if I need some help.‖ Usually the shop assistants say they are sorry, but sometimes they get m
ad. If that happens, I won‘t _____ _____ _____ that store again..
I get annoyed when someone _____ _____ me while I‘m reading. This_____ _____ me all the time in the scho
ol library. When it happens, I usually talk to the person because I want to _____ _____.
328But because I‘m polite, people don‘t know I‘m ______. So they do the _____ _____ again. Perhaps in the futur
e I should _____ _____ _____ _____ so polite.
三. Language points in 3a
1. get __________________; ________________.
2.return ________； ______ .
3.Sth happen to sb /sp..
Eg,上周，温州一座大楼发生了大火。_________________________________.
课堂检测
There is a new family next door. Write a polite letter complaining about three things.
Dear Mr and Mrs Harris,
Welcome to our neighborhood. You must be excited to be in a new house.
However, would you mind not ____________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
__________________________
Yours sincerely,
__________
课后作业
一。单选
1. ------Could you do the dishes? I‘m cleaning the room.
------______.
A. Yes, sure B. Yes, you can C. No, thanks D. No, you can‘t
2. ------Would you mind watering the flowers for me?
------______. I have to go to the post office.
A. Not at all B. Never mind C. No, please D. Sorry, I can‘t
3. That often happens _____ me on my way home.
A. / B. for C. to D. in
4. If that_____ _, I won‘t go back to that store again.
A. will happen B. happen C. happens D. is happening
5. Would you mind______ with me?
A. not to go B. not going C. to go D. to not go
6. ------ Would you mind cleaning the yard?
------ Sorry, I‘ll do it ______.
A. right now B. right away C. at a minute D. right on
7. Please try _____ there on time.
A. get B. getting C. to get D. to getting
8. I get annoyed when people_____.
A. in cut line B. cut in line C. line in cut D. cut line in
9. Could you please____ me around?
A. not to follow me B. not follow
C. not following D. follow
32910. I get ____ when someone talks to me so much.
A. annoyed B. annoy C. annoys D. to annoy
Unit 7 Would you mind turning down the music? 说课稿
1.教学内容：
Go for it 八年级英语下册Unit 7 单元。复习核心内容是“如何请求及表示歉意”。本部分始终围绕着这一主
题安排了、说、读、写的活动任务，让学生在这些环节中学会用更加礼貌的请求方式“Would you mind doing things ？”
“Would you mind not doing things?” 以及表示歉意的回答—Sorry ,Not at all / I’ll do it right away 等。
2. 教学目标：
根据“新课程标准”关于教学目标的要求，结合本单元的具体内容，目标细分如下：
1. 语言知识
A、词汇---本单元的重点词汇
dish, yard, wear jeans, put on, get out of, in a minute等
B、语法---Would you mind doing sth?
Would you mind not doing sth?
复习could you please /could you /would you / have to 的用法
C、功能---学会礼貌性的请求和表示歉意，如何写抱怨信
2. 学习策略
1，自主学习法。在本堂课中主要体现在学生自己总结本单元的重要句型，看图片讨论、对话操练句型等环节中。
2，是合作学习法，主要体现在自编对话，表演对话等环节中。
3，是情景体验法。情景教学是本堂课自始至终的主线，如何请求别人做某事，就是让学生在相应的情景中体验出
来的。
3. 情感目标
A、学会拒绝或阻止他人的不礼貌行为，增强学生适应社会的能力。
B、学会用平和的心态礼貌地处理好生活中遇到的或突发的难题。
4. 能力目标: 指导学生在自主探究和任务型教学模式中，让学生学会用礼貌性的 英语请求及如何表示歉意.
学会更好的与他人沟通。这亦是素质教育的“以人为本”的目标体现。
三．单元重难点
1．委婉地提出请求、表示歉意。
Would you mind moving the bike ？ No, not at all
Would you mind not playing baseball here? Sorry, I’ll go and play in the park .
2．难点。
在实际的生活中委婉地表达自己的请求和歉意(即学生说的能力培养)，学会沟通。
四. 学情分析及教学策略
本课话题来自学生的生活经历，在八年级上册UNIT 11学生已经学习了许多动词短语，为表达提供了语言基础。
此外，学生已掌握了用祈使句和Can you„?/could you 及Could you please提出请求, 为本课的学习打下了铺垫。
具有了学习本单元知识的认知前提，能自然的与本单元的话题衔接。但是，在语法上也就容易形成混淆。同时，本单
元是关于礼貌性的话题，内容贴近生活，学生比较容易进入角色。因而，教师在课堂中应通过大量的生活场景图片来
330促使学生积极地参与，在任务型教学活动中，使学生有话想说，有话可说，在完成各项任务的过程中自主学习语言，
提高他们综合运用语言的能力，学会更好地与他人沟通。使各层次的学生都有所收获。
五、教学过程设计
1 Target language
Key sentence
Would you mind moving your bike?
I’ll do it right away.
Would you mind not playing baseball here?
Sorry. We’ll go and play in the park.
Ability goals
How to make request and Apologize
Learning Ability
Enable Ss to make request and apologize
Important and difficult points
Make request using would you mind +ving structure .
Teaching steps
1.Greeting and Warm-up :
Play the music for a while.
T : Boys and girls , It’s beautiful ,isn’t it ?
Would you mind my turning down the music?
2.Lead –in
(导入部分：抹一下桌子，说I think this lab is a little bit dirty and I want to ask someone to clean
the lab . What can I say ?
目的是使学生对以往所学的表示请求方式的一个回顾，更自然地引入本堂课的重点—礼貌性的请求他人做某事及
歉意的表达。然后让学生对比出更礼貌的请求。Would you mind +ving ,Could you please do ..?（之后，通过学生
熟悉的短语操练Would you mind +ving 结构）
3. Revision
T ask 1 ,Now , let's look at some pictures ,How to ask them to wait inline and not to play soccer on
the street.（在学生对重点结构有一定的认知基础上，让学生用目标语would you mind 请求解决。
T ask 2.Revise the grammar, ( 让学生总结本单元所学请求的句型以及答语，并且让学生大声朗读，确保理解
并牢记。
T ask 3.出示5张生动的幻灯片，设计成填空题，让学生对句型，答语，及其mind doing .这一考点进行巩固。
Pair-work （出示图片，根据图片学生两人一组编对话表演，在模仿的基础上，学生进一步的练习生活中如何请求
他人做某事及表示歉意，并且在练习中能即使纠错）。
Task 4 Discussion: the impolite behaviors
(出示课文阅读内容图片，让学生发现其中不文明的行为，能用所学的功能语言请求对其进行有礼貌的制止。同
时教育学生养成良好的社会功德。You should obey the rules of etiquette。
Task 5 Play a game.(通过小组比赛谁有一个好记性，来复习本单元的重要短语。在课堂纳入比赛，会激起学生的交
竞争意识，在课堂掀起高潮。)
331Task 6 将本课的重点内容设计成中考题型。给学生5分钟时间去做，然后让学生一个接一个出示答案，并解释原因）
Task 7 writing practice
1，Lily is sleeping late. Her mother left a note on her door. Complete the note.
为了巩固学生对本堂课的重点的掌握，设计一个留言条，让学生在复习语言功能的同时，也养成乐意帮助别人
的好品德
2．Write a little to complain about something in class.
(首先让学生列出一些教室里的让人抱怨的事情，比如cough or sneeze loudly in class talk loudly in class
fight with each other copy my homework not close the door drop litter everywhere spit everywhere等，，
然后让学生写一封信。这样也可以使一些行为习惯差的学生得到启示)
Homework
如果你是劳动委员，下课后要打扫校园，请给同学们分配一定的工作（用上would you mind„等表示请求的句
型。)
这一作业的设计使语言功能的练习和生活结合起来。使这一课的教学内容进一步得到落实和延伸。
课后反思：
本课属于一个复习课，我通过不同层次的任务设计来练习请求和表示歉意这一语言功能。通过让学生师生练习，
生生练习，组对练习，小组练习等合作学习来完成一系列的任务。通过将复习内容整合，将考点渗入课堂，将中考题
型纳入课堂练习通过对话练习，写作练习，多方位的将本课的重难点一一突破。另外在课堂引入小竞赛，通过小组比
赛使课堂进入竞争，从而-课堂中掀起一高潮。激发学生的学习兴趣。。使学生处于积极思维的状态之中，全方位、多
角度地培养学生运用英语的能力。
Unit 7 Would you mind turning down the music? 说课稿二
一、说单元、章节总体目标（在相应的级别中找本单元、章节所针对的课程标准）
本单元通过“学会提出请求”及“学会表示歉意”这两个话题，设计了相关的语言情景。要求学会委婉地提出请求与
表达不满。学会如何道歉。综合训练学生的听说读写能力。情感目标是能够在日常生活中有礼貌地提出请求，体验用
英语与人交流的乐趣。
二、说教材
（一）教学内容分析
本单元的图画开篇，首先呈现了本单元的重点语言结构Would you mind doing sth? 及其回答。本节课的所有活动都
是围绕着新的语言结构所展开的。先通过师生练习，再通过生生练习，再自由讨论，运用到实际中。通过两两结对活
动运用本节课所介绍的关键句型谈论如何有礼貌地劝诫别人与如何致歉。
（二）教学重点和难点
教学重点 1.掌握词汇 turn down ,right away, in a minute, mind, not at all, yard, do the dishes, move
教学难点：Would you mind doing sth？
Would you mind not doing sth?
介意的回答Yes
不介意的回答No ,not at all. Sorry,I’ll do it right away.
332（三）教学目标
1.语言知识目标
词汇： mind, yard, move
短语： turn down ,right away, in a minute, not at all, do the dishes,
2.语言技能目标
听：听老师提出问题，听同学回答问题
说：运用重点句型问答
读：课文中的语言结构
3． 情感态度目标 能够在日常生活中有礼貌地提出请求，体验用英语与人交流的乐趣
（四）说学情
八年级七班是我从初一起始年级一直带上来的班级。本班学生不善于表现，也不善于口语，但是基础知识掌握较扎实。
整体水平比较平稳。所以在课堂上老师尽量调动学生的积极性，照顾好每一位学生，争取让多数学生站起来张嘴说英
语。
三、说教学用具
PPT , Blackboard
四、说教学过程
1、创设情景，以旧引新
首先在引课时，运用以前学过的知识点，通过一个旧的句型1.I’m so hot ,today.Could I open the door? 2.Can you
pass the English book to me ? 让学生用以前学过的知识来进行回答。在通过这个句型引出今天要学习的重点句型：
Would you mind doing sth?
2、巩固语言，结对操练
在引完句型之后，对新的句型出示几组图片。让学生之间进行生生之间的练习。通过此组操练，对本单元的重点
句型及其答语巩固练习。
3、运用语言，展开调查.
出示一组图片，让学生运用今天所学习的重点内容，进行拓展练习。结合真实语境学会使用语言，当堂课进行运用操
练，对出现语法错误的及时纠正。
4、作业:
复习所学知识，温习下节内容，有针对性的做练习。把口头转化成书面形式。
五、说板书设计：
虽然在幻灯中也出现一些知识点的总结，但是还学要老师再在黑板上写出来这就更加照顾到一些后进生，老师写也可
以带动学生去动手记。尤其是要清楚的写清楚关于重点句型Would you mind doing sth ?and Would you mind not doing
sth?的答语。介意时使用什么句子，不介意时使用什么句子。分类说明。
六、说为个别化教学所做的调整：
需要帮助的学生：
在做简单练习时尽量叫内差异生来回答，给其简单任务，当其回答出来后可使其增强学习英语的信心。
333高才生：在做小组对话练习时，由其带队，帮助内差异生，带动每位同学站起来说英语，从而加强英语表达能力，把
说的能力最后转化成写的能力。
Unit 8 Why don‘t you get her a scarf?
Unit 8 Why don’t you get her a scarf? 教案
第一课时( From Section A 1a to Grammar focus )
教学目标:
1.知识目标:
A.词汇：复习或新学物体名词及描述性形容词
scarf, tennis balls, dictionary, CD, camera, bike, calendar, photo album,
boring, expensive, cheap, special, personal, creative
B.句型：掌握下列句型
What should I get my sister? Why don‘t you get her a camera?
How ( What)about some tennis balls?
That‘s too boring. That‘s not creative enough.
2.能力目标：通过所学句型，熟练地征询建议和提出合理性建议，并能准确地发表自己对某物某事建议的评估。
3.情感目标：学习内容及谈话的主题贴近学生的生活，激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语
实践活动；另外也培养同学之间和睦相处，团结合作的团队精神。
教学重点及难点：
重点：
1.学习运用重点句型 What should I get her for her birthday?
Why don‘t you get her a scarf?
2.学习使用描述性形容词
难点：get sb sth 在特殊疑问句中的应用，Why don‘t的正确使用
过程与方法：
1.采用教学图片 幻灯片 实物展示来展开课堂pairwork问答式的口语交际活动和小组活动。
2.师生互动来带动生生互动，并由点带面，又由面带动整体，最后达到全体同学之间的交流，
2.运用Discussion 和Classifying的学习策略来引导学生们进行听力和口语交际训练。
3.应用拓展:采用辩论 归纳和总结的方式引导学生们了解不同的场合不同的人物适合送不同的礼物。
334教学设计:
Task One：情景创设,导入新课
1.教师出示实物 教学图片或放映幻灯片，复习旧单词,引入新单词。
教师提问:Now please look at these things. First, can you tell me what they are?
学生按顺序回答: It‘s a scarf/CD/bike/photo album/…
教师提问:Now, which do you want if it‘s a gift for you?
And which one don‘t you want? And why?
(学生们自由发言,各抒己见)
同时展示物体,让学生们跟读物体名词及描述性形容词。
2.引导学生们读(1a)的内容，将描述性形容词与物品一一对应,完成(1a)内容。
3.引入句型及对话,展开课堂问答式的口语交际活动和小组活动。同时引导学生们使用所学句型谈论自己关于礼物的
喜好，可采取师生互动带动生生互动的方式。
教师导入情景：Ａbout the gift, you have different ideas. So now I have a problem. I hope I can get your help.
Tomorrow is my sister‘s birthday. What should I get her for her birthday?(反复重复，让学生们跟
读)
个别同学提出自己的建议（所用句型可以是不同的）
For instance:
S1:I think a scarf is OK.
S2:You should give her a CD.
S3: I Think it‘s better to give her a ball. …
教师提问原因：Why? Or Why don‘t I get her a camera?(反复重复)
同学回答，应用描述性形容词。
4.学生以小组为单位进行辩论，教师帮助学生们使用第三人称做主语进行提问
应用句型：What should our teacher get her sister for her birthday?
I think he should …. How about …?
Why doesn‘t he get her a …?
Task Two：师生互动，完成听力训练任务
1.播放（1b）部分的录音，引导学生完成（1b）的教学内容。
2.播放（2a）部分的录音，引导学生选出正确的答案，完成（2a）。
3.重放（2a）部分的录音，在表格中填入对话中涉及到的物体及描述性形容词，完成（2b）部分的听力训练任务。
在此过程中讲解对话里enough修饰形容词的用法，并进行适当的练习。
Task Three：合作交流，巩固提高
3351.引导学生展开Pair work活动，完成(2c)部分口语交际的教学任务
设想父母朋友兄弟姐妹要过生日了，根据他们不同的爱好，选择不同的礼物
教师导入：Think of a friend or a family member who is having a birthday soon. Then discuss with your partner
what to get this person.
2.学生们展示对话，教师要对错误进行纠正。
归纳上述学生对话中提到的人物及礼物名称，教师总结：
When we give a gift to someone, we had better give something that he or she likes.
A same thing can‘t be given to different people for their birthdays.
Task Four： 应用拓展，课外探究,德育渗透
教师引导学生们以小组为单位讨论一个他们所熟悉的名人，并探讨送他们什么礼物，而且要模拟购物和送礼物的
场景。
（接上一环节）教师导入：Now most of you are some famous persons‘ fans. You often want to give something to him
or her. But what should you get him or her when you meet them? And how can you send it to him or her? Or what will
you say to him or her? Now please work together in groups and act it out.
（教师可以参加讨论也可扮演一个名人，总之要参入到学生的活动中。）
作业
每个小组对比其他组的对话找出优点与欠缺的地方,修改自己的对话,并把抄好的对话放入成长记录袋里.
第二课时 (Section A 3a-4)
教学目标:
1.知识目标:
Ａ.语法：现在完成时的用法
Ｂ.句型：What‘s the best gift Joe has ever received?
2.能力目标: 通过所学句型能熟练地正确表达自己收到的最好礼物及何人在何地赠送
3.情感目标：学习内容和话题从学生的生活出发，使每个学生都能参入进来，都有话可说，以此激发学生学习英语
并使用英语的欲望和兴趣;正确引导学生们树立正确的消费观念.
教学重点及难点：
重点：重点句型What‘ the best gift Joe has ever received?
What‘s the best gift you have ever received?
难点：现在完成时的用法
过程与方法：
3361.通过图片，物体实物和听力练习熟悉所学句型
2.以Pairwork 和Groupwork形式反复练习，来展开课堂问答式的口语交际活动
3.采用Discussion and Guess的学习策略调动学生的积极性
教学设计：
Task One： 情景创设，由复习旧课导入新课
1.教师出示实物，教学图片或幻灯片引导学生进行Pairwork。复习上节课内容（物体名词，描述性形容词及句型）
教师导入：There‘re some gifts here. What do you think of them? Talk about it with your partner．
学生活动：S What is that?
1 :
S : It‘s a camera./ photo album/---
2
S : What do you think of it?
3
S : I think it‘s too expensive/personal/not creative enough/…
4
2.教学新句型：
教师展示一件礼物，导入新课：Now it‘s a photo album. Among all the gifts that I received, I like it best. Because
it‘s my classmate_____ Zheng Yifan who gave it on my fourteenth birthday. And I put a lot of old photos in it. I
often looked at them when I missed my middle school classmates.(Say it again and again and ask them to answer
questions.)
师生互动：
A: T: What‘s the best gift I have ever received?
S : It‘s a photo album.
1
T: When did I get it?
S : On your fourteenth birthday.
2
T: Who gave it to me?
S : Your classmate______ Zheng Yifan.
3
（反复重复每个问句，慢慢让学生们熟悉，并讲解第一个问句．）
B: 用相同句型询问不同的学生同时让学生展示物品：
T: What‘s the best gift you have ever received?
S4: It‘s a pet dog.
T: When did you get it?
S5: On my tenth birthday.
T: Who gave it to you?
S6:My father.
Task Two：合作交流，师生互动，互相探索
3371.学生进行Pairwork对话练习，运用第二人称进行互动交流
要求：记住伙伴所说的内容，为下一环节做准备
2. 针对以上活动内容运用第三人称进行师生互动和生生互动
(1)Make the conversation in groups.
教师先找个别学生询问,
T: What‘s the best gift your partner has ever received?
S6: A bike.
T: When did she get it?
S6: She got it on her tenth birthday.
T: Who gave it to her?
S6: Her father.
之后，组织学生们以组为单位交换伙伴，用以上句型互相询问第三人的情况．（运用第三人称）
3.用所学知识进行应用练习，完成（3a）内容
Student A looks at the form in (3a). Student B turns to page 87.Exchange information and fill in the chart.
Task Three：巩固提高，实践应用
1.根据完成之后的表格，引导学生用陈述句的形式分别介绍Joe, Maria, Tom, Vera有关的内容,进行给材料口头作文
的练习．
2.Play a game.引导学生们完成(3c),调动积极性.
Tell the class what I am going to do for someone‘s birthday. Then ask the students to guess the person.
For instance:
T: I‘m going to buy a special gift for someone. Can you guess who it is?
S1: Is it someone in your family?
T: Sorry, it isn‘t.
S2: Is it someone in our class?
T: Yes, it is.
S3: Is it an old person?
Task Four：知识的深化拓展与所学知识的综合运用，德育教育的渗透
放映一段有关学生之间送礼的录象或调查报告,让同学们自由评述现下送礼成风和送礼贪大贪贵的现象及讨论作为
一名中学生应如何对待。
布置作业
作文：针对上述讨论内容，以自己或身边的人发生的事为例阐述自己的观点。
338第三课时(Section B, 1a-2c)
教学目标:
1.知识目标:
Ａ.复习或学习下列词汇：pet，cat，dog，hamster，snake，spider，goldfish，turtle，mouse，parrot，pig，rabbit，
easy to take care of，hairy，boring，difficult，popular，friendly，hair，nice，scary，interesting，quiet，clean ，noisy，
unusual
Ｂ.句型：Cats are the most popular pets.
Dogs are too difficult to take care of.
2.能力目标: 能列举出尽可能多的家里的宠物及宠物商店里的宠物,并能运用所学句型去谈论哪些最受欢迎、哪些最
不平常。
3.情感目标：引导学生从学生的生活出发，发表对宠物的看法。
教学重点及难点：
重点：重点句型： Cats are the most popular pets.
Dogs are too difficult to take care of.
难点：句型： Dogs are too difficult to take care of.
过程与方法：
1.通过图片，物体实物和听力练习熟悉所学句型由一段听力引出宠物话题
2．通过宠物图片快速回忆单词及形容词重点短语的用法
3.以Pairwork 和Groupwork形式反复练习，来展开课堂问答式的口语交际活动
教学设计：
Task One： 情景创设，由复习旧课导入新课
1. 由一段听力引出宠物话题
3392. 教师导入：T. play the tape． Listen to a piece of record. A girl is choosing a birthday gift for his friend
Bob. What gift does the girl want to buy for Bob ? A dog, a cat or goldfish?
学生活动：学生听录音给出答案 A dog
3. 通过宠物图片快速回忆单词及形容词重点短语的用法
师生互动：老师提问学生是否喜欢宠物，养过宠物没有，对宠物有什么看法。学生根据实际情况作出回答，答案
可以不同。
T:1. Do you like pets?Have you ever kept a pet?Do you know these pets?(Show some pictures)
2.: What do you think of these pets?
(Which do you think are good pets ?what are bad pets?)
What kind of pet do you want to keep?why? Compare these pets and give your opinion on them.
S：1.Identify these pets on computer
2.compare good and bad pets
3.Pairwork.try to say pets as many as they can. Give comment on each pet.
What pet do you want to keep?
I want to keep a..
why don‘t you keep a ..?
A cat?Oh,no. It‘s too..to..
How about a..?…
教师对学生的回答给予点评。
Task Two：
1.播放（2a）部分的录音，引导学生完成（1b）的教学内容。
2.播放（2b）部分的录音，引导学生将宠物与叙述搭配起来。
教师在此过程中讲解重点句型Dogs are too difficult to take care of的用法，并进行适当的练习。
Task three：合作交流，师生互动
1．引导学生看图，那些可以作为宠物，并说明原因。
2．运用所学句型进行讨论，如:
A: I think a dog is a good pet for
a 6-year-old child.
B: Really? I don‘t agree. Dogs are too difficult to take care of.
A: How about….?
B:….
引导学生展开Pair work活动，完成(2c)部分口语交际的教学任务
3403．特别的礼物送给特别的人:采用师生问答的方式,学生依次回答.学生们展示对话，教师要对错误进行纠正。
Task Four：知识的深化拓展与所学知识的综合运用
分组讨论：中学生是否可以养宠物
1． 将学生分成四人小组
2． 运用下列句型进行讨论：
I（don‘t）think middle school students can keep pets.
It‘s good for students to…
It can make the students…
3. 分组陈述各自的观点,最后由老师进行点评.
作业：
作文：你怎样看待养宠物? 就养宠物一事给别人提出建议.
第四课时(Section B3a-shelfcheck)
教学目标:
1、知识目标:
Ａ.词汇：pot-bellied，popular，advantages，disadvantages，too…to，need, named…, make，rather than ，instead
Ｂ.能运用所学句型对养宠物发表看法；不同的礼物送给不同的人
2、能力目标
1、能运用所学句型对养宠物发表看法；
2、学会用学过的句子编写对话；
3、情感目标
1、通过对课文的学习，培养学生的逻辑思维能力；
2、通过对课文基本句型的学习，培养学生综合运用知识的能力。
二、教学重点、难点
1、学习掌握课文中的重点词汇
2、学习描叙宠物为什么受欢迎及养宠物的优缺点
三、教学过程设计：
Task one:创设情景，寓教于乐。
教师带领学生复习有关描述宠物的词汇，采用教师提问学生回答的方进行。如：
T：What animals do you think would be good pets？
What animals do you think would be bad pets？
What do you think are good animals for a six-year-old child？
然后学生进行 pairwork 练习。
341Task two: 师生互动，学习探究
1、播放3a部分的录音，引导学生一边听录音，一边跟读。
2、通过听录音学生回答以下问题：
Why do you think pot-bellied pigs are popular？
What are the advantages and disadvantages of keeping such a pet？
教师对学生的回答进行及时点评。
3．学习范文，学习重点短语，为下步的模仿写作提供语言素材。
T :1. )Have you ever kept a pig as a pet? Do you like pigs? St.:No.… Why don‘t you like to keep a pig? St:
No.They‘re too dirty and lazy
(Do you know in some foreign countries like Hollyland, Australia,pigs are the most popular pet.there‘s a kind of
pig.(图)it has an interesting name? it ‗s called a pot-bellied pig.) Now,let‘s learn an article about this kind of interesting
pet.
2.)play the tape St.:Listen and repeat
3.)show some Qs on computer(本子St.: read silently,then answer
the Qs(本子)
4.)Ask ss. Close book and retell this passage.
(what is a pot-bellied pig? Is it a good or bad pet? ) St.: retell it to each other
―A pot –bellied pig is a popular pet now…‖
5.read the article together.
St.:.practice reading
4、引导学生用所给词语写一篇关于hamsters 的短文。找几个同学在全班交流，对优胜者进行表扬。
5、引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第l部分的教学任务。
6、 引导学生阅读第二部分，同时重点词汇和重点句型的用法：enough， give away to„， rather than， instead ;
自读短文,回答下列问题:
What kind of gifts do people give in Japan?
Do they open the gifts they received? Why?
What kind of gifts do people give in Canada?
What kind of gifts do people give in the USA?
What kind of gifts do people give in Sweden?
Task three：师生互动，学习探究
1、把学生分成四人小组，谈论在家里养宠物的优缺点；每组选出一名同学在全班交流。教师对学生的看法给予评价。
2、引导学生运用所学词汇和句型写一篇短文: 谈谈在你的朋友和家人中最受欢迎的礼物。
342Task four: 合作交流，巩固提高
计划新年礼物
先让学生独立去做，消化本单元所涉及的单词和基本句型。然后再把自己的打算告诉组内的其他同学，由自我学习
过度到合作学习，并在充分思考后练习了语言口头表达。
Teacher： When New Year comes，maybe you’ll buy something for your parents or friends. What you are going to buy?
Please make a plan for New Year’s gifts.
Gifts for my family and friends
People Gifts Comments
My mom A sweater She likes things that are
beautiful. Her old
sweater isn’t beautiful
enough.
操作建议:
1、 老师给每一位同学发一张如上的表格.
2、 仿照老师的示例，写出自己计划购买的礼物及理由
3、 在小组陈述自己的计划
4、 选出代表在全班陈述，达到大家互相学习的目的
作业：
写一篇短文介绍自己家里或朋友家里所养的宠物的优缺点
343第五课时(Reading)
教学目标:
1.知识目标:
Ａ.词汇：host, try to, as well as, all over China, encourage, find out, take an interest in, a good way to do make
friends with， the Olympic Games，
the Olympic Committee
Ｂ. 学习讨论学习英语歌曲对学习英语的帮助
2.能力目标: 通过学习短文能培养学生的阅读理解能力
3.情感目标：学习英语歌曲可以促进学生的英语水平，激发学生学习英语的欲望和兴趣,开辟学习英语的新途径
教学重点及难点：
重点：本课的重点词汇
难点：阅读的方法
教学设计：
Task One： 创设情景，导入新课
1、教师唱一首英语歌曲
2、教师让学生把所知道的、所喜欢的英语歌曲列出来，在全班交流
3、教师提出问题：
Can singing English songs help your English?
How can singing English songs help your English?
教师对学生的回答进行点评
Task Two：合作交流，师生互动，互相探索
1. 引导学生阅读短文，回答以下问题：
What is the passage mainly about?
How many singers entered the contest?
How old were the singers?
Why did Jiang Mei win?
同桌之间互相问答，教师巡回指导
2. 集中解决重点词汇，指导学生作好笔记
3. 让学生快速浏览课文，完成3a 部分的选择题，同学之间可以互相讨论
Task Three：巩固提高，实践应用
1．1.) 教师询问学生是否用过文中介绍过的学习英语的方法
3442.) 把学生分成四人小组，讨论还有哪些学习英语的方法
3.)每组选出一名同学把这些方法介绍给大家
2. 根据课文写一篇故事梗概,在小组交流, 教师巡回指导
Task Four：知识的深化拓展与所学知识的综合运用
让同学们写出如果要成为2008年奥运会的志愿者有哪些途径,可以询问同桌征求他们的意见。
作业
作文：写一篇短文阐述学习英语歌曲对学习英语的帮助
Unit 8 Why don’t you get her a scarf? Section A 1a-1c 说课稿
一、说教材
1、 教材的地位和作用
本课是第八单元的第一课，主要围绕如何给建议和意见展开讨论，懂得谈论和比较不同的东西和事物,1a 的卡通
画先由学生讨论物品的品质开始，然后分类，1b.1c是以1a的卡通画展开的听和说的训练。
2：教学目的: 教学大纲指出要从英语的学科的特点出发，激发培养学生的兴趣，帮助学生树立学习英语的信心，
克服学习中产生的畏惧心理和困难，建立语感，掌握语言基本知识和技能。
(1).知识目标：
a. 掌握本课的单词与词组。
b. 掌握情态动词should+动词原形表达征求意见的用法：what should I get?
（2）能力目标
a.学会谈论和比较不同的东西和事物。
c. 学会如何给别人提出建议和意见。 3.重难点
(1).本单元的主题对话是“What should I get ?How about a CD?No,that‘s too expensive.‖因此，情态动词
should+动词原形，why don‘t you…?/How about…/what about…./why not….?等句型结构的知识理解和应用，
是本节课的重点。
(2)学生在使用why don‘t you …?/How about…?/what about…?等句型结构时，对否定性特殊疑问句的理解，
How/what anout+名词/动名词的应用，是学习中的难点。
二.说教法 1.图片教学法
通过卡片，图片复习单词和认知实物。 2.情境教学法
通过生日导入新课，学会赠送礼物的句型。 3.听说教学法
通过听录音，模仿对话来巩固句型。加强听说训练。
通过Groupwork来加深给别人提建议或意见的表达能力。 4.任务教学法
通过Survey.Report 强化所学的知识。 三.说学法
遵循“教为主导，学为主体，练为主线”的教育思想，但教师又要因人而导，对不同能力水平的学生给予不同的要
求，从而达到英语学习的目标。 四.情感，
态度与价值观：
a.通过所学的句型和语法规则，熟练征询建议和提出合理化建议。
b.准确地发表自己对某物，某事的建议的评估。
c.了解常见的节日礼物并能正确地评论，了解外国人送礼物的风俗习惯。
d.通过本课的学习，培养学生讲文明.懂礼貌的好习惯，调动学生的学习积极性及学习兴趣。
345五.教学过程
Step1:
1. Make one-minute dialogue. Get some pairs to act out their own dialogue.
2. Revise the new words and phrases by cards.
Step2:
Task 1. What do you think of these gifts?
Show the target languages, using the objects:
--What's this?/What are these?
--It's a… /They're…
--What do you think of it/them?
--That's… /They're…
Step 3. Presentation
1. Point to the picture and say:
Tomorrow is my mother's birthday.
What should I get my mother for her birthday?
How about a dictionary?
No, that's too boring.
How about tennis balls?
NO, they're too cheap.
Why don't I get her a camera?
I think she'll like it.
2. Lead the Ss to drill the conversation.
3. Practice the dialogue in the whole class.
Step 4 Survey
Ss make a survey and fill in the blanks.
According to Mother's Day. Father's Day. Women's Day. Children's Day and Teacher's Day.
Step 5 listening
1. Listen to the tape and number the comments in order you hear .
2. Check the answers.
Step6:1. Play a game.
2. Sum up the main knowledge.
3. Homework
(1) Recite 1b. 1c
(2) Make a survey. Exchange information and fill in the chart.(Page b2)
六．板书设计
Unit 8
Why don‘t you get her a scarf?
What should I get my sister?
Why don‘t you get a camera?
346How/What about a watch/buying a watch?
That‘s too expensive/cheap/boring.
Unit 8 Why don’t you get her a scarf? Section A 1a-2c 说课稿
一 教材分析
本课时主要围绕Giving gift开展听说读写一系列教学活动，主要是学习如何给别人买礼物以及用各种不同句型建议
别人买礼物，并对他人提供的建议作出评价。
二 学生分析
学生已经学习并掌握了一些与假日活动及生日晚会相关的短语和句型。本课时的话题是日常生活中学生既熟悉又感兴
趣的，学生对此有一定的生活经验，有利于知识范围的延伸，在对话中，学生可以发散思维，表达他们已有的不同的
生活阅历。
三 教学目标
1．语言知识目标
1）通过本课时学习，要求学生能够掌握单词comment, album, personal, special, present.
通过本课学习，要求学生掌握以下句型：Why don’t you …
Why not +V原形？
How about …
What about … +V-ing/名词？
2）能用各种表达建议的方式来为别人献计献策，为不同的人选择不同的礼物。如：Why don’t you get her a camera?
How about some tennis balls? 。
3）能用英语来表达自己的喜好，并对他人所提供的建议做出评价。如：That’s too boring.
4）能正确运用情态动词should来请求帮助。如：What should I get my mom for her birthday?
2．语言技能目标
1）能用各种表达建议的方式为他人献计献策，为不同的人选择不同的礼物。
2）能用英语表达自己的喜好，并对他人所提的建议作出评价。
3．情感态度目标
3471）通过建议别人买礼物以及物品性质的方式，形成正确的价值观。
2）通过谈论如何为亲人和朋友准备合适的礼物，增进学生的亲情和友情。
4．文化意识目标
1）通过学习如何赠送礼物，对比中西方文化的不同之处。
5．学习策略目标
1）交际策略：通过提供建议，发表见解等的对话，培养学生与人交往和沟通的能力。
四 教学重点
1. 掌握本课时词汇personal, special, comment and so on .
2. 掌握本课时句型What should I get my mom for her birthday?
Why don’t you …？
Why not …？
How about …？
What about …？
3. 用所学语言对他人所提的建议作出评价。
五 教学难点
1． 用所学语言给他人提供建议并对他人所提出的建议作出评价。
六 Teaching aids: PPT，recorder
七 Learning and teaching arrangement
Step1 Warming up
T: It’s really a special class for us. There are so many teachers and parents here. Are you nervous?
Let’s watch a movie to relax ourselves.
[设计意图：通过一段白雪公主开party 的录象导入新课，立刻调动起学生的参与性，启动学习的发生。]
Step2 guessing
348T: What are they doing?
S: They are having a party.
T: Yes, they are having a special party forSnow white. So dwarfs brought some presents for her. Guess, What
presents are in it?
S: Is it a cake/ bike/ some flowers/…
T: No. I don’t think so. It’s not special/nice/… enough.（如果学生猜不中的话,用恰当的形容词
They are too boring/…在这二个句型中阐述为什么不会是这个礼物的理由）
S: Is it a watch/ necklace/ scarf/…?
T: No. I don’t think so. It’s too personal. In foreign countries, people don’t give their friends these
gifts such as ring, scarf, watch, necklace, because they are too personal…. (如果学生猜到的是一些很私
人化的礼物时，向学生渗透中西方文化的差异)
S：Is it an album/ a camera/ …?
T: Yes. It’s very useful/ interesting/ special/ …（如果学生猜中的话用恰当的形容词在这句型中对这礼物进
行评价）
[设计意图：通过猜测，尽量让学生自己口中吐出新语言，培养学生自主学习英语的能力，激发学习兴趣。同时在学生
猜的时候，老师用形容词对礼物做评价并板书，最后学生猜不出的礼物老师幻灯显示，同时教授新词汇，并问学生如
何看待这个礼物，立即创造条件让学生模仿前面老师的语言对这些礼物作出自己的评价。]
Step3 Chant
T: Snow white is very happy to get these presents. So she made a very nice chant:
Calendar, calendar, can be a gift.
Can be a gift, an interesting gift.
T: Can you make a chant like this?
S: make their own chants like this:
Album, album, can be a gift.
Can be a gift, a special gift.
… , …. Can be a gift.
Can be a gift ,a … gift.
[设计意图：通过自编一首非常有韵律的chant，巩固前面所学的关于礼物的词汇以及对礼物做评价的形容词，使学生
感觉很新鲜，也使学生兴趣高涨而积极参与。]
349Step4 Make sentences longer
T: Great , you all can make nice chant like Snow white. And Snow white is also good at making sentences
longer and longer, can you do as well as her? You can do it in a group like this:
S1: Bike can be a gift.
S2: Bike can be a useful gift.
S3: Bike can be a useful gift for my sister.
S4: Bike can be a useful gift for my sister because she goes to school by bike.
S5: Bike can be a useful gift for my sister because she goes to school by bike, but she has had one.
Ss work in a group then say the sentences one by one according to the following model:
S1: … can be a gift.
S2: … can be a special/… gift.
S3: … can be a special/… gift for my mother.
S4: … can be a special/… gift for my mother because she …
S5: … can be a special/… gift for… because she … , but…
[设计意图: 通过小组合作来使句子由短变长，形式新颖，学生全员参与，为接下来的活动中学生能有丰富的语言埋下
伏笔。]
Step5 listening
T: Snow white has many other friends, what are they talking about?
Let’s listen to 2a.
Listen again and do 2b.
Listen and repeat. [设计意图：给学生模仿朗读地道英语的机会，并且在朗读过程中用手势对学生重音、语调等进
行指导，养成正确朗读的习惯。]
T: If you want to ask for suggestions. How can you ask?
S: What should I get for her birthday?
T: Do you know how to give suggestions?
S: Why don’t you / Why not…+V原形 ?
How about / What about…+V-ing/名词?
350T: How to give comments?
S: That’s/They are too…
That’s/ They are not … enough.
That’s/ They are very…
[设计意图: 由于征求意见和提供建议的句型中均没有新词，学生之前也曾在练习中经常出现这些句式，所以让学生通
过听力材料自己去寻找句子如何征求意见和提供建议，培养学生通过自主学习归纳总结的能力。]
Step6 pairwork
Show two of her friends(一老一少，一男一女).
T: They are having a birthday party next Sunday. She doesn’t know what she should get for her friends.
Can you help her? Ss make a dialogue between Snow white and her friends.
Snowwhite: What should I get for her/ his birthday?
Friend: Why don’t you / Why not…
How about / What about…?
Snowwhite: That’s/They are too…
That’s/ They are not … enough.
That’s/ They are very…
Friend: …
[设计意图：通过pairwork 让学生巩固句型，让学生体验成功.同时我选择的二个朋友是有性别差异和年龄差异，目的
在于培养学生针对不同的性别和不同的年龄能够做出合适的礼物选择。]
Step7 Writing
T: Good suggestions. Snow white got some other suggestions from her friends. What are they? Please read
and fill in the blanks.
Ss fill in the following passage:
It’s my friend’s birthday tomorrow. I want to _____ him a gift, but I have no idea. Tony said, “Why ______
you give him a pen?” Mary said, “Why ____ give him a CD?” Sally said, “What _____ a book? ” Jack said,
“How about ______ him a dictionary?”
[设计意图：既是将本课时的重点语言项目从口头到笔头的落实，也是通过不同的方式巩固目标语言。]
Step8 Group work
351T: Snow White has so many friends because she is always kind to others. We should learn from her- love our
friends and love our parents. May 13th is Mother’s Day. What will you do for your mothers? Please make a
dialogue in group of four.
Ss make a dialogue like this:
A: Mother’s Day is coming. What should I get for my mother?
B: Why not …?
A: Oh, …
C: How about …?
A: …
D: …
A: Where can I buy it/ them?
B/C/D: Why don’t you go to …
…
T: No matter what you will give to your mother. I’m sure she will be happy. You see gift can’t be everything,
but everything can be a gift.
[设计意图: 该环节可让学生展示自我，拓宽运用英语能力，把所学的知识在实际交流中进行运用,实现新课程倡导的
“为用而学, 在用中学,学了就用”，从而提高学生综合运用英语的能力。选择母亲节来临为母亲选择礼物这一话题也
是借此机会对学生进行感恩教育，并在学生的热烈讨论中告诉学生gift can’t be everything, everything can be a
gift.使学生的情感得到升华。]
Step9 Summary
T: What have we learned in this class?
Presents/Gifts Comments Suggestions
album special Why don’t you …
bicycle useful Why not … +V原形
calendar interesting How about …
scarf personal What about … +V-ing/ 名词
Camera expensive
[设计意图：此环节的设计，有助于理清脉络,进一步巩固所学知识。]
Step10 Homework
3521. listen to 1b （do 1b and imitate ）
2. Write down your dialogue
3. Surf the internet about the differences of gift giving between China and foreign countries.
[设计意图：作业1听力，由于1b听力和后面的2a相似，所以课堂上不再重复做，将其留做课后作业，上课下课时刻
关注学生听力能力的培养和训练。2是将学生课堂上的说落实到课后的写。3是让学生通过自主学习，了解中西方文化
的差异。]
Step11 Blackboard Presentation
Unit 8Why don’t you get her a scarf?
Period 1(1a-2c)
presents/gifts comments What should I get for her birthday?
album special Why don’t you…
watch personal Why not… +V原形
calendar cheap What / How about…+V-ing/名词
CD interesting That’s(They’are) too personal/boring /…
camera expensive That’s not beautiful/interesting/… enough.
bike useful That’s very special/…
… …
[设计意图: 把重点的内容按一定的条理罗列在黑板上，使学生对所学内容清晰，明了, 进一步了解本课的重点所在。]
Unit 8 Why don’t you get her a scarf? Section A 说课教案
教学目标:
1.知识目标:
353A.词汇：复习或新学物体名词及描述性形容词
scarf, tennis balls, dictionary, CD, camera, bike, calendar, photo album,
boring, expensive, cheap, special, personal, creative
B.句型：掌握下列句型
What should I get my sister? Why don’t you get her a camera?
How ( What)about some tennis balls?
That’s too boring. That’s not creative enough.
2.能力目标：通过所学句型，熟练地征询建议和提出合理性建议，并能准确地发表自己对某物某事建议的评估。
3.情感目标：学习内容及谈话的主题贴近学生的生活，激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实
践活动；另外也培养同学之间和睦相处，团结合作的团队精神。
教学重点及难点：
重点：
1.学习运用重点句型 What should I get her for her birthday?
Why don’t you get her a scarf?
2.学习使用描述性形容词
难点：get sb sth 在特殊疑问句中的应用，Why don’t的正确使用
过程与方法：
1.采用教学图片 幻灯片 实物展示来展开课堂pairwork问答式的口语交际活动和小组活动。
2.师生互动来带动生生互动，并由点带面，又由面带动整体，最后达到全体同学之间的交流，
2.运用Discussion 和Classifying的学习策略来引导学生们进行听力和口语交际训练。
3.应用拓展:采用辩论 归纳和总结的方式引导学生们了解不同的场合不同的人物适合送不同的礼物。
教学设计:
教学环节一.情景创设,导入新课
1.教师出示实物 教学图片或放映幻灯片，复习旧单词,引入新单词。
教师提问:Now please look at these things. First, can you tell me what they are?
学生按顺序回答: It’s a scarf/CD/bike/photo album/…
354教师提问:Now, which do you want if it’s a gift for you?
And which one don’t you want? And why?
(学生们自由发言,各抒己见)
同时展示物体,让学生们跟读物体名词及描述性形容词。
2.引导学生们读(1a)的内容，将描述性形容词与物品一一对应,完成(1a)内容。
3.引入句型及对话,展开课堂问答式的口语交际活动和小组活动。同时引导学生们使用所学句型谈论自己关于礼物的喜
好，可采取师生互动带动生生互动的方式。
教师导入情景：Ａbout the gift, you have different ideas. So now I have a problem. I hope I can get your
help. Tomorrow is my sister’s birthday. What should I get her for her birthday?(反复重复，让学生们跟读)
个别同学提出自己的建议（所用句型可以是不同的）
For instance:
S1:I think a scarf is OK.
S2:You should give her a CD.
S3: I Think it’s better to give her a ball. …
教师提问原因：Why? Or Why don’t I get her a camera?(反复重复)
同学回答，应用描述性形容词。
4.学生以小组为单位进行辩论，教师帮助学生们使用第三人称做主语进行提问
应用句型：What should our teacher get her sister for her birthday?
I think he should …. How about …?
Why doesn’t he get her a …?
教学环节二．师生互动，完成听力训练任务
1.播放（1b）部分的录音，引导学生完成（1b）的教学内容。
2.播放（2a）部分的录音，引导学生选出正确的答案，完成（2a）。
3.重放（2a）部分的录音，在表格中填入对话中涉及到的物体及描述性形容词，完成（2b）部分的听力训练任务。
在此过程中讲解对话里enough修饰形容词的用法，并进行适当的练习。
教学环节三．合作交流，巩固提高
1.引导学生展开Pair work活动，完成(2c)部分口语交际的教学任务
355设想父母朋友兄弟姐妹要过生日了，根据他们不同的爱好，选择不同的礼物
教师导入：Think of a friend or a family member who is having a birthday soon. Then discuss with your
partner what to get this person.
2.学生们展示对话，教师要对错误进行纠正。
归纳上述学生对话中提到的人物及礼物名称，教师总结：
When we give a gift to someone, we had better give something that he or she likes.
A same thing can’t be given to different people for their birthdays.
教学环节四. 应用拓展，课外探究,德育渗透
教师引导学生们以小组为单位讨论一个他们所熟悉的名人，并探讨送他们什么礼物，而且要模拟购物和送礼物的场景。
（接上一环节）教师导入：Now most of you are some famous persons’ fans. You often want to give something
to him or her. But what should you get him or her when you meet them? And how can you send it to him or
her? Or what will you say to him or her? Now please work together in groups and act it out.
（教师可以参加讨论也可扮演一个名人，总之要参入到学生的活动中。）
教学环节五. 布置作业
每个小组对比其他组的对话找出优点与欠缺的地方,修改自己的对话,并把抄好的对话放入成长记录袋里.
Section A(第二课时)
教学目标:
1.知识目标:
Ａ.语法：现在完成时的用法
Ｂ.句型：What’s the best gift Joe has ever received?
2.能力目标: 通过所学句型能熟练地正确表达自己收到的最好礼物及何人在何地赠送
3.情感目标：学习内容和话题从学生的生活出发，使每个学生都能参入进来，都有话可说，以此激发学生学习英语并
使用英语的欲望和兴趣;正确引导学生们树立正确的消费观念.
教学重点及难点：
重点：重点句型What’ the best gift Joe has ever received?
What’s the best gift you have ever received?
356难点：现在完成时的用法
过程与方法：
1.通过图片，物体实物和听力练习熟悉所学句型
2.以Pairwork 和Groupwork形式反复练习，来展开课堂问答式的口语交际活动
3.采用Discussion and Guess的学习策略调动学生的积极性
教学设计：
教学环节一. 情景创设，由复习旧课导入新课
1.教师出示实物，教学图片或幻灯片引导学生进行Pairwork。复习上节课内容（物体名词，描述性形容词及句型）
教师导入：There’re some gifts here. What do you think of them? Talk about it with your partner．
学生活动：S1 : What is that?
S2: It’s a camera./ photo album/---
S3: What do you think of it?
S4: I think it’s too expensive/personal/not creative enough/…
2.教学新句型：
教师展示一件礼物，导入新课：Now it’s a photo album. Among all the gifts that I received, I like it best.
Because it’s my classmate_____ Zheng Yifan who gave it on my fourteenth birthday. And I put a lot of old
photos in it. I often looked at them when I missed my middle school classmates.(Say it again and again and
ask them to answer questions.)
师生互动：
A: T: What’s the best gift I have ever received?
S1: It’s a photo album.
T: When did I get it?
S2: On your fourteenth birthday.
T: Who gave it to me?
S3: Your classmate______ Zheng Yifan.
（反复重复每个问句，慢慢让学生们熟悉，并讲解第一个问句．）
357B: 用相同句型询问不同的学生同时让学生展示物品：
T: What’s the best gift you have ever received?
S4: It’s a pet dog.
T: When did you get it?
S5: On my tenth birthday.
T: Who gave it to you?
S6:My father.
教学环节二．合作交流，师生互动，互相探索
1.学生进行Pairwork对话练习，运用第二人称进行互动交流
要求：记住伙伴所说的内容，为下一环节做准备
2. 针对以上活动内容运用第三人称进行师生互动和生生互动
(1)Make the conversation in groups.
教师先找个别学生询问,
T: What’s the best gift your partner has ever received?
S6: A bike.
T: When did she get it?
S6: She got it on her tenth birthday.
T: Who gave it to her?
S6: Her father.
之后，组织学生们以组为单位交换伙伴，用以上句型互相询问第三人的情况．（运用第三人称）
3.用所学知识进行应用练习，完成（3a）内容
Student A looks at the form in (3a). Student B turns to page 87.Exchange information and fill in the chart.
教学环节三. 巩固提高，实践应用
1.根据完成之后的表格，引导学生用陈述句的形式分别介绍Joe, Maria, Tom, Vera有关的内容,进行给材料口头作文
的练习．
2.Play a game.引导学生们完成(3c),调动积极性.
358Tell the class what I am going to do for someone’s birthday. Then ask the students to guess the person.
For instance:
T: I’m going to buy a special gift for someone. Can you guess who it is?
S1: Is it someone in your family?
T: Sorry, it isn’t.
S2: Is it someone in our class?
T: Yes, it is.
S3: Is it an old person?
--- ---
教学环节四．知识的深化拓展与所学知识的综合运用，德育教育的渗透
放映一段有关学生之间送礼的录象或调查报告,让同学们自由评述现下送礼成风和送礼贪大贪贵的现象及讨论作为
一名中学生应如何对待。
教学环节五. 布置作业
作文：针对上述讨论内容，以自己或身边的人发生的事为例阐述自己的观点。
Unit 8 Why don’t you get her a scarf? 第一课时 说课稿
一、教材分析
本单元的话题是赠送礼物，通过学习本单元（第一课时）要求学生掌握如何给别人提建议和意见，并学会谈论和
比较不同的东西和事物以及为不同的人及不同的事件选择合适的礼物，了解一些有关社会交往的习俗。从中慬得别人
对自己的爱和学会爱别人。
二、学生分析
八年级的学生经过一年多的学习，己掌握了一定的词汇和语法知识，具有一定的口语交际能力。本单元的内容比
较贴近生活，学生对―礼物‖这一话题也颇感兴趣，日常用语运用得心应手，可以直接进入主题。本班大部分学生基础
较好，但还有一部分学生胆子小，易紧张，成绩差。在学生的活动中，我充分利用了学生对―礼物‖的兴趣，不仅提高
了学生学习效果，成功掌握知识，还使智商一般，成绩一般的学生由于内在的学习兴趣的推动，继而产生强大的学习
动力，经过努力，他们开始有了自信，有学习中找到自己的位置。
三、教学目标
1、教授课本中出现的词汇、知语
2、教学生掌握如何给别人提建议和意见
3、教学生学会谈论和比较不同事物并作评价。
四、教学过程和步骤
1、布置任务
①要求学生以 4 人一小组，用已学过的知识思考、讨论在日常生活中如何挑选礼物并根据个人的爱好，礼物的种类、
359价格作相应的评价。
②示范（教师拿出事先准备好的礼物，叫一些口语表达能力较好的学生一起演示，使全班学生都清楚怎样操练）
例如：
T：This is a gift that my friend gave me on my birthday . Do you like it? What do you think of it?
S1: It‘s interesting.
S2: It‘s beautiful.
T: Do you think it is cheap or expensive?
S3: I think it is expensive.
T: That is right . You‘re smart. What do you think of this camera?
S4: It‘s useful.
S5: It‘s boring.
S6: It‘s cheap.
T: Yes. All of you are right. Different persons have different opinions. Tomorrow is my mother‘s birthday. Do you think what I
should get her.
S7: I think you should get her a scarf, because it‘s beautiful and cheap.
S8 I think you should get her some flowers. Because flowers look so beautiful. You mother will like them.
T: Sounds good! Thank you. When we give sb. some aduice, we can use the sentenses: How about…? What about …? Why
don‘t you…? For example, How/What about a scarf Why don‘t you get her some flowers?
2、语言提示 （教师一边示范，一边用投影映出）
Gifts: Give comments:
camera interesting
watch beautiful
flowers boring
CD personal
tennis balls creative
scarf cheap
dictionaty expensive
album special
… …
Make suggestions: How about…?
What about…?
Why don‘t you…?
3、小组活动①
4人一组对话，并互换角色，小组活动后，抽查几个小组为全班演示。
4、听力训练
①打开课本 P60 1b 听录音。播放第一遍录音时，要求学生根据听到的评论按顺序标出序号。第二遍时，要求学生写
下对话中出现的提建议的句子。并检查学生的答案。
②小组活动②
要求每一位同学与自己的同伴做结对练习，用所学的提建议和评论的句子编一组对话。例如：
A: What should I get my daughter for her dirthday?
B: How about a doll?
A: No,it‘s too boring.
B: What about some sweats?
A: No, they‘re bad for teeth.
B: Why don‘t you get her a storybook?
A: That sounds good.
③P61 2a听录音，让学生判断赠送礼物的不同对象，再播放一次录音（2b）要求学生在表格中填写建议和评价。
④小组活动③ 学生以2人一组，谈论某个人将要过生日了，你打算给他/她买什么样的礼物？为什么？
这次活动不仅让学生在对话中巩固已掌握的目标语言，而且能让学生学会一些新的语言句式。例如：
360A:It‘s my mother‘s birthday soon. What should I get her?
B: How about a calendar?
A: No, that‘s not special enough.
B: What about a scarf?
A: No, that‘s too personal.
B: Why don‘t you get her an album.
A: Sounds good.
5、小组活动④ 发给每个同学一张表格，要求每一位学生在规定的时间内按照自己的见解把不同的礼物写在不同的评
价栏中，而且在每一栏中再多添加一些礼物。
scart tennis ball dictionary CD camea bicycle
Cheap Expensive Boring Interesting
最后，比一比，赛一赛，看谁在规定的时间内填写得最快，添加的词汇最多，谁就得奖品。
6、语法项目小结
What should I get my sister?
What about a scarf?
That‘s too personal.
How about some tennis balls?
They‘re too cheap.
Why don‘t you get her a camera?
That‘s not interesting enough.
Unit 8 Why don’t you get her a scarf?Section B1a-2c 说课稿
（一） 学生分析
本班的学生以中等学生为主，第八单元新的语言点比较少，学生较易掌握。但是学生们的听说能力有限，而这节课又以
听说为主，所以在课堂设计时，为了激发和培养学生学习英语的兴趣，使学生树立自信心，在教学时，充分利用多媒体，图
片等，使英语学习与学生的实际生活更贴近，让他们从中获得成功感要设置一些活动任务等，有意识的渗透口语和听力的技
巧，有目的的提高学生的口语和听力能力。
（二）教材分析
本课是人教版新目标英语八年级下册Unit 8 Why don’t you get her a scarf?
第三课时。本单元的中心话题是本节课围绕动物展开教学活动，着重培养学生听与说的能力，学会评论事物，并使学生
更多了解动物，关爱动物，珍惜动物，保护动物。主要语言结构为：掌握how about…？ Why don‟t you…？ It‟s easy to …
361等句型和主要短语如take care of, too…to等的用法。通过本课的学习进一步培养学生的爱护动物爱护环境的意识和综合
语言运用能力。
（三）单元学情分析：
本节课的主要话题内容贴近学生的日常生活，谈论喜欢的动物并做出相应的评价，说出自己的理由，学生有话可说，是
一节较好的听说课，以人际交往实践为情景、为突破口，培养学生的语感，发展听说读写技能，发展交际策略，让学生“为
用而学，用中学，学了就用”。以 “任务”为教学的主要手段，学生在完成任务的过程中练习目标语言，提升交际能力。
（四） 教学目标：
1、Teaching contents:
Go for it! Grade 8 （B） Unit 8 Why don’t you get her a scarf? Section B（1a-2c）
2、Teaching goals:
（1）Talk about animals
（2）Give a comment about something, and give reasons.
（3）Ask students to protect animals.
3、Teaching points and difficulties
（1）Talk about animals
（2）Give a comment about something, and give reasons.
4.Emotional goal:
Educate students to care for and protect animals .
362（五）教学策略
采用"任务型"教学法、情景教学法，让学生为完成任务获得必须的知识、能力、信息和情感理解，最后小组合作选出心
中最喜爱的动物，实现了任务目标、提高英语表达和交际能力，提高学习兴趣和自信心。
教具：recorder powerpoint
教学过程：
Step1. Warming up ---enjoy a song and a movie.
Step2. Presentation
Present some animals to the students one by one and learn the new words.
Step 3 A guessing game.
Ask the students to guess what animal is it by the descriptions of some animals.
Step4. Lead-in
Focus on the key words of animals.
Step5. Pairwork---Focus on key points of the descriptions and comments of some animals.
Step 6.Listening
Listen and number the animals you hear.
listen and match.
Check the answers.
363Step7. Exercises about key words and expressions.
Step8. Groupwork:
Interview: What do you think is the best pet for these people?
Students work in group of four and interview the people in the classroom, and then do a report.
Step 9.Extension-Love animals, protect our environment
Show some pictures about animals.
Read a poem about loving animals.
Step 9. Homework ---Surf the internet and find out the animals in danger and think about what we should
do for them.
Unit 8 Why don’t you get her a scarf?Section B3a-4 说课稿
一、 课前分析
1.教材分析：
我们现行使用的课本是在新课程理念下的新版课本。英语课程在目标设定、教学过程、课程评价和教学资源的开发
等方面都突出以学生为主体的思想。课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、
展现个性、发展心智和拓展视野的过程。教师应在教学过程中有意识的加以适当的引导，激发学生对于掌握一门外语
的迫切需要性，引发他们学习的积极性和主动性，充分发挥学生在课堂上的主体作用。一堂成功的课，应该让学生自
始至终掌握主动权，教师只是充当“组织者” “促进者、”“合作者、”“咨询者、”“参与者、”“引导者、”“顾
问”等多种角色，最大限度地给学生提供参与的机会，学生的主体性得到了体现，自然就产生了求知和探究的欲望，
也就会把学习当作一件乐事。新教材部分内容与实际生活脱节，新目标英语吸收并采取了美国人在教育方法和教学理
念上的不少优点，但其中不少章节只是将美国教材的内容稍做改动，甚至是直接搬过来的，教师在备课时需要自己精
心编排方能授课。
364本课是新目标英语八年级 上册Unit8 Why don’t you get her a scarf？第三课时Section B 3a-4，本单元的语言
目标是学会运用一些重要词组，来表达和感受向他人馈赠礼物，增进友谊。新教材更加贴近生活、贴近学生，使之与
学生的实际生活密切联系，从而使学生对所学知识产生兴趣，激发其学习英语的动力。新教材的操作难度大，加大了
教师的备课与授课难度。新目标英语每个单元都围绕一个具体的话题展开，有其一定的创新度，这也是它价值之所在。
2.学情分析：
在前一节课学过相关的礼物及形容词的词汇基础上，总的来说，进行类似语言活动时，学生都能积极参加，并且表
现的落落大方，学习基础较好的学生合作意识强，大胆参与课堂活动，在课堂上有一种引领做作用。基础较差的学生，
会在小组合作中，树立信心，敢于表达。作为教师要鼓励他们大胆用英语表达自己，学会用英语思维。
二、教学案例
1.教学目标：
（1）知识目标：
掌握提建议的表达法Why don’t you……？Why not……？
学会表达应该给别人买什么礼物，如何比较物品的品质。
（2）能力目标：培养阅读能力和写作能力，要求学生能读懂阅读文章，并会做阅读题。锻炼学生作文表达能力，力
求大多数学生能写出意思明白的小短文。
（3）情感目标：通过学习本课，学生向他人馈赠礼物，增进友谊，而且通过小组合作学习，培养合作精神和合作意
识。
（4）文化意识目标：通过学习如何赠送礼物，对比中西方文化的不同之处。
（5）学习策略目标：通过提供建议，发表见解等的对话，培养学生与人交往和沟通的能力。
2、教学重点
（1）掌握本课时词汇personal, special, comment and so on .
（2）掌握本课时句型What should I get my mom for her birthday?
3、教学难点
用所学语言给他人提供建议并对他人所提出的建议作出评价。
4、教具：录音机，配套磁带，多媒体课件、生日礼物。
5、教法：任务型教法、情景教学法。
6、教学过程：
Step1 Warming up
365T: It’s really a special class for us. There are so many teachers and parents here. Are you nervous?
Let’s watch a movie to relax ourselves.
[设计意图：通过一段白雪公主开party 的录象导入新课，立刻调动起学生的参与性，启动学习的发生。]
Step2 Guessing
T: What are they doing?
S: They are having a party.
T: Yes, they are having a special party for Snow white. So dwarfs brought some presents for her. Gue
ss, what presents are in it?
S: Is it a cake/ bike/ some flowers/…
T: No. I don’t think so. It’s not special/nice/… enough.（如果学生猜不中的话, 用恰当的形容词在这二
个句型中阐述理由）。
S: Is it a watch/ necklace/ scarf/…?
T: No. I don’t think so. It’s too personal. In foreign countries, people don’t give their friends
these gifts such as ring, scarf, watch, necklace, because they are too personal…. (如果学生猜到的是一
些很私人化的礼物时，向学生渗透中西方文化的差异)
S：Is it an album/ a camera/ …?
T: Yes. It’s very useful/ interesting/ special/ …（如果学生猜中的话用恰当的形容词在这句型中对这礼物
进行评价）
[设计意图：通过猜测，尽量让学生自己口中吐出新语言，培养学生自主学习英语的能力，激发学习兴趣。同时在学
生猜的时候，老师用形容词对礼物做评价并板书，最后学生猜不出的礼物老师幻灯显示，同时教授新词汇，并问学生
如何看待这个礼物，立即创造条件让学生模仿前面老师的语言对这些礼物作出自己的评价。]
Step3 Chant
T: Snow white is very happy to get these presents. So she made a very nice chant:
Calendar, calendar, can be a gift.
Can be a gift, an interesting gift.
T: Can you make a chant like this?
S: make their own chants like this:
Album, album, can be a gift.
366Can be a gift, a special gift.
…,…，Can be a gift.
Can be a gift, a … gift.
[设计意图：通过自编一首非常有韵律的chant，巩固前面所学的关于礼物的词汇以及对礼物做评价的形容词，使学
生感觉很新鲜，也使学生兴趣高涨而积极参与。]
Step4 Make sentences longer
T: Great, you all can make nice chant like Snow white. And Snow white is also good at making sentenc
es longer and longer, can you do as well as her? You can do it in a group like this:
S1: Bike can be a gift.
S2: Bike can be a useful gift.
S3: Bike can be a useful gift for my sister.
S4: Bike can be a useful gift for my sister because she goes to school by bike.
S5: Bike can be a useful gift for my sister because she goes to school by bike, but she has had one.
Ss work in a group then say the sentences one by one according to the following model:
S1: … can be a gift.
S2: … can be a special/… gift.
S3: … can be a special/… gift for my mother.
S4: … can be a special/… gift for my mother because she …
S5: … can be a special/… gift for… because she … , but…
[设计意图: 通过小组合作来使句子由短变长，形式新颖，学生全员参与，为接下来的活动中学生能有丰富的语言埋
下伏笔。]
Step5 Listening
T: Snow white has many other friends, what are they talking about?
Let’s listen to 2a.
Listen again and do 2b.
Listen and repeat.
[设计意图：给学生模仿朗读地道英语的机会，并且在朗读过程中用手势对学生重音、语调等进行指导，养成正确朗
读的习惯。]
367T: If you want to ask for suggestions. How can you ask?
S: What should I get for her birthday?
T: Do you know how to give suggestions?
S: Why don’t you / Why not…+V原形 ?
How about / What about…+V-ing/名词?
T: How to give comments?
S: That’s/ They are too….
That’s/ They are not … enough.
That’s/ They are very….
[设计意图: 由于征求意见和提供建议的句型中均没有新词，学生之前也曾在练习中经常出现这些句式，所以让学生
通过听力材料自己去寻找句子如何征求意见和提供建议，培养学生通过自主学习归纳总结的能力。]
Step6 Pairwork
Show two of her friends(一老一少，一男一女).
T: They are having a birthday party next Sunday. She doesn’t know what she should get for her frien
ds. Can you help her? Ss make a dialogue between Snow white and her friends.
Snowwhite: What should I get for her/ his birthday?
Friend: Why don’t you / Why not…?
How about / What about…?
Snowwhite: That’s/ They are too….
That’s/ They are not … enough.
That’s/ They are very….
Friend: …
[设计意图：通过pairwork 让学生巩固句型，让学生体验成功.同时我选择的二个朋友是有性别差异和年龄差异，目
的在于培养学生针对不同的性别和不同的年龄能够做出合适的礼物选择。]
Step7 Writing
T: Good suggestions. Snow white got some other suggestions from her friends. What are they? Please re
ad and fill in the blanks.
Ss fill in the following passage:
It’s my friend’s birthday tomorrow. I want to _____ him a gift, but I have no idea. Tony said, “Wh
368y ______ you give him a pen?” Mary said, “Why ____ give him a CD?” Sally said, “What _____ a book? ”
Jack said, “How about ______ him a dictionary?”
[设计意图：既是将本课时的重点语言项目从口头到笔头的落实，也是通过不同的方式巩固目标语言。]
Step8 Group work
T: Snow White has so many friends because she is always kind to others. We should learn from her- lo
ve our friends and love our parents. May 13th is Mother’s Day. What will you do for your mothers? Plea
se make a dialogue in group of four.
Ss make a dialogue like this:
A: Mother’s Day is coming. What should I get for my mother?
B: Why not …?
A: Oh, ….
C: How about …?
A: …
D: …
A: Where can I buy it/ them?
B/C/D: Why don’t you go to …
T: No matter what you will give to your mother. I’m sure she will be happy. You see gift can’t be
everything, but everything can be a gift.
[设计意图: 该环节可让学生展示自我，拓宽运用英语能力，把所学的知识在实际交流中进行运用,实现新课程倡导
的“为用而学, 在用中学,学了就用”，从而提高学生综合运用英语的能力。选择母亲节来临为母亲选择礼物这一话题
也是借此机会对学生进行感恩教育，并在学生的热烈讨论中告诉学生gift can’t be everything, everything can
be a gift.使学生的情感得到升华。]
Step9 Summary
T: What have we learned in this class?
Presents/ Gifts Comments Suggestions
Album----special Why don’t you …
Bicycle----useful Why not … +V原形
Calendar----interesting How about …
Scarf----personal What about … +V-ing/ 名词
369[设计意图：此环节的设计，有助于理清脉络,进一步巩固所学知识。]
Step10 Homework
1. listen to 1b （do 1b and imitate ）
2. Write down your dialogue
3. Surf the internet about the differences of gift giving between China and foreign countries.
[设计意图：作业1听力，由于1b听力和后面的2a相似，所以课堂上不再重复做，将其留做课后作业，上课下课时
刻关注学生听力能力的培养和训练。2是将学生课堂上的说落实到课后的写。3是让学生通过自主学习，了解中西方文
化的差异。分层次布置作业，体现出因材施教的教学理念。]
板书 Unit 8 Why don’t you get her a scarf?
Period 3（3a—4）
Album/special Why don’t you…?
Watch /personal Why not… +V原形?
Calendar/ cheap What / How about…+V-ing/名词?
CD /interesting That’s/ (They’re) too personal/boring.
Camera/expensive That’s not beautiful /… enough.
Bike /useful That’s very special/….
[设计意图: 把重点的内容按一定的条理罗列在黑板上，使学生对所学内容清晰，明了, 进一步了解本课的重点所在。]
三、 教学反思：
教育学及心理学的常识反复提示我们：学生是学习的主体，只有他们发挥自主性，以自我独立的思考和观察为基础，
作出自我选择和决定，体现主动性；积极自觉地选择和参与课堂学习活动，独立参与学习活动，提高支配自己行为的
意识和能力；才能实现创造性，以探索和求新为特征实现对现实的超越。利用实实在在的课堂情境不仅为教师提供一
个可以观察的案例，而且可以观察个人教学实践的效果，这对教师的教学起着很大的促进作用。但运用案例对教师进
行培训的最终目的是：以单个教师具体的实践与更大范围的教学观和学习观相连接的方式，以更广泛的教与学理论来
整合课堂教学实践的独特性，鼓励教师把对课堂行为的理解提高到更一般的层次，就可以容许教师们把特定课堂事件
看作是更普遍、更连贯、更有意义的，也许是更值得记忆的一个案例。
四、相关素材
1.陈琳、王蔷等，《英语课程标准解读》，北京师范大学出版社，2002
2.胡庆芳等，《精彩课堂的预设与生成》，教育科学出版社，2007
3703.张正东，《外语教学技巧新论》，科学出版社，1999
4.Clea Fernandez, Makoto Yoshida.马晓梅、邓小珍，《课例研究》
河北人民出版社，2002
Unit 8 Why don’t you get her a scarf? 说课稿
一. 教材分析:
1. 教材地位和作用:
本单元围绕互赠礼物这一话题开展多种教学活动.学会用英语来征询别人得意见,同时也能用英语给予对方自己的
建议.本节颗是堂对话颗,它通过单词的学习,句型的操练加深对询问意见和给予建议这两项交际用语的理解和使用,同
时通过对不同情景下的对话设计,进一步提高学生听,说,读,写的综合素质能力.
2. 教学目标:(知识,能力,情感,学习策略目标)
知识目标
(1).学习单词:personal, special, photo album, camera…
(2).掌握句子:What do you think of…?
What should I get for…
What/How about…?
No, that’s too…/That’s not special/creative enough.
That’s a good idea./That sounds good.
能力目标
提高学生听说读写及知识自学的综合能力.
情感目标
(1).通过形象生动的教学使学生掌握如何征徇别人意见和给予对方自己的建议,并从中学会倾听他人,感激他人,享
受与人交往的乐趣.
(2).培养学生学习英语的兴趣,乐于参加各种活动的积极情感.
学习策略目标
(1).善于抓住用英语交际的机会.
(2).积极参与，善于合作.
3. 重点与难点:
重点:学会用英语征询别人得意见和给予对方自己的建议.
难点:对话中较难单词和句型的理解和运用.
二. 说教法:
为了更好的突出重点和突破难点,我主要采用了:
1.任务型教学法:新课标倡导的”玩中学，学中玩”的理念很受学生的欢迎.例如,对话教学时我设计让学生去商场
给老师买教师节的礼物,提高学生的兴趣并使他们很快进入运用英语交际的情景当中.
2.竞赛教学法:根据初中生争强好胜的性格特点,我设计俩俩对话,小组编对话,激发学生兴趣.培养学生集体荣誉感.
3. 说唱教学法:把本课相关的知识点编成有节奏的词语或歌曲使学生便于记忆和掌握.
三. 说学法:
1. 善于住住用英语交际的机会,充分感知,积极体验，大胆实践.例如，在巩固环节,学生可以利用多种练习形式.
2. 积极参与，善于合作.例如，本节课设计了几个任务,操作简单,学生一定很感兴趣并且积极的参与其中，从中合
作完成任务,培养了团对精神.
四.说流程:
3711. 总体设计及依据
引课(3 分钟)------教学新句型(6 分钟)------对话操练(4 分钟)------听力练习(5 分钟)------任务应用(8 分
钟)-------说唱巩固(2分钟)------布置作业(1分钟)
依据:
(1).遵循认识过程的普遍规律和学生的认识活动特点
(2).教师为主导,学生为主体.
2.分布设计及依据
引课
(1).教师和学生自由对话引出教师节赠送礼物这一话题.
(2).师生齐唱一首歌送给听课的老师.
(3).邀请学生一起去商店买礼物.
教学新句型
(1).在购物过程中出示新句型和新单词.
(2).结合情景和实物使学生理解句型和单词
对话操练
用提供的特定人物,礼物,进行俩俩对话加深对句型的理解和掌握.
听力练习
利用课本中现成的听力材料对学生进行提高听的能力的训练.并从听觉器官上加深巩固知识的掌握.
任务应用
根据特定情景,参加某明星的生日派对请学生以小组形式自己编写关于挑选礼物的对话让学生学会实际使用,训练
说的能力.
说唱巩固
以给爸爸妈妈为线索,结合本课重点词汇有节奏的说唱,在愉快欢乐的气氛中进入尾声,并引导学生要热爱亲人,
学会和人友善相处,享受与人交往的乐趣.
作业布置
完成表格,调查周围同学在父亲节,母亲节或其他节日给父母,亲戚朋友赠送什么礼物.
3.板书设计(略)
五.课后反思
Unit 9 Have you ever been to an amusement park?
Unit 9 Have you ever been to an amusement park? 教案
学习目标
1. Learn to talk about past experience and reasons.
2. Learn to ask the others’ past experience and reasons.
学习向导
Talk about past experience
Function
Target Language Have you ever been to an amusement park?
No , I‘ve never been to an amusement park .
Yes , I have . I went there last year
372（1）Have you ever been to „?
Yes, I have. / Yes, I have ever been to „
No, I haven‘t. / No, I have never been to „
（2）When did you go there?
I went there last year.
（3）I have never been to a water park.
Neither have I.
I have ever been to an amusement park.
So have I.
Structures （4）How long have you been studying English?
I‘ve been studying English since nine o‘clock.
I‘ve been studying English since I came back home.
I‘ve been studying English for five hours.
（5）What‘s that?
It‘s an amusement park in Japan.
I‘ve never been to an amusement park like it before.
It‘s fun to learn another language.
Let‘s go tonight.
Isn‘t this great?
space museum, amusement park, water park, South America, Peru, Holland, European
Key Vocabulary culture, tour guide, flight attendant, musical instrument, more than, be from, get to, take
Key Phrases lessons, neither, discover, graduate, change
学 习 策 略 Listening to specific information
思 维 技 巧 Cooperating
多元智能 1．Disneyland 了解相关文化背景。
2．世界地理知识。
Recycling 复习相关的词汇：
zoo hotel restaurant bus boat
教学过程
Teaching steps
The first period: ( From Section A 1a to Grammar focus )
Aim: To practice listening skills; to study new words and to know how to give advice.
Practice the sentences：Have you ever been to „?
Yes, I have. / Yes, I have ever been to „
No, I haven‘t. / No, I have never been to „
Steps Teacher‘s activities Students‘ activities
Step1 Look at the picture, and ask the students, ―What can you see Look at the picture and
Lead-in from the picture?‖ brainstorm the words they can
think of, such as space museum,
amusement park, water park,
zoo, aquarim
Step 2 Show some words about places in 1a. Ask students to write Students write the places they
Word study some more words about places on the notebook. have known.
Step 3 Let students tell each other what they think of these places. Students tell each other what
373Pairwork And finish 1a. they think of these places.
Finish 1a.
Point out the picture and the places in the picture. Just look at the picture and say
Ask the students to guess what the two girls are talking about. the words of the places.
Ask the students to read the conversations in the picture to Guess what the two girls are
Step 4 help them to understand the following listening. talking about.
Listening Ask the students to listen and number the sentences from 1 to Read the conversations in the
1b 4. picture and understand.
Check the answers.
Ask the students to practice the dialogue.
Listen and check the boxes
Check the answers.
Practice the dialogue in pairs.
Point out the chart. Read the chart before listening.
Says, “You will hear three conversations. After each Listening to the saying of the
Step5 conversation, circle the places you hear teacher.
Listening Check the answers. circle the places
2a & 2b
Point out the sentences. Ask the students to read them to the
class. Read the sentences and listening
Ask the students to listen again and finish 2a. again.
Correct the answers.
Listen again and finish the chart.
Correct the answers.
Read the instructions Think of a place they have been
Step 6 Point to the map and tell the students they can talk about any to.
of the places on the map Making a dialogue in pairs using
2c Ask them talk about a place they have been to. the target language. Such as:
Have you ever been to „?
Yes, I have. / No, I haven‘t.
When did you go there? I
went there „
How did you go there? I
went there by „
Where are you going next
week? I‘m going to „
How are you going there?
Who are you going with ?
Review the grammar box. Ask students to say their statements Learn the gammar.
Step 7 and responses.
Grammar focus
Homework: 1. Finish the 9th unit in the kkl.
2. Getting ready for a best gift you have received.
374The second period: ( Section A)
Task 1 : Have you ever been to Disneyland?
Aim: Talk about somewhere they have been to .
Steps Teacher‘s activities Students‘ activities
Step 1 Show them some pictures about Disneyland Students guess what is it.
Lead-in What do you know about Disneyland ?
Say something about Disneyland
Step2 reading Read the instructions , show them the chart, have them finish Read the article
it.
Interesting:______________________________
Finish the chart
Boring: ________________________________________
Play the tapescript for them
Check the answers
Listn and read practice reading
Step3 Read the simple to the class
Pairwork Have them read the article
Again and write a conversation Make a conversation
Practice the
Conversation with partner
Ask Students to make a survey. Practice by using
Step 4 Have you ever been to been
Pairwork to …
Yes ,I have.
Choose some pairs to act out No, I haven‘t
Act out in the class
Home work: Write the conversations down
375The third period: (Section B, Listening)
Task 1: Why do you study English ?
Aim:
Practice:
Why do you study English ?
I want to … .
I have to.
It‘s + adj.+ to do
Steps Teacher‘s activities Students‘ activities
Ask the Ss the reasons why they want to learn English. And Order the number they think the most
Step 1 write down the reasons they say out. import reason and continue the same
Lead-in way
Step 2 Ask some students: Say out the reasons
Pairwork Why do you study English ?
Ask and answer in pairs
Some pairs act out
Task 2: How long have been studying English ?
Step 3 Ask the students to read the statements Read the statements and get ready for
Section B reading
2a,2b Play the tape
Listen and circle the questions .
Check the answers
Ask the Ss finish the following Listen again and fill in the
questionnaire: questionnaire
Name:
Studying English for:
When and why:
English-speaking countries visits:
When:
Reason for learning English:
Check the answers
Step 4 Talk about the questionnaire in 2c with a student. Make a Practice making
Pairwork modal. conversations.Using the following
T: What‘s the you name? informations
S: His name is Thomas Buzic. 1、How do you spell your name?
T: How long has he been studying English?
S: He has been studying English for 3 years. 2、How long have you been studying
376T: Has he ever been to an English-speaking country? English?
S: Yes, he has been to the USA.
T: When did he go there? 3、 When did you start studying
S: He went there when he was 13. English?
T: Why does he want to improve his English?
S: Because he wants to travel the world. 4、Why did you start studying English?
5 、 Have you ever been to an
English-speaking country? (When was
that?)
Ask the students to practice the dialogue. 6、 Why do you want to improve your
English?
7、 What do you like best about
studying English?
8、 What kind of job do you want?
Act out
Homework: Write a place
The fourth period: ( Section B, reading)
Steps Teacher‘s activities Students‘ activities
Ask students some questions: Answer the questions.
Step 1 1、When did you start studying English?
Lead- in 2、How long have you been studying English?
3、How do you like our school ?
Step 2 Point to the pictures in the text. Read the article at 3a quickly and
Reading Say this is Meishan, and that is David Feng. They are students find out the reasons why they learn
from hilltop Language School. English and what they think of the
Before reading , ask them read the quewtions: school.
1、What does Mei Shan do?
2. How long has she had the job?
Talk about the reasons why they
3. Why did she want the job? learn English and the ways that help
them improve their English.
4. How long did she study English?
5. What kind of job does Joseph want?
6. Has he ever been to an English-speaking country?
3777. How long has he been studying at the school?
8. What other job is he thinking of doing?
Check the answers
Step 3 Ask the students to look at the notes and write an article about Look at the notes and write an
Writing them. article about them.
Section B 3b
Homework: Write an article.
The fifth period: More exercises.(Self Check)
The sixth period: (Reading) Have you ever been to Singa pore?
Section 1 Before you read
Section 2 While you read
First read: Ask What is the passage mainly about?
Second read: Tell the students to ask themselves questions as they read.
For instance:
Section 3 After you read
To study 3a
Read the chart.
Ask the students to complete the map with wods from the reading
To study 3b
Discuss in Groupwork.
―
To study 3c
Homework: Write a summary of reading.
378Questionnaire
Name:
Studying English for:
When and why:
English-speaking countries visited:
When:
Reason for learning English:
What: （like）
What: （job）
Places Where have you been When you went there How you got there Where will you go
Water park
Aquarium
Space museum
Zoo
The Great Wall
The museum palace
Tian An Men Square
Hawaii
„
Names Have you ever.„.. Yes No The other experience
been to an aquarium?
traveled to another city?
helped someone you did not know?
studied English?
been to an aquarium?
traveled to another city?
helped someone you did not know?
studied English?
been to an aquarium?
traveled to another city?
helped someone you did not know?
studied English?
been to an aquarium?
traveled to another city?
helped someone you did not know?
studied English?
Have you ever been to Xi‘an where I was born and grew up? It‘s one of the most famous ancient cities in China as
well as in the world. It is in Northwest China and was originally called Chang‘an. There are many places of historical
379interest, for example, the Greater Wild Goose Pagoda. Xi‘an is a modern industrial city. There are many beautiful parks,
shops, roads and museums of different kinds. You may enjoy the cultural features of the city and buy whatever you need
at the same time.
Unit 9 Have you ever been to an amusement park? 第一课时说课稿
一、教材分析
1． 教材的地位及作用：
本单元围绕谈论过去的经历，学习使用现在完成时态。通过对学生们喜闻乐见的一些娱乐场所（fun places）
的描述，反复运用句型Have you ever been to…? I‘ve never been to…. 来激发他们使用本单元所学单词的兴趣。
教材中提供的所有活动都以现在完成时态为中心，通过一系列的听、说、读、写的训练，来加深对现在完成时
态的理解，明白英汉两种在结构及表达方法的一些异同点。从而提高他们运用所学语言的综合能力。
2． 教材的结构
本单元分Section A 和Section B 两部分。Section A 中通过所设计的各项任务呈现了两篇听力课文和一篇
阅读理解。Section B则安排了一篇听力和两篇小短文，用以加强对目标语言的理解。Self Check 部分是用来检
查学生对本单元所学目标语言的综合运用能力。单元后的语篇训练旨在通过目标语言培养学生的阅读理解能
力，掌握一些基本的阅读技巧。
3． 教学目标（知识目标、能力目标、情感目标）
1） 知识目标：
学习单词：Section A----space museum, amusement park, aquarium, boat, water park, theme park, neither;
Section B----English-speaking country, language, flight attendant, tour guide, used, improve;
Self Check----understand, decide, rent, show, special
掌握句型：Section A----Have you ever been to an amusement park?
Yes, I have. / No, I haven‘t.
I‘ve never been to a water park.
Me neither. / Me too. / So have I.
Section B----I want to understand English language movies.
I want to study in an English-speaking country.
It‘s fun to learn another language.
I have to.
I want to travel.
2） 能力目标：训练学生运用所学知识进行听、说、读、写的综合能力。
3） 情感目标：引导学生学会与别人分享快乐，发现身边的美好事物，从而树立正
确的人生观和价值观。培养学生学习英语的强烈兴趣，意识到合作学习的重要性。
4． 重点和难点
重点：1)掌握本单元的目标语言Have you ever been to…? / I‘ve never been to….
2) 记忆本单元的主要单词。
难点：1）比较现在完成时态与一般过去时态的异同。
2）听力课文中关键单词、短语及句子的理解。
3）帮助学生掌握阅读课文中的难句。
二、说教法
在课堂教学中建立平等、民主、和谐的师生关系；切实转变教师的教学方式、学生的学习方式以及教学内容
的呈现方式；重视师生互动、倡导合作学习；加强信息技术与学科课程的整合，运用多媒体教学手段辅助教学，
注重实现教学方法的优化组合。
1． 任务型教学法：这是新课标所倡导的新的教学理念，引导学生在完成任务的过程中“用中学，学中用”。 例
如，将Self Check中的表格整合到第一课时中，完成1c后要求学生在小组内进行调查，培养学生运用目标语
言解决实际问题的能力。
3802． 情景教学法：在课堂教学中，借助多媒体手段呈现一些图片、动画及资料，创设生动直观的教学情景，激发
学生的学习兴趣。
3． 合作探究法：例如在Section B中，围绕Why do you study English?组织学生共同探讨，鼓励学生们给出各自
不同的答案，总结出学英语的重要性。
4． 新旧知识对比法：在语法教学中采用传统的问答方式，让学生体味一般过去时与现在完成时的异同，从而进
一步加深对目标语言的理解。
三、说学法
学生是学习的主体，教学中要加强学法指导，让学生学会学习，关键是转变学生的学习方式，让学生成为学
习的主人。
1． 预习法：课前安排学生阅读教材内容，找出重难点，提出问题。并带一些去各地游玩的照片，利用身边的有
效资源来加深对目标语言的理解。
2． 合作法：通过分组练习，使得人人开口说英语，用英语，培养他们积极参与，善于合作的团队精神。
3． 角色表演法：例如在Section B中，设计一次互相采访，让学生在具体的语境中体味目标语言的真实性。
四、说流程
1． 总体设计及课时分配：
1） Section A涉及两篇听力课文及一篇阅读理解。按先输入，再输出的原则，以Have you ever been to …? / I‘ve
never been to. …为知识中心设计一系列听、说、读、写的任务，由浅入深，由易到难，谈论学生喜闻乐见
的一些娱乐场所，使学生学会运用现在完成时来谈论过去的经历。计划3课时完成。
第一课时（1a-1c）以key vocabulary 和理解Present Perfect Tense 的结构为主来设计任务。从单元的
整体框架来看，这部分是一个介绍和导入部分，主要的目标语言及话题在这一部分呈现。可采用以旧带新
的方法来呈现现在完成时的结构。所选材料来源于现实，为学生所熟悉，能引起学生的学习兴趣。尤其是
课本上所提供的问题及画面能强烈刺激学生的感官，调动起他们的求知欲。
第二课时（2a-2c）通过对上一课的回顾，以一幅城市的旅游地图开始设计任务。以三小段听力谈话
为中心，使得目标语言在这一部分得以延伸。加之适当的语法总结和语言点的精讲，能使学生对Have you
ever been to…? / I‘ve never been to… .更加清楚。将Pairwork部分设计成一任务能更有效的帮助学生理解目
标语言。
第三课时（3a-4）这是一篇长课文“Have you ever been to Disneyland?”。着眼点并不是对文中语言点
的讲解，而在于整体掌握文章的结构及基本的写作手法。可根据文章设计一系列问题，让学生通过合作，
自主去寻找、发现答案。通过组织Pairwork和Groupwork来传授目标语言在语篇中的运用。
2） Section B包括一篇听力和两篇短文。设计一次采访任务的角色表演和小组合作学习探讨的模式，从而加
深学生对现在完成时在具体真实语境中的理解。拟2课时教完。
第四课时（1a-2c）第一部分以Why do you study English?为话题，鼓励学生给出不同的有趣答案，充
分调动课堂学习气氛。而第二部分的听力，让学生捕捉目标语言在真实语境中的具体运用，以及与其它时
态的对比。拟用Pairwork来设计一次采访任务，这对学生则充满着挑战。可通过适当的引导，给出问题，
化难为易。
第五课时（3a-4）有两篇短文。重点应放在使用目标语言的写作能力训练上。3a可设计成限时阅读竞
答，把学生分成几大组来抢答课文中的8个问题。然后通过多媒体适当呈现文章中的一些重、难点，强化
记忆。可将4调到3b-3c之前为3b-3c的写作扫清一些障碍。该写作练习有点难，但可以帮助学生养成即
时使用目标语言及词汇写作的习惯。
3） 淡化语法不等于不讲语法，所以在Self Check中设计成一堂语法与写作课，比较现在完成时与一般过去
时的异同，通过练习进一步巩固学生对目标语言的理解和运用。此为第六课时。
4） 最后一篇阅读理解仍然以目标语言为话题，教会学生一些阅读策略。1课时可完成。
2． 教学过程设计：
第一课时：1）导人：利用多媒体展示自己在一些地方游玩的照片，如长城、故宫、上海等，每次都提出Have you
ever been to…? 引导学生集体回答Yes, I have./ No, I haven‘t. I‘ve never been to… 这样的热
身活动可激发学生的学习兴趣，对即将要学的目标语言有个初步预知。然后导入本单元课题，
切入本堂课的三项任务：Remember Key words; Present Perfect Tense; Listening and Pairwork.
2）Remember Key words 将课本中的娱乐场所剪切到屏幕上，通过看图、领读、齐读、背诵、默写，
给学生形成强烈的感官刺激，强记本节课的关键单词和短语，为后面的两项活动做好铺垫。
3813）Present Perfect Tense 展示现在完成时的基本结构，学生在第六单元已经学习了现在完成进行时，
所以对所给出的现在完成时应不太陌生，通过几幅图片的展示及例句的讲解，使之明白可以使用现
在完成时来谈论过去的经历。为后面的Listening and Pairwork扫清语言结够上的障碍。
4）Listening 播放听力前要求学生对课本图画上的对话进行朗读与强记，化解了听力中的难点。这时
再播放两遍听力，一遍听，二遍做，完成1b已变得十分轻松了。这同时也为接下来的Pairwork所需
语言结构提供了模式。
5）Pairwork 将活动1中的图片调出反复播放，按1c要求做 Pairwork. 此时教师可深入学生当中，解
决他们交流中的一些实际问题。然后请几组学生按展示的图片进行Role Play。该活动的目的是从口
语和听力上再次强化了学生对本单元目标语言的理解。
6）Make a Survey 将Self Check中的表格整合到这节课，考察学生运用目标语言解决实际问题的能力。
7）小结与作业 调出屏幕上本节课的三项活动图片，总结本堂课内容，强调重难点，使学生对本堂课
的知识线有个总体的掌握。布置复习与预习的作业，要求他们下节课带到各地游玩的照片，为下节
课的活动做好准备。
8）板书设计
Uint 9 Have you ever been to an amusement park?
Task 1 key words Task 2 Present Perfect Tense Task 3 Listening and
space museum have / has + P.P Pairwork
amusement park I have ever been to…
aquarium Have you ever been to…?
zoo Yes, I have./ No, I haven’t.
water park I’ve never been to…
五、教学反思
以导入为突破口，精心设计的导入可以激发学生的学习兴趣，使他们很快融入到英语学习的氛围当中来。以
学生为中心，让学生在完成任务的过程中达到掌握本节课的目标语言。据此设计了记忆单词、目标语言呈现以及
听力与分组练习三项具体的任务。一个任务的完成是下一个任务的前提条件，由易到难，前后相连，层层推进，
从而形成了本节课一个完整的任务链。从教材的安排体系来看，似乎是以听力材料为中心，但我认为着重点还应
落实在Pairwork上。本着听说领先的原则，将Selfcheck中的活动2整合到该课时，以期达到听、说、读、写全面
发展的目的，真正做到“为用而学，在用中学，学以致用”。
同时一些传统的学习方法仍是语言学习过程中不可缺少的重要手段，如朗读、背诵、默写等等，应予以充分
重视。因为没有一定量的语言知识的输入，任务型活动无疑是座空中阁楼。
任务型教学不应仅停留在为设计任务而设计任务的层面上，教师应从“学”的角度来设计具体的教学内容，
充分体现以学生为主体，以人的发展为本的教育理念。激发和培养学生的学习兴趣，帮助他们树立自信心，养成
良好的学习习惯，形成有效的学习策略，发展自主学习的能力和合作精神。
Unit 9 Have you ever been to an amusement park? 第一课时说课稿二
一、教材分析：
1、教学内容：
本单元是Go for it ( 下 ) Unit 9。主要围绕“Have you ever been to an amusement park?”这一主题展开各种
教学活动，并以这一主题引出现在完成时的一般疑问句，否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻
松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”（learning
by doing），通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。
２、教材的地位和作用：
八年级下九单元Have you ever been to an amusement park ?
讲述的是现在完成时的用法，这是初中非常重要的时态之一。学生们能够用现在完成时来表达自己的经历，来体会别
人的感受是很重要的。这个单元一定要体会现在完成时的真正含义和用法。要避免混淆几个重点词组的使用。
382我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。
３、教材的处理：
根据《英语课程标准》（实验稿）关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对
本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是Section A，
第二课时是Section B, 第三课时是Self Check, 第四课时是 Reading，最后一部分是 做练习，以学生的自测为主，
然后予以校对。
二、教学目标：
? 根据以上我对本单元教材内容的分析，我确定以下几个为本单元的教学目标：语言知识、语言技能、学习策略、情
感态度和文化意识五个方面。
1.语言知识：
本单元要求学生掌握以下词汇（neither, theme, end up, especially, discover, population, simply, fear,
whenever)
语言功能：
学习和增加阅读技巧和阅读策略。
语言结构：
Have you ever been to an aquarium ?
Yes, I have been to an aquarium.
No, I haven’t.
I’ ve never been to a water park. Me neither.
2.语言技能：
（1）能用现在完成时的各种形式进行准确的描述和表达过去的经历。
（2）能掌握现在完成时态中几个词组的正确使用，如：
have been to , have gone to , have been in 等。
（3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。
3、学习 策略：
通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用现在完成时来准确地
表达所发生过去的经历。
4、情感态度：
通过对本单元的任务性活动，我的目的是让学生们用英语描述他们过去的经历，同时能提高他们的观察能力和表达能
力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
5、文化意识：
通过他们描述过去的经历，了解一些西方国家的风土人情。
三、教学的重、难点：
基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和现在完成时的用法。
教学难点为现在完成时的含义和用法，能在交际中准确地运用现在完成时来描述或表达过去的经历。
四、教学方法：
1、教法分析：
（1）现在完成时是初中非常重要的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和
生活经验，让他们讲述去过的国家或地方，创设生活化的真实情境引导学生在 运用语言中学习语言，然后在学习新的
语言知识后创造性地运用语言（为用而学， 在用中学,学了就用）。
（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成
任务进行探究性学习。
2、学情分析：
我们教学的对象是初二学生（好，中，差等生都有），他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因
此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，
降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，
使各层次的学生都有所收获。
五、教学过程设计
Unit 9
383The First Period (Section A)
Step 1 Warming up
(“良好的开端是成功的一半”， 因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的
兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能
给自己适当的减压。）
T：I like travelling. I have been to Dalian and many big cities. What about you ?
接下来教师让几个学生讲述他们去过的城市或国家，让其他学生用英语来猜测。（目的是为本节课的现在完成时作好
铺垫）
Step 2 Presentation
教师出示几张图片,引出现在完成时的结构和用法。
T: Have you been to an aquarium ?
Yes, I have.
T: Have you been to a water park?
No, I haven’t.
这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。
然后叫学生归纳出现在完成时的结构句型。
主语 + have/has + 动词的过去分词
（培养学生归纳能力，找出记忆的规律。）
Step 3 Practice
1. Show some pictures and let the students ask and answer in pairs.
A: Have you ever been to an amusement park ?
B: Yes, I have. Have you ever been to a water park ?
A: No, I haven’t.
2. Practice Section A (1a)
Step 4 Listening
接下来的任务型听力要求学生对现在完成时加深理解，教师可承接刚开始的话题，引导学生根据所学语言完成以下
任务：
(1)听力练习，让学生完成1b， 填写表格。
（2）然后看图，完成2a ，进行判断正误练习。
S1: John has never been to the space museum(T)
S2: Linda has been to the aquarium. (F)
(通过听力训练，现在完成时的结构得以很好的落实）
Step 5 Reading ()
让学生阅读主题公园的一篇文章，圈出他们认为有趣的地点，事情和活动。
（1） 四个人一组合作学习，更好，更快地 回答问题，加强对文章的理解。
（2）然后叫学生再阅读一遍文章，做一个对话练习。
（3）本部分要求学生掌握一些固定的词组搭配，如： around the world, end up , take different routes 等。
Step 6 Group work (形式到位，具体任务不明！)
接下来我设计的任务是要求四个学生为一小组， 进行问答练习。
如：Have you ever studied with more than three friends ? Have you traveled to another province of
China ?
Have you helped someone you didn’t know ?
(这样的活动既可以培养学生的合作意识，又能在情景中用现在完成时交际，巩固了本节课的重点，从而突破了难点，
促使学生在学习过程中体会理解。）
Step 7 Summary and exercise
Section A Difficult points
“have been to”
means you went somewhere before , but now you are still here
384“have gone to”
means “you leave here already , you aren’t here.”
Homework:
1.熟记本课时的单词,词组和重点句型.
2. 在上述小组活动的基础上,再要求学生完成一份调查表,目的是为下面的写作作好准备.
3.要求学生写一篇关于去过某地和一些经历的文章。在以上的学习过程中,学生以具备了阅读和处理相关信息的能力,
因此这部分任务交给学生自己完成,以此提供学生运用语言,解决问题的空间.)
写作是学生综合运用语言能力的体现,通过写作能强化语言的运用,同时加深对所学知识的理解,将学与用融合.)
4.要求学生为下一节课准备照片,进行问答练习(Tell the group about your photos.)(这样的小组活动,有利于培养
学生的合作,又能让学生在实践中学习,在交流中运用语言.)
教学设计理念：
1、教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中心，在运用语言完成任务的过程中来
学习，体会和掌握语言。
2、自始自终贯穿了以交际为目的的原则（在做中学，在学中用）。
3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活、贴近时代，树立以学生为本的思想，
提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现教学方式和学习方式的转变。
Unit 9 Have you ever been to an amusement park? Section A 说课稿
一、 说教材
（一）教材分析
本单元的话题“Fun places” ，通过本单元的教学，帮助学生掌握描述过去经历的功能句式，学习现在完成时的用法，
并能区别现在完成时和一般过去时在表述过去经历时的不同。Section A 1a 呈现了几个有趣的地方，要求学生根据自
己的兴趣给它们排序。该活动不仅帮助学生学习新词汇，同时也能激发他们的学习兴趣。1b 是一个听力活动，初步呈
现了本单元的目标语言，即现在完成时。要求学生听录音对话，判断 Claudia 和Sarah 分别去过哪些地方。1c 是一
个口头练习，学生将结对用目标语言对图片中的几个地方进行对话练习。2a 和2b 是2个听力活动，学生将听到三个
对话，要求学生能将听到的地名圈出来，并根据所听内容判断一些句子的正误。2c 是会话活动，要求学生根据听力活
动中的对话做角色扮演，谈论去过哪些地方，想去哪些地方以及打算如何去。
（二） 教学目标
1．知识目标
1）重点词汇和短语：amusement park, space museum , aquarium, zoo, water park , neither, have a great time
2）重点句型：
Have you ever been to…? Yes, I have been to… /No, I haven’t. / Me neither
3852．能力目标：使学生能够用现在完成时谈论他们去过的地方
3．学能目标：帮助学生学会怎么样谈论他们去过的地方
4．德育目标： 通过对本课的学习，使学生了解各地的一些名胜古迹，加强学生对社会主义祖国的热爱，并从中学会
人际交往。
（三）教学重点和难点
1．重点：掌握本课重点词汇和句型
amusement park, space museum, aquarium, water park , neither,
have a good time
Have you ever been to….?
Yes, I have been to…/ No, I haven’t. I … / Me neither.
2．难点：使学生能用目标目标语言谈论他们去过的地方及区别现在完成时与一般过去时的不同。
理论依据：根据英语课程标准的规定，通过听，说，读，写的训练，使学生获得英语基础知识和初步运用英语的能力，
激发学生的学习兴趣，为进一步学好英语打下初步基础。
二、 说教法
1． 根据新倡导的“用英语教英语”的教学法，尽量用英语来组织课堂教学，创造英语课堂良好的听的环境，让学生
充分感知，积极检验，大胆实践，把握用英语交际的机会，鼓励学生大胆说英语。
2． 任务型教学法，通过体验，参与，合作与交流的学习方式，独立学习，小组学习等学习形式，培养学生自主学习
的能力，培养学生互相帮助，关心他人，积极思考，判断辨别的能力及张扬个性，培养创新能力。
3． 情景教学法：创造足够的交际环境刺激学生的视听能力，使学生更好掌握目标语言
4． 交际教学法：语言学习贵在运用。教学过程中必须通过大量交际实践，学生才能做到脱口而出，采用轻松，愉快
的教学方法调动学生的主动性和积极性，使学生乐于开口，敢说想说。
386三、 说学法
1． 学会预习。发挥学生的主观能动性，变被动学习为主动学习。带着目的听课，能更好地掌握知识重点与难点，提
高课堂效率。
2． 合作学习。积极的小组对话或活动，相互交流，互相帮助，合作完成任务，培养团队精神，更好地掌握所学知识。
3． 为用而学，在用中学，学了就用。善于抓住用英语交际的机会，充分感知，联系实际，积极体验，大胆实践。
理论依据：教学方法是教学过程整体结构中的一个重要组成部分，是教学的基本要素之一，教学方法直接关系着教学
工作的成败，教学效率的高低和教学目标的实现。因此，教学方法的选择与运用，是能否实现教学目的，完成教学任
务的关键。科学地选择和使用教学方法能调动学生学习的积极性，主动性，激发学生的学习兴趣和求知欲，能在不加
重学生负担的基础上全面完成教学任务。因此，根据本课时的语言目标，功能目标，我确定了以上教学方法。
四、 说教学过程
Step 1 导入新课
一堂好的课首先要有一个好的开头。良好的开端是成功的一半，成功地导入教学，可以激发学生学习的兴趣，调动学
生学习的积极性，使学生进入最佳学习状态，提高教学与学习效率。本课是谈论过去的经历，因此 我通过以下对话来
导入新课。
1．T: Were you happy last Sunday?
S: Yes, I was.
T: Where did you go ?
SA: I went to the zoo . / water park/ amusement park…
T: Did you have a great time?
Ss: ….
T: Have you ever been to the zoo / water park / amusement park…
SB: Yes ,I have. I had a great time there.
387SC: No, I haven’t. I have been to….
把本课的重点词汇和目标语言板书，带读并讲解。这样，让学生对即将学的语言知识有个初步的了解。
2．在学生基本熟悉这一目标语言后进行句型游戏，其操作如下：
以小组为单位，前排的学生问后排学生，后排学生答完接着往下问，直到最后一位同学。所用句型如下：
SA: Have you ever been to ….?
SB: Yes , I have. / No, I haven’t.
SB: Have you ever been to ….?
SC: Yes, I have…
3.1a, 读1a中的词汇并根据自己的兴趣进行排序。然后朗读1a中的句型。
通过以上操练和朗读，让学生更加熟练所学句型。
Step 2 Listening
根据新课标，英语教学要使学生听，说，读，写的能力得到全面发展，听是很重要的，也是必不可少的一个环节，在
学生初步体验新知识后，及时进行听力训练，可以收到良好的效果。因此，我设计以下教学活动：
放录音，让学生听并完成1b. 2a. 和2b的教学任务。
Step 3 Pairwork and groupwork (1c and 2c )
通过设计适合学生开展的结对活动，让学生彼此交谈，学生就有更多的时间来使用新语言，又不感到枯燥，短时间内
向学生提供了大量的操练与交际。我设计以下活动。
Task 1：让学生拿出他们去旅游时照的相片来进行问答，如：
Have you ever been to …?
Yes, I have ./ No, I haven’t. I have been to …
388Task 2：拿出一幅中国地图，让同学们谈论都去过什么地方，以小组为单位，每个小组选一个同学做记录，把谈论的
结果都记下来，最后让小组长汇报谈论结果，看哪一个小组的同学去过的地方最多，表达得最准确，进行比赛。所用
的句型如下：
A: I have been to … Have you ever been to …?
B: I went to the … last year .
C: I am going to … next year .
记录员的汇报如下：A has even been to …. B and C have been to… D and E are going to… next year.
Task 3： 让学生用所学的句型根据自己的情况进行自由对话。例如：
A: Hello, have you ever been to….?
B: No, I haven’t. How about you ?
A: I have you ever been to…. It’s very beautiful. I have a good time there.
B: It sounds very good . I am going to … next year .
….
这样设计的目的是为了让学生在实际的交际中灵活地运用语言。
Step 4 Exercise
用 Have been to 造句，把所学知识体现在写的训练方面，有助于巩固学生所学的知识。
Step 5 Homework
用目标语言仿照1C编两组对话 （肯定和否定）
板书设计
Unit 9 Have you ever been to an amusement park?
389amusement park Have you ever been to … ?
space museum Yes, I have . I went to …
aquarium No, I haven’t.
zoo I have been to…
water park Me neither.
neither have a great time
Unit 9 Have you ever been to an amusement park? Section A 英文说课稿
Good morning, commentators and teachers. Nice to meet you!
Today I am going to talk about Unit 9 Have you been to an amusement? Section A, PEP Primary English ,Go
for it, Book 4.This lessen is a new part in the unit. We will learn the Present Perfect Tense and a new
sentence pattern “Have you ever been to„?”And We will learn to talk about past experiences using the
knowledge and learn the important culture in the western countries----Disneyland.
I think this lessen is a spoken class and reading class. I not only help students to express the past
experiences in English, but also I cultivate the students’reading skills and widen their English knowledge..
As we all know: the main instructional aims of learning English in primary school is to cultivate students’
basic abilities of listening and speaking and reading and writing and their good sense of the English
language.
So in my teaching process , I try to help the students to remember new words and learn the teaching difficult
points---the sentence pattern by using the Five step method, audio-video, communicative approach and
task-based learning method. At the same time, I try my best to use all kinds of methods such as multi-media
computer, the tape and pictures to make the teaching difficult points easier and make students learn more
interesting and more effective in class.
In my teaching process I’ll finish this lesson in five steps.
390Step one: Speaking ability
I show some pictures of places to the students by using multimedia , at the same time, I explain the
new words of this lesson and help the students to memorize the words(amusement, aquarium etc).Then I ask
the students the question and make a conversation like this:
-----Have you ever been to„?
-----Yes, I have. / No, I haven’t.
And help students to understand the sentence pattern. After the example, I help students make a similar
dialogue using the places.
Step two: Listening ability
After talking about the topic, let’s finish listening practice1b,2a,2b. Listen to the tape again and
again. Try to help students understand the meaning of the conversations. Pay attention to the intonation
and pronunciation. And I give some additional questions about listening materials:
-----Has Claudia ever been to an amusement park?
-----Yes, he has. /No, he hasn’t.
-----Has Sarah ever been to a water park?
-----Yes, she has. / No, he hasn’t.
Step three: Reading ability
After finishing the listening, I show some pictures about Disneyland, Mickey Mouse, Donald Duck and
ask some questions about them, then lead to the reading material on page 70. At the same time, ask students
to answer the following questions:
a. Have you ever been to Disneyland?
b. What can you do in Disneyland?
c. Would you like to go on a Disney Cruise?
By reading the text and answering the questions, students can understand a little about the text, then
I explain some key points.
Step four: Review
Please look at the table on Page 70. The students discuss the form and make a survey of their partner
about these questions in order to master the sentence pattern “ Have you ever been to„. ?”
391Step five: Classroom work and homework
1) Classroom
1.——Have you ever been to _____ amusement park?
——Yes, I have.
A. a B.an C.the D. /
2.——_____ you _____ to a water park?
A. Have ; gone B.Have ; been C.Has; been D.Has; gone
3.I don’t like those coats because ______ of them fits me.
A.either B.neither C.none D.all
4.He_____ been to Shanghai.He _____ there last year.
A.have; go B.has; go C.has; went D.have; went
5.He hasn’t been to Beijing.He ______ there next year.
A.goes B. went C.will go D. has been to
2) Homework
a. Read and retell the text of Page 70
b. Practice the sentence pattern with classmates after class.
Blackboard writing
Unit 9 Have you ever been to an amusement park?
key words Present Perfect Tense
space museum have/has done
amusement park I have ever been to…
aquarium Have you ever been to…?
zoo Yes, I have./ No, I haven‘t.
water park
In the end, would you please give me some suggestions about my lesson? Thank you for listening.
392Unit 9 Have you ever been to an amusement park? Section B 说课稿
一． 设计思想
本节教学主要内容为Unit9 section B部分，教学目的是：在学习了Section A
基础上对“ Have you ever .. .. ..?”句式结构的巩固、扩展及综合运用，并使学
生在活动（完成任务）的过程中能够创造性活用所学语言——谈论过去的经历。
我在设计教学中，从内容安排来说基本按照 Section B 的顺序，所不同的是全部
通过任务的形式，并以对话、听力、阅读、写作为载体，把整节内容贯穿始终。第一步，以任务形式复习已学过的Section
A部分，导入新课。即在小组内完成调查表格，并做汇报。第二步，以Pair work展开讨论并做汇报的任务形式学习
1a 、1b。第三步，以听力练习为基础，完成汇报任务。第四步，采取小组竞赛得分的游戏形式，调动学生阅读积极性，
使其积极参与到阅读和回答问题的活动中。同时，在竞赛过程中注意对学生参与意识及遵守课堂纪律的态度、情感方
面的培养。第五步，以 Group work形式在小组内完成调查表格的任务，进一步巩固、扩展知识，使学生在活动中活
用语言。另外，本节在设计上还采取“学案导学”模式，即每个学生手中有一份与教师教案同步，但内容是更好的帮
助学生完成任务的学案，以辅助学生学习。
总之，本课的设计宗旨即是采用任务型教学模式，使学生在完成任务的过程中学会用语言，发展学生的综合语言运用
能力。
二． 教案
Unit 9 Have you ever been to an amusement park? (Section B)
Teaching Aims:
1. Learn to talk about past experience and reasons.
2. Learn to ask the others’ past experience and reasons.
Teaching Emphasis:
Review and enlarge the using of “Have you ever been to……?” and talk about the past experience
393Teaching Aids: tape recorder & paper studying
Teaching Content:
Step 1通过完成task,复习Section A部分的基本句型，为进一步学习 Section B做铺垫。
Task: 小组活动。根据所给表格，在各小组范围内了解同学们过去是否有过这些经历，并至少说出一个自己曾经
有过的其它经历，完成表格，然后请一名小组成员做report.
Names Have you ever.….. Yes No The other experience
been to an aquarium?
traveled to another city?
helped someone you did not know?
studied English?
been to an aquarium?
traveled to another city?
helped someone you did not know?
studied English?
been to an aquarium?
traveled to another city?
helped someone you did not know?
studied English?
been to an aquarium?
traveled to another city?
helped someone you did not know?
studied English?
Report: In our group, _______ students have been to an aquarium, _______students have traveled to another
city, ______ students helped someone they did not know, ______students have ever studied English, and we
have been studying English.
394Step 2 Pair work
Task: 同学们都学习英语, 请同学们在组内自述Why do you study English?，并参看P71--1a, 向全班说which
reasons are important to you, and which reasons are not important to you.( 1a, 1b)
Step 3 Listening
Just now the students told about why they study English, now listen to a tape and know what a interview
between a teacher and a student. After listening complete these tasks.
Task1: Try to tell the words you can’t guess the meaning or understand .
(The teacher explain these words in English, and write them on the board.)
Task2: Listen again, and circle the questions you hear. ( 2a )
Task3: Listen the third time or once again, and fill in the questionnaire. ( 2b )
Task4: Pair work (2c )
Look at the questions in activity 2a and role play the interview.
Answer with the information that is true for you.
Task5: Write a summary and report
Report: My name is ... , I’m from..., I want to study English because...
Step 4 Reading (Group work)
在规定的时间内读课文，以小组竞赛的形式回答课下8个问题，看哪组回答的问题最多，并且快而准确。
（1） 在规定的时间内，分小组读课文，并探讨问题如何回答。
（2） 强答问题，并记分。（回答正确加十分，错误减十分,由教师记分）同时教师讲解同学们把握不准的问题。
（3） 以 Pair work 形式，让学生熟练掌握问题及答句，并站起来对答。
（4） 大声朗读课文一遍。（有时间可多一遍）
395（5） 根据问题，简要复述课文
Step 5 Task在本组内调查, 通过对话完成P88表格，并每组请一名同学做最后汇报。
Names
Have you ever…
Visited an English-speaking country?
Spoken to a native speaker of English?
Written a letter in English?
Watched a movie in English without subtitles?
Read a newspaper, magazine or web page in English?
Used English on the Internet?
Step 6 Homework
Write an article about oneself for the school magazine。(3b)
（注：下次课上前5分钟请同学读作文。）
Unit 9 Have you ever been to an amusement park
学习目标
1. Learn to talk about past experience and reasons.
2. Learn to ask the others’ past experience and reasons.
学习向导
Talk about past experience
Function
Target Language Have you ever been to an amusement park?
No , I’ve never been to an amusement park .
Yes , I have . I went there last year
（1）Have you ever been to …?
Yes, I have. / Yes, I have ever been to …
396No, I haven’t. / No, I have never been to …
（2）When did you go there?
I went there last year.
（3）I have never been to a water park.
Neither have I.
I have ever been to an amusement park.
So have I.
Structures （4）How long have you been studying English?
I’ve been studying English since nine o’clock.
I’ve been studying English since I came back home.
I’ve been studying English for five hours.
（5）What’s that?
It’s an amusement park in Japan.
I’ve never been to an amusement park like it before.
It’s fun to learn another language.
Let’s go tonight.
Isn’t this great?
space museum, amusement park, water park, South America, Peru, Holland, European
culture, tour guide, flight attendant, musical instrument, more than, be from, get
Key Vocabulary
to, take lessons, neither, discover, graduate, change
Key Phrases
397学 习 策 略 Listening to specific information
思 维 技 巧 Cooperating
多元智能 1．Disneyland 了解相关文化背景。
2．世界地理知识。
Recycling 复习相关的词汇：
zoo hotel restaurant bus boat
教学过程
Teaching steps
The first period: ( From Section A 1a to Grammar focus )
Aim: To practice listening skills; to study new words and to know how to give advice.
Practice the sentences：Have you ever been to …?
Yes, I have. / Yes, I have ever been to …
No, I haven’t. / No, I have never been to …
Steps Teacher’s activities Students’ activities
Step1 Look at the picture, and ask the students, “What can Look at the picture and brainstorm
you see from the picture?” the words they can think of, such
Lead-in
as space museum, amusement park,
water park, zoo, aquarim
Step 2 Show some words about places in 1a. Ask students to Students write the places they
write some more words about places on the notebook. have known.
Word study
Step 3 Let students tell each other what they think of these Students tell each other what they
places. think of these places.
Pairwork
And finish 1a. Finish 1a.
398Point out the picture and the places in the picture. Just look at the picture and say
the words of the places.
Ask the students to guess what the two girls are
talking about. Guess what the two girls are
talking about.
Ask the students to read the conversations in the
Step 4
picture to help them to understand the following Read the conversations in the
Listening listening. picture and understand.
1b Ask the students to listen and number the sentences
from 1 to 4.
Check the answers.
Listen and check the boxes
Ask the students to practice the dialogue.
Check the answers.
Practice the dialogue in pairs.
Point out the chart. Read the chart before listening.
Says,“You will hear three conversations.After each Listening to the saying of the
conversation, circle the places you hear teacher.
Step5
Check the answers. circle the places
Listening
Point out the sentences. Ask the students to read them
2a & 2b
to the class.
Ask the students to listen again and finish 2a.
Read the sentences and listening
Correct the answers. again.
399Listen again and finish the chart.
Correct the answers.
Read the instructions Think of a place they have been to.
Step 6 Point to the map and tell the students they can talk Making a dialogue in pairs using
about any of the places on the map the target language. Such as:
Ask them talk about a place they have been to. Have you ever been to …? Yes, I
2c
have. / No, I haven’t.
When did you go there? I went
there …
How did you go there? I went
there by …
Where are you going next week?
I’m going to …
How are you going there?
Who are you going with ?
Review the grammar box. Ask students to say their Learn the gammar.
statements and responses.
Step 7
Grammar focus
Homework: 1. Finish the 9th unit in the kkl.
2. Getting ready for a best gift you have received.
The second period: ( Section A)
400Task 1 : Have you ever been to Disneyland?
Aim: Talk about somewhere they have been to .
Steps Teacher’s activities Students’ activities
Step 1 Show them some pictures about Disneyland Students guess what is it.
Lead-in What do you know about Disneyland ?
Say something about Disneyland
Step2 reading Read the instructions , show them the chart, have them Read the article
finish it.
Interesting:_____________________
Boring: ________________________________________
Finish the chart
Play the tapescript for them
Check the answers
Listen and read practice reading
Step3 Read the simple to the class Make a conversation
Pairwork Have them read the article Practice the Conversation with
partner
Again and write a conversation
Ask Students to make a survey. Practice by using
Step 4 Have you ever been to been to …
Pairwork Yes ,I have.
No, I haven’t
Choose some pairs to act out Act out in the class
Home work: Write the conversations down
401The third period: (Section B, Listening)
Task 1: Why do you study English ?
Aim:
Practice:
Why do you study English ?
I want to … .
I have to.
It’s + adj.+ to do
Steps Teacher’s activities Students’ activities
Ask the Ss the reasons why they want to learn Order the number they think the most
English. And write down the reasons they say out. import reason and continue the same way
Step 1
Lead-in
Step 2 Ask some students: Say out the reasons
Pairwork Why do you study English ? Ask and answer in pairs
Some pairs act out
Task 2: How long have been studying English ?
Step 3 Ask the students to read the statements Read the statements and get ready for
reading
Section B Play the tape
Listen and circle the questions .
2a,2b Check the answers
Listen again and fill in the
Ask the Ss finish the following
questionnaire
questionnaire:
402Name:
Studying English for:
When and why:
English-speaking countries visits:
When:
Reason for learning English:
Check the answers
Step 4 Talk about the questionnaire in 2c with a student. Practice making
Make a modal.
Pairwork conversations.Using the following
T: What’s the you name? informations
S: His name is Thomas Buzic. 1、How do you spell your name?
T: How long has he been studying English?
S: He has been studying English for 3 years. 2、How long have you been studying
English?
T: Has he ever been to an English-speaking
country?
S: Yes, he has been to the USA. 3、 When did you start studying English?
T: When did he go there?
S: He went there when he was 13. 4、Why did you start studying English?
T: Why does he want to improve his English?
S: Because he wants to travel the world. 5、Have you ever been to an
English-speaking country? (When was
403that?)
6、 Why do you want to improve your
English?
7、 What do you like best about studying
Ask the students to practice the dialogue.
English?
8、 What kind of job do you want?
Act out
Homework: Write a place
The fourth period: ( Section B, reading)
Steps Teacher’s activities Students’ activities
Ask students some questions: Answer the questions.
Step 1 1、When did you start studying English?
Lead- in 2、How long have you been studying English?
3、How do you like our school ?
Step 2 Point to the pictures in the text. Read the article at 3a quickly and
find out the reasons why they learn
Reading Say this is Meishan, and that is David Feng. They are
English and what they think of the
students from hilltop Language School.
school.
Before reading , ask them read the quewtions:
1、What does Mei Shan do?
2. How long has she had the job?
3. Why did she want the job?
Talk about the reasons why they learn
English and the ways that help them
4044. How long did she study English? improve their English.
5. What kind of job does Joseph want?
6. Has he ever been to an English-speaking country?
7. How long has he been studying at the school?
8. What other job is he thinking of doing?
Check the answers
Step 3Writing Ask the students to look at the notes and write an Look at the notes and write an article
article about them. about them.
Section B 3b
Homework: Write an article.
The fifth period: More exercises.(Self Check)
The sixth period: (Reading) Have you ever been to Singa pore?
Section 1 Before you read
Section 2 While you read
First read: Ask What is the passage mainly about?
Second read: Tell the students to ask themselves questions as they read.
For instance:
Section 3 After you read
405To study 3a
Read the chart.
Ask the students to complete the map with wods from the reading
To study 3b
Discuss in Groupwork.
“ To study 3c
Homework: Write a summary of reading.
Questionnaire
Name:
Studying English for:
When and why:
English-speaking countries visited:
When:
Reason for learning English:
What: （like）
What: （job）
Places Where have you been W hen you went there H ow you got there Where will you go
Water park
Aquarium
Space museum
Zoo
The Great Wall
406The museum palace
Tian An Men Square
Hawaii
…
Names Have you ever.….. Yes No The other experience
been to an aquarium?
traveled to another city?
helped someone you did not know?
studied English?
been to an aquarium?
traveled to another city?
helped someone you did not know?
studied English?
been to an aquarium?
traveled to another city?
helped someone you did not know?
studied English?
been to an aquarium?
traveled to another city?
helped someone you did not know?
studied English?
Have you ever been to Xi’an where I was born and grew up? It’s one of the most famous ancient
cities in China as well as in the world. It is in Northwest China and was originally called Chang’an. There
are many places of historical interest, for example, the Greater Wild Goose Pagoda. Xi’an is a modern
industrial city. There are many beautiful parks, shops, roads and museums of different kinds. You may enjoy
the cultural features of the city and buy whatever you need at the same time.
407Unit 9 Have you ever been to an amusement park? Section B 3a ~4 说课稿
一、 教学课型：阅读课
二、 教材分析：
8年级下Unit 9 Have you ever been to an amusement park?的语言目标是要求学生学会使用现在完成时态来
谈论过去的经历。Section A的主要话题是“Fun places”，而Section B则以“Studying English”为话题进行语言
拓展。在Section B 中， 1a 和 1b列举了多个学英语的理由，并让学生进行了排序和简单讨论。 2a 到 2c 的
听力材料是一段采访对话，一个老师询问一个学生有关英语学习的情况。学生要完成的听说任务包括选中所听到的问
题、完成问卷调查，和结合自己实际来谈论自己学习英语的情况。 3a -3c 是基于一篇有关两个学生英语学习情
况的文章而进行的阅读活动，要求学生在阅读理解的基础上回答问题，并仿写一篇有关自己英语学习的文章，内容应
包括自己的理想职业、学英语的动机和时间、以及学习英语中最喜欢的方面，并与全班同学分享。4是一个课堂调查活
动，要求学生用目标语言采访调查身边同学学习英语的情况，完成调查表。
本节课是Unit 9的第五课时，内容为Section B的 3a -4，也是Section B的第二课时内容。本教学设计也
是以此部分内容为基础进行设计。
三、 学情分析：
学生通过近两年的英文学习，已具备一定的阅读和写作能力。而通过对本单元Section A的听说和阅读训练，学
生对现在完成时态基本句式已经有了一定了解，通过Section B 1a 到 2c 的拓展话题的语言活动（有关英语学
习的调查和听说练习）之后，学生对目标语言有了更进一步的掌握，也开始熟悉新的话题：英语学习。本课时的阅读
文章描述了两个学生在一所语言学校学习英语的原因、时间、个人理想和职业等，在对目标语言进行巩固练习的同时，
其话题也贴近学生实际，让他们有感兴趣内容可读、有话题可谈，能够比较轻松地理 解 老师的教学思路，达成本
课时的教学目标。
四、 教学重难点：
本课时教学重点是指导学生使用目标语言（用现在完成时态来谈论过去经历）谈论英语学习的有关情况：时间、
原因等（Talk about how long they have been studying English and why they study English）.
教学的难点是教师怎样让学生在阅读实践中理解和掌握一般过去时和现在完成时的区别。
五、 教学目标：
通过本课时学习，学生应该能够达到以下目标：
1、 语言知识目标
理解、掌握以下词汇、短语及句型：
词汇和短语：flight attendant, discover, requirement, tour guide, rather than
句型：Has he ever been to an English-speaking country?
How long has he been studying English at the school?
Why did she want the job?
It is/was „ that„.
2、 语言技能目标
进一步提升阅读能力，即：通过scan获取所需信息和在阅读中捕捉细节和理解文章的技能。 能用目标语言进
行模仿写作和采访调查，并得以促进语言综合技能的发展。
4083、 情感态度目标
能将英语学习与社会需求和个人理想相结合，从而产生更明确和更强烈的内在学习动机。
六、 教学设计和指导思想
本课设计采用任务型语言教学方式，将语言知识学习、阅读能力培养和交际表达训练有机结合在“以学生为中心”
的课堂活动之中。整个教学过程贯穿“英语学习”的主题，让学生在语言实践中获得阅读和写作体验，在相互沟通中
培养语言表达能力和形成情感交流。
根据Go for it!教材的课程理念，按照整体教学的思路，把阅读过程分成三个阶段的活动，即：读前活动
（pre-reading activities）、读中活动（while-reading activities ）、和读后活动（post-reading activities ），
体现从整体到局部，从表层到深层的阅读过程，也体现从输入（Input），到消化和吸收（Intake），再到输出（Output）
的语言学习规律。读前活动主要是复习和导入话题，激活背景知识；读中活动主要是让学生通过相关阅读理解问题来
理解课文；读后活动是让学生结合所学知识，通过对自己英语学习情况的仿写、和对同学进行采访调查等活动，巩固
和增进学生对语言学习的了解、促进相互交流和引导学生对英语学习的意义和目的进行更多思考。
Students’
Procedures Teacher’s Activities Explanation on the design
Activities
教学步骤 教师活动 设计说明
学生活动
（1）以上节课话题开始，询问学生学习 回答提问，回顾所 此步骤目的在于：
英语的情况(“How long have you been 学知识，复习现在完成 复习上节课知识，进入英语学
studying English?” )；询问他们学习 时态。学习生词，准备 习话题，复习现在完成时态；引起
英语的动机（“Why do you study 好进入新的学习内容。 话 题，导入后面阅读内容，并呈现
English?”），引入本课话题，通过讨论 讲解有关词汇。
Step 1 何种工作最需要英文来引起新内容 前三个复习性问题与单词介
Pre-reading （”What jobs need English most?”）， 绍自然结合，后面的英语学习情况
(Review & 并引入生词,以need来介绍生词require 谈论问题则结合学生个体实际而
Lead-in) 及requirement; 并从谈论内容引入两 自然引入新话题。本步骤将知识复
读前（复习和引 个职业词汇flight attendant和tour 习、生词呈现与话题引入不着痕迹
入） guide. 地结合在一起，并且充分发挥了引
6 min. (2)从谈论学生的英语学习水平谈到语言 入的三个作用，即引起兴趣、宣告
学校并引入本节课话题（”Are you good 主题和推进课程。
at English? Have you ever been in an
language school? Today we are going to
learn about two students at the
Hilltop Language School.）
七、 教学步骤
409（1）初读。让学生快速阅读文章，并完 （1）快速找读课文 （1）初读步骤让学生实践和巩固
成两个简单问题（What does Mei Shan do? （scan），获取所需信 先前所学的找读策略（Scanning），
What does David Feng want to be?）让 息。 将原课文的2个问题提到前面来
学生能够快速scan（找读）来获取所需 帮助学生对文章大意进行了解。
信息。 （2）再读步骤中通过设置相关
（2）再读。让学生全文阅读中寻找和理 （2）通读文章，回答 Wh-问题引导学生在阅读中寻找细
解细节，帮助学生分解和处理语言信息。 问题，理解细节，学习 节，使他们理解文章大意和学习并
提出略不同于书本的8个问题，以便在阅 新的语言知识。 消化语言知识。8个问题与原课文
Step2
读理解中帮助学生解决新的语言知识，扫 问题稍有不同，更有助于帮助学生
While-reading
清阅读障碍。 理解文章内容和消化语言难点。
阅读
（3）三读步骤是跟读磁带并思考
20 min.
问题。让学生在规范语音语调的同
（3）三读。提出思考性问题（What do you （3）听磁带跟读全文， 时对全文进行整体阅读，思考文章
learn from the article? What does 规范语音，思考本文所 所给启示，深化主题，启发学生英
studying English have to do with your 带来的启示:学习英语 语学习与个人职业需求的密切性，
future job?），让学生听磁带跟读全文， 与未来职业的关系。小 鼓励学生培养良好的学习动机。
让他们对文章形成整体理解，并启发他们 组讨论后，让几个学生
思考学习英文的好处，如果有必要可进行 与全班分享个人读后
小范围讨论。 感。
(1) 教师从学生的读后感想中将话题 （1）与老师通过对话 （1）根据前一活动---读后感想和
引入到学生个人身上，进入3b。 根据所 方式，交流个人学习英 启发学生树立良好的学习观，教师
要求写作线索，先进行口头交流，给出 语的情况（理想的工 自然将话题转移到学生个体身上，
写作线索，要求学生仿写一篇文章给学 作、学习英语的时间、 通过3b和 3c 给定话题的仿写
校杂志投稿，谈论个人英语学习情况。 为什么开始学英语、在 练习，帮助学生完成从阅读---口
（The kind of job you want；How long 英语学习中最喜欢的 语---写作的语言技能的转换，既
you have been studying English；Why 方面）。 复习和巩固了所学语言知识，也启
you started studying English；What 按照所给线索，仿 发学生思考自己的理想职业和英
Step 3
you like best about studying 写一篇文章，描述自己 语学习的目的及趣味。
Post-reading
English.） 的英语学习情况。
读后（写作和调
(2) 进入 3c 。让几个学生与全班同学 （2）几个学生与全班
查采访）
分享作文。 分享个人文章。 （3）活动4通过让学生采访同同
12min.
(3) 进入4。让学生完成86页的调查表， （3）完成活动4，根 学、互相问答来完成调查表的方
互相问答，进一步练习和巩固目标语言、 据所给对话示例，每个 式，让学生从书面语学习再过渡到
拓宽英语学习视野。（解释2个生词： 学生采访或回答身边 口语练习，以丰富的变化活动来激
substitles, web page） 同学学习英语的具体 发学生的语言学习热情，从而进一
A: Have you ever visited an 情况，完成问卷调查 步巩固目标语言的学习和掌握。
English-speaking country? 表。
B: No, I have never visited an
English-speaking country.
Step4 1. 让学生根据4的调查活动，写一份调 进一步强化目标语言学习，促进综
Homework 查报告。 合能力的形成和迁移。
八、板书设计
410Unit 9 Have you ever been to an amusement park? Section B 3a -4
SpeakingEnglish well helps you get good jobs.
„
„
require (v.)- requirement (n.)
a flight attendant
a tour guide
discover (v.)
It is/was „ that„.
substitles (n.)
webpage (n)
九、教学反思
笔者认为，本节课成功之处如下2点：
1. 本节课教学设计条理清晰，层层推进，主题明确。在充分利用教材的基础上，通过以学生为中心的任务设
置，解构文本、关注细节，让学生在各项活动中充分实践目标语言的学习、理解和掌握。课堂气氛愉快且处处富有思
维的涌动，有效地实现了教学目标。
2. 教师始终注意调动学生的积极性。所设计课堂活动，无论是单词引入、引起话题的热身讨论、还是阅读理
解、个人实情的仿写以及访问调查等，均是学生关注的内容，从而起到启发思考的作用。
但本节课也存在需要改进的地方：
1. 短语、语法内容较深，显得讲解不够透彻，应将整体阅读与语言知识讲解更有效地结合起来。
2. 课堂活动的设计对部分学困生显得困难，应注意避免形成8年级（下）学生英语学习的“贫富分化”。
参阅文献:
1. Go for it! Students’ Book 八年级下教材。
2. Go for it! Teachers’ Book 八年级下教师用书。
3. 《名师说课》，书海出版社。
Unit 9 Have you ever been to an amusement park?说课稿
Good afternoon ,ladies and gentlemen come from Mianyang normal university .today I‘m going to talk about the topic :“have
you ever been to amusement park ?‖ I will divide the instruction into seven parts : they are teaching material analysis ,teaching
aims, teaching emphasis, teaching difficulties, teaching methods ,teaching aids and teaching procedures.
Part1: teaching material analysis
This period is from unit 9go for it .first of all, I‘d like to talk about my understanding abiut this unit. this unit talk
411about the pass experiences, we will learn how to use the present tense .practicing“have you ever been to …….?‖I‘ve
never been to……‖again and again by studebts‘ happiness in fun placest to arouse their interesting . all the center is the
present perfect tense ,students understand for present perfcet tense deeply and understand the difference and indifference
of chinese and english in structure and experition by serious practice in reading,speaking,listening and writing to
improve their ability to use the language.
Part2: teaching aims
Aims of the knowledge
To know the spelling of some words and usage of some phrases
Have you ever been to an amusement park? Yes ,I have / No, I haven‘t
Aims of abilities
Practice the synthetic(综合)abilities by listebing, reading,speaking and writing
Aims of the emotion
How to share happiness with others,find the beautifull things around us .build the right 人生观and values(价值观).arous
the interesting in learning english.relise the importence of coorperation study.
Part3:teaching emphasis
Grasp the language goal :“ have you ever been to…..? /I‘ve never been to ….‖
Remember the words of this unit
Part4: teaching difficulties
Comper the difference and indifference with present and past tense
Part5: teaching methos
In this unit ,I will use 3-step method and task-based language teaching.I design some tasks to help the students learn.I
think if I want to improve the studebts‘ oral english ,I shoud give thenm enough chances to practice and I will use parr
work ,group work to let the students take an active part in all kinds of activities.that is :“Learn by doing ,learn by
using.‖let the students be the master of the class teaching,thus ,student-centered teaching method is well show.
Part 6：Teaching aids
Projector ,Slide show,Tape recorder and blackboard
Part7: teaching procedure
Step1;warming up
The purpose is to arouse the students‘ interest of study
Utilize the projector to show some pictures that you came to some place,such as the great
wall ,Guangdong ,shanghai and so on .so you can ask ―have you ever
been ……?‖ again and again .all the students answer：“yes ,I have ./no ,I haven‘t .I‘ve never been to……‖
Step2: persentation
One: cope the fun places n the projetor screen,by using looking the picture leading reading,all together
reciting,writing from memory
Two：present perfect tense
Show the structure of presrnt perfect tense,the students already learned present perfect tense in unit 6.let them know
they can use tense to talk about their past experience by showing some picture and explain the example sentence
Step3:practice
Let the students open the book in page 67 and look at the picture 1a.Ask students what are they two girls
speaking ？and practice the picture one by one (amusement park,watter park,space museum,aquarium zoo )using the present
perfect tense.
eg: A:have you never been to an amusement park?
B:yes,I have I went to fun times amusement park last year .have you never been to a water park?
A:NO,I haven‘t .me neither ,let‘s go to water city tomorrow
Listening :before listening ask students to practice again and again .then use the tape ,first time ,they only need to
listen ,the second time ,they will finished the work
Pair work: ask two students to take an example by using present perfect tense to talk about their past experience
412Think of five unusual things you have done.Find other people in your class who have done the same
things
Eg:A : have you even eaten ice cream with rice
B:no,I haven‘t
Step4: make a survey
Look at the page 73,self-check2 interview three students in your class and complete the chart
Step5: conclusion
conclusion The knowledge of the whole class , the purpose is to make the students have a better understanding and
sbsorbing .ask them to review and preview this unit and next unit.
板书设计blackboard design
Unit 10 It‘s a nice day, isn‘t it?
Unit 10 It’s a nice day, isn’t it?教案
第一课时
"Hello! Welcome to English class! Introduce yourself. Meet your new classmates." That's what the teacher
says. What do you say? "Oh no!" It can be difficult talking to new people. But it can be fun, and you can
make friends. How do you do it? Make small talk. Small talk is polite conversation. "Wang Nan is a great
pingpang player, isn't she?" "I'd love to meet her, wouldn't you?" "It's been raining a lot, hasn't it?"
Tag questions are a form of polite speech. To make small talk successfully, you should know how to make
them. You should also know what topics to talk about. Try to learn this unit carefully. The next time you're
in English class, you'll find out. Making small talk's easy, isn't it?
(“你好！欢迎你！请做一下自我介绍。认识一下你的新同学。”通常在课上老师会这样说。你会说什么呢？“噢，
不！”与陌生人谈话太困难了。但是这也很有意思，并且你还能交到朋友。你该怎么做呢？闲聊。闲聊指得是礼貌的
对话。“王楠是一个很棒的乒乓球运动员，不是吗？”“我希望自己能认识她，你呢？“今年的雨水很多，不是吗？”
反意疑问句是一种礼貌用语。为了使得谈话成功，你应该知道怎样去进行闲聊。你还应该知道与不同的人该谈论什么
样的话题。认真的学习这个单元吧，下次在英语课上，你会发现与大家展开谈话是一件很容易的事情，不信我们来试
试。)
一、学习目标
1．能使用反意疑问句有礼貌地与陌生人展开闲聊
2．能辨别哪些话题适合闲聊
3．能使用目标语言表示赞同或者反对
4．能比较熟练的写一封感谢信
5．了解中西方文化差异
二、学习内容
目标 学习内容
413分类
violin, small talk, umbrella, crowded, thank-you note, traffic, cafeteria, elevator,
词汇
thriller, comedy
1. 学习反意疑问句
1) It’s a nice day, isn’t it?
Yes, it is. I really love hot weather.
语
2) You’re Jenny’s friend, aren’t you?
法
Yes, I am.
句
3) It looks like rain, doesn’t it?
型
Yes, it does.
4) You love baseball game, don’t you?
Yes, I do.
功能 Make small talk
三、复习短语
go swimming 去游泳
wait in line 排队
hate doing sth. 讨厌做某事
It looks like rain 看上去要下雨了
wait for the bus/ train 等车
I hope so/not. 我希望如此/我不希望这样
so am / do I 我也是
be late for/to 迟到
四、布置作业
预习：Section A 1a, 1b
第二课时
一．任务示范及讲解
同学们，你曾经与不认识的人聊过天吗？相信大家的答案都是肯定的，在生活中我们会遇到很多种与陌生人谈话
的场景，这种谈话被称为闲聊，通常我们用英语与人交谈时用一个陈述句再加上一个简短的问句，便于打破僵局，展
开谈话。大家想想看一般在什么情况下，我们与自己不认识的人攀谈？
Sample one:
on a bus, wait in a movie line, at the bus stop or train station, at the concert, in a restaurant, at
the park, etc.
A: It’s a nice day, isn’t it?
B: Yes, it is.
414A: The train is late, isn’t it?
B: Yes, it is.
A: It looks like rain, doesn’t it?
B: Yes, it does.
Sample two:
成功的对话应该是谈话的双方都需要问问题以便谈话能够继续，在我们上节课2a的录音当中，第一、二段对话是
不成功的，而第三段对话因为双方都在不停的找话题从而使得谈话得以顺畅的进行。
请大家参照2b中的对话，想象一下现在是你在车站等车，你怎么开始与车站上不认识的人交谈呢？请同学们把这
段对话写下来。
可供参考对话：
A: It’s really cold today, isn’t it?
B: Yes, it is. I hope the bus comes soon.
A: I do, too, but it’s always late on Sunday.
B: Oh, I didn’t know that. I usually take the bus on weekdays.
A: Well, do you take the bus to school?
B: Yes, I do.
Sample 3: Complete the conversation. Write sentences in the blanks.
同学们，请阅读下面的文字材料，然后完成对话。
A: This is great weather, isn’t it?
B: It sure is. But it’s a little hot for me.
A: Oh, I love hot weather. _______________________________________.
B: Which beach are you going to?
A: I’m going to Today Beach. __________________________.
B: I usually go to Sandy Beach.
A: ___________________________________________________.
B: No, it’s never crowded. Well, have a good day!
A: __________________________.
B: Goodbye.
Possible answers:
A: This is great weather, isn’t it?
B: It sure is. But it’s a little hot for me.
A: Oh, I love hot weather. I’m going to the beach today.
B: Which beach are you going to?
A: I’m going to Today Beach. Where do you usually go?
B: I usually go to Sandy Beach.
A: Is it very crowded?
B: No, it’s never crowded. Well, have a good day!
415A: Thanks. Goodbye.
B: Goodbye.
Sample 4:
1. 请同学们看78页4，图中的这些人分别是谁？你们通常在什么地方能够遇到他们，请想一想什么样的话题比较
适合与他们进行交谈。完成下列表格。(possible answers are given below.)
Who Where what
A student at the bus stop games
A farmer on the farm plants or sth. else.
An old man park weather
A businessmen bus stop dove
2. 请选择表中的一个人物写一段你与他之间的对话。
I want to make a conversation with an old man.
(possible conversation given by teacher)
(At the park)
I: It’s a nice day, isn’t it?
The old man: Yes, it is. It’s good for a walk, isn’t it?
I: Yes. Do you often take walks in the park?
The old man: Yes, I take a walk everyday in the park.
I: Great. Have a good day.
The old man: You too. Goodbye.
I: Goodbye.
二．布置作业
1． 完成P78 3b
2． 完成sample 4中的一个对话。
3．听P79 Section B 2a 和2b
第三课时
一．任务示范及讲解
Sample 1
Every year
there are some new students in your school. Think of things they can talk about in the hallway, in the
classroom, in the cafeteria, or on the playground. Finish the article below to offer help and give advice.
Small Talk for New Students
Are you shy meeting new people? Here are some ideas for making small talk.
416Here are the possible ideas given by teacher:
Small Talk for New Students
Are you shy meeting new people? If you do, here are some ideas for making small talk.
Do Don’t
Talk about something you can both see. For example，Don’t say anything too personal.
you could say, “It’s quite a big classroom, isn’t
it?”,” Our classmates are friendly, aren’t they?”
Say something about the weather. Don’t make angry statements.
Talk about something you are both doing-waiting for
a bus, studying for an exam, or buying something in
a store.
1. 每年你们学校都会转来新同学，请为新生写一封信，给他们一些能够很快融入集体的建议及谈话指南。
Small talks for new students:
Dear new schoolmates,
Welcome to our school. I’m so glad that you are here and are you shy meeting new people? „
Sample 2
Plan for your journey
同学们，暑假就要到了，你们有什么打算呢？通常暑期是一个出游的好机会，想一想你最想去哪里？这个暑期你
将有一个机会去英国，临行之前请你想想你应该做哪些准备？你最想知道哪些关于英国的情况？
1.Now, please make a list about things you would like to know about Britain.
____________________________________________________________________
____________________________________________________________________
(possible answers: weather, transportation, geography, history of the city you are going to live, popular
sports in France, etc.)
2. Think about what kind of topic you would probably like to talk about with the following Englishmen.
People What could you talk about?
Taxi driver
Kids
Young parents
Old man
( possible answer: )
417People What could you talk about?
Taxi driver It’s a nice day, isn’t it?
Kids David Beckham is really good, isn’t he?
Young parents Your baby is cute, isn’t she?
Old man Your shoes are comfortable, aren’t they?
3. Please choose a topic and make a dialogue from the above chart.
Sample answer:
You: David Beckham is really good, isn’t he?
Kid: Yes, and he’s quick.
You: Do you like sports?
Kid: Yes, I do. What about you?
You: I do too. What kind of sports do you like?
Kid: I like soccer.
You: Oh, I like basketball.
作业: 完成Workbook 中的练习题
第四课时
一．阅读P80页3a的三段短信，检查是否对文章有一定的了解。
Thank-you letter note for a gift: 3
Thank-you letter note for a party: 1
Thank-you letter note for help: 2
二、完成任务
1. Write a thank-you note
Step 1 When do you send gifts?
When my friends’ birthday is coming.
When it’s a holiday.
Step 2 What are the kinds of parties you know about?
Birthday party, new year party, Christmas party, weekend party, etc.
Step 3 What do you write a thank-you note for?
Thank-you note for a gift, for a party or for help.
Step 4 Please read the three situations given below and think about what kind of thank-you note you
could write. Choose one to write a thank-you note please.
Situation 1 Your friend Jimmy has invited you to the party and you have had a good time during the
party.
418Situation 2 You are a new student in a new school. Your classmate Sally has helped you a lot. With
her help, you get used to the school soon.
Situation 3 It’s new years day. You have received a gift from your grandma. What a lovely koala!
You love it so much.
Situation 1 __________Situation 2_____________
Situation 3 ______________
Sample letter given by teacher: (Situation 1)
Dear Jimmy,
Thanks for inviting me to your birthday party. It was great. I had a lot of fun and it was good to see
all the old friends during the party. I have made some new friends, too. I am looking forward to the next
party.
Dick
作业：
Now, you are studying at home because of SARS, but the teachers are still busy working in the campus.
Your parents are still working. And all the adults are still working in different areas, especially doctors
and nurses, they are fighting against SARS. Do you feel grateful to them? Do you want to write a letter
to any of them? Please write a thank-you note.
Sample letter:
Dear teachers,
Long time no see. How are you? I miss you so much. We’re „
Unit 10 It’s a nice day, isn’t it? 教案二
1 单元教学内容分析
本单元以描述与陌生人聊天时应注意的事项为话题，学会如何选择话题、展开话题，进行流畅沟通的主题，最后落实
到把握如何成功地与陌生人交流，并且熟练掌握各种不同内容的感谢信的写法。Section A 部分重在从听、说、写三方
面强化对在不同场合下和陌生人聊天的表述，感知反意疑问句结构；Section B部分则进一步深化了这个主题，从识别、
对话、书写等方面提出了更高的要求。由口头的闲聊到正式的格式文体——感谢信的书写，引导学生思考如何由和陌
生人闲聊到在真实的交际礼仪中了解、关心、感谢别人并增进友谊的方法。
3 单元教学目标
1.掌握重点词汇和重点语法：
（1）重点词汇：noon, bookstore, elevator, traffic, cross, low, slow, fan , note, come along, get along, at least, look through
(2)重点句型（反意疑问句）
It‘s really windy today, isn‘t it? Yes, it is.
You‘re Ben‘s sister, aren‘t you? Yes, I am. / No, I‘m not.
The NO.5 bus stops here, doesn‘t it? Yes, it does.
2.学会与人搭讪，能写感谢信。
3.了解中西方文化差异。
三、教学重点和难点
4191. 重点：（1）在特定场合中选择适当的话题与人搭讪
（2）写不同内容的感谢信
2.难点：理解前肯后否和前否后肯反意疑问句的不同回答。
三、课时安排：
period 1: Section A 1a-2b
period 2: Section A 2c、3a、3b、4
period 3: Section B 1a-2c
period 4: Section B 3a、3b、3c
period 5: Section B 4a, Self-check
Period 1（Section A 1a-2b）
2 教学目标
1.掌握be动词、助动词do和does的前肯后否反意疑问句
It‘s really windy today, isn‘t it? Yes, it is.
You love violin music, don‘t you? Yes, I do./No, I don‘t.
The NO.5 bus stops here, doesn‘t it? Yes, it does.
1.学会在车站、影剧院、商店等不同场合与人搭讪。
2.能判断闲聊的成功与否，从而学会如何与人闲聊。
二、重点、难点
1.重点：在不同的情景中，选择合适的话题与人闲聊。
2.难点：编情景对话
三、教学策略
呈现特定情境中人们闲聊的技巧，让学生模仿，并进行听力训练，让学生学会如何判断闲聊的成功与否。
4 教学步骤
Step 1. Lead in by introducing Labixiaoxin‘s small talk!
T: Labixiaoxin is traveling in England. How does he talk with foreigners, the people he doesn‘t know? Let‘s look.
Situation 1: Wait for the subway
T: Now he‘s at the subway station, waiting for the subway. He meets a foreigner,what does he say?
S1: Hi. How are you?
S2: Nice to meet you.
S3: What‘s your name?
T: But in England, when people meet, they often talk about the weather.
Eg: It‘s really windy today, isn‘t it? Yes, it is.
It looks like rain, doesn‘t it? Yes, it does.
It‘s a nice day, isn‘t it? It sure is.
Ok, are you clear? Now let‘s practice. Act as Labixioaxin and the foreigner.
Situation 2: The subway is late.
T: Labixiaoxin has been waiting for a long time. But the subway doesn‘t come.
So the foreigner says,―The subway is late, isn‘t it?‖
How should Labixiaoxin answer?
S: Yes, it is. / It sure is.
T 引导学生展开话题：It is always late, isn‘t it? No, but sometimes.
The line is moving slowly, isn‘t it?
Situation 3: In the subway
T: There are many people in the subway. It‘s very crowded. So he says:―The subway is crowded, isn‘t it?‖
Situation 4: On the concert
Labixiaoxin: You love violin music, don‘t you?
Foreigner: Yes, I do.
L: He plays really well doesn‘t he?
420F: He sure is.
教师引导学生展开话题：Do you have his new CD?
Step 2. Pairwork
Practice all the situations above.
Step 3. Practice
Situation: Two people are waiting in line for the bus.
It‘s a nice day, isn‘t it?
The bus is late, isn‘t it?
This line is moving slowly, isn‘t it?
Do you think it‘s going to rain?
(…have been waiting for twenty minutes, forgot to bring umbrella…)
Step 4. Listening 1b
After listening , the students practice the conversations.
Step 5. Listening 2a、2b
T: To have successful small talk , both people need to ask questions.
1. Listen to three conversations. Are they successful or unsuccessful. Write―S‖or―U‖.
2. Then listen and do 2b.
3. Point out the new phrase: by noon
Step 6. Make successful small talks
Situation 1: Two people are watching NBA.
Useful expressions:
It‘s really exciting, isn‘t it ?
You love basketball, don‘t you?
You like Yao Ming, don‘t you?
I watch NBA every week.
How often do you watch NBA?
Situation 2: Two people are waiting for the bus at the bus stop. (Section A 3a)
Step 7. Homework
1.读听力材料P92 1b 5遍
2.作业本（1）P43
Step 8. 教学反思
Period 2（Section A 2c、3a、3b、4）
4 教学目标
1.学会在车站、电梯、书店、街上等不同场合与人搭讪。
2.结合实际生活，学会选择适当的话题和人闲聊。
二、重点、难点
1.重点：编情景对话
2.难点：如何正确选择话题
4 教学策略
以在车站等车的场景为例，指导学生在大胆说的基础上，进行书面表达，选择一些贴近学生生活的情境(如：waiting
in line to buy ice cream, two people alone in an elevator)指导学生如何选择话题编情景对话，从而在实际应用中真正掌握与
人闲聊的技巧。
四、教学步骤
Step 1. Review
Step 2. Play a game
Work in pairs, choose a number. Then make a small talk .
Situation 1: Looking through(浏览) books in a bookstore（书店）.
Situation 2:waiting to cross（穿过） a busy street.
Situation 3:Two people alone in an elevator(电梯).
421Situation 4:Waiting for rain stopping
Situation 5:Waiting for a train
Situation 6:Waiting in line to buy ice cream.
Situation 7:Visiting an exhibition
Situation 8:At the beach
Situation 9:Watching a basketball match
Step 3. performance: Act out your conversation
Ppt shows the pictures of the situations below:
Situation 1: Looking through(浏览) books in a bookstore（书店）.
Situation 2:waiting to cross（穿过） a busy street.
Situation 3:Two people alone in an elevator(电梯).
Situation 4:Waiting in line to buy ice cream.
Step 4. Groupwork Section A 4
Discuss in fours : What are some good small talk topics to use with these people? Fill in the chart .
Make a report like this :
When we have a small talk with a student , we can talk about …
Step 5. Grammer Focus
反意疑问句的结构及类型 练习展示
Step 6. Homework
1. 作业本（2）P37
2. 读听力材料P92 2a 5遍
3. 预习Section B
Period 3: Section B 1a-2c
6 教学目标
学会礼貌地闲聊。
1.学会区分礼貌的话题与不礼貌的话题。
You‘re Anna‘s brother, aren‘t you?(polite)
How big is your apartment?(impolite)
2.掌握常见的礼貌话题（weather, traffic, music, sports, movies and activities）及其常用语。
3.能运用所学知识编一个dance party上的small talk,。
二、重点、难点
1.重点：学习常见的礼貌话题（weather, traffic, music, sports, movies and the activities they are having）及其常用语。
2.难点：运用所学知识编一个dance party上的small talk，要求使用礼貌的话题。
三、教学策略
在区分礼貌话题与不礼貌话题的基础上，让学生掌握常见的礼貌话题（weather, traffic, music, sports, movies and
activities）及其常用语，最后设置情境，让学生综合运用所学知识。
5 教学步骤
Step 1. Review
Do some exercise of Grammer Focus.
Step 2. Polite and impolite small talk
T: When we have a small talk with people we don't know, wo should ask some polite questions. You may ask: What are polite
questions? And what are impolite questions?
Now let‘s see some examples below.(ppt shows):
You‘re Anna‘s brother, aren‘t you?
Do you like cartoons?
It‘s delicious, isn‘t it?
How much did your skirt cost?
The train is always late, isn‘t it?
422Your mobile phone is too cheap, isn‘t it?
Step 3. Pairwork
Make up a conversation using one of the questions below.
How big is your apartment?
Do you like cartoons?
You‘re Anna‘s brother, aren‘t you?
How much did your skirt cost?
Step 4. Discuss in fours
Which topics do people often use in small talks ? And in these topics ,which sentences do people usually use? Fill in the chart.
topics sentences
weather
traffic
Music, sports and movies
The activities they are having
Step 5. Listening Section B 2a& 2b
Step 6. Make a small talk : At Karen‘s Dance party
Useful expressions:
This is a great party, isn‘t it?
Hi. My name is___. I‘m Karen‘s friend.
You love dancing, aren‘t you?
……
Step 7. Homework
Period 4: Section B 3a、3b、3c
8 教学目标
1.掌握重点词汇和句型
（1）重点词汇thank-you note, come along, get along, have a wonderful time, feel like, be friendly to sb
（2）重点句型: Thank you for + n./ doing sth
help sb with sth
2.学会写感谢信
3.学会在真实的交际礼仪中了解、关心、感谢别人并增进友谊。
二、重点、难点
1.重点：写感谢信
2.难点：重点词组、句型的运用
三、教学策略
通过阅读三则不同话题的感谢信，引导学生在学习格式文体的写作方法，从而能在真实的交际中灵活运用感谢信
这种应用文。
四. 教学步骤
Step 1. Role play: make a conversation
Where: at Kim‘s party
Who: Maria and her new friend she doesn‘t know well
What: The party is very great
Step 2. Enjoy a thank-you note
The next day , Maria wrote a thank-you note to Kim…
见书本P80 Section B 3a
Step 3. Read three thank-you notes and match each note with the correct situation.
Step 4. Fill in the blanks in the thank-you note.
指导学生正确运用阅读理解填空的方法技巧。
423Step 5. Write your own thank-you note.
1. Ask students to make a list of ideas before they write their letters.
2. Discuss these ideas.
3. Ask students to write a complete thank-you note.
4. Invite some students to read their letters to the class.
。
让学生掌握感谢信的写法，并能就实际生活运用感谢信表达对他人的感激
Unit 10 It’s a nice day, isn’t it? Section A 1a-1c 说课稿
一、说教材
1、教材的地位和作用
本课是第10单元的第一课，主要围绕以“small talk”为话题，通过教学，帮助学生掌握什么情况下使用small talk
以及如何用small talk和陌生人交谈，Section A 1a介绍什么是small talk并让学生根据图片判断什么样的场合会
发生small talk，由此引入本单元的主题；1b让学生听三段对话录音，根据听到的顺序给图片排序，帮助学生从听力
材料中了解，获取目标语言；1c是一个口头会话练习，指导学生如何用目标语言进行对话。
2、教学目的：教学大纲指出要从英语的学科的特点出发，激发培养学生的兴趣，在课堂教学中善于帮助学生树立学习
英语的信心，建立语感，掌握语言基本知识和技能。
（1）知识目标
a)掌握本课的单词和词组 small talk，umbrella
b)掌握Tag questions:
It’s a nice day, isn’t it?
He’s really good, isn’t he? He sure is.
（2）能力目标
a)Get students to know where to make small talk.
424b)Enable students to make small talk using tag questions.
（3）学能目标
Help students learn how small talk is used in different questions.（设法让学生用英语交流）
教学重难点：
1、教学重点：使用反意疑问句来make dialogues
如何进行回答和进行听力训练
2、教学难点：不同场合和不同时态下的反意疑问语的写法和用法
二、教学分析
1、说教法：1）图片教学法
2）视听法 watching and listening methods.
3）任务型教学法
4)巩固练习法
在整个教学过程中，以任务型教学法为主，图片法、巩固练习法和视听法为辅进行教学。
①通过图片让学生认知使用tag questions (small talk)可能发生的场所、场合。
②通过Watching 和Listening动画片创造真实情景让学生辨别在3个场所和和陌生人进行small talk的内
容，然后让学生进行口头表达对反意疑问句掌握。
③通过多种课堂活动任务，让学生进行1c有关反意疑问句的课堂活动，正确真实地使用目标语言，培养学生
应用语言的能力。
2、说学法：
本人遵循“教为主导，学为主体，练为主线”的教育思想对不同的学生进行不同引导，对不同能力的学生进行不同的
要求，从而达到英语学习的目标。
425（1）让学生善于把握机会，用英语进行交流，大胆尝试
（2）积极参加课堂活动，培养合作关系
三、学情分析
根据英语学科的教学特点，英语课程的总体目标是培养学生的综合语言运用能力。而综合语言能力内涵中的文化意识
是语言学习中不能缺少的，它有利于学生对于中西方文化的差异的理解，需要慢慢渗透。我们教师应该在教学中帮助
学生理解此背景才进行对话，此类对话来源于实际生活中，而且前半句多数为陈述句，学生易于掌握和运用，但句中
的不同时态，肯定或否定的情况要较于难分辨掌握，教师要善于引导和分类别进行教学
四、教学过程
Step 1. Greetings and Revision
复习上单元的阅读课，为以下的新课文的引入做好铺垫。
What can we do while visiting Singapore?
Step 2. Lead-in
T：We have learnt some knowledge about the beautiful country-Singapore. Would you like to go to Singapore
for vacation?
S：Yes. I’d love to.
T：If you meet a stranger in the street in Singapore.
What will you say to him or her?
S1：What’s your name?
S2：Where are you from?
S3：You live in Singapore, don’t you?
S4：You look very nice in this dress.
426从这样的对话中引导学生认知在陌生的国度会在怎样的场合与陌生人进行闲谈。
T：Well-done, the conversation between you and the other people you don’t know is called “small talk”.
In Chinese it means “闲谈”
Write “small talk” on the blackboard.
Step 3. Presentation.（1a）
1．在1A的学习之前，我先给学生问题的任务（TASK 1），让他们对今天要学习的内容先有认知场所，再进行如何对
话的学习。
T：Now, let’s think about when we make small talk. Just now, we talked about the conversation you talk
with the people you don’t know in Singapore on vacation. That’s an example of the situation. Are there
any other places in your life where you would talk to some people you don’t know? What are they? Make a
list of them!
Students work in pairs to write down the places. When they’ve finished, ask some students to read out their
lists.
The teacher writes them down on the blackbeard. On a bus/ wait in a movice line/ at a bus stop or tain station/
at a concert/ in a restaurant at a prak/ in the school playground.
T：Today, we are going to learn how to make “small talk” in Unit 10. It’s a nice day, isn’t it ?（on
blackboard）
T：Open your books at page 76. Look at 1a. Here are four pictures which show different situations. Talk
about them by asking two questions for each picture.
Q1：Where is it?
Q2：What are they doing?
Ss work in a group of four to list their answers. The teacher correct the answers.
Picture 1: in a line, waiting to buy movie.
427Pictures 2 and 3: at a train station, waiting for the train.
Picture 4: at a concert. Listening to the music.
T：Good! The “small talk” happens in different situations. They may be various.
2．第二个任务（TASK 2）就给学生展示一些图片进行反意疑问句的练习及让学生认知对比一些不同时态的反意疑问句。
目的是让学生深刻认识该目标语言。
3．第三个任务（TASK 3）让学生做连线题，目的是让学生开始掌握反意疑问句。
Step 4. Listening.（1b）
T：Now listen to three conversations and decide where they are making small talk. Number the pictures in
1a in the order you can hear them.
①play the tape for the students to listen to.
②check the answers.
在这一环节的教学中，我把课本中的录音对话设计成FIASH动画展示给学生，让学生在听觉和视觉上更贴切地感受到
真实的对话情景，更轻松地掌握目标语言及其认知发生的场所。
T：Listen again. This time you must be sure how they start their conversations. Try to catch the first sentence
in each conversation.
③Ask the students to repeat the first sentence in each conversation. The teacher then write them down on
the blackboard or show them on the screen.
He’s really good, isn’t it?
This line is moving showly, isn’t it?
The train is late, isn’t it?
428Step 5. Pairwork（1c）
T：These questions are tag questions. They are quite often used to start small talk.
T shows a picture about the weather. ( it looks like rain) to the students. Then let them to make a “small
talk”.
我在这给学生安排使用目标语言的任务（给学生展示一些真实的情景场所），让学生们在小组活动中运用目标语言-反
意疑问句。
T：Let’s see which conversation is the best!
T guides the Ss in the situations and asks them to use the sentenees in 1c. Maybe they can use the sentences
that they like to begin the dialogues.
Encourage the Ss to speak loudly as possible as they can. / Say more sentences about different tenses.
S1：You watched the World Cup Football Match, didn’t you?
S2：Yes, I did. What about you?
S1：I didn’t watch it. I had too much homework last night, It was very exciting, wasn’t it?
S2：It sure was. Let’s watch the match tonight?
S3：Ok!
在此，教师应多帮助学生创造更多的语言场景让学生自我创造更多的conversations，从而达到使用目标语言的目的。
Homework：
1、抄写1C两遍
2．设想3个你可能会和陌生人交谈的场合, 编3个对话.(必须用到反意疑问句)
3．完成有关反意疑问句的练习（给学生们发试题卷）。
板书设计：
429Unit 10. It’s a nice day, isn’t it?
situations:
on a bus small talk
wait in a movie line umbrella
at a bus stop He is really good, isn’t it?
at a concert This line is moving slowly, isn’t it?
in a restaurant The train is late, isn’t it?
at a park
Unit 10 It’s a nice day, isn’t it? Section A 2a-Grammar Focus 说课稿
各位老师：
大家好。今天我说课的内容是人教版新目标英语八年级下册Unit 10 Section A (2a-Grammar Focus )的内容。
本节内容既是本单元的基本语言内容，又为本单元知识扩展和综合语言运用奠定坚实的基础。因此，上好Section A
的本节部分，既可让知识学习具有一定的延续性，又可为下面的教学做好铺垫，对完成本单元和今后的英语教学具有
重要的意义。
一、教材内容分析：
本单元题目 ―It‘s a nice day, isn‘t it ?‖ 表面上来看是谈论天气，而实际上是要学生通过本单元的学习，能够学
会简单而轻松地与他人闲聊、拉家常。本单元的语言功能目标是―Make small talk‖（闲聊），通过对本节section A 2
a听力的讲解，教学生区别成功与不成功的对话话题，让学生学会在开始与人闲聊时，应该考虑到听者的文化背景、
生活习惯及喜、怒、哀、乐等。本单元的语法项目为反意疑问句。
二、教学目标分析：
1、知识与技能
a、了解闲聊在英语表达中的定义；
b、掌握在不同情境下如何闲聊；
c、能够与他人找到适当的话题聊天。
4302、过程与方法
a、通过语法归纳,总结反意疑问句的结构形式和如何回答的方式。
b、通过做听力和对话来巩固所学内容。
3、情感态度与价值观
通过学习与人聊天的方法和句型,教给我们如何与人沟通感情,如何表达自己的想法,培养口语表达能力。
在―知识目标‖中，通过教学让学生掌握本课的词汇运用；―能力目标‖方面：指导学生在自主探究和任务型教学模式
中，让学生学会如何与不同的人进行交谈，以及进一步提高听力能力和英语语言表达能力；―情感、态度、价值观‖方面：
通过师生在教学的双边活动中主动性和创造性的发挥，激发学生的学习兴趣，体验英语语言的美，体验知识间的相互
应用、相互依存、联系，让学生充满自信，体验成就感和合作精神。
三、教学方法:
为达到以上的教学目标，根据英语―课标‖中强调课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、
实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学
生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程以及我校学生的实际，我
将在教学中采用多媒体辅助教学，结合听说法以循序渐进的方式来进行教学。
四、教学重、难点：反意疑问句
五、教学步骤：
Step I Greetings and Revision
Lead-in: Show a flashcard of a boy and a girl waiting for a bus .Include a large sign that says Bus St
op, and a speech bubble over each person‘s head. Point to the speech bubbles and ask Ss to suggest wh
at the two people might say to start a conversation.
（设计意图：通过听说法配合多媒体辅助教学导入新课，进行师生互动活动引出本课的话题，用多媒体显示图画
来让学生感觉什么是small talk并通过连续几幅图片让学生认识并掌握本课所要学的基本句型反意疑问句。）
Step II Present and Practice the new words
Show the new words on the screen and teach the new words.
（设计意图：采用多媒体辅助教学来导入和呈现本节的基本词汇和句型，目的在于用师生、学生与学生互动的方
式，共同观察图片、视屏，激活学生对所学知识的已有体验，使学生对新词语的识记经过一个由形象思维到抽象思维
的转化过程，因此记忆效果更好。）
Step III Listening Practice (Do 2a & 2b)
（设计意图：采用分层的形式完成听力能力的培养，在利用2a及2b的多种听力形式材料的同时，使学生能更进
一步对声音语言进行体会、感受，这就是本课的重点突破环节。）
Step IV Pairwork (Do 2c)
Ask a pair of students to read the conversation in activity 2b.
431(Show two phrases and a sentence on the screen: on the weekend; by noon; I hope so.)
Practice the conversation in pairs.
Ask several pairs to come to the front of the room and act out their small talks to the class.
（设计意图：此环节是在活动三的基础上，再次通过任务型教学途径，分小组.结合循序渐法进行活动，在讨论、
进行交际互动的过程中，使学生的口语交际能力提高到一个新的高度，激起学生的交际欲望，让学生体验到成就感和
合作精神，从而突破本课的难点。另外，这样不仅激活学生的主体意识，而且激活了英语语言，这样在活学活用知识
的过程中，学习的自信感逐步增强，从而体验到成功的喜悦。）
Step V Grammar Focus
Review the grammar box. Ask students to read the questions and answer.
Ask students to cope the three sets of questions and answers in their exercise books.
Then show the following on the screen:
It‘s really windy today, isn‘t it? Yes, it is.
You‘re Ben‘s sister, aren't you? Yes, I am.
The No. 15 bus stop here, Doesn‘t it? Yes, it does.
Explain the tag question to students according to analyze the sentences in Grammar focus.
（设计意图：通过对Grammar Focus的分析与讲解，使学生完成知识的拓展迁移）
Step VI Summary
This class we‗ve learned what one says to start a small talk. I hope you can start a small talk with str
angers. In this way you can practice your spoken English and make a lot of friends.
（设计意图：通过对本节知识的小结，是学生对本节知识网络的构建清晰明了。）
Step VII Homework
日常生活中我们会遇到形形色色的人，我们跟不同的人展开对话，话题应该是相同的吗？课下总结与不同职业的
人闲聊应该采取什么话题。
（设计意图：通过此项作业，可以使学生不仅可以正确理解small talk在语言交际中的运用，而且可以归纳总结
出跟不同的人群如何展开对话及交际。）
六、板书设计：
Blackboard Design
Unit 10 It’s a nice day, isn’t it?
Successful / unsuccessful
He is a good student, isn‘t he?
Li Ping likes music, doesn‘t he?
You take this bus, don‘t you?
432Yes, I do.
No, I don‘t.
七、 教学评价与预测:
本节的教学评价应该着眼于以下三个方面：
1. 学生能否在日常交际中， 理解small talk并成功进行语言交际运用；
2. 学生在Group work 中是否能积极参与；
3. 学生对于反意疑问句能够正确理解和运用；
本节的教学预测是学生可能会以比较高的热情参与若干个情景小组讨论中，而难点可能在于反意疑问句的表述上，
学生会感觉拗口，不顺畅；另外反意疑问句在日常交际和运用中存在的一些特殊情况，可能需要好几个课时和一些辅
助练习的消化与攻克。
Unit 10 It’s a nice day, isn’t it? Section A 说课稿
一． 教学内容、目标与要求
题目 It‘s a nice day, isn‘t it ?
本单元以描述与陌生人聊天时应注意的事项为话题，学会如何选择话题、展开话题，找到有效、流畅、
题材内容
成功地与陌生人交流的切入点，并学会通过写感谢信的方式表达自己的感激之情。
功 能 学会与陌生人聊天，写感谢信。
语言知识 语 法 反意疑问句
目标 weather, hot, cold, great, train, bus, party, hobby, violin, tennis, beach, umbrella,
词 汇
bookstore, elevator, low, price, slow, come along, get along, at least, be careful
听 能听懂实际交际中陌生人的搭讪、音像材料中的相关内容。
说 能利用反意疑问句结构进行有效的交际。
语言技能 读 能读懂不同内容的感谢信。
目标 能运用所学的反意疑问句等句型结构写出不同话题的感谢信，达到与人更好沟通的目
写
的。
演示表达 能在创设的不同场景中熟练运用所学知识与陌生人进行成功有效的对话。
自学策略 创设各种不同与陌生人交谈场景的能力。
学习策略 合作学习策 在小组内相互进行角色扮演，体验在一些可能的场景中与陌生人打破沉默建立交流平
略 台的感受。
文化意识 中外对于和陌生人交流的不同看法，及交际礼仪中对于感谢信运用的差别。
情感态度 通过学习与陌生人聊天和给熟人写感谢信的方式来达到了解、关心、感谢别人并增进友谊的目的。
433任务 能够和陌生人建立有效、流畅、成功的交流；能够给熟人写感谢信表达谢意。
二． 教学内容分析
本单元以陌生人之间的聊天对话为中心展开，涉及到各种不同场景下如何正确选择话题、展开话题，达到流畅沟
通的主题，最后落实到要准确把握如何成功地和陌生人交流，并且要熟练掌握各种不同内容的感谢信的写法。由此引
出了weather, hot, cold, great, train, bus, party, hobby, violin, tennis, beach, umbrella, bookstore, elevator, low, price, slow,
come along, get along, at least, be careful等词汇，以及反意疑问句这个重要句子结构。Section A 部分重在从听、说、写
三方面强化对和陌生人在不同场合下聊天的表述，感知反意疑问句结构。Section B 部分则进一步深化了这个主题，从
识别、对话、书写等方面提出了更高的要求。由口头的闲聊到正式的格式文体——感谢信的书写，引导学生思考如何
由和陌生人闲聊落实到在真实的交际礼仪中表达了解、关心、感谢别人并增进友谊的方法。
三． 教学过程
围绕本单元“和陌生人聊天”这一话题，教师可以在课堂上重点运用一系列的表演、讨论、创作小剧本等活动。如在
车站、影院、商店、街边等如何和陌生人搭讪并成功展开话题，如何识别聊天的成功与否，编写中、英打招呼差异的
小品剧本等。
本单元要增强听力练习的难度，重点训练“说”的能力。教师应尽量选择学生感兴趣的场景为展开话题的背景，
激发学生开口交流，可以展开组内交流、组际交流等形式的口语操练形式，从情感态度方面使学生进一步强化了解、
关心、感谢别人并增进友谊的方法品质。
第一课时 Section A (I)
Step 1 Assign the task
In this unit Ss learn to make small talk. On the Bb, draw a picture of a boy and a girl waiting for bus. Include a large sign that
says Bus Stop. Draw a speech bubble over each person‘s head. Ask Ss to guess what the two people might say to start a
conversation.
Step 2 Warm up
This activity introduces several examples of small talk.
1. Point out the four scenes. Help Ss understand that in all the pictures two people who don‘t know each other (strangers)
are starting a conversation.
2. Ask Ss to circle the pictures where they would talk with people they don‘t know. Then have Ss write their own lists.
This activity gives students practice in understanding the target language in spoken conversation.
1. Point out the four pictures. Then read the instructions.
2. Say, You will hear three conversations. They go with three of the pictures.
3. Play the recording. Have Ss write the number of each conversation in the box next to the correct picture.
4. Check the answers.
This activity provides guided oral practice using the target language.
1. Ask Ss to look at the pictures in activity 1a. Then point out the sample conversation in activity 1c. Ask two students to
read it to the class.
2. Say, Now work with your partner. Make your own conversations about the people in activity 1a. Use the expressions in
the box.
3. Ask several pairs to say one or more of their conversations to the class.
Step 3 Pre-task
This activity provides guided listening practice using the target language.
1. Read the instructions and point out the sample answer.
2. Play the recording.
3. Check the answers.
This activity provides listening practice using the target language.
1. Read the instructions and point to the lettered list of sentences.
4342. Ask different students to read the lines of the conversation to the class.
3. Play the recording. Ask Ss write the letter of each line of conversation in the correct place.
4. Check the answers.
.
This activity provides guided oral practice using the target language.
1. Read the instructions for the activity.
2. Point to the conversations in activity 2b.Ask a pair of students to read the conversations to the class. Then ask all students
to practice the conversation in pairs.
3. Point out the questions in the box.
4. Then have Ss work in pairs.
5. Ask several pairs to come to the front of the room and say their conversations to the class.
Step 4 Grammar Focus
1. Review the grammar box. Ask students to read the questions and answers.
2. Ask Ss to give other examples of small talk that use tag questions. Help Ss find the correct Yes or No short answer to go
with each question.
Step 5 Homework
I. 汉译英:
1. 天看起来要下雨了，是吗？ 是的，但是我忘了带雨伞。
2. 今天真的很热，是吧？ 是的，我希望下一场雨。
3. 你认为到中午雨会停吗？ 我想会吧。
4. 火车总是晚点，是吧？ 我想有时是的。
Unit 10 It’s a nice day, isn’t it? Section B 说课稿
一、 教材分析
1． 教材的地位及作用：
本单元围绕谈论如何礼貌地与陌生人开始闲聊这一话题，学习使用反意疑问句。通过创设不同的场景，让学生对
比在中文和英文中人们是如何开始闲聊的，反复运用句型It’s a nice day , isn’t it ?等成功|礼貌的话题，从而
了解中西方文化的一些差异， 激发他们使用本单元所学单词句型的兴趣。教材中提供的所有活动都以反意疑问句为中
心，通过一系列的听、说、读、写的训练，来加深对反意疑问句的理解，明白中西方人在文化及思想领域方面一些异
同点。从而提高他们运用所学语言的综合能力。
2． 教材的结构
围绕本单元的功能话题及语言目标，Unit10 Section B P79呈现了三部分：1a-1b:讨论哪些是成功的话题，哪些
是不成功的话题，并运用这些成功的话题创设情景对话；2a-2b:三篇听力材料；2c:分角色表演对话。用以加强对目标
语言的理解，锻炼学生对本单元所学目标语言的综合运用能力。
3． 教学目标（知识目标、能力目标、情感目标）
1） 知识目标：
学习单词：Section B----cost ,fan ,yeah
掌握句型：Section B----How much did that shirt cost ?
You’re Jenny’s friend, aren’t you ?
Have you always gone to this school?
So, tell me about yourself.
Are you a ball game fan?
2） 能力目标：训练学生运用所学知识进行听、说、读、写的综合能力。
3） 情感目标：引导学生了解中西方文化的差异，培养学生学习英语的兴趣，意识到合作学习的重要性。
4． 重点和难点
435重点：1)掌握本单元的语言目标：反意疑问句
2)记忆本单元的主要单词|句型。
难点：1）如何礼貌地与陌生人考试闲聊。
2）听力课文中关键单词、短语及句子的理解。
二、 说教法
在课堂教学中建立平等、民主、和谐的师生关系；切实转变教师的教学方式、学生的学习方式以及教学内容的呈
现方式；重视师生互动、倡导合作学习；加强信息技术与学科课程的整合，运用多媒体教学手段辅助教学，注重实现
教学方法的优化组合。
1. 任务型教学法：这是新课标所倡导的新的教学理念，引导学生在完成任务的过程中“用中学，学中用”。例如，
了解了中西方文化的一些差异后，鼓励学生自由创设情境与陌生人开始闲聊，培养学生运用目标语言解决实际问题的
能力。再如：将Self Check中Part2/Part3整合到这一课的练习及对话中。
2. 情景教学法：在课堂教学中，借助多媒体手段呈现一些图片、动画及资料，创设生动直观的教学情景，激
发学生的学习兴趣。
3. 合作探究法：例如在自由创设对话中组织学生分小组共同探讨，鼓励好学生带动基础差生共同探讨话题，
创设有意义的生活场景对话。
三、 说学法
学生是学习的主体，教学中要加强学法指导，让学生学会学习，关键是转变学生的学习方式，让学生成为学习的
主人。
1． 预习法：课前安排学生阅读教材内容，预习生词，找出重难点，提出问题，加深对目标语言的理解。
2． 合作法：通过分组练习，使得人人开口说英语，用英语，培养他们积极参与，善于合作的团队精神。
3． 角色表演法：例如在2c中，鼓励学生自由创设生活场景，让学生在具体的语境中体味目标语言的真实性。
四、 说流程
1． 总体设计：
Section B包括三部分。通过设计不同场景及活动，让学生了解中西方文化的一些差异，利用角色表演和小组合作
学习探讨的模式，从而加深学生对反意疑问句在具体真实语境中的理解。。
2． 教学过程设计：
1）导入课前问候及自由对话给学生一个心情愉快轻松的氛围，内容涉及反意疑问句及生活中各种闲聊话题，引导
学生进行相应回答。这样的热身活动可激发学生的学习兴趣，对即将要学的目标语言有个初步预知。然后导入本单元
课题，切入本堂课的四项任务：Remember Key words; Present and make up small talk conversations; Listening
pratice and Pairwork.
2）Remember Key words 将本单元中的单词和重点短语、句子编制成抢答竞赛，让学生集中注意力观看并快速抢
答出所见单词或短语、句子，同时把本课新词和重点句子也呈现出来，领读、齐读，给学生形成强烈的感官刺激，强
记本节课的关键单词和短语，为后面的两项活动做好铺垫。
3）Present and make up small talk conversations 展示闲聊的情境并会创设运用。通过一些场景的展示，使
学生明白哪些话题是礼貌的，哪些话题是不礼貌的。然后结合P79 1a的任务让学生判断并能运用其中的话题与同伴创
设生活场景对话（1b）。为后面的Listening and Pairwork扫清语言结够上的障碍。
4）Listening Practice 播放听力前要让学生了解练习的意图和要完成的任务。然后再播放两遍听力，一遍听，
二遍做，完成2a/2b就不难了。如果时间允许，再让学生跟读听力材料加深理解。这同时也为接下来的Pairwork所需
语言结构提供了模式。
5）Pairwork 在自由编写、表演对话前，先出示两个练习题：完成对话。这就给学生提供了很好的对话范例和进
一步熟悉重难点内容的机会，为接下来的Pariwork奠定了语言基础；在pairwork时可以让学生使用书本中提供的场
景，也可以使用Self Check中Part3的两幅图片或自由创设情境，编写并表演对话。此时教师可深入学生当中，解决
他们交流中的一些实际问题。然后请几组学生到前面进行Role Play。该活动的目的是从口语和听力上再次强化了学生
对本单元目标语言的理解。
6）小结与作业 总结本堂课内容，强调重难点，使学生对本堂课的知识线有个总体的掌握。布置复习与预习的作
业，要求他们自编如何礼貌地与陌生人开始闲聊的对话作为口笔头作业，为下节课的活动做好准备。
436Unit 10 It’s a nice day, isn’t it? Section B 说课教案
Ⅰ、Teaching content
新目标英语八年级(下)Unit 10 Section B (1a—2c )
Ⅱ、Teaching aims
1、Knowledge and skills (知识与技能)
a、反意疑问句。
b、掌握在不同情境下如何闲聊。
c、能够与他人找到适当的话题聊天。
2、Process and ways (过程与方法)
a、通过语法归纳，总结反意疑问句的结构形式和如何回答。
b、通过操练，了解在不同情境下如何与人礼貌地闲聊。
3、Moral and values (情感态度与价值观)
通过学习与人聊天的方法和句型,教给我们如何与人沟通感情,了
解、关心别人，并增进友谊。
Ⅲ、Teaching key points
反意疑问句与如何与人闲聊（tag questions and small talk）。
Ⅳ、Teaching difficult points
反意疑问句 (tag questions)。
Ⅴ、Culture learning
通过学习如何与陌生人闲聊，对比中西方文化的不同。
Ⅵ、Learning strategies
1、Autonomous Learning, Cooperating Learning and Inquiry Learning.
2、Pair-work, Guessing, Role-play and using what you know.
Ⅶ、Teaching aids
Multi-media.
Ⅷ、Teaching steps
Step One: Leading in
Listen to a piece of music (Welcome to Beijing)，lead to the topic—small talk.
(设计意图：用2008年奥运会主题歌，把学生带回美好回忆之中，激起学习兴趣，自然零距离接近本课时重点s
mall talk.)
Step Two: Presentation
Polite or impolite (Believe yourselves)
Show some slides and then students apperceive whether the sentences are good for polite small talk with people
you don‘t know well or not.
(设计意图：对英语语言的学习不是教师生硬灌输,而是学生通过语言练习观察和运用中自我总结,自我归纳,悟出语
言归律,是自我习得的过程；同时，一开场就相信学生，给他们鼓劲，使他们带着愉快的心情与十足的兴趣开展学习,
为下一环节做好语言知识与情感上的铺垫。)
Step Three：Listening
1.Listen to the tape and write where each conversation is happening
437in the blank in the chart.
2.Listen again and write the letter in the correct blank in the first
column.
(设计意图：通过多遍听力训练，完成多项听力任务，进一步熟
悉闲聊情境，巩固附加疑问句的用法，实现听说领先原则。)
Step Four：Pair-work
Show the slide and the students make and practice their own
conversations in pairs.
(设计意图：用学生熟悉的生活经历，使他们迅速产生说英语的
兴趣，深化了本课的学习内容，培养了学生合作学习的意识；同时在语言学习的过程中要注意所学语言的文化背景，
不同的文化会有不同的风俗习惯，语言之外知识也很重要，教给学生一些外国风俗习惯和文化在学习英语过程中是非
常必要的。）
Step Five ：A competition (Torch Relay Race)
Finish the tag questions individually at first and then have a
competition.
(设计意图：以语言为载体，通过比赛形式，具有挑战性，能更
有效激起学生学习英语的兴趣，把学生的自主学习与合作学习有机结合，给学生提供自主探究的机会，同时培养学生
的竞争意识，提高其竞争能力。)
Step Six ：Guessing
Show a part of each picture, then guess who he is. Teach the students how to make small talk.
(设计意图：巩固英语语言知识的同时，给学生创造想象的空间，培养他们创新意识，提高创新能力。)
Step Seven ：Role-play
Show the two tasks and then have a role-play.
(设计意图：课堂进入高潮，把知识技能与学生的生活实际有机
结合起来，让学生学以致用，解决实际问题，培养学生运用所学知识的能力，特别是让学生show-show，甚至与听课
教师都能闲聊，使其充分体验成功的喜悦，升华学习英语的兴趣。)
Unit 10 It’s a nice day, isn’t it? Section B 说课稿二
一、设计指导思想
《Go for it》这本教材倡导―任务型‖的教学模式以培养学生综合运用英语的能力。―让学生做事‖是设计课堂教学的主
要原则，也是设计课堂任务的主要思路。从学生的学习兴趣、生活经验和认知水平出发，通过学生体验、实践、参与、
交流和合作的学习方式，实现任务的目标，感受成功。
二、学情分析
八年级的学生学习英语已经超过一年了,学生对学习英语有着浓厚的兴趣。他们的抽象思维能力较低，但是形象思
维能力强。他们的注意力很容易被分散。这一单元计划通过一些活动,比如情景对话、书写感谢便条、小游戏等，来增
强学生的学习兴趣注意力。
438三、内容分析
这一单元的目标句型是It‘s a nice day, isn‘t it?目标语言是运用反义疑问句来表达自我的看法和观点。
四、教学目标
1.学会区分礼貌的话题与不礼貌的话题。
You‘re Anna‘s brother, aren‘t you? (polite)
How big is your apartment? (impolite)
知识与能力
2.掌握常见的礼貌话题（weather, traffic, music, sports, movies and activities）
教
及其常用语。
3.能运用所学知识编一个dance party上的small talk。
学
目 养成良好的张口说英语的习惯和写英语小便条。培养学生的观察力、记忆力、
过程与方法
想象力和分析能力。能够通过小组合作的方式实现互助与资源共享。
标
学会关爱和帮助别人
情感态度价值观 学会理解和尊重异国朋友;
了解异国同学的兴趣和爱好;
五、其他教学要素
重点词汇 weather, traffic, music, sports, movies and the activities they are having
Key vocabulary & Key structure.
教学重点
Listening practice
教学难点 目标句型It‘s a nice day, isn‘t it??
教学工具 多媒体课件和录音机
六。教学准备
教师准备
提前备课，写教案，内容包括备教材，备学生，备方法；制作随堂练习幻灯片。
学生准备
预习课文，运用反义疑问句来表达自我的看法和观点。
七、任务设计
Task1：会区分礼貌的话题与不礼貌的话题，利用多媒体给出情景对话，让学生分析此话题礼貌与否？尽可能多了解中
外文化差异及其口语有关的短语，及复习了所学习的知识，又为下面的任务做好了铺垫。
439Task2: Pair work. 给出假定情景，做模仿对话。
Task3: Listening. 练习学生的听力能力，用自己的语言复述
Task 4 ：Writing (thank-you note )假设你收到生日礼物，或受到别人帮助等，你如何表达自己的感谢？挑战性任务, 超越
自我，全面加强学生的能力训练，提高应用英语的能力
八、教学环节
Topic
Unit 10 It‘s a nice day, isn‘t it? (Section B)
Teaching Teacher‘s activities Students‘ activities Design purposes
procedures
Step 1 1. You‘d rather watch TV this
evening, ______?
Warm-up Do Guessing Games and do some a. isn‘t it
practice b. hadn‘t you
c. wouldn‘t you
d. won‘t you Answers：CAB
2. I suppose you‘re not going
today, ______?
a. are you
b. do you
c. don‘t you
d. aren‘t you
3. I wish to shake hands with
you, ______?
a. shall
b. may I
c. do I
d. will I
Step 2 Show the new words on the screen. Teach Look at the screen and guess Learn the useful words
the new words. Read the new words to the new words. Then read the and phrases.
Key vocabulary students and ask students to repeat. new words after the teacher.
And then read the new words
learning
together.
Step3 Is it polite to ask people you don‘t know A：Look at Picture One. What This activity helps
well about personal questions? does the boy ask? students understand which
Target language Which are personal questions? Answer B：He asks ―Do you like topics are good or not
the questions and study to make a polite thrillers?‖ good in small talk
1a ,1b talk. A：Is it good to have polite situations.
small talk with people you
don‘t know well?
B：I think so.
Step4 1.Play the recording. The first time ,Students only This activity provides
2.Play the recording again, Stop the listen. listening practice using the
440Section B recording after each line or two give Then check the answers with target language.
students several minute to finish writing the whole class.
2a,2b in their book. Answers:
1.d 2.f 3.c 4.b 5.a 6.e
Look at 2c , make their own small talk .As A: This is a great party, isn‘t This activity provides oral
they work, move around the room it? practice using the target
checking progress and offering help as B: Yes, it is. All the people language.
they needed. are friendly and the food is
Step 5 Ask several pairs to say their very nice.
SectionB-2c completed conversations for the class . A: But it‘s very crowded,
isn‘t it?
B: Maybe you are right. Too
many people are here.
Ask Ss to pay attention to the three notes. Ask Ss to write their own This activity provides
Read the notes to the class. Next point to thank-you note. They can use reading and writing
the list of three situations: Thank-you note the note in 3b as a model. In practice using the target
for a gift /a party/help. Ask Ss to say when the end invite some Ss to read language.
they might receive a gift. their letters to class. Show a
sample letter on the
Step 6
blackboard.
SectionA-3a，3b
Make a small talk : Useful expressions: Go over what has learned
At Karen‘s Dance party This is a great party, isn‘t it? in the previous periods.
Hi. My name is___. I‘m
Karen‘s friend.
You love dancing, aren‘t
you?……
Step7
Homework
Blackboard design Unit 10 It‘s a nice day, isn‘t it? (Section B)
It‘s a nice day, isn‘t it?
You‘re Anna‘s brother, aren‘t you? (polite)
How big is your apartment? (impolite)
九。练习设计
随堂练习设计
要求学生模仿3a部分的短文，自己写一篇感谢信。
十、教学反思：
441一个有经验的教师不仅要教给学生一定的知识，更重要的是要培养学生的自学能力。我们在指导学生预习时，一
方面要考虑如何让学生在教师没有讲授新课之前依靠自身的努力获取新信息、新知识，寻找解决问题的方法。另一方
面又要考虑如何指导学生把新课文，新材料与自己原来的旧知识联系起来。每学完一篇课文，一个单元之后，要指导
他们进行自我总结，对这一课，这一单元的知识点、重点、难点进行归纳管理，因为学生不断地总结自己、检查自己
正是形成自学能力的有效过程。
1 导入联系的题可以通过多媒体手段多出几题,联系上节课内容.
2 时间掌握不够准确，在游戏上超时。
八年级新目标知识总结
1. “by＋交通工具名词”表示交通方式。此时交通工具的名词只能用原形，不能用复数，也不能被冠词或物主代词
等修饰。如：
My parents often go to work by bus. 我父母常坐公共汽车去上班。
He comes here by taxi. 他乘出租车来这儿的。
2. “by＋交通路线的位置（地理名词）”表示交通方式，表示“由„„途径”。如：by sea（从海路），by water
（从水路），by air（由航空；乘飞机），by land（由陆路）等。如：
We are going to England by air. 我们打算乘飞机去英国。
3. “in＋交通工具名词”表示交通方式。不过此时交通工具名词前须用冠词、名词的所有格形式或形容词性物主
代词等限定词修饰。其用法与“by＋交通工具名词”相同。如：in the plane（taxi，car）＝by plane（taxi，car）
I usually go to school in a（my）car. 我通常乘小汽车去上学。
4. 用“on＋限定词＋交通工具名词”。也表示“乘；坐”之意，也相当于“by＋交通工具名词”。不过，on多用
于开放式或半封闭式交通工具，而上面同学所说的in则多用于封闭式交通工具。试比较：
Don't come here on the ship（by ship）. 不要乘船来这里。
She goes to the station in a taxi. 她乘出租车去车站。
5. “take a（the）＋交通工具名词”表示交通方式，表示“乘；坐”。如：take a bus（乘公共汽车），take a
train（乘火车）等等。
6. “ride＋限定词＋交通工具名词”表示交通方式，意为“骑„„”。如：ride a bike（骑自行车），ride a horse
（骑马）等。
而ride to表示“骑车（马）去”，相当于go to. . . by. . . 。如：Lily rides a bike to her home. （＝
Lily goes home by bike. ）莉莉骑车回家。
7. “fly to”表示“乘飞机；飞往”，相当于go to. . . by air／plane；“drive to”表示“驱车／开车去”，
相当于go to. . . by bus／car／taxi等。
表示“步行去某地”可用“go to＋某地＋on foot”，也可用“walk to＋某地”。如：We go to the cinema on
foot. （＝We walk to the cinema. ）我们步行去看电影。
问“职业”
在英语中，询问某人从事何种职业或干什么工作时，常用以下句型：
442I. What do／does＋某人＋do？如：
①—What do you do？你是干什么的？
—I am a bus driver. 我是公共汽车司机。
②—What does your father do？你父亲是干什么的？
—He is a teacher. 他是教师。
【注意】该句型有时还可以用来询问某人经常做什么事。如：
—What do you do every evening？你每天晚上干什么？
—I do my homework and watch TV. 我做家庭作业、看电视。
II. What＋be＋某人？如：
①—What are your parents？你父母是干什么的？
—They are doctors. 他们是医生。
②—What's your brother？你哥哥是干什么的？
—He's a soldier. 他是名战士。
III. What's one's job？如：
①—What's your job？你是干什么工作的？
—I am a worker. 我是工人。
②—What's her mother's job？她妈妈是干什么工作的？
—She is a nurse. 她是护士。
【考考你】补全对话，每空一词。
—Excuse me，Mr Black，where are you ________(1)？
—I'm from New York. That's in ________(2).
—Oh，great！Where do you ________(3)now？
—I work in China.
—________(4)do you do？
—I'm a ________(5). I drive a bus.
—Do you have any ________(6)？
—Yes，I have a son and a daughter.
—Do you ________(7)working in China？
—Yes，I do. The Chinese people are very ________(8).
—Can you ________(9)Chinese？
—Yes，________(10)only a little.
(Keys：1. from 2. America 3. work 4. What 5. driver 6. children 7. like 8. friendly 9.
形容词比较等级构成规则歌诀
443比较级要变化，一般词尾加-er。
最高级要牢记，词尾要加-est。
一般情况直接加，下列几条是特例。
词尾有e省去e，nice-nicer-nicest就是例。
如遇“辅音字母+y”词，变y为i再加-er，-est，
easy-easier-easiest是一例。一辅重读闭音节，
末尾字母先双写，再把-er，-est后边接。
举个例子就明了，big-bigger-biggest你知道。
speak 10. but)
教师资格面试知识(大全)
教育教学技能测试内容
1、自我介绍。主要是观察测试对象的仪容、仪表、仪态，了解测试对象专业及工作经历等情况，考察是否适合做
教师工作。
2、说课。主要是考察测试对象对教学内容的处理、课堂教学的组织、教学手段的应用，以及教态和学生学习兴趣
调动的能力等。通过听取测试对象对拟采用教学方式、方法及试讲内容的处理技巧等情况介绍，考察测试对象的思路
是否清晰，是否熟悉教育教学基本规律，掌握基本的教育教学方法。
3、答辩。答辩内容从答辩试题库中抽取，主要是考察测试对象专业知识水平及语言表达能力、思维能力、应变能
力等是否符合教师职业要求。
自我介绍、说课、答辩总时间不超过20分钟，其中，自我介绍不超过2分钟，说课不超过10分钟，答辩及学科组
成员随机提问不超过8分钟。
4、具体程序
（1）测试开始时，测试对象首先做自我简介。
（2）说课，测试对象结合本人所抽课题，就本人对拟讲内容的处理及将要采取的教法、手段等进行说明。
（3）答辩。说课结束后，测试对象从答辩试题库中随机抽取3个题目，任选2题进行答辩，学科组成员也可随机提问。
说课的程序
说课必须站在理论的高度对备课做出科学的分析和解释，从而证明自己的备课是有序的，而不是盲目的；是理性的
而不是感性的。因此，说课的内容一般包括四个方面：
1、说教材及学情（即分析教材）
（1）说本课题或本章节内容在整个学段和年级的教材系统中所处的地位及其作用。
（2）说本节课或章节内容的教学目标及确立的依据。确定教学目标的依据有三点：一是依据教学大纲的规定，二是教
材内容的要求，三是教学对象的实际。要把这三点结合在一起通盘考虑，来确定教学的起点和终点。另外，教学目标
要全面。素质教育的教学目标有三个层面：知识目标、能力目标、情感价值目标。
444(3)说本节课的重点、难点以及为什么要这样确立和突破的方法。新课标的理念是“为了一切学生，为了学生的一切”
确立 重点难点要做到两看：一看教学内容，根据目标确立重点、难点。二看学生。学生是学习的主人，确立重点、
难点一定要分析学生原有的基础，知识层次，心理特征、学习中可能遇到的困难，发展方向等，有针对性的，决不
可盲目地求全求高。
2、说教法（三部曲）（教什么、怎么教，为什么这样教）
(1)选用什么样的教学方法
(2)使用什么样的教学手段（即录象带、多媒体课件、教具等辅助手段，在说课过程中，可以向大家简明扼要地说清它
们使用的目的和作用。
(3)选择教学方法的理论依据
无论是你借鉴的方法还是你正在探索实践的方法，一要介绍这种方法的操作过程，二要介绍这种方法的理论依据。
但无论选择何种教学方法，关键在于教师对教材特点和学生认知规律的把握，无论采用什么样的方法，都要始终贯彻
“具有启发性”、“突出主体性”、“注重思维品质”的原则。
3、说学法
说学法不能停留在介绍学习方法这一层面上，要把主要精力放在解说如何实施学法指导上。特别在当今的新课程改
革中，转变学生的学习方式，倡导以“主动参与，乐于研究，交流与合作”为主要特征的学习方式，是本次新课程改
革的重中之重，这也将成为我们所有教师教学中的“指挥棒”。说学法，要注重对某方法指导过程的阐述，如说明教师
是通过怎样的情景设计，学生在怎样的活动中，养成哪些良好的学习习惯，领悟出何种科学的学习方法等。
4、说教学程序
即说出教学过程的整体安排。这种安排既体现教材分析，教法设计和学法指导，又表现为可具体操作的程序：①
引进课题——(创设情境，导入新课)——看选择的内容能否让学生进入新的课堂情景，二看提出的问题是否服务于课
堂重点，能否牵动全体学生的心——②讲授新课(根据学科知识点的教学目标、重点，难点，形成授课的结构思路)—
—③课堂练习——(根据教材知识点的示例，形成灵活多变的训练)——④内容小结(强化知识重点、概念)——⑤布置
作业——⑥板书设计。
每一个步骤又有具体的教学设计，并考虑可能出现的情况及调控措施，要说清楚教师突破难点教学的主要环节设计、
化解教学难点的具体步骤，说清楚师生双边活动的具体安排及学情依据，说清楚课题的板书设计和设计意图，说清楚
课后作业的布置和训练意图。
撰写说课稿不必拘泥于固定、呆板的模式。可以分块写清，按部分阐述；可以按照整体构思融为一体，综合论述。另
外，在语言表述上，既要把问题论述清楚，又切忌过长，避免陈词滥调，泛泛而谈，力求言简意骇，文词准确，语言
针对性强。要做到这些，并非易事，还需要认真学习，深入研究，多下苦功。
三、说课的注意事项
1、说课要围绕“说”字
说课要用一节课的四分之一至三分之一的时间说出一节教学环节齐全的课，要紧紧围绕一个“说”字，突出说“课”
特点，完成说课进程。“说课”不等于“备课”，教师不能照教案读，要把备课过程中的内在思维活动说出来。“说课”
不等于“讲课”，教师不能视听课对象为学生去说。“说课”不等于“背课”，教师不应将事先准备好的“说案”一字不
漏地背下去。“说课”不等于“读课”，教师不能拿着事前写好的材料去读。
2、说课要突出“新”字
说课是深层次的教研活动，它要求说课者树立创新的意识和勇气，大胆假设，小心求证，探索出新的教学思路和方
法，才能取得说课的成功。它要求：（1）理念新，符合思想品德新课程的理念；（2）设计新，要求导入新课、新课教
学、新课小结、布置作业等几个环节，环环紧扣，富有新意；（3）结构新，要求要有起伏，高潮迭起，过渡自然；（4）
手段新，要求运用多媒体突出重点，突破难点，图文并茂；（5）方法新，不能平铺直叙，要符合新课标提倡的教学方
法，引导学生自主学习和主动探索。
3、说课要体现“美”字
说课要处处体现美，给人以美的享受，这要求做到：（1）语言美。教师语言美是决定说课成败的关键，它要求表述
准确，清楚明白。（2）仪表美。仪表是沟通师生情感的桥梁，仪表美可以唤起学生对美的追求。仪表美是指仪美优雅，
表情自然，举止从容。（3）内容美。教师要善于从教材里感受美、提练美、提示美，使原有的美更添色彩。（4）情感
美。情感是教学艺术魅力形成的关键因素，没有强烈的情感，不可能把课说得成功。在说课时，要以情动人，充满激
情，富有感染力。（5）板书美。板书是教师在备课中构思的艺术结晶。直观形象、提纲挈领、形式多样、布局合理、
造型优美，就会以独特的魅力给学生以美的熏陶。
4、说课要把握“度”字
445说课重理性和思维，说课的重点应放在实施教学过程、完成教学任务、反馈教学信息、提高教学效率上。所以，
在极有限的时间内完成说课，必须详略得当，繁简适宜，准确把握“说”度。说的太详太繁，时间不允许，听众觉得
没必要；说的过略过简，说不出基本内容，听众无法接受。这要求教师认真钻研“说”的教材，说出该课的特点特色，
把课说得有条有理、有理有法、有法有效，说得生动有趣。
高级中学教师资格
教育教学技能测试评分表
测试对象： 测试科目： 测试时间： 年 月 日
项
目 教学 教学 教学 教学技能 教学技能 教学
结 态度 内容 方法 （一） （二） 效果
论
分值 10分 20分 20分 20分 15分 15分
得分
综合 专业组组长签名：
得分 年 月 日
关于对认定教师资格人员基本素质面试和试讲进行考察等有关问题的说明
一、考察机构
学校成立教师资格专家审查委员会负责学校的教师资格认定工作，各二级院系成立教师资格专家小组具体负责面试和
试讲。
二、考察对象
根据教师资格有关规定，由教师资格办公室(设在人事处)将具体名单通知到二级院系。
三、考察方法和程序
(一)方法
1． 专家组负责测试工作，测试后将结果报专家审查委员会评议和审定。
2． 测试由专家组长主持，按照面试和试讲两个环节分别测试和评定。测试工作按照相应的测试项目和标准，分
项做定性和定量的量化测评。满分100分，60分为合格。具体标准见附件1-3和附表2。
3． 测试时，专家要独立做出评定和打分，将分数填入专家测评计分表，核定出总分，并写出综合评语，确定是
否合格。
4． 半数专家评定为合格的，提请专家审查委员会审议，确认其合格；超过半数评定为不合格的，由专家审查委
员会审议，确认其不合格，并由专家组长写出书面材料，说明原因。
5． 专家小组要将评定意见和测评结果如实填写在申请人的教育教学基本素质和能力考察表(附表-4)和教师资格
认定申请表的专业小组测试意见栏，并由组长签名。
(二)程序
1． 基本素质面试。应测人员回答专家组提出的问题。
4462． 试讲。应测人员按照本人的教学设计教案，就教学内容、对象、目标、重点和难点、方法、手段、板书设计、教
学过程作陈述和说明(5分钟以内)，然后开始试讲(15-20分钟)。
3． 答辩。专家组成员根据试讲情况，有针对性地提问，由应测人员回答和说明(5 分钟以内)。
4． 专家组成员根据测试标准和测试对象的表现，进行评分，并做出是否合格的评定。组长根据所有成员评定结果，
确定考察对象是否合格。
四、几点说明
1．由于大多数教师在毕业生接收时已经经过面试和试讲，专家组可以根据当时面试和试讲的实际情况进行测评，
可不再进行面试和试讲。
2．黑教师［2004］81号文件规定，为了使考察工作不影响正常的教育教学工作，对于申请教师资格的各级各类学
校在职教师的考察工作，各级教育行政部门和高校组建的专家委员会可派出学科专家组，采取面对面交谈、深入
课堂听课、阅读其教案等综合方式进行考察。
注：测试结束后，将申请表、教育教学基本素质和能力考察表、教育教学基本素质和能力考察专家测评记分表装入各
人材料袋。
教学技能考试程序及注意事项
一、程序
到指定地点报到 到教师休息室等 按顺序到指定教室参加 教学技能考试
候
二、报到时间
根据安排，上午考试的于当天上午7:40分，下午考试的于当天下午2:10分。
三、报到地点
详见《 年下半年高等学校教师资格教学技能考试安排表( )》
四、试讲材料
（一）教案一式3份（用标准A4纸打印，尺寸为210毫米×297毫米）及与教学技能考试教材内容对应的有关章
节的复印件，在考试时直接交给各学科组专家；
（二）出示备课所用教材（必须是大学本科教材）；
（三）申请人在面试、试讲时交验身份证原件，没有身份证的提交单位证明及有效证件。
五、注意事项
（一）参加教育技能考试的教师应与工作人员积极配合，服从工作人员的安排。
447（二）不能使用课件，不提供多媒体教室。
（三）外语类专业提交的教案必须使用外语编写，外语类专业一律用外语进行面试试讲，非外语类专业一律用普
通话进行面试试讲。
（四）试讲的内容（学科）必须与上报的申请任教学科一致。
（五）不安排学生旁听。
（六）认定机构提供下列教学设备
1.普通教室：黑板、粉笔。
2.音乐专业教室备有钢琴。
3.体育专业（室外）备有足球、篮球等常见体育器械。
4.认定机构没有准备的软硬件，如收音机、CD机等，请申请人自备。
试讲十要点
第一，用普通话。
第二，睡眠充足，精神状态良好。
第三，头发脸面清爽干净。
第四，身体站正，敢于迎视讲台下听课人的目光。
第五，对讲稿熟悉，能花几分钟时间集中阐述一个问题，而无需频频低头看讲稿。过渡到另一个问题时，再看一看
讲稿。
第六，声音响亮，言语流畅，连贯，语意重点突出，声音高低自然是讲课，而不是背讲稿。
第七，不要频繁地背过身去写板书，弄得不好，会给听课人造成不自信的印象。
第八，板书居中，条理清晰，字体大小合适，规范。
第九，在讲完课后，听课老师在向你现场提问题时，或者指出你的不足之处时，你不要狡辩，而是正面理解对方的
含义，用积极的语言及时补充说明，让别人进一步领会你的意思，把一个问题深入展开，而不是陷在原地打
转。
第十，自始至终亲切地注视别人的目光，显现自己的亲和力。
教师面试自我介绍范文
尊敬的各位考官、各位评委老师：
通过考试，今天，我以本岗位笔试第一的成绩进入了面试。对我来说，这次机会显得尤为珍贵。
面试自我介绍范文我叫***，今年27岁。1997年7月我从**师范学校艺师美术专业计划内自费毕业。由于从97年
起国家不再对自费生包分配，使我与“太阳底下最 光辉的职业”失之交臂。幸好，当时河西马厂完小师资不足，经
人介绍，我在该完小担任了一年的临时代课教师。
面试自我介绍范文回想起那段时光真是既甜蜜又美好，虽然代课工资很低，但听着同学们围在身旁“老师”、“老师”
448的叫个不停，看着那一双双充满信任的眼睛，那一张张稚气的小脸，生活中的所有不快都顿时烟消云散了。我原想，
即使不能转正，只要学校需要，就是当一辈子代课教师我也心甘情愿。不料，1998年起国家开始清退临时工和代课教
师，接到了学校的口头通知后，我怀着恋恋不舍的心情，悄悄地离开了学校。
面试自我介绍范文今天，我想通过此次考试重新走上讲坛的愿望是那样迫切！我家共有三姊妹，两个姐姐在外打
工，为了照顾已上了年纪的父母，我一直留在他们身边。我曾开过铺子，先是经营工艺品，后又经营服装。但不论生
意做得如何得心应手，当一名光荣的人民教师始终是我心向往之并愿倾尽毕生心血去追求的事业。我曾多次参加考试，
但都由于各种原因而未能实现梦想，但我暗下决心，只要有机会，我就一直考下去，直到理想实现为止。
面试自我介绍范文如今的我，历经生活的考验，比起我的竞争对手在年龄上我已不再有优势，但是我比他们更多
了一份对孩子的爱心、耐心和责任心，更多了一份成熟和自信。
面试自我介绍范文教师这个职业是神圣而伟大的，他要求教师不仅要有丰富的知识，还要有高尚的情操。因此，
在读师范时，我就十分注重自身的全面发展，广泛地培养自己的兴趣爱好，并学有专长，做到除擅长绘画和书法外，
还能会唱、会说、会讲。“学高仅能为师，身正方能为范”，在注重知识学习的同时我还注意培养自己高尚的道德情操，
自觉遵纪守法，遵守社会公德，没有不良嗜好和行为。我想这些都是一名教育工作者应该具备的最起码的素养。
假如，我通过了面试，成为众多教师队伍中的成员，我将不断努力学习，努力工作，为家乡的教育事业贡献自己
的力量，决不辜负“人类灵魂的工程师”这个光荣的称号。
教师应聘面试注意事项
(一)面试中，忌不良用语
1.急问待遇
“你们的待遇怎么样?”“工作还没干，就先提条件，何况我还没说要你呢!”谈论报酬待遇无可厚非，只是要看准
时机，一般在双方已有初步意向时，再委婉地提出。
2.不合逻辑
考官问：“请你告诉我一次失败的经历。”“我想不起我曾经失败过。”如果这样说，在逻辑上讲不通。 又如：“你有
何优缺点?”“我可以胜任一切工作。”这也不符合实际。
3.报有熟人
“我认识你们单位的××”，“我和××是同学，关系很不错”等等。这种话主考官听了会反感，如果主考官与你所
说的那个人关系不怎么好，甚至有矛盾，那么你这话引起的结果就会更糟。
4.本末倒置
例如一次面试快要结束时，主考官问面试者：“请问你有什么问题要问我们吗?”这位面试者欠了欠身，开始了他的
发问：“请问你们单位有多大?竞聘比例有多少?”参加面试，一定要把自己的
位置摆正，像这位面试者，就是没有把自己的位置摆正，提出的问题已经超出了应当提问的范围，使主考官产生了
反感。
5.不当反问
449主考官问：“关于工资，你的期望值是多少?”面试者反问：“你们打算出多少?”这样的反问就很不礼貌，很容易引
起主考官的不快。
(二)面试中，忌不良习惯
面试时，个别面试者由于某些不拘小节，因而破坏了自己的形象，使面试的效果大打折扣，甚至失败。面试中应注
意的日常习惯主要有：
手 这个部位最易出毛病。如双手总是不安稳，忙个不停，做些玩弄领带、挖鼻、抚弄头发、掰关节、玩弄考官
递过来的名片等动作。
脚 神经质般不停晃动、前伸、翘起等，不仅人为地制造紧张气氛，而且显得心不在焉，相当不礼貌。
背 哈着腰，弓着背，似一个“刘罗锅”，考官如何对你有信心?
眼 或惊慌失措，或躲躲闪闪，该正视时，却目光游移不定，给人缺乏自信或者隐藏不可告人的秘密的印象，容
易使考官反感；另外，死盯着考官的话，又难免给人压迫感，招致不满。脸
或呆滞死板，或冷漠无生气等，如此僵尸般的表情怎么能打动人?要记住，一张活泼动人的脸很重要。
行为动作有的手足无措，慌里慌张，明显缺乏自信；有的反应迟钝，不知所措，不仅会自贬身价，而且考官会将你
看“扁”。
总之，面试时，这些坏习惯一定要改掉，并自始至终保持斯文有礼、不卑不亢，大方得体、生动活泼的言谈举止。
这不仅能大大提升自身的形象，而且往往使成功机会大增。
教师招聘面试题集锦（班主任篇）
1、如何组织与培养班集体？
2、激励与批评都是一种教育手段，你倾向用那一种？
3、主题班会有那些类型，你怎样组织班会？
4、请你描述青春期男女学生的心理特点？
5、如何与不同类型的家长沟通，怎样一种家校合作方式比较好？
6、请讲述一件最能让你感动的师生情景？
7、如何发现“差生”身上的闪光点？
8、学生心目中的好班主任形象有那些？
9、何谓“班级文化”，怎样营造？
10、班主任有多种类型：警察式、妈妈式、民主式，你认为那一种类型教师更有利于学生教育？
11、“在集体中进行教育”是谁的教育思想，怎样贯彻
12、“学生自己管 理自己”的观点你赞同吗？
13、什么是“班级文化”，你是班主任的话，你怎样进行班级文化建设？
14、许多学校为什么强调学生穿校服，除了整齐外，还有别的意义吗？
45015、你最欣赏的班主任是那一种类型？
面试题1 案例分析：
有一个住读生下晚自习后乘门卫不注意，溜出校门上网吧。你得知这一情况后，准备采取什么措施来处理？
面试题2 案例分析：
初一学生张强由于父母离异，远离同学的交往圈子，喜欢独来独往，不愿意参加集体活动。
他的性格有什么缺陷？你将怎样帮他纠正？
面试题3 案例分析：
有一天，一个女生交给你一封信。信是本班一个喜欢这个女生的男生写的。你作为班主任准备怎么处理这件事？
面试题4 案例分析：
有一天，你上课的时候，学生向你提出了一个你也不知道怎么解答的问题，你准备怎么办？
面试题5 回答问题：
什么是“班级文化”？你当班主任后，准备怎样进行班级文化建设？
面试题6 回答问题：
近几年来，“留守学生”越来越引起人们的关注。由于家庭教育缺位，父爱母爱缺失，沟通交流缺少，有效监护缺
乏，使得“留守学生”的情感、心理、生活、学习乃至人格方面出现了诸多问题，影响了他们的健康成长。作为班主
任，你将如何对待本班的“留守学生”？
面试题7 回答问题：
你认为，当好一个班主任需要具备哪些素质？
面试题8 回答问题：
实施新课程标准以后，你觉得自己的教学有哪些变化？有哪些收获？
面试题9 回答问题：
一个班级，有好的班风、学风很重要。这需要全体课任教师的共同努力。作为班主任，你准备怎么团结班级课任
教师？
特岗教师招聘面试面试题及答案
1、新课改与新课程标准的价值取向是什么？
新课程标准的价值取向是要求教师成为决策者而不是执行者，要求教师创造出班级气氛、创造出某种学习环境、设计
相应教学活动并表达自己的教育理念等等。
4512、为什么学生会偏科？
学生偏科有很多因素，专家认为兴趣、态度是最主要的。你有心去学一门功课，无论周围有什么影响你，你都可以坚
持下去。兴趣也是主要的，但只有你有这个心去学习，不管你是否喜欢这门功课，你都会变得比以前更加感兴趣。老
师也只能叫你如何去学，即使他教得不好，但只有你有心，还是回学好的。
3、做好一个教师固然离不开敬业、爱生、专业知识扎实，除了这些，你认为教学的最重要特质是什么？
首先、敬业、爱生、专业知识扎实，我认为一个好教师还要乐业，这一点也很重要。其次，健康尤其是心理和精神健
康、再有就是需要得到社会的认可和支持。学生满意，喜欢听！专家个人认为师德、人品及个人的修养。良好的表达
能力及为人处事能力；爱心与责任心。
4、你赞同“教学有法、但无定法、贵在得法”这种提法吗？为什么？
同意“教学有法、但无定法、贵在得法”这种提法，教学的方法有很多，但要因材施教。专家很赞同，因为学生是人，
作为个体，都有其特殊性。老师要想教好学生，一定要有扎实的基本功，同时也要注意方法，好的方法和得体的方法
可以让学生更好的接受老师传授的知识，如孔子也提出了因材施教的主张。
5、学生记忆有什么特点，学科教学如何提高学生的识记能力？
动机的诱发——培养记忆能力的基础二、兴趣的培养——提高记忆能力的前提三、方法的指导——提高记忆能力的关
键。
6、你认为一种科学的备课方法是什么？平时你是怎样备课的？
备课是教师的一项基本功。备出一份好的教案是上好一堂课的重要前提，也能使教师教学更有底气，甚至变得胸有成
竹。同时，好的教案设计也直接影响学生的学习兴趣、方式、效率等多个方面，最终对整个课堂课的教学效果起到决
定性的作用。专家认为无论是哪门学科，教师真正要备好一堂课，就必须脚踏实地，并结合自身和学生的实际，进行
创造性地研究和设计。
（1）“研读”是备课的必要前提；
（2）“博学”是备课的重要基础；
（3）“细致”是备课的基本要求；
（4）“创新”是备课的成功亮点。
7、你同意“没有不合格的学生，只有不合格的教师”这句话吗？
本句话源于教育家陈鹤琴老先生的名言“没有教不好的学生，只有不会教的老师”，"没有不合格的学生,只有不合格的
教师"是其衍生出的众多“伟辞”中最为著名的一句。专家认为，原来是陈老先生的一句勉励之语（可能勉励后人，也
或是勉励老先生自己），陈老先生当初写这句话时，断然不会想到在多年以后的今天会引出如此多的讨论吧！
8、你怎样认识集体备课制，它有优势吗？
优点：防止老师偷懒，提高教师教学主动性。减少教师个人的一些违规举动。提高资源配置效率，亲密老师之间的同
事关系，有利于互相提高水平。
4529、教学是一门技术还是一门艺术，你倾向那一种看法，若两者都不同意，请谈谈你的看法？
艺术，专家觉得任何一门事物都是艺术艺术来原于生活，更重要的是一种责任。
10、一堂好课的标准是什么？
从发展性教育的角度出发，好的课堂教学的基本特征就包括以下几个方面：
1、教学目标：以促进学生的发展为根本宗旨
⑴基础目标 指国家颁布的课程标准中所确定的学生必须掌握的学科基础知识、基本技能及基本学习能力和相应的思
想品德。
⑵提高目标 主要表现为学生的主体发展。主体性发展目标主要包括自主性、主动性和创造性三个方面。主体性强的
学生不仅表现出强烈的创新意识，而且具有创新思维能力和动手实践能力。
⑶体验目标 好的课堂教学注重通过教师与学生间的情感交流形成民主和谐课堂教学心理气氛，让各个层次的学生都
能获得创造或成功的心理体验，感受生活的乐趣和愉悦。
2、教学内容：科学合理
教学内容是课堂教学质量的根本保证，好的课堂教学的教学内容具有如下特征：
⑴教师正确理解并根据学生的实际发展水平和特点创造性地使用教材，合理确定重点和难点，精选具有基础性、范 范
例性和综合性的学科知识。
⑵内容具有挑战性，能激发学生的学习兴趣和求知欲望。
⑶重视教学内容的文化内涵，体现科学性、人文性和社会性的融合。
⑷关注教学内容的实践性，密切联系社会实际和学生生活实际。
3、教学策略与方法：学生主动地学习
现代课堂教学以学生为主体，强调通过学生的主动学习，促进学生的主体性发展。
4、教学能力：良好的教学基本功
教师较强的教学能力也是好的课堂教学的重要特征。教师的教学能力表现在：
⑴课堂驾驭能力
⑵实践操作能力
⑶语言表达能力
11、现在常常提的“以学生为本”或“以学生为主体”，你怎样理解？
学生是一个民族传承的希望，是一个国家继续生存、发展的灵魂所在。很简单地打个比方，如果一颗正在茁壮成长的
大树，突然之间，中间断了一节，您说会怎么样?以学生为本，其实说的就是传承，接力棒需要有人接的，如果只有第
453一个，而没有第二个，那会是怎么样？
12、你平常看的教育教学类的书籍和杂志有那些？（主观见解）
13、你最尊敬的教育家是谁，为什么？（主观见解）
14、你最赞赏的教学方法是什么？
:
资格认定教育教学基本素质和能力测试表
申请人姓名 学 科
测 测 试 标 准 评 价
测试 满
试 优 良 及格 不及格
等 得
方 (0.85-1.0) (0.7-0.85) (0.6-0.7) (0. 6以下)
项目 分 级 分
式 完全达到 大部分达到 基本达到 大部分达不到
仪表仪态 仪表端庄、自然，服饰得体、大方、整洁，表现出良好的仪容、
15
心理素质 气质和修养。积极乐观，精神饱满，心理健康。
行为举止 举止稳重大方、朴实自然，表现出良好的师德风范。 15
面 思维能力 根据提问及时应答，回答流畅、正确，有条理性和逻辑性。 15
语言表达 使用普通话，表述准确、清晰、完整、逻辑性强。
15
能力
试 基础理论 1、具备拟教学科、专业的基础理论和基本知识。
和 2、掌握教育学、心理学基本常识，了解现代教育理念。 40
专业知识 3、了解主要相关专业的有关知识。
总 评 100
试 1、注重素质教育，培养学生分析和解决问题的能力。
教学态度 2、教书育人，融思想政治教育和科学精神、人文精神于教学中。 15
3、备课认真，讲稿（或教案）内容充实，清晰整洁。
454讲 1、 教学目标明确、具体，符合培养目标要求，切合学生学习实
教学目标 际。 10
2、 教学目标体现知识传授、技能训练及能力培养的相互统一。
1、 根据课程性质及大纲处理教材，结合学科发展注意内容更新
2、 重视理论联系实际，突出实践性教学。
教学内容 3、 容量安排适当，信息量适中，教学结构程序设计合理，条理 25
清楚，重点突出。
4、 内容准确，无知识性错误。
1、注重激发学生学习兴趣，启发学生思维，鼓励学生创新。
教学方法 2、教学方法灵活多样，适合教学内容，符合学生实际。 20
3、根据教学需要，适时、适度运用教具和现代教育技术手段。
1、 教态亲切、自然，使用普通话，语言清晰、准确、规范、形
象、生动，语速、语调适中。
教学技能 15
2、 板书层次分明，图例规范，布置恰当，无错别字和不规范字。
3、 善于组织教学，有教学调控能力，教学时间分配合理。
1、课堂气氛活跃，师生精神饱满，关系融洽，学生兴趣浓厚。
2、当堂测试所学知识，学生应答积极，不同水平学生各有所得。
教学效果 15
3、对教学情况及时反馈和评价，并进行适当调节和改进。
4、完成课堂教学任务，实现教学目的。
总 评 100
教育教学技能测试内容
1、自我介绍。主要是观察测试对象的仪容、仪表、仪态，了解测试对象专业及工作经历等情况，考察是否适合做
教师工作。
2、说课。主要是考察测试对象对教学内容的处理、课堂教学的组织、教学手段的应用，以及教态和学生学习兴趣
调动的能力等。通过听取测试对象对拟采用教学方式、方法及试讲内容的处理技巧等情况介绍，考察测试对象的思路
是否清晰，是否熟悉教育教学基本规律，掌握基本的教育教学方法。
3、答辩。答辩内容从答辩试题库中抽取，主要是考察测试对象专业知识水平及语言表达能力、思维能力、应变能
455力等是否符合教师职业要求。
自我介绍、说课、答辩总时间不超过20分钟，其中，自我介绍不超过2分钟，说课不超过10分钟，答辩及学科组
成员随机提问不超过8分钟。
4、具体程序
（1）测试开始时，测试对象首先做自我简介。
（2）说课，测试对象结合本人所抽课题，就本人对拟讲内容的处理及将要采取的教法、手段等进行说明。
（3）答辩。说课结束后，测试对象从答辩试题库中随机抽取3个题目，任选2题进行答辩，学科组成员也可随机提问。
教育教学技能测试评分表
测试对象： 测试科目： 测试时间： 年 月 日
项
目 教学 教学 教学 教学技能 教学技能 教学
结 态度 内容 方法 （一） （二） 效果
论
分 值 10分 20分 20分 20分 15分 15分
得分
综合
得分 专业组组长签名：
年 月 日
456
