人教版小学英语二年级说课稿go for it
Unit5 (go for it)说课稿③
The Introduction of the teaching planfor section B(1-2c) unit 5 (go for it)I have the honor to reveal my analysis of English lesson here. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts into consideration. ①Teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment . OK , let me say something about my teaching plan for unit 5 section B. Today the first I’ll talk about is the first part “Analysis of the Teaching Material and students”Part One: Analysis of the Teaching Material and students(一) status and functionThe topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is divided into two parts: Section A and Section B. Section B is divided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking(二) Teaching Aims and DemandsThe teaching aims basis is established accordin g to Junior School English syllabus provision. In a ccordance with the analysis of teaching material and t he requirements of “go for it＂English teaching sylla buses. The focus of teaching should be laid on gras ping key vocabulary and structures, and developing the students’ ability of communication. So I’vedesign ed the following aims and demands1. Knowledge objectsKey vocabulary: agent; make money;travel around the world; get an edu cationTarget language:I think you should go to collegeBut if I go to college, I’ll never becomea great soccer player.2. Ability objects:To train student s’ ability of listening and speakingTo train students’ ability of communication3. Moral objects:Money isn’t everything.To be interested in taking part in activities in English class(三)Teaching key points and difficult points1. Key points:key phrases:travel around the world; make money; get an e ducationkey structures: I think you should …。
Goforit说课稿
Go for it , Book1 Unit 4 Where’s my schoolbag?说课稿Good morning! Ladies and gentlemen, it’s my great honor and pleasure to be here sharing my teaching ideas with you .My material is Go for it , Book1 Unit 4 Where’s my schoolbag? The first period. I will prepare to say the lesson from 6 parts.Part 1. Analyze the teaching materials.Part 2. Teaching aims.Part 3 Teaching key points and difficult points.Part4 Teaching methods and learning methods.Part5. Teaching procedure.Part6. Blackboard design.First, let me talk about the teaching materials.Part 1. Status and function of the teaching material.This lesson is about things around the room and three prepositions. By studying of this unit, students learn to describe the location of things, from the functional practice. Ss can use them in the real communication. Improve their listening and speaking abilities and develop the interest in learning English. At the same time, students learn how to express their need and the way of asking somebody to do something. Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.Part 2 Teaching AimsAccording to the new standard curriculum and the materials, I put the following as the teaching aims.Aim 1 Knowledge & skillsa)Master the key words about furniture such as table, bed, bookcase, sofa, deskb)Be able to talk about the location of the things around them and someprepositions of place such as on, in, under, behind.Aim 2 Process & methodUse the modern teaching equipments to make the class interesting and lively. So that Ss can reach a better understanding.Aim 3 Emotion, attitude & valuea)Educate Ss to form good living habit.b)Develop the students’ cooperative spirit.Part 3 Teaching key points and difficult points.Part4 Teaching methods and Learning methods.Teaching methodsAs we know the main aim of learning English in the middle school is to develop Ss’ ability of listening, speaking, reading, writing and their good sense of English.So in this lesson, I will use Multi-media teaching method, Task-based teaching method and Competition teaching method. Use these methods to develop their interest in English.Learning methods.That’s to say , Let the Ss study the new knowledge through seeing , saying , singing and thinking. After feeling the language points, let Ss obtain the knowledge by cooperative study.Part5. Teaching procedure.In order to obey the regulation of children’s growing of mind, I divide my teaching procedure into 6 steps .They are : 1. Lead in—2. Presentation and practice—3. Task time –4. Sum up –5.Assessment—6. HomeworkStep 1 . Lead in .It’s very important to make our class active and attractive at the every beginning.1)So I will have a Brain Storm.What’s in your schoolbag? Say the words as manyas you can. (It will cost 5 minutes)Step 2 . Presentation and practice.1)In this step, I will have a competition. I will show a picture of a house .Then, givethe Ss one minute and ask them to speak out the furniture what they see in the shortest time. Then I write down the new words on the blackboard and ask them to read after me. So the Ss can familiarize the new words.2)Come back to the P/19 and look at the picture in 1a carefully. Then have adiscussion about two questions.A, Where is it?B, What are they talking about?3) Two minutes later, I will show the picture in 1a again and lead in new sentence structures in the screen. By the discussion and picture, ask the whole class to read after me and invite some Ss to have a role play, meanwhile guide them to make the answers. So that the Ss can master the structure more comprehensively.4)After it , finish 1a and 1b.5)I will take out a pencil and a pencil-box to lead in three prepositions directly by changing their positions. At the same time, ask Ss to do what I do with speaking. By this action ,the Ss can remember these prepositions deeply. Then finish the 1c and 2d. (It will cost 10 minutes)Step 3 . Task timeIn this step, task-based teaching method is used here to develop the Ss’ abilities of Communication and cooperation.1)At first, I will invite two students come to the blackboard, one student should describe his/her ideal house, and another student should follow the he/she to draw a picture. By this game, Ss can not only practice their listening and understanding but also can improve their ability of drawing.2)Then finish the parts of 2a,2b and 2c. (It will cost 5 minutes)Step4. Sum upGo through the whole lesson, let Ss point out the main points in this period. Then back to the 1a by repeating.Step5. AssessmentCome on next time!”for unhappy face. Two minutes are enoughStep6 HomeworkThe homework is to use the important sentence pattern to describe the things’ location in their home , at least three sentences so that students an go over what they have learnt immediately..Part6. Blackboard design.Unit 4 Where’ my schoolbag?Table, bed, bookcase, sofa, chair Where’ s my schoolbag? It’ s on your bed. On, in, under. Where are my books? They are on the chairIs it on your bed? Yes, it is/ No, it isn’tAre my books on the chair? Yes, they are./No, they aren’t The left part is the new words and the right part is the main sentences. It help the Ss to get the main information of this lesson . And it’s helpful for them to do thehomework .That’s all for my presentation, thank you for your attention.。
go for it教案
《go for it 》教案一、教学目标新课程标准中说：英语教学的目的是培养学生运用语言进行交际的能力，为用而学，在用中学，学了就用，因此我把本课的教学目标定为以下几个方面：(1) 知识目标1. 词汇掌握1----12 月份的表达序数词1----312. 日常交际用语when is your birthday ?my birthday is…3. 语法日期表达法(2) 能力目标在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力, 使学生能熟练应用：when is your birthday? 句型及其回答。
(3) 德育目标热爱生命，孝敬父母的思想教育二、本课的重点难点和关键点及其理论依据根据新课程标准。
重点是when is your birthday? 句型服及其回答，难点是日期表达中月份和日期的正确使用，关键点是正确熟练运用when is your birthday? my birthday is 句型。
三、教学方法和教学手段教学的实质是交际，为此我选用了以下教学法：1 、提问引入法通过提问，集体，分组，分行回答, 或学生逐个回答的形式开展教学，检查和巩固新旧知识。
2 、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。
教学模式和教师特色针对本课的内容，我采用了五步教学法：第一步：热身-- 激活旧知识，创设轻松活跃的课堂气氛。
第二步：呈现-- 呈现新内容，感知旧内容；第三步：操练-- 用多种方式操练新知识；第四步：巩固-- 通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。
第五步：应用-- 布置任务性活动，让学生在用中学，在乐中学，学了就用。
在教学过程中，我是强化记忆者(warm up) ；示范表演者(presentation) ；组织指挥者(practice) ；监听者(consolidation) ；记分员(application)四、教材分析( 一) 教学内容unit 8 section a( 二) 教学准备( 三) 教学过程本课以交际为核心教学，我采用五步教学法，并且灵活穿插使用各步教学。
《Goforit》一等奖说课稿
《Goforit》一等奖说课稿《《Go for it》一等奖说课稿》这是优秀的说课稿文章，希望可以对您的学习工作中带来帮助！1、《Go for it》一等奖说课稿一、教材解读：本单元的中心话题是谈论过去发生的事情(talk about events in the past).这个话题非常贴近学生的生活实际。
在这节课中，同学们学习并运用动词的过去式进行听、说、读、写、演等各项练习。
教材中的对话包括一般过去时(the Simple Past Tense)的各种句式，对相关活动的设计及听力语言材料的选编都是为了让学生在真实有趣的情景中得到充分的练习。
二、教学设计依据：热身部分(Warming-up activities)主要是激发学生的兴趣及热情。
课前一首英文歌曲营造了学习英语的氛围。
“热身”部分的重点是自由对话(Free talk)。
根据学生对老师的情况很好奇的心理特点，设计了师生之间互问问题从而达到增进了解的目的，做到师生平等，形成和谐的.课堂气氛，让学生在接下来谈论过去的活动中敢说、愿说。
操练部分(Drill)为呈现activity 1a而准备了一幅色彩鲜艳、内容丰富的沙滩图，创设了学校旅行(school trip)的情景，图中的活动都是学生熟知的、容易表达的活动。
这种有情景的操练进一步巩固学生对动词过去式的掌握程度。
口语部分(Oral practice)分为三个环节。
第一，引导学生表达自己这次学校旅行的感受。
虽然这只是一个情景，但足以给学生留下美好的回忆。
第二，运用沙滩图中的活动，引出本课的重点句型“Did you ……”，然后指导学生谈论他们已经做过的事情，在反复练习中掌握这个句型。
第三，借助实物(oranges) 导入本课的另外一个句型“Where there any ……”。
在学生得到充分练习之后，创新使用他们的学习用品进行交流。
对于表现优秀的学生，应给予肯定，并将实物(oranges)作为奖品奖给他们以资鼓励。
Unit6Goforit!说课稿
Unit6Goforit!说课稿第1篇：Unit 6 Go for it!说课稿unit6,goforit!说课稿一、教学内容分析：本单元的中心话题是谈论个*特征（talabutpersnaltraits）和比较他人（cparepeple）。
这是一个非常符合八年级学生心理特点的话题。
在这节课中，同学们第一次接触形容词的比较级（thecparativedegreefadectives），并运用这些词进行听、说、读、演、写等各项练习，教材对相关对话的设计及听力语言材料的选编无不紧扣比较（cparisn）这个中心。
二、教学过程设计：温故而知新。
热身环节（waring-upactivit）根据学生对老师的情况很好奇的心理特点，设计了师生之间互问问题从而达到增进了解的目的，并且做到师生平等，形成*的课堂气氛，让学生敢说、愿说。
作为“热身”的另外一部分，一个同学间互作自我介绍的游戏，激发了学生的兴趣和热情。
同时，通过听、看、说的充分练习，复习了身高、体形、长相等方面的单词，为下一步描述图画作铺垫。
呈现（presentatin）新知识前，在黑板上画两个简笔画，既简单又形象，然后引导学生进行对比描述，呈现反义词。
在学生将反义词搭配好之后，进行下一轮的对比描述——描述班上的同学，呈现形容词比较级。
通过观察、跟读了解这些词的音、形、义。
口语部分（oralpractice）是为了未完，继续阅读 >第2篇：Unit 6,Go for it!说课稿范文一、教学内容分析：本单元的中心话题是谈论个*特征（talkaboutpersonaltraits）和比较他人（parepeople）。
这是一个非常符合八年级学生心理特点的话题。
在这节课中，同学们第一次接触形容词的比较级（theparativedegreeofadjectives），并运用这些词进行听、说、读、演、写等各项练习，教材对相关对话的设计及听力语言材料的选编无不紧扣比较（parison）这个中心。
Go for it
《Go for it 》教材分析之我见现在，我所在的贵阳地区初中使用的教材是人教社的新编教材新目标(Go For It) 。
新目标(Go For It) 是一套从美国引进的原版教材, 是一套符合英语新课程标准的教材。
它的指导思想科学、内容贴近学生的生活和现代社会生活, 富有新时代的气息, 强调“任务型的活动”较多。
根据“国培”内容所学知识，我认为《Go For It》教材有很多优势：（一）教材结构合理，使教与学能循序渐进地进行本教材的每个单元都融话题、语言结构和语言功能于一体，在目录处就明确列出每个单元的教学目标。
每个单元分为A、B两个部分，A部分是基本语言内容，B部分是知识的扩展和综合的语言运用。
每个单元还附有Self check部分，学生可用来自我检测本单元所学的语言知识。
和以往的教材相比，这套教材更加注重与学生能力的培养；以前的教材都比较强调语法，而《Go for it 》则以话题讨论的形式让学生真正学会运用英语；同样，以前的教材以掌握某个知识点为目的，而现行的教材则以完成一定任务为目的，更具有实际应用性；和以往的教材相比，在教材内容的选择和编排上，新教材更注重科学性、趣味性和思想性。
我在实际的教授过程中切身感受到了教材内容与时代还有学生的生活实际的联系之紧密，整个设计遵循由基础学习到综合运用，由浅入深、由输入到输出的学习规律，使师生体会到科学、自然的学习过程。
这一点是以往任何教材都无法比拟的。
（二）教材图文并茂，内容真实，较好地激发了学生的英语学习兴趣《Go for it!》教材的每个单元都以一幅巨大的主图片导入，呈现本单元的话题、语言结构、语言功能和主要词汇。
通过视觉刺激，引发学生对英语学习的好奇心、想象力和兴趣。
内容贴近学生生活，让人一目了然，无须教师作大量的解释和翻译。
教材中的听力材料内容丰富，语音生动，为课堂教学创设了真实的情景，非常适合学生模仿和表演。
（三）教材活动丰富，方法灵活，有利于构建学生为主体的课堂《Go for it!》教材采用任务型教学模式，每个部分都安排了丰富的学生活动，如Pair work和Group work。
人教版goforit说课稿
人教版goforit说课稿说课稿是一种教学活动，教师通过它来阐述自己的教学设计、教学目标、教学方法、教学过程以及评价方式等。
以下是一份关于人教版《Go for it》英语教材的说课稿示例。
尊敬的各位评委、老师，大家好！今天，我说课的题目是人教版《Go for it》英语教材的Unit 3 "I'm more outgoing than my sister"。
本单元选自教材的七年级上册，旨在通过对比较级的学习和应用，提高学生的英语表达能力和比较思维能力。
一、教学目标1. 知识与技能目标：- 学生能够理解并掌握形容词比较级的基本构成和用法。
- 学生能够听懂、会说、认读并正确拼写本单元的重点词汇和句型。
- 学生能够在实际情境中运用比较级进行描述和比较。
2. 过程与方法目标：- 通过小组合作学习，培养学生的合作意识和交流能力。
- 通过情景模拟和角色扮演，提高学生的口语表达能力和语言运用能力。
3. 情感态度与价值观目标：- 激发学生学习英语的兴趣，增强学习自信心。
- 培养学生客观评价自己和他人的能力，以及尊重个性差异的意识。
二、教学重点与难点1. 教学重点：- 形容词比较级的变化规则及其用法。
- 描述人物特点和比较人或事物的句型。
2. 教学难点：- 不规则形容词比较级的变化。
- 在真实情境中灵活运用比较级进行准确表达。
三、教学方法与手段1. 教学方法：- 任务型教学法：通过设计贴近学生生活的任务，让学生在完成任务的过程中学习和使用比较级。
- 合作学习法：通过小组合作，促进学生之间的交流和合作。
2. 教学手段：- 多媒体课件：利用图片、音频和视频等多媒体资源，激发学生的学习兴趣。
- 实物和图片：使用实物和图片进行直观教学，帮助学生理解和记忆。
四、教学过程1. 导入新课- 通过展示不同人物的图片，引导学生讨论他们的特点，自然引入比较级的话题。
2. 呈现新知- 利用课件展示形容词比较级的变化规则和常用句型。
Go for it Unit 2说课稿
Go for it! Unit 2说课稿单元分析本单元的标题为Is this your pencil? 话题为Things in the classroom.本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。
通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。
本单元与第三单元衔接紧密：由this，that 的学习过渡到these, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。
下面将通过一个表格对本单元的教学作进一步的梳理。
根据《英语课程标准》（实验稿）关于总目标的具体描述，结合第二单元的教材内容，我们分语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：1）语言知识：单词：学习掌握词汇pencil, pen, book, eraser, ruler,pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring等。
功能：辨认物品的所有者询问物品的归属，以及英语中对应的表达法Is this your pencil?Yes, it is ./ No, it isn’t…etc.语言结构：指示代词：this ,thatWhat引导的特殊疑问句Yes/No问句及其简单回答句型How do you spell pencil?2）语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化；能听懂本课学习活动中的问题，作出较得体的回答。
Go for it(教案)
Go for it! Book IUnit 1 Good morning!一．教材分析Go for it!学生用书每个单元包括Section A, Section B 和Self Check三个部分。
它将话题，功能和交际巧妙地融合在一起，用一种循序渐进的生活化的学习程序引导学生把所学的语言知识和实际运用结合起来。
Section A 为基本的语言内容，并为目标句型提供分步示例和指导性练习；Section B是知识的扩展和综合的语言运用，使学生能够对已经学过的目标句型运用自如；Self Check 供学生用来自我检测本单元所学的语言知识，使学生对现阶段的英语水平，即对本单元的语言目标有较为明确的认识。
它的编排虽然仍以单元为单位，但是以TBL语言教学模式的板块设计，为课堂教学的灵活组织留下了更大的空间。
Starter Unit 1是Go for it!预备篇三个单元的第一单元。
预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。
它的主要内容为26个字母和最基本的英语日常用语。
本单元的教学内容为：1．学习Aa --- Hh八个字母。
2．学习八个人名。
Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen3．学习打招呼的用语：Hello!/ Good morning!/ Good afternoon!/ Good evening!4．学会问候熟识的朋友和应答：-- How are you?-- I‟m fine, thanks. How are you? -- I‟m OK.二．教学设计思路Go for it!是以«英语课程标准»为依据，以培养学生的英语语言综合运用能力为目标，每个单元的教学内容都围绕一个话题，让学生在完成各项任务的过程中学会语言，真正体现：“Learn by doing. Learn by using.”这一教学原则。
人教版小学英语二年级说课稿goforit
人教版小学英语二年级说课稿goforit英语二班级说课稿goforit一、说教材1.教材简析。
本课共有两部分内容，其中第一部分是以中秋节为话题而开展的一个对话。
它主要讲了HanMei和Lucy简约谈论有关中秋节和月饼方面的知识，并邀请Lucy到她家作客的过程。
在这个对话中涌现了如autumn 和festival等十一个新单词以及几个同学难以理解的、需老师说明的词、句型和句子。
第二部分内容是两人在商店为伙伴买月饼的一个情境，谈话内容是从月饼表面的样子的好坏、大小、轻重和价钱等方面开展的。
其中涌现了形容词比较级的用法，它们是：nicer,bigger,heavier,cheaper。
它要求同学依据图、词和句子提示制造性的对话。
2.教学重点。
(1)指导同学掌控和娴熟运用那些难以理解的词、句型和句子，如cakeswithmeet...(2)指导同学口头娴熟表达就中秋节这一话题开展的对话内容，包括第二部分的购物经过。
(3)形容词比较级的用法。
3.教学难点。
同学依据实际情境需要真正开口讲英语。
4.教学目标。
(1)技能目标。
同学能听懂本对话录音，能听懂师生之间就本对话内容而开展的、切形式的问答，会和别人开展对话，了解和传递信息;能就本课语言难点造句，而且无语法错误;能就类似话题，制造性地自编对话;掌控形容词比较级的用法。
(2)知识目标。
同学要牢记全部新学单词，包括重点字母或字母组合的发音，还要记住新学短语、句型、难句及本对话各句的英语表达，为实现自如讲英语奠定基础。
(3)情感目标。
同学要爱学英语、爱说英语、想说英语，对英语学习投以极大的爱好和热忱。
(4)学习策略目标。
转变传统的死记硬背，积极主动地投入到语言的实践中去，包括听、说、读、写的实践。
在实践中提高语言的综合运用技能，加深对基础知识的掌控和记忆。
(5)文化意识目标。
使同学进一步了解和会简约向别人介绍中国这个传统节日，从而体会节日的欢乐。
二、说教法对本课我主要采用了如下几种教法：1.听录音。
Go for it PPT课件 3(说课) 人教版
Last year’s resolution Learn to swim Have a piano lesson … … …
Keep or not
I believe everyone has his resolutions. That’s to say, resolutions are here and there in our life. Now we will do some reading to understand resolutions better.
Part Three ---- Analysis of learning strategies
1. More chances to practice oral English in their daily life.
2. Cooperative learning.
3. Participate in class teaching activities.
Were you able to keep them?
Why?
Yes, I did.
Sure.
Because I practiced soccer really hard. And we made our soccer team.
Were you able to keep your last year’s resolution?
(5mins)
The teaching steps
Step 2: Presentation
(10mins)
Step 3: Discussion
(5mins)
Step 4: Text learning and practice (20mins)
Step 5: Sublimation
说课稿Unit 8 Go for it !
说课稿〔Unit 8, Go for it !〕一、教材解读：本单元的中心话题是谈论过去发生的事情(talk about events in the past).这个话题非常贴近同学的生活实际。
在这节课中，同学们学习并运用动词的过去式进行听、说、读、写、演等各项练习。
教材中的对话包含一般过去时(the Simple Past Tense)的各种句式，对相关活动的设计和听力言语资料的编选都是为了让同学在真实有趣的情景中得到充分的练习。
二、说课稿依据：热身局部(Warming-up activities)主要是激发同学的兴趣和热情。
课前一首英文歌曲营造了学习英语的气氛。
“热身〞局部的重点是自由对话(Free talk)。
依据同学对老师的情况很好奇的心理特点，设计了师生之间互问问题从而到达增进了解的目的，做到师生公平，形成和谐的课堂气氛，让同学在接下来谈论过去的活动中敢说、愿说。
操练局部(Drill)为出现activity 1a而打算了一幅色彩鲜艳、内容丰富的沙滩图，创设了学校旅游(school trip)的情景，图中的活动都是同学熟知的、简单表达的活动。
这种有情景的操练进一步稳固同学对动词过去式的掌握程度。
口语局部(Oral practice)分为三个环节。
第—，引导同学表达自身这次学校旅游的感受。
虽然这只是一个情景，但足以给同学留下美好的回忆。
第二，运用沙滩图中的活动，引出本课的重点句型“Did you ……〞，然后指导同学谈论他们已经做过的事情，在反复练习中掌握这个句型。
第三，借助实物(oranges) 导入本课的其它一个句型“Where there any ……〞。
在同学得到充分练习之后，创新使用他们的学习用品进行交流。
对于表示优秀的同学，应给予肯定，并将实物(oranges)作为奖品奖给他们以资鼓舞。
这三个环节的练习由简到繁，由易到难，采取不同方法，运用实物，联系实际，培养了同学的英语口语能力。
说课稿(Unit 8, Go for it !).doc
说课稿（Unit 8, Go for it !）一、教材解读：本单元的中心话题是谈论过去发生的事情。
这个话题非常贴近学生的生活实际。
在这节课中，同学们学习并运用动词的过去式进行听、说、读、写、演等各项练习。
教材中的对话包括一般过去时的各种句式，对相关活动的设计及听力语言材料的选编都是为了让学生在真实有趣的情景中得到充分的练习。
二、教学设计依据：热身部分主要是激发学生的兴趣及热情。
课前一首英文歌曲营造了学习英语的氛围。
“热身”部分的重点是自由对话。
根据学生对老师的情况很好奇的心理特点，设计了师生之间互问问题从而达到增进了解的目的，做到师生平等，形成和谐的课堂气氛，让学生在接下来谈论过去的活动中敢说、愿说。
操练部分为呈现activity1a而准备了一幅色彩鲜艳、内容丰富的沙滩图，创设了学校旅行的情景，图中的活动都是学生熟知的、容易表达的活动。
这种有情景的操练进一步巩固学生对动词过去式的掌握程度。
口语部分分为三个环节。
第一，引导学生表达自己这次学校旅行的感受。
虽然这只是一个情景，但足以给学生留下美好的回忆。
第二，运用沙滩图中的活动，引出本课的重点句型“Didyou……”，然后指导学生谈论他们已经做过的事情，在反复练习中掌握这个句型。
第三，借助实物导入本课的另外一个句型“Wherethereany……”。
在学生得到充分练习之后，创新使用他们的学习用品进行交流。
对于表现优秀的学生，应给予肯定，并将实物作为奖品奖给他们以资鼓励。
这三个环节的练习由简到繁，由易到难，采取不同方式，运用实物，联系实际，培养了学生的英语口语能力。
呈现部分是为下面的听力部分作准备。
运用实物、图片及英语解释等多种方法呈现新单词及词组，而且口语部分已为要呈现的对话打下了坚实的基础。
听力部分做到循序渐进。
首先带着问题听，然后边听边找出需要的信息，最后通过跟读、分角色朗读形成语感。
此部分不再是听简单的单词发音，更重要的是听有意义的对话。
结对练习设计了一个合作任务，主要是将所学知识系统地进行练习并加以总结创新。
Go For it! (人教版) Unit 2 Section A 1a-1c教学设计
Lesson Plan I．Basic InformationII Summary of Lesson ProcedurePart 1: Lead-InTeacher show the picture of TV show家有儿女to lead in this topic.Part 2: New Material PresentationTeacher uses the family photo to introduce the new words and uses the guessing game to practice the new words.T introduces the sentence structures to students and tell students how to distinguish “this or that” and “these or those”.T uses a short VCR to introduce how to introduce family members.Part 3: PracticeTeacher prepares several pictures to let students introduce the family members.Teachers plays a short VCR to let students know the real meaning of family.Part 4: SummaryBrief summary of the whole lessonPart 5: Homework1.Please prepare your own family photo.2. Write down the introduction of your family members.3. Next class students should present the introduction to all the students.III Lesson ProceduresPart 1: Warming upPart 2: New Material PresentationPart 4: Summary (2 minutes)Brief summary of the classT: OK, You did a good job. What have you learned from this lesson?S:….T:Today we have learned the relative words such as mother, father, parent, grandmother, grandfather, grandparents, friends. We know how to use “this/these” and “that/those” to introduce people.Part 5: Homework (1 minute)1.Please prepare your own family photo.2. Write down the introduction of your family members.3. Next class present the introduction to us.。
Go For it! (人教版) Unit 2 Section A 1a-1c教学设计
Lesson Plan I．Basic InformationII Summary of Lesson ProcedurePart 1: Lead-InTeacher show the picture of TV show家有儿女to lead in this topic.Part 2: New Material PresentationTeacher uses the family photo to introduce the new words and uses the guessing game to practice the new words.T introduces the sentence structures to students and tell students how to distinguish “this or that” and “these or those”.T uses a short VCR to introduce how to introduce family members.Part 3: PracticeTeacher prepares several pictures to let students introduce the family members.Teachers plays a short VCR to let students know the real meaning of family.Part 4: SummaryBrief summary of the whole lessonPart 5: Homework1.Please prepare your own family photo.2. Write down the introduction of your family members.3. Next class students should present the introduction to all the students.III Lesson ProceduresPart 1: Warming upPart 2: New Material PresentationPart 4: Summary (2 minutes)Brief summary of the classT: OK, You did a good job. What have you learned from this lesson?S:….T:Today we have learned the relative words such as mother, father, parent, grandmother, grandfather, grandparents, friends. We know how to use “this/these” and “that/those” to introduce people.Part 5: Homework (1 minute)1.Please prepare your own family photo.2. Write down the introduction of your family members.3. Next class present the introduction to us.。
PEPGoforit全英文英语说课稿
PEPGoforit全英文英语说课稿PEP Go for it全英文英语说课稿范文Good morning, everyone! It’s my honor to present my lesson plan here. The teaching material comes from PEP Go for it 8B U6. The title of the reading part is I’ve been studying history in China. History is the topic of this passage. The story is narrated by an Australian, Leo, who tells his life in China, his family history and his study of history. This reading mainly focuses on developing Ss’ reading skill, especially scanning. So this is one of the language focuses. As for the content, because of many new words and phrases in the context and Ss’ lack of the knowledge about “history”, it is a little difficult for them to understand the passage. So the Ss may have a bit difficulty in retelling the passage in the last activity role-play. Thus I rearrange the material like this: The 3 questions in pre-reading are modified. I’ll choose some easier and funnier questions to lead Ss into the topic History. The grammar review in Exercise 3b, 3c is not the language focus in this lesson, thus it’s considered as the homework.According to the New English Curriculum, the teaching should not only focus on the development of Ss’ reading strategy, also the Ss’ interest in English. So I apply communicative approach, making use of real-life situations to motivate their desire to communicate in meaningful ways about meaningful topics. Ss will enjoy their participation in this lesson by discussion and role-playing. As for the teaching aids, PPT, blackboard and audio tape are needed.Based on those analyses, I set the following 5 teaching objectives. By the end of the class, Ss will be able to:1. Linguistic knowledgeMaster new words and expressions, such as emperor, dynasty, capital etc. (this is the language focus)Be familiar with the topic history.2. Language skillsDevelop their reading skills, especially scanning. (This is the language focus I’ve mentioned before.)Tell Mike Leo’s life in Harbin during the role-playing. (This is the anticipated difficulty.)3. AffectsLove our country by learning more about Chinese history.4. Cultural awarenessKnow more about history of other countries.5. Learning strategyLearn to get more information both from books and the Internet.Ok, now let’s move to the most important part: teaching procedure. I adopt 3-stage model: pre-reading, while-reading and post-reading. The duration is 45 minutes.In pre-reading stage, there’re 2 activities for 9mins. I’d like to introduce Leo to Ss as a new friend. The first activity is Leo’s self-introduction through a short record. The record is prepared before the class with some key information about Leo. As a foreigner, Leo loves Chinese history very much, so he has many questions to ask Ss. The first one is about the emperors and the dynasties. Ss should be able to do the match between them. Those emperors are all famous characters in the Chinese history, such as Tang Taizong, Cheng Jisihan, Kang Xi and so on. The second one is about the famous capitals in the history. Ss should pick out the city which was not the capital in the history. By theway, I will provide some information about Harbin, which is the city where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier, and the comfortable atmosphere can help Ss’ to acquire new knowledge easily.In the second stage while-reading, there are 2 steps; they are fast-reading for 6mins and careful-reading for 15mins. There’re 2 activities in fast-reading: skimming for the main idea of each paragraph and scanning for the specific and important information to fill in the blanks. These tasks can help them get the general idea of the passage.In careful-reading step, I’ll guide them to learn the passage paragraph by paragraph, from Leo’s introduction to Leo’ s family history, and Leo’s study of history, the last is Leo’s dream. Different tasks are designed for Ss: For the first paragraph, Ss are asked to find some key words about Leo: Australian, Jewish, etc. For the second paragraph, Ss are required to fill in the time table about Leo’s family history. As for Leo’s study, Ss are asked to make a comparison between Leo and his friends. The last is Leo’s dream, I’ll ask Ss several simple questions. I will make sure that Ss won’t be bored by the tasks and participate in all the activities actively.In post-reading, there’re 2 activities for 14mins: discussion for 5mins and role-playing for 9mins. I’ll ask Ss two questions: Q1: Why are some old buildings in Harbin built in Russian style? Q2: Why does Leo want to go to Beijing for the Olympic Games in 2008? What can we infer from that? Ss are supposed to learn more about the history of China and other countries, and develop their patriotic feeling. The role-playing is Leo’s talking with his friend Mike. They are talking about Leo’ life, work andthe future plan. What Ss have learned in this lesson is needed in the talking. In order to lower the degree of the difficulty, I’ll provide some sentence structures, some questions and key words. So this can be considered as a review of the whole lesson. And this is the right time to practice Ss’ oral English and they should talk in the correct tense to practice the grammar we have learned before.The last minute is for explaining homework: Suppose that Leo’s friend Mike is coming China for the Olympic Games, we should give him some tips. Ss are asked to get more information through the books and the Internet, and then write down at least 3 tips in the following structure: If you want to go to the Great Wall, you will have to take No.15 bus…. This task comes from Exercise 3b, 3c. Ss can not only review adverbial clauses of condition introduced by If according to the requirements of the teaching material but also enjoy learning with the given situation. As time’s limited in the class, the task is left as the homework.Finally, making a good use of the blackboard can help Ss learn better. So this is my blackboard design: the title is in the middle of the blackboard, the left part is for some information related to Leo and also the structure of the whole passage, the right part is for some new words and expressions.。
Unit 6,Go for it!说课稿.doc
Unit 6,Go for it!说课稿一、教学内容分析：本单元的中心话题是谈论个性特征和比较他人。
这是一个非常符合八年级学生心理特点的话题。
在这节课中，同学们第一次接触形容词的比较级，并运用这些词进行听、说、读、演、写等各项练习，教材对相关对话的设计及听力语言材料的选编无不紧扣比较这个中心。
二、教学过程设计：温故而知新。
热身环节根据学生对老师的情况很好奇的心理特点，设计了师生之间互问问题从而达到增进了解的目的，并且做到师生平等，形成和谐的课堂气氛，让学生敢说、愿说。
作为“热身”的另外一部分，一个同学间互作自我介绍的游戏，激发了学生的兴趣和热情。
同时，通过听、看、说的充分练习，复习了身高、体形、长相等方面的单词，为下一步描述图画作铺垫。
呈现新知识前，在黑板上画两个简笔画，既简单又形象，然后引导学生进行对比描述，呈现反义词。
在学生将反义词搭配好之后，进行下一轮的对比描述——描述班上的同学，呈现形容词比较级。
通过观察、跟读了解这些词的音、形、义。
口语部分是为了进一步巩固刚学习的形容词比较级。
通过有趣的三对双胞胎对比，让比较级在情景中得到合理有效地运用。
并在不经意中将书上对话自然地呈现出来，作为口语练习的例子。
学生从模仿到创造的这种口语训练，为下面的听力打下坚实的基础。
听力部分做到循序渐进，先听顺序，再听名字，最后听意思。
此部分不再是听简单的单词发音，更重要的是听有意义的对话。
学生通过看图、听音、跟读、分角色朗读形成语感。
结对练习主要是将所学知识在实际情景中表现出来。
在说之前，老师做好了示范，学生做好了准备，然后两人一组表演出来。
巩固部分设计了一个合作任务：学生四人一组相互讨论，写出双胞胎的不同点，每小组选一个代表作汇报。
通过这样的活动，学生学会相互合作，并获得成就感与集体荣誉感。
整个教学过程力求做到环环相扣，对学生的听、说、读、写进行综合训练，培养学生运用英语表达思想，进行实际的能力。
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人教版小学英语二年级说课稿go for it
一、说教材
1．教材简析。
本课共有两部分内容，其中第一部分是以中秋节为话题而展开的
一个对话。
它主要讲了Han Mei和Lucy简单谈论相关中秋节和月饼方
面的知识，并邀请Lucy到她家作客的过程。
在这个对话中出现了如autumn和festival等十一个新单词以及几个学生难以理解的、需教师解释的词、句型和句子。
第二部分内容是两人在商店为朋友买月饼的一个情境，谈话内容
是从月饼表面的样子的好坏、大小、轻重和价钱等方面展开的。
其中
出现了形容词比较级的用法，它们是：nicer, bigger, heavier, cheaper。
它要求学生根据图、词和句子提示创造性的对话。
2．教学重点。
（1）指导学生掌握和熟练使用那些难以理解的词、句型和句子，如cakes with meet...
(2)指导学生口头熟练表达就中秋节这个话题展开的对话内容，
包括第二部分的购物经过。
（3）形容词比较级的用法。
3．教学难点。
学生根据实际情境需要真正开口讲英语。
4．教学目标。
（1）技能目标。
学生能听懂本对话录音，能听懂师生之间就本
对话内容而展开的、切形式的问答，会和别人展开对话，了解和传递
信息；能就本课语言难点造句，而且无语法错误；能就类似话题，创
造性地自编对话；掌握形容词比较级的用法。
（2）知识目标。
学生要牢记所有新学单词，包括重点字母或字
母组合的发音，还要记住新学短语、句型、难句及本对话各句的英语
表达，为实现自如讲英语奠定基础。
（3）情感目标。
学生要爱学英语、爱说英语、想说英语，对英
语学习投以极大的兴趣和热情。
（4）学习策略目标。
改变传统的死记硬背，积极主动地投入到
语言的实践中去，包括听、说、读、写的实践。
在实践中提升语言的
综合使用水平，加深对基础知识的掌握和记忆。
（5）文化意识目标。
使学生进一步了解和会简单向别人介绍中
国这个传统节日，从而体会节日的快乐。
二、说教法
对本课我主要采取了如下几种教法：
1．听录音。
听音是英语学习的重要方法，也是课堂教学的重要步骤。
在听中
能够感知，能够模仿。
2．重点解释，个别操练。
在每一堂教学中，学生总会遇到一些难以理解的词、句型、短语、句子或某一语法现象。
如本课出现的形容词比较级的用法等都需要教
师个别解释甚至创设语言情境实行操练和举例，以扫除自由交际过程
中的“拦路虎”，为语言的进一步学习奠定基础。
3．指导学生展开情景对话。
教师能够和任何一个学生对话。
开始时和学习好的可多说几句，
和学习差的能够少说几句，要想办法使人人开口，使人人都有成功感。