牛津初中英语8B Unit4 Welcome to the unit说课稿 - 苏州胥江
初中英语说课稿中文版(通用5篇)
初中英语说课稿中文版（通用5篇）教师在说课时还应注意态度端正，语言得体，声音洪亮，以营造良好的教学氛围。
通过认真准备和充分展示，教师能够更好地引导学生主动参与课堂，并提高课堂效果。
这里给大家分享一些关于初中英语说课稿中文版，供大家参考学习。
初中英语说课稿中文版（篇1）介绍教材首先我上的是牛津译林版英语教材，而《Travelling》这一节，是八年级下册第二单元的第一课时。
教学内容本节课的主要内容包含2个部分：一是了解国外城市的旅游胜地和一些受欢迎的景点；二是熟悉人们在不同景点从事的各种活动。
学习目标通过本节课的学习应该达到一下目标：知识目标：了解与旅游相关的一些交际用语，并掌握重要语言点。
能力目标：提高快速阅读能力以及听说读写能力。
情感目标：促进学生对大自然以及人文地理的热爱。
学情分析重难点刚才已经说到，本课的授课对象是八年级的学生，通过小学和七年级对于英语的学习，学生们已经对国外文化有了一个大致的了解，比如一些常用习语以及一些在公共场合的.交际用语，但是学生们对于国外的人文地理知识还不是很了解，因此我把本节课教学重点设置为学生通过阅读对话等方式，在掌握重要短语和句子结构同时，提高学生听说读写能力；教学难点设置为通过小组讨论，了解国外城市的景点，并通过讨论熟悉人们在不同景点从事的各种活动。
教学方法结合本节课的教学重点和难点我说一下我的教学方法，我用的“四环节循环教学模式”，通过自学质疑、小组讨论、展示评价和巩固深化四个阶段的逐步进行，让学生在收获快乐的同时获得新知。
在教学中教师扮演指导者的角色，而学生扮演学习的活动者，强调学生的自主学习，通过并运用投影仪，幻灯片，Flas__和图片等教学辅助设备来加强教学效果，培养学生的学习兴趣。
教学过程针对本节课的教学重点和难点，我简单地说下我的教学思路：Step one：lead in1.Show a pictureT: Look! This is a beautiful picture, right? (Ask questions)What can you see in the picture?What season do you think it is?2.Guessing Game:I’ll show you some pictures of interesting places I’ve visited before, please guess what places they are. (Students do the guessing game)3. A Braining StormShowing the pictures.Do you want to know more popular tourist attractions?Step Two：Presentation1. Show the pictures of other six places of interest on the Page 25.-- Teach the new words and pronunciation.--Lead them to read the names of places and countries.2. Test your memoryShow the pictures randomly, students say the names loudly.1. Group game(1) Four students a group, practice the following dialogue one by one.I would like to visit … What about you?(2) First practice, and then ask some groups to act it out.2. Match1.match the places with the countries.2.Students say more sentences about the places using the word “symbol”3. Do ExercisesAsk students to fill in the blanks using the places we’ve learnt.Step Three：Dialogue-making1. Things to do when traveling2. Pair Work(1) T: Till now, we’ve learnt so many places and things to do. Could you please use both of them to make a dialogue like this?(2) Students practice making dialogues in pairs using different places and things to do to replace the underlined parts.(3) Students act the dialogue out before the whole class.Step Four: Comic StripT: It’s spring now. Traveling is really great fun. All of us like traveling, so does our friend Eddie. He also wants to go on a trip.1. Students listen to the tape, answer the questionWhere does Eddie want to go?2. Students read the dialogue by themselves, answer more questions3. Show TimeFirst the students practice in pairs, then ask some pairs to act it out.Step Five: Discussion-- Do you think “A heavy bag is suitable for traveling”?-- What things do we need to take with us when we go on a trip?(Students first discuss in pairs, and then answer the questions)You can choose any tourist attraction to make a dialogue with you partners.Students first practice in pairs, and then act the dialogue out.Step Six: Homework1. Learn more about the world.2. Collect some postcards or photos of popular tourist attractions.3. Look for some information about them on the Internet. Write down the information on your note book.初中英语说课稿中文版（篇2）（一）教材分析：这几天不知为什么，手边的东西总是四处乱丢。
译林牛津版8上 unit4 Welcome to the unit 教学课件 (共18张PPT)
Listen and answer
1. What’s DIY? 2. What is Suzy going to do? 3. What does Suzy need for her DIY?
1. What’s DIY? It stands for “do-it-yourself”. When you do DIY, you make, repair or decorate things yourself instead of paying someone to do it.
We can use it to join things together.
We use it to paint the walls. We can't cut paper or cloth easily without them.
Read the dialogue
Millie: What’s DIY exactly, Suzy? Suzy: It stands for “do-it-yourself”. When you do DIY, you
Do-it-yourself Can you do any DIY work?
I can makeຫໍສະໝຸດ kites/repair my bicycle/paint the shelf……
Who is excited. Hobo
Listen and answer
1. What’s Hobo going to do? 2. Will Eddie help Hobo? 3. What should Hobo read first? 4. What does Hobo probably need? 5. What should Hobo do at last?
牛津译林版英语8B Unit4 Welcome课件(共24张PPT)
2021/6/20
20
Language Points
Have you decided what to do with these
books, Hobo? 句中“疑问词what + 动词不定式”结构 作宾语。该结构中的疑问词还可以用 when、how、which等。如：
He doesn’t know how to get there. 他不知道如何去那儿。 更多内容详见本单元语法课。
He likes history books best. They improve his knowledge of the past. What is he reading now?
He is reading a book about Germany in
World War II.
2021/6/20
3完成教师布置的相关练习。 4预习Reading, 让学生提前熟悉《格列
佛游记》的故事情节或观看电影《格 列佛游记》。
2021/6/20
23
Thank you!
2021/6/20
24
•
9、 人的价值，在招收诱惑的一瞬间被决定 。2021/6/232021/6/23Wednes day, June 23, 2021
2021/6/20
11
Sandy and Daniel are talking about what they like to read. Listen to their conversation and answer the questions.
What is Daniel’s favourite type of book? Why?
n. 小说
n. 德国
牛津译林版英语九年级下册《Welcometotheunit》说课稿12
牛津译林版英语九年级下册《Welcome to the unit》说课稿12一. 教材分析牛津译林版英语九年级下册《Welcome to the unit》是本册教材的第一单元，主题为“探险”。
本单元通过讲述探险家的故事，引导学生学习探险相关的词汇和表达方式，同时培养学生的阅读理解和写作能力。
本单元的主要内容包括：探险家的介绍、探险过程中的困难和挑战、探险的意义等。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语词汇和句型。
但他们在阅读理解、写作和口语表达方面还存在一定的困难。
因此，在教学过程中，需要注重培养学生的阅读理解能力、写作能力和口语表达能力，同时激发他们学习英语的兴趣。
三. 说教学目标1.知识目标：学生能够掌握本单元的相关词汇和表达方式，了解探险家的故事，理解探险的意义。
2.能力目标：学生能够运用所学的词汇和句型进行阅读理解和写作，提高他们的阅读理解能力和写作能力。
3.情感目标：通过学习探险家的故事，培养学生的勇敢、坚持和团队协作精神。
四. 说教学重难点1.重点：学生能够掌握本单元的相关词汇和表达方式，能够理解并运用句型进行阅读理解和写作。
2.难点：学生能够准确理解探险家的故事，提高他们的阅读理解能力，同时能够运用所学的词汇和句型进行写作。
五. 说教学方法与手段1.教学方法：采用任务型教学法，通过完成各种任务来激发学生的学习兴趣，提高他们的阅读理解能力和写作能力。
2.教学手段：利用多媒体课件、图片、阅读材料等，帮助学生更好地理解和运用所学的知识。
六. 说教学过程1.导入：通过展示探险家的图片，引导学生谈论探险家的故事，激发学生的学习兴趣。
2.阅读理解：学生阅读课文，回答相关问题，理解探险家的故事，掌握相关词汇和表达方式。
3.写作练习：学生根据所学的词汇和句型，写一篇关于探险的短文。
4.口语表达：学生分组讨论，用英语分享自己的探险经历或梦想。
5.总结：教师对本节课的内容进行总结，强调重点和难点。
牛津译林版英语七上Unit8《Fashion》(welcometotheunit)说课稿
牛津译林版英语七上Unit 8《Fashion》（welcome to the unit）说课稿一. 教材分析《牛津译林版英语七上Unit 8 Fashion》是围绕时尚话题展开的一课。
本节课主要介绍了不同国家的时尚风格，以及如何表达自己对时尚的看法。
通过本节课的学习，学生能够掌握时尚相关的词汇和表达方式，提高口语表达能力。
教材内容丰富，插图精美，激发学生学习兴趣。
二. 学情分析七年级的学生对时尚话题充满兴趣，生活中也常常关注时尚潮流。
但部分学生可能对英语表达时尚话题存在一定的困难，因此在教学过程中需要关注学生的个体差异，调动他们的积极性，引导他们主动参与课堂活动。
三. 说教学目标1.知识目标：学生能够掌握时尚相关的词汇和表达方式，如：clothing,fashion, stylish等。
2.能力目标：学生能够用英语描述自己和他人的时尚风格，提高口语表达能力。
3.情感目标：培养学生对不同文化的尊重和理解，提高他们的跨文化交际意识。
四. 说教学重难点1.重点：时尚相关的词汇和表达方式的掌握。
2.难点：如何用英语描述自己和他人的时尚风格。
五. 说教学方法与手段1.任务型教学法：通过完成各种任务，让学生在实践中学习时尚词汇和表达方式。
2.交际型教学法：引导学生进行角色扮演、小组讨论等互动活动，提高口语表达能力。
3.情境教学法：创设各种时尚场景，让学生在真实情境中学习英语。
4.多媒体教学手段：利用课件、图片、视频等资源，丰富教学内容，激发学生学习兴趣。
六. 说教学过程1.导入：展示时尚相关的图片，引导学生谈论自己对时尚的看法，激发兴趣。
2.新课呈现：通过课件展示时尚词汇和表达方式，让学生跟读并模仿。
3.实践环节：学生分组，进行角色扮演，模拟时尚店的购物场景，运用所学词汇和表达方式进行交流。
4.小组讨论：让学生分成小组，讨论自己喜欢的时尚风格，并汇报讨论结果。
5.课堂总结：教师总结本节课所学内容，强调重点词汇和表达方式。
牛津英语8B UNIT 4 WELCOME TO THE UNITPPT优选课件
c_h_a_r_it_y__ show. Eddie admires Hobo very
much. So he says; “ How I w_is_h_____ I
could be a host!” Hobo tells Eddie if he
wants to be a host, he must p_ra_c_t_i_se___ a lot.
2020/10/18
3
Hobo is h_o_ld_i_n_g__a microphone. Eddie is
very s_u_r_p_r_ie_d__ at this. He wants to know
w_h_y___ Hobo is holding that. Hobo tells
Eddie that he will be a h_o_s_t____ of a
you sleep l_e_s_s__ d_u_r_in_g___ the day.” How
lazy Eddie is!
2020/10/18
4
What do these charities do to help people?
2020/10/18
5
Do you know the names of charities in China?
Eddie says he is s_u_re____ he can be a good
host. But Hobo doesn’t b_b_e_li_e_v_e_ it because
Eddie s_le_e_p_s__ a lot. Now Hobo says to
Eddie: “ You can be a good host o_n_l_y_ if
八年级：牛津初中英语8BUnit 4 welcome to the unit(教学方案)
( 英语教案 )学校：_________________________年级：_________________________教师：_________________________教案设计 / 精品文档 / 文字可改八年级：牛津初中英语8BUnit 4 welcome to the unit(教学方Learning English is conducive to making friends, chatting or working together with foreigners, and learning English is very useful for traveling abroad.八年级：牛津初中英语8BUnit 4 welcome to the unit(教学方案)unit 4 a charity show part 1 teaching design vocabulary 四会 (n.) charity, host, cat, organizer, duty, event, success, business, organization, guest, audience, curtain, exit, stage, voice, actor, ground, decision, poster, performance (v.) wish, raise, introduce, perform, hang, phone, matter (adv.) excitedly 三会advertise, goods, notepaper, attention, donation, speech, purpose, department store 二会 microphone, leaflet, denote, indoors, volunteer, angencyexpressionsto be the host of…, a charity show, sleep less, advertise on the internet, give out leaflets, donate money, organize a charity show, sell books, help with…, raise money for…, feel happy,watch the show, work on…, practise a lot, in the beginning, do everything right, become a little bit easier, keep –ing, the fans of the pop stars, make a lot of noise, donate money to…, have support from…structure1. i was helping with a charity show because i wanted to raise money for project hope.2. i was very nervous because of the tv camera.3. i wanted to help the poor so i donated some money.4. i hope that you will like the show.5. i wish that i could fly. 第一部分教学设计 period 1 comic strips & welcome to the unit (raising money for charity, fun-raising activities for charities) teaching goals ● to introduce a specific activities students can do to help a charity ● to activate existing knowledge about doing charity work ● to become familiar with different ways of making suggestions ● to activate students’ interest in local charities and what they do teaching procedures step 1 having a revision and presenting (show the ads. in book 7ato students.) do you still remember the ads? what do millie and simon want to do? yes, you are right. they want to help the children from poor areas in china. we call such an activity a charity. the charity that helps schools and students in poor areas is called “project hope”. what other charities do you know? have you ever heard of “project green hope”, “save china’s tigers” and “spring bud project” before? now go to finish off part b on page 61. step 2 discussing what can we do for charity? we can raise money for charity. then how can we do it? let’s have a discussion. (show the students the pictures on page 59 one by one.) what are they doing? picture1: they are selling books. picture2: he is advertising on the internet. picture3: they are giving out leaflets to ask people to donate money. picture4: they are having a charity show. now go to page 61 to finish off part a. what is the goal of these activities? (to raise money/fund for charity)so they are called fund-raising activities. what other fund-raising activities do you know? could you find more fund-raising activities in life? step 3 doing a task we are going to do a class survey. which type of activity would you like to be involved in if you want to raise money for charity? what would you do? to advertise on the internet? to give out leaflets to ask people to donate money? to organize a charity show? to sell books to raise money? what other suggestions would you come up with? let’s draw a table on the blackboard to fill in to find out the most popular activity. ok? how to make suggestions? let’s …why don’t you/we … ? what/ how about …? why not …? shall we …?step 4 looking and answering (show picture 4 in part a to students again.) what are they doing? (they are holding a charity show.) what’s in the girl’s hand? (a microphone.) guess what she is. right, she is a host. what famous hosts do you know?how can we become good hosts? (only if we practice a lot.) step 5 presenting (show picture 1 on page 60 to students.) what is hobo holding?why is he holding a microphone? because he’s been chosen to be the host of a charity show. because he wishes to speak to the listeners. because he wants to ask the teacher a set of questions about computer. because he wants to check his students’ work. … step 6 listening and answering why is hobo holding a microphone? (he will be the host of a charity show.) that is to say: he has been chosen to be the host of a charity show. what does eddie say to him? (congratulations!) does eddie want to be a host? is he sure that he can be a good host? how can he become a good host according to hobo? do you think he can be a good host? why or why not? step 7 listening and repeating now listen to the tape and read after it sentence by sentence. step 8 finding out expressions go over page 60and 61 again to underline all the useful expressions. expressions from comic strips & welcome to the unitstep 9 acting out the dialogues now work in pairs to act out the dialogues on page 60 and 61. step 10 retelling the story hobo is holding a m_____. eddie wanted to know w_____he was holding a microphone. hobo told him he has been chosen to be the h_____of a c_____show. eddie admired hobo very much. so he asked if he could be a host. hobo told eddie to p_____a lot if he wanted to be a good host. eddie agreed with him. but he wanted to sleep more. hobo said to eddie: “you can be a good host o_____if you sleep l_____during the day.” now we know how lazy eddie is. (keys: microphone, why, host, charity, practise, only, less) step 11 doing homework a. listen, repeat and read the comic strips and try to remember it. try your best to act it out. b. finish off the exercises in the evaluation handbook可在这填写你的名称YOU CAN FILL IN THE NAME Here。
牛津初中英语8B Unit4 Welcome to the unit说课稿 - 苏州胥江
牛津初中英语8B Unit4 Welcome to the unit说课稿尊敬的评委，各位老师，大家好！我是来自江苏省苏州市胥江实验中学的濮婷婷。
今天我要研说的是牛津版初中英语8B第四单元的第一课时“Welcome to the unit”。
我将从教学分析、学情分析、教学模式、教学设计、板书设计、课堂评价、资源开发这七个方面进行研说。
首先是教学分析，分为教材地位和作用，教学目标，重点难点。
让我们先来看看教材地位和作用。
Unit4属于8B的第二模块“Rights and responsibilities”（权利和责任），它在整个教材中起着承上启下的作用。
而“Welcome to the unit”是本单元的第一课时，以“A charity show”为中心话题展开教学内容。
它不仅是第四单元的话题导入，也为后面的教学环节做好热身准备。
通过本课时的学习，让学生了解如何组织一场慈善演出，如何为需要帮助的捐款，筹集物资，以此来发扬互帮互助的精神。
本课的教学目标有三个，1.知识目标：帮助学生学习和了解中国的一些慈善机构的名称和他们的作用。
2.技能目标：能够为慈善义演设计一张海报。
3.情感目标：培养学生的爱心以及乐于助人的精神，激发学生对参与慈善活动的兴趣。
本课的重点是掌握“四会”单词cat ,charity, fund-raising, advertise和词组give out, raise money, charity show。
难点是：让学生熟悉不同的提建议方式并熟练运用。
第二，学情分析。
初二学生大多数具备一定英语能力，也养成了一些学习习惯。
学生们通过电视、网络、报纸等媒体，已了解一些慈善机构的名称和作用。
而且，早在初一7A第五单元就涉及过为“希望工程”捐款的话题。
另外，我校每年都会组织学生举行慈善义卖的活动来为需要帮助的人筹款。
这些已有的基础知识和生活经验都为学生们学好这一课打下良好的基础。
但是，“慈善”这个话题毕竟离我们的初中生有点遥远，有些学生会觉得陌生。
8BUnit4Welcometotheunit教案
8BUnit4Welcometotheunit教案英语（八年级下册）Unit 4 A Good ReadComic strip and Welcome to the unitI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know different types of books;2. talk about books they like to read.II. Teaching contents1. New words and phrases: read, cooking, novel, Germany, knowledge, spare, French, writer, ugly,touch, a book about, improve my knowledge of, in your spare time,French writer, what to do with …, have to2. New structures: Have you decided what to do with these books?What do you like to read in your spare time?I like reading novels and plays.The story of the ugly man Quasimodo really touched me.III. Focus of the lesson and predicted area of difficultyTo talk about books they like to read.IV. Teaching proceduresA Welcome to the unitStep 1 Lead-in1. Alice in WonderlandT: Look at the pictures on the screen. Who is the girl?T: Yes, She is Alice. She is a character in the book Alice in Wonderland. We have read a part of the book before and it is interesting.2. Andersen’s Fairy TalesT: Look at the statue. Do you know any anything about it?T: Yes. It is the Little Mermaid from the story The Little Mermaid.T: And who is this girl?T: Yes. She is the Little Match Girl, a character in the story The Little Match girl. Both of the stories were written by Andersen. You can find them in the book Andersen’s Fairy Tales.3. The Green Fairy BookT: This is Snow White, a character in the story Snow White. This is Sleeping Beauty Castle. It comes from the story Sleeping Beauty. The two stories both come from The Green Fairy Book.【设计意图：轻松自然地导入，激发学生的兴趣，带领学生进入书的世界，营造和谐的课堂氛围。
八年级英语 Unit4 Welcome to the unit课件 牛津版
You made my day!
我们，还在路上……
We can advertise(做广告) on the Internet.
( on TV / in the newspaper…)
We can sell books or other things.
Let’s give out(分发) leaflets to ask People to donate money.
Hobo is holding a microphone.
Answer the following questions.
1. Why is Hobo holding a microphone?
Because He will be the host of a charity show.
2. What is Eddie’s wish? He wishes he could be the host. 3. What does Hobo think about Eddie’s wish?
Unit 4 A charity show
What can we do for them?
Now you are the organizer of a fund-raising activity for charities. Please talk about different ways of raising money.
Project Green Hope Project Hope
Save China’s Tigers Spring Bud Project
1_P_r_o_je_c_t_H_o_p_e_____ helps schools and students in poor areas.
《Welcome to the unit》 说课稿
《Welcome to the unit》说课稿尊敬的各位评委老师：大家好！今天我说课的内容是《Welcome to the unit》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《Welcome to the unit》是教材名称中的一个重要组成部分。
这一单元的主题通常与日常生活、社会现象或文化背景等密切相关，旨在引导学生通过观察、思考和讨论，激发他们对相关话题的兴趣和关注。
本部分内容通常以图片、对话、短文等形式呈现，不仅能够提供丰富的语言输入，还为学生创造了真实的语言运用情境。
通过对这部分内容的学习，学生可以初步了解单元的主题，为后续的学习打下基础。
二、学情分析我所面对的学生是具体年级和班级的学生。
他们在经过之前的学习后，已经具备了一定的英语基础知识和语言运用能力，但在词汇量、语法掌握以及语言表达的准确性和流畅性方面还有待提高。
同时，这个年龄段的学生思维活跃，对新鲜事物充满好奇心，喜欢参与互动和讨论。
但他们在自主学习和合作学习方面还需要进一步的引导和培养。
三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标学生能够理解并掌握与单元主题相关的重点词汇和短语。
学生能够了解并运用与主题相关的常见句型和表达方式。
2、技能目标提高学生的听力和阅读能力，能够听懂与主题相关的简单对话和短文，并获取关键信息。
培养学生的口语表达能力，能够用英语就单元主题进行简单的交流和讨论。
3、情感目标激发学生对英语学习的兴趣，增强他们的学习自信心。
培养学生的跨文化意识和合作精神。
四、教学重难点1、教学重点重点词汇和短语的理解与运用，如列举重点词汇和短语。
与单元主题相关的基本句型和表达方式，如列举句型和表达方式。
2、教学难点如何引导学生在实际情境中灵活运用所学的语言知识进行交流和表达。
帮助学生理解一些与文化背景相关的语言现象和表达方式。
牛津英语8B Unit4 Welcome课件优秀版
We can use knives to cut things.
4 . what to do with
= how to deal with 句中“疑问词what + 动词不定式”结构 作宾 语，该结构中的疑问词还可用when、 how、which等。
e.g. I did not know how to get away.
2. Lu Xun is a famous wr_i_t_er__ in China. He wrote many no_v_e_l_s___.
3. Have you de_c_i_d_e_d__ what to do next. 4. We u_s_e__ pens to write. 5. In short, h_ea_l_t_h_ is more important than
Language points
1.have to
It’s getting dark. I have to go home. 2.reach :
(1).Eddie is too short to reach the book on the fridge.
(2).we finally reached the top of the mountain.
Unit 4 A good read
Welcome to the unit
learning aims
• learn the new words and phrases • know about different types of books • the importance of reading
5.Don’t touch the machine, or it may hurt you.
2018年牛津版英语八年级上册Unit4 Welcome to the unit课件
1. What’s Hobo going to do? 2. Will Eddie help Hobo?
3. What should Hobo read first? 4. What does Hobo probably need? 5. What should Hobo do at last?
Listen and answer
Read the dialogue
Millie: What’s DIY exactly, Suzy? Suzy: It stands for “do-it-yourself”. When you do DIY, you make, repair or decorate things yourself instead of paying someone to do it. Millie: What are you going to do then? Suzy: I’m going to make some paper roses. Millie: It sounds lovely. What do you need for that? Suzy: I need some paper, glue and a pair of scissors.
make biscuits
牛津译林版八年级上册Unit4《Doityourself》(WelcometotheUnit)说课稿
牛津译林版八年级上册Unit 4《Do it yourself》（Welcome to the Unit）说课稿一. 教材分析《牛津译林版八年级上册Unit 4 Do it yourself》是按照新课程标准编写的一篇实用性强的英语教材。
本单元的主题是关于自己动手做的活动，通过学习本单元，学生能够提高自己的英语听说读写能力，同时培养自己的动手操作能力。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于日常生活中的基本词汇和句型有所了解。
但他们在语言表达和听力方面还存在一定的困难，因此需要教师在教学过程中给予耐心指导和反复练习。
此外，学生对于自己动手做的活动充满兴趣，教师可以抓住这一点，激发学生的学习积极性。
三. 说教学目标1.知识目标：学生能够掌握与动手做活动相关的词汇和句型，如“Do ityourself”、“Follow the instructions”等。
2.能力目标：学生能够听懂、会说、会读、会写与动手做活动相关的句子，提高自己的英语实际应用能力。
3.情感目标：通过自己动手做的活动，培养学生的团队合作精神和自信心。
四. 说教学重难点1.重点：学生能够掌握与动手做活动相关的词汇和句型。
2.难点：学生能够听懂、会说、会读、会写与动手做活动相关的句子，并在实际情境中运用。
五. 说教学方法与手段1.情景教学法：通过设定具体的动手做活动场景，让学生在实际情境中学习英语。
2.任务型教学法：让学生在完成具体任务的过程中，提高自己的英语实际应用能力。
3.小组合作学习：鼓励学生分组进行合作，培养团队合作精神。
六. 说教学过程1.导入：教师通过提问方式引导学生谈论自己喜欢的动手做活动，激发学生的学习兴趣。
2.新课呈现：教师展示与动手做活动相关的图片和词汇，引导学生学习新词汇和句型。
3.课堂活动：教师学生进行小组合作，完成具体的动手做活动，如制作小礼品、制作手工等。
4.语言实践：学生分组进行角色扮演，运用所学词汇和句型进行对话。
8a Unit 4 Welcome to the unit 说课稿
Unit 4 Welcome to the unit 说课稿Greetings.My teaching material is the Welcome and Comic Strip part from Unit 4 , Book 8A . There are 6 parts in my teaching plan.Part 1 :Firstly , let’s come to Analysis of the teaching materialThe comic strip gives a funny conversation between Hobo and Eddie . Eddie asks Hobo to build a new house for himself. It leads to the topic of the unit 'Do It Yourself '. Then the welcome part introduces some tools for DIY and a dialogue between Millie and Suzy to talk about the concept and tools they need to do a DIY job.This part is the first part in one unit . It is interesting and not so difficult , so it's a good chance to enlarge words and vocabularies and train the Ss' abilities . In this part , I'll give more chances to Ss to present and improve their confidence.Part 2:Secondly , it’s about my studentsMy Ss have learnt English for over 4 years .They can communicate with each other by asking and answering questions . And my Ss are very active , curious and eager to show themselves . At the same time, they are familiar with DIY and show great interest in DIY especially that is related to their daily life.As a result , I think the lesson will be lively and interesting.Part 3: Teaching objectsLanguage knowledge1)To know the useful words and expressions about DIY such as tool , brush, glue---2)To know the sentences on asking and giving adviceLanguage skills1)To talk about something you would like to do2)To get specific information from listeningEmotion and attitude1)To cultivate the Ss' awareness of love and doing DIY2)To be aware of doing it yourself for reusing , recycling , fun or love3)To promote the Ss' love of EnglishStudy strategy1). To foster the Ss’ consciousness of working together with others to complete a task2). To make a preparation for the lessonKey and difficult points1.To understand and know about DIY2. To talk about something you'd like to doPart 4: Teaching theories , methods and study methods1. communicative teaching method communicate participate2. situational teaching method watch , experience , study3. Task-based teaching methodPart 5 : Teaching proceduresStep1: Warm up and lead in (5mins)Watch a video on DIY that is my DIY experience.I went to Yi Jia to buy a computer desk. In the shop , I choose and take it down from the shelfand carry it home all by myself without any assitant’s help . Before leaving there , I ask the cashier ," What should I do to install the desk ?" The assistant just say ," You'd better read instructions and do it yourself. "I did as instructions say, and at last I made it .After that we’ll have a free talk :1).Do you like DIY , why?2)2).What DIY work did you do in the past?Purpose: I use a video to arouse the Ss’ interest and help them understand the meaning of DIY and lead to the topic DIY.Then I present an instruction like this and ask the Ss to guess the meaning of the word instruction 安装说明：1.按图示把板子分类2.用螺丝刀把尖头螺丝拧到A孔处3.------Purpose: I create a language situation for Ss to learn new words and expressions.Step2: Comic stripFirst I use some pictures to ask the Ss to guess: What will Hobo do ?Purpose:To light up their imagination and make the students interested in the listening material.After guessing I ask Ss to listen to the tape and find the answer:1.What will Hobo make?2. What should Hobo do first?Purpose: I create a question situation to help to improve the Ss’ability of listening for specific information.Activity 2:Read and completeI think Hobo will be very happy to have a new house . Can you help Hobo to work out theinstructions .What should Hobo do to install his house ? I’ll ask the Ss to read the dialogue in pairs and finish the instructions for Hobo.1)First, Read _______________.2)2) Next, Get some ___________.3)3) Finally, Install (安装) his new house by ________.The students present the instructions by asking and answering like this:A: What should I do first / next/ finally ?B: You'd better ---Purpose: With this task , the Ss can know more about DIY . The task-based teaching method is used here to cultivate the Ss’ ability of using English to think and solve problems.Activity3: Enjoy the video and act it outI ask the Ss to enjoy the video and imitate the pronunciation and intonation.Then the Ss work in pairs to act it out , I encourage them to try to use their body languages （肢体语言）and gestures （姿势）!Purpose: It aims to give the Ss study strategy , sense and imitate the language . And I create the chance for Ss to show themselves to improve their language skills and courage.Steep 3: Part A (Tools on DIY )Activity 1: Have a discussion in groups of 4If Hobo wants to install the house , what tools does he need ?I encourage them to say as many as possible , such as screwdriver 起子，hammer , knife , scissors , tape ---Purpose: It’s used to help Ss to learn the new words easily and naturally in the language situation.Activity 2: presentationI'll ask some Ss to present the works that are made by themselves such as cards , clothes , paper flowers , toys , cookies , decorations ---and the owners tell others what tools they need when they make themPurpose: The real objects are used to help Ss to watch and experience . Besides , it can improve the Ss’ sense of pride and improve their interest in doing DIY.Activity 3 : consolidationI ask the students to finish part A and then play a guessing game to guess what it is.We use it to paint the wall.We can use it to stick paper and it's often in the bottle.---Purpose: It’s used to consolidate the learnt words.Step 4 :Part BActivity1:Listen and answerSuzy and Lucy are also talking about DIY. Let's listen and find out.To make Ss curious about the listening . I’ll say like that : Suzy and Millie are talking about DIY . Let’s listen and find out:1.What is Suzy going to do?2.What does Suzy need for her DIY?3. What is the exat meaning of DIY ?Purpose: To get the key information from listening and learn about the sample dialogue. We can learn the language when finishing the tasks.Activity2:Practice the conversationFirst , I’ll let them read together with the tape.Then , I ask them to read in roles.Purpose: To get the Ss be more familiar with conversation and improve the reading ability.Activity3: Make a new conversationWelcome to the DIY worldBefore that I’ll let the Ss to enjoy the pictures of more DIY works first and talk about them briefly and then Ss work in pairs to make a new dialogue.Purpose: To help them know more DIY works by watching, experiencing, observing and help them to think of more DIY ideas . It enables everyone to have something to say and prepare for the next step. It embodies learning for using and learning by using.step 5: Activity1.Work in groups of 4 to design and make a card for mum , teacher or loved people.2.Ask your teacher for tools you need and try to finish one within 6 minutes.3.Ask some groups to present their cards and describe the tools they need and their originality for love.Purpose: To experience the happiness of doing DIY so as to increase their interest in DIY . At the same time it helps to develop their language and thinking ability through the group work .Step6: Conclude1.DIY can make our life more meaningful , more interesting , more colourful .2.DIY can make ourselves more practical and clever.3.When we use the old things to do DIY , we can help to protect our environment .4.We can show love by doing DIY workPurpose: It aims to give Ss emotional education and make them love DIY.Homework:1. Read the conversation2. Recite the words and expressions3.Do a DIY job referring to the website and keep records of your tools and steps .Purpose: We can output only if we have input . So it’s important to remember the words and expressions . After-school activity is the part of study , it helps to stimulate the interest and develop the ability of studying individually.Part6: The design of blackboardDo It Yourself (DIY)What should I do first ? What do we need for that ?You’d better ---- new words1)First, Read _______________.2) Next, Get some ___________.3) Finally, Install (安装) his newhouse by ________.So much for my teaching design. Through this competition , I learnt a lot about the teaching theories and skills . This is very helpful for my job . Thanks a lot for listening.。
初中英语牛津译林版八上Unit4《Welcome to the unit》省级名师优质课教案比赛获奖教案示范课教案公开课教案
初中英语牛津译林版八年级上册Unit4《Welcome to the unit》省级名师优质课教案比赛获奖教案示范课教案公开课教案【省级名师教案】1教学目标1.知识目标:学习词汇:Instruction,had better,tool,brush,glue,rope,scissors,tape,DIY,exactly,stand for,repair,decorate,instead of,rose学习词组: had better do sth. , No problem, do it yourself, stand for, instead of , make some paper roses学习句子:—What’s DIY exactly, Suzy?—It stands for “do-it-yourself”. When you do DIY, you make,repair or decorate things yourself instead of paying someone to do it. She’s going to make some paper roses. She needs some paper, glue anda pair of scissors.You'd better get some tools.2. 技能目标:To learn to understand the conversation between Hobo and Eddie. b. To lear n some tools for DIY. c. To learn to talk about DIY.3. 情感目标:培养亲自动手能力。
2重点难点重点:词汇识记运用,重点句型的运用。
难点:Learn to talk about DIY.3教学过程3.1第一学时自主预习1、New words,phrases and setences2、预习comic strip,回答下面问题:(1)What does Eddie ask Hobo to do first? (2)Wh at does the box say?3、预习welcome to the unit,思考下面的问题(1)What does ―DIY‖menas ?(2)What is Suzy going to do ?(3)What does Suzy need to do it?教学活动1【活动】展示交流。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
牛津初中英语8B Unit4 Welcome to the unit说课稿尊敬的评委，各位老师，大家好！我是来自江苏省苏州市胥江实验中学的濮婷婷。
今天我要研说的是牛津版初中英语8B第四单元的第一课时“Welcome to the unit”。
我将从教学分析、学情分析、教学模式、教学设计、板书设计、课堂评价、资源开发这七个方面进行研说。
首先是教学分析，分为教材地位和作用，教学目标，重点难点。
让我们先来看看教材地位和作用。
Unit4属于8B的第二模块“Rights and responsibilities”（权利和责任），它在整个教材中起着承上启下的作用。
而“Welcome to the unit”是本单元的第一课时，以“A charity show”为中心话题展开教学内容。
它不仅是第四单元的话题导入，也为后面的教学环节做好热身准备。
通过本课时的学习，让学生了解如何组织一场慈善演出，如何为需要帮助的捐款，筹集物资，以此来发扬互帮互助的精神。
本课的教学目标有三个，1.知识目标：帮助学生学习和了解中国的一些慈善机构的名称和他们的作用。
2.技能目标：能够为慈善义演设计一张海报。
3.情感目标：培养学生的爱心以及乐于助人的精神，激发学生对参与慈善活动的兴趣。
本课的重点是掌握“四会”单词cat ,charity, fund-raising, advertise和词组give out, raise money, charity show。
难点是：让学生熟悉不同的提建议方式并熟练运用。
第二，学情分析。
初二学生大多数具备一定英语能力，也养成了一些学习习惯。
学生们通过电视、网络、报纸等媒体，已了解一些慈善机构的名称和作用。
而且，早在初一7A第五单元就涉及过为“希望工程”捐款的话题。
另外，我校每年都会组织学生举行慈善义卖的活动来为需要帮助的人筹款。
这些已有的基础知识和生活经验都为学生们学好这一课打下良好的基础。
但是，“慈善”这个话题毕竟离我们的初中生有点遥远，有些学生会觉得陌生。
所以，老师在教学活动中必须创设适当的情境，针对不同层次的学生设计多样的教学任务，从而吸引学生们的兴趣，使他们积极主动投入到教学活动中来。
第三，教学模式。
本节课我主要采用了情境教学，任务型教学和合作教学三种模式。
情境教学体现在话题的导入和慈善机构的介绍；任务型教学体现在听说练习中；合作教学体现在学生讨论和海报的制作。
这三个教学模式充分体现了“以学生为主，以学生的发展为本”教学理念。
关注学生的兴趣和生活体验，使他们在轻松愉快的氛围中获得新知，提高语言的综合运用能力。
第四，教学设计。
首先，我会呈现我校学生义卖活动的照片和播放一段我校
“Big Face”乐队为某位身患重病的学生举办的募捐晚会是视频，根据视频向学生提出两个问题，从而导入我们本课的话题“慈善义演”。
接下来，我会以“如何组织一场慈善义演”为线索展开教学内容。
告诉学生要成功地举办一次慈善义演需要做好以下准备：1.学习慈善机构名称和作用2.了解有哪些募集活动3.如何成为一个好的主持人4.为慈善演出提出建议5.制作一张宣传海报。
这些内容分别体现在“猜谜、讨论、听、说和活动”这五个教学环节，具体步骤如下：Step1：Guessing game：
1. 呈现四个中国慈善机构的描述，让学生猜一猜它们的名称。
2. 向学生介绍一些国际性的慈善组织。
设计意图：通过猜谜的方式介绍慈善机构，可以增加这个环节的趣味性，从而激发学生学习的兴趣和求知欲。
补充国际性的慈善组织是为了第五单元的教学埋下伏笔。
Step2: Discussion：
1. 呈现在四川雅安地震中失去家园人们的图片，然后提出问题：What can we do for the poeple?/ How can we do it?学生两人为一组进行讨论。
2. 呈现书上61页A部分的四张图片，并帮助学生进一步描述，完成相关的练习。
设计意图：通过学生对问题的讨论，自然过渡到书上61页A部分的教学内容“Fund-raising activities for charity”了解慈善募集活动，并且课文中出现的一些四会单词和词组能在具体的情境中呈现。
Step3：Speak-up：
1. 向学生介绍几种提建议的句型，并结合A部分的慈善募集活动反复操练。
2. 在班级学生中进行一个调查，内容是“If you have pocket money, which charity do you support? & Why？”
3.在学生发表完自己的看法后，我会结合书上61页A和B 部分的内容让学生以两人为一组编写对话并表演给大家。
设计意图：通过口头表达这个练习，一方面让学生能熟练掌握提建议的句型，另一方面结合慈善机构和募集活动的内容编写对话，可以充分发挥学生的想象力，从而锻炼了学生的口头表达能力和语言的实际运用能力。
Step4: Listening & Acting：
1. 呈现漫画中两位主人公Hobo和Eddie, 让学生猜猜他们在干什么？从而引出单词“host”和“microphone”
2. 播放Hobo和Eddie的对话，让学生根据对话内容回答相关问题。
3. 要求学生朗读对话并分角色表演。
设计意图：这个教学环节不仅可以锻炼学生的听力，还能培养学生的语言模仿能力。
在听说的共同作用下，让整个班级的学生都“动”起来，而且这个任务对于英语基础一般的学生也能轻松完成。
Step5：Activity ：
把学生分成四人一小组，为他们支持的慈善机构制作一张慈善义演的宣传海报，并向全班同学展现。
设计意图：通过小组活动，加强了同学间的合作交流，让学生把本课所学的知识综合运用到实际生活中，真正做到“学以致用”。
另外，这个环节又为本单元的Main Task写作课提前做好铺垫。
第五，板书设计。
本课的板书我是根据教学步骤设计的，以慈善义演为线索展开，由浅到难，层层递进。
第六，课堂评价。
关于课堂评价，我主要从“听、说、读、写”四个方面来评价学生。
其中制作海报的环节中还包括了学生间的互评，评一评哪组的海报最完美。
另外，我还增加了一个课后评价（回家作业）。
第七，资源开发。
我主要从两方面进行开发。
1.教材资源的开发，单看课本的教材内容，其实很简单，为了丰富教学内容，我在具体的教学步骤中进行了开发和拓展。
2.主体资源开发体现在学生的互帮互助上。
比如在教学活动中，英语基础好的学生可以协助英语基础较弱的学生完成相关任务，从而减轻了老师的负担。
现在展现在大家面前的是一棵完整的知识树，也是我整个说课的内容和思路。
希望我的这棵智慧树能帮助学生拥有一颗慈善的心。
最后，我将以已故巨星迈克.杰克逊的公益歌曲“Heal the world”来结束我的本次说课。
谢谢大家！。