UNIT 1 Where did you go on vacation?说课稿

UNIT 1 Where did you go on vacation?

　　说课稿(模板一)

　　一. 说教材

　　本单元所谈论的话题是wheredidyou goonvacation? 这个单元我们所涉及到的时态是一般过去时态，可以说是以上一单元的扩展，本单元出现了更多样的句型，例如：wheredid ? whatdid ?Didyou ?Howwas/were ?尽管这些句型掌握起来有些难度，但将其置于同学们所熟悉所喜欢的谈论假日生活的话题中，便可激发学生表达的欲望，从而使学生感兴趣进而掌握。

　　本单元共分 5- 6课时，本课时是第 3 课时，sectionB是整个单元的重心。是对 sectionA 所讲知识的归纳拓展，例如形容 词的拓展。同 时还涉及到了 对学生听说读写四项基本语言技能的培养，使其语言运用综合化，使零散的 语言整体化。 写的技能虽在本课时中未做体 现，但本课所学句型结构、词汇都是为这个主题服务，做铺垫的。

　　二. 说目标

　　本课时的重点就是通 过听力材料所引出的句型“ wheredid?whatdid? Didyou? How was/were?”以及 3a中日记的复述。日记的写作及关键句型将在下一课时中详细讲解。总体来说，学生对句型均已熟 练掌握，基本上 达到了预期目标。

　　三. 说教法

　　在我的每堂 课的教学中基本上都体 现了“ 巩固前面所 学知识――拓展新知 识点―― 为重点难点教学打基础”这三步曲，在每 进行一步基本都 与学生互动、调动学生积极性的活动，如引课出的“ brainstorm ”，讲解单词中的让学生当堂记忆，听力材料中的 编制小对话以及日记部分的给出关键复述课文。使学生成为课堂教学每个环节的主体。

　　四. 说教学过程

　　教具学具本身就是 教师为提高课堂教学效果而选取的辅助工具。而由于本 课时容量较大，

　　本身课本安排较新颖，具有很强的 实用性， 插图配置也很合 时合时，因此本 课时除了听力的 导入展现了几幅图外没有新增图片。

　　在导入新课前，我先给学生展示了笑脸 及有趣的句子，使学生与老师的陌生感逐渐消除，从而更积极参与课堂教学。接下来很快用头脑风暴的方式复习本单元重点词组引出形容词及其分类，过渡自然，顺理成章。在2a听力材料前我出示了几张图片可以对学生想象、思维进行引导，使其马上转到下一版块的学习。之后安排了几组对话可充分巩固重点，达到强化训练的目的，又承接了下一版块的traveldiary 。关于日记，本课时只是进行了一个引入，教给学生阅读的方法――复述法。在教学过程中学生完成的较理想。

　　五. 说不足及心得

　　本课时自认为有以下需改进之处：①单词讲授有拖赘之感②听力部分外理不 够细致，没有注重细节③对话的编制也有些过于刻板，没有完全展开，可将教案中安排的 my unforgetful vacation 进行了④日记的讲授注重了内容的完整性――复述，却没有明确指出重点。

　　总之， 这是第一次 讲授新教材的公开课，我知道自己 对教材的安排整合 还做得不够到位，希望自己能 尽快地熟悉 教材适应及胜任。实践是检验真理的唯一 标准，通过这次实践性的学习我受益匪浅。希望各位老 师能提出更多 宝贵的建议供我学习提高。也希望 类似的教研活动多多开展。

Unit1 Where did you go on vacation?

　　说课稿(模板二)

　　Good afternoon, ladies and gentlemen. My name isMaFangyuan. I ’mvery glad to have the pleasure of interpreting my lesson here today. The lesson plan I amgoing

　　to present is from Go for it Grade 8 Unit1 Where did you go on vacation? I will p resent my teaching plan from the following four aspects: the analysis of teaching material, the teaching methods and studying ways, teaching procedures and blackboa rd design.

　　Teaching philosophy:

　　According to the New English Curriculum Criterion, teacher should play as a g uider and let the students play a more important role in class. So I design this c

　　lass with the purpose to let the students be the center of the class. As the stude

　　nts are junior students, so this lesson will be more focusedonthe students ’ abi lity of communication such as speaking andlistening.

　　Analysis of the Teaching Materials.

　　The topic of this unit is about the past events. By using the Simple Past Tense, which is essential in junior English, students will talk about their past. This t

　　opic is about their experiences and places they have visited on their vacations. S o it helps bring back their memories and learning motivations.

　　Analysisofthe Students ’characteristic

　　The students, who have been learning English for almost a year, are having some basic knowledge. As for living in China and the surrounding environment, students are learning impassively and irregularly. But the Junior 1 has showed themselves v

　　ery creative, capable and ofplasticityas they ’re doing so wellinwhat they’re

　　interested in such as games andCAI. Teaching Aims andDemands

　　Knowledgeobjectives

　　To enable the students to read, to spell, to understand the vocabulary correc tly.

　　To help the students ask and answer the new sentence pattern: Where did youg o onvacation?

　　Abilityobjectives.

　　Toimprovethe students ’ skills of listening, speaking, reading andwriting.

　　To encourage the students to communicate with others using the new sentencep attern. 3. Emotionobjectives.

　　a. To train the students to cooperate well in groups and in pairs. b. To be inte

　　rested in communicating in English.

　　Teaching Key points and difficulties

　　Keypoints

　　Key vocabulary: New York City, summer camp,museum

　　Key structures: Where did you goonvacation? Iwent to 2. Difficulties Use the new sentence pattern to talk about someactivities.

　　Teaching Methods

　　Task-based English teaching method

　　That’stosay I’ll let the students finish 1b listening task and make short di alogues along with the actions to help the students get a better understandingof

　　the key structures. 2. Communication English teaching method

　　I’ll set up a dream and ask them to present themselves as reporters. This way, the students can say freely and needn’tto worryaboutmaking mistakes.

　　Teaching procedure

　　I’ll mainly talk about this part. It consists of5steps. Step 1 Warming-up a ndreview

　　Make a free talk between teacher and students. How was your vacation? What di d you do? And where did yougo?

　　Write down the past tenses of the verbs that I show inCAI.

　　Purpose: This step is in order to review what the students have learnt in last t

　　erm. That way,I can leadthem intothe newlessonsmoothly. I thing it ’susualbut practical. Step 2Presentation

　　1. Learn the new words and expressions.

　　Lead-in: ask students some questions: Did you go someplace on vacation?What did you do ? Where did you go onvacation?

　　CAI shows many pictures of my activities, which are also the activities in1a

　　. c. Ask students to read and spell the phrases.

　　Do 1a. Match the activities with these pictures(a-g).

　　Play a guessing game: Show some pictures and have the students to guess, Iw ill praise the students who answer morequickly.

　　Purpose: I put the vocabulary learning into pictures in order to prompt them to

　　find it very interesting to learn English. By CAI, students can match the vocabul ary with the real things directly and master them easily. Step 3 Listening practic e

　　a. Tell the students to listen to the tape and number the people (1-5) in the pi cture. b. Play the recorder for the first time, and then check the answers

　　c. Play the recorder again, students imitate the conversation . Pay attention to

　　their pronunciation and intonation.

　　Purpose: This is a basic and necessary step, which candevelopthe students ’ sk ills of listening,reading.

　　Step 4 Pair work

　　Teacher-student: -where did Tina go onvacation?

　　-She went to the mountains.

　　Ask the students to practice in pairs. Then they choose one picture to maket

　　heir own conversation and act it out.

　　Purpose: “Task- based” teaching method is used here to developthe students ’ a bility of communication and their ability ofco-operation.This oral practiceof

　　using the target language can consolidate the key structureanddevelop students’

　　skill of speaking and sense of language. Step 5 Make a survey.

　　Have students pretend to be reporters to interview anyone they want to ask about

　　their vacation. Purpose: After learning1a-1c, it ’stime to extendwhatthey le arntjustnowandgivethestudentsafreespacetoshowtheirabilities.Withthe

　　real situations, students will feel easy and successful

　　during this part. By way of communication, the students will understand how to u se the key structure better and consolidate the knowledge firmly. Step 6 Homework

　　Recite the key words, phrases and target languages in this part.

　　Purpose: I think homework is so important that the students can speak English as much as they can in class or after class. I set this step in order to practice st

　　udents ’ skills of spelling, speaking and writing.

　　Blackboard Design

　　Ok, this is my blackboard design. On the top is the title of this lesson. And I will write some key words on the left and the structures of the expression on the right. It is clear for students to know the importance that they should remember.

　　That’sall for my presentation. Thanks for your attention.