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）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。

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。

( 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。