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新目标八年级英语下册第九单元说课稿新目标八年级英语下册第九单元说课稿说课稿Go for it ( 八年级下) Unit 9Have you ever been to an amusement park ?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。

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 9The 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 Practice1. 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 exerciseSection A Difficult points“have been to”means you went somewhere before , but now you are still here“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莲山课件原文地址：/ba/35934.htmThe new target English of grade eight or ninth unit releasesnew target English of grade eight or ninth unit releasesReleasesGo for it (grade eight) Unit 9Have you ever been to an amusement park?Changchun City middle school forty-five Lin ShuhuaA, analysis of textbooks:1, teaching content:This unit is Go for it (lower) Unit 9.Mainly around the "Have you ever been to an amusement park?" this one theme activities, and to this topic introduced in the general question is completed, negation and special interrogative sentence language function.This unit aims to create a relaxed, enjoyable learning, communication environment, to cultivate students' ability to use this knowledge to listen, say, read, write.And let the students in the "learning by doing" (learning by doing), through the limited classroom practice, expand the previous experience, can be expressedin English correctly.Position and role of the 2, textbook:Grade eight nine unit Have you ever been to an amusement park?About the present perfect tense, which is one of the important temporal junior middle school.Students can use the present perfect tense to express their own experience, to experience the feelings of others is very important.The unit must understand the true meaning and usage of the present perfect.To avoid confusion several key phrases.We should make the students not only understand the boring grammar, but also let the students will learn to use new knowledge of grammar to express ideas.3, teaching materials:According to the "English curriculum standard" (experiment draft) details about the total target, combined with this part of the unit of teaching content and based on the analysis of textbooks, I proceed as follows to the content, purpose is to highlight the key, the rhythm of the compact, with penetration.This unit is divided into four periods, the first period is Section A Section B, second hours, third hours is Self Check, the fourth class is Reading, the last part is to do the exercises, mainly to the students' self testing, then to proofread.Two, the teaching goal:according to above my analysis of the content of the teaching materials, I am sure the following as the teaching aims of this unit: the five aspects of language knowledge, language skills, learning strategies, emotional attitude and cultural awareness.1 language knowledge:In this unit, students are required to master the following words (neither, theme, end, up, especially, discover, population, simply, fear, whenever)The function of language:Learning and reading skills and reading strategies.The structure of language: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 language skills:(1) can accurately describe the past various forms to use the present perfect tense.(2) can grasp now completed the correct use of phrases of tense, e.g.:Have been to, have gone to, have been in.(3) in daily life to understand and use the appropriate scope of unit of the topic within the words and expressions.3, learning strategy:Through the teaching of this unit, I asked the students to the present perfect tense to express accurately the past through the context inherent logic connection and in a certain context to understand and use.4, emotional attitude:Based on the activities of the task of the unit, my goal is to get students to use English to describe their past experience, also can improve their ability of observation and expression ability, to stimulate their interest and enthusiasm in learning English, close to the normal life of communication can be imitated, dare to open, actively participate in, take the initiative to ask.5, cultural awareness:By their description of past experience, to understand some of the local customs and practices of Western countries.Heavy, difficulty, teaching three:The teaching material analysis based on, I'm sure the teaching focus of this unit with the vocabulary, phrases and the present perfect tense.Teaching difficult points for the meaning and usage of the present perfect tense, in the communication accurately using the present perfect tense to describe or express past experience. Four, teaching methods:1, teaching method analysis:(1) now completed junior high school is very important grammar items, and the topic of this unit from life, based on this point, I make full use of students' knowledge and experience of life, let their country or place is about to create life, the real situation to guide students in using learning language, and then in the learning a new language knowledge (the creative use of language learning, for use in secondary school, learn the use).(2) task-based activities of various types, offer students the cooperation and exchange of space and time, urge the students to cooperate to complete the task and the students, in order to finish the task of the inquiry learning.2, analysis of the situation:We are the object of teaching junior high school students (in good, poor, students have in their English learning), both curious and worry, hope can be sure of others.So I'm teaching activities, try to let them to participate in activities, have more chance to speak English, reduce their fear, learning through cooperation among students, reduce their learning difficulties, to enable them to experience the joy of success.At the same time to be implemented in reading and writing, improve their ability of using language, so that the students can gain.Five, the design of teaching processUnit 9The First Period (Section A)Step 1 Warming up("a good beginning is half of success", therefore, I think that in a novel way of greeting or review into a class, can arouse the interest of students, make students keep a positive learning state, or the gradual introduction of the contents, so for this class successful foundation, but also give yourself adequate decompression.)T:I like travelling. I have been to Dalian and many big cities. What about you?Then the teacher asks some students about they have been to the city or country, let other students guess.(to the class now completed foreshadowing)Step 2 PresentationThe teacher shows some pictures, introduced in the structure and usage when finished.T: Have you been to an aquarium?Yes, I have.T: Have you been to a water park?No, I haven 't.The purpose of this design is the structure and usage of students in the communicative situation, feelings appear at completion.Then ask the students to summarize structural patterns appear at completion.Subject + have/has + past participle of a verb(to cultivate students' ability of induction, find out the memory rules.)Step 3 Practice1 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 ListeningThe task-based listening requires students to now complete understanding, teachers can undertake at the beginning of the topic, to guide the students to complete the following tasks of language:(1) listening practice, let students to complete the 1b, fill out the form.(2) and then look, complete 2a, to judge practice.S1: John has never been to the Space Museum (T)S2: Linda has been to the aquarium. (F)(by listening, now completed structure can be properly implemented)Step 5 ReadingLet the students read an article theme park, circle they find interesting places, events and activities.(1) four people in a group of cooperative learning, better, answer the question quickly, strengthen the understanding of the article.(2) and then ask the students to read the article, make a dialogue.(3) this part requires students to master some fixed phrases, such as: around the world, end up, take different routes.Step 6 Group workThen I design task is to ask four students as a group, ask and answer.Such as: 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?(such activities can cultivate students' cooperative awareness, but also in the scene with the present perfect tense communication, strengthen the focus, this class in order to break through the difficulty, make students experience in the process of learning to understand.)Step 7 Summary and exerciseSection A Difficult points"Have been to"Means you went somewhere before, but now you are still here"Have gone to"Means "you leave here already, you aren 't here"Homework:1 by this class of words, phrases and sentence patterns.2 based on the group activities, and students are required to complete a questionnaire, purpose is for the following writing ready.3 students were asked to write an article about been somewhere and some experience of the.In the learning process, students to have the ability to read and process relevant information, so this part of the task to the students themselves, to provide students with language, solve the problem space.) Writing is to reflect the students' comprehensive ability to use language, by writing to the intensive language, at the same time, to deepen the understanding of the knowledge, will learn and use fusion.)4 students for photos and get ready for the next class, ask and answer (Tell the group about your (photos.) such group activities, to cultivate the students' cooperation, and make students learn in practice, to use the language. In the communication)Teaching design concept:1, teaching activities always follow the task-based teaching philosophy, taking students as the subject of study, with task as the center, in the process of using the language to complete the task of learning, understanding and mastering the language.2, all along throughout to communicative principles (in doing, in learning to use).3, in the process of teaching, pay attention to the students' actual life and life experience, let it close to reality, close to life, close to the times, establish a student-centered thinking, encourage students to participate in, experience, experience, independent thinking, research cooperation, so as to realize the transformation of teaching style and learning styleLotus Mountain courseware the original address: /ba/35934.htm48个音标28个辅音20个元音。