初中英语优秀说课稿模板《Have_you_ever_been_to_an_amusement_park》

Unit9AHaveyoueverbeentoamusUnit 9 A Have you ever been to a museum?八年级英语说课稿在教学工作者开展教学活动前，总归要编写说课稿，写说课稿能有效帮助我们总结和提升讲课技巧。

如何把说课稿做到重点突出呢？下面是店铺为大家收集的Unit 9 A Have you ever been to a museum?八年级英语说课稿，供大家参考借鉴，希望可以帮助到有需要的朋友。

我说课的内容是人教版义务教育新目标Go for it八年级第9单元Have you ever been to a museum? Section A的1a-2c部分。

下面我将从资源分析、学法指导、教材教法和教学设计四个方面简述我对本节课的理解与处理。

一、资源分析首先是学情分析。

本节课的教学对象是八年级学生，这个年龄段的学生具有很强的记忆力和模仿力，也具有一定的听说读写技能和表达能力，同时也积累了一定量的词汇。

但对英语学习普遍缺乏信心与方法，致使他们在学习中不敢大胆表现。

学生已经在第8单元学过现在完成时态，已经掌握了现在完成时态的基本用法，所以本节课的内容学生易于接受。

在本节课里我主要引导学生以小组为单位进行合作学习，共同完成任务。

此外，引导学生通过观察、比较、分析，自己主动发现、探究，找出一般过去时与现在完成时之间的区别与联系，从而突破难点。

这样的学法指导，符合新课程所倡导的培养学生合作学习、探究的学习方式。

因此我觉得这节课对他们来说不会太难。

其次是教材分析，此环节包括三个方面。

1、知识的前后联系、地位和作用：本节课的教学内容是人教版新目标初中英语第八册(下册)第九单元的第一课时,即1a---2c.本单元核心教学内容是以去过的有趣的地方为题材,学习如何谈论过去的经历, 谈论曾经去过的地方。

其语法项目主要是学习现在完成时的用法。

该时态是初中英语教学大纲中要求学生掌握的一个主要时态之一。

Unit 9 Have you ever been to an amusement park ?Section A (2) 说课稿红旗中学佟海清我说课的课题是新目标八年级英语（下）Unit 9 第二课时，本课时为新授课，整个说课我将从四个部分进行讲述，即说教材、说教法、说学法、说教学过程。

一．说教材1教材分析本课时的内容为新目标八年级英语第九单元Section A 的第二课时。

本节课是一堂阅读课，本课的主要内容是用现在完成时来学习和了解迪斯尼乐园。

2教学目标（1）知识目标:A.要求学生掌握以下重点词汇和短语：hear of， around the world， so much fun, all the time，end upB.掌握句型：Have you ever been to…? / I’ve never been to….（2）能力目标：提高学生的快速阅读能力；听听力解决不同问题的能力。

英语口语能力。

(3)情感目标：激发学生的学习兴趣，体验英语语言的美，体验知识间的相互联系。

让学生充满自信，体验成就感和合作精神。

而且通过本课的学习让学生能够用所学的英语知识来描述曾经去过的地方。

3教学重点：(1).让学生学会用现在完成时来描述曾经发生过的事情。

(2).掌握本课的一些重点词汇和短语。

(3).掌握Have you ever been to…? / I’ve never been to….4.教学难点：（1）理解现在完成时的用法，并会灵活运用。

（2）听出课文中关键单词及短语。

二．说教法：根据英语“课标”的要求，课程要从学生的学习兴趣、生活经验和认知水平出发，我选择了如下教法：1、开放式教学法：以有限的课堂为载体，利用多媒体辅助手段带学生进入广阔的知识天地。

2、兴趣激发法：3、任务型教学法：4、小组合作法：5. 快乐教学法：6.自主加分层次教学。

让学生以小组形式讨论并解决针对阅读设置的问题。

任务型听力中设置了简单与难度的题型。

Unit 9 A Have you ever been to a museum?说课稿我说课的内容是八下第9单元Have you ever been to a museum? Section A的1a-1c部分。

本课是一堂听说课，围绕谈论过去的经历，学习使用现在完成时态。

通过对学生们喜闻乐见的一些娱乐场所的描述，反复使用句型Have you ever been to…?来激发他们使用本单元所学单词的兴趣。

教材中提供的所有活动都以现在完成时态为中心，通过一系列的听、说、读等的训练，来加深对现在完成时态的理解，从而提升他们使用所学语言的综合水平。

下面我将从学情分析、教材分析、教学方法、教学设计四个方面简述我对本节课的理解与处理。

一、学情分析在教学过程中，对学情的了解是教师因材施教的关键。

我班绝大部分学生英语基础较好，反应较灵敏，学习英语兴趣较浓，具有一定的自学水平。

学生已经在第8单元学过现在完成时态，已经掌握了现在完成时态的基本用法，知道了一般过去时与现在完成时的区别，所以本节课的内容学生易于接受。

在本节课里我主要引导学生以小组为单位实行合作学习，共同完成任务。

二、教材分析这节课是本单元的第一课时，话题与我们的生活实际紧密联系，其核心教学内容是以去过的有趣的地方为题材,学习如何谈论过去的经历, 谈论以前去过的地方。

语法项目主要是学习现在完成时的用法，该时态是初中英语教学大纲中要求学生掌握的一个主要时态之一。

教学重点是掌握现在完在时的构成并能够在不同的场景下熟练使用现在完成时态。

教学难点是学会用have/has been to…谈论以前去过的地方。

1a 是表现几个有趣的地方，在协助学生学习新词汇的同时，也激发了学生的学习兴趣。

1b听力活动，让学生初步感知了本单元的目标语言“have you ever b een to…”。

1c是口语练习，其实是语言输出的过程。

学生结对练习,用目标语言对几个地点实行会话。

Unit 9 Have you ever been to an amusement park?
the first period（说课稿）
一、说教材
围绕谈论过去的经历，学习使用现在完成时态。

通过对学生们喜闻乐见的一些娱乐场所（fun places）的描述，反复运用句型Have you ever been to…? I’ve never been to…. 来激发他们使用本单元所学单词的兴趣。

教材中提供的所有活动都以现在完成时态为中心，通过一系列的听、说、读、写的训练，来加深对现在完成时态的理解，明白英汉两种在结构及表达方法的一些异同点。

从而提高他们运用所学语言的综合能力。

二、说教学目标
1) 知识目标：正确运用现在完成时。

2) 能力目标：训练学生运用所学知识进行听、说、读、写的综合能力。

3) 情感目标：引导学生学会与别人分享快乐，发现身边的美好事物，从而树立正确的人生观和价值观。

培养学生学习英语的强烈兴趣，意识到合作学习的重要性。

三、说教学重点和难点
重点：1) 掌握目标语言Have you ever been to…? / I’ve never been to.
2) 记忆主要单词。

难点：1）比较现在完成时态与一般过去时态的异同。

2）听力中关键单词、短语及句子的理解。

四、说教法
采用任务型语言教学模式，通过交际途径，促使学生有效合作，完成pairwork and role-play, 从而达到对目标语言的灵活运用。

五、教学过程（附教案）。

Instructional designName: Grade: Grade 8 Subject: Have You Ever Been to an Amusement Park? Lesson type: Listening and Speaking Teaching time: 40 minutes Overall Design and Guiding PrinciplesThis is alistening and speaking lesson which aims to develop students’ability in talking about past experience. Meanwhile, students’ linguistic and cultural knowledge is expected to be enriched through listening and speaking activities. In this lesson I mainly employed Task-based Teaching Method, Natural Approach as well as the Communicative Language Teaching Method to create certain scene and ask students to complete relevant tasks, assist them to learn in a relaxed atmosphere and build a confidence towards listening, thus forming the habit of active learning and improving their comprehensive language competence.First of all, drawing on the Natural Approach, the lesson will start a real-life conversation to lead in the topic and showing a video clip of amusement park to arouse students’ curiosity. Then I will show some pictures featuring the new words (amusement park, space museum, aquarium, zoo) to impress students the key words so as to make preparation for the following listening session. In the third section, I mainly use Task-based Teaching Method by setting three tasks of extensive listening, intensive listening, as well as focused listening to assist students to fully understand the listening materials and grasp the method of talking about past experience subconsciously. With the former three sections, students will receive a large amount of input of the present perfect tense structure ”have been to ……”,then in the next section I designed a memory game to train students’ability of transforming input into output through speaking. Finally, I will ask students to role play and report. This section is an evaluation of students’ command of present perfect tense structure ”have been to ……”and their ability of talking about past experience. Therefore, this section is employed asa reinforcement of students’ comprehensive language competence.Teaching ContextAnalysis of teaching material:This is alistening and speaking lesson. The lesson focuses on talking about past experience, aiming at letting students grasp the present perfect tense structure ”have been to ……”.The topic of this unit is closely related to students’real life, and in accord with students cognitive level, thus can make students learn meaningfully and build students a confidence of English learning.This lesson mainly consists of warming up, listening and speaking parts. The firstwarming-uppart mainly is intended to teach new words with the help of video clip and vivid pictures so as to build in students’ mind a structure of new knowledge. Then the second listening section aims at providing students with initial input of the language structure ”have been to ……”by way of listening and the linguistic expressions to talk about past experience subconsciously. Finally, the third speaking session mainly consists of memory game, role play and reporting tasks targets at improving students’ ability of language output, and thus realizing the goal of communicative teaching.Therefore, the three sections of this unit, abiding by the “output after input”sequential principle in teaching, progress step by step, and proceed from experience to exploration and finally to language application. All these can effectively realise the objectives of improving students’ comprehensive languagecompetence.Analysis of students:The objects of this lesson are students in Grade 8. Students in this phase has already learned some tenses such as simple past tense, present progressive tense, thus they must have mastered some skills of tense-learning and fully prepared to learn the lesson cognitively.However, junior students lack the ability of systematic autonomous language learning and some students have on confidence of English learning. Therefore, it requires teachers to set up the tasks from easy to the advanced to guide them.What’s more, junior students tend to focus on image thinking because of the absence of the mature, abstract, and logical thinking, thus teachers should design various interesting, fun and relaxing activities to sustain students’ interests and attention.Teaching AimsAims of knowledge:(1) master and use some important words, such as: amusement park, space museum, aquarium, zoo and so on.(2) be able to use the present perfect tense structure ”have been to ……”.Aims of ability:(1) be able to get correct information from listening material.(2) master some relevant listening skills including extensive listening, intensive listening as well as focused listening .(3) be capable of talking about past experience(4) be able to ask about others’ past experienceAims of emotion:(1)taste the happiness of communicating in English.(2)build confidence towards listening, which is generally considered as the difficultpoints of English learning.(3)be active and cooperative in team work, enjoy the sense of achievement incooperation.Aims of strategy:(1)master some methods of independent study.(2)be well versed in transforming input to output.Key Points and Difficult PointsKey points:1. mastering of the key words.2.mastering of the present perfect tense structure ”have been to ……”3. relevant listening skills.Difficult points:1.getting the correct information from the listening material.2. be able to use the the present perfect tense structure ”have been to ……”3.can talk about past experience.Teaching Methods1.Task-based Teaching Method2.the Natural Approach3.the Communicative Language Teaching Methodputer-assisted InstructionTeaching Aids1. text book2. power point3. a video clip4. listening recording.Teaching ProcedureStep 1：Lead-in: (2 minute)Have a small conversation with students on travels:Do you like traveling?Can you speak out some places you have visited before?Then I will show students a video clip concerning amusement park and ask students whether they know where it is.The purpose of my design:(1) to catch students’ attention and arouse their interests.(2) to liven up the lesson and lead in thetopic-----amusement park.Step 2: Pre-listening: 2Show students some pictures about amusement park, space museum, aquarium, zoo as well as water park and make them rank these places from 1 to 5 by their preference. (1 represented highest degree, and 5 stands for the lowest degree)The purpose of my design: (1) to impress students the key words by showing pictures.(2) to reinforce students’impression of the key words byranking.Step 3: Extensive listening: 4Skim through all the places in the map together with studentsPlay the tape in 2a for students (including three short dialogues) for the first time Ask students to circle the places they hear in the record.present the scripts of the dialogues they just listened to.The purpose of my design:(1) to enable students to grasp the main information, especially the key words (amusement park, space museum, aquarium, Water World)of the listening material.（2）Meanwhile, it is an excellent way to examine if students had a good command of the words they had had learned in the pre-listening part.（3）the form of the answers which are exhibited in the map will furnish students’ the pleasure of listening process, and therefore build their confidence of listening.Step 4:Intensive listening: 4Let students listen to the tape for a second time and circle T or F.Conversation 1:Sarah has been to amusement park. ( T F )Claudia has been to the water park. ( T F )Claudia and Sarah will go the water park tomorrow. ( T F )Conversation 2:Tina went to the space museum last year. ( T F )John has never been to the space museum. ( T F )They are going to take the subway. ( T F )Conversation 3:Linda has been to the aquarium. ( T F )Linda went to the zoo three times last year. ( T F )Linda is going to the zoo again next week. ( T F )The purpose of my design: to make students understand the details of the listening tape. Based on the information that students got in extensive listening, the main purpose of this section is to check up whether students have understood where the speaker has been.Step 5: Focused listening and writing: 8Let students listen to the record for a third time and fill in the blanks.Conversation 1Sarah: I am bored, Claudia. Let's do something different.Claudia: Have you ever been to an__________?Sarah: Yes, I have. I went to Fun Times Amusement Park last year. Have you ever ____ to a water park?Claudia: No, I haven’t, Sarah.Sarah: Me _____. Let's go to Water City tomorrow!Claudia: Well, that sounds fun!Conversation 2Tina：It’s raining again, John! I really wanted to go skating today!John: Oh, well. Hey, have you ever been to the_____, Tina?Tina: Yes, I went there last year. Have you ever been there?John: NO, I _____.Tina: Well, I'd really like to go there again.John: Great. What bus do we take to get to the museum?John: We can get the subway. The station is near the museum. Conversation 3Kim: Have you ever been to the _____, Linda?Linda: No, I _____. But I’m going there next week. Would you like to come?Kim: Sure. How will we get there?Linda: We can ride our bikes.Kim: Where is the aquarium?Linda: It’s on Green Street, behind the zoo.Kim: Have you _____ to the zoo?Linda: Yes, I _____! I love the zoo. I went there three times last year.The purpose of my design: this section aims at training students’ ability of transforming what they have heard into the words that they could write. At the same time, by the way of filling the blanks, students’ will subconsciously master the sentence structure--------have you ever been to the ……, and grasped the methods of talking about past experience.Step 6: memory game:8I will divide the whole class into two groups: group A and group B, and each group chose five students as competitors.Take group A as an example. Firstly, competitor A in group A shares his experience using the sentence pattern:”I have been to……”, then competitor B are supposed to retell what competitor A has already said and unfolded his own experience in the way like “ A has been to……,andI have been to……”.then competitor C、Dand E proceeded the game as competitor B have done in turn. When finished, I will compute the time. Then, it’s group B’s turn. Finally, the group which took the less time will be awarded.The purpose of my design:after the listening session, students have caught on the sentence structure”have been to”, and then the target of this game is to intensify students’ ability of using the structure. Meanwhile, it is a preeminent way to examine students’ ability of transforming the input through listening into the output by speaking. Step 7：role play and reporting : 8Make students form a group of three by themselves. Then student A acts as an interviewer, and he is supposed to choose twoplaces on the map of Nan Chang and ask the other two students:-------Have you ever been to……?-------Yes, I have been to……/ No, I haven’t./ No, I have never been to……If her partner says“yes”, then student A checks the box, and so on.Place 1 Place 2 Place 3Amy √TinaAfter interviewing student B and C, student A are supposed to report the result: Example: Amy has been to ……, But Tina has never been to ….Neither of them has been to….Both Amy and Tina have been to…The purpose of my design:(1) after the game section, students have managed to use thesentence structure”have been to……”, thus, in this step, I create a circumstance to examine their ability of applying the sentence structure they have learned into daily conversations.(2) What’more, the retelling session aims at training students’ability of talking about past experience .Step 8: Homework: 2Look at the map of your own hometown and talk about where you have been, when you went there, and whether you like it or not.The purpose of my design: this section is a sublimation of the lesson, it is aimed at guiding students to form the habit of active learning and reinforce what they have learned in the class.Teaching EvaluationEvaluation content：1. knowledge about the present perfect tense structure ”have been to ……”2. mastery of the relevant skills of listening.3. students’interests in learning initiatively.4. the sequence of teaching activities.5. students’ ability of transforming input to output.6.students ability in oral communication.Evaluation approaches：The teaching and learning activities of this lesson will be assessed as it progresses. That is, we resort to formative assessment in class. Five methods are adopted:1)observation2)questioning3)group work4)demonstration5)assignment。

UNIT 9 Have you ever been to anamusement park?The first periodPart OneAnalysis of the Teaching Material(一) STATUS AND FUNCTIONIt is the first period of Unit 9.This period serves as an introduction and a le ad-in part. In this lesson, students will learn how to talk about past experien ces and the places which they have been to. It’s important for students to le arn the usage of “Present Perfect Tense and Present Progressive as future”. I n this part the goal is introduced and the main topic of this unit is also pre sented. It will be helpful to l earn to ask the others’ past experience s and rea sons.(二)ANALYSIS OF THE STUDENTSThe students have learned English for about two years in junior high school so far. They can understand some words and speak some simple sentences about Present Perfect Tense. The materials in talking are mostly from the recent real life and are familiar to students, so students are very interested in it.(三)TEACHING AIMS AND DEMANDS1. Language goals(1) Learn some new words about the places which they have been to.(2)Learn to talk about past experiences.(3) Learn the usage of “Present Perfect Tense and Present Progressive as future”.2. Ability goals(1) To develop the Ss’ abilities of listening, speaking, reading and writing.(2) To train the Ss’ ability of working in pairs or in groups(3) To develop the Ss’ abilities of communication by learni ng the useful structures.3. Moral goals(1)To develop the interest of leaning English(2) To cultivate the Ss to enjoy life and appreciate the beauty.(四)TEACHING KEY AND DIFFICULT POINTS1. Key vocabulary: amusement; neither2. Key points:(1).—Have you ever been to an amusement park?—Yes, I have. I went to Fun Times Amusement Park last year. Have you ever been to a water park?—No, I haven’t.—Me neither. Let’s go to Water City tomorrow.(2).To cultivate the Ss to study in groups and cooperate skillfully.3. Difficult points:Make conversations freely using the target language.(五) TEACHING AIDSTape recorder, pictures and so on.Part TwoTeaching Methods1.Five-finger teaching method2.Task-based language teaching methodmunicative teaching method Part ThreeTeaching Procedure:Blackboard Design:Unit 9 Have you ever been to an amusement park?Zooaquarium Have you ever been to …?space museum Yes, I have. / No, I haven’t.amusement park How about you?water park Me neither. Let’s go to….。

Have you ever been to an amusement parkGood afternoon ,ladies and gentlemen come from Mianyang normal university .today I’m going to talk about the topic :“have you ever been to amusement park ?” I will divide the instruction into seven parts : they are teaching material analysis ,teaching aims, teaching emphasis, teaching difficulties, teaching methods ,teaching aids and teaching procedures.Part1: teaching material analysisThis period is from unit 9go for it .first of all, I’d like to talk about my understanding abiut this unit. this unit talk about the pass experiences, we will learn how to use the present tense .practicing“have you ever been to …….?”I’ve never been to……”again and again by studebts’ happiness in fun placest to arouse their interesting . all the center is the present perfect tense ,students understand for present perfcet tense deeply and understand the difference and indifference of chinese and english in structure and experition by serious practice in reading,speaking,listening and writing to improve their ability to use the language.Part2: teaching aims◆Aims of the knowledgeTo know the spelling of some words and usage of some phrasesHave you ever been to an amusement park? Yes ,I have / No, I haven’t◆Aims of abilitiesPractice the synthetic(综合)abilities by listebing, reading,speaking and writing◆Aims of the emotionHow to share happiness with others,find the beautifull things around us .build the right 人生观and values(价值观).arous the interesting in learning english.relise the importence of coorperation study.Part3:teaching emphasisGrasp the language goal :“have you ever been to…..? /I’ve never been to ….”Remember the words of this unitPart4: teaching difficultiesComper the difference and indifference with present and past tensePart5: teaching methosIn this unit ,I will use 3-step method and task-based language teaching.I design some tasks to help the students learn.I think if I want to improve the studebts’ oral english ,I shoud give thenm enough chances to practice and I will use parr work ,group work to let the students take an active part in all kinds of activities.that is :“Learn by doing ,learn by using.”let the students be the master of the class teaching,thus ,student-centered teaching method is well show.Part 6：Teaching aidsProjector ,Slide show,Tape recorder and blackboardPart7: teaching procedure◆Step1;warming upThe purpose is to arouse the students’ interest of studyUtilize the projector to show some pictures that you came to some place,such as thegreat wall ,Guangdong ,shanghai and so on .so you can ask “have you everbeen ……?”again and again .all the students answer：“yes ,I have ./no ,Ihaven’t .I’ve never been to……”Step2: persentationOne: cope the fun places n the projetor screen,by using looking the picture leadingreading,all together reciting,writing from memoryTwo：present perfect tenseShow the structure of presrnt perfect tense,the students already learned present perfect tense in unit 6.let them know they can use tense to talk about their past experience by showing some picture and explain the example sentenceStep3:practiceLet the students open the book in page 67 and look at the picture 1a.Ask students what are they two girls speaking ？and practice the picture one by one (amusement park,watter park,space museum,aquarium zoo )using the present perfect tense.eg: A:have you never been to an amusement park?B:yes,I have I went to fun times amusement park last year .have you never been to a water park?A:NO,I haven’t .me neither ,let’s go to water city tomorrowListening :before listening ask students to practice again and again .then use the tape ,first time ,they only need to listen ,the second time ,they will finished the workPair work: ask two students to take an example by using present perfect tense to talk about their past experienceThink of five unusual things you have done.Find other people in your class who have done the same thingsEg:A : have you even eaten ice cream with riceB:no,I haven’tStep4: make a surveyLook at the page 73,self-check2 interview three students in your class and complete the chartStep5: conclusionconclusion The knowledge of the whole class , the purpose is to make the students have a better understanding and sbsorbing .ask them to review and preview this unit and next unit.板书设计blackboard design。