牛津初中英語8B UNIT 2 Travelling 說課稿

在教學工作者開展教學活動前，常常要根據教學需要編寫說課稿，編寫說課稿助於積累教學經驗，不斷提高教學質量。那麼寫說課稿需要注意哪些問題呢？下面是小編整理的牛津初中英語8B UNIT 2 Travelling 說課稿，歡迎閱讀，希望大家能夠喜歡。

介紹教材

首先我上的是牛津譯林版英語教材，而《Travelling》這一節，是八年級下冊第二單元的第一課時。

教學內容

本節課的主要內容包含2個部分：

一是瞭解國外城市著名的旅遊勝地和一些受歡迎的景點；

二是熟悉人們在不同景點從事的各種活動。

學習目標透過本節課的學習應該達到一下目標：

知識目標：瞭解與旅遊相關的一些交際用語，並掌握重要語言點。

能力目標：提高快速閱讀能力以及聽說讀寫能力。

情感目標：促進學生對大自然以及人文地理的熱愛。

學情分析

重難點剛纔已經說到，本課的授課對象是八年級的學生，透過小學和七年級對於英語的學習，學生們已經對國外文化有了一個大致的瞭解，比如一些常用習語以及一些在公共場合的.交際用語，但是學生們對於國外的人文地理知識還不是很瞭解，因此我把本節課教學重點設定爲學生透過閱讀對話等方式，在掌握重要短語和句子結構同時，提高學生聽說讀寫能力；教學難點設定爲透過小組討論，瞭解國外城市的著名景點，並透過討論熟悉人們在不同景點從事的各種活動。

教學方法

結合本節課的教學重點和難點我說一下我的教學方法，我用的“四環節循環教學模式”，透過自學質疑、小組討論、展示評價和鞏固深化四個階段的逐步進行，讓學生在收穫快樂的同時獲得新知。在教學中教師扮演指導者的角色，而學生扮演學習的活動者，強調學生的自主學習，透過並運用投影儀，幻燈片，Flash動畫和圖片等教學輔助設備來加強教學效果，培養學生的學習興趣。

教學過程

針對本節課的教學重點和難點，我簡單地說下我的教學思路：

Step one：lead in

a picture

T: Look! This is a beautiful picture, right? (Ask questions)

What can you see in the picture?

What season do you think it is?

sing 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 Storm

Showing the pictures.

Do you want to know more popular tourist attractions?

Step Two：Presentation

1. 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 memory

Show 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. Match

h the places with the countries.

ents say more sentences about the places using the word “symbol”

3. Do Exercises

Ask students to fill in the blanks using the places we’ve learnt.

Step Three：Dialogue-making

1. Things to do when traveling

2. 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 Strip

T: 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 question

Where does Eddie want to go?

2. Students read the dialogue by themselves, answer more questions

3. Show Time

First 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 ents first practice in pairs, and then act the dialogue out.

Step Six: Homework

1. 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.