八年级听说课教案模板共6篇Word格式.docx
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八年级听说课教案模板共6篇Word格式.docx
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student’sbook2
二、教材分析
1、教材内容:
本模块围绕规划这次话题展开的,从同学们的周边环境入手,从而达到可以规划自己要做什么事情
2、本节课为本模块的第一单元,教学内容包含教材14—15页的speakingandlistening.学生在老师的引导学习下知道一些重要的单词,短语。
和能够自然地运用这些短语进行对话。
能够规划短期的行程
三、学生分析
本节课授课的对象是初一下册的学生,全班共40人,男生20次,少女生20次,刚进入初中的青少年,对于新的知识有着很大的好奇心和求知欲,并有一定的独立性,但也有贪玩的心理,所以这节课的主体是学生,通过以前已有的知识和新知识的输入,能够简单地进行谈论自己的周末规划
四、teachingaims;
1、knowledgeaims⑴Newwords:
revisepicnic
test⑵Newphrases:
checkemail
revisefor
haveapicnic⑶Structures:
begoingto+动词原形表白一般将来时2Abilityaims:
beabletousethestructurestomakeadialogue
五、Teachingstrategies:
communicationapproach,audio-lingualapproach
六、teachingaids:
PPT
blackboard
tape
七、teachingproceduresStep1:
LeadinT:
Clabegin
S:
Standup.Goodmorning,MiQinT:
Goodmorning,cla.Thankyou,sitdown,please,look,thesearemyfriends,weusuallyhaveapicnicattheweekend.Doyouknow“haveapicnic”?
S:
NoT:
OK,pleaselookatthepicture,haveapicnicmeanswecaneatanddrinkinoutside,anywhere,andyoucansmellflowers…now,doyouknow?
YesT:
Ok,whatareyouusuallytodoattheweekend?
You,pleaseS:
IusuallyplaycomputergamesattheweekendT:
Ok,itisrelaxing,whataboutyou?
IusuallydomyhomeworkT:
Yean;
youareagoodstudent,whataboutyou?
IusuallyvisitmygrandparentsT:
Good,Ithinkyoulikeyougrandparentsverymuch,ok,weekendiscoming.Thisweekend,whatismyplanattheweekend,doyouknowplan?
Yean,planplan,readit,youcanguewhatismyplanattheweekend,canyougue?
Youcangueinthisway.Youaregoingto…maybeyouaregoingto…
MaybeyouaregoingtohaveapicnicT:
Ok,whataboutyou?
MaybeyouaregoingtohaveopartyT:
EnitisagoodideaS:
MaybeyouaregoingtogoshoppingT:
Yeanyean,Ilikegoshopping…
T:
Look,thisismyplan,readit,louderOk,whatisyourplanattheweekend,youcananswerinthisway,Iamgoingto…whatareyougoingtodoattheweekendS;
IamgoingtogetupearlyT:
Ok.Thisisagoodhabit.You?
Iamgoingto……
pleaseaskandanswerthequestioninpair,whatareyougoingtodoattheweekend?
Iamgoingto…whataboutyou?
Iamgoingto…yean,nowpleasedoitT:
Louderplease,sothateveryonecanhearyou….thankyou,lookatmewholikedoit,pleasetwoboysS:
T;
Thankyousomuch,S:
Ok,thatgirl,whatisyourname?
NancyT:
Nancy,youlikereadbooksright,Ilikereadbooksverymuch,sowearefriendsT;
Soyousee,myfriendNancyisgoingtoreadsomebooks,andthatishisplan,whatistheplanofyourfriend,youcanaskyourfriendsabouttheirplans,youshouldanswerituse“myfriend/friendsis/are…he/theyis/aregoingto…we/theyaregoingto…OK?
Ok,godoitT:
MyfriendisLucy;
sheisgoingtohaveapianoleononSaturdaymorning.WearegoingtohaveapianoonSaturdayafternoonT:
Ok.WhoisLucy?
Okyourweekendisveryinteresting,whataboutyou?
myfriendsarelilyandjoy;
theyaregoingtohaveaparty.T:
en,first,wearegoingtolistenthetape,andyoucanfinishthisblanks,ok?
okT:
areyoufinishedit?
Ok,checkyouranswerT:
lookatthescreenagain,whocanreadthisquestion?
whocan..justtry,okS:
…
Good,youcanreaditconfidently,nowwecanlistenitandthenanswerquestion
(listen)
:
Checkyouanswer,secondlistenitagainandchoosethecorrectanswer….checkyouranswer.Lookatthepage15,listenagainandfinished,thenIwanttochoosesomestudentstoansweritT:
Ok,checkit,you?
S;
good,rightanswer,next…
wearefinishedit,ok,doyouthinkBettyandDaming’sweekendareverygreat?
YesT:
Now,please,playarolewithyourpartner
T:
thisgroup,canyou?
Ss:
…
抽取两三组的学生进行角色表演
wehavelearnmuchaboutthestructureandsomeimportantphrases,pleaseworkwithyourpartnertomakeyourowndialoguelikepage14,ifyouhaveanyquestions,pleasehandsup,begin,gogogoT:
Whowanttoshowyourdialogue?
Okplease…
T:
Anyoneelse,thisgroup,canyou?
Youareverygoodtoday.nowwewillreviewtogether,lookatthepicture,doyouknowwhat’sthis?
ClockT:
Good,first,heisgoingtogetupearly,andthenheisgoingtoreviseforhistest.thenheisgoingtobuysomeclothes,thenhe(askstudentstoanswerit)
HomeworkWritedownyourowndialogueabouthowtospendyourweekend
第2篇:
听说课教案Whatisthematter?
1.Theanalysisofteachingmaterial:
Foreightgradestudents,weshouldbasedontheknowledgestudentsalreadystudied.Iuseallkindsoftargetstoteachandletthemmasterthewordsofdiseases.Iforcedstudentsdoarollplaywhoimitatingtheprocedureofseeingadoctor.Withthis,canraisestudentsinterestandmakestudentsleadthecla.
2.TheAnalysisoftheStudents:
Inthisperiodstudentsarelively,activeandhavestrongcuriosity,sotheyareeagertoexpreinEnglish.Theirabilitytoimitateandrememberisparticularlystrong.3.Teachingobjectives3.1KnowledgeObjectives:
1)Beabletomasterthepronunciation,meaningandspellingofthenamesofdiseases:
fever,sorethroat,soreback;
stomachache,headache,toothache,cold,cough;
2)Beabletolearntheexpreionsofgivingadvice:
liedownandrest,drinkhotteawithhoney,seeadentist,takethismedicine;
3)Beabletotalkabouthealthproblemsbyusing“What’sthematter?
Ihavea…”andgiveadvicebyusing“Youshould…Youshouldn’t…”
3.2AbilityObjectives:
1)Beabletotalkaboutone’shealthproblemsandgiveadvicefluently;
2)Beabletoroleplaydoctorandpatient;
3.3MoralObjectives:
1)Improvethecooperativespiritthroughpairworkandroleplaying
2)Caremoreaboutyourselfandyourfamilymembers’health.
4.Teachingfocusanddifficultpoints:
studentsshouldmasterthewordsaboutdiseasesandcangiveconsiderableadvises.TheteachingFocus
1.Masterthenamesofdiseases:
2.Cangivesomeconsiderableadvises:
2.Talkabouthealthproblemsbyusing“What’sthematter?
Ihavea…”andgiveadvicebyusing“Youshould…Youshouldn’t…”
TheTeachingDifficulties
1.Studentsmayfinditdifficulttorememberallthetargetnewwordsinthecla;
2.Studentsmayfinditdifficulttogiveconsiderableadvicetothecertaindiseasebecauseoftheirlimitedlifeexperience.5.Teachingmethods:
Communicativelanguageteaching.6.Teachingaids:
blackboard,multimedia,chalk,eraserandsoon.7.Teachingprocedures.Step1:
Warmingup:
1.Firstgreetstudentsandstartthecla.2.Presentationofpicturesaboutmedicalinstruments(ward,sickbed,operatingroom).3.Letstudentsrecognizethesepicturesandaskthem:
”Wheretheycanseethesemedicalinstruments?
”andstudentswillsay:
”inhospital”.Step2:
Presentationofpicturesaboutdiseases1.Thengetstudentstoguethediseases..WhenIdoanaction,askstudents:
“What’sthematter?
”Forexample,whenIputmyfingeronthestomach,askstudents:
“What’sthematterwithme?
”Helpstudentssay:
“I’mnotfeelingwell.Ihaveastomachache.”Thenteachtheothertargetwords:
fever,sorethroat,toothache,sorebackinthefollowingway:
Putmyfingerontheotherpartofbodyandgetstudentstoask:
What’sthematter?
Thengetotherstudentstoguetheproblem.
2.Usebodylanguagetoguidestudentstogueanothertwonamesofdiseases:
cold,cough.3.Showstudentspicturesofdiseaseshalfhidden,andgetstudentstoguethenamesofdiseases:
fever,sorethroat,toothache,soreback,cold,cough.DesignDescription:
usepictures,canarousethecuriosityofstudentstoactivelyparticipateinteachingactivities,theteachingofwordmodeissimpleandintuitive,easytobeacceptedbystudents.Gradeeightstudentslovespeculationactivities,sousingthehalfcoverimagesallowsstudentstoconsolidatethelearnedwords.Step3:
PairworkLetstudentstalktotheirdesk-mateandusequestionandanswer.
Putfingeronthepartofastudent’sbodyandask:
“What’smatter?
”andguidehimtousethepattern:
I’mnotfeelingwell.Ihavea…Thenaskstudentstoworkinpairsandtalkabouthealthproblemsbyusingthetargetlanguage:
I’mnotfeelingwell.Ihavea…
Designnotes:
pairspracticecanstimulatestudentparticipation,expandparticipation,andenablemorestudentstospeakEnglish.Step4Presentationofexpreionsofgivingadvice.TellstudentsthatIhaveacold/cough,askthem:
WhatshouldIdo?
Studentsmaygivedifferentanswers,collecttheiranswersandhelpthemtouse:
Youshould/shouldn’tdo…Thenshowsomepicturesofotherdiseasesmentionedbeforeandaskthemtogiveadvicetoeach
problembyusingtargetlanguage:
Youshould/shouldn’tdo…Duringthisactivity,somephraseswillbelearned:
liedownandrest,drinkhotteawithhoney,seeadentist,drinklotsofwater,takesomemedicine.
DesignDescription:
toshowstudentspicturesaboutthedisease,itcannotonlyhelpstudentstoreviewthenewknowledge,butalsocannaturallyintroduceanewtopicfordiseaseadvice.Then,throughbetweenmaleandfemalediseasetocarryoutsaidmatchinggamerecommendations,stimulatetheenthusiasmofstudents,andconsolidatethesentence.Atthesametime.Thestudentgrowthrelatedknowledge,strengthentheawareneofhealth.Step5Groupwork
Askstudentstomakeafive-peoplegroup,oneofthemisadoctor,oneisdoctoraistant,therestofthemarepatients.Askthestudentstoroleplaythedia
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