初二英语上册第6单元SectionA说课稿【优质3篇】

初二英语上册第6单元SectionA说课稿 篇一

标题：Unit 6 Section A – Talking about Future Plans

文章内容：

Hello everyone! Today, I am going to talk about Unit 6 Section A of our English textbook. The main topic of this section is "Talking about Future Plans". In this section, students will learn how to express their future plans using "be going to" and "will".

To begin with, let's look at the objectives of this section. By the end of this lesson, students should be able to:

1. Understand and use the phrases "be going to" and "will" to talk about future plans.

2. Ask and answer questions about future plans.

3. Use adverbs of frequency to talk about future activities.

4. Understand and use vocabulary related to future plans, such as "career", "goal", "dream", etc.

Now, let's move on to the teaching procedures.

Step 1: Warm-up (5 minutes)

Start the class by asking students about their future plans. Encourage them to share their dreams and aspirations. This will help activate their prior knowledge and create a positive learning atmosphere.

Step 2: Presentation (15 minutes)

Introduce the target language by showing examples of sentences using "be going to" and "will". Explain the differences between the two forms and the situations in which they are used. Provide clear explanations and give students plenty of practice opportunities.

Step 3: Practice (20 minutes)

Divide the class into pairs or small groups. Ask students to work together and discuss their future plans using the target language. Monitor their conversations and provide assistance when needed. Encourage them to use adverbs of frequency to talk about their future activities.

Step 4: Consolidation (10 minutes)

Have a class discussion and invite some students to share their future plans with the whole class. Encourage other students to ask questions and show interest in their classmates' plans. This will promote communication and create a supportive learning environment.

Step 5: Extension (10 minutes)

Assign homework that requires students to write a short paragraph about their future plans. Encourage them to use the target language and adverbs of frequency. Collect their homework and provide feedback in the next class.

To sum up, Unit 6 Section A focuses on teaching students how to talk about future plans. By using "be going to" and "will", students will be able to express their aspirations and goals confidently. Through interactive activities and discussions, students will have ample opportunities to practice and consolidate their understanding of the target language. I hope this lesson will inspire students to dream big and work towards their future goals.

Thank you for your attention.

初二英语上册第6单元SectionA说课稿 篇二

标题：Unit 6 Section A – Careers and Goals

文章内容：

Hello everyone! Today, I am going to present Unit 6 Section A of our English textbook. The main focus of this section is "Careers and Goals". In this unit, students will learn about different careers, discuss their future goals, and practice using the future tense.

Now, let's take a look at the objectives of this section. By the end of this lesson, students should be able to:

1. Understand and use vocabulary related to careers, such as "doctor", "engineer", "teacher", etc.

2. Express their future goals and aspirations using the future tense.

3. Ask and answer questions about career choices and future plans.

4. Role-play job interviews and practice using relevant vocabulary and expressions.

Now, let's move on to the teaching procedures.

Step 1: Warm-up (5 minutes)

Start the class by asking students about their dream jobs and why they are interested in those careers. Encourage them to share their thoughts and aspirations. This will help activate their prior knowledge and create a positive learning atmosphere.

Step 2: Presentation (15 minutes)

Introduce the vocabulary related to careers using flashcards or pictures. Teach students how to pronounce and spell the words correctly. Provide clear explanations and give examples of sentences using the target vocabulary.

Step 3: Practice (20 minutes)

Divide the class into pairs or small groups. Ask students to interview each other about their future goals and aspirations. Encourage them to use the future tense and relevant vocabulary. Monitor their conversations and provide assistance when needed.

Step 4: Consolidation (10 minutes)

Invite some students to share their interviews with the whole class. Encourage other students to ask questions and show interest in their classmates' career choices. This will promote communication and create a supportive learning environment.

Step 5: Extension (10 minutes)

Assign homework that requires students to research and write a short paragraph about their dream job. Encourage them to use the target vocabulary and the future tense. Collect their homework and provide feedback in the next class.

To sum up, Unit 6 Section A focuses on teaching students about careers and goals. By learning the vocabulary related to different careers and practicing the future tense, students will be able to express their aspirations and discuss their future plans confidently. Through interactive activities and role-plays, students will have ample opportunities to practice and consolidate their understanding of the target language. I hope this lesson will inspire students to explore different career paths and set achievable goals for their future.

Thank you for your attention.

初二英语上册第6单元SectionA说课稿 篇三

初二英语上册第6单元SectionA说课稿范文

　　各位老师：

　　大家好，今天我要说课的内容是初二英语上册第6单元SectionA的前部分，Title(题目)是I`m more outing than my sister.其主要的内容是：“Talk about personal traits and how to compare people.”一话题，

初二英语上册第6单元SectionA说课稿范文

。由于本单元具有两部分：SectionA和SectionB， 从教材的整合来说本部分即有形容词用法的延续，又为后面形容词最高级的学习打下基础，具有承上启下的作用;再则，从本单元来说它既是本单元的基本语言内容，又为本单元知识扩展和综合语言运用奠定坚实的基础。因此，上好SectionA的前部分，既可让知识学习具有一定的延续性，又可为下面的教学做好铺垫，对完成本单元和今后的英语教学具有重要的意义。

　　对于SectionA前部分的教学，我准备把对词汇的掌握和听力的理解作为重点，把结对活动的核心对话(即学生说的能力培养)作为难点。这是因为我校地处农村，学生在英语学习方面没有一个好的语言氛围，有些学生不能拥有自己的一套磁带，更不用说拥有其他的听力辅助材料，因此解决这一重点，能让学生进一步感受英语语言的美，激发他们的学习兴趣，这为突破难点作好铺垫;而难点的确立是由于本套教材的特点是采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序并结合我校“新课程与学习方式的转变”课题实践，从而突出学生参与探究活动的主体作用。

　　基于以上的分析，本节的教学要达到以下几个目标：

　　在“知识目标”中，通过教学让学生掌握本课的词汇运用;“能力目标”方面：指导学生在自主探究和任务型教学模式中，让学生学会用英语与他人谈论人的个性特征和形容词的比较的话题，以及进一步提高听力能力和英语语言表达能力;“情感、态度、价值观”方面：通过师生在教学的双边活动中主动性和创造性的发挥，激发学生的学习兴趣，体验英语语言的美，体验知识间的相互应用、相互依存、联系，让学生充满自信，体验成就感和合作精神。

　　为达到以上的教育教学目标，根据英语“课标”中强调课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程以及我校学生的实际，我将在教学中采用多媒体辅助教学、任务型教学模式，结合听说法、竞赛法以循序渐进的方式来进行教学。

　　首先，采用听说法和多媒体辅助教学来导入和呈现本节的基本词汇和句型，目的在于用师生、学生与学生互动的方式，共同观察图片、视屏，激活学生对所学知识的已有体验，使学生对新词语的识记经过一个由形象思维到抽象思维的转化过程，因此记忆效果更好。

　　其次，采用任务型教学途径，在活动中以循序渐进法、竞赛法来突破重点，培养学生综合语言运用能力，这样不仅激活学生的主体意识，而且激活了英语语言，这样在活学活用知识的过程中，学习的自信感逐步增强，从而体验到成功的喜悦。

　　教法的选择固然重要，但学法也是必不可少的，我们都知道，学生的学习过程并不是只孤立与课堂教学之中，应遵循学生的身心发展规律和学习规律，指导学生进行个性化的学习，让学生在活动与交流中产生个性化的体验。教师在教学的过程中要倡导学生体验、实践、参与、合作与交流的学习方式，瑞士心理学家让·皮亚杰的“建构主义理论”指出：学习是获取知识的过程，但知识不是通过教师传授得到的，而是学习者在一定的情景即社会文化背景下，借助他人(包括教师和学习伙伴)的帮助，利用必要的学习资料，通过意义建构的方式而获得的，以及结合我校的学情，在本节教学中主要采用小组自由合作学习的方式，全班学生自由组合4-6人一小组(但原则上各小组要有各个层次的学生)，因为这样的合作学习方式能突出以人为本的教育思想，符合教育的宗旨，能激发学生求真、向善的潜能，使学生会用心去体验集体的力量，去感悟合作的无穷魅力，在活动中体验合作成功的快乐，体验实现自我价值的幸福，

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《初二英语上册第

6单元SectionA说课稿范文》()。

　　接下来是教学程序，我主要采用任务型的教学模式，分五个活动进行：

　　活动一：课堂激趣

　　在本活动中通过听说法配合多媒体辅助教学导入新课，进行师生互动活动引出本课的话题，用多媒体显示图画，如用姚明来让学生感觉单词tall，并以一个矮个short的人物来形成比较，通过连续几幅夸张的比较图片让学生认识并掌握本课所要学的基本词汇，并引出比较级的句子，如：He is taller than him./Sam is wilder than Tom.等句式，本环节以学生原有的知识为切入点谈论过去所做的活动，不知不觉地将学生引入教学交往的境地，进入本课的话题，达到润物细无声之效果，使学生形成积极的情感，主动思维，并形成良好的语感。

　　活动二：激趣后的体验

　　本人认为要充分挖掘教材的`内涵，利用1b来培养学生的听力能力，并结合学生的猜猜他人的游戏(一个学生描述班里一位同学并和自己作比较，其他同学猜所描述的人是谁)，如：He/She is ┅than I. But I’m ┅than he/she is.使此活动是在激趣环节上的再一次升华，不仅反馈于第一环节的活动，也为本节的重点突破环节打下基础。

　　活动三：生生的互动探讨和体验

　　采用任务型教学途径及学生小组自由合作学习的方式，这个环节分为两个小步骤：1.分小组展开竞赛，由每个小组自选一个同学上来进行比较的描述，其他组的同学来回答。2.利用多媒体制作动画，进行小组抢答的形式，激起学生的求胜心和参与率，同时达到训练学生快速思维的能力。

　　活动四：听力能力的反馈

　　采用分层的形式完成听力能力的培养(针对学生的个体差异进行听力训练)，在利用2a及2b的多种听力形式材料的同时，又反馈于1a及1b，，使学生能更进一步对声音语言进行体会、感受，这就是本课的重点突破环节。

　　活动五：知识的拓展迁移

　　此环节是在活动三的基础上，再次通过任务型教学途径，分小组.结合循序渐法进行活动：假设班上要派一名交换生到美国学习，小组讨论谁是合适的人选，如描述Frank is smarter. I think he should be the exchange student./Frank is smarter, but I think Jack is more independent. He can take care of himself等等，最后全班汇集候选人，共同讨论谁最合适。在讨论、进行交际互动的过程中，使学生的口语交际能力提高到一个新的高度，激起学生的交际欲望，让学生体验到成就感和合作精神，从而突破本课的难点。

　　《英语课程标准》建议教师把“任务型”教学活动延伸到课堂之外的学习和生活之中。因此，我在家庭作业布置中，分常规性作业和合作探究性作业：

　　1.常规性作业主要完成WORKBOOK的练习。

　　2.合作探究性作业主要分为两层：

　　⑴成绩较差的成员让小组同学根据本节课的内容完成问、答操练(由易到难的渐进方式)，以次来巩固重、难点。

　　⑵各小组总结本课形容词比较级的形式，如+er、/chang y into i+er/加more 的形式以及他们的读音规律，进而培养学生的自主探究能力和合作精神。

　　以上的教学过程注重学生的兴趣，贯穿“快乐教学”为指导思想，寓教于乐，把掌握知识，形成技能，发展能力与培养学生个性健康发展有机结合起来，让学生在集体合作中，发挥每个人的长处，是学生在合作中能互补、启发，形成立体的、交互的思维网络，产生1+1›2的效果。