初中英语优秀的说课稿(推荐6篇)

初中英语优秀的说课稿 篇一

Title: Teaching Plan for Middle School English Lesson

Introduction:

Good morning, everyone! Today, I am going to present my teaching plan for a middle school English lesson. The topic of this lesson is "Daily Routines". By the end of this lesson, students should be able to talk about their daily routines and understand basic vocabulary related to daily activities.

I. Analysis of Students:

This lesson is designed for Grade 8 students with an intermediate level of English proficiency. They have already learned basic vocabulary and sentence structures related to daily routines in previous lessons. They have a good grasp of simple present tense and the use of adverbs of frequency.

II. Teaching Objectives:

1. Language Knowledge:

- Students will be able to understand and use vocabulary related to daily activities, such as "get up", "brush teeth", "have breakfast", etc.

- Students will be able to use simple present tense and adverbs of frequency to talk about their daily routines.

2. Language Skills:

- Students will be able to listen and comprehend short conversations about daily routines.

- Students will be able to speak confidently about their own daily routines.

- Students will be able to write short paragraphs describing their daily routines.

III. Teaching Procedures:

1. Warm-up Activity (5 minutes)

- Show pictures of different daily activities on the board and elicit the vocabulary from students.

- Ask students to work in pairs and discuss their own daily routines.

2. Presentation (15 minutes)

- Introduce new vocabulary by using flashcards and real objects.

- Teach the use of adverbs of frequency through examples and practice exercises.

- Provide a model dialogue about daily routines and ask students to listen and repeat.

3. Practice (20 minutes)

- Play a recording of different daily routines and ask students to match the routines with the correct pictures.

- Have students work in pairs and ask each other about their daily routines using the new vocabulary and sentence structures.

- Monitor their conversations and provide feedback and assistance when needed.

4. Production (15 minutes)

- Ask students to write a short paragraph describing their daily routines.

- Have some students share their paragraphs with the class.

5. Consolidation (10 minutes)

- Review the new vocabulary and sentence structures by playing a game, such as a "Daily Routines Bingo".

- Summarize the key points of the lesson and provide feedback and encouragement to the students.

IV. Homework:

- Assign exercises from the textbook to reinforce the use of adverbs of frequency and vocabulary related to daily routines.

Conclusion:

In this lesson, students will have the opportunity to practice listening, speaking, reading, and writing skills while learning about daily routines. By the end of this lesson, students will be more confident in talking about their own daily activities and understanding conversations about daily routines. Thank you for your attention.

初中英语优秀的说课稿 篇二

Title: Teaching Plan for Middle School English Lesson

Introduction:

Good morning, everyone! Today, I am going to present my teaching plan for a middle school English lesson. The topic of this lesson is "Environmental Problems". By the end of this lesson, students should be able to understand and discuss various environmental issues and express their opinions.

I. Analysis of Students:

This lesson is designed for Grade 9 students with an intermediate level of English proficiency. They have already learned basic vocabulary and sentence structures related to environmental problems in previous lessons. They have a good grasp of present simple tense and the use of modal verbs.

II. Teaching Objectives:

1. Language Knowledge:

- Students will be able to understand and use vocabulary related to environmental problems, such as "pollution", "deforestation", "global warming", etc.

- Students will be able to use present simple tense and modal verbs to talk about environmental issues and express their opinions.

2. Language Skills:

- Students will be able to listen and comprehend short conversations about environmental problems.

- Students will be able to speak confidently about different environmental issues and express their opinions.

- Students will be able to write a short paragraph expressing their views on a specific environmental problem.

III. Teaching Procedures:

1. Warm-up Activity (5 minutes)

- Show pictures of different environmental problems on the board and elicit the vocabulary from students.

- Ask students to work in pairs and discuss their own thoughts and feelings about environmental issues.

2. Presentation (15 minutes)

- Introduce new vocabulary and phrases related to environmental problems through examples and context.

- Teach the use of modal verbs for expressing opinions, such as "should", "must", "need to", etc.

- Provide a model dialogue about an environmental issue and ask students to listen and repeat.

3. Practice (20 minutes)

- Play a recording of different conversations about environmental problems and ask students to answer comprehension questions.

- Have students work in pairs and discuss their opinions on a specific environmental issue using the new vocabulary and sentence structures.

- Monitor their discussions and provide feedback and assistance when needed.

4. Production (15 minutes)

- Ask students to write a short paragraph expressing their views on a specific environmental problem.

- Have some students share their paragraphs with the class.

5. Consolidation (10 minutes)

- Review the new vocabulary and sentence structures by playing a game, such as a "Environmental Problems Quiz".

- Summarize the key points of the lesson and provide feedback and encouragement to the students.

IV. Homework:

- Assign a project for students to research and present on a specific environmental issue.

Conclusion:

In this lesson, students will have the opportunity to practice listening, speaking, reading, and writing skills while learning about environmental problems. By the end of this lesson, students will be more aware of different environmental issues and be able to express their opinions on these issues confidently. Thank you for your attention.

初中英语优秀的说课稿 篇三

　　一、说教材：

　　1、教材简析：

　　我说课的内容是江苏牛津中学英语教材9A第3单元Teenage problems中的Integrated skills部分。本单元通过青少年中存在的问题和困扰这一主题，引出话题，谈论话题。由于学生对这一话题极感兴趣，我在教学中准备使用多种教学手段设置情景，有效地把单词和句型情景相结合，注重听说训练，使语言点的训练密切联系生活实际，达到灵活运用，学以致用的目的。

　　2、教学目标：

　　依据英语新课标所提出的总目标并根据本年段学生认知水平，我制定了如下教学目标：

　　a、 能听懂、会说、会读和会拼写单词和词组.

　　b、能听懂、会说、会读和会写句型.

　　c、 能正确地听懂、掌握A板块前半部分听力内容，并能以较好的语音语调流畅地朗读后半部分的课文填空。

　　d、能用本课所学语言讨论青少年中存在的问题

　　3、教学重点、难点：

　　教学重点：正确拼读本课四会单词和句型，能流利地用所学句型进行情景会话。

　　二、说教法和学法

　　根据我对《英语课程标准》的理解和九年级学生的生理和心理特点，我将教学本课的指导思想确定为：让学生主体参与，主动探究，合作互动，充分发展。具体采用如下教学方法：

　　1、情景教学法：

　　通过设置较为真实的情景，使学生产生身临其境的感觉，激起学生情感上的共鸣，从而引导学生从整体上理解和运用语言，促进学生的语言能力及情感、意志、想象力、创造力等整体发展。

　　2、小组学习法：

　　每4人一组，可两两交流，也可自由选择，在互动中互相启发发生思维的碰撞。同时注意保证每个学生都有机会参与学习，培养学生与伙伴合作的意识和策略，提高人际交往能力。

　　3、练习法：

　　把大多课堂时间留给学生，使学生在多信息、高密度、快节奏的灵活操练中拓宽学习渠道。

　　另外，考虑到B板块为对话教学部分，我在这一环节的教学中主要侧重于学生朗读能力的培养，在训练听说的同时加强朗读指导，一方面可以培养学生朗读的基本技巧，另一方面也可以检查学生对课文理解的情况，进而培养学生的自主学习能力。

　　三、说教学程序

　　1、对话导入，学习新知

　　a、 以“Teenage problems”为主题及线索组织教学。课前在教室里头稍作布置，背景音乐的选择体现了牛津初中英语板块之间的自由组合，也为后面的教学做了一个提早渗透，这样，学生在轻松愉快的气氛中进入本课的学习，接着我向学生展示课件，引出青少年问题的话题，同时教授新词。由介绍学生自己的问题入手无形中拉近了与学生的距离，使学生备感亲切。

　　b、在学生展示自己作品的语境中，用多种手段，如:作品、图片、照片、简笔画等呈现。学生边学边进行听、说、拼读及运用，坚持循序渐进，由易而难的原则教学新知识。

　　2、巩固拓展，强化新知

　　a、 在情境中不断使用新句型，学生不仅学会了新的词组，而且不可避免地涉及到了旧知。同时也激发了学生的求知欲，想学更多的有关的词汇来介绍自己的问题，并向他人寻求有效的建议和意见，达到了学中用，用中学的目的，给予他们成功的乐趣。

　　b、仍以“Teenage problems”为场景由学生分小组自创小对话进行表演。要求问到前面所学句型并要求用到本课时所学的交际用语。通过这样的练习形式让学生主体参与，学生的思维处于积极兴奋的状态，有利于提高课堂学习效率。

　　3、指导朗读，感知课文

　　a、 在小对话表演告一段落时，自然导入A部分对话教学。然后播放多媒体课件让学生感知课文，为了让学生在听的过程中有所侧重，引起他们的有意注意，让他们带着问题去听。

　　b、播放录音再感知课文，以选择题的形式检查学生理解课文的情况。

　　c、跟读课文，为避免反复朗读时的过于枯燥，设计小小配音员的训练环节。

　　d、学生分角色朗读对话，指导学生在朗读时利用手势、表情、动作、声音等手法，以加强语言的表现力，更生动地传达说话人的思想和感情，使学生能在熟练朗读的基础上更深地理解对话内容。

　　4、面向全体，作业分层

　　为了满足不同类型不同层次学生的需求，在作业布置上我尝试进行分层教学即让程度较差的学生做a类作业；程度中等的学生做b类作业；程度较好的学生做c类作业，当然，也可以根据自己的兴趣特长进行自由选择。

　　a、朗读并抄写要求四会掌握的单词和词组；

　　b、听录音，朗读课文，并根据所学话题进行自由交谈并形成文字稿。

　　通过这样的作业形式争取让每一个孩子都学有所获，从而达到激励全体学生努力学习的目的。

初中英语优秀的说课稿 篇四

　　一、教材分析：

　　１、教材的地位及作用：

　　第二册第五单元第二节课， 本单元围绕做"比较"( Makingcomparison) 这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。本节课是本单元的重点，表示数量的some,few的比较。通过学习的比较等级，进一步加深对比较等级的语法现象的理解和运用。同时通过some,few比较等级在陈述句与疑问句中的操练，进一步提高学生听、说、读、写综合素质能力。

　　２、教学目标：（知识目标、能力目标、德育目标）

　　知识目标：

　　(１)学习、掌握some,few的比较等级；

　　(２)学习单词strong。

　　能力目标：提高学生听、说、读、写及知识自学的综合能力。

　　德育目标：教育学生热爱劳动。不臀藁?No pains,no gains)。

　　确立教学目标的依据：

　　根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

　　３、重点与难点：

　　重点：学习表示数量some, a few的比较等级。

　　难点：some, a few的比较等级在实际生活中的应用。

　　确立重点与难点的依据：

　　根据教学大纲的要求，及本课在教材中所处的地位和作用。

　　二、教材处理：

　　根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地把学生带到农场里。同时激发学生学习兴趣，使学生在参与农场的一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。

　　三、教学方法：

　　通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。

　　四、教学手段：

　　主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。

　　五、教学程序：

　　１、新课导入

　　为了激发学生的学习兴趣，引起注意，拉近师生距离，首先告诉学生这节课我将带他们去一个（转载自中国教师站文摘http://www.cn-teacher.com，请保留此标记。）有趣的地方，并请他们依据我的提示猜测要去哪里？ 当学生猜出去农场时，我们便"上车"， 一路欢歌(PickingApples)去农场。随着"嘎"的刹车声，电脑打出农场全景， 给学生一种身临其境的感觉，导入正课。

　　２、新课的讲解

　　本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配有汽车声、动物的叫声，栩栩如生。以学生在农场里劳动为主线，通过树上结多少苹果，学生摘多少苹果，卡车运多少苹果筐，以及劳动后学生吃多少苹果的比较，将some,few的比较等级在一系列既关联又相对独立的语境中详细讲解，反复演练，使学生全面掌握。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质和英语语言素质。

　　３、反复操练和巩固应用

　　为了调动学生的.积极性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。

　　４、反馈练习

　　本课的又一次高潮是将游戏与练习有机结合，融为一体。设计下棋游戏，棋盘为２０个格，每格均为在苹果园里劳动的情景，并配有本课的重点－－比较等级的练习题。棋盘的上一男一女分别代表男生和女生两大组，值得一提的是决定男女生在棋盘上走几步的转盘，是用本课重点词汇fewest,fewer,a few,some,more和most组成，使学生在玩中进一步体会数量some,a few的比较等级的运用。学生通过转轮，边做游戏边做练习，寓教于乐，极大地激发学生学习兴趣，同时巩固了学生所学的知识。

　　５、归纳总结

　　本课除了板书所呈现的重点内容外，又把本课内容浓缩成韵律诗形式，巧妙地总结本课重点、难点，学生又通过优美的旋律、音韵动力听的节奏。进一步巩固，加强对本课内容的理解和运用。

　　６、展示板书

　　Unit 5 Lesson 18

　　Kate some apples.

　　Jim has more apples than Kate.

　　Meimei the most of all.

　　The first truck a few baskets.

　　The second one is carrying fewer tham the first.

　　The third one the fewest of all.

　　本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐。

初中英语优秀的说课稿 篇五

　　Hello, everyone,

　　Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is Section A (1a-1c , Grammar Focus) in Unit13 . It is made up of seven parts.

　　1. Analysis textbook(教材分析)

　　2. The teaching methods(教学方法)

　　3. The learning methods(说学法)

　　4. Analysis the students(说学情)

　　5. The procedures of the teaching(教学步骤)

　　6. Blackboard design（板书设计）

　　7. Self evaluation.(自评)

　　Part 1 The analysis of the teaching material:

　　This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education. Let the students have positive attitude to dealing with things around them.

　　1. Teaching objects

　　The teaching aims are established according to Junior School English curriculum standard provision.

　　A.Language goals

　　1). Words & expressions :tense, some adjectives of feeling

　　2). Key sentences Loud music makes me tense. (P103)

　　Loud music makes me want to dance.

　　That movie made me sad.

　　B.Ability goals

　　Enable the students to talk about how things affect them.

　　Emotion & attitude goals

　　Enable the students to understand the effect of things upon them.

　　The teaching key and difficult points are established according to Section A ,Unit13 in the teaching material’s position and function.

　　2. Teaching Key Points

　　the usage of make.

　　3.Teaching Difficulties

　　Train the Ss to use make correctly.

　　To improve students’ listening ability.

　　To train students communicative competence.

　　Part 2. The teaching methods

　　Task-based teaching; Cooperative learning;

　　Part 3. The learning methods

　　1). Set up six steps. It is presentation– words – pairwork – listening practice–Grammar - practice

　　2). Ask the students to take part in class actively and develop their cooperation in the activities .

　　Part 4. Analysis the students

　　The students have learned some words about feeling and they have know the word make. But they don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes.

　　Part 5. The procedures of the teaching

　　I have designed the following steps to train their ability of listening, speaking, reading and writing, writing , especially listening and speaking. Set up six steps. It is greeting –lead-in -presentation– words – pairwork – listening practice–Grammar – practice – homework.

　　Step Ⅰ Lead- in.

　　Show the Ss a picture and then show the teaching material.

　　Purpose: Arouse the students’ interest of study. Bring in new subject: Rainy days make me sad.

　　Step II Presentation.

　　Review some words about feeling , then present the sentence structure.

　　A: What makes him/her sad?

　　B: Rainy days makes him sad.

　　Purpose :Through this part we can consolidate what they studied yesterday, communicate with others about their feelings and prepare for the new lesson.

　　Step III Listening (1a, 1b: P102)

　　Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.

　　Purpose :Train the Ss’ listening ability and prepare for later exercises.

　　Step IV Speaking (1c: P102)

　　Ask the students to talk about how music affects them. Let the Ss work in pairs and talk about how the two restaurants would affect them.

　　Purpose :Train the Ss’ speaking ability and prepare for later exercises.

　　Step V Do a survey.

　　After learning 1b , 1c , let the Ss do a survey about other things that affect them.

　　Purpose : This step can open the Ss eyesight and thought . It’s a step from textbook to real life .

　　Step VI Grammar

　　1). Sum the usage of make then help them to say out the sentence structure.

　　2). Do some exercises to consolidate the grammar.

　　Purpose: Train the Ss’ ability of understanding and using language.

　　Step VII Writing practice

　　1.List 4-5 things around you and then describe how the things affect you.

　　2.Composition Exams make me _______。

　　Purpose :I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.

　　Part 6. Blackboard design

　　1. make +sb/sth+adj

　　eg: The news made him sad.

　　He tries his best to make his lessons interesting.

　　make +sb/sth+ do

　　eg: He made me wait for a long hours.

　　He made me do this exercise again.

　　在被动语态中变为：sb be made to do

　　2. rather 原意为相当,为副词

　　eg: It’s rather cold today. 今天相当冷。

　　rather常与would连用 “宁可,宁愿, 还是…好些”

　　eg: Id rather play tennis than swim. 我不想游泳,我宁愿去打网球。

　　Purpose：In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, I write the usage of make and rather on the blackboard in order to tell the students that this is of the importance in this class. I want to use them correctly and flexibly.

　　Part 7. Self evaluation.(自评)

　　In order to make the students the real masters in class while the teacher himself acts as director. I designed some activities to arouse the students’ interest of studying .The students can learn the target language easily .Also ,by these activities , I’ve cultivated the students’ spirit of cooperating , trained the students’ skills of listening ,speaking , reading , writing , improved the students’ ability of collecting information and dealing with the information . Help the students to form a positive attitude towards life .Thanks for listening .

初中英语优秀的说课稿 篇六

　　教材分析

：本单元以“How often do you exercise ?”为话题展开教学活动。首先学会恰当地使用频率副词及短语，再学会描述课余时间的活动安排和基本饮食结构。通过复习七年级学习过的动词短语，及本单元的听力练习，各种方式的口语交际活动和写作练习，使学生积极参与，合作，从而培养学生的综合语言运用能力。教材在本单元的开篇，即本课时，安排了关于谈论课余时间的各项活动，以及初步认识和使用频率副词，为进一步地使用频率副词及动词短语做语言知识上的准备。

　　教学目标：

　　A：语言目标：恰当使用always usually often sometimes hardly ever never 等频率副词和日常活动短语：watch TV go shopping read books exercise等。

　　掌握句型： What do you usually do on weekends? I often go to the movies.

　　What does she do on weekends ？ She often goes to the movies.

　　B：能力目标：学习描述课余时间的活动安排，初步培养学生的语言综合运用能力。

　　C：德育目标：培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊，加强人际交往，以形成良好的人际关系。

　　教学重点

：核心句型： What do you usually do on weekends?

　　I often go to the movies.

　　教学难点

：第三人称单数谓语动词在此核心句型中的运用。

　　教学用具

：词汇卡片 多媒体课件一套

　　教学过程

：

　　Step1 Warm-up activities

　　(1) Do it (学生按教师的指令做动作)

　　T：Read books. / Do homework!/ Draw pictures/ Look at the blackboard

　　T: run / stop / stand up / sit down.

　　(2) Do as I do.（学生跟老师边说边做动作）

　　I read books on weekends.

　　I run on weekends.

　　I do my homework on weekends.

　　Step 2 Revision and presentation

　　(1)教师问：“What do you usually do on weekends ? ” (并且板书)让学生根据自己的实际回答 I usually …… on weekends.

　　(2)教师出示动词卡片 watch TV、read books 、exercise 、clean、skateboard、 play basketball、wash clothes、go shopping、 go to movies让学生认读。

　　(3)做游戏：“ What’s missing?” (学生先把动词卡片全部读一遍，教师从卡片中任意抽掉一张，再让学生看卡片读动词短语，然后让学生说出抽掉的是哪一张词汇卡片。)

　　Step 3 Pattern drill and dialogue

　　（1）出示词汇卡片给学生，并提问：“What do you usually do on weekends?” 引导学生回答： I usually …… on weekends.

　　（2）Task one “Find my group members.”

　　在规定 时间内填完活动表格，再向周围同学开始询问，找出与自己课外活动大致相同的同学请他或她在每项活动后面签名。

　　Activity

　　Name

　　（3）Look at the picture on the book ,name each activity .Then ask students to point to each picture , ask and answer in pairs . “What ’s the boy/girl doing ? ” “He/She is reading .” Check the answers on the blackboard and ask students to correct their own activities.(1a )

　　Step 4 Presentation and drill

　　（1）教师指着屏幕说：“ Now let’s see my activities on weekends. 屏幕上出现各项活动的图片并介绍。 I always read books at 6:00 in the morning. Then I usually run at 6:30. I often clean my house in the afternoon. Sometimes I watch TV, but I never watch TV too much. I hardly ever go to the movies.

　　（2）点击鼠标屏幕上出现频率副词及相关的百分比。

　　always(100%) usually(80%) often (30-50%)

　　sometimes(20%) hardly ever(5%) never(0%)

　　领读频率副词，让学生快速认读。

　　（3）分别点击活动图片，每个图片正面出现一个频率副词。

　　教师依次提问： What do you do on weekends?

　　引导学生用图片中的活动及副词回答，如：I usually run.

　　（4）TaskTwo: Making cards

　　每个学生把自己的课外活动做成卡片，再把频率副词做成卡片，然后一个学生问What do you do on weekends? 另一个学生分别拿一张活动卡片和频率卡片并用其进行回答。

　　Step 5 Practice and drill

　　（1）Play the recording the first time .Students only listen . Play the recording a second time . Point to the pictures . This time say , Listen to the conversation and write the letter of one activity (a through e )after the word in the list .(1b)

　　(2) 屏幕上出现一张一个女孩读书的图片，教师提问：

　　What does she do on weekends?

　　再点击图片出现副词often 引导学生回答 She often reads books.

　　(3) 点击屏幕出现 A：What do you do on weekends?

　　B: I often read books.

　　C: What does she do ?

　　D: She often reads books/

　　(4) 点击图片出现活动图片，四人小组练习对话。

　　(5) Task three: Do a survey “What does she /he do on weekends ?”

　　Name

　　Activity

　　How often

　　Step 6 Homework

　　(1) Make a conversation “What do you usually do after school ?” in groups.

　　(2) Collect some information about your favorite teacher with your partners ,such as his or her personality , hobby , eating habit and so on . Then introduce this teacher to us .

　　教学板书设计：

　　Unit 1. How often do you exercise ? 1a-----1c

　　A:What do you usually do on weekends?

　　B:I often go to the movies.

　　教学策略

：根据本课时的特点，我安排了六个环节，第一个环节让学生按老师的指令做动作来调整学生的精神状态，同时又复习了一些动词，为新课做知识上的准备；在第二个环节中，通过复习旧句型“What do you usually do on weekends ? ”，引出了七年级曾学过的频率副词usually和一些动词短语,减轻学生学习新课的难度；第三环节,通过完成课本Activity 1a和Task 1来加强说和写的能力的培养；第四环节出现了本课时的重点，因为句型已掌握熟练，这些重点内容——新频率副词的使用，也迎刃而解，再通过Task Two: Making cards这一有趣的活动来加深理解；第五环节，是我在教学中的扩展和延伸，在完成课本Activity 1b和Task3的过程中，把学生们学习一般现在时态的难点，用对比的方式清楚地呈现给学生，使学生充分感知和理解，使学生在交际中对语言的认识得到升华。在第六环节中，我安排了编对话活动来加强听说能力的培养，第二题是一个开放性的作业，在锻炼学生的综合语言运用能力的同时，又让他们学会合作与交流。在本课的整个教学过程中，教学重点内容（1c）贯穿始终，这是在教学实际中对教材的调整，由于本课教材没有涉及到一般现在时态的单三形式，而它又是中学生学习英语易疏忽的问题，所以我在本课做了补充。