By the time I got outside, the bus had already left說課稿5篇

By the time I got outside,the bus had already left. SectionA:1a—2c說課稿

[說教材]

Unit10中心話題是過去的事件并對其進(jìn)行聽、說、讀和寫的練習(xí)達(dá)到學(xué)習(xí)語言的目標(biāo)，包括從Section,1a---2c的聽說課，圍繞Tina的morning展開；3a—3c的讀、寫和對話課都是談?wù)撨^去發(fā)生的尷尬事情；Section B1a-2c的用所給單詞口述近來的難堪事和聽說Dave,Nick and Joe過去的愚人節(jié)故事;3a-4讀寫愚人節(jié)的故事等無不是在敘述過去發(fā)生的事情。

(1)知識(shí)和技能目標(biāo):1、掌握oversleep,by the time,get outside,get to school,start doing,be late for等四會(huì)詞及詞組；2、通過說、讀、寫過去發(fā)生的事情，讓學(xué)生理解和掌握過去完成時(shí)態(tài)的使用，并使學(xué)生能用過去完成時(shí)態(tài)敘述過去的事件。

(2)情感態(tài)度目標(biāo)：培養(yǎng)學(xué)生早睡早起的好習(xí)慣

(3)教學(xué)重點(diǎn)：1、以上四會(huì)詞及詞組；2、運(yùn)用過去完成時(shí)態(tài)敘述過去的事情。

(4)教學(xué)難點(diǎn)：過去完成時(shí)態(tài)的使用以及訓(xùn)練學(xué)生使用故去完成時(shí)態(tài)去敘述過去。

[說學(xué)情]學(xué)生在生活中積累了大量的生活經(jīng)歷，對自己過去發(fā)生的事情很愿意，也很感興趣去告訴別人。學(xué)生已經(jīng)能夠運(yùn)用一般過去式去敘述過去的事情是這節(jié)課的語法基礎(chǔ)，同時(shí)過去完成時(shí)態(tài)也是初中階段困擾著大部分學(xué)生的重點(diǎn)語法知識(shí)，運(yùn)用敘述過去的事情的聽、說、讀、寫活動(dòng)有利于學(xué)生對過去的過去的事情的理解。

[說教法學(xué)法]本節(jié)課我將用新課標(biāo)倡導(dǎo)的任務(wù)型教學(xué)法進(jìn)行各項(xiàng)聽、說、讀、寫的語言教學(xué)，調(diào)動(dòng)學(xué)生主觀能動(dòng)性，讓學(xué)生在輕松氛圍中，合作交流地學(xué)習(xí)，使師生互動(dòng)具有挑戰(zhàn)性，生生合作具有積極性。利用多媒體輔助教學(xué)，兼顧情景教學(xué)法、討論法、小組競賽法、模擬表演法等方法來積極合理調(diào)控教學(xué)節(jié)奏和課堂氣氛。

[說教學(xué)過程]教學(xué)設(shè)計(jì)總體思路是：在復(fù)習(xí)舊知識(shí)的基礎(chǔ)上引入新的知識(shí)（用來作為敘述過去事件的新的手段和方法），體會(huì)使用新知識(shí)，再在鞏固使用中去使自己的敘述更加簡便、精確。用1a復(fù)習(xí)舊知識(shí)點(diǎn)，導(dǎo)入新知識(shí)——在1b的聽力活動(dòng)中去體會(huì)新語法的使用——1c用目標(biāo)語言進(jìn)行鞏固練習(xí)——2a、2b通過驗(yàn)證學(xué)生的猜測去進(jìn)一步加強(qiáng)聽力練習(xí)的同時(shí)，再認(rèn)識(shí)過去完成時(shí)態(tài)的用法——2c充分發(fā)揮學(xué)生想象事故事的敘述更加完整。

[說板書設(shè)計(jì)]本著簡潔、明了的原則，做到重點(diǎn)、難點(diǎn)突出。

[教學(xué)評價(jià)設(shè)計(jì)]:拍下學(xué)生的參與活動(dòng)的影象資料，在自己的評課文化博客里去綜合評價(jià)自己和學(xué)生們的教學(xué)活動(dòng)。

By the time I got outside,the bus had already left. Section A 2a，2b，2c說課稿

一、本課時(shí)教材分析

本課是新目標(biāo)語九年級(jí)上冊第10單元，section A 的2a，2b，2c 及Grammar focus部分。教材以 Tina’s morning 為中心話題，圍繞著描述“過去發(fā)生的事情”展開，學(xué)習(xí)和運(yùn)用過去完時(shí)態(tài)。本課教學(xué)內(nèi)容與學(xué)生的實(shí)際生活密切相關(guān)，易于引發(fā)學(xué)生運(yùn)用簡單的英語進(jìn)行交際和交流。在學(xué)習(xí)活動(dòng)中，學(xué)生通過交換對Tina’s morning的描述及自己早晨發(fā)生的事，學(xué)習(xí)運(yùn)用過去完成時(shí)。

（一）教學(xué)目標(biāo)

《英語課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述，結(jié)合本課時(shí)教材內(nèi)容，我按語言知識(shí)、語言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識(shí)五個(gè)方面將本單元的教學(xué)目標(biāo)細(xì)化：

1、知識(shí)目標(biāo)：

單詞：學(xué)習(xí)掌握詞匯

功能：用過去完成時(shí)描述過去發(fā)生的事情

語言結(jié)構(gòu)：過去完成時(shí)

規(guī)則動(dòng)詞和不規(guī)則動(dòng)詞的一般過去式和過去分詞

2、語言技能：

聽：能聽懂本課學(xué)習(xí)活動(dòng)中的問題，做出較得體的回答。

說：能在本課的任務(wù)型活動(dòng)

讀：能正確朗讀本課對話和句型

寫：能寫出本節(jié)課學(xué)習(xí)的單詞和句型，能運(yùn)用簡單的句子寫出過去的活動(dòng)。

3、學(xué)習(xí)策略：抓住用英語交際的機(jī)會(huì)，在交際中把注意力集中在意思的表達(dá)上。

主動(dòng)參與學(xué)習(xí)活動(dòng)，善于和他人合作。

4、情感目標(biāo)：通過描述Tina’s morning使學(xué)生樹立守時(shí)的觀念。

（二）教學(xué)重點(diǎn)及難點(diǎn)：

詞匯：by the time，already，realize，leave-left， get-got-gotten， go-went-done，start，等。

句型： By the time I got outside，the bus hadalready left

When I got home， I realized I had left my key in the backpack

語法：過去完成時(shí)

規(guī)則動(dòng)詞和不規(guī)則動(dòng)詞的一般過去式和過去分詞

難點(diǎn)：2c Tina’s morning 結(jié)尾的續(xù)寫。

過去完成時(shí)的理解應(yīng)用

二、學(xué)情分析

本課時(shí)授課的對象是三年級(jí)兩個(gè)班共82名學(xué)生。初三的學(xué)生在學(xué)習(xí)英語上兩極分化較為嚴(yán)重，尤其是本班表現(xiàn)較為明顯，本班另一個(gè)特點(diǎn)是中間生少。因此在教學(xué)上主要的教學(xué)活動(dòng)以小組活動(dòng)為主，充分照顧學(xué)困生的學(xué)習(xí)，同時(shí)通過小組展示給優(yōu)生搭建展示的平臺(tái)。

三、教學(xué)策略

新教材的突出特點(diǎn)是尊重學(xué)生。以學(xué)生為主，創(chuàng)設(shè)情景，培養(yǎng)學(xué)生聽、說、讀、寫四項(xiàng)英語能力。是對農(nóng)村中學(xué)而言，在課堂四鐘內(nèi)，創(chuàng)設(shè)語言情景，讓學(xué)生開口，培養(yǎng)學(xué)生學(xué)會(huì)四項(xiàng)基本能力尤為重要。只有充分利用課堂四十分鐘，盡量創(chuàng)設(shè)貼近學(xué)生生活和學(xué)習(xí)的情景，激發(fā)學(xué)生興趣，充分調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性，積極主動(dòng)地參與課堂教學(xué)，讓學(xué)生能有時(shí)間、有機(jī)會(huì)自主學(xué)習(xí)，有機(jī)會(huì)運(yùn)用所學(xué)知識(shí)來表達(dá)自己的思想，提高英語能力。

本節(jié)課我將始終引導(dǎo)學(xué)生通過完成具體的任務(wù)活動(dòng)來學(xué)習(xí)語言，讓學(xué)生為了特定的學(xué)習(xí)目的去實(shí)施特定的語言行動(dòng)，通過2完成特定的交際任務(wù)來獲得和積累相應(yīng)的學(xué)習(xí)經(jīng)驗(yàn)，讓學(xué)生在用中學(xué)，在學(xué)中用（Learning by using， learning for using）。

本課主要運(yùn)用“任務(wù)型教學(xué)法”，情景交際教學(xué)法及講解法。

在本課的任務(wù)型語言教學(xué)中，我將依據(jù)課程的總體目標(biāo)并結(jié)合教學(xué)內(nèi)容，創(chuàng)造性地設(shè)計(jì)貼近學(xué)生生活實(shí)際的任務(wù)活動(dòng)，吸引和組織他們積極參與，使學(xué)生通過觀察、思考、討論、交流和合作等方式、掌握語言的應(yīng)用。

課堂教學(xué)以情景交際教學(xué)法為主，盡量給學(xué)生以足夠的聽、說、讀的機(jī)會(huì)，聯(lián)系課文實(shí)際，創(chuàng)設(shè)情景，引入討論主題，在交際中學(xué)英語。

四、學(xué)法指導(dǎo)

新制定的《英語課程標(biāo)準(zhǔn)》把“培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，樹立自信心，培養(yǎng)良好學(xué)習(xí)習(xí)慣和形成有效策略，發(fā)展自主學(xué)習(xí)和合作精神”放在了首位。依據(jù)課改的精神，我從以下幾個(gè)方面對學(xué)生進(jìn)行學(xué)法指導(dǎo)。

1、學(xué)習(xí)方法的指導(dǎo)

培養(yǎng)學(xué)生觀察力，想象力，記憶力以及思維能力。

2、學(xué)習(xí)積極性的調(diào)動(dòng)

我在教學(xué)過程中創(chuàng)造一種開放的，和諧的，積極互動(dòng)的語言氛圍，把課堂變成有聲有色的舞臺(tái)，讓學(xué)生在樂中學(xué)。

3、學(xué)習(xí)能力的培養(yǎng)

通過連貫的聽說讀寫，講解，培養(yǎng)學(xué)生的交際能力，發(fā)展他們的思維能力。

4、學(xué)習(xí)策略的指導(dǎo)

通過語法知識(shí)的講解才能培養(yǎng)學(xué)生的自學(xué)能力。

Teaching procedures

Step 1: Revision and lead-in

1. Review what happened to Tina in the morning by asking one or twostudents to tell the story.

2. Ask some students to do like this:

T: What happened when you got upthis morning?

S1: I overslept. And by the time Igot up， my brother had already finished his breakfast.

S2: Well， I got up late. By the time I finished my breakfast， my mother hadleft home.

S3: By the time I got up， my mother hadalready cooked the breakfast.

S4: By the time I got up， my brother hadalready gotten in the shower.

3. Ask the students to discuss inpairs.

Step 2: Section A 2a and 2b

T: Well done. As we know， Tina’s getting up latebrought her a lot of trouble. We’d better get upearly， so that we can get to school on time. Now let’s listen toanother material about Tina and see what happened later. Before we do this， let’s look at thepictures on page 77 first. What can you see in the pictures?

S1: I can see Tina is looking for her keys.

S2: I can see she is rushing to school. I think she will be late.

S3. By the time she got to school， class had alreadybegun.

T: Now listen and find out what happened to Tina. For the first time， just listen andget a general idea.

( Play the recording for the first time. )

T: Listen again and number the pictures in the correct order.

( Play the recording for the second time. )

T: S1， what’s your order?

...

( Check the answers. )

T: You’ll listen to the conversation again. This time fill in the blanks in 2bwith the correct verb forms.

( First ask the students to read the instructions in 2b together， then play therecording again. After the Ss fill the blanks， check theanswers. )

Step 3: Section A 2c

T: After listening， we know that theteacher had already started teaching by the time Tina walked into class. Nowmake up an ending for the story and share it with the class. Tell what happenedto Tina when she entered the classroom.

(Ask the students to discuss thestory in groups， and then write the ending of the story. Make a competition， choose the bestending to display.)

Sample endings:

When Tina walked into class， the class hadalready begun. The teacher looked at Tina and asked why she was late. Her faceturned red and told the teacher that she got up late and missed the bus and shehad to walk to school. The teacher told her to get up earlier and never to belate again.

Step 4: Grammar Focus

1. Call students attention to the sentences on the left．Ask four differentstudents to read the four sentences and point out where had plus a pastparticiple is used．Write the sentences on the blackboard. Ask the students to make sentencescorrectly using each form. of the verbs in the box．

2. Explain the differences between Present Perfect tense and Past Perfecttense.

Step 5: Post-task

Put these sentences into English:

1. 到他離開時(shí)，他已經(jīng)交了一些朋友。

2. 當(dāng)她趕到車站的時(shí)候，車已經(jīng)走了。

3.當(dāng)我們到校時(shí)老師已經(jīng)來了。

4. 在我回家時(shí)媽媽已經(jīng)做好了飯。

Step6: Summary and homework

Blackboard Design

Section A (2a-2c)

Target language:

When I got home， I realized I had left my key in the backpack．

By the time she got back to school， the bell hadrung.

By the time I walked into class， the teacher hadstarted teaching already．

過去完成時(shí): 主語 + had done

get got gotten

go went gone

leave left left

By the time I got outside,the bus had already left. Section B說課稿

1．Knowledge Objects

（1）Target Language

By the time she got to class，the teacher hadalready started teaching．

When she got to school，she realized shehad left her backpack at home．

When I got home，I realized I had left my keys in the backpack．

（2）The Three Forms ofthe verbs．

2．Ability Objects

（1）Train the students listening skill．

（2）Train the students writing skill with the target language．

（3）Train the students speaking skill．

（4）Train the studentsto use the three forms of the verbs．

3．Moral Object

Try to be a careful person and do everything carefully．Remember not to beas careless as Tina．

Ⅱ．Teaching Key Points

1．Listening practice with the target language．

2．Use the correct verb forms to fill in the blanks by listening．

3．Make sentences using the Past Perfect Tense．

4．The three forms of the verbs．

Ⅲ．Teaching Difficult Points

1．Write an ending for the story in Activity 2c．

2．The three verb forms in Grammar Focus．

Ⅳ．Teaching Methods

1．Listening

2．Pairwork

Ⅴ．Teaching Aids

A tape recorder

Ⅵ．Teaching Procedures

Step Ⅰ Revision

1．Revise what happened to Tina in the morning by asking one or two studentsto tell the stroy on page 68．

They may say like this：

Tina had a bad morning．First of all sheoverslept．By the time she got up，her brother hadalready gotten in the shower．And by the timeshe went outside，the bus had already left．She had to run allthe way to school．When she got to school，she realized shehad left her backpack at home．All these made herlook stressed out．After that，ask the whole class to work in pairs．telling the stroyand helping each other in turns．Remind them to usethe correct verb forms．

2．Ask students to check each others homework in pairs，pointing out allthe mistakes they might have made．

3．Revise the Past Perfect Tense by asking the children when to use it andwhat its verb structure is．

Step Ⅱ 2a

This activity provides guided listening practice using the target language．

We have known Tina had a bad morning．But somethingworse happened to Tina later．Lets go toActivity 2a on page 69 and see what happened to Tina later in the morning．

Read the instructions to the class．Be sure that allof them know what to do．Call the students attention to the four pictures．Get them to guessthe correct order of the pictures first．The first one isgiven as a sample．Ask one or two children to tell their stories by describing the picturesaccording to their own order．

Then，we will hear Tina talking about what happened to her after she got toschool．We can see there is a small box in each picture．Please write anumber from 1 to 4 in each box to show each pictures correct order．The first one hasbeen given as a sample．Get the children to get ready to listen to Tina continue her story．

Play the recording the first time，students onlylisten．Play the recording again and ask the children to number each picture．Check the answerswith the class and see who have ever got the correct answers without listening．

Answers

The pictures should be numbered in this order：

3 1 2 4

Tape script

Boy：So then what did you do，Tina？

Girl：Well，I ran home to get my backpack．But when I gothome，I realized I had left my keys in the backpack．

Boy：Youre kidding!

Girl ：So I ran back to school without my keys or my backpack．And by the time Igot back to school，the bell had rung．

Boy：Oh，no!

Girl：And by the time I walked into class，the teacher hadstarted teaching already．She asked for ourhomework，but of course I didnt have it．

Step Ⅲ 2b

This activity gives students practice in understanding and writing thetarget language．

Ask the students to read the instructions together．Point out theblanks in the sentences and the verbs in the brackets．

This activity has two parts．First lets fillin the blanks with the correct verb forms．We can see someverbs in the brackets．They are the base forms of the given verbs．For example，get and got，Get is the baseform of the verb．Your job is to write the correct forms of these verbs in the blanks．Look at number one．A sample answer isgiven．

Let the students fill in the blanks with the correct forms individually．

Move around the classroom collecting the common mistakes they may make．

After they all finish writing，tell them to getready to listen to the conversation and check their answers．

I will play the recording again．Please check youranswers and correct any mistakes you might have made while listening．Play the recording．Students listenand check their answers．Correct theanswers by asking seven different students to say theirs to the class．

Answers

1．got home 2．realized 3．had left 4．got 5．had rung 6．walked 7．had started

Step Ⅳ 2c

This activity gives students oral practice with the target language．

Ask the whole class to read the instructions together．

We have a new task now．We know Tina waslate for class．What do you think happened after Tina was late for class Work with apartner．Make up an ending for the story by continuing it．The beginning hasbeen given．

Get students to discuss in pairs，Complete theending．Make sure they are talking in English．Move around theclassroom，offering language support if needed．After ten minutes，ask students tostop discussing．Get some pairs of students to tell the class how they think the storyended．And let the whole class decide whose ending is the best．Tell each pair towrite down their ending，or do it afterclass if time is not enough．

Sample ending of the story

The teacher looked at Tina and said，“Why are you lateand where is your homework，Tina？”

“I had a bad morning today．”Tina said sadly．

“Im sorry to hear that，but may I knowwhat happened？”said the teacher．

Then Tina told the teacher and the whole class her story．All her classmateslaughed loudly after it．Some of them said，“Poor Tina!”

Bob，one of Tinas classmates，stood up and said，“Well，Tina，Id love to helpyou．Why not let me keep the keys for you？I would put yourkeys in my backpack．”

Step Ⅴ Grammar Focus

This activity introduces the target language of this unit．Call students attention to the sentences on the left．Ask four differentstudents to read the four sentences and point out where had plus a pastparticiple is used．Write the sentences on the blackboard．

Draw a simple time line for each sentence to help students to understandthe grammar focus．For example：

Then get the students to look at the box．Teach students toread the three forms of each verbs first．Then ask severalstudents to read the verbs to the class to see if they can read．Write the verbs onthe blackboard．

Ask the students to make sentences correctly using each form of the verbsin the box．For example：

I usually get up at 6：30．

I got up at 5：30 yesterday．

By the time I got up，my sister hadalready gotten in the shower．

Tell the students when we talk about the first thing that happened．We use had plus apast participle （had gotten）and when we talk about the second thing that happened，we use the simplepast tense （got up）．Ask some to read their sentences to the class．

Ask the students to make their own lists of other verbs used in this unit．Tell them to putthe lists in their notebooks using a three-column format like the one in theLook! section．The lists have to include these verbs： leave，walk，start，oversleep，ring，be．

Check the answers．

Some sample sentences with the three verb forms

1．I got up at 6：30 every day．

I got up at 6：00 yesterday．

By the time I got up，my sister hadalready gotten in the shower．

2．We usually go to school at 7：30．

We went to school at 8：30 yesterday．

By the time we got to the classroom，the students hadgone to the chemistry lab．

3．My father leaves home at 8：30．

He left home at 9：30 this morning．

When my father went outside，the bus had left．

4．The teacher often starts teaching at 9：00．

The teacher started teaching at 8：30 the day beforeyesterday．

When Tina got to class，the teacher hadalready started teaching．

The three forms of the verbs used in this unit：

leave left left

walk walked walked

start started started

oversleep overslept overslept

ring rang rung

be was／were been

Step Ⅵ Summary

Say，In this class，weve done much listening and writing practice with target language．Weve also donesome oral practice in pairs．And wevediscussed the Grammar Focus of this unit．

Step Ⅶ Homework

1．Write down the ending of Tinas story．

2．Make sentences using each form of the verbs below：

leave，walk，start，oversleep，ring，be

3．Review the Grammar Focus．

Step Ⅷ Blackboard Design

By the time I got outside,the bus had already left.復(fù)習(xí)課說課稿

T: Good afternoon,class.

Ss: Goodafternoon, Miss li.

T: Sit down ,please.

Ss: Thank you.

T: Today we’llrevise Unit 10. Let’s read the title twice.

The teacher showsthe title on the computer. The students read the title twice.

T: As usual, wecan work in groups and tell your partners what other things you thoughtaccording to the main points in this unit.

The students workin groups and discuss. The teacher walks around the classroom to offer somehelp.

T: Let’s stophere. Look at the screen and we begin to check the main phases.

The teacher showthe main phases on the computer. The students look at the phases and speak inEnglish. The first four answer together. Then ask some individuals to ask.

1.鬧響2.把…忘在… 3.忘記做… 4.成功做到

5.等待某人做某事6.讓某人搭便車 7.用車接

8.穿衣給某人穿衣9.出席 10.成百上千的 11.結(jié)婚

12.和某人結(jié)婚 13.激起14. 熬夜15.出故障16.經(jīng)過

T: Now let’s readthe phrases together.

The students readthem twice.

T: So much forphrases. Let’s revise the Grammar. What tense did we learn in this unit?

Ss: 過去完成時(shí)

T: Let’s revisesomething about it.

1. 構(gòu)成: had +V過分

2. 過去完成時(shí)態(tài)的含義:

主要是表示在過去某個(gè)時(shí)間,或是動(dòng)作之前已經(jīng)發(fā)生或完成的動(dòng)作.也就是：

過去的過去.

過去完成時(shí)態(tài)的用法：

1、表示過去的過去，通常由when或by引導(dǎo)的短語或者從句做時(shí)間狀語或時(shí)間狀語從句

①By the end of lastyear, I had learned about one thousand English words. (時(shí)間提示）

② When I got there, they hadalreadyleft.(動(dòng)作提示）

2、常用在賓語從句中

① He told me he had alreadyfinished his homework.

② I realized he had fooled meagain。

3、體現(xiàn)在上下文中

I didn’t go to the movies yesterday because I hadseen it twice.

The students lookat the screen and answer the teacher’s questions.

T: According towhat we learned and make some sentences.

The students standup and give their sentences. The other students repeat.

T: Next we’llcheck what revised. Take out this book and do the exercises. First I’ll explainthree points. First, It’s all right=That’s all right. Second, equipment Un ,apiece of equipment. Third , I wish I were a bird.

Then the studentsdo the exercises. And check answers by themselves.

Then work ingroups to solve the problems.

T: Please stop. Doyou have some questions？

Ss: No.

T: OK. You can putthis book away and take out the papers. Let’s do the 19th.

The students dothese exercises. And check answers by themselves.

Then work ingroups to solve the problems.

T:. Do you havesome questions？

Ss: Yes.

T: Which one?

Ss: 25,26,31,32,34.

T: OK. Let’s dealwith them. If your group can, you can stand up .

Then the teacherand the students work together and explain the questions.

T: So much fortoday. Class is over. Thank you. Goodbye.