Go for it的教案分析
新课标Go_for_it_八下Unit_6_P4教案
教学设计新目标英语八年级下册Unit 6 An old man tried to move the mountainsPeriod 4遂宁市安居区分水镇初级中学校张富1. Analysis of teaching material:The teaching material is from PEP go for it Grade 8 B unit 6 “An old man tried to move the mountains” section B, Period 4, and it is the first time students read the play, from learning this lesson, students’ should gain a brief understanding about play and be able to know the personality of a character from his/her lines. .2. Analysis of studentsThe students may not read the play before, it is crucial to let them feel the beauty of play. So I devided this lesson into 2 periods, the first period aims at enabling students to experience the charm of play.3. Teaching methodsIn this lesson, group-work teaching method is adopted, because the group-work teaching method is highly commended in new curriculum standard, and creating a real setting for Ss to practice what they have just learned is crucial to arouse their awareness of using English to solve problems.4. Teaching aims:(1) Knowledge and ability objectives:Knowledge objectives: enable students to master the new words such as stepmother, wife, husband and so on.Ability objectives: learn to act the play.(2) Emotion and attitude objectives: To experience the charm of play.5. The important and difficult point:(1)The important point:To arouse Ss’ awearness of enjoying the beauty of play.(2) The difficult point:1. To feel the personality of a character by reading his/her lines.2. To act the play.6. Teaching procedure:。
新目标(Go for it)初中英语八级上册全册教案
学期教学计划一. 指导思想注重素质教育，强调从学生的学习兴趣、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。
为学生的充分发展创造条件，为继续学习打下基础。
二. 教材分析《新目标英语八年级（上）》共有十二个单元，每个单元都分为两个部分：A 部分和B部分。
新课通过听、说、读、写的全面训练，培养学生全面发展的能力。
配以适量练习，及时对所学内容进行复习巩固。
教材突出几个方面：1．语言功能项目（Functions）：Talk about how often you do things; Your health, give advice;Future plans; How to get to places;Make,accept and decline invitations; obligations;Personal traits; compare people; Describe a process; follow instructions;Events in the past; Famous people;Future intentions; Make polite requests; ask for permission;Discuss preferences; make comparisons.2．语法项目：形容词和副词的比较级和最高级；动词种类：情态动词can、could、must、have to、should；动词用现在进行时来表示按计划或安排将要进行的动作；用“be going to +动词原形”表示将要发生的事或打算；句子成份、句子的类型、简单句的五种基本句型。
三. 提高教学质量的措施1．遵循英语教学规律，寓思想教育于语言教学中；2．精讲多练，着重培养交际运用英语的能力；3．听、说、读、写全面训练，不同阶段有所侧重；4．尽量使用英语，适当使用母语；5．发挥教师的主导作用，采取多种教学方法，充分调动学生的主动性和积极性；6．对学生进行因材施教，全面提高学生素质；7．提高课堂教学质量，积极开展课外活动，培养学生学习英语的兴趣；8．充分利用直观教具，优化教学手段，努力创造英语学习环境，提高英语教学质量。
八年级英语上册 Go For It 8 unit 3说课稿 人教新目标版 教案
for Section A of Unit 3Good morning, everyone.My name is ***. I’m from *** Middle School of ***. Now I’ll talk about how to teach Section A of Unit 3 in Go For It for the students of Grade Eight. I’ll say it in four parts.PartⅠ. Analysis of the Teaching Material1. Status and FunctionThe topic of this unit is about vacation plans. This is an interesting topic for students.So all the activities in this unit are helpful to raise students’ learning interest.I’ll finishthis section in two periods. T his lesson, I’ll teach Part 1, Part 2 and Grammar Focus.N ext class, I’ll teach Part 3 and do som e exercises. In Part 1, all the activities introducethe key vocabulary and the target language. These activities can help students learn howto make vacation plans. In Part 2, all activities can give students listening, speaking andwriting practice. These activities can help students improve their integrating skills.Grammar Focus shows all the target language in this unit. It gives the students a wholeimage of the target language. The target language is the basic for Ss to learn the othercontents of this unit. So it’s very important to learn this lesson well.2. Analysis of the studentsThe students have learnt English for more than one year. They know some English, but some of them didn’t learn it well. Especially, most of them are afraid to speakEnglish. For this lesson, the students have known the pattern “be doing”. Half of themcan use “be” correctly. Half of them can change a verb to “verb+ing” correctly. But theydon’t know to use the pattern “be doing” as future. And this is what I te ach in thislesson.。
新课标Go for it 中英对照教案
课程：中学英语教学理论与实践教案：Go for it Unit 3. This is my sister姓名：学号：年级：A.Unit overall<1> unit of teaching contentTopic: The familyFunctions: (1) introduces the characters(2) to identify the figureThe structure of language:1, the sentence: This is .... That is .... He is ....These are .... Those are .... She is ....2, nominative pronouns: I, he, she3, a simple Yes / No questions and their answer4, plural formKeywords: mother father sister brother grandmother grandfathers friend uncle. Auntcousin parents<2> unit teaching objectives:1, the ability to target: (1) learn to introduce their family and friends(2) In accordance with the relevant information to identify characters(3) to introduce their families be able to write in the form of 2, the goal of knowledge:(1) can be heard reading and writing texts outline the requirements to master the words(2) to know This is / That is followed by a singular noun, These are / Thoseare followed by a plural(3) To learn the format of letters(4) The master introduces the characters commonly used idioms Affective strategies, cultural and other relevant objectives:(1) description of the personalities of the identification picture(2) interdisciplinary learning: language arts, aesthetic education(3) understand their own families, and understanding of family, love of familyTeachingmethods: visual teachingmethods, situationalteaching, task-basedteaching method<3> unit heavy and difficult1, the focus of this unit of study introduces the character of sentence2, plural teaching is the difficulty of this unit<4> unit teaching hours proposed arrangement (4 hours)First class in Section AThe second class in Section AThird class in Section BFourth lesson: Self-check and deal with some workbooksSecond, the teaching process:Task1: Vocabulary Teaching:Essential vocabulary and sentencepatterns: mother father parents grandmother,grandfathers grandparents aunt uncle. Cousin daughter sonWho is this? Who is that? Who are these? Who are those?Expansion of vocabulary and sentence patterns:grandson granddaughter niece nephew husband wifeWho is he? Who is she?Who are they? They're my parents.Task: students before the lesson at home, learn English called father, mother, grandfather and grandmother, and then think about the home who what to say in English.Class task: the use of the word flash courseware teachingand practicing on family membersStep1: Use the slide to produce the Donald Duck and his friends, toteach a newword friend, and leads to the plural form.Step 2: listen to flash courseware Robin introduced theirfamilies. Teaching andpracticing family member words.Step 3: flash courseware activities in the family tree of family members to practiceand said that the relationship between wordsStep 4: game links in the flash courseware, haulage pictures ofpeople to theappropriate location of the left to complete a Robin's family tree, and further consolidate the vocabulary.Step5: teachers come up with their own family portrait, guide studentsto learn thewords to guess the general question figures in the photo.Needed to complete the task structure of language:1 Is he / she your ...?2Yes, he / she is No, he / she isn'ta3 Is this / that your ...?4 Yes, it is. / No, it is not.Can add the sentence: such as:5How many people are there in your family?6. What's her / his the name?7How do you spell it?8 Who is he / she?9 What's her / his telephone number?Task2: design and production of genealogical tablesGoal: To exercise the students 'English ability and improve students' aesthetic taste,and enable students to master the members of the family title. Material: cartoon characters, paper cutting, watercolor pens, cardboard, etc. Form of activity: the four-member team to completeOperation:1,teachers tostudents to design requirements of the genealogical chart: clearly reflect the various kinship, the limitation of the style and tone of the map.2, teams of students collaborate to produce a family tree diagram:(1) provide teachers with the necessary materials.(2) The studentgroup todiscuss the arrangement of the character position. An dfixed to the cardboard. Canadian border landscaping.(3) Each group will choose a students up to introduceTask3: task-based readingObjectives: to review vocabulary about familymembers, and students to access andthe ability to handle information.Language skills: Reading and writingIngredients: for some articles about family membersHello! I am a teacher. My name is, Jane, Bruce. The I have (with) a happy bigfamily. My grandparents have two sons and a daughter. I have a brother. The Hisname is, Jack. I have a sister her name is is by Lucy My husband (her husband) andI have a son anda daughter. their (their) names are Tom and Ann. Can you the drawmyfamily tree?1, in accordance with the contents of the article to supplement the family spectrum.2, in accordance with the contents of the article, complete sentences.Expansionof vocabulary: grandparents grandparents nephew nephew, nephew,niece nie cehusband husband wife wife1. My parents are my daughter's___________.Tom is Jack's__________.Ann is Lucy's__________.4. My _________ is Tom's father.5. My mother is my father's__________.Third, micro-grid classroom(A), Flash courseware leads to vocabulary teaching.Task1: slide to produce the Donald Duck and his friends to teach a new word friend,and leads to the plural form.Task2: listen to the flash courseware Robin introduced his family. Teaching andpracticing family member words.Task3: the family tree in flash courseware to practice family members and said the relationship between wordsTask4: game links in the flash courseware haulage pictures of people left the appropriate location tocomplete the genealogy of Robin, a further consolidate thevocabulary.Task5: teachers come up with their own family portrait, guide students to learn thewords to guess the generalquestion figures in the photo.( B), design and production of family tree diagram(C), task-based reading.(D) Just for fun. English song "the Finger the Family(E), production of celebrity genealogy chart.(F) wrote a letter to pen pal, to introduce their families.(G) family questionnaireFourth, we are confused:How to deal with variations in the basis of students' English2, how to deal with the problem of convergence of the primary andsecondary schoolEnglish3, how to solve the problem of students' reading and writingare laggingGo for itUnit 3. This is my sister一．单元总揽<一>单元教学内容话题：The family功能：(1)介绍人物(2)辨别人物语言结构：1、句型：This is …. That is ….He is….These are …. Those are…. She is….2、主格代词：I、he、she3、Yes/No问句及其简单回答4、名词的复数形式重点词汇：mother father sister brother grandmother grandfather friend uncle aunt cousin parents<二>单元教学目标：1、能力目标：(1)学会介绍自己的家人和朋友(2)根据相关信息辨别人物(3)能够用写信的形式介绍自己的家庭2、知识目标：(1)能听说读写课文中出现大纲要求掌握的单词(2)要知道This is ／That is后跟单数名词，These are／Those are后跟复数(3)要学会书信的格式(4)掌握介绍人物时常用的习惯用语3、情感策略、文化等有关目标：(1)通过对人物个性化的描述，识别图片(2)跨学科学习：语言艺术、审美教育(3)了解自己的家庭，理解家人，热爱家人4、教学方法：直观教学法、情景教学、任务型教学法5、教学用具：录音机、电脑、卡通图片<三>单元重难点1、本单元重点学习介绍人物的句型2、复数教学是本单元的难点<四>单元教学课时安排建议(4课时)第一课时Section A第二课时Section A第三课时Section B第四课时：Self-check及处理一些练习册第1页二、教学流程：Task1：、词汇教学：必备词汇与句型：mother father parents grandmother grandfather grandparents aunt uncle cousin daughter sonWho is this? Who is that? Who are these? Who are those?扩展词汇与句型：grandson granddaughter niece nephew husband wifeWho is he? Who is she?Who are they? They’re my parents.课前任务：学生在家学着用英语叫爸爸、妈妈、爷爷和奶奶，然后想一想家里还有谁，用英语怎样说。
人教版七年级上册英语starter教案Go_for_it__Unit1教学内容
人教版七年级上册英语s t a r t e r教案G o_f o r_i t__U n i t1Go for it! Book IUnit 1 Good morning!一．教材分析Go for it!学生用书每个单元包括Section A, Section B 和 Self Check三个部分。
它将话题，功能和交际巧妙地融合在一起，用一种循序渐进的生活化的学习程序引导学生把所学的语言知识和实际运用结合起来。
Section A 为基本的语言内容，并为目标句型提供分步示例和指导性练习；Section B是知识的扩展和综合的语言运用，使学生能够对已经学过的目标句型运用自如；Self Check 供学生用来自我检测本单元所学的语言知识，使学生对现阶段的英语水平，即对本单元的语言目标有较为明确的认识。
它的编排虽然仍以单元为单位，但是以TBL语言教学模式的板块设计，为课堂教学的灵活组织留下了更大的空间。
Starter Unit 1是Go for it!预备篇三个单元的第一单元。
预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。
它的主要内容为26个字母和最基本的英语日常用语。
本单元的教学内容为：1．学习Aa --- Hh八个字母。
2．学习八个人名。
Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen3．学习打招呼的用语：Hello!/ Good morning!/ Good afternoon!/ Good evening!4．学会问候熟识的朋友和应答：-- How are you?-- I’m fine, thanks. How are you? -- I’m OK.二．教学设计思路Go for it!是以«英语课程标准»为依据，以培养学生的英语语言综合运用能力为目标，每个单元的教学内容都围绕一个话题，让学生在完成各项任务的过程中学会语言，真正体现：“Learn by doing. Learn by using.”这一教学原则。
教案-go for it!八年级上unit7
Ss in pairs practice retelling how to make a banana milk shake. Then divide the class in halves to practice. And make a contest, get Ss to say the instructions as quickly as they can.
教学重点：1.掌握制作香蕉奶昔和水果沙拉的相关词汇2.会询问用法说明3.能按照用法说明的步骤制作香蕉奶昔和水果沙拉
教学难点：1. How much、How many引导的特殊疑问句的运用2.可数名词和不可数名词的含义及区别二、
的视频，课堂上给音，课堂的教学图片，例如：水果的图片，好看的PPT背景图片，教科书扫描图片等，制作成PPT课堂给同学们演本课程教学的延展。
三、教材内容分析
英语人教版新目标(Go for it!)八年级(上) Unit7 How do you make a banana milk shake ? Section A 1a-Grammar Focus.主要通过介绍如何制作香蕉奶昔入手，旨在引导学生学会按照用法说明的顺序和步骤正确的完成相应的任务。掌握制作奶昔和沙拉的词汇，掌握一定的动手能力。
Step 2. presentation
T: today let’s learn to make a banana milk shake. First, what do we need?
Write and teach the words: ingredient, shake, blender.
T: how do we make a banana milk shake?
英语《GO FOR It》八年级下册教材第四单元教案设计
英语教学设计
教材：《GO FOR It》八年级下册教材第四单元阅读材料
分析：在课改的背景下，本套教材避免了传统课程的缺点，强调了学生的兴趣、经验等，能结合实际，贴近生活，重视了学生的情感。
本节课的教材是一篇阅读材料，重点讲述大学生支教情况，所以本节课我强调从学生的学习兴趣、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。
设计理念：重点通过阅读训练为主线，通过看，说，以及以话题主线，拓展学生思维能力以及英语表述能力的培养，作等一系列教学活动，使学生获得最基本的英语听说能力，并在教学中充分激发学生强烈的学习愿望，在注重学生知识能力发展的同时，特别强调学生人格的发展和思维的发展。
设计特色：导入课文主题时，利用发生在身边的事情作为主线，学习过程中强调学生自主学习与合作学习相结合，培养学生学习英语的习惯。
如：小组合作阅读材料，就所提出的问题共同商讨，选择性回答问题。
教案流程图：
Free talk
Answer the quesions
While reading
Repeat the text Post reading Talking。
人教版七年级英语上册StarterUnit2教案 (2)
Starter Unit 2 What’s this in English?一、教材分析Go for it! 学生用书（七年级上册）的每个单元包括Section A、Section B和Self Check。
Section A为目标句型提供分步示例和指导性练习；Section B使学生能够对已经学过的目标句型运用自如；Self Check使学生对自己现阶段的英语水平，即对本单元的语音目标的掌握程度有较为明确的认识。
Starter Unit 2是Go for it! 预备篇三个单元中的第二单元。
预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。
它的主要内容为26个英文字母和最基本的英语日常用语。
本单元的教学内容为：1, 学习letters（Ii——Rr）10个字母；2, 学习words（ruler、map、quilt、jacket、key、pen 、orange）7个单词；3, 学习如何identify things 确认物体What’s this in English? 及其回答。
4, 冠词a\an以及指示代词this\that 的初步用法二、教学设计思路Go for it! 是以《英语课程标准》为依据，以培养学生的英语语言综合运用能力为目标。
每个单元的教学内容都围绕一个相对集中的主题，让学生在完成各项任务的过程中学会语言，真正体现“Learn by doing. Learn through doing.”的教学原则。
所以我想，教师在教学设计时，首先因根据自己学生的实际水平和语言能力，排出整个单元的总课时数，然后安排好每个课时的教学内容，设计好相应的教学步骤，以及运用相应的教学策略。
由于农村学生基础相对较差，字母都写不全。
需要对其进行学习方法和习惯的培养，故在教学过程中没有安排专门的生词课。
在教授完字母后方可进行单词拼读。
Starter Unit 2 教学重点：letters（Ii——Rr）的字母教学；What’s this in English? It’s a/an…句型教学难点：a/an 的正确使用整个单元的内容，我把它分配在五个课时中完成。
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一、综合性学习的分类:
从学习方式看,综合性学习既有学生个体的独立钻研,又有群体的合作学习,如小组合作形式,课题组形式等;从学习内容来看,综合性学习大致可分为英语活动和主题研究(专题研究)两类,英语活动类如办刊、演出、演讲等,主题研究(专题研究)类如“同学们的‘口头禅’”、“关于中学生课外阅读情况的调查分析”等等。
二、实施综合性学习的一般过程:
无论是哪种形式和内容的综合性学习,其过程一般都要经历三个阶段:准备阶段,表达交流阶段,体验阶段。
在准备阶段,教师要作好准备。
目的是为综合性学习做些背景式的铺垫工作,激活学生已有的知识储存,诱发学生的研究动机,引领学生逐步进入学习境地。
同时,学生也要做好准备,这种准备更重要的是一种意识性的准备。
需要拥有一双发现的眼睛,保持一份渴望探究的心情,具有一种与人合作的能力。
表达交流阶段,同学之间的交流。
也许是活动成功的喜悦,也许是可见可感的研究成果,也许是失败的经验和对整个学习过程的反思。
无论交流什么,都是一种分享,都是一种“碰撞”。
在交流和研讨中,学生学会理解和宽容,学会客观地分析和辨证地思考,同时也学会了申辩。
体验阶段,无论是策划组织一次英语活动,还是进行某种主题的探究,学生可根据自己的兴趣、爱好、经验、条件、能力等选定所要学习的主题。
主题确定以后,给学生充分的空间,让他们自主开展学习,充分发挥自身的主体作用,发展个性。
学生的兴趣、爱好被调动起来后,就能倾注全部热情,兴致勃勃、认认真真地学习。
在具体实施过程中,要注意做好记录,并随时记下自己的感受;要重视学生调查、实践、访问、查阅和收集资料等工作。
要鼓励学生多渠道获取信息和资料,使学生初步掌握通过互联网、图书室(馆)、人际交往等获取资料的方法和途径。
要引导学生用多种方式呈现学习的过程和结果。
每次活动结束后,决不能将经验束之高阁,要引导学生对自己的学习过程进行总结,正确对待自己的收获或存在的问题。
三、在综合性学习中老师、学生扮演的角色:
(1)做一个积极的倡导者和引路人。
教师要改变观念,充分认识综合性学习的必要性和重要性,用积极的心态鼓励学生进行综合性学习,同时,对学生给以正确引领。
(2)做一个热情的支持者和帮助者。
教师要及时了解学生开展研究活动时遇到的困难及需要提供的帮助,注意观察每一个学生在品德、能力、个性方面的发展,给予适时的鼓励和指导,帮助他们建立自信并进一步提高学习的积极性。
同时,教师必须通过多种方式争取家长和社会有关方面的理解、关心和参与,与学生一起开发对实施综合性学习有价值的校内外教育资源,为学生开展综合性学习营造良好的氛围,提供良好的条件。
(3)做一个标准的参与者。
综合性学习的过程虽然是学生自主学习的过程,但在学习过程中,老师不能袖手旁观,撒手不管,让学生脚踩西瓜皮,滑到哪里是哪里,而是要积极参与。
(4)做一个客观的评价者。
教师对学生综合性学习的评价,一定要恰如其分,要客观,要适度。
任何不实事求是的评价都是对综合性学习不负责任的态度,都是对学生不负责任的态度,是十分有害的。
综合性学习中的学生行为概括起来讲,就是四句话:学生是综合性学习的主体,学生是综合性学习的设计者,学生自主地对综合性学习进行组织和实施,学生是综合性学习的评价者。
四、在活动中应注意的问题:
教师要依据学生的年龄、心理特点和兴趣爱好等给予学生积极的引导,既要尊重和保护学生的自主性、积极性,也要注意所选问题的价值。
教师要有针对性地对学生进行引导、点拨与督促。
指导的目的不是将学生的研究引向一个已有的结论,而是提供信息、启发思路、补充知识、介绍方法和线索。
综合性学习是一个由浅入深、符合学生认知发展规律的过程,自始至终应该是一个体验的过程,自始至终应该是一个互相合作、学习交流的过程,自始至终应该是一个生生互动、师生互动的过程。