最新八年级下册英语说课稿
人教版8年级初中英语说课稿（共5篇）
人教版8年级初中英语说课稿（共5篇）第一篇：人教版8年级初中英语说课稿Presentation of English Teaching Design Good morning, dear judges Today it’s my great honor to be here and share my lesson （teaching）plans with all of you.The lesson we are(I am)going to share today is from Unit 10, Section B(Part 2b), Go for it!It’s a reading material.And I’ll present this lesson from the following（可删除）five parts.Part 1 Teaching Material and learners Part 2 Teaching ObjectivesPart 3 Teaching Methods and Studying MethodsPart 4 Teaching Procedures Part 5 Reflection Part OneAnalysis of teaching material and learners.Go for it stresses the concept “learn by using ,use by learning”and adopts task–based teaching method.In each unit ,many activities are carried out to help the students get information and communicate with each other in English so as to develop their ability to solve real problems step by step.The topic of this unit is decision making and it aims to help students learn to talk about consequences using if conditional clause and modal verb should.The reading material plays a very important role in this unit,（其重要作用，太宽泛，要说说经过学习sectionA 的内容，练习了什么知识的情况后，再学习这篇阅读材料，对于练习本单元的语言目标起到什么样的具体作用）it mainly talks about “If people have problem s, they should talk to other people.”The main task of this period is to train students’ reading sub-skill of skimming and scanning to improve their reading speed and develop their ability of reading comprehension as well.As junior middle school students in Grade Eight, the students are curious about all kinds of things related to their daily life, so real life situations can help arouse theirinterest and enthusiasm.（此处学生对各种事物的好奇，可具体到学生的实际生活，会遇到各种困惑的问题那么通过本课课文的阅读可以给他们带来什么实际意义）Part Two Teaching ObjectivesAccording to the analysis above, I set the following teaching objectives: First, knowledge aims.The students will（will be able to use）use the following expressions properly: teenager;expert, unless, careless, careful experience, keep…to oneself, in half etc.and understand some important sentences such as “Unless we talk to someone, we’ll certainly feel worse.” “So you’re halfway to solving a problem just by talking to someone about it.”Second, ability aims.By the end of the class, the students will be able to skim(skim for the general idea)and scan for the specific information form the passage.Third, emotional aims.During the class, students’ cousciousness of sharing problems with others will be inspired.Among these points, I think the useful expressions and improvement of reading ability are the key and difficult teaching points.Part 3 Teaching Methods and Studying Methods According to modern teaching theories and the new curriculum standards, I will adopt task-based language teaching method, I will set the following activities such as : individual work , pair work and group work to achieve the teaching goals.(In order to achieve the teaching goals , the following activities such as : individual work , pair work and group work will be used)I will try my best to make students the real masters of the class, while teachers only as directors.(Independent study method)and the students will learn in a relaxing atmosphere by reading, speaking, thinking and discussing in groups.(Cooperation study method) And I’ll use the blackboard and the multi-media during myteaching.Part 4 Teaching Procedures To achieve the objectives above, I design several activities with the aid of PPT.The teaching procedures will follow PWP model(pre-reading,while-reading and post-reading).Step 1 Greetings T o begin the class, I’ll greet my students as usual.Step 2 Pre-readingI will lead in this lesson by showing the students a video(it is about a quarrel between my student and her best friend).In this video, the students will hear some new words for the first time, such as unless, angry, understanding.Then I will try to get advice from the students(possible answers: say sorry to her friend, give her a gift…..)After that I will show a photo of myself and tell them after talking to me, she feels better now.Then we can go into the topic of this lesson “If people have problems, they should talk to other people.”(The topic related to the students’ daily life closely, so they should be glad to disscuss it with me.) Step 3 while-reading During the while-reading process, I will design some activities for them to understand the passage better.Activity（可否换为task？）One: In order to improve their reading sub-skill of skimming, I’ll ask them to read the whole passage as quickly as possible and find out the answer to the following question: There are two persons（添加who）agree with the idea “If people have problems, they should talk to other people.” Who are they?(Through the question, students will get the main idea of this passage more clearly).Activity Two: In order to improve their reading sub-skill of scanning.The students will be asked to read Paragraph 1-2 and find some details about Laura.(They should use scanning----a process of searching for specific information.Here I’ll explain it to them first.)And during the activity, I want to show the difference between “careful” and “careless”(Let the students know something about theword-building, such as “home” and “homeless”, “help” and “helpless”….此处提出 ful，less 是两个相反的后缀，了解了这两个后缀对解决生词有很大帮助)Activity Three: Read Paragraph 3 and Tell T or F about Robert Hunt.（换换说法：check if some statements about Hunt are ture or false）(The students will practice the scanning skill again.)★(The answers to Activity Two and Three will use the key words and expressions in this lesson)★（这句话貌似Chinglish）★(The students will work in pairs or groups to finish Activity Two and Three)★Activity Four: I will ask the students to read the whole article （passage）again and raise questions to each other.(In this way, the students will be encouraged to think on their own.This can also give them a chance to share problems with other students).（任务不具体）Step 4 Post-reading After the students finish the reading, I’ll prepare an open-ended（是不是 open-minded？）activitiy.The students work in groups of 4 and talk about their own problems first, then they could write a short letter for（to）each other, in order to solve the problems.Then it’s sharing time!(They should know helping others is a good thing.)（step4 开放性问题和step3 中的活动四似乎有点重复，单纯的说看不出多少文章的升华和学以致用。
八年级英语的说课稿9篇
八年级英语的说课稿八年级英语的说课稿9篇作为一位杰出的老师，通常会被要求编写说课稿，说课稿有助于提高教师的语言表达能力。
我们应该怎么写说课稿呢？下面是小编精心整理的八年级英语的说课稿，仅供参考，欢迎大家阅读。
八年级英语的说课稿1各位评委、老师：大家好！我今天说课的课题是外研版初二下Module 6 Unit 2。
我将从教材分析、学情分析、教法分析、教学程序、板书设计这五个方面来说明这节课。
一、教材分析。
我将主要从以下3个方面阐述：首先：地位与作用本节课选自外研版八年级下册Module6 Hobbies unit2 Hobbies can make you grow as a person Unit 2以“hobby”为题材，在整个模块中起着承上启下的作用。
它要求学生能够熟练使用相关的句型提出自己及他人的爱好，并简要说明理由。
其次：三维目标：知识与技能：要求学生记住本模块的单词，短语让学生掌握如何表达爱好的句型，并可以用该句型谈论不同爱好，以及写出自己或别人的爱好过程与方法：把任务型教学法和合作学习法相结合起来使学生积极主动参与课堂各种活动。
情感态度与价值观：通过阅读课文和观看盲人啊丙的视频来①教育学生好的爱好成就梦想，不好的爱好毁掉未来。
②爱好虽好勿要贪心。
重点：理解和掌握重点词汇的基本含义及用法：success, such as ,come out ,as a result 。
理解和掌握六种基本句型。
难点：理解和掌握六种基本句型。
二、学情分析情感：所教班级学生已经掌握本Unit的单词的读音、意思，但是他们对英语有畏惧心理，总体听说读写能力比较差。
不过学生乐于做游戏，拥有很强的竞争心理。
所以我在设计教学任务时以激发学生积极性为主，把难题简单化，枯燥的内容娱乐化。
三、教法分析秉着师为主导，生为主体的原则：即老师在教学中起到组织引导作用，是课堂的激发者、组织者、促进者、鼓励者和监督者。
生为主体：即“学生是课堂的主人”掌握学习的主动权，主要目标是培养他们终身学习能力。
新人教版八年级下册Unit1 Where did you go on vacation (period 1)全英文说课稿
新人教版八年级下册Unit1 Where did you go on vacation (period 1)全英文说课稿Good morning, I’m XX. It’s my pleasure to get your attention. The lesson plan I am going to present is from Go For It Grade 8 Unit 1 Where did you go on vacation? (period 1),and I will present my teaching plan from following 5 parts.(1.analysis the teaching material 2.teaching methods 3. Studying ways 4.teaching procedures 5.blackboard designing.)Part 1.Analysis the teaching material I will also present this part from 5 parts.1.status and functionThe topic of this unit is to talk about past events. This is a useful expression. And this topic is related to Ss’ daily life. All the activities in this class are helpful to raise Ss’ learning interests. Moreover, The target language is the bas is for Ss to learn the other contents of this unit. So it’s very important for Ss to learn this lesson well.2.Analysis the SsAs we know, the Ss of Grade 8 have learned English for more than one year, so they can use some words and simple sentences to exp ress their ideas. And the topic of this unit is close to Ss’ daily life, and they have learned the Simple past tense before, so they will be very interested in this class. At the same time, the junior school Ss ‘ abstract thinking is relatively low, and their attention can’t last for a long time, but they enjoy showing themselves.3.Teaching aims and demands.The teaching aims basis is established according the junior school English syllabus’s provision, and I set the following objects.1.Knowledge objects To enable the Ss master the key vocabularies and phrases: camp,anyone, stay at home.To make the Ss understand and use the target language:Where did you go on vacation? I went to s.w.2.Ability objects: to develop the Ss’ abilities of listenin g,speaking,reading and writing.To train the Ss’ ability of shorthand, communicating,acting and thinking3.Moral objects: to make the Ss learn to work with others and express their ideas during thecommunicating.To make the Ss have the feeling of successful and achievement.4.Teaching key and difficult pointsTo make the Ss master the key vocabularies and phrases ;To enable the Ss talk about the past events with the simple past tense and mater the past tense verbs..5.Teaching aidsIn this class, I mainly use multi-media computer, tape recorder, powerpoint, music,flashing cards,school things and so on, they will be needed in this class.Part 2 Teaching methodsIn this class, I mainly use “communicative teaching method,cooperative teaching method,task-based teaching method,game teaching method”As we know, the main instructional aims of Ss in middle school is to cultivate the Ss ‘ abilities of listening, speaking,reading, writing and their good sense of English language. So in this class, I will use these methods, That’s to say, I will let the Ss have a better understanding of target language, and I will give the Ss some tasks and arrange some activities to have my class.Part 3 Studying ways.In this class, to make the Ss master the words and phrases by guessing, acting, listening and using.To make the Ss learn the English language by communicating, using,and listening.To make the Ss understand and use the target language well by summarizing ,using and doing some exercises.Some Ss are lack of courage and independent thinking abilities, so I will be a guider, Many tasks require all the Ss to take part in, they have many chances to practice their English .And they will do some group work and pair work such as doing a survey to learn how to communicate and exchange their information with others.Part4 Teaching procedures Let’s focus on the teaching procedures which include 7steps.Step1.Warming up.(1 minute )Sing a song.(Produce the songs about some places of interest, such as the Grand Jiuzhai, the Yellow Mountain, the West Lake and so on.)The purpose of my designing: to attract the Ss’ attention and create the relaxing learning surrounding. Stimulate Ss’ learning interest and let them be read y fo the class.Step2. Presentation: (15 minutes)When it produces the songs of the Grand Jiuzhai, the teacher asks: “What is the song about? Can you guess?”Ss: Jiuzhai Gou.T: Yes, the Grand Jiuzhai. It is a place of interest. Now there are some pictures of places of interest, too. Guess what they are.(show the students some pictures of beautiful places, including the pictures of New York City, Shanghai Museum, the Yellow Mountain and the beaches, teach them the new words “New York City, summer cam p, the beach, the museums” at the same time.The purpose of my designing: to introduce and consolidate the key words and phrases. The pictures will stimulate their learning interest.T: I went some place last summer vacation. Guess where I went. You can as k like this: “Did you go to…?”S1: Did you go to the Yellow Mountain? T: No, I didn’t.S2: Did you go to the West Lake? T: No, I didn’t.S3: Did you go to the Grand Jiuzhai? T: Yes, you are right. You are so clever. (I went there with all the teachers in our school. It was very beautiful. The water there was fantastic. The weather was quite cool in summer. The people were very friendly. But later, it rained, it was rainy. How was my vacation, do you know? I want to tell you my vacation was really exciting, but the bus trip was boring. )Then get the students to read new words: vacation, friendly, rainy, fantastic, boring. Let the students try to guess what they mean.The purpose of my designing:This activity provides Ss a good chance to speak English freely. The guessing can make Ss feel exciting,also consolidate the key phrases.Step 3.practice Ask and answer (5 minutes)Teacher offers some pictures about vacations.and get the students to ask and answer like this:A: Where did you go on vacation? B: I went to…on vacation.A: How was your vacation? B: … was pretty good / exciting / relaxing / boring / awful / beautiful.A: How were the mountains / water / lakes / beaches…there?B: They were beautiful / fantastic / wonderful…A: How was the weather there? B: It was rainy / sunny / cloudy / snowy /…The purpose of my designing: This activity not only helps Ss master the target language , but also can help Ss learn from each other.It will train Ss’ speaking and listening ski lls and improve their ability of working with others.Step4. Play the guessing game.Before playing this game, give a piece of paper to each student, and ask them to write down which places he or she went to on vacation. After writing down the answers, get them to hand in their paper.T: Now I know all places you went. I know xxx went to some place on vacation. Guess where she went. You can ask like this: “Did he / she go to…?” The boys and the girls have a game. If your answer is right, I will give y ou a star. Let’s see which team has more stars.The purpose of my designing:This game will stimulate Ss’ learning interest, and consolidate the target language. It will develop their speaking, thinking and communicating skills.Step5.listening.The teacher input more target language including words and sentences by listening to the tapes. Ss listen to 1b and then check the answers. Then Ss listen to 1b again and repeat. Let the Ss listen and imitate the conversation, pay attention to their pronunciation and intonation.The purpose of my designing:This step can develop their listening skills and consolidate the target language.Step 6 writing (10 minutes)In this step, Teacher will ask the Ss to do a survey in their group about their last vacation, and then write a short report about it, and show it in class later.The purpose of my designing: this activity provides Ss a good chance to use English freely. They can finish the survey and writing according to their thoughts using the target language. At the same time, It trains their speaking,writing skills.Step7. Summary and Homework ( 2 minutes)The purpose of my designing: I think Ss should master the knowledge in class, so I’ll give Ss 1or 2 minutes to summary, If they have questions, I’ll help them to sol ve. Also homework is so important that the Ss should speak English as much as they can in class or after class. It’s necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Part5 Blackboard designing。
八年级下册英语说课稿
八年级下册英语说课稿（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
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仁爱版八年级英语下册说课稿：Unit8Topic2SectionC
1.新词汇：cloudy, sunny, windy, rainy, weather, forecast, change等；
2.新句型：How's the weather today? What will the weather be like tomorrow? It will...；
（2）运用多媒体资源，培养观察、分析和解决问题的能力；
（3）通过任务型教学，提高自主学习、合作学习和探究学习的能力。
3.情感态度与价值观目标：
（1）关注天气变化，增强环保意识；
（2）学会关爱他人，乐于助人；
（3）培养乐观向上的生活态度。
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
（二）媒体资源
在教学过程中，我将使用以下教具、多媒体资源和技术工具：
1.教具：实物、图片、卡片等，用于展示和描述天气情况，激发学生的学习兴趣；
2.多媒体资源：PPT、视频、音频等，展示不同天气的实景，帮助学生更好地理解教学内容；
3.技术工具：电子白板、投影仪等，实现课堂教学的现代化，提高课堂效率。
这些媒体资源在教学中的作用主要有：提供丰富的教学情境，增强课堂趣味性；直观展示教学内容，便于学生理解和记忆；实现师生互动，提高学生的参与度。
1.教学重点：
（1）掌握新词汇和新句型；
（2）运用现在进行时态和Байду номын сангаас般将来时态；
（3）根据天气情况提出合理的活动建议。
2.教学难点：
（1）一般将来时态的构成和运用；
（2）进行时态和将来时态的区分；
（3）在实际情境中灵活运用所学知识。
二、学情分析导
（一）学生特点
外研版八年级下册英语(新)《Module8Timeoffunit2》说课稿
外研版八年级下册英语（新）《Module 8 Time off unit 2》说课稿一. 教材分析《Module 8 Time off unit 2》是人教版八年级下册英语教材的一部分，本节课的主要内容是关于假期的话题。
教材通过对话的形式，让学生掌握假期活动计划的表达方式，并能够运用所学知识进行实际交流。
本节课的主要内容包括：1.学习表示假期的词汇如：holiday, vacation, trip等。
2.学习表示假期活动的短语如：go hiking, visit relatives等。
3.学习如何询问和表达假期计划。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行交流。
但是，对于一些表示假期的词汇和短语，学生可能还需要加强记忆和运用。
此外，学生对于如何询问和表达假期计划的能力还需要进一步提高。
三. 说教学目标1.知识目标：学生能够掌握表示假期的词汇和短语，并能够正确运用。
2.能力目标：学生能够用英语询问和表达假期计划。
3.情感目标：通过学习，学生能够增强对英语学习的兴趣，提高团队合作意识。
四. 说教学重难点1.重点：表示假期的词汇和短语的掌握。
2.难点：如何用英语询问和表达假期计划。
五. 说教学方法与手段本节课采用任务型教学法，通过小组合作、角色扮演等活动，让学生在实际语境中运用所学知识。
同时，利用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，提高学生的学习积极性。
六. 说教学过程1.导入：通过展示图片，引导学生谈论假期的话题，引出本节课的内容。
2.呈现：教师通过课件展示本节课的主要词汇和短语，引导学生进行学习和记忆。
3.操练：学生通过小组合作，用所学生词和短语编写对话，并进行角色扮演。
4.巩固：教师通过游戏、歌曲等形式，让学生进一步巩固所学知识。
5.拓展：学生分组讨论，制定自己的假期计划，并展示给全班同学。
6.总结：教师对本节课的内容进行总结，强调重点和难点。
人教版(2023版)八年级英语下册全册说课稿
人教版(2023版)八年级英语下册全册说课稿一、教材分析本教材是人教版(2023版)八年级英语下册全册，共分为六个单元。
每个单元以主题为导向，包括听、说、读、写和综合运用等几个环节。
教材内容贴近生活实际，注重培养学生的听说读写能力。
二、教学目标知识目标1. 掌握本册教材中的词汇和常用表达。
2. 熟悉并能正确运用本册教材中的语法结构。
能力目标1. 提高学生的听力理解能力，能听懂并获取主要信息。
2. 培养学生的口语表达能力，能用简单英语进行交流。
3. 培养学生的阅读理解能力，能读懂简单的英文短文。
4. 培养学生的写作能力，能根据要求写出简单的英文文章。
5. 培养学生的综合运用能力，能运用所学知识解决实际问题。
情感目标1. 培养学生对英语研究的兴趣，增强研究的主动性。
2. 培养学生的合作意识和团队精神，互相研究，共同进步。
三、教学重点和难点教学重点1. 单词和词组的掌握与运用。
2. 语法结构的理解和运用。
教学难点1. 句型的运用，特别是复杂句的构建。
2. 听力和口语的训练，提高学生的听说能力。
四、教学方法本教材的教学采用多种方法，包括听力训练、口语练、阅读理解和写作等。
为了培养学生的综合能力，教师可以采用小组合作研究、角色扮演和情景模拟等活动，激发学生的研究兴趣和参与度。
五、教学过程本教材的教学分为六个单元，每个单元包含多个课时。
在每个课时中，教师可以根据教学目标和学生的实际情况，采用听、说、读、写和综合运用等方式进行教学。
具体的教学过程可以采用以下步骤：1. 导入新课，引发学生的研究兴趣。
2. 进行听力训练，让学生能听懂并获取主要信息。
3. 进行口语练，让学生能用简单英语进行交流。
4. 进行阅读理解，让学生能读懂简单的英文短文。
5. 进行写作训练，培养学生的写作能力。
6. 进行综合运用，让学生能运用所学知识解决实际问题。
7. 进行小组活动，培养学生的合作意识和团队精神。
8. 总结本节课的重点和难点，帮助学生巩固所学内容。
八年级英语下第二单元说课稿9篇
八年级英语下第二单元说课稿9篇八年级英语下第二单元说课稿精选篇2一. 说教材1. 教材简析本课位于人教版八年级上10 单元的第一部分。
主要是通过学习动词的一般将来时态，讨论人生理想和将来打算，计划。
目的是通过对人生理想的讨论使青少年在这个如花的季节不仅对未来有美好的憧憬，而且要从现在做起，为健康的理想而奋斗。
2. 教材地位本单元从时态上是一般将来时，是继一般过去时之后的又一重要时态;从话题上看是谈论未来的打算，是让学生从小就树立自己的人生理想，而下一单元的话题是家务劳动，这正应了中国的老话“前车之鉴，后车之师”“一屋不扫何以扫天下”。
所以本单元无论从知识还是从情感方面都是承上启下的一个单元。
3. 教学目标(1) 知识目标关于职业的名词;关于一般将来时态的表达(2) 能力目标能听懂有关人生理想的词汇及表达;能听懂有关未来计划的表达;能进行有关人生的谈话;能进行有关将来计划的讨论。
(3) 情感目标通过对人生理想的讨论，让学生从小就树立自己的人生理想，并且现在就下决心，为理想而努力奋斗。
使他们成为有理想，有抱负，有动力，健康成长的新一代青少年。
4. 教学重点。
难点。
(1)学会描述自己的人生理想和表示奋斗的想法。
(2)重点：动词的一般将来时态的学习(3)难点：理想主义的教育与现实的矛盾5 本课学情情感基础调查—通过对学生人生理想的调查，了解到部分学生没理想;或有不切实际的理想;或有轻视努力的过程的思想;知识基础—过去时，比较级的知识。
6本课特点词汇量小，语法点少(需扩展话题)情感教育的份量大(需挖掘学生生活，延伸内涵，触动心灵)7教学设计的创新体现三条主线，两个同步，一个中心。
三个调查—整个课的展开围绕三个调查—(父辈梦想，成功故事，我的理想); 三条主线—在对比中发展—(父辈经历，成功人生，我的道路，)两个同步—(知识传授与情感体验)。
达到同步和谐发展，不露痕迹，润物细无声。
一个中心—学生中心：课前备学生，课堂任务型。
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八年级英语下册M5听说课说课稿各位领导、老师好！今天我要为大家讲的课题是: “It’s time to watch a cartoon”.我将从六个方面进行说课分析：教材分析、学情分析、教法分析、教学程序、板书设计、教学反思。
一、教材分析1.说教材所处的地位和内容我说课的内容是外研版新标准英语八年级下册Module 5 Cartoons Unit 1 It’s time to watch a cartoon，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.说教学目标：1.知识目标：能理解、内化、运用以下生词：cartoon，handsome，smart，fight，cool，hero，can’t help doing sth, laugh；能够运用所学句子谈论并掌握表达自己最喜欢的卡通故事及人物2.能力目标：能用本课所学语言讨论有关卡通故事和人物的信息。
3.情感目标：能够就卡通故事或卡通人物进行交流尊重他人的态度，倾听他人的不同意见；通过卡通故事了解不同国家的文化。
3.说教学重难点:1.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。
2.难点：于学校地处农村学生不爱开口说，所以尽可能培养学习英语的兴趣和树立学生说英语的信心。
需要长期坚持训练，在本课中一如既往的关注这个难点。
二、学情分析学生已经学过用多种时态来表达行为或状态, 而本模块重点复习一般现在时、一般过去时和现在完成时。
学生初中阶段首次接触现在完成时，学生学起来可能比较吃力，容易把现在完成时与一般过去时混淆，这就要求教师在设计话题和练习时要降低难度并循序渐进。
但就本模块cartoon这个话题来说，学生很感兴趣, 觉得它很贴近自己的生活。
教师要预设一些生活化和学生感兴趣的话题, 调动学生参与活动的积极性, 使得学生有话可说, 乐于合作分享。
这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。
三、教法分析针对教材特点和学情分析，具体应用创设情景教学法，让学生在学习中采用自主合作探究学习的模式，一方面提高学习兴趣，另一方面充分发挥学习主动性，加强合作。
另外采用多媒体呈现PPT等教学手段，让学生在仿真的英语情境中，实现多维教学目标。
本节课是一节听说课，听说课要以听说为主，兼顾读写。
我主要采用“听前说——听中说——听读说——学以致用”的听说课教学模式。
具体做法是：1、听前说：以cartoon为话题，以free talk 的形式导出本课句型，进行操练。
2、听中说：听力素材是围绕本单元的话题，展开对本单元句型的听说训练的。
包含边听边说以及听后总说连个环节。
3、听读说：这是对本课对话素材的处理，也是对本课知识点的综合运用。
听即获取对话素材的基本信息。
读即处理对话素材中的基本句型以及重难点。
说即整体把握对话，小组形式展示学习效果。
4、学以致用：以本节课的话题为依托，选择贴近学生生活的话题，以小组形式运用本节课的句型自编对话或讲故事。
本教学模式遵循英语学习的科学规律，注重语言输入与语言输出相结合，全面提高语言技能，激发学生的内在动机。
四、说教学过程【教学过程】我设计为八个环节。
并在每一环节前附上环节学习目标，活动内容与用时，这样不仅让学习目标更具体化，更能提高课堂效率.1.预习情况检查（2分钟）（1）课前齐读Unit 1 单词，并在小组内进行词汇的拼写检查。
（2）Class Report.2.创设情境，导入新课（2分钟）多媒体播放一段灰太狼追赶喜羊羊的动画片段，并向学生提问：Do you like cartoons? What was the big big wolf doing just now? 板书学生答案：He was running after the pleasant goat.设计说明：预设情境，导入新知，引起兴趣，利用学生喜闻乐见的动画片营造轻松活跃的课堂气氛，激发学生的学习热情。
3.听前说练习（3分钟）（1）多媒体课件展示各种卡通人物的图片，我会做了如下铺垫：Can you list some popular cartoon characters? Can you guess?在学生完成竞猜之后，展示答案中英文名称，并提问What’s your favorite cartoon?（2）教师用课件呈现以下句型: A: What’s your favorite cartoon? B: My favorite cartoon is…because it’s very funny. -----. A: What’s your favorite cartoon? C:----- D-----E---- （3）学生5—6人一组进行滚雪球式的操练。
设计说明：由新知导入转入句型操练自然过渡。
各种卡通人物的图片的运用将目标语言生活化，激发了学生主动表达的欲望。
同时在有的放矢的句型操练中训练了学生的语言运用能力，培养了学生的小组合作精神。
4.听力训练(Activity1-2)（5分钟）（1）多媒体课件展示Activity1的三个问题1. What kind of cartoons do you like? 2. Do cartoon always end in a happy way? 3. What cartoons do you think are funny?Listen and check the answer in Activity 2.（2）教师用ppt呈现听力答案Listen and check the answer in Activity 2.1.Betty likes ________ cartoons; Tony likes _________ cartoons.A. funnyB. exciting2.Do cartoon always have happy endings?A．Yes, they do B. No, they don’t.3. Tony thinks _________ is funny.A. Tom and JerryB. Superman设计说明：让学生带着问题去听，可以集中注意力，将答案转化成选择题形式，降低听力的难度，既训练了大家的口头说的能力，又巩固了本课重点内容，又活跃了课堂气氛，帮助学生扫清障碍，增强自信心，激发了学生听的兴趣。
5、对话学习（20分钟）a.读前听(7分钟)（1）一层听Listen Activity 3 and check √or ×.1. Daming and Tony have watched Superman. ( )2. Tony thinks Superman is better. He’s stronger than Spiderman. ( )3. They are going to watch Tom and Jerry. ( )（2）二层听Listen again and complete the sentences.1. Tony thinks Spiderman is more_______ and it’s _________.2. Daming thinks Superman is _________ than Spiderman and he is a __________.3. Tom and Jerry are ___________ and very ________.（3）三层听，回答下列问题What lesson can Tony learn from Tom and Jerry?设计说明：听力活动的设计必须符合学生的认知水平。
听力活动太容易，就失去了挑战性和听力训练的价值，不能帮助学生提高听力水平；相反，如果听力活动太难，容易让学生产生畏难情绪，失去信心。
由于该听力材料篇幅较长，语速较快，人物、事件复杂，此环节设计在于通过多层听，设置任务的方式训练听说技能，培养学生从听力材料中提取关键信息并能转述内容的的能力。
以上三个层次的听力活动呈阶梯式递进，形成了有效的听力任务链。
b.语言知识归纳：(7分钟)（1）小组内大声朗读对话，找出并写下疑难问题，并画出优美的句子_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ （2）在组长带领下，小组内交流解决个人的疑难问题，记下仍然解决不了的问题（3）组间解决各个小组内解决不了的疑难问题。
（4）教师解决疑难，点拨升华。
设计说明：如果课堂中教师习惯性地满足于“给”知识，而不引导学生进行自主探究，自我生成问题，就会限制学生的思维。
因此我要给学生充分地自主学习的时间以及探究的空间。
采用自主探究，小组合作的方式学习语言点，在小组交流过程中能发现问题，也能解决问题，并能筛选出具有共性的问题。
落实巩固深入，真正让学生动起来，参与了进来，充分信任学生，给了学生充分的自学、交流时间。
收到了很好的效果。
学生们真正地享受课堂，享受学习的快乐、成功的喜悦，同时也培养了学生的自学能力和合作精神。
c.复述对话（6分钟）（1）跟读磁带，练习语音，语调。
（2）多媒体课件展示故事人物图片及提示词，让学生复述对话，分组派代表角色扮演。
设计说明：这是一个由听延伸到读和说的任务，语言学习由输入转为输出，展示了学生对文本的解读和内化。
图片和提示词可以为学生搭建脚手架，让学生有话可说。
6、学以致用（5分钟）活动:ppt展示各种卡通图片，学生以小组采访的形式谈论喜欢的卡通，并制作一个表格记录采访结果A: I like…because it’s …. What cartoon do you like?B: Well. I think…A:I think so too./ No, I think he/she is…设计说明：老师再现各种卡通人物图片，激发了学生表达的愿望。
这个环节主要是培养学生对所学知识的灵活运用能力，锻炼学生的语言输出运用能力，做到学以致用。
7.总结评价(3分钟)总结本课重难点，相互交流本节课的收获。