初中英语八年级上册第六单元教案新部编本
初中英语_U6 I'm going to study computer science.第一课时教学设计学情分析教材分析课后反思
八年级上册unit6 I'm going to study computer science.SectionA第一课时教学设计学情分析初中学生的抽象思维能力比较低，形象思维能力强，但注意力容易分散。
我们可以拟以故事、小品、漫画或动画等形式展示，并配以丰富的色彩，从而增强学生的兴趣和注意力。
根据教育心理学,如果学生对于一件事物有极大的兴趣,他们就会排除主观和客观的种种消极因素,尽量全身心地投入到知识的学习中去。
初中生的学习心理特点：（1）兴趣：对英语普遍感兴趣，但有很大的不稳定性，好奇心强，求知欲旺盛，已不满足教师对课文的简单重复。
（2）记忆：对刺激记忆手段多的知识记忆深刻，遵从记忆规律。
（3）思维：偏重于形象思维，对片面,零碎的材料尚缺乏一定的概括分析能力。
（4）评价：主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强。
因此，在本学科的教学过程中，在注重启发引导，培养学生分析、概括能力的同时，更要注重教学方法的灵活性，通过任务型教学法，情景交际法，全身反应教学法等，激发学生学习的兴趣，让学生乐于接受，易于接受。
学生知识储备：初二上期的学生在初中经过一年的学习，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。
经过一年的新课程理念的熏陶及实践，有了初步的自主、与他人合作交流、实践的能力。
本课时是关于未来理想职业的，内容贴近生活，比较能引起学生的兴趣，学生比较容易进入角色。
学生上课的课堂气氛较活跃，中等学生占多数，但是学困生比例也比较多，两极分化比较严重，学生只能够进行简单的会话，在学习策略方面仍存在许多要解决的问题。
有些同学在学习中缺乏小组合作意识，并且不能够大胆的用英语交流。
效果分析本节课的主要内容是让学生们通过对话来练习bbe going to 的相关句型，并且能够用该句型来表达自己未来理想的职业和询问他人的理想职业。
八年级英语上第六单元教案
Unit 6 I’m more outgoing than my sister( Period 2, 3a Page 33)[学习目标] 能理解3a 并能熟练朗读。
[学习重点] 掌握形容词比较级的句型[学习难点] as…as not so/as…as be good at 以及比较级句型的用法[学习方法] 1 通过展示图片，实物等学习比较级的用法2 通过小组合作学习，理解并掌握3a 的课文3 通过对本单元的学习，为学第十二单元做好准备[课前预习] 1 学生能正确说出形容词比较级的格式和用法2 复习[ A ] 把下列词变为比较级small nice heavy big beautiful [ B ] 翻译下列句子（1）李平比汤姆高。
Li Ping Tom.(2 ) 小红比李雷更强壮。
Xiao Hong Li Lei.3 阅读教材3a提示：（1）Thank you /Thanks for +名词/动词ing形式e.g : Thank you for your last letter.Thank you for asking me to your party.( 2 ) your last letter 你最近的来信/你的（上一封）来信(3) as you can see 正如你所见的那样（4）in some ways 在某些方面（5）look the same 看起来一样the same as 和……一样look different 看起来不同（6）enjoy doing sth. 喜欢做某事eg.:My sister enjoys singing English songs(7 ) more than =over 不止，超过（8）as+形容词/副词的原级+as 表示“与/和……一样eg.:Jim is as tall as Li Lei. Han Mei works as hard as her brother.not as/so +形容词/副词的原级+as 表示“与/和……不一样eg. :His book is not as good as hers. Han Mei doesn’t work so hard as her brother.(9) be good at 擅长，在……方面做得好/学得好eg. :I’m good at English. Lin Tao is good at swimming.4 要求试做练习3a[课中学习] 1 交流预习情况 2 复习短语和单词并对学案上的答案3 教师出示实物，请学生用形容词的比较级说出英语句子4 Lead – in出示双胞胎的图片并请二位同学用比较级说出句子5 教新单词as way both hers physics however more thanin common be good at6 Today ,we are going to learn something about the twins.7 Get the students to read the passage in four minutes and than do “T” , “F” or “DK9 Explain language points: 解答学生所提问题10 听录音，然后老师带读课文11 做学案并对答案。
部编版八年级英语上册《Grammar》教案及教学反思
部编版八年级英语上册《Grammar》教案及教学反思一、教案设计1. 教学目标•能够理解并运用本单元所学语法知识——时态和语态；•能够正确使用被动语态；•能够掌握句子成分在被动语态中的变化。
2. 教学重难点•重点：被动语态的概念和运用，句子成分在被动语态中的变化；•难点：时态和语态的区分及运用。
3. 教学内容本课时主要内容为：•时态的概念和运用；•被动语态的概念和运用；•句子成分在被动语态中的变化。
4. 教学过程a. 热身通过英文歌曲欣赏、问候和自我介绍等活动，放松学生心情，引导学生进入英语教学状态。
b. 语法讲解1.时态的概念和运用：时态是指动作或状态发生的时间，在句子中主要通过谓语动词的形式来表示。
英语总共有12种时态，分别为：•一般现在时：常表示习惯性动作和客观真理等；•现在进行时：表示正在进行的动作或状态，常与现在时间状语连用；•一般过去时：表示已经结束的过去动作或状态；•过去进行时：表示过去某个时刻正在进行的动作或状态；•现在完成时：表示已经完成的动作对现在造成的影响，常与for、since等状语连用；•过去完成时：表示在过去某个时间之前已经完成的动作；•将来进行时：表示将来某个时间正在进行的动作；•一般将来时：表示将来的动作；•将来完成时：表示将来某个时间之前已经完成的动作；•完成进行时：表示从过去一直延续到现在正在进行着的动作；•过去完成进行时：表示从过去某个时间一直延续到另一个过去时间正在进行着的动作；•虚拟语气：表示不是事实的情况，有三种形式——虚拟现在时、虚拟过去时、与过去相反的虚拟过去时。
2.被动语态的概念和运用：被动语态表示动作的承受者，主要形式为be动词+过去分词。
其一般用法为：•主语+be+过去分词；•主语+be+过去分词+by+动作执行者。
3.句子成分在被动语态中的变化：句子成分在被动语态中的变化主要表现在：1. 主语变成被动语态的动作承受者；2. 宾语变成被动语态的主语；3. 动词变成被动语态形式。
Unit 6 Grammar教案 牛津译林初中英语八年级上册
Unit 6 BirdwatchingGrammar教案（一）总课题8A Unit 6Birdwatching 总课时第课时课题Grammar A 课型New教学目标知识目标.To get to know to infinitives and in order to能力目标To understand the use of to infinitives and in order to情感目标To develop an understanding about when to use simple presenttense to talk about future.教学重点To understand the use of to infinitives and in order to教学难点To develop an understanding about when to use to infinitives课前预习Preview the new words.Look up the words in the dictionary to find out the differences教学方法情景教学法、归纳法教学过程教学环节教师活动二次备课Step1 PresentationStep 2. Practice 1.Check the homework of the opposite of some adjectivesAsk some students to write the opposites of some adjectives2.Explanation abo ut sentence structuresInvite the students to open their books directly to Page81. Explain that each word or phrases plays a part in the sentence. Different combinations of the elements form different sentence structures. Write the foll owing sentence son the board and analyze it She eats breakfast.S V O3.Ask the students to read the ir sentences of each structureE.g. S+V The swan is swimming.S+V+DO Sandy is watching a bird.S+V+P Birdwatching is interesting.S+V+IO+DO Sandy gave the doves some food. S+V+DO+OC Sandy calls her parrot Chatty.plete the exercises on Page81Go through the sample sentences on Page81. explain how the elements combined together. Pay special attention to the last two sentences.Sandy gave the doves some food.Sandy calls her par rot Chatty.Step 3. PresentationStep4. ProductionStep5. Homework 2. Make some sentences a ccording to the former part of the unit and get them to analyze.3. Show another group of sentences and get the studen ts to decide the sentence str ucture.1. Have a free talk and elicit the use of simple present, talking about programmers, timetable, calendars .2. Talk about the schedule for tomorrow with simple present tense.1. (Organizing a school trip)Talk about the timetable on Page82. Complete the notes on Page 83 using the simple present tense of verbs in brackets.2.Talk about the schedule using simple present tenseTIME ACTIVITIES6:30 The first underground leaves8:00-10:00 Give lessons to Class1 and Class2 11:00 Meet my friends from Xiamen12:00 Have lunch with my friends13:00 Return to school13:30 Have a meeting16:00 Meet some parents in the office 19:00 Watch Ji XiaolanFill the bla nks with proper forms of the given verbs according to the schedule.3. Make a summary to the use of simple present tense.1. Recite the note about organizing a school trip on Page83.2. Complete the relative exercises.3. Make five more sentences according to the sentence structures.4. Preview Grammar C教学反思Grammar教案（二）教学内容8Aunit6 Birdwatching Grammar 二次备课教学目标1. To use to-infinitives for pu rpose2. To learn to use verbs+objectives+to-infinitives重点难点Key points:To use to-infinitives for purposeDifficult points:To learn to use verbs+objectives+to-inf initives教学流程设计教学流程设计Step1.Lead-in (guessing)Step2.Finding rules and fill in the table.1.Teacher let students say which syntax-function the underline parts play.2.Students answer and fill i n the following table in group. Step3.Presentation1. Use to-infinitives for purposee.g.He sat dow n to have a rest.Ask Ss to give more examples.2.Tell Ss that we can use in orde r to to expres s purpose.This is more formal than usi ng to-infinitives.Ask Ss to change the sentences with in order to.People go to Zhalong in order to watch the birds.They should read abou the bird first in order to learn more about them.ing verbs+objects+to-i nfinitives不定式做宾语补足语Show the Ss more examples :The policeman asked the boys not to play football on the road. The teacher told me to come to school earlier next time.Ask the Ss to find more verbs that can be used in this way. The teacher asked him to speak louder.I notice her enter the roo m：Have a summary吾（五）看（see. watch.notice.observe.look at）三室（使）(let.make.have)，两厅（听）(hear.listen to),一感觉feel，不太土toStep4 ProductionAsk the Ss to finish exercisesStep5 Homework课题Unit 6 Grammar 课时课型新课教学目标1.To master the constructions of to-infinitives for purpose and verbs+objects +to-infinitives.2.To understand and use them correctly.重、难点1.To master the constructions of to-infinitives for purpose and verbs+objects +to-infinitives.2.To understand and use them correctly.教学设计详案二次备课内容Step1. Show learning aims. (1')Step2. Guide students to learn and understand the construction of to-infinitives for purpose.1.Read the following sentences and say about to-infinitives in them.(3')(1).When she was six months old, she began to eat bamboo.(2).Please remember to bring your homework tomorrow.(3).We hope to get good grades in this midterm exam.(4).I often go to the market to watch the birds.(5).Now the Chinese government has made laws to prevent all these things.T says: 动词不定式不仅可以位于某些动词后做其宾语，如:(1).(2).(3),而且可以作目的状语。
八年级英语上册第六单元教学设计
八年级英语上册第六单元教学设计Unit6 I’m more outgoing than my sister.Section A (1a-----grammar focus)Outline:1. Analysis of teaching materials.2. Teaching aims and demands.3. Analysis of teaching and learning methods.4. Teaching procedures.part1 analysis of teaching materials1. Teaching content: this is the first period of unit 6 that centers aboutexpressing personal traits and comparing people. This part has function which links the preceding with the following.2. Teaching difficulty and emphasis:1、Help the students master how to compare two persons’ appearances andcharacters by using the comparative forms of adjectives.2、T o improve the students’ abilities in listening, speaking, reading and writing by learning this lesson.part 2 teaching aims and demands1. Knowledge aims:1、To learn the new vocabulary: outgoing, twin, calm, wild, serious, athletic .2、To study the comparatives with –r, –er/ier , y→i+er, 双写最后一个辅音字母+er , and more: taller , shorter, calmer, wilder, funnier, thinner, more outgoing,…etc.3、To study target language: Is that Sam? N o, that’s Tom. He has shorter hair than Sam. H e’s calmer than Sam. etc2. Ability aims:1、Be able to talk about characters of your own and others,correctly compare and give judgement.3.Moral aims:Pay respect to yourself and others .cultivate good personal traits.part 3 analysis of teaching and learning methods1.Teaching methods:1、“Task-based learning” with the help of useful situation to classify the task andgive different students different evaluations.2、To create a lively and vivid language environment.2.learning methods:A、T hrough some competitions to arouse the students’ interest.B、L et the students work in pairs or groups to learn the cooperative learning.C、to guide students to listen, speak, read .part4 teaching procedures :Step1: lead-in1、Listen to the theme song of the national games.Step7 Pair workPoint out the sample conversation in 2c，ask 2 students to read it in class. Then have ss make up similar conversations about the twins in the picture in pairs. Ask some pairs to act them out.(目的：在比较级句型陈述句的基础上进行句子的练习。
外研版初中英语八年级上册全册教学设计教案可编辑
外研版初中英语八年级上册全册教学设计教案外研版初中英语八上全册教案及导学案初二英语(上)Module 1 Unit 1 教学设计教材分析:Unit 1通过听、读、说训练,初步学习给别人提建议的方法。
其中活动1要求将所给表示学习活动的词汇分类;活动2要求根据录音判断对话主题;活动3?5听读包含建议的对话并完成填表、答问等任务。
活动6学习英语中的连读法;活动7根据提示口头练习给别人提建议的方法。
教学目标:To get to know the key vocabulary.To understand the dialogue 3.To be able to talk about the problems in learning English.教学重点:Key points: translate, correct, grammar, pronunciation, spelling, try to do,Why don’t you…? How about…教学方法Listening and speaking教具准备Tape recorder教学流程Teacher’s Activity Student’s Activity1.Warming-up 1.Ask the students to introduce themselves first,2.Tell them the importance of learning English and how to learnEnglish3.Say: Now we are going to learn a lot about English, such as grammar ,pronunciation, vocabulary, and how to listen, speak, write and read English. Now please look at activity 1 on page 2Ask students to read the words aloud and try to match them with the headings. It’s best if you cantell them something about each of the item. Make sure students understand each of the items And try to include the words in activity 2 as well!. Take “Grammar” for example:T: Grammar is part of English. It helps us form words and sentences. It helps us check our speaking and writing. For example, you can say “I am Daming.”, but you cannot say “I is Daming.” That’s grammarCheck the answers by asking some students to read the wordsIntroduce themselves first.Listen to the teacher to say about the importance of learning English and how to learn English.Read the words aloud and try to match them with the headings2.In putandpractice Talk about English learningT: English is a widely-used language. People in more than one hundred countries speak English. And many more countries take English as second language. Learning English is fun, and of course not an easy job. But what is in English? What are we going to learn about English? Do you know?Encourage students to speak out what they have in mindS: We’ll learn English letters and wordsS: We’ll learn to speak EnglishS: We’ll learn how to talk to foreigners Speak out What they are going to learn about English?3.Out Put 1. Listening 2First encourage students to tell the meaning of words in activity 2 and try to give some examples for each item, and then ask them to listen to the conversations and match themT: Next we are going to listen to some short conversations. In the conversations, Daming, Lingling and Miss Li are talking about English learning. Listen carefully and try to match these conversations with the words in the box in activity 2. But before this, can you first tell me the meaning of these words?Ask students to tell the meaning of these words either in Chinese or English and then listen to the conversationsCheck the answers. Ask students to try to give the reasons why they choose the words2. Listening and reading 3?5ListeningAsk students to listen to the conversation between Ms James and her students carefully with books closed. Then ask students to listen again and finish activity 4. Check the answers with the class.ReadingAsk students to work in pairs and read the conversation repeatedlyand then ask some pairs to act out the conversation. Then ask and answer the questions in pairsListen to the conversations and match them, tell the meaning of these words either in Chinese or English and then listen to the conversations again.Listen to the tape and finish activity 4.Read the conversation repeatedly and act out the conversation in pairs. Then ask and answer the questions in pairs4. Practice Speaking 6, 7Ask students to listen to and repeat the sentences in activity 6. T: When we speak English, we often read some syllables one ending with consonant and the other beginning with a vowel together. Now listen to the recording and repeat these sentencesAfter a few minutes, ask students to work in pairs and ask and answer the questions in activity 7Sample conversation:S1: What should I do to improve your grammar?S2: You should do more exercisesS1: What else?S2: Try to read more English books and newspapersS1: I’ll try toS2: And don’t forget to read some grammar booksS1: Thanks very much 1.Repeat the sentences in activity2.Work in pairs and ask and answer the questions in activity 7.5. Feedback Give suggestions. Use should, can or I t’s a good idea to…speak English more in classlisten to China Radio Internationalread aloud in the morningwrite new words in groupsread English newspapers Finish the following exercises and have a check.6.Summing-up7.Homework Read the conversation in activity 3 repeatedlyFinish activities 1-4 on page 112 in WorkbookGrade8 Module1 Unit2上课教师学生年级初二教材《英语》(外研社)初二上册课时Module 1 Unit 2教学设计课型Reading and writing教材分析本模块为本学期的第一课,教师要充分利用这一模块的内容,培养学生学习的计划性和策略性,从而有效的指导学生学习。
初中八年级英语上册语冀教版Unit 6 Go with Transportation! 教学设计
初中英语冀教版八年级上册第六单元Lesson 31：How Do You Travel?一、概述本课是冀教版第三册第六单元的第一课。
本单元的话题是交通方式。
本课是一个中等长度的对话，讲的是Danny，Brian和Jenny谈论各自喜欢的交通方式。
通过本课学习可以帮助学生唤起之前学过的与交通方式相关的一些语言知识，如：交通工具及交通方式的名称、对交通方式的询问、分别用动词take, ride, drive等和介词by表达出行。
八年级的学生在七年级时已经学了与交通有关的一些基础知识，因此学习本课比较容易。
我在授课开始时先设置了几个与学生旅游相关的话题，进而引出交通方式的主题。
接着以典型图片展示的方式复习交通工具的名称及相关语言知识。
之后，通过图片创设情景教授本课新单词。
由单词引入了与课文相关的观看视频并回答问题环节，然后听教学光盘中的短文录音并连线，帮助学生初步了解课文内容。
然后，我又通过PPT出示任务，让学生读课文判断正误和角色扮演，帮助学生完成课文内容的学习。
因为课文较为简单，因此我又设置了一篇与交通方式相关的拓展阅读，参照考试中任务型阅读的方式进行阅读训练，帮助学生在本单元的第一课就最大限度地摄入信息，为之后课文的学习做好铺垫。
二、教学目标1.知识与技能(1)掌握词汇及短语：hometown, Britain, seldom, rapid, on foot。
(2)能够运用所学知识就喜欢的交通方式的话题进行对话，训练学生听说读写的技能。
2.过程与方法(1)能够通过师生说、生生说和自主听读体验交际式英语教学的一般过程，掌握英语听说的基本方法；(2)能够通过小组角色表演，体验合作学习的过程和方法；(3)能够仔细倾听老师和同学的发言，有语言表达和与同学交流的愿望。
3．情感态度与价值观鼓励学生用英语表达自己的想法，表现自己，培养学生学习英语的自信、勇气以及小组合作意识。
三、教学资源1．冀教版八年级英语教材2．网络资源；配套教学光盘四、教学重点：1. 复习常见交通工具的名称及交通方式的多种表达。
人教版初中英语八年级上册Unit6 Section A (2a-2d)教学教案和教学反思
教学基本信息
学科
English
学段
初中
年级
八年级
单元
Unit 6
课题
I’m going to study computer science.
总课时数
6
课时
Section A (2a-2d)
课型
听说课
授课时间
教学目标及教学重点、难点
教学难点：
The usage ofbe going to be/ do.
教学过程(表格描述)
教学环节
主要教学活动
设置意图
Step 1
Review
(PPT 3)
1. Make Ss have a free talk about their intentions.
A: What are you going to be whenyou grow up?
Step2
Lead-in
(PPT 4-5)
1.Ask Ss to look at the pictures and make conversations .
-What is she/hegoing to be when she grows up?
-She/Heis going to be...
-How is she/hegoing to do that?
4. Have a pair workand talk about your plan.
5.Give a reportabout your planfor the future.
听力之后，用2c的句型练习表达Cheng Han未来的计划和打算。然后讨论自己的计划，熟练这个单元基本句型。
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教师学科教案[ 20 – 20 学年度第__学期]
任教学科：_____________
任教年级：_____________
任教老师：_____________
xx市实验学校
Unit6I’m going to study computer science教案
光华二中卫芳霞
teaching content: section a(初二英语上册第十单元) aims and demands:
(1)four skilled words and phrases grow;grow up; programmer;computer
science;engineer;pilot;professional;act.
(2)learn to talk about future intentions(目标)
focal & difficult points:
master the target language below:
(1)—what are you going to be when you grow up? —i’m going to be (成为) a/an …
(2)—how are you going to do that?
—i’m gong to …
(3)代用动词短语do that 的使用。
teaching tools: pictures; a tape recorder.
teaching methods: lead-in method;listening method. teaching procedures:
step 1 greetings & revision
get two ss to greet the class as usual,and then give a
report each.
step 2 new words
1teach the ss how to read and spell the new words and phrases(8个).
2then get the ss to read them aloud again in chorus.
3at last ,let some ss write the new words or phrases on the bb,after the teacher wipes them out .
4clap the best big group.
notes:
5take acting lessons 上表演课
when he grows up (长大)，he wants to be an
engineer
/ a pilot / a teacher.
step 3 presentation
<一> questions and answers:
q:where are you going next week?
a:i’m going to my grandpa’s house next week.
q:how long are you staying?
a:i’m staying for two days.
q:what are you doing on saturday?
a:i’m playing tennis all day.
ps(附):we use –ing words to talk about things that are going to happen.
<二>t：am/is/are going to be a/an… want(s) to be
a/an…
“打算成为……人”
eg. i’m going to be a doctor = i want to be a doctor.
<三> ask the ss to learn the words.get the ss
to rank the jobs in 1a and make a survey.
【key:4→5→3→2→6→1】
<四>get the ss to listen to 1b and match the
items in 1b.then listen again and check the
answers with the whole class.
【key:1.b;2.c;3.d;4.a.】
step 4 practice
<1>get the ss to work in groups using the
information from 1a like this:
s a: what are you going to be when you grow
up？
s b: i’m going to be a basketball player.
s a: how are you going to do that?
s b: i’m going to practice basketball every day.
<2>then check two groups of them.
<3>notes: do that 代用动词短语，用来替代前面所提到的动作或行为方式。
step 5 summary & homework
ask the ss to do some exercises in their workbooks.
※板书设计※
1．am/is/are going to be a/an… want(s) to be
a/an…
“打算成为……人”
2．代用动词短语：do/does/did that “做那事”
【用法：用来替代前面所提到的动作或行为方式。
】
3.take acting lessons 上表演课
4grow up 长大
eg:when he grows up，he wants to be a pilot. 5．—what are you going to be when you grow up? —i’m going to be (成为) a/an …
6．—how are you going to be a/an…?
do that ?
—i’m gong to +动原….
⊙作业设计⊙
根据下面的表格，完成对话：
name mike
what a computer programmer。