8A Unit4说课稿
人教新目标英语八年级上册Unit4SectionA(2a3c)课时说课稿
（一）教学策略
在本节课中，我将采用交际型语言教学法作为主要教学方法。这一方法的理论依据是交际语言教学法，它强调语言的交际功能，提倡在真实的语言环境中进行教学，让学生通过交流实践掌握语言知识。此外，我还将结合任务型教学法，设计各种任务活动，引导学生积极参与，提高他们的语言运用能力。
（二）媒体资源
3.课堂游戏：设计“情感猜猜看”等游戏，让学生在轻松愉快的氛围中巩固所学知识。
（四）总结反馈
在总结反馈阶段，我将采取以下措施：
1.引导学生自我评价：让学生回顾本节课所学内容，对自己的学习情况进行评价，找出自己的优点和不足；
2.同伴评价：鼓励学生相互评价，提出建议和意见，促进彼此之间的学习和进步；
3.教师评价：我将对学生的表现给予积极的反馈和建设性的建议，强调他们在学习过程中的努力和进步。
3.在实际情境中运用所学知识，学生需要克服紧张和恐惧心理，敢于开口表达自己的情感。
二、学情分析导
（一）学生特点
本节课面向的是八年级学生，这个年龄段的学生正处于青春期，他们活泼好动，好奇心强，具有一定的独立思考能力。在认知水平上，他们已经具备了一定的英语基础，能够进行简单的英语交流和表达。学习兴趣方面，他们对新鲜事物充满好奇，喜欢通过游戏、歌曲等形式学习英语。然而，在学习习惯上，部分学生可能还存在依赖心理，需要教师在课堂上进行引导和督促。
（二）新知讲授
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
1.首先，我会呈现本节课的情感类词汇，并通过示例句型展示它们在实际情境中的应用；
2.其次，我会引导学生观察和总结一般现在时态的句子结构，强调主语、谓语动词和情感词汇的பைடு நூலகம்配；
3.接着，通过PPT、视频等教学资源，展示不同情境下情感的表达，让学生在真实语境中感受和学习；
八年级英语上Unit4(1a-2d)说课稿 人教新目标版 教案
新目标八年级上Unit 4(1a—2d)说课稿[此说课稿件为集体成果，老师们都付出了艰苦的劳动]Hello, everyone. I’m Zhao Weicheng , I am from No. 7 Middle School. Now I’ll say Section A(from 1a to 2d) of Unit 4 in Go For It. I’ll prepare to say the lesson from four parts.Part One Analysis of the teaching material(一) Status and function1.This is an important lesson in this unit and in this book. In this lesson, the Ss learn the way of transportation, such a topic is related to their daily life, so it can raise their learning interests and improve their spoken English.(二) Analysis of the studentsMost students have taken a great interest in English now, they enjoy learning English.(三) Teaching aims and demands1.Knowledge Objects(1)To make the Ss know how to use the sentences “How do you get to school? How does he get to school? How long does it take?.” Let the Ss be able to answer the questions above.(2)To study the new words “take , subway, train, forty, fifty ……”etc. by learning the dialogue of this lesson.2.Abillity Objects(1) To develop the Ss’ abilities of listening ,speaking ,reading and writing.(2) To train the Ss’ ability of working in pairs.(3) To develop the Ss’ abilities of communication by learning the useful structures.3.Moral ObjectsTo enable the Ss to work with others and help each other.(四) Teaching key and difficult points1.Key points(1)To help the Ss to communicate with each other.(2)To enable the Ss to study in groups and co-operate skillfully.2.Difficult pointsDistinguish the use of “take”.(五) Teaching AidsTape recorders, picturePart Two: The teaching methodsmunicative teaching method2.Task-based teaching method.To use these methods is helpful to develop the Ss’ thoughtPart Three: Studying ways1.Teach the Ss how to be successful language learners.2.Teach the Ss how to communicate with others.Part Four: Teaching procedureStep 1 Warm-upFree talk between the Ss. What are you doing this Sunday? What is he doing tomorrow ? In this course, I’ll ask them to make a dialogue group by group, find out which group makes the best dialogues.Purpose of my designing: I think it’s important to form a better English surrounding for Ss, and it’s necessary to provide situation to review learned knowledge.Step 2 PresentationLet the Ss look at the picture and answer the following questions: What is the boy doing? Does he often ride a bike to get to school? How do you get to school? Then I write down the sentence on the blackboard. I help the students to answer “take the subway, take the train”Ask the Ss to complete 1a, then check the answers with them.Before I play 1b for the Ss, I ask the Ss “ How do you get to school?”, I want them to remember the ways of transportation. Then I ask one student to read the names of 1b, and I play 1b, let the Ss complete 1b.In order to improve their reading abillity, I ask the students to read the tape scripts of this part..Step 3 Pair workAsk two Ss to read the conversation, then let the Ss practice in pairs. After that ,ask them to practice in groups like this:A: How do you get to school? B: I take a subway.C: How does B get to school? D: He takes a subway.Encourage them to use different words and find out the best group.Step 4 PresentationTell the Ss that different ways of transportation takes different time . If I take a bus , it takes me 20 minutes; If I ride a bike , it takes 40 minutes; If I walk, it takes 50 minutes. Then let the Ss listen and repeat. Make sure the Ss read the words correctly.Let the Ss complete 2b, and read the numbers aloud. Check one by one.Step 5 Listening practiceIn this step, first I ask the Ss to name the five ways of transportation, next just listen to the tape, listen again, check the kinds of transportation that you hear.Listen for the third time, match the times with the kinds of transportation.While the Ss listening, I go around the classroom and help the Ss who have trouble in listening.Step 6 PairworkLet two Ss read in pairs, make sure they have no problems in understanding the conversation. Maybe they can’t distinguish the use of “take”. Ask them to discuss in groups, then find out the difference between th em. Write down “How long does it take ?”on the blackboard.After that, let the Ss make a conversation about how they get to school.In this way , the Ss can learn how to communicate with each other.Step 7 Sum upAsk the Ss to sum up in groups, then tell the whole class.Step 8 HomeworkTransportation problem is more and more serious now, have you got good suggestions? Write a letter to the mayor of Jiaozhou, 80 words.On the blackboardUnit 4 How do you get to school?take the train How do you get to school? fortytake the subway I ride my bike. fifty Walk How does he get to school? sixty ride the bike He walks to school. eighty take the bus How long does it take? ninetyIt takes about forty minutes. hundred。
人教版八年级上册Unit4说课稿
太平镇三中 黄冰
一、教材分析 1.教材的地位、作用及前后联系： 教材的地位、作用及前后联系： 教材的地位 ● 新目标英语八年级上册第 单元第一课时。 新目标英语八年级上册第4单元第一课时。 单元第一课时 话题：交通工具，贴近学生的实际生活。 ● 话题：交通工具，贴近学生的实际生活。 ● 与第 单元联系紧密，承接上一单元的假期计 与第3单元联系紧密 单元联系紧密， 划，可增加交通工具扩展他们对假期计划的 安排。 安排。
Step 7 综合运 A: How do you get to school? 用： survey B: I ride my bike.
Name
Yang Nan
How does he/she get to school? She rides her bike.
Step8 Pairwork：国庆节即将来到，假如 ：国庆节即将来到，
4.重点和难点： 重点和难点： 重点和难点 根据本课的教学内容及在本单元中的地位， 根据本课的教学内容及在本单元中的地位，与学生 的实际情况， 的实际情况，制定以下的重点与难点 重点： 重点： 引导的特殊疑问句； 以how引导的特殊疑问句； 引导的特殊疑问句 -- How do you get to school ？ -- I take the bus . -- How does he/she get to school？ ？ -- He/She takes the train. 难点： 难点：各种交通工具的表达方式
• 词汇 transportation，take the bus， 词汇： ， ， train，walk, bike, subway, boat, plane, ， motorbike • 句型：-- How do you get to school? 句型： -- I take the train, etc. -- How does she get to school? -- She takes the train, etc.
新目标（人教版）八年级上册Unit4说课稿[优秀范文五篇]
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新目标（人教版）八年级上册Unit4说课稿[优秀范文五篇]第一篇：新目标(人教版)八年级上册Unit4说课稿一、教材分析（一）单元内容分析本单元是人教版《义务教育课程标准实验教科书英语（新目标）》八年级上册第四单元。
课题是howdoyougettoschool?本单元的话题是“transportation”,通过单元学习，让学生学会“talkabouthowtogettoplaces”理解并掌握如何用howlongdoesittake?和howdoyougettoschool?howfarisit?句型的提问和回答，让学生学会谈论自己日常上学的经历，并且学会正确使用交通工具和数字的英文表达。
同时培养学生的交通安全意识。
sectionb(3a,3b,3c，4)是本单元的第四课时，是本单元的读写课，目标是指导学生阅读和写作入门，以及培养学生良好阅读习惯和对文章结构的整体感知能力，从而为今后的高级写作奠定基础。
整个单元的前面的学习都是为这一课的学习埋下伏笔。
（二）教学目标根据新课标的要求和教学内容的特点，制定以下的教学目标：1．知识目标：（1）重点词汇和短语：bike,subway,bus,train,car,walk,northamerica,part,thing,other,dep endon,river,boat,byboat,must,more,than.（2）重点句式：moststudentsgotoschoolbycar.somestudentstakecarstoschool.2．能力目标：（1）学会猜测标题，初步了解文章内容；（2）学会“略读”，寻找文章的主要大意，从而提高学生快速捕捉信息的能力。
（3）学会“查读”寻找文章的细节信息，从而进一步理解文章内容。
（4）正确写出搭乘何种交通工具的表达语句。
3．德育目标：通过教学，让学生了解并比较不同国家的学生是通过什么方式上学的，从而提高学生的文化意识。
人教版八年级上Unit4SectionA(2d3c)说课稿
（一）教学策略
在本节课中我将采用任务型教学法、情景教学法和合作学习法为主要教学方法。这些方法的选择基于以下理论依据：
1.任务型教学法：该方法以学生为中心，关注学生的实际运用能力。通过设计各种真实、有意义的任务，激发学生的学习兴趣，引导他们在完成任务的过程中自然地运用目标语言，从而提高学生的语言运用能力。
（1）通过小组合作、讨论，培养学生的合作意识和团队精神；
（2）通过听力、口语、阅读等多种实践活动，提高学生的英语综合运用能力；
（3）培养学生自主学习、探究学习的能力。
3.情感态度与价值观目标：
（1）培养学生热爱生活、珍惜时间、积极向上的生活态度；
（2）引导学生认识到良好生活习惯对身心健康的积极影响；
1.利用多媒体展示一组关于不同国家和地区的日常生活习惯的图片，让学生观察并猜测图片中人们的习惯和活动。
2.邀请学生分享自己的日常习惯，如早晨锻炼、晚上阅读等，引导他们用英语进行简单描述。
3.通过提问方式，如“What do you usually do in the morning/afternoon/evening?”，激发学生对本节课主题的兴趣，为接下来的教学内容做好铺垫。
2.生生互动：组织小组讨论、角色扮演等活动，鼓励学生相互交流、合作，共同完成学习任务。
3.课堂竞赛：设计小组竞赛，激发学生的竞争意识，提高他们的学习积极性。
4.评价与反馈：鼓励学生相互评价，培养他们的批判性思维和自我反思能力。
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将采用以下方式导入新课：
教学难点为：1.对一般现在时态的理解和应用；2.在实际情境中灵活运用所学词汇、句型和短语进行表达；3.培养学生用英语进行思考、讨论的能力。
八年级英语上册-人教版-Unit4说课稿
八年级英语上册-人教版-Unit 4 说课稿一. 教材分析人教版八年级英语上册Unit 4主要围绕着“询问时间和谈论日常活动”这一主题展开。
本单元通过介绍日常生活中的活动和时间安排，帮助学生掌握询问时间、表达日常活动以及谈论未来计划的基本句型和词汇。
教材内容丰富，包括课文阅读、语法讲解、听力练习和综合技能训练等，旨在提高学生的综合语言运用能力。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但学生在实际运用英语进行交流时，往往因为害怕犯错而不敢开口，特别是在询问时间和谈论日常活动这一方面，容易受到母语的干扰。
因此，在教学过程中，需要关注学生的心理素质，鼓励他们大胆开口，提高英语实际运用能力。
三. 说教学目标1.知识目标：学生能够掌握询问时间、表达日常活动以及谈论未来计划的基本句型和词汇。
2.能力目标：学生能够在实际情境中运用所学知识进行流畅的英语交流，提高综合语言运用能力。
3.情感目标：培养学生对英语学习的兴趣，增强自信心，培养良好的学习习惯。
四. 说教学重难点1.重点：询问时间、表达日常活动以及谈论未来计划的基本句型和词汇。
2.难点：如何运用所学知识在实际情境中进行流畅的英语交流。
五. 说教学方法与手段1.交际法：通过模拟真实场景，让学生在实际交流中掌握所学知识。
2.任务型教学法：通过完成各种任务，提高学生的综合语言运用能力。
3.情境教学法：创设各种情境，帮助学生理解和学习英语。
4.多媒体教学手段：利用多媒体课件、视频等资源，丰富教学内容，激发学生学习兴趣。
六. 说教学过程1.导入：通过与时间相关的歌曲或故事，引出本课主题，激发学生学习兴趣。
2.新课呈现：介绍本课的基本句型和词汇，通过图片、实物等辅助手段，帮助学生理解和记忆。
3.实践环节：模拟真实场景，让学生在实际交流中运用所学知识。
4.听力训练：播放与本课主题相关的听力材料，提高学生的听力技能。
5.综合技能训练：通过完成各种任务，提高学生的综合语言运用能力。
牛津译林版英语8AUnit4全套教案
Step 4 Homework.1. Read the article fluently, memorize the vocabulary, phrases and senten ces.2. More able students to recite the text.3. Finish the relative exercise.教学反思sentence. Pay attention to your pronunciation and inton ati on. Play the tape. Show some key words and phrases in each paragraph. 3. Prese nt all the key words and phrases. T: Close your books, please. Use these key words and useful phrases to retell the article. Paragraph 1: be crazy about, repair, decorate, look terrible Paragraph 2: a brighter light, make a mistake, power cut, put up a picture, hit a pipe, fill …with …Paragraph 3: living room, boring, paint …blue,ceiling, floor, cat Paragraph 4: a shelf, above, spend five hours, not stay, much higher Paragraph 5: buy, advise, make him an gry, atte nd less ons, know much more 4. T: Can you retell Suzy ' s story about her cous in in your own words? Praise ss who can organize their Ianguage well and retell the article flue ntly. phrases. Retell the paragraph paragraph. Retell the article.article bywhole 总课时 第3课时总课题 Unit 4 Do it yourself总课时8 第5课时 课题Grammar B课型New教学目标1. To master the new words.2. To use should/had better to give advice.3. To use should/had better to give advice in correct con text. 教学重点 1. To use should/had better to give advice.2. To use should/had better to give advice in correct con text.教学难点 As above.教学准备 Computer Pictures Notebook课前预习Go through the part and try to lear n some new words by heart.教学过程教师活 动学生活动备课札记教学反思 Want to broke n pipe ) Don / t know cut ) We (建议（修理坏掉的水管 ）. how to deal with (停电 ）you （修一门课程repair the(a power in DIY .(advise , take a course ) You can ( 上课 )every weekend . ( attend lessons )Call us on 88221546 .Step 4. ActivitiesEnjoy DIY :Ask Ss to work in groups ,according to the teacher / s in struct ions to do their DIY jobs A : Having a discussion in groups Group 1 : making a lovely en velope Group 2 : making a birthday card Group 3 :pa in ti ng the paper B: Group prese ntati onStep5 ExerciseFinish the relative exercise. Homework 1、 To recite the text . 2、 Write a passage about how to do your DIY jobs (such as painting a room , fixing a bicycle , making cakes, repairi ng computers ) 3、 P review GrammarListe n and pay much attention to the main poi nts.Try to finish some exercise.Sandy and her mum are talking about what to eat for lunch. 2. Play the tape.Are san dwiches quick and easy to make ? What do they put on the bread?Do they just n eed one piece of bread?3. Play the tape and ask ss to repeat after the tape.4. Work in pairs: Work in pairs. It ' s your turn to make similar dialogues. Talk about what you can make for lunch. You can use Sandy and her mother ' s con versati on as a model. Homework1. Memorize words, phrases and sentences.2. Recite Speak up.3. Preview Study skills.总课题 Unit 4 Do it yourself总课时8 第7课时 课题Study skills课型New教学目标 1. To add un-,i n-and im- to form a new word.2. To use adjectives with un-,i n-and im- to express n egative meanin gs.教学重点 1. To add un-,i n-and im- to form a new word.2. To use adjectives with un-.i n-and im- to express n egative meanin gs.教学难点 As above.教学准备Computer Pictures Notebook教学反思Fin ish the exercise.课前预习Go through the part and try to lear n some new words by heart.教学过程教师沽动学生沽动备课札记Step 1 Lead in1. T: We' ve learnt a lot about Suzy ' s cousin. He loves DIY very much. What happens every time he does DIY?2. P rese nt more questi ons,(1) What happen to the cat when Suzy' s finished painting the whole living room blue?(2) C ould Suzy put the books on the shelf made by her cous in?(3) W hy did Suzy' s cousin feel unhappy when Suzy advised him to take a course in DIY?⑷ Is Suzy also weak at DIY?3. T: We know Suzy is good at DIY. Her mother' s birthday is coming. Do you know what he decided to give her mother? Did she do some DIY?En courage ss to guess the possibility.Step 2 Reading1. T: Suzy made a birthday card at the weeke nd. Liste n to her diary entry carefully and find the answers to these questi ons.(1) Why didn ' t Suzy make the card at home?(Because she wan ted to keep it secret.)(2) Did Sandy help?(Yes. Sandy helped her with the draw in g.)(3) How long did Suzy and Sandy spe nd making it?(They spe nt two hours making it.)(4) What mistakes did Suzy keep making whe n work ing onit?(She kept spelling the words wrong because she was too excited.)(5) What colour did she use for the roses?(She coloured them red, blue and pin k.)(6) Did they make a mess in the house?(Yes. There was paint on everyth in g.)2. Play the tape.T: Open your books and turn to page 52, please. Let ' s repeat after the tape sentence by sentence.3. Ask ss to read the article paragraph by paragraph and think over the content of each paragraph.4. Make ss un dersta nd the content of a diary.Para 1: The reas on why Suzy made a birthday card.Para 2: How she made the card.Para 3: What happe ned in the end.Para 3: Suzy' s hope.Step 3 Writing1. Ask ss to turn to page 53, part B.T: Write your own diary entry about one of the DIY jobs you did. Use the diary entry in Part A as a model and use the useful expressions on page 52 to help you 1 ook atS:Something terrible happe n.S: It was also pain ted blue.S: No, the books couldn ' t stay there because one end was much higher and higher.An swer.An swerthes equestio ns.Liste n and repeat. Read and think over.。
人教版八年级英语下册Unit4SectionA说课稿
（3）通过听力训练，提高听力理解能力。
（4）通过口语练习，提高口语表达能力。
2.教学难点：听力训练中的信息捕捉，以及口语练习中的合作与沟通。
具体难点：
（1）在听力训练中，如何快速捕捉关键信息，理解听力材料。
学生在学习本节课之前，可能已经具备一些前置知识或技能，如基础的英语词汇量和简单的听力理解能力。然而，以下学习障碍可能存在：
前置知识不足：部分学生对自然灾害相关词汇的掌握可能不足，影响对听力材料和口语练习的理解。
学习方法不当：学生在听力训练中可能缺乏有效的信息捕捉策略，导致听力理解困难。
学习态度问题：学生对英语学习的态度可能影响学习效果，缺乏积极性的学生可能在口语练习中参与度不高。
4.口语练习：学生两两配对，使用所学词汇和句型进行对话练习。
（四）总结反馈
在总结反馈阶段，我将采取以下措施引导学生自我评价并提供有效的反馈和建议：
1.鼓励学生自我反思：让学生思考自己在课堂上的表现，包括学习态度、参与程度和知识掌握情况。
2.提供具体反馈：针对学生的表现，给出具体的表扬和建议，帮助他们认识到自己的优点和需要改进的地方。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我将设计以下巩固练习和实践活动：
1.小组讨论：学生分组讨论如何在自然灾害中保护自己和他人，鼓励他们使用所学词汇和句型进行交流。
2.角色扮演：学生扮演不同的角色，如救援人员、受灾群众等，进行情境模拟，练习使用所学知识进行对话。
3.听力任务：播放一段关于自然灾害的听力材料，让学生完成相关任务，如填空、回答问题等。
认知水平：学生的认知水平逐渐提高，能够理解抽象的概念，具备一定的逻辑思维能力，但在复杂问题的解决上仍需引导。
人教版八年级英语上册Unit4单元说课稿
三、教学方法与手段
（一）教学策略
我将采用任务型教学法、情境教学法和合作学习法作为主要教学方法。选择这些方法的理论依据如下：
1.任务型教学法：该方法以学生为中心，注重培养学生的实际语言运用能力。通过设计各种真实、有意义的任务，激发学生的学习兴趣，引导学生积极参与，提高课堂互动性。
本单元共分为三个课时，第一课时主要学习一般过去时的基本概念和构成；第二课时通过具体语境，让学生运用一般过去时描述过去发生的事情；第三课时则是对前两课时的巩固与拓展，让学生在实际情境中运用所学知识。本节课为第二课时，重点在于让学生在实际语境中运用一般过去时描述过去的事情。
（二）教学目标
1.知识与技能目标
2.设计更多针对性练习，帮助学生巩固动词过去式的变化规则；
3.优化课堂互动设计，提高学生的参与度和合作效果。
课后，我将通过以下方式评估教学效果：
1.观察学生在课堂上的参与程度和练习完成情况；
2.收集学生的作业和作文，分析其对一般过去时的掌握程度；
3.通过课后访谈，了解学生的反馈和建议。
具体的反思和改进措施包括：
3.创设情境，展示一般过去时的句子结构和用法，让学生在实际语境中感受、理解一般过去时。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习或实践活动：
1.小组合作：让学生分组，根据所给话题，运用一般过去时进行对话练习，相互纠正、改进。
2.口语表达：邀请学生上台展示，用一般过去时描述自己的过去经历，提高学生的口语表达能力。
五、板书设计与教学反思
（一）板书设计
我的板书设计将采用以下布局和风格：
1.布局：板书分为左右两部分，左侧为主要知识点，包括一般过去时的构成、动词过去式的变化规则等；右侧为示例句子和练习，用以展示知识点的应用。
Unit4说课稿
新目标八年级英语上册unit4(3a---3b)说课稿双庙明德学校王青松今天我说课的内容是新目标英语八年级上册Unit4 How do you get to school？第二课时。
（一）本课为新目标八年级上册第四单元的第二课时。
本单元的中心话题是“transportation”,它与学生的日常生活紧密联系在一起的本课的教学围绕“谈论如何去上学”这一话题展开教学，引导学生通过本课的语言素材看图说话、句型操练、实际描述，对话表演使学生学会用英语。
本课还学习以how引导的特殊疑问句，通过问答训练，进一步提高学生听、说、读、写综合素质能力。
（二）远程教育的资源内容丰富、形式多样，具有很强的实用性及移植性。
为了合理运用远程教育资源提高课堂教学效果和教学质量，加强资源应用，形成学资源、用资源、研究资源的良好局面，让远程教育资源走进课堂，面向全体学生。
我充分结合远程教育资源提供的文本案例确立了以下教学目标：(知识目标、能力目标、情感目标、学习策略目标)，同时，根据英语教学大纲规定的听、说、读、写的训练要求，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，我进一步扩展了教学目标的范围，又根据我国国情和外语教学大纲的要求，根据现阶段外语教学的素质教育的要求具体了所授课程的细致目标。
1．知识目标（1）掌握新单词：subway train（2）掌握以how引导的特殊疑问句的问答How far is it from A to B? How long does it take?2.能力目标提高学生听，说，读，写，综合运用知识的能力。
3．德育目标发挥学生的潜能，能谈论自己及周围人的上学，上班，回家，或旅游的交通方式，调动学生应用英语的积极性，学会关心别人。
（三）重点和难点：根据本课的教学内容及在本单元中的地位，与学生的实际情况，结合资源提供的案例文本内容，制定了重点与难点内容,如以how引导的特殊疑问句为重点。
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《 Unit4Do it yourself》说课稿说课人：夏敏一、说教材教材的地位与作用本节课围绕“DIY”展开的，“DIY”是英文do-it-yourself的缩写，意为“亲力亲为，自己动手做”。
这是一个与我们生活息息相关的话题，它代表的是一种自己动手去做、用心体验并享受其中的快乐的精神。
这样的话题非常利于学生参与课堂，教师可充分利用身边的素材，带领学生在玩中学，在乐中学。
本单元的reading可以充分利用话题时代性强这一特点，激发学生兴趣，通过单元基础知识回顾来做铺垫，通过Suzy所写的日记学习相关表达、句型，进而为后面的task写作提供素材。
1.教学目标分析根据《新课程标准》总体目标的具体要求，结合本单元第二课时的教材内容，我的教学目标分解为知识目标、能力目标、情感目标知识与技能：1.Learn en words and phrases in Reading.2.Get the stuwdents understand the passage.过程与方法：Develop the students’reading ability.情感、态度与价值观：To be creative.2.教学重难点1.To master the language points in this passage.2.To retell the passage.二、学生情况分析八年级学生已学了一年多的英语了。
他们已经有一定英语知识，语言技能和语言实际运用能力，也具有一定的思维能力、想象力、创新精神等综合素质发展。
虽然他们知道一些英语，但是有些同学学得并不好，他们害怕在别人面前大声说英语。
因此我在进行教学设计时，以任务型教学为主要教学方式，设置两人活动，小组活动，让学生互批，倡导自主学习、合作学习、探究学习，充分发挥学生的主观能动性。
三、说教法与学法1.教法创设情境法、口语交际法、Pairwork、任务教学法、通过创设开放式教学情境使学生在具体的语言环境中感受,进一步对课文内容进行巩固。
2、学法这是一堂阅读课，所以在课堂中运用多种方法促使学生多读、多说，形成自主、合作、探究性学习，学生在互动、交流的活动中建立起自信，享受到学习的快乐，得到相关的知识，培养学生对英语运用的实践能力，让他们成为学习的主人。
四、说教学过程Step 1 GreetingGreet the whole class as usual.Step 2 Checking homeworkShow students useful expressions in Chinese in this article and ask them to put them intoEnglish .【设计意图】让学生通过检查学生预习，了解学生对本课的部分生词，短语和句型掌握情况，使其能顺利的阅读文章。
Step 2 Presentation1. PreviewT: Before we read the text, try to answer the two questions by predicting.What’s the article mainly about?Is he good at doing DIY?2. Go through the article quickly, and put it into 3 partsT: Let’s check the answer. The first part includes paragraph one. The second part includes paras 2-4. And the third part is para 53. Read through the article again and try to find the main idea of each partPart 1: Introduction of AndrewPart 2: Andrew’s DIY jobsPart 3: Advice from Suzy4. Read the article again and decide whether the following sentences are true or falseSuzy’s cousin loves doing DIY.Suzy’s cousin failed to put in a new light in his bedroom.Suzy’s cousin put a picture on a pipe.Suzy’s cousin thought the cat was boring, so he painted it blue.It took Suzy’s cousin only a few minutes to put up the shelf on the wall.Suzy’s cousin wants to get better at DIY.5. Find out more about the details of the text(1) Find out what Andrew has doneT: Now you see why Andrew’s house looks so terrible? Because he isn’t good at doing DIY. When doing DIY, he caused many problems. Now let’s see what Andrew has done andwhat problems he caused. Try to fill in the form one by one.He put in a brighter light in his bedroom, but his whole house had a power cut.He put up a picture on his bedroom wall, but he hit a pipe and filled the room with water.He painted the wall blue, but the living room has not only blue walls but also a blue ceiling and floor,. Even his cat is blue now.He spent five hours putting up the shelf on the wall. But the books couldn’t stay there. Why? Because one end of the shelf was much higher than the other.(2) Find out what is Suzy’s adviceT: Since Suzy’s cousin Andrew caused so many problems in the course of doing DIY, Suzy wanted to help. What did she do? (She bought books about DIY for him and advised him to take a course in DIY) What was Andrew’s reaction? (He was very angry.) What does he say? (He says he already knows everything about it.) What does Suzy have to do? (She is reading all the books herself and attending lessons every Saturday.) What is the result? (She knows much more about DIY than Andrew.)【设计意图】让学生根据课文内容填写表格，以检测学生对课文的理解和概括能力。
通过划分课文部分、判断对错、填表格等方式让学生能够充分掌握课文主旨大意和细节。
Step 3 Practice1. Complete the dialogue between Suzy and Andrew according to the last part of the articleSuzy: I bought some books about DIY for you.Andrew: Books? I don’t ________________Suzy: But I think you should learn something about DIY. Maybe you should _________. Andrew: Are you joking? _______________.A month laterSuzy: Look, I made …by myself.Andrew: How can you make it?Suzy: Because ________________.Andrew: ….2. Fill in the blanks with the correct words according to the articleAndrew is ________ about DIY. He loves to ________ things and ________ his house. But When he finishes, the house always looks _________.Once he hit the pipe and the whole house had a ___________ and _______ the room with water. Last month, he painted the whole living room _______, including his cat.Another time, he helped me put up a shelf on the wall, but after he finished, the books didn’t ________ on the shelf.Andrew made a lot of ________, so I __________ him to take a course in DIY, but he didn’t follow my advice because he thought he already knew everything about the subject.【设计意图】进一步考察学生对课文的内容的掌握情况，同时引导学生进一步思考课文内容，为下一步的讨论作准备。