八年级英语上册_Unit6-Period1说课稿_人教新目标版1
八年级英语上UNIT 6说课稿
四、教法和学法
为使学生达到本节课我所设定的教学目标，我再从教法和学法上谈一谈：
我认为要上好一堂课，教师要认真分析教材，选择恰当的教法。新的课程观认为：英语教学要注重培养学生应用语言进行交际的能力，教学中应遵循“为用而学，在用中学，学了就用”的原则。基于本节课的特点，我重点采用任务型教学法，将布置任务进行小组交流活动贯穿整堂课。在教学过程中，我注意创设情境，采用多种教法通过听、说、读、写的训练
八年级英语上unit 6说课稿
Unit 6 I am going to study com新目标八年级（上）Unit 6 I am going to be a basketball player.（ Section A）的内容。下面我将从教材、教学目标、教学重难点、教法和学法、教学过程以及设计理念来说说本节课的教学设计。首先，我想对本节教材进行一些分析：
英语的课堂形式多以小组交流学习为主，这可以使学生形成良好的学习策略养成合作交流的好习惯。本节课通过学生谈论自己喜爱的职业，让学生有一个人生的价值趋向，
三、教学重、难点：
1) 重点：
目标词汇engineer、pilot 、computer programmer、actor、grow up
目标语言What are you going to be when you grow up? I’m going to be a\an? How are you going to do that? I’m going to do sth.
2) 难点：一般将来时be going to 中be 的具体形式和后面接动词原形的用法学生容易混淆. 学生根据自己喜欢的职业，运用所学知识谈论自己打算怎样做来实现目标则既是难点，又是能力训练点。
新目标英语八年级上册unit6说课稿[整理]
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新目标八年级英语上册Unit6第一课时说课稿双河民族中学刘凤琼一．说教材1．教材的地位与作用：这单元通过复习和学习一些关于职业的词汇，用be going to谈论长大以后打算做什么以及打算怎样实现目标，与七年级（下）Unit 4 I want to be an actor. 学习关于职业的词汇以及用want to be\do谈论将来，和八年级(上)Unit 3 What are you doingfor vacation? 用be doing谈论将来的打算有着密切的联系。
本课是这单元的第一课和重点课，学好本课将为进一步学习一般将来时打下良好的基础。
2．教学目标：(1).知识目标:掌握本课重点词汇computer programmer, computer science, engineer, pilot,本课主要句型：What are you going to be when you grow up? I’m going to be professional …．math hard.an engineer. How are you going to do that? I’m going to study语法：用be going to表示一般将来时。
(2).能力目标：培养学生应用英语谈论将来计划，提高学生听、说、读、写等能力。
(3).情感目标：通过谈论将来打算做什么以及准备怎样实现目标，让学生考虑自己的将来，及早为将来做好准备。
培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，善于合作，培养学生团结协作精神。
(4).教学重、难点：重点是掌握本课computer programmer, computer science, engineer, pilot, professional等重点词汇，What are you going to be when you grow up? I’m going to be an engineer. How are you going to do that? I’m going to study math hard.等重点句型和语法：用be going to表示一般将来时。
人教版新目标英语八年级上unit6说课稿
Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is I’m more outgoing than my sister taken from Unit 6 of Go for it English book 3. It is made up of seven parts.Part 1 Teaching MaterialIn today’s class we’ll talk about the section A of unit Six I’m more outgoing than my sister which is taken from Go for it English book 3 for the students of grade eight. This unit focuses on how to talk about personal traits and compare people. Students will learn some useful adjectives and expressions, at the same time, they can learn the change rules of comparative adjectives .Part 2:Teaching aims1. Knowledge aim:(1)Grasp the new words describing people's appearance and personalities.(2) Learn to talk about people's personal traits and compare people.2. Ability aim:(1) To develop the students’ abilities of listening, speaking, reading and writing.(2) To train the students’ ability of working in pairs.3. Moral aim:(1) Through different teaching methods to make students be interested in study.(2) Encourage the students to be more creative and try to make contributions to making new inventions in the future.Part 3 : Teaching important points and difficult points:1. Key points(1). Grasp the new words and phrases: calm, serious, smart, outgoing, athletic, twin, wild, more than, be good at(2).new structureSubject +be+ comparative degree+ than+ … …2. Difficult points(1).How to change adjective into comparative adjectives .(2).How to talk about personal traitsPart 4 : Teaching Aids1. Blackboard2. Chalk3. PPT4. The MultimediaPart 5 : Teaching MethodsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director；Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language. In this period, I’ll try to use three methods.Teaching method:Situational teaching methodCommunicative teaching methodTask-based teaching methodPart 6: Teaching procedureI have designed the following steps to train their ability of listening, speaking, reading and writing.The entire steps are:Lead-in, preparation, pair work, practice, summary and homeworkStep 1 Lead-inShow them some pictures and let them talk with each other, compare the pictures and find the differences between these pictures. For example, these two women ,which is thin, while the other is heavy. The other two pictures show that the girl is short and the boy is tall. In this way, we can lead to our topic today.Step 2: presentationThere are three parts in this step.First, In this part we will learn some new words /phrases, and cultivate the students’ ability of speaking and reading. The new words are outgoing, twin, calm, wild, serious, smart, athletic, note and so on .Second, I will lead the students to learn the dialogues ,and master the useful phrases and expressions .——Is that Sam?——No, that’s Tom. He has shorter hair than Sam .And the main structure we learn today is Subject + be + comparative degree + than+ … …Third, I will teach the student the change rule of comparative adjectives.Step 3: Pair workStudent A and Student B ,look at the chart.Then ask and answer the question about Tina and Tara.Step 4: PracticeIn this part, there are some choice questions. I will ask some students to answer the questions. In this way, I can check the students what they have learned in this class.Step 5: SummaryIn this part, I will review the new words and the main structure and how to use the change rules of comparative adjectives.Step 6: HomeworkWriting: Think of yourself two years ago. Write about how you are different now.Part 7: Blackboard DesignUnit 6 I’m m ore outgoing than my sister1、Word :outgoing twin calm wild serious smart athletic note mean more than in common be good at2、… … be +adj.比较级+than +… …At the end of the class, I will show two sentences about friendship and I want to the students can really know what these two sentences mean .。
人教版八年级英语上册Unit6SectionA1a1c说课稿
1.针对学生掌握不足的知识点，进行有针对性的复习和强化；
2.根据学生的反馈，调整教学方法和策略，提高教学效果；
3.注重课堂互动的均衡性，关注全体学生的学习需求。
2.在课堂上适时更新板书，避免一次性呈现过多信息；
3.使用不同颜色和符号强调重点，帮助学生快速理解和记忆。
（二）教学反思
在教学过程中，我预见到以下可能出现的问题或挑战：
1.学生在疑问句结构的使用上可能存在困难；
2.部分学生对频率副词的用法区别不够明确；
3.课堂互动中可能存在学生参与ቤተ መጻሕፍቲ ባይዱ不均的问题。
为应对这些问题，我将：
3.预习下一节课的内容，提前了解相关知识。
作业的目的是巩固所学知识，提高学生的实际应用能力，培养学生自主学习的好习惯。同时，通过作业，教师可以了解学生的学习情况，为下一步教学提供参考。
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、中、右三个部分。左侧列出主要动词短语和词汇；中部呈现一般现在时态的肯定句、否定句和疑问句结构；右侧展示频率副词的用法区别。
3.激励评价：对学生的每一次进步给予及时、积极的评价，增强学生的自信心，激发学习动力。
4.互动游戏：设计富有创意的互动游戏，让学生在轻松愉快的氛围中学习，提高学习效率。
5.课后实践：鼓励学生将所学知识运用到日常生活中，进行课后实践，增强学习的实际意义。
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：
本节课的主要知识点包括：1.一般现在时态的肯定句、否定句和疑问句结构；2.日常生活中常见的动词短语，如brush teeth, wash face, do homework等；3.词汇：morning, evening, after school等时间状语，以及always, usually, often等频率副词。
人教版八年级英语上Unit6SectionA(1a1c)说课稿
2.完成练习册的相关练习，加深对一般现在时的理解；
3.观察生活中的餐馆和商店场景，尝试用英语进行描述，培养实际运用能力。
五、板书设计与教学反思
（一）板书设计
我的板书设计将以清晰、简洁和有助于学生把握知识结构为原则。布局上，我将采用分模块的方式，将餐馆和商店场景的交际用语、一般现在时的知识点以及相关练习分别呈现；内容上，我会突出关键词和重要概念，以简洁的文字和图示展示；风格上，我将采用生动、活泼的字体和颜色，增加板书的吸引力。板书在教学过程中的作用是帮助学生梳理知识点，强化记忆，提高课堂效果。为确保板书清晰，我会注意字体大小、行距和列宽的合理搭配，并在授课过程中适时调整板书的字体和内容。
四、教学过程设计（一）导入源自课为了快速吸引学生的注意力和兴趣，我将以一个真实的餐馆场景视频作为导入。视频中将展示一位顾客在餐馆点餐的过程，期间会用到本节课所要学习的一些交际用语。观看完毕后，我会提问学生：“你们能听懂视频中的一些对话吗？想不想学习更多类似的日常交际用语？”这样的导入方式能够激发学生的好奇心，使他们自然地进入学习状态。
2.过程与方法：通过听力、口语、阅读等多种方式，让学生在实际语境中感受、理解和运用英语；引导学生进行小组讨论、角色扮演等互动活动，提高他们的语言实践能力。
3.情感态度与价值观：激发学生学习英语的兴趣，培养他们积极、主动的学习态度；通过本节课的学习，使学生认识到学习英语的重要性，提高他们的综合素质。
（三）教学重难点
（四）总结反馈
在总结反馈阶段，我会引导学生进行自我评价，并提供有效的反馈和建议。首先，我会让学生回顾本节课所学的内容，提问：“你们觉得自己掌握了哪些知识点？还有哪些需要进一步改进的地方？”接着，我会根据学生的回答给予肯定和鼓励，并提出针对性的建议，帮助他们找到提升的方向。
英语人教版八年级上册Unit6说课稿
英语人教版八年级上册Unit6说课稿Unit 6 I’m going to study computer science.（Period1）说课稿一、教材分析：本单元的教学内容是人教版新目标八年级上Unit 6 I’m going to study computer science Section A的第一课时1a-2a , 是本单元的第一部分，主要内容是学习关于职业的单词以及be going to 的用法，用一般将来时谈论未来自己和他人理想的职业，为实现理想做出的打算和安排，目的是通过对人生理想的讨论使学生不仅对未来的憧憬，而且要从现在起为自己的理想而奋斗。
二、总体目标：1、知识目标：学习以下词汇，并要求学生能熟练运用。
computer programmer, engineer, bus driver, cook, pilot, scientist, violinist, pianist2、能力目标：要求学生熟练运用以下句型来谈论未来自己理想的职业，为实现理想做出的打算和安排，提高学生综合运用语言的能力。
A: What do you want to be when you grow up?B: I am going to be a/an…A: How are you going to do that ?B: I’m going to …3、情感目标：激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
三、教学重难点：1) 学习一般将来时态的构成方式。
2) 学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将来时态。
四、学情分析：本次教学面对的是普班学生，他们基础普遍薄弱，对学习没有很大信心。
所以本次教学中练习比较多，突出学生为主体，引导他们对未来生活的憧憬，培养学习英语的信心。
五、教学策略选择与设计基础英语阶段课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现学习目标，感受成功。
人教版八年级英语上册说课稿UNIT 6 Period 1 (Section A 1a-2c)
人教版八年级英语上册说课稿UNIT 6 Period 1 （Section A 1a-2c）一. 教材分析人教版八年级英语上册Unit 6 Period 1（Section A 1a-2c）的主要内容是关于野生动物的保护。
通过本节课的学习，学生可以掌握野生动物的名称以及保护野生动物的重要性。
本节课的主要语言点是野生动物的名称和形容词比较级。
本节课旨在提高学生的语言运用能力，培养学生的环保意识。
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，具备一定的英语听说读写能力。
但是，对于某些野生动物的名称和保护野生动物的重要性可能还不够了解。
因此，在教学过程中，教师需要帮助学生建立起新的语言知识结构，提高他们的语言运用能力，同时也要注重培养他们的环保意识。
三. 说教学目标1.知识目标：学生能够掌握Section A 1a-2c中关于野生动物的名称和形容词比较级。
2.能力目标：学生能够在真实情境中运用所学语言知识进行交流。
3.情感目标：学生能够认识到保护野生动物的重要性，培养环保意识。
四. 说教学重难点1.重点：学生能够掌握野生动物的名称和形容词比较级。
2.难点：学生能够在真实情境中运用所学语言知识进行交流，并能够理解保护野生动物的重要性。
五. 说教学方法与手段1.交际法：通过小组讨论、角色扮演等方式，让学生在真实情境中运用所学语言知识进行交流。
2.情境教学法：通过展示野生动物的图片和视频，引导学生理解和掌握野生动物的名称和形容词比较级。
3.任务型教学法：通过完成保护野生动物的计划，培养学生的环保意识。
六. 说教学过程1.导入：教师展示一些野生动物的图片，引导学生说出这些动物的名称，为新课的学习做好铺垫。
2.新课呈现：教师通过展示野生动物的图片和视频，引导学生学习和掌握野生动物的名称和形容词比较级。
3.课堂练习：学生通过完成练习题，巩固所学知识。
4.小组讨论：学生分组讨论如何保护野生动物，并完成一个保护野生动物的计划。
新目标英语八年级上Unit6-Period1说课稿
新目标英语八年级上Unit6-Period1说课稿Unit6 An old man tried to move the mountainsSection A(3a-3c)说课稿朱镇中心校代述菊各位评委，大家好。
今天我说课的内容是人教版新目标英语八年级上册的第六单元an old man tried to move the mountains 的第二课时。
我的说课包括：一说教材本节课承接上一节课的中国的神话故事愚公移山的故事。
进而一起来学习关于另一个神话故事即西游记的阅读。
本节课的教学目标为语言知识目标：学习掌握下列词汇：object, magic, stick, hide, tail, turn…into, excite, western. 阅读短文，能按要求找到相应的信息。
本堂课的能力目标是通过阅读提高学生们的阅读能力。
了解《西游记》中美猴王这一人物的大体情况。
情感态度价值观目标是多阅读中国传统文学名著，让学生们明白中国传统文化的博大、精深，并吸取中国传统文化中的精华本堂课的知识目标是指导学生学习有关人物特点的单词以及学习人物比较的重要句型。
教学重点是掌握本部分出现的生词和词组，达到熟练运用的目标。
通过阅读短文，获得相关的信息。
通过阅读练习，来提高阅读能力二说教法本堂课教学对象是八年级学生。
这一阶段的学生思维能力发展较快，自我意识增强，在情感方面他们能进行自我教育。
经过一年的新课程理念的熏陶及实践，学生已有了初步的自主、合作、探究和实践的能力。
所以我以英语新课标为理论，根据现阶段我校学生英语教学的基本学情为依据，结合八年级学生的心理特点和认知发展规律，采用了1.课堂互动法。
通过师生交流，生生交流，实现师生互动。
鼓励学生大胆发言，营造平等交流气氛，让学生成为课堂学习的主体。
2 .直观教学法。
通过用图片展示教学生词，加深学生对单词以及形容词比较级的认识，使抽象的语言变得直观。
3.任务型教学法即按学生需要取材，由内容决定形式以及以任务为载体，以完成任务为动力。
人教版英语八年级上册Unit6SectionA第一课时说课稿
1.教学重点：本节课的教学重点是学生能够掌握日常活动和学校课程的词汇，能够运用所学词汇询问和描述日常活动和学校课程。
2.教学难点：本节课的教学难点是如何帮助学生正确运用所学词汇和表达方式，进行流畅的英语交际。对于部分学生来说，可能存在听力理解困难，口语表达不准确等问题，需要教师在教学过程中给予针对性的指导和帮助。
这些资源和技术在教学中的作用是多方面的，它们可以提供生动的教学内容，激发学生的学习兴趣；可以模拟真实的语言环境，提高学生的语言运用能力；可以提供即时的反馈和互动，促进学生的参与和合作。
（三）互动方式
为了促进学生的参与和合作，我计划设计多种师生互动和生生互动的环节。在师生互动方面，我将通过提问、回答、讨论等方式与学生进行实时交流，了解他们的学习情况，给予及时的指导和帮助。在生生互动方面，我将组织小组讨论、角色扮演等活动，让学生在合作中学习，相互借鉴和提高。
板书在教学过程中的作用是多方面的，它可以帮助学生梳理和总结所学知识，提供直观的学习参考，同时也可以作为课堂笔记，帮助学生复习和巩固。为了确保板书清晰、简洁且有助于学生把握知识结构，我会提前进行精心设计和练习，确保板书的字体大小适中、颜色搭配合理，并且在教学过程中适时更新和调整。
（二）教学反思
在教学过程中，我预见到可能出现的问题或挑战，如部分学生对听力材料的理解困难、口语表达不准确等。针对这些问题，我将采取以下应对策略：对于听力困难的学生，我会提供额外的听力材料和辅导；对于口语表达问题，我会组织更多的口语练习和纠错活动。
4.提供积极的反馈和鼓励，让学生感受到自己的努力得到认可，激发他们的学习热情。
5.利用多媒体教学资源，如图片、视频等，丰富教学手段，提高学生的学习兴趣。
三、教学方法与手段
新目标八年级上Unit 6全英语说课稿初中英语
新目标八年级上Unit 6全英语说课稿初中英语A teaching plan speech for Section A of Unit 6Good morning, everyone.My name is Luo Beibei. Now I’ll talk about how to teach Section A of Unit 6 in Go For It for the students of Grade Eight. I’ll say it in four parts.Part I Analysis of the Teaching Material1. Status and FunctionThe conversation of this unit is about comparing people and personal traits. This is an useful expression_r for students.All the activities in this unit are helpful to raise students’ learning intere st. I’ll finish this section in two periods. This lesson I’ll teach Part 1, Part 2 and Grammar Focus. In Part 1, all the activities introduce the simple key vocabulary and the target language. These activities can help students learn how to compare people and tell some personal traits while practicing their skills of speaking, listening, shorthand, acting. In Part2, all the activities help students learn the difficult key vocabulary and use the target language more fluently. These activities can train their thinking, listening, speaking, writing, cooperating, etc. Grammar Focus shows 3 lists of adjectivesand comparative adjectives. The activities in this part can give students a chance to summarize the principles between adjective and comparative adjective by using their own wit. The grammar and the target language is the basis for students to learn the other contents of this unit. So it’s very important tolearn this lesson well.2. Analysis of the studentsStudents of their age are very active. They have strongthirst for knowledge and like to be challenged.3. Teaching Aims and DemandsThe teaching aims and demands are established according to Junior School English syllabus’ provision and theteaching material.(1) Knowledge ObjectIn this unit students learn to talk about personal traits andcompare people.Simple key vocabulary: calm, wild, thin, heavy, than.Difficult key vocabulary: smart, outgoing, athletic.Target language: Is this Sam? No, that’s Tom. He hasshorter hair than Sam.And h e’s calmer than SamGrammar: The comparative adjective(2) Ability ObjectTo train the students’ ability of listening, speaking, reading,andwriting.To train the students’ ability of shorthand, acting, thinking,conclusion, e(3)Moral ObjectEveryone has its own traits, whether you like or not, youshoudshow respect and find their beauties.4. Teaching ImportanceTo master the key vocabularyTo understand and use the target languageTo master the grammar of adjective and comparativeadjectiveOral practice5. Teaching DifficultiesHe has shorter hair than Sam. And he’s calmer than Sam.To enable the students to understand that they are the sentence patterns to talk about personal traits and comparepeople.To enable the students to use the target language.6. Teaching AidsMulti-media computer, Tape recorder, Software: PowerPoint or Author ware, clothes and masks. school thingsand so on. They wilbe needed in this lessonPart II The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3.”Task-based”teaching methodAs we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense ofthe E nglish language. So in this lesson I’ll mainly use “Communicative” teaching method,” Audio-visual”teaching method and “Task-based” teaching method.That is to say, I’ll let the students to get a better understanding of the target language master the vocabulary and grammar better. I’ll give the students some tasks and arrange several kinds of activities: watching pictures, writing, listening, making conversation, acting, group work and so on Teaching special features: To use these methods is helpful interest students and develop their thoughts.Part III Studying Ways1. Let the students master the key vocabulary better byguessing, acting, listening, using.2. Enable the students study English language byCommunicating, Describing, Listening.3. Let the students understand the grammar well bysummarizing the grammar rules by themselves.Part IV Teaching ProcedureStep 1 Chant and slogan before the class (1 minute) Ss: la la la ~~~Happy English! I enjoy, we enjoy!Step 2 Introduction (4 minutes)Show one picture which obviously shows one tallest students in our class. The picture has photoshopped to make the student seemed short in the picture. Then show another picture which shows one student who has the longest hair. And the picture is also photoshopped to make the student’s hairmuch shorter.Say: Is this Bella?No/YesWhy?（here students can use Chinese to express their reasons）While the student want to express their thought in English ,and they do not have learned the expression_rs, their desire for learning this part of knowledge will strongly beraised.Then, introduce the target language and give it an explanation in 2 aspects: grammar and the change of thepronunciation.After explanation, they can have rational knowledge to thetarget language.Step3 Using the target language (4 minutes)Practise the target language with long hair and tall. Students are allowed to speak slowly at the first time and alittle faster at the second time.This part, I give the student the chance to practice the target language. Improve their speaking.Step4 Simple key vocabulary and usage of target language(4 minutes)Guess the meaning of the simple key vocabulary (calm, wild, thin, heavy) while enjoying pictures. Describe the pictures by using the target language (that’s Tom. He has shorter hair than Sam. And he’s calmer than Sam) and the simple key vocabulary. I will choose some students to give their description of the picture, and the student can get 1 point as he dare to speak. Whether they are correct or not, I will encourage, praise them or give some pertinent suggestions.Pictures can attract students’ attention and guessing the meaning of the words help train the students’ thought. Using the target language by describing a picture shows another way of studying English. Giving students pertinent praise or advice will make the assessment worthwhile, cause different students get different assessments, not just good, excellent, wonderful.Step5 Listening and shorthand (4 minutes)Listen to the tape, and shorthand the key words. Then, write down the main information in the form of using the target language according to their own shorthand notes. When all have done with the work, I’ll give them the correct answers.And once again I will tell them the skills of shorthand.As shorthand is a useful skill in listening comprehension and modern society, students can learn and practise it fromnow on.Step6 Performance and communication (5 minutes)Divide the whole class into two parts. one part is for acting ,another part is for making a conversation. Deskmates make a group. Every performing group has a information card on which I have written down the key vocabulary and some hints about how to act. With a information card, the actors decide how to act well. While the actors are acting in front of the class, one of the groups from another part should make a conversation according to the performance. When the speaking group has finished their talk, the rest of the students which has divided into boys and girls are asked to repeat their dialogue. After all the students has showed and have gone back to their seats, there is one minute to grade all the groups with a chart on which there are 3 items (self-discipline, performing skills, speaking ) The chart is required to hand in, for I will conclude which group is the champion and will bring the result back the next class.Acting makes studentsunderstand the meaning of the key vocabulary better and attract the whole class. Making a conversation while some are acting, gives the student the circumstance to communicate with each other. Repeating the dialogues not only helps the rest of students’ discipline but also makes thempractice the target language as well. Grading their own performance is a new way and will make the students wannatry their best to perform well.Step7 Learn the difficult vocabulary by using the targetlanguage (4 minutes)Say: wanna watch flash?Learn difficult vocabulary (smart, outgoing, athletic) by watching short flash or DV. After each short video, student describes it by using the target language.Flash or DV will bring the climax of excitement. And considering about diversity I am not using pictures again.Step8 listening (8 minutes)Listen to the tape and finish the part 2a in the textbook. Before listening I will give a brief explanation of the question, and some advices for them to finish this task well.Step9 Consolidation of step4 and step7 (4 minutes)Show picture and ask the students to discover 8 different traits on two people in a picture within 2 minutes. You can discuss in groups and in English. And write the 8differences down in paper. At last, each group asks their representative to show their results in full sentence. Before the class I will repeat the rules that student and I all familiar with. Rules: 1) keep your voice at a moderate decibel so as to not disturb other classes, and learn to respect and listen attentively.2) discuss in English, Chinese is not allowed here.3) you canleave your seat to help discuss with your groupmates.Students practse their all the key vocabulary and target language in one task.As the students are challenged, they have the strong desire to win, that is to say, the students have great interest and will become quick-minded and exalted whilefinishing this task. This part practise their teamwork spirit,socializing ability speaking, writing.Step10 Moral education (3 minutes)Discuss the two people in the picture. Which one do youlike better? why?Then, gradually let them understand we should respecteveryone, because every one has its good merits and shortcoming. We should find people’s beauties not only look attheir shortcomings.Good teachers teach not only the students knowledge, but also how to be a man and behave.Step11 Grammar (3 minutes)While the 3 lists of adjective and comparative adjective are on the blackboard, students only have 1.5 minutes to find the rules .After 30 seconds I will give one hint, after another 30 seconds I’ll reveal the second hint, and one by one after each30 seconds. Without a hint, if a student can spill out the rules ,then he can get 5 points, with a hint, 3 points; with two hints, 2 points; with three hints, 1 point.It comes to grammar teaching. This part, students are trained to use their own wit to summarize some principles. This practised their thinking, meanwhile, the students will memorize this part of grammar better. This activity guides the students to study grammar by thinking hard and conclusion. After that they can have a rational knowledge to the grammar. It is designed to gain points, and students’ wit is challenged, so this activitywill arise the students’ interest.Step12Revison (1 minutes)Cover the blackboard for 30seconds, and let the students close their eyes and review what they have just learnt.Then uncover the blackboard, and scratch each key vocabulary and target language after the whole class has readit aloud and correctly.Make a better use of the difficulties and important information on the blackboard. Reviewing at the end of the class can help students’ memory，and let the students know that closing eyes and reviewing knowledge in their minds is a good way of revision. This part also practice the reading abilityand check the pronunciation.Step12 Homework (2 minutes)There are 3 choices for the students to choose.1.make a list of top 10 obvious traits or comparison aboutour classmates.2.make a list of top 10 obvious traits or comparisonbetween you and your best friend.3.make a list of top 10 obvious traits or comparisonbetween your parents.When it comes to the homework part, teachers shouldhave enough time to explaintheir assignment clearly to avoid misunderstanding of demands. At the meantime, teacher can give students some advices to finish their homework efficiently. And that’s why I spare two minutes. Homework which is related to the students’ life can surely trigger their interest to finish the homework earnestly. The homework can help the students to consolidate the target language and train their writing ability.Step13.Blackboard designUnit 6 I’m more outgoing than my sister-er -ier more ~ -Is that Sam?calm-calmer funny-funnier athletic-more athletic -No, that’s Tom, he has shorter hairtall-taller heavy-heavier outgoing-more outgoing than Sam. And he’s calmer than Samsmart-smarter happy-happier interesting-more interestingwild-wilder新目标英语八年级上册Unit 4((1a—2d)说课稿Hello, everyone. I’m Jiang Congling, I come from Zi Gui County .I have been an English teacher for 7 years in Yi Zhibi Middle School. Now I’ll say Section A(from 1ato 2d) of Unit 4 in Go For It. I’ll say the lesson from five parts.Part One : Analysis of the teaching materials1 Status and functionThis is an important lesson in this unit even in this book. This lesson is the first one of Unit 4 .So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit. In this lesson, the Ss learn the ways of transportation, such a topic is related to their daily life, so it can raise their learning interests and improve their spoken English.2 Analysis of the studentsStudents of Grade Eight have learned English for more than 4 years. They have a good foundation in words and sentences. They have mastered some skills of listening, speaking, reading, and writing. Most students have taken a great interest in English now, they enjoy learning English.3 Teaching aims and demandsa. 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.b. Abillity Objects(1) To develop the Ss’abilities oflistening ,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.c. Moral ObjectsTo enable the Ss to work with others and help each other.4 .Teaching key and difficult pointsa. 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.b. Difficult pointsDistinguish the use of “take”.5 Teaching AidsA tape recorder, cards, the multi-media computer.Part Two: The teaching methods1. Communicative teaching method.2. “Audio-visual”teaching method.3.Task-based teaching method.To use these methods is helpful to develop the Ss’thought. As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative”teaching method, “Audio-visual”teaching method and “Task-based”teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange fivekinds of activities: listening, guessing games, watching CAI, acting out dialogues and making a survey.Part Three: Studying methodsI request the students to study English independenly cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Study becomes more relaxed and pleased in this kind of environment.Part Four: Teaching proceduresStep 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 learnedknowledge.Step 2 Presentation1.Let the Ss look at the pictures on the screen and answer the following questions: What is the girl doing? Does she 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”2.Play a guessing game. How does he\she get to work? I’ll ask them about the famous stars, such as Yao Ming, Liu Yifei, Zhang Weijian, Zhou Jielun, Liu Xiang, etc. They are popular among the Ss in China. The Ss must be interested in them.3.Ask the Ss to complete 1a, then check the answers with them.Purpose of my designing: To present transportations by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.Step 3 listeningBefore 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. So I ask the Ss to listen to the sound of the transportations and guess what kind of transportation it is. And then I ask one student to read the names of 1b, and I play 1b, let the Ss complete 1b, then check the answer. And then Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation.Step 4Pair work and group 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. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample. Then find out which group will actit out well. I’ll give them some cards with numbers as a prize.Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability. “Task-based”teaching method is used here to develop the Ss’ability of communication and also their ability of co-operation will be well trained. I think proper competition can arouse the Ss’interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.Step 5presentationTell 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 2a.Make sure the Ss read the words correctly.Then let the Ss complete 2b, and read the numbers aloud. Check one by one. And then ask the Ss: Can you read the following time? Let’s read together.Step 6Listening practice -2cIn 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 time with the kinds of transportation. While the Ss listening, I go around the classroom and help the Ss who have trouble in listening.Step 7Pair work -2dLet 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 them. Write down “How long does it take ?”on the blackboard.After that, let the Ss make a conversation about how they get to school and how long it takes.In this way , the Ss can learn how to communicate with each other.Step 8 Make a survey and give a reportInterview your classmates or our teachers here by using the following questions: How do you get to school? How long does it take? And then ask some Ss to give reportsto us.Purpose of my designing: I think survey is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to investigate the others to consolidate the knowledge they learned.Step 9 Sum and tell the lucky numbersPart Five: Blackboard designUnit 4 How do you get to school?take the train forty How do you get to school?ride the bike fifty I ride my bike.take the subway sixty How does he get to school?take the bus seventy He walks to school.eighty How long does it take?ninety It takes about forty minutes.教学反思：In this lesson, I mainly adopt the Task-Based Learning Method. Try to have students learn by guessing, by having a competition, by investigation. I design many various activities that close to students’life so as to help students solve the difficulties and importance. I also arrange individual work, pair work, group work for students to practice English. I think if I want the student to improve their oral English, I must give them more chances to practice. That is “Learning by doing, Learning by using ”. In this case, I designed tasks according to the《New English Curriculum Criterion》, I will lead my students to study and cooperate with each other. Because the《New English Curriculum Criterion》points out that the general aim of English teaching in this stage of Junior Education is to cultivate students’comprehensive ability of using English. So I think my teaching methods are in line with the requirement of《New English Curriculum Criterion》.Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say thelesson from four parts.Part One Analysis of the Teaching Material(一) STATUS AND FUNCTION1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(二)ANALYSIS OF THE STUDENTSThe Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.(三)TEACHING AIMS AND DEMANDSThe teaching aim/'s basis is established according to JuniorSchool English syllabus/' provision.1.Knowledge objects(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I/'m sorry”“That/'s all right”. (2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.(3) To finish some exercises.2.Ability 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 objects(1) To enable the Ss to be polite and love life.(2) To enable the Ss to look after their things well.(四)TEACHING KEY AND DIFFICULT POINTSThe teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material/'s position and function.1.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.(3).To develop the Ss’ interest in English.2.Difficult points:(1) How to make dialogues and act them out.(2) How to write the right whole sentences.(五) TEACHING AIDSMulti-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.Part Two The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3. Task-based” teaching methodAs we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English l anguage. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue.I’ll give the S s some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.Teaching special featuresTo use these methods are helpful to develop the Ss’ thought.Part Three STUDYING WAYS1.Teach the Ss how to be successful language learners.2.Let the Ss pass /"Observation—Imitation—Practice /" to study language.3.Teach the Ss how to master dialogues and how to communicate with others.Teaching special features:Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.。
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Unit6 I’m more outgoing than my sisterSection A(1a-1c)说课稿
各位评委，大家好:
今天我说课的内容是人教版新目标英语八年级上册的第六单元I’m more outgoing than my sister.的第一课时。
教材分析
本节课承接上一单元的邀请话题谈论人物个性特征和比较人物，主要语言结构是形容词比较级的用法。
本节课的教学目标为谈论人物个性特征以及比较人物，掌握目标语言“Is that Sam? No, t hat’s Tom .Tom has shorter hair than Sam, and he’s calmer than Sam .
本堂课的知识目标是指导学生学习有关人物特点的单词以及学习人物比较的重要句型。
本堂课的能力目标是培养学生运用形容词比较级的口头表达能力。
情感目标是通过本课的知识学习，使学生在介绍朋友时要尊重对方，实事求是地评价自己及朋友，从而更好地珍惜朋友之间的友谊。
教学重点是学生能够对人物外貌进行描绘，个性进行比较。
教学难点是形容词比较级的规则变化和不规则变化，形容词比较级的用法。
教学方法
本堂课教学对象是八年级学生。
这一阶段的学生思维能力发展较快，自我意识增强，在情感方面他们能进行自我教育。
经过一年的新
课程理念的熏陶及实践，学生已有了初步的自主、合作、探究和实践的能力。
所以我以英语新课标为理论，根据现阶段我校学生英语教学的基本学情为依据，结合八年级学生的心理特点和认知发展规律，采用了1.听说法。
利用多媒体课件上英语课，使学生视听感受明显，激发学生的学习兴趣，并在轻松愉快的环境下学习英语。
2.课堂互动法。
通过师生交流，生生交流，实现师生互动。
鼓励学生大胆发言，营造平等交流气氛，让学生成为课堂学习的主体。
3 .直观教学法。
通过用图片展示教学生词，加深学生对单词以及形容词比较级的认识，使抽象的语言变得直观。
4.任务型教学法
即按学生需要取材，由内容决定形式以及以任务为载体，以完成任务为动力。
5.情景教学法
充分发挥教师的主导作用和学生的主体作用，为学生进行交际创设更多生动活泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望。
教学过程
遵循人类认识过程的普遍规律和学生认识活动的主要特点，我主
要采用以下六个环节来进行教学。
课前准备：让学生预习新课，并复习以前学过的描述人物外貌的形容词，做好归纳总结，为新课的学习做好铺垫。
一.直观导入，激发兴趣。
1.由双胞胎的图片引出关于人物性格特征的形容词，为呈现新课做铺垫。
2.通过幻灯片播放的图片让学生通过对直观且有强烈对比的画面进行比较，找出图中人物不同点。
在导入环节我采用直观导入法来进行导入，更容易激起学生的好奇心。
而将导入分为两个环节的意图在于，这两幅图分别从直观的人物外在描述和人物性格内在进行对比，以人物外貌对比引出人物性格的分析，由表及里，为本课关于人物外在特点以及人物性格特征的形容词及其比较级的学习埋下伏笔，为呈现新课起到承上启下的作用。
二.呈现新课，总结规律
1.通过学生所熟知且对比强烈的图片这种直观教具来展示人物外貌和人物性格特征的形容词以及它的比较级，通过原形原句和形容词比较级及比较级句型的交叉对比进行词汇教学，从而达到了词不离句，形散而神不散的效果。
这种直观的方式呈现出来的重点词汇可以让学生先入为主形成英语思维。
2.根据所给的人物性格特征的形容词，以及其比较级，让学生根据所给形容词比较级句型模仿造句从而使学生对形容词比较级的句型的应用及运用进行训练。
（在这个环节教师会在幻灯片上打出比较
级基本句型让学生更准确的完成训练。
）
3.让学生快速完成一个形容词变比较级的练习，试着总结出形容词比较级的变化规律。
让学生归纳总结语法知识点，因势利导，有利于开启学生英语思维，体现以学生为中心的教学特点，随后由教师在幻灯片上给出正确的比较级规律让学生大声的朗读加深印象。
三.综合运用，生生互动
1 .让学生谈论自己与好友之间的差异。
通过对比较级句型的反复练习，加强学生对形容词比较级基本句型的掌握。
在设计这个环节的时候，我让学生学会对自己自身特点进行说明，锻炼他们学会正确描述自己和比较他人，既让他们得到口语锻炼，又让他们正确的认识自己身上的优点。
使本堂课的情感目标得到实现。
2.由幻灯片给出刘翔与潘长江的对比照片，让学生找出这两个人的相同点与不同点。
用愉快轻松的方式调动学生的积极性进行对比并加深印象。
在这个环节，我利用直观的图片，让学生根据图片内容进行表达，以加强学生对人物描述能力的培养，拓展他们的思维。
四.语言实践，听力训练
1.教师根据听力材料给出提示，如人名和题目要求，学生按照要求给图中的三对双胞胎标上序号1-3
通过本节的听力训练，让学生了解如何对双胞胎兄弟或姐妹的外貌特征及性格特点进行比较。
并板书本节课主要句型。
听音两遍之后，学生看着听力材料齐读课文加深印象。
2.结对练习
指导学生对书P31图中三对双胞胎进行问答练习。
反复操练以达到学生会灵活运用目标句型的目的。
五.总结回顾，增强信心
让学生来做课堂小结，可以加强学生的归纳总结能力增强其自信心，突出学生主动学习的重要性；体现以学生为主体教师为主导的教学特点。
六.设置作业，贴近生活
1.让学生写一篇关于自己和好友的短文，尝试正确运用形容词的比较级来描述人的外貌和个性特点。
为后面阅读课做铺垫，起到承上启下的作用。
2 .背诵记忆本节课单词和完成练习册相关内容，达到双基训练目的。
板书设计
板书本节课主要句型。
课后反思
不足之处：
1.教态不够放松，严肃有余活泼不足。
2.最后一个结对练习，只是涉及课本图片，没有拓展到学生自身实际情况，所以不够生活化，不够贴近学生。
以上就是我今天说课的全部内容，请评委老师们多多批评和指正。
谢谢。