八年级上册英语第六单元教案新目标、带教学反思和说课稿
八年级上册英语第六单元教案(新目标、带教学反思和说课稿)
八年级上册英语第六单元教案（新目标、带教学反思
和说课稿）
I. 教学内容
•本课时学习基本情态动词 can 和 must 的用法
•学习表示能力、许可和义务的句型
•学习如何提出请求和提建议的句型
II. 教学目标
语言知识目标
•学会正确使用情态动词 can 和 must
•掌握表示能力、许可和义务的句型
•学会用英语提出请求和提建议的句型
情感态度价值观目标
•培养学生独立思考、合作学习的意识
•培养学生尊重他人的观点和听取建议的意识
III. 教学重点
•学习情态动词 can 和 must 的用法
•学习表示能力、许可和义务的句型
IV. 教学难点
•学会用英语提出请求和提建议的句型
V. 教学准备
•教材：《新目标八年级上册英语》
•教具：投影仪、课件、白板、笔
VI. 教学过程
Step 1: 导入新知
1.学生观看一段关于能力的短视频，引发学生对能力的讨论。
Step 2: 学习情态动词 can 和 must
1.教师通过示范和要求学生模仿的方式，向学生介绍情态动词 can 和 must 的用法。
2.教师给出一些例句，让学生用 can 和 must 填空，巩固所学内容。
Step 3: 学习表示能力、许可和义务的句型
1.教师介绍表示能力、许可和义务的句型，如。
八年级上册英语第六单元教案(新目标、带教学反思和说课稿)
八年级上册英语第六单元教案（新目标、带教学反思和说课稿）Unit6I’mmoreoutgoingthanmysisterAgoodfriend…HascoolclothesIspopularinschoolLikestodothesamethingsasmeIsgoodatsportIsgoodatschoolworkmakesmelaughThefifthperiodI.TeachingAimsandDemands.knowledgeobjectskeyvocabulary.Readingpassage.oralpratice.Readingandwritingpractice.2.AbilityobjectsReadingskill.writingskill.communicativecompetence.3.moralobjectTakeanactivitypartinallkindsofsocialactivities.Getachancetotrainyourintergratingskills.II.TeachingImportanceandDifficultyoralpratice.writingandspeakingpraticeIII.TeachingmethodsListeningandwritingmethods.Readingandwritingmethods.communicativeapproach.Pairwork.IV.TeachingAidsAprojector.Piecesofpaperonwhichstudentswritethefivestatements.V.TeachingProcudruesStepIGreettheclassasusualandcheckthehomework.StepIIShowthenewwordsontheblackboard.ReadthenewwordstostudentsandaskthemtorepeatUnit6I’mmoreoutgoingthanmysisterAgoodfriend…HascoolclothesIspopularinschoolLikestodothesamethingsasmeIsgoodatsportIsgoodatschoolworkmakesmelaughThefifthperiodI.TeachingAimsandDemands.knowledgeobjectskeyvocabulary.Readingpassage.oralpratice.Readingandwritingpractice.2.AbilityobjectsReadingskill.writingskill.communicativecompetence.3.moralobject Takeanactivitypartinallkindsofsocialactivities. Getachancetotrainyourintergratingskills.II.TeachingImportanceandDifficultyoralpratice.writingandspeakingpraticeIII.TeachingmethodsListeningandwritingmethods.Readingandwritingmethods.communicativeapproach.Pairwork.IV.TeachingAidsAprojector.Piecesofpaperonwhichstudentswritethefivestatements.V.TeachingProcudruesStepIGreettheclassasusualandcheckthehomework.StepIIShowthenewwordsontheblackboard.Readthenewwordstostudentsandaskthemtorepeat.StepIII3aInthisactivityfirstreadthearticletostudents.Thenans weranyquestionsstudentsanyask.Forexample,S:what’sview?T:It’swhatyouthinkaboutsomething.It’showyoufeelaboutsomething.StepIV3bFirstletstudentslookatthechartinActivity2aonpage38. ThenaskstudentstowritetheirownsentencesaboutHolly’sfriendandsomesentencesaboutmaria’sfriend.StepV3cInthisactivityfirstaskstudentstosaysomeofthewordsan dphrasesfromthisunittheycanuse.Forexample, Tall,short,thin,heavyAthletic,intellectual,shyoutgoing,seriousStepVI2aInthisactivityfirstaskstudentstolookatthenamesandth efirstcolumnofthetalbe.Tellstudentstheywillhearanin terviewertalkingtoHollyandmaria.Theyaretalkingabout whattheylikeabouttheirbestfriends.StepVIIPairworkFindSomeoneforthejob!Focusstudentsonthejobad.Askstudentsiftheyknowthewor d—abacus.Iftheydon’tknow,explainittothem.Abacus—aframewithballsthatwasusedtodoarithmetic,longbeforecalculators.StepVIIIHomeworkandSummaryTodaywe’vereviewedthekeyvocabularyinthisunitbyreadingpratic e..Andwe’velearnttowriteaboutourbestfriends.Nowhomework,writ edownthewordsyouunderlinedinActivity3ainyourexercis ebook.StepIXBlackboardDesignUnit6I’mmoreoutgoingthanmysisterSentencesstudentswrite:Thenameofastudentwhoshouldge tthejobThesixthperiodI.TeachingAimsandDemands.knowledgeobjectsReviewingthekeyvocabularyinthisunit.writingpratice. justforfun.2.AbilityobjectsSelfcheckskill.writingskill.3.moralobjectStudyhardandmakegreatprogress.II.TeachingImportanceandDifficultywritingpratice.ReviewingthekeyvocabularyQuiet,funny ,outgoingkind,athleticIII.Teachingmethodsmunicativemethod.IV.TeachingAidsAprojector.Ataperecorder.V.TeachingProcudruesStepIGreettheclassasusualandcheckthehomework.StepIISelfcheck1Afterstudentsfinishwritingtheirsentences,writeanumb erofstudent’sanswersontheblackboard.myfriendlikessports.She’sveryathletic.Paulisneverquiet!Hecan’tstoptalking.mr.wangisakindman.Healwayshelpsothers.maryisafunnygirl.Shealwaysmakesmelaugh.janeisn’tveryoutgoing.Shelikestostayathomeandrest.StepIII2Firstaskdifferentstudentstoreadthequestions ontheleft.Studentsread.Areyoutallernow?Areyoumoreintellectual?Areyoumorepo pular?Areyouabetterstudent?Thenaskstudentstothinkofthemselvestwoyearsago.Howar etheydifferentnow?StepIVjustforFun!Asktwostudentstoreadthedialoguetotheclass.Twostuden tsread.A:IthinkIseethetwins.Isthatjuva?B:No,that’sjala.jalahascurlierhairthanjuva.A:Andjuvaistallerthanjava.writethewordscurly—curlierontheblackboard.Explainthewordscurlytostuden tsordrawasimplepicturewhatcurlierhairmeans.StepVworkbookReadthisarticleaboutAliandAhmet.Thenanswerthequesti onsStepVISummaryThisclasswe’vereviewedthekeyvocabularyoftheunit.Andwe’velearnthowtocompareourthemselvesbetweennowandtwoye arsago.Ihopeyoucanmakegreatprogress.StepVIIIHomeworkFinishofftheexercisesoftheworkbookStepIXBlackboardDesignUnit6I’mmoreoutgoingthanmysistercurlycurliercurlyhair。
八年上英语unit6说课稿
八年上英语unit6说课稿Unit 6 "I'm going to study computer science." 是八年级的英语课程中一个重要的单元，它主要围绕未来规划和职业选择进行讨论。
以下是本单元的说课稿：教学目标：1. 知识目标：学生能够理解并运用本单元的关键词汇和句型，如“be going to”结构来表达将来的计划和意图。
2. 技能目标：学生能够通过听力和阅读材料获取信息，提高预测和推理能力。
3. 情感态度价值观目标：激发学生对未来职业的思考，培养他们规划自己未来的兴趣和能力。
教学重点：1. 掌握“be going to”结构的用法。
2. 学习与职业相关的词汇，如“doctor”, “pilot”, “singer”等。
3. 能够运用所学知识进行简单的职业规划和讨论。
教学难点：1. “be going to”结构的使用，尤其是在不同情境下的准确运用。
2. 学生对职业规划的理解和表达。
教学方法：1. 任务型教学法：通过设计相关任务，让学生在完成任务的过程中学习和使用语言。
2. 合作学习：鼓励学生小组合作，共同探讨和完成学习任务。
教学过程：1. 导入（Lead-in）- 通过展示不同职业的图片，激发学生对职业的兴趣。
- 提问学生他们未来想成为什么样的人，引入“be going to”结构。
2. 呈现（Presentation）- 教授“be going to”结构的用法，并通过例句进行演示。
- 介绍与职业相关的词汇，并通过图片或实物加深学生的理解。
3. 练习（Practice）- 学生个人或小组练习使用“be going to”结构描述自己的未来计划。
- 通过角色扮演或情景对话，让学生在实际语境中运用所学知识。
4. 应用（Application）- 学生根据所学知识，完成一个关于未来职业规划的写作任务。
- 组织一个小型的职业展览会，学生可以展示自己的职业规划，并与其他同学交流。
【人教版】新目标八年级英语上册：Unit 6 单元教学设计
【人教版】新目标八年级英语上册：Unit 6 单元教学设计一. 教材分析人教版新目标八年级英语上册Unit 6主要围绕“野生动物”的主题展开，通过学习本单元，学生能够掌握关于野生动物的词汇和表达方式，提高运用英语进行交流的能力。
教材以真实情境的图片和生动的故事引起学生的兴趣，同时培养学生的环保意识。
本单元包括词汇、对话、阅读和写作等丰富多样的教学内容，为教学提供了广阔的空间。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够运用简单的英语进行日常交流。
但是，学生在口语表达和写作方面还存在一定的困难，需要通过大量的练习来提高。
此外，学生对野生动物的了解相对有限，通过本单元的学习，可以拓宽他们的视野，增强环保意识。
三. 教学目标1.知识目标：学生能够掌握本单元的生词和短语，理解课文内容，掌握阅读技巧。
2.能力目标：学生能够运用所学知识进行口语交流和写作，提高英语应用能力。
3.情感目标：学生能够增强对野生动物的关爱，提高环保意识。
四. 教学重难点1.重点：本单元的生词和短语，以及课文内容的理解。
2.难点：学生在实际情境中运用所学知识进行口语交流和写作。
五. 教学方法采用任务型教学法，通过设定各种真实的任务，引导学生参与课堂活动，提高学生的英语应用能力。
同时，运用小组合作学习法，培养学生的团队合作精神，激发学生的学习兴趣。
六. 教学准备1.教师准备：提前熟悉教材内容，设计教学活动，准备教学素材。
2.学生准备：预习教材，了解本单元主题。
七. 教学过程1.导入（5分钟）利用图片或视频展示一些野生动物，引导学生谈论他们所知道的野生动物，激发学生的兴趣。
2.呈现（10分钟）教师通过PPT展示本单元的生词和短语，让学生朗读并理解其含义。
然后，教师呈现课文内容，引导学生跟读并理解课文大意。
3.操练（15分钟）教师设计各种情景，让学生运用所学知识进行口语交流。
如：模拟在动物园的对话、讨论保护野生动物的方法等。
4.巩固（10分钟）教师给出一些关于野生动物的图片，让学生用英语描述它们。
八上unit6教案及反思
八上unit6教案及反思新目标八年级（上）初二Unit 6 Section A《新目标英语阅读教学的互动模式案例设计及反思》谢乃莹参加首轮新课程改革的学生，目前已经进入了高年级的英语学习阶段。
根据课程标准的要求，目前的小学英语教学已不单单是传授和学习知识，而是要通过知识的学习来发展学生的英语学习能力。
怎样才能将知识的学习和能力的培养有机地结合在一起，以完成课标中提出的小学阶段的英语学习任务，是我们每个小学英语教师需要思考的问题。
由于缺少外部学习环境，小学生的英语学习主要是在课堂中完成的，也就是说，课堂是学生完成小学英语学习任务的重要场所。
我们都知道，一节课只有40分钟，一个星期学生仅有两至三节英语课，学生在校学习英语的时间是有限的。
这就告诉我们课堂学习活动的质量是完成学习任务的重要保证。
而教学活动的质量则主要依靠老师的设计。
什么是教学设计？“教学设计是分析学习需要和目标以形成满足学习需要的传送系统的全过程（布里格斯）”，也就是说“教学设计是一个分析教学问题、设计解决方法和加以实施并由此进行评价和修改，直至获得解决问题的最优方法的过程。
这是一个科学、逻辑的过程。
（《教学设计基本原理与方法》张祖忻等）”。
我们可以通俗地将“课堂活动设计”理解为：根据学生的需求，为了完成一定的教学目标，对课堂上要教什么（课程、内容等）和怎么教（组织、方法、传媒的使用等）进行设计。
教学设计体现了教师的教学理念。
教学设计是教师学习、思考、创新的过程。
好的教学设计依据的是学生的英语学习需求、教学内容、教学目标和教学各个环节的目的等。
下面我们就这些方面与大家共同探讨。
一、分析学生学习需求与课堂活动设计（一）分析学生需求“学生的发展是英语课程的出发点和归宿。
英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。
课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、发展个性、发展心智和拓展视野的过程。
英语人教版八年级上册unit6说课稿及反思
Unit6 I’m going to study computer science.说课稿Section A (1a-1c)褚新梅一、教材分析本课是新目标英语八年级上册《Unit 10 I’m going to be a basketball player.》的第一课时，主要内容是通过复习一些旧的职业名词和学习一些新的职业的词汇，并使用be going to 谈论长大以后打算做什么工作以及打算怎样实现目标。
二、教学设计Teaching procedures and waysStep I Lead-inT: Hello, boys and girls. Nice to see you again. Would you like to tell me your parents’ jobs? Please tell me like this: “My mother is a ...; My father is a ...”S: My father is a doctor. My mother is a teacher.S: My father is a policeman. My mother is a nurse.S: ...T: Good. Please write their jobs on the board.Draw a chart with two columns on the board, with “father”and “mother”as the headings. And let students write their parents’ jobs on the board.In this way, help them to review the words they have learned about job before such as doctor, teacher, policeman, waiter, driver and so on.Step II New words learning (Section A: 1a)Show some word cards to students and help them to learn some new jobs.T: Now please look at these cards. Do you know what jobs they are doing?First get students to identify the jobs by themselves, then read each word and explain both in English and Chinese. Students repeat after the teacher.T: Computer programmer is a person whose job is to write programs for a computer (Introduce computer games)Pilot - a person who flies a planeBaseball player - a person who plays baseball (introduce basketball player, volleyballplayer ...)Engineer - someone whose job is to design or build roads, bridges, machines etc Actor - a man who plays a role in a play or a film or television programs (introduce actress）Ask some students to read each new word to the class, correct their pronunciations. T: Do you think these jobs are interesting? (Students may have all kinds of responses.) Now rank them please. 1 is the most interesting and 6 is the least interesting.Check their answers and find out the most interesting job in the students’ eyes.T: Who made engineer number 1? Hands up! ...Step III Function presentationT: (Ask one of the students) Would you like to be a computer programmer in the future?S: Yes. I like to be a computer programmer.T: That is to say, “You are going to be a computer programmer in the future.”(On the board)Circle “are going to” on the board.T: Tod ay we’ll learn to talk about future intentions using “be going to”. Future intention means something you want to do or plan to do in the future. Clear?Ss: Yes.T: We learned to talk about future plans using “be +v-ing” structure in unit 3. Remember? Could you give me an example?S: I’m buying a new bike. (Write on the board and circle the “-ing”word)S: —Where are you going next week?—I’m going to my grandmother’s home next week.T: Very good. We can use “be+v-ing”to talk about future events. Today we’ll talk about future intentions using “be going to”structure. Look at this sentence:I’m going to be a computer programmer when I grow up. (On the board)Circle “when I grow up” and point out that it is not a question but means time.T: Please read after me.Students repeat the sentence after the teacher. Then let them practice making moresentences with the words in activity 1a, using the structure: I am going to be a ... Step IV Listening (Section A: 1b)Call attention to the items in activity 1b. Let students read the items before listening to the tape. Then tell them what they are supposed to do.T: Look at the example given. “computer programmer” is connected with “study computer science”. That is to say, if you are going to be a computer programmer, you should/need to study computer science. Clear?Then play the tape, students do the match work.Play the tape again and students check their answers.After listening, ask students to practice reading the phrases in activity 1b and explain what a professional basketball player is.Step V Oral practice (Section A: 1c)First get students to practice the conversation in 1c on page 59 in pairs.Call attention to the two questions:What are you going to be when you grow up?How are you going to do that?T: What-question asks about the jobs and how-question asks about the actions you will take. Is that clear? Now look at the conversation in the picture. Let’s read it. Boys play role A. Girls play role B. Together, OK?Then let them work in pairs and make more conversations about the other jobs.Get several pairs to demonstrate their conversations to the class.Step VI Summery and HomeworkT: Now let’s come back to the key words and sentences we have learned today. Pointing to the board, let boys read the key words first and ask girls if they have made some mistakes, and then let girls ask and boys answer using the sentences on the board.Call attention to the word order, pointing out we should say “what are you” not “what you are”, “how are you” not “how you are”.On the board:Homework:Have a conversation about your future job with your partner and write down your conversation on your exercise book. Please use what and how questions.三、课后反思对于本节课内容来说，重点就是职业词汇和两个句型，掌握一般将来时be going to +V (动词原形)。
八年级上册英语第六单元教案(新目标、带教学反思和说课稿)
八年级上册英语第六单元教案（新目标、带教学反思和说课稿）Lesson plan for unit 6, Volume 1, Grade 8八年级上册英语第六单元教案（新目标、带教学反思和说课稿）前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
unit 6 i’m more outgoing than my sistera good friend … has cool clothes is popular in schoollikes to do the same things as me is good atsportis good at schoolwork makes me laughi. teaching aims and demands1.knowledge objectskey vocabulary. reading passage. oral pratice. reading and writing practice.2.ability objectsreading skill. writing skill. communicativecompetence.3.moral objecttake an activity part in all kinds of social activities.get a chance to train your intergrating skills.ii. teaching importance and difficultyoral pratice. writing and speaking praticeiii. teaching methodslistening and writing methods. reading and writing methods.communicative approach. pairwork.iv. teaching aidsa projector. pieces of paper on which students write the five statements.v. teaching procudruesstep i greet the class as usual and check the homework.step ii show the new words on the blackboard.read the new words to students and ask them to repeatunit 6 i’m more outgoing than my sistera good friend … has cool clothes is popular in schoollikes to do the same things as me is good at sportis good at schoolwork makes me laughi. teaching aims and demands1.knowledge objectskey vocabulary. reading passage. oral pratice. reading and writing practice.2.ability objectsreading skill. writing skill. communicative competence.3.moral objecttake an activity part in all kinds of social activities.get a chance to train your intergrating skills.ii. teaching importance and difficultyoral pratice. writing and speaking praticeiii. teaching methodslistening and writing methods. reading and writing methods.communicative approach. pairwork.iv. teaching aidsa projector. pieces of paper on which students write the five statements.v. teaching procudruesstep i greet the class as usual and check the homework.step ii show the new words on the blackboard.read the new words to students and ask them to repeat.step iii 3ain this activity first read the article to students. then answer any questions students any ask. for example, s: what’s view?t: it’s what you think about something. it’s how you feel about something.step iv 3bfirst let students look at the chart in activity 2a on page 38.then ask students to write their own sentences about holly’s friend and some sentences about maria’s friend.step v 3cin this activity first ask students to say some of the words and phrases from this unit they can use. forexample,tall, short, thin, heavy athletic, intellectual, shy outgoing, seriousstep vi 2ain this activity first ask students to look at the names and the first column of the students they will hear an interviewer talking to holly and maria. they are talking about what they like about their best friends.step vii pairwork find someone for the job!focus students on the job ad. ask students if they know the word—abacus. if they don’t know, expl ain it to them.abacus—a frame with balls that was used to do arithmetic, long before calculators.step viii homework and summarytoday we’ve reviewed the key vocabulary in thisunit by reading pratice.. and we’ve learnt to write about our best homework, write down the words you underlined in activity 3a in your exercise book.step ix blackboard designunit 6 i’m more outgoing than my sistersentences students write: the name of a student who should get the jobthe sixth periodi. teaching aims and demands1.knowledge objectsreviewing the key vocabulary in this unit. writing pratice. just for fun.2.ability objectsself check skill. writing skill.3.moral objectstudy hard and make great progress.ii. teaching importance and difficultywriting pratice. reviewing the key vocabulary quiet, funny, outgoing kind, athleticiii. teaching methodsself check method. writing method. communicative method.iv. teaching aidsa projector. a tape recorder.v. teaching procudruesstep i greet the class as usual and check the homework.step ii self check 1after students finish writing their sentences, writea number of student’s answers on the blackboard.（1）my friend likes sports. she’s very athletic.（2）paul is never quiet! he can’t stop talkin g.（3） mr. wang is a kind man. he always helps others.（4） mary is a funny girl. she always makes me laugh.（5）jane isn’t very outgoing. she likes to stayat home and rest.step iii 2first ask different students to read the questions on the left. students read.are you taller now? are you more intellectual? are you more popular?are you a better student?then ask students to think of themselves two years ago. how are they different now?step iv just for fun!ask two students to read the dialogue to the class. two students read.a: i think i see the twins. is that juva?b: no, that’s jala. jala has curlier hair than juva.a: and juva is taller than java.write the words curly—curlier on the blackboard.explain the words curly to students or draw a simple picture what curlier hair means.step v workbookread this article about ali and ahmet. then answer the questionsstep vi summarythis class we’ve reviewed the key vocabulary of the unit. and we’ve learnt how to compare ourthemselves between now and two years ago. i hope you can make great progress.step viii homeworkfinish off the exercises of the workbookstep ix blackboard designunit 6 i’m more outgoing than my sistercurly curlier curly hair-------- Designed By JinTai College ---------。
【人教版】新目标八年级英语上册：Unit6单元说课稿
【人教版】新目标八年级英语上册：Unit6单元说课稿一. 教材分析人教版新目标八年级英语上册Unit6主要围绕着“节日”这一主题展开，通过学习本单元，学生能够掌握关于节日的词汇和表达方式，了解不同国家的节日习俗，提高自己的跨文化交际能力。
教材内容丰富，包括主课文、语法、听说、读写等多个部分，旨在全面提升学生的英语综合运用能力。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于学习新的词汇和表达方式有一定的掌握。
但同时，学生在语法、听说、读写等方面的能力参差不齐，需要针对性地进行教学设计。
此外，学生对于不同国家的文化背景了解有限，需要通过课堂拓展来提高他们的跨文化交际意识。
三. 说教学目标1.知识目标：学生能够掌握关于节日的词汇和表达方式，了解不同国家的节日习俗。
2.能力目标：学生能够运用所学知识进行简单的跨文化交际，提高自己的英语口语表达能力。
3.情感目标：培养学生对不同文化的尊重和理解，拓宽国际视野。
四. 说教学重难点1.重点：掌握关于节日的词汇和表达方式，了解不同国家的节日习俗。
2.难点：运用所学知识进行实际的跨文化交际，提高英语口语表达能力。
五. 说教学方法与手段1.交际法：通过模拟真实场景，让学生在实际语境中运用所学知识进行交流。
2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的实践能力。
3.多媒体教学手段：运用PPT、视频等教学辅助材料，丰富课堂形式，提高学生的学习积极性。
六. 说教学过程1.导入：以一段关于节日的视频导入，激发学生的学习兴趣，同时引导学生思考：你们知道哪些节日？最喜欢哪个节日？2.新课呈现：通过PPT展示本节课的主要内容，包括节日词汇和表达方式，不同国家的节日习俗等。
3.课堂实践：模拟真实场景，让学生分组进行角色扮演，运用所学知识进行跨文化交际。
4.语法讲解：针对本节课的语法点，进行详细的讲解和示例，让学生在理解的基础上进行运用。
5.听力训练：播放一段关于节日的听力材料，学生听后进行问答，检查学生对听力材料的理解程度。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
八年级上册英语第六单元教案（新目标、带教学反思和说课稿）
八年级上册英语第六单元教案（新目标、带教学反思和说课稿）
Unit 6 I’utgoing thaA good friend … Has cool clothes Is populal
Ldo the same things as me Is good aIs good at school work Makes me laugh
Td
I. Teaching Aims and Demandwledge Obvocabulary. Reading passage. Oral pratice. Reading and writing pra2. Ability ObReading skill. Writing skill. Communicatival ObTake an activity part in all kindal activGet a chaain your intergrating skills.
II. Teaching Importance and Difficulal pratice. Writing and speaking praIII. Teaching Methods
Listening and writing methods. Reading and writing methodunicative approach. PairwIV. Teaching Aids
APaper on which students wve staV. Teaching ProcudruI Glass as usual andwII Show the new wordblackboard.
Read the new words to students and aatUnit 6 I’utgoing thaA good friend … Has cool clothes Is populal
Ldo the same things as me Is good aIs good at school work Makes me laugh
Td
I. Teaching Aims and Demandwledge Obvocabulary. Reading passage. Oral pratice. Reading and writing pra2. Ability ObReading skill. Writing skill. Communicatival ObTake an activity part in all kindal activGet a chaain your intergrating skills.
II. Teaching Importance and Difficulal pratice. Writing and speaking praIII. Teaching Methods
Listening and writing methods. Reading and writing methodunicative approach. PairwIV. Teaching Aids
APaper on which students wve staV. Teaching ProcudruI Glass as usual andwII Show the new wordblackboard.
Read the new words to students and aaIII 3a In this activad the article to students. Then answer any quudents any ask. For exampl: W hat’s view?
T: It’s what you think aboug. It’s how you feel abougIV 3b
First let students look aart in Activity 2a on page 38. Then ask studwwabout Holly’s friend andabout Maria’s friendVIn this activask studawords and phrauan use. For example,
Tallavy Athlllectual, shy Outgoing, seriouVI 2a In this activask studlook at the names andlualbe.Tell studwill hear an interviewer talking to Holly and Maria. They are talking about what they like aboubdVII Pairwork Findb!
Focus studb ad. Ask studw the word—abacus. If they don’t know, explaAbacus—a frame with balls that was used to do along before calculaVIII Homework and Summary
Today we’ve reviewedvocabulaunit by reading pratice.. And we’ve learnt to write about our bds.Now homework, write down the words you underlined in Activity 3a in your exercise bIX Blackboard Design
Unit 6 I’utgoing thaudents write: The name of a student who should gb
The sixd
I. Teaching Aims and Demandwledge ObReviewingvocabulaunit. Writing pratice. Juun.
2. Ability Oblll. Writing skillal Obudy hard and make great progII. Teaching Importance and
Difficulty
Writing pratice. Reviewingvocabulary Quiet, funny, outgoing Kind, athlIII. Teaching Methodld. Writing method. Communicative method.
IV. Teaching Aids
AA tadV. Teaching ProcudruI Glass as usual andwII SelAfter studwritingwrite a numbudent’s answblackboard.
(1)d l’s very athl(2) Paul is never quiet! He can’alking.
(3) Mr. Wang is a kind man. He always hel(4) Mary
is a funny girl. She always makes me laugh.
(5) Jane isn’t very outgoing. She lay at home andIII 2First ask dudad the quleft. Students read. Are you taller now? Are youllectual? Are youular? Are you a budent?
Then ask studlves two years ago. How adw?IV Just
for Fun!
Ask two studad the dialogulass. Two students read.
A: I think Iwins. Is that Juva?
B: No, that’s Jala. Jala has curlier hair than Juva.
A: And Juva is taller than Java.
Wwords curly—curlblackboard. Explain the words curly to studdraw a simple picture what curlier hair meaV WorkbRead this article about Ali and Ahmet. Then answer the quVI Summary
This class we’ve reviewedvocabulaunit. And we’ve learnt howare ourthemselves between now and two years ago. Iu can make great progVIII HomewFxWorkbIX Blackboard Design
Unit 6 I’utgoing thaurly Curlier Curly hair。