基本功比赛八上Unit3英文说课稿
外研版英语八年级上册Module8《Accidents》(Unit3)说课稿
外研版英语八年级上册Module 8《Accidents》（Unit 3）说课稿一. 教材分析《Accidents》（Unit 3）是外研版英语八年级上册Module 8的一部分，主要讲述了交通事故的话题。
通过本节课的学习，学生能够掌握关于交通事故的词汇和表达方式，提高他们在实际情景中的口语交际能力。
教材内容丰富，贴近生活，有助于激发学生的学习兴趣。
二. 学情分析八年级的学生已经具备了一定的英语基础，对日常生活中的一些常见场景有了初步的了解。
但他们在口语表达方面仍有待提高，特别是如何在实际情景中运用所学知识。
因此，在教学过程中，需要关注学生的个体差异，充分调动他们的积极性，鼓励他们主动参与课堂活动。
三. 说教学目标1.知识目标：学生能够掌握关于交通事故的词汇和表达方式，了解交通事故发生的原因和预防措施。
2.能力目标：学生能够在实际情景中运用所学知识，提高他们的口语交际能力。
3.情感目标：教育学生遵守交通规则，培养他们的安全意识。
四. 说教学重难点1.重点：交通事故的词汇和表达方式，以及在实际情景中的运用。
2.难点：如何引导学生运用所学知识进行口语交际，提高他们的实际应用能力。
五. 说教学方法与手段1.任务型教学法：通过设定各种交通事故的场景，让学生在完成任务的过程中，自然地学习和运用所学知识。
2.情境教学法：利用图片、视频等教学资源，创设真实的交通事故场景，激发学生的学习兴趣。
3.交际型教学法：鼓励学生积极参与课堂活动，进行角色扮演，提高他们的口语交际能力。
4.教学手段：多媒体课件、交通事故图片、视频、角色扮演等。
六. 说教学过程1.导入：通过展示交通事故的图片，引导学生关注本节课的主题。
2.新课呈现：讲解交通事故的词汇和表达方式，让学生初步了解交通事故的原因和预防措施。
3.课堂活动：设定各种交通事故的场景，让学生进行角色扮演，实际运用所学知识。
4.巩固练习：设计一些有关交通事故的口语练习题，让学生进行互动交流。
初中八年级上册英语说课稿(5篇)
初中八年级上册英语说课稿(5篇)初中八年级上册英语说课稿(精选5篇)说课是教学改革中涌现出来的新生事物，是进行教学研究、教学交流和教学探讨的一种新的教学研究形式，也是集体备课的进一步发展。
下面是小编为大家整理的关于初中八年级上册英语说课稿，欢迎大家阅读参考学习!初中八年级上册英语说课稿精选篇1一、说教材：﹝说课内容﹞：英语八年级107 unit 8 welcome to the unit。
﹝教材分析﹞：学生在本学期已学习了A good read Good manners等单元，这些单元都有助于提高学生个人的文化修养，而这一单元则是以环境保护为话题(A green world)，要求引导学生利用身边的事例及生活习惯的养成，让学生也意识到保护环境的重要性，因为我们只有一个地球。
﹝教学目标﹞：1、知识与能力目标：培养学生能准确运用有关如何保护环境的表达。
2、过程与方法目标：学生能就环保的话题展开一些简单讨论。
3、情感态度与价值观目标：引导学生全身心投入保护环境的意识，爱护环境从我们身边的每件小事做起。
﹝教学重点与难点﹞：1、能准确运用有关如何保护环境的英语表达。
2、培养学生保护环境的.意识。
﹝教学准备﹞：1、教师准备：搜集目前环境恶化的一些典型实例、图片，用数据表明我们的地球已陷入危险境地了。
2、学生准备：从日常生活中找了找出保护环境的一些做法，如，那些是不文明的做法，如何低碳生活等。
二、说教法与学法特色：抓住Hobby与 Eddie卡通人物的对话这个主题，创设情境，以情导航。
引导全班学生积极参与这个对话，从面引出How to protect Environment、在学法指导上，我采取是迁移、点拨、反馈等多各种指导方法。
三、说教学程序设计：根据以上教学理念，结合本课的特点，我设计如下的几个教学环节：一、情景导入，激发情趣。
二、合作探究，提高能力。
三、课堂总结，课后延伸。
四、说板书设计;它是结合本课的重点，难点，所勾勒出一张图表，体现了美观、实用。
牛津英语8B Unit3 Fishing with birds说课稿
牛津英语8B Unit3 Fishing with birds说课稿我叫薛茹，来自城郊九年一贯制学校，我说课的题目是牛津英语8B Unit3 Fishing with birds我将从如下八个方面来对本课进行说明。
一、教材分析本课是8B Unit3 Traditional skills的阅读部分，主要内容是阅读一篇有关中国传承千年的古老技艺——鸬鹚捕鱼的短文，了解鸬鹚捕鱼的过程及其现状与未来，是本单元的核心内容。
它的任务不仅是训练和提高阅读技能，也涵盖了语法和词汇等内容。
同时它还承担着培养学生正确的情感态度、价值观等抽象的深层责任，使学生对祖国优秀的传统文化能有更深刻的了解，树立保护祖国传统技艺的意识。
二、学情分析经过一年半的初中英语的学习和训练，我认为八年级的学生已经具备了一定的英语语言基础知识和能力，比较明确学习英语的目标和需要，有较强的求知欲和表现欲，他们能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
三、教学目标分析知识与技能—1、认读和理解单词describe,fisherman,net,although,fit.dive,ready,reach,attract,hang,post,require,practice和短语up to, set off,up and down, after dark, no more等；2、通过上下文语境猜测词义和运用构词法，掌握核心单词和短语的含义。
3、通过进一步阅读，掌握主阅读篇章中有关鸬鹚捕鱼的过程这一内容。
深入理解主阅读篇章的内容，了解作者的写作意图。
过程与方法——1、运用略读策略，了解主阅读篇章的结构。
2、运用找读策略，有效地找到所需信息。
3、运用多媒体手段促进阅读和理解，迅速而准确找到所需信息。
4、采用自主学习、小组讨论和合作探究的方式，相信学生，激发他们的学习欲望和动力，发现问题并解决问题。
情感态度与价值观——树立保护祖国传统技艺的意识。
仁爱版英语八年级上册Unit3Topic2《Whatsweetmusic》(SectionA)说课稿
仁爱版英语八年级上册Unit 3 Topic 2《What sweet music》（SectionA）说课稿一. 教材分析《仁爱版英语八年级上册Unit 3 Topic 2（SectionA）》是人教版初中英语教材的一个组成部分。
本节课的主要内容是描述不同场合下的音乐以及音乐给人带来的感受。
通过本节课的学习，学生能够掌握描述音乐的词汇和短语，以及如何用英语表达音乐给人带来的情感体验。
教材内容丰富，贴近学生生活，有助于激发学生的学习兴趣。
二. 学情分析根据对学生的了解，他们在七、八年级已经学习了人教版英语教材的前几个单元，掌握了一些基本的英语语法和词汇。
但是，对于如何运用英语描述音乐以及音乐给人带来的情感体验，部分学生可能会感到困难。
因此，在教学过程中，需要关注学生的个体差异，尽量让每个学生都能参与到课堂活动中来。
三. 说教学目标1.知识目标：学生能够掌握描述音乐的词汇和短语，如“soft music”、“uplifting music”等，以及如何用英语表达音乐给人带来的情感体验。
2.能力目标：学生能够在不同场合下运用英语描述音乐，并表达音乐给自己带来的感受。
3.情感目标：通过本节课的学习，学生能够培养对音乐的热爱，提高审美情趣。
四. 说教学重难点1.教学重点：学生能够掌握描述音乐的词汇和短语，以及如何用英语表达音乐给人带来的情感体验。
2.教学难点：学生能够在不同场合下运用英语描述音乐，并表达音乐给自己带来的感受。
五. 说教学方法与手段本节课采用任务型教学法，通过听、说、读、写等多种活动，让学生在实践中学习英语。
同时，运用多媒体手段，如音频、视频等，为学生提供丰富的学习资源，提高学生的学习兴趣。
六. 说教学过程1.导入：教师播放一段美妙的音乐，让学生猜测这是什么类型的音乐，引出本节课的主题。
2.新课呈现：教师通过展示图片和播放音频，引导学生学习描述音乐的词汇和短语。
3.课堂活动：学生分成小组，用英语讨论在不同场合下喜欢的音乐，并分享给大家。
仁爱版英语八年级上册Unit3Topic2《Whatsweetmusic》(SectionC)说课稿
仁爱版英语八年级上册Unit 3 Topic 2《What sweet music》（SectionC）说课稿一. 教材分析仁爱版英语八年级上册Unit 3 Topic 2《What sweet music》（Section C）是一篇关于音乐欣赏的阅读材料。
通过讲述一篇关于一位音乐家和他的音乐的故事，让学生在阅读过程中感受音乐的美丽，提高他们的阅读理解能力和音乐鉴赏能力。
此篇课文内容丰富，语言优美，贴近学生生活，有助于激发学生对音乐的热爱。
二. 学情分析八年级的学生已经具备了一定的英语基础，对音乐有一定的了解和兴趣。
但他们在阅读理解、词汇运用和音乐鉴赏方面还存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，充分调动学生的积极性，引导他们主动参与课堂活动。
三. 说教学目标1.知识目标：让学生掌握 Section C 课文中的关键词汇和句型，提高阅读理解能力。
2.能力目标：培养学生运用英语进行交流的能力，提高音乐鉴赏能力。
3.情感目标：激发学生对音乐的热爱，培养他们欣赏美好事物的能力。
四. 说教学重难点1.教学重点：课文的理解和词汇的掌握。
2.教学难点：音乐术语的理解和运用，阅读策略的培养。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中提高英语运用能力。
2.教学手段：利用多媒体课件、音频和视频材料，激发学生学习兴趣，提高课堂效果。
六. 说教学过程1.Pre-reading：引导学生谈论自己对音乐的喜爱，激发学习兴趣。
2.While-reading：分组阅读课文，讨论课文内容，回答问题。
3.Post-reading：学生展示自己的音乐作品，进行音乐欣赏和评价。
七. 说板书设计板书设计应简洁明了，突出重点。
可采用思维导图的形式，将课文内容、关键词汇和音乐术语进行整理，帮助学生巩固记忆。
八. 说教学评价1.课堂参与度：观察学生在课堂活动中的积极参与情况，评价他们的学习态度。
2019年最新人教版初中八年级上册英语说课稿(附全英文说课模板)
2019年最新人教版初中八年级上册英语说课稿全英文说课模板（一）Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching MaterialThe content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)(1)The Ss can master the usage of the important words and expressions.(2)The Ss can use the __________________ (grammar) in the proper situation.(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.2.Ability objects (技能目标：听，说，读，写)(1) To develop the Ss’ abilities of listening, speaking, reading and writing(2) To guide Ss to set up effective studying strategies.(3) To i mprove the student’s reading ability, especially their skimming and scanning ability.(4) To train the Ss’ abilit ies of studying by themselves and cooperating .3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in___________________.(2)Teach the Ss_________________________, put the moral education in the language study.Part 3 the Important and Difficult PointsBased on the requirement of the syllabus.The important points are__________________________ such as ______________.The difficult points are_________________________ for example_____________.Part 4 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .municative Approach(交际教学法)2.Whole Language Teaching(整体语言教学法)3.Task-based Language Teaching (任务教学法)4.Total Situational Action (情景教学) a “scene — activity” teachingmethod , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching ProcedureStep 1. Lead-in. (_____min)___________________________________________________________________Purpose of my design: (1) to catch Ss’attention about the class/topic/passage.(2) To set up suspense/develop interest in _______________.Step 2. Pre-readingTask 1. (Individual work, pair work, group work, class work; _____min)Let Ss _____________________________________________________________Task 2. (Individual work, pair work, group work, class work; _____min)___________________________________________________________________Now, let’s see what happened to the_______________/ let’s check whether it is right or not.Purpose of my design: (1) to get to know something about the _________________.(2) To have a better understanding about the importance of ___________________.Step 3. While-readingTask 1. (Individual work, pair work, group work, class work; _____min)Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.Para 1 ___________________Para 2 ___________________Para 3 ___________________…Task 2. (Individual work, pair work, group work, class work; _____min)Scanning: Listen to the tape part by part to finish ___________________________.Task 3. (Individual work, pair work, group work, class work; _____min)Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.Task 4. (Individual work, pair work, group work, class work; _____min)Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.Purpose of my design: Enable students to understand the given material better by using different reading skills. And p roper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operationwill be well trained.Step 4. Post-readingTask 1. (Individual work, pair work, group work, class work; _____min)(接task3)Ask Ss to close books and finish the summary according their notes.(接task4)Retell the story /Sum up the passage in Ss’ own words according to the chart.Task 2. (Individual work, pair work, group work, class work; _____min)Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step 5. Homework1.__________________________________________________2.__________________________________________________Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.全英文精品说课稿模板（二）Part 1 Analysis of the teaching material1.Status and FunctionThe lesson is the first lesson of Unit 7 . The main content of this lesson is what your hobbies are. It’s related to our daily life.2.Teaching aims and demandsKnowledge objects1)Make the Ss say their hobbies. 2)Learn how to use Verb- ing.Ability objects1)The Ss can express their hobbies.2)Make the Ss share th e others’ hobbies and understand each other in English communication.3)The Ss can use Verb- ing.Emotion objects1)Enable the Ss to have desire to study English and enjoy the lesson.2)Encourage the Ss to say what they enjoy doing.3.Main Teaching Points and Difficult PointsIn this lesson, there are two points to be solved, this is:1)Help the Ss understand the scenario of the text by reading and master the grammar—Verb- ing.2) Help the Ss to master the Function: What are your hobbies? ( such as: swimming / playing the computer games / skating…) .It is necessary for a teacher to identify the main teaching points and the difficult points. The teacher, at the process, presents new language items and explains model skills, lets the Ss have more opportunities to express the new language and use in each activity.4.Teaching aidsblackboard , pictures , tape recorder , multi-media computerPart 2 Analysis of the studentsMost of the students in this class aren’t good at English because their English teacher is of ten changed. They don’t often use English to express themselves and communicate with others. Some students aren’t active in the class, they don’t want to open their mouths because they are afraid of making mistakes.Part 3 Teaching methodsAccording to New Course Standard of English, combining with the language level of Ss, I take Three task-teachings; Communicative methods; Aural-oral methods with the help of the computer.In the teaching process, I will apply blackboard , pictures , tape recorder and multi-media computer to arouse the Ss’ interests in learning.Part 4 Learning StrategiesIn the process of learning , lots of linguistic activities are to be applied. Because the language activity-practice is the only approach for Ss to master either the basic knowledge of English or the language competence.Help the Ss to learn to study independently, learn to cooperate with others. In class, encourage the Ss to communicate with others and build up their confidence.Part 5 Teaching proceduresStep 1 Pre-task1.Listen to the song “You Are You!”(Song is a good way to relax the Ss themselves. By listening to the song , the Ss can receive some moral education. It’s helpful to teach the lesson.)2.Warming up . (In this period, I’ll show some pictures of hobbies to arouse the Ss’ interests.)3.Free talk. Show some pictures and ask. (individual work)a.Do you like writing/reading/……?T: He likes writing. Writing is his hobby.b.Do you have a hobby?c.Would you like to have a hobby?d.What’s your hobby?(It provides a chance for the Ss to improve and practice their speaking skills.) Step 2 While-task1. Introduce the new words on the screen. (class work)hobby guess sell frame wall instruction roll2.Introduce the meaning of “hobby”. (A hobby is just something you li ke to do in your spare time. It’s fun!)3.Play the tape, while making the Ss answer the questions:a.Where is Danny now?b.What would he like to buy?c.Did he buy a tree? Why?d.What did he buy at last?Step 3 Post-task1.Add –ing after the verbs and discuss the regulars of verb-ing. (group work)skate-skating ; run-running ; read-reading ;listen-listening ; sing-singing动词-ing形式的构成：⑴、一般在动词原形末尾加-ing。
人教版八上Unit3SectionA(2d3c)说课稿
（二）媒体资源
我将使用以下教具、多媒体资源或技术工具来辅助教学：
1.图片和实物：展示不同时尚风格的图片和服装实物，帮助学生直观地理解时尚概念，激发学习兴趣。
三、教学方法与手段
（一）教学策略
本节课我将采用以下主要教学方法：
1.任务型教学法：通过设计贴近学生生活的任务，如角色扮演、小组讨论等，让学生在实际语境中使用目标语言，提高学生的语言实践能力。选择这种方法的理论依据是语言学习的社会性和交际性，即语言学习应该发生在真实的交际情境中。
2.情境教学法：通过创建时尚秀、服装设计等情境，让学生在特定的语境中学习时尚相关的英语表达。这种方法的理论依据是情境对语言学习的重要性，情境能够帮助学生更好地理解和记忆语言知识。
板书的布局旨在让学生一目了然地看到本节课的核心内容，清晰的知识结构有助于学生理解和记忆。我确保板书清晰、简洁的方法是：在上课前预先规划板书内容，避免冗余信息；使用不同颜色的粉笔突出重点；适时擦除已讲过的内容，保持板面整洁。
板书在教学过程中的作用是提供视觉辅助，帮助学生梳理和回顾课程要点。通过板书，学生可以更直观地把握知识结构，加深对学习内容的理解。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：1.利用图片、实物等直观教具，引导学生关注时尚话题，激发学生的好奇心和兴趣；2.设计有趣的任务型教学活动，如角色扮演、小组讨论等，让学生在真实语境中运用所学知识，增强学生的参与感和成就感；3.结合学生的生活实际，让学生谈论自己及他人的穿着打扮，提高学生对英语学习的实际运用价值；4.在教学过程中给予学生充分的肯定和鼓励，提高学生的自信心和学习动机；5.通过课堂小结和作业反馈，让学生看到自己的进步，进一步激发学习兴趣。
仁爱版八年级上英语Unit1Topic3The school sports meet is coming .SectionA讲课说课稿
Unit1Topic3The school sports meet is coming .SectionA说课稿英语组：刘丹丹时间：2013年9月11日尊敬的各位老师：今天我说课的内容是仁爱版英语八年级上册Unit1Topic3The school sports meet is coming .SectionA本着变课堂为生活，让学生在情境中快乐学习英语的教学理念，我从以下六方面说本节课。
即说教材，说学习目标，说教法，说学法，说学习流程及说反思。
一.说教材本课是本册书第一单元第三个话题中的第一课，主要围绕运动展开，通过形式多样的对话短文及综合训练活动，用一般将来时谈论自己对运动的喜爱，熟练掌握一般将来时用法。
二.说学习目标 1.知识目标：课标单词exciting,relay race .运用带有will 的句子，表达自己要参加的运动项目。
是本课重点。
2.能力目标：能听说读写有关参加运动会的相关句子。
会写是本课难点。
3.情感目标：能积极与同学合作参与课堂活动，能规范音标发音，培养友好互助的精神。
加强学生热爱运动的意识。
三.说教法提问引入自主学习合作探究四.说学法 1.利用问题解决工具单，预习时有东西可看，课中每个同学都有东西可写。
2.引导学生采用自主，合作，探究的学习方式。
五.说学习流程1. 创设情境，呈现目标理解目标，做到心中有数。
（约1分钟）2.问题引领，自主学习通过预习评价齐读单词及翻译句子或词语，反馈预习情况。
（约8--10分钟）3.合作探究，展示交流解决问题，针对本课重点1a对话，进行大面积操练，首先是输入的过程，自读对话三遍，理解对话，划出重点，并依据工具单提供的重点，以自主合作解决讨论学习“12345”策略并展讲。
老师适时地补充，点拨，评价。
并完成工具单六个问题。
通过齐读，分组读，男女两人读，一个接一个读，换角色读，单位时间内说大量的话，一个接一个任务，抓更多的机会重复，学生不易溜号。
初中八年级英语Unit3 教案+说课稿 人教新目标版
Unit 3 Could you please clean your room Section A第1课时（1a-2d）Section A单词rubbish n.垃圾;废弃物 fold v.折叠；对折 sweep v.(swept)扫；打扫floor n.地板 mess n.杂乱；不整洁 throw v.(threw)扔；掷neither adv.也不; pron.两者都不 shirt n.衬衫 pass v.给；递；走过；通过borrow v.借；借用 lend v.(lent)借给；借出 finger n.手指hate v.厌恶；讨厌while conj.与……同时；当……的时候；而；然而chore n.杂务；乏味无聊的工作 snack n.点心；小吃；快餐短语take out the rubbish 倒垃圾 all the time频繁；反复as soon as 一……就……句型1.Peter，could you please take out the rubbish? 彼得，你能把垃圾倒了吗？2.And she won’t be happy if she sees this mess.而且如果她看到这么乱,她会不高兴的。
3.Could I at least finish watching this show?至少等我看完这个节目可以吗？4.For one week, she did not do any housework and neither didI.在—周时间里，她没有做任何家务，我也没有做。
5.I’ll finish my homework while you help me with the dishes.当你帮我洗碗的时候,我会完成家庭作业。
Section B 单词stress n.精神压力；心理负担waste n.浪费；垃圾 v.浪费；滥用provide v.提供；供应anyway adv.而且；加之depend v.依靠；信赖develop v.发展；壮大fairness n.公正性;合理性since conj.因为；既然 prep.，conj.& adv.从……以后；自……以来neighbor(=neighbour) n.邻居ill adj.有病;不舒服drop v.落下；掉下fair adj.合理的；公正的unfair adj.不合理的；不公正的snack n.点心；小吃；快餐independence n.独立independent adj.独立的；自主的短语in order to目的是；为了 depend on 依靠；信赖a waste of time浪费时间 take care of 照顾；处理句型1.Could I invite my friends to a party? 我能邀请我的朋友们参加聚会吗？2.They should spend their time on schoolwork in order to getgood grades and get into a good university.为了取得好成绩并考入一所好大学，他们应该把时间花在学业上。
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Unit5 What are you doing for vacation? 说课稿
Dear Ladies and Gentlemen, Good afternoon！I’m No.4. I am very pleased to have the opportunity to join in this competition. Today, my topic is Unit3What are you doing for vacation? Now I will introduce my teaching material analysis; teaching aims; teaching key points and difficulties; teaching procedure; teaching and learning methods. I. .Introduction This lesson is the first period of Unit3 in Grade 8. From this part, students will learn what people are doing for vacation. The main topic is talking about future plans. The content is closely related to daily life. It is easy to lead students to use English for simple communication. In the procedure, all the activities introduce the key vocabulary and the target language. These activities can help students learn how to make vacation plans. The target language is the basic for Ss to learn the other contents of this unit. So it’s very important to learn this lesson well. The students have known the pattern “be doing’’. But they don’t know to use the pattern “be doing” as future. And this is what I teach in this lesson. II. Teaching Aims The teaching aims are established according to Junior School English syllabus' provision and the teaching material.
1.Knowledge aims In this unit students learn to talk about future plans. Key vocabulary: camping, babysitting, plan. Target language: What are you doing for vacation? I’m going camping. When are you going? I’m going next week. Who are you going with? I’m going with my parents.
2. Ability aims: (1) To learn and understand the future plan using“be doing”. (2) To talking about your own and others’ vacation plan. 3. Emotional aims: (1)Enable students to make reasonable plan and have a colorful vacation . (2)Enable students to show great love to our country and hometown. III. Teaching key points and difficulties: 1. Let the students master how to describe what people are doing for vacation. 2. Grasp and make use of simple communication patterns in English: What are you doing for vacation? I’m going camping. When are you going? I’m going next week. Who are you going with? I’m going with my parents.
IV. Teaching and learning methods: As we all know, the main instructional aims of learning English in middle school is to cultivate the students’ abilities of listening, speaking, reading and writing. So I will mainly use the Communicative Approach and TBLT as the main teaching methods. Some students are lack of courage, so I’ll be the guider. Many tasks require all the students to take part in. So they have many chances to practice their oral English. They will do some pair work and group work such as do a survey. V. Teaching procedures The main lesson I have taken on the following teaching steps: Step1. Warming up I play an English song in the beginning of the class to increase students’ interest. (It can increase the students’ interest.) Step2. Leading in T asks ,“What do you usually do on weekends?” Ss answer,“I usually …….” Then T says,“The summer holiday is coming. I’m going to the mountains. What about you?” Step3.Presentation Then show some pictures to teach the target language. Make conversations in pairs using target language: A: What are you doing for vacation? B: I am ……. Ask and answer questions about what people are doing in the picture. A: What is he doing for vacation? B: He’s ……. (The Ss can practice different sentences upon the verbs on the blackboard.) Step4 Practice 1a. Look at the vacation activities in the pictures. Make a list. I will ask some students to write on the blackboard. 1b.Listen to the conversations and number the pictures 1-3. The first time, listen and fill in the blanks .then check the answers. The second time, listen and repeat. (Listening is an important means of learning English, but also an important step in classroom teaching.) Step5 Vacation plan Show the students some pictures on the screen. T: We have learned so many phrases about what people are doing for vacation. What about your own vacation plan? Make a conversation with your partner.