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人教版八年级英语下册教学设计知识讲解

人教版八年级英语下册教学设计

一、教学课题：unit2 what should I do?

the first period

二、教学设计思路：

结合多媒体，利用图片、实物、简笔画等帮助学生记忆本节相关词汇；设置情境，帮助学生通过听说练习学会谈论日常问题及给出建议。

三、教材分析：

in this unit students learn to talk about problems at school and at home and how t o give advice to solve them. the first period serves as an introduction and lead-i n part. activity 1a introduces some key vocabulary. activity 1b gives students pra ctice in understanding the target language in spoken conversation. activity 1c giv es students an opportunity to practice their speaking skill using the target langu age. in this period students can learn to explain their problems in their daily li fe.

四、教学目标：

(一)知识目标

1. key vocabulary：

keep out; play; argue; wrong; what’s wrong?; style; out of style

2. key structures:

what’s wrong?

my clothes are out of style.

maybe you should buy some new clothes.

(二)能力目标

to train students’ ability of communication and listening skill.

(三)情感目标

1. to be interested in taking part in all kinds of activities in an english clas s.

. 培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。

2. train students’ communicative conscious. to speak out their thinks and wills.

五、教学重点：

1. key vocabulary：

keep out; play; argue; wrong; what’s wrong?; s tyle; out of style

2. key structures:

what’s wrong?

my clothes are out of style.

maybe you should buy some new clothes.

六、.教学难点：

learn to give advice using “should”.

七、.难点及其突破方法：

培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的

影响。

八、教学资源：

多媒体；录音机；课件

九、教学过程：

step 1.greetings and revision

greet the class and check the homework.

ve some advice?

s(1): wait until next year.

s(2): borrow one.

s(3): buy a used guitar.

s(4): get a part-time job.

……

(teacher show the advice on the screen one by one)

t: thank you for your advice. do you have any problems?

s: yes.

t: i think you have different problems. in this unit we are going to talk about pr oblems people have and learn to give these people advice, using the words “coul d” “should” and “shouldn’t”.

t: now please open your books at page 10. look at activity 1a, please.

(point to the problems and ask five students to read the problems to the class) s(1): my parents want me to stay at home every night.

s(2): my brother plays his cds too loud.

s(3): i don’t have enough money.

s(4): i argued with my best friend.

s(5): my clothes are out of style.

read each sentence again and ask students to repeat it. ask students to explain in their own words what each sentence means. they can point to parts of the picture, using actions, simple drawings on the board and simple sentences.

t: you are right. you must pay attention to two phrases. “argue with sb.” means “disagree in words with sb.” “out of style” means “no fashion in clothes”.

十、评价方法：

评价section a的教学效果，可以通过以下几点：

1．学生是否能熟练掌握本节可所学单词及能造简单的句子。

2．学生是否能用目标语运用自如地编对话。

十一、教学反思

1．通过教学活动和教学实践，我深刻地体味到，农村中学英语课堂教学改革势在必行。我校地处农村，学生基础薄弱，在英语学习方面没有一个好的语言氛围。刚开始时，课堂上时常会出现乱的局面，但通过一段时间的摸索和学习，总算掌握了这一教法的要领。一节课要取得成功，我有如下几点认识。首先，课前准备一定要充分，在教学设计中，要认真研究《课标》,分析教材，通过传授与学生生活密切联系的英语知识，训练英语的听说能力，培养学生学习英语的兴趣和初步能力，最终使学生从“学会英语”，向“会用英语”转变。

2. 要尽可能多地考虑师生的共同参与性与互动性，操练过程中的趣味性和交际性，充分体现学生学习的自主性和参与性。其次，充分利用有限的教学资源，如多媒体、图画、简笔画等拓宽学生学习渠道，改进学生学习方式，提高教学效果。再次，学生的学习热情和自信心是外语教学中最可贵的因素。农村学生大多性格内向，有相当一部分学生表现为胆小，要尽量去了解每一个学生，摸准他们的心理脾气，在教学中尊重他们，关心体贴他们，把回答问题的权利分配给每一位学生而不是尖子生，及时鼓励他们。

新目标英语七年级(下)Unit5 I'm watching TV.

教学设计SectionA1a－－1c

一、教材分析

本单元是Go for it ( 下 ) Unit 5。主要围绕“What are you doing?”这一主题展开各种教学活动。

SectionA 1a－－1c部分是本单元的第一课时，这一课时通过常见的一些动词短语引出现在进行时的教学，学好本课对以后的SectionB部分的学习起了很好的铺垫作用。

二、教学目标

1．语言目标

1）短语和单词doing homework, watching TV, cleaning, eating dinner, reading a book, talking on the phone, apartment

2）句型结构

What are you doing?I'm watching TV.

What's he/she doing? He/She's reading.

What are they doing ? They're watching TV.

3）语法The structure of the Present Progressive Tense

The present participle

2.语言技能

1）能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。

2）能掌握现在进行时态及一些表示具体动作的词组搭配，如：

doing homework, watching TV, eating dinner…等。

3、学习策略

通过本节课的教学，我要求学生能通过观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。

4、情感态度

通过对本单元的任务性活动，我的目的是能培养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，乐于合作，培养学生团结合作的精神。

5、文化意识

了解西方人是如何表达或描述正在进行的动作。

三、教学的重、难点

基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和现在进行时的用法。

教学难点为现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。

四、学情分析

我所教学的对象是初一学生（以中等生为主），对英语普遍感兴趣，但有很大的不稳定性，好奇心强，求知欲旺盛，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。提高他们综合运用语言的能力，使各层次的学生都有所收获。

五、教学方法

1、教法分析

1）现在进行时是学生刚刚接触的一种新的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，创设生活化的真实

情境（或半真实情境）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学,学了就用）。

2）开展多种类型的任务型活动，如小组表演、游戏、做报告、编歌曲等提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。

3、教学手段

多媒体辅助：将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI 软件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。

五、教学过程设计

Step 1 Greeting

Step2 Revision

What do you(does he/she)do?

What do you(does he/she) want to be?Why?(通过复习一般现在时的句型结构为下面的现在进行时的学习起一个比较的作用。）

Step3 Presentation

1.Listen to a song（听一首活泼愉快的歌曲，既能激发学生的学习兴趣，又能顺利地过渡到现在进行时的学习）

2.Lead out the new phrases and target languages.

( Show some pictures on the screen and ask some students to perform the actions.) eg.T: What are you doing ?

S: I am doing homework.（Help him/her to answer）

T：What is he /she doing ?

Ss: He /she is doing homework.

Teach : watching TV,cleaning reading a book, eating dinner, talking on the phone...as the same way.（通过多媒体课件显示和学生的亲自表演，目的是让学生在真实情景中学习短语和感受出现在进行时的结构和用法。）

Step 4 Practice

1.Ask and answer in pairs: What is he/ she doing? He/She’s...

2.Groupwork

A:What are you doing ?

B: I am doing homework.

A:What is he/ she doing ?

C:He/ She's doing homework.

(我设计的任务是要求三个学生为一小组，进行问答练习。这样的活动既可以培养学生的合作意识，又能在情景中用现在进行时交际，巩固了本节课的重点，从而突破了难点，促使学生在学习过程中学会细心观察。)

3．The structure of present progressive tense and the present participle.（让学生观察句子和现在分词形式分别总结出现在进行时的结构和怎么给动词加ing,培养学生的观察能力和归纳能力。）

Step 5 Practice 1a and 1c

1.Match the words with the people in the pictures in Section A( 1a)

2.Pairwork, ask and answer questions about the pictures. Ask some pairs to act out

their conversations.(1c)

Step 6 Listening 1b

接下来的任务型听力要求学生对动作作出反应，教师可承接刚开始的话题，引导学生根据所学语言完成以下任务：

1.What are the people doing?

2.Write numbers from 1a below.

3.Check the answers in pairs like this:

A: What is Jenny doing? B: He is watching TV.

A: What are Dave and Mary doing? B: They are eating dinner.

A: What is John doing?

B: He is doing homework.

(通过听力训练，现在进行时的结构得以很好的落实)

Step 7Summary and Homework

1.Blackboard design

Unit 5 I’m watching TV.(Section A 1a-1c)

doing homework What are you doing ?

watching TV I am watching TV .

cleaning What is he/she doing?

eating dinner He/She is reading.

talking on the phone

六、课后反思

本课时学生参与面广，不同层次的学生均有所获。基础较差学生能运用所学句型进行简单的交际练习。英语能力较强的学生则进行了大量的游戏、做报告、编歌曲等口头练习，语言能力拓展达到一定深度和广度。

通过本节课的教学实践，我认识到教学成功与否，学生掌握程度如何，关建在于教师如何创造性地设计课堂教学。任务的设计要体现多样化和层次感；教师要善于活化教材,对其精加工, 在给定的语言材料基础上进行适度挖掘和拓展,使其更好服务于教学目的.

《新目标初中英语》七年级英语下册第四单元教学设计 unit 4 I want to be an actor

( section b 1a—2c )

【一】教材简析 ( analysis of the teaching material)

本课是第四单元的section b 1a-2c这部分内容，中心话题是“jobs”，1、谈论到各种不同的工作及如何描述它的性质特点，

2、谈论自己或他人将来想从事的职业并陈述原因。使学生能对学过的目标句型运用自如，创造性的活用所学语言进行课堂活动。【二】教学目标 (teaching aims and demands )

一．知识目标(knowledge objects )：

1).学习有关形容词(description words ):exciting, dangerous, busy, fun, difficult, boring

2).学习短词：want to be

3)．掌握下列目标语言(target language)：

ii．能力目标(ability objects)：

1).通过新知识的有序呈现，在学生完成一系列任务的过程中，培养学生观察、记忆和思维的能力。在听、说、读、写全方位的训练中，提高学生综合语言运用能力。

2）.通过小组讨论，培养学生的合作能力和团队精神，并能把语言材料用到真实的生活中。

【三】教学重点教学难点（teaching key and difficult points ）

ⅰ.教学重点:

1).掌握形容词的用法 2).学会运用 3).加深巩固谈论职业的句型

ⅱ. 教学难点:

1)能够运用形容词来描述各种不同职业的性质

2)能熟练运用所学习的知识进行关于职业的对话，真正做到学以致（train students’ ability to talk about jobs using the target language.）3)向他人介绍自己的理想职业并说出原因

4)训练学生听、说、读和写的技巧（train students’ listening skill.）【五】教学过程teaching procedures

step one: warming up

ⅰ. 以真实形象的图片来复习有关职业的单词。

设计意图：以生动真实的图片景象展现给学生，吸引住他们的眼球，让他们感到耳目一新，能激起学生知识记忆，从而更有效地加深对单词的理解和记忆，为下一步学习新的课程做好铺垫。

步骤：1、利用媒体课件，展示与栩栩如生的与职业名称和工作单位有关的图片给学生，如警察和警察局、服务员和餐馆、演员（成龙、赵微）、银行职员等图片。一边指着图片一边暗示学生说出相关的英语单词，随着学生的回答后出示有关的职业的单词。

2、提问个别学生说出所展示图片人物的职业和相关的工作单位

3、鼓励个别学生单独读出所有图片所批示的英语单词，必要时帮助其纠正发音。

ⅱ. 通过观看动画片来复习有关句型并进行有关的操练

目的：播放画面生动精彩的动漫来复习影片中的目标语言和加深的重点句型

步骤：

1).播放动画片，要求学生注意影片有关的内容。

2).结束影片，并以多媒体屏幕来展示有关句型

what do you do? i’m an actor.

what does he/she do? he’s/she’s a doctor.

what do you want to be? i want to be an actor.

what does he/she want to be? he/she wants to be a bank clerk..

3).小组活动，以两人一组来进行对话，询问对方的职业，然后由由教师提问第三位学生回答以上两名学生中所提到问题。建议学生可以给自己定一份喜欢的职业来进行角色扮演。

1、要求学生完成中1a部分习题，利用课件核对答案。

1.a

2.c

3. f

4.e

5.h

2、引导学生谈论其他工作的种类，并用1a中的形容词进行描述

1b this activity provides guided oral practice using the target language.

1 c this activity provides an opportunity for oral practice.

step four teaching section 2a, 2b

2a this activity provides listening and writing practice with the target language.

call attention to the two headings and ask a student to read die headings to the class.

point out the blank lines where students will write the name of a job (under the words wants to be).

play the recording the first time. students only listen.

say, now i will play the tape again. this time write the name of a job under the words “wants to be.”

1.pre-listening

指导学生注意部分题目要求并认读三个英文名字。提出问题: what does he/she want to be?

帮助学生回答: he/she wants to be a / an… .

2. while-listening

播放第一遍录音时，要求学生认真听，引导学生全面了解这篇对话的内容。

；在播放第二遍时，需要学生做出2a部分听力题。

3. post-listening

给出听力的正确答案。利用课件教师将完整的听力材料呈现给学生，学生朗读。

教师利用课件展示答案,check the answers.

2b 部分可以以相同的方式进行。在两部分练习完成后，将完整的听力材料呈现给学生反复朗读，并可以进行三人一组分角色对话。在熟练掌握材料的基础上，可以鼓励学生就听力材料互相提出问题，回答问题，充分利用该项练习。

step five: teaching section b-2c2c

1).提问学生他们的理想职业及原因。

2).以小组为单位讨论各自理想的职业并说明理由，由组长记录，从中选出一个理由最充分的。由教师宣布结果，评出

step six: summary

new words : exciting, dangerous, busy, fun, difficult, boring ,want to be target language：

step seven: homework

make a surkey

name want to be why

ask the other ss in your group:

tell us what you want to be and the reasons. what do you want to be? why? 【七】板书设计( blackboard desig

key word

target language:

what do you do? i’m an actor.

what does he/she do? he’s/she’s a doctor.

i want to be a/an…. because it’s a /an job

【八】教学理论(teaching theory )

本课主要采用任务型教学法.任务型课堂教学活动作为一个新的理念,它主要以话题为主线,采取任务型语言教学模式,兼顾交际功能和语言知识结构的学习,以一种在教师的指导下,通过感知、体验、实践、参与、合作与交流等学习方式，实现任务的目标，感觉成功。在学习

过程中进行情感和策略调整，以形成积极的学习态度，促进语言实

际运用能力的提高。因此，任务型教学必须以学生为中心，任务设

计要有明确的运用目的（purpose），要能达到一定的结果（outcome），要具有交际性和真实性，是教师在进行任务型课程设计的指导思想和必须遵守的原则。

人教版英语八年级下册教案

Unit1 What’s the matter？ Section A 1. What’ s the matter? 怎么啦？出什么事情了？【解析】matter/ ' m?t?(r)) /n.问题；事情 What’ s the matter with you? = What’s the trouble with you? = What’ s wrong with you? 你怎么了？【注】：matter 和trouble 为名词,其前可加the 或形容词性物主代词， wrong 是adj. 不能加the —What’s the matter ______ Tom. He is wet through. —His car ran _______ the river. A.with; in B.to; into C.with; into 【用法】用于询问某人有什么病或某人遇到什么麻烦、问题其后跟询问对象时，与介词with连用。即： What’s the matter with sb.? = What’s your trouble? = What’s up? = What happens to sb.? （）What’s ____ with you? A. trouble B. the matter C. the wrong D. matter （）— ______? — Nothing serious , but a bit tired. —Better have a rest now, dear. A. Is that all B. Is there anything else C. What’s this D. What’s the matter with you （）—_________? — I have a headache and I don’t feel like eating anything. A. How are you B. What can I do for you C. What’s the matter with you D. How do you like it （）—What’s the matter with Tina? —_______________. A. She is away. B. She is cool. C. She has a sore throat. D. She should take some medicine 【拓展】matter的用法 (1) It doesn’t matter 没关系（用来回答别人道歉时的用语） (2) as a matter of fact= in fact 事实上, 实际上 2. I have a cold 我感冒了

人教版八年级上册英语教案(全册)

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【参考借鉴】人教版八年级上册英语全册教案.doc

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【参考借鉴】人教版八年级上册英语全册教案.doc

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