最新人教版八年级英语下册教学设计

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?; style; 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.

e 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 “could”“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.

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