冀教版八年级英语上册lesson33教学设计

冀教版英语八年级上册lesson33教学设计

教学理念：

按照基础教育阶段英语课程的总体目标，在课堂教学中要注意学生语言技能、语言知识、情感态度、学习策略和文化意识的培养，让学生在获得知识和技能的过程同时学会学习和形成正确价值观。

本单元是让学生思考他们的未来，考虑一下将来的生活，积极参与到语言的运用情景之中，体验合作交流的乐趣。

教材分析：

1. 教材简析：

本课通过描述李明和王梅的愿望和理想，学习有关职业的词汇及有关表示将来时的句型，帮助学生积极地描述他们的愿望和理想，让学生思考他们的未来，进一步复习学过的一般将来时，扩充词汇，掌握有关目标和计划方面的常用语言，激发学习英语的兴趣，有利于培养想象力及用英语进行思维的能力。

2、教学目标：

知识与技能目标：

知识目标：

1. Learn and master the following expressions

be good at ;in the future ; give a talk ;make sb. do

sth.

2. Sentense pattern

Tomorrow is the future .So is next week and next year.

技能目标：

1、Enable students to express their hopes and wishes.

2、Think about the life in the future and share the ideas in a small group.

过程和方法目标：

1. Enable students to express their hopes and wishes

2.Help the students to learn to predict their future

life and their jobs.

情感态度价值观目标：

Set up your ambition for your future.

教学重点:

1、Some words and expressions about the future.

2、Predict their future life and jobs and the future tense.

教学难点：

1、熟练运用“so+助动词+主语”的倒装句。

2、Predict their future life and jobs and the future tense.

教学用具：

Recorder and tape

课型：New lesson

学情分析:

八年级学生已经具备了介绍的基本知识和技能，为本课的学习作下了铺垫。此阶段的学生是一个特殊时期，有了一定的英语学习习惯，但须巩固，他们有了一定的认知能力和语言基础，需要进一步扎实基础，提升能力，但是学生学习的差异性很大，部分语言学习能力较强的学生表现更为优异，对英语学习表现出较强的自信心，能积极参与课堂活动，针对他们，任务

的设计可以是对语言表达能力要求较高的活动，引导他们在小组活动中积极与他人合作，互相帮助，共同完成学习任务;班里还有一些语言能力较差，语言综合运用能力没能达到要求级别，自信心不足，缺乏学习动力与积极性，教师要鼓励他们，针对他们设计容易完成的活动，使其体验到成功的喜悦的同时，激发培养英语学习兴趣，树立信心。对学生的活动进行评价，让学生能及时得到激励与反馈，有利于学生英语学习。 学习策略：

1.借助联想学习和记忆词汇；

2.听前准备，有选择性地听记关键内容

3.提高学生学习策略意识，培养学生使用各种方法来帮助自己学习语言。

4.个人阅读、小组讨论、 师生互动 教学过程设计： 教师活动 教学过程 学生活动 Good morning , class! Are you ready for class?

Step 1 Greeting Good morning teacher. Yes , we are. 1. This month is _. Last month is _。 Next month is _. next month is in the future .What else is in the future?

2 What is always

in front of you , yet you can never see it ? Step 2 Lead in 1. Next year and all the years after that. 2Think about it and answer: Your future Ask: 1. What are you good at? 2. What do you want to do in the future ?

Step3. presentation Ask and answer in pairs. Ask the question and check the answer. .What would Li

Ming and Wang Mei like to do in the future?

Step4.Listen and answer Listen to the tape and answer the question : Li Ming would like to be a teacher. Wang Mei would like to be a doctor. 1.Ask the students to read the dialogue silently, （Pay attention to the reactions of the students to know if they Step 5.Read 1. Read the dialogue silently （画出不理解的短语和句子） 2. Read the dialogue In pairs.

need help .） 2.Read aloud in pairs

1.Ask several students to read and translate the dialogue.

https://www.wendangku.net/doc/c615001700.html,e the following phrases to make sentences a.be good at b.in the future c.give a talk

d.make sb. do sth. 3. Explain the following .

a.in the future 与 in future 的区别

b.Tomorrow is the future. So is next week and next year.

3. 讲解“so+助动词/ be 动词/情态动词+主语”

5.Ask several groups to act the dialogue out in front of the class

Step 6. Have a further study of the dialogue. 1. Have a discussion in pairs .

2.Read and translate the phraes,then try to make sentences.

3.Students try to explain the sentences

4.After have a discussion

Then do the following exercises a. He can swim, and （我也会）

b. He is tall . （我也是）

c. He likes to study Chinese. (确实如此)

d. It is a beautiful

coat. (确实如此) 5.Act the dialogue In front of the class.

Ask Ss. to think about their life

in the future

a. Where will you live?

b. What will your job be?

c. Will you be happy? Why? Step7

Think aout your

life in the future

Share their ideas in a small group

Guess what I am going to be when I’m older?Step8 Guessing S1:Can you tell me

What I’m going to be in the future?

S2: Will you be a …?

S3…

板书设计

Lesson 33

future scare might carefully sick

In Future 与in the future区别

so+助动词/be动词/情态动词+主语当堂测试内容

根据课文进行填词。

Li Ming doesn’t know what he is going to ( )when he ( ) up .Wang Mei thinks he is a ( ) student and he will have a good ( )because he is good at ( ) to people. He would like to be a ( ).Wang Mei is always ( )people. And Li Ming thinks she might be a ( ).

Homework:

Ⅰ、根据句意填出词的适当形式。(必做题)

1.It’s (害怕)to hear the voice in the evening.

2.I feel （病了）,maybe I have a cold.

3. Tom listened to the teacher carefully yesterday. so （他的弟弟也是）Ⅱ、Write a passage about “YOUR FUTURE”(选做题)

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4．教师打开同步课件，学生跟读，教师用汉语翻译并解释，强调Nice to meet you.的用法和意思。 5．学生熟悉对话后，教师和学生一对一练习，学生自由组合练习。 【结束新课】 让自告奋勇的学生上台表演，教师给以评价和鼓励。 【布置作业】 背诵对话并完成activity book中的习题。 Lesson 2：Friends 【知识目标】 1．体会理解运用人称代词。 2．学会介绍他人。 【技能目标】 能把所学知识运用到日常对话中。 【情感态度价值观】 培养学生善于用英语交流的意识。 【教学方法】 讲解法，演示法 【教学重难点】 1．体会理解运用人称代词。 2．学会介绍他人。

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小学英语基本知识点汇总

. 个性化教学辅导教案 学员姓名：任课教师：所授科目：英语 学员年级：上课时间：年月日时分至时分共课时

3.在一般现在时中，句中有be动词或情态动词时，否定句在be动词和情态动词后加not，一般疑问句将be动词或情态动词放在句首。 4.在一般现在时中，句中没有be动词或情态动词时，主语为第三人称单数的否定句在动词前加does+not (doesn’t)，一般疑问句在句首加does，句子中原有动词用原形;主语为非第三人称单数，否定句用do+not (don’t)，一般疑问句在句首加do，句子中动词用原形。 动词+s的变化规则 1.一般情况下，直接加-s，如：cook-cooks, milk-milks 2 .以s. x. sh. ch. o结尾，加-es，如：guess-guesses, wash-washes, watch-watches, go-goes 3.以“辅音字母+y”结尾，变y为i, 再加-es，如：study-studies 一般现在时基本用法介绍 【No. 1】一般现在时的功能 1.表示事物或人物的特征、状态。如：The sky is blue.天空是蓝色的。 2.表示经常性或习惯性的动作。如：I get up at six every day.我天天六点起床。 3.表示客观现实。如：The earth goes around the sun.地球绕着太阳转。 一般现在时的构成 1. be动词：主语be(am,is,are) 其它。如： I am a boy.我是一个男孩。 2.行为动词：主语行为动词( 其它)。如： We study English.我们学习英语。 当主语为第三人称单数(he, she,it)时，要在动词后加"-s"或"-es"。如：Mary likes Chinese.玛丽喜欢汉语。 【No. 2】一般现在时的变化 1. be动词的变化。 否定句：主语be not 其它。 如：He is not a worker.他不是工人。 一般疑问句：Be 主语其它。

冀教版英语三下《英语教案(三年级起点)》教学设计

Lesson 1 I’m Hungry! Lesson 2 Meat, Chicken And Fish Lesson 3 Would You Like Some Soup ? Lesson 4: Vegetables and Fruit Lesson5Breakfast Lunch and Supper Lesson 6 What’s for Breakfast? Lesson 7 What’s for Lunch? Lesson 8 Again , please! Lesson 9 Let’s Eat!Let’s Drink! Lesson 10:In the Restaurant Lesson11: Pizza and Hamburgers Lesson 12 : HotDogs and Donuts Lesson 13 How Much? Lesson14 How much are they? Lesson15 Let’s make soup！ Lesson16 Again, Please! Lesson17 Skirt and Pants Lesson18 :New and Old Lesson19：Coat and Scarf Lesson 20 Shoes and Socks Lesson 21 Pyjamas Lesson 22: Days of the Week Lesson 23 A New Coat for LiMing Lesson 24 : Again , please ! Lesson25. Bedroom Lesson 26 Homework Lesson27:TV and Telephone Lesson28: In the Bedroom Lesson 29 Brush and Comb Lesson 30: Toys Lesson 31 Games Lesson 32 ：Again, please! 第二册集体备课（新）Lesson 1 I’m Hungry! 一、教学目标： 知识目标:

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Lesson16 Breakfast，Lunch and Dinner 【课题】：Lesson16 Breakfast，Lunch and Dinner；This lesson has one class. 【课型】：New class. 【课标定位】：1.Can speak new words and phrases. 2.Can understand the simple story with the help of pictures. 【教学目标】：1.Be able to read and spell the following words: breakfast, lunch dinner, morning, afternoon, evening, night. 2.To apply the learned words and sentences in daily life. 【教学重点】：Can listen, say, remember the words: good，breakfast, lunch，dinner, morning, afternoon, evening, night. 【教学难点】：The flexible use of actual life. 【自学指南】：Try to understand the content of dialogue according to the words given. 【自学测评】：Find out the difficult words and sentences. 【情景引入】：We all know that there are three meals a day, we will learn words on three meals in this class. 【核心活动】：Step1:Warm-up! 1. Greeting: the teacher and students greet for each other to close the distance between the teacher and students. 2. Review morning, afternoon and evening. For example, ask the students to say in Chinese what activities they do in the morning/afternoon/evening. Write on the blackboard. Step2: New Concepts Part1.Breakfast，lunch or supper? Please look at the book and guess what the pictures are about. (Teacher says the sentences and do the action to help students understand the Chinese meaning of morning, afternoon, evening. If necessary, we can explain in Chinese.) 1. Present: Write breakfast, lunch and supper on the blackboard and translate each word. Practice saying the words with the class a few times. 2. Student book: Discuss the pictures in book. For example, ask the students to find the words breakfast/lunch/supper in the sentences and ask the times of eating breakfast/lunch/supper. Part2.Practice 1. Ask questions to check their comprehension. Use English as much as possible and use gestures to make your meaning clear. For example: What does Li Ming have in the morning/afternoon/evening? What does Li Ming do after breakfast/lunch/supper? 2. Work in pairs: Talk about what they do in the morning, afternoon and evening.

17个英语基本知识点

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(完整)人教版五年级下册英语课文及单词

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