(完整word版)英语人教版八年级下册unit4-Reading教学设计及课后总结反思,推荐文档

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初中英语人教版八年级下册unit4 教学设计

人教版八年级下册Unit4 Reading 2a-2c《Maybe you should learn to relax!》教学设计一、教材分析本课是一堂阅读课，主旨是培养学生的阅读策略，使学生能够学会从文章中提取、加工、输出信息的能力。

通过不同形式的任务阅读训练，进一步提高学生听、说、读、写的综合能力，并通过延伸，是学生能够从课内走向课外，从自主学习走向合作探究，从而达到学以致用。

二、学情分析本节阅读课非常贴近学生的现实生活，说出学生的心理，所以学生应该感兴趣，并愿意参与到各个任务中。

但是基于班级学生两级分化严重，词汇和阅读策略的匮乏导致阅读本就是学生最薄弱的一环，所以本课立足于本单元的基本词汇，加以阅读策略的指导，开拓学生的阅读分析能力，并进一步提高写作技能。

三、教学目标1.知识目标：掌握文中的重点词汇掌握速度、略读、细读等基本阅读策略2.能力目标：利用阅读策略阅读文章，对文章进行层次阅读，并通过上、下文猜测新单词3.情感目标：通过本文的学习，了解西方国家教育孩子方面存在的问题，结合学生自己的亲身体验，理解父母的用心和爱，并学会在压力面前，如何交流、缓解和放松。

四、教学重难点重点：阅读技巧的训练、单词和词汇难点：阅读技巧的训练五、教学过程Step1.warming up and Leading in1.Weekly English SentenceAll work and no play makes Jack a dull boy!(设计意图：通过每周一句这种语言知识的积累，学生感兴趣，并开拓了知识面，而且这句谚语很好的贴近了本节课的主题，引出下面的放松方式)2.Ways of relaxingSay，what day is it today? A new week is beginning. Are you busy and tired? When we are busy and tired ,we should relax ! How do yourelax?Show the pictures for the student, and say out the ways of each picture. Ask, What do you usually do after shool?(设计意图：通过图片的展示，提供多种放松方式，引出2a内容)Step2 Pre-readingAsk students to do activity 2a by themselves , the answers are vary. Then change the answers in pairs.Step3.While readingSay I know you’re very tired , you have too much homework to do ,you have to study for the tests, so you should learn to relax. Let’s look at activity 2b.1.Fast readingIntroduce the reading strategy and show the students how to do.1) Get the students to read the title, the 1st and the last sentence of each paragraph, then predict the main idea of the article.2) Try to answer the two questions in 2b to check if they understand the main idea.(设计意图：通过速度，使学生能找到问题的答案，了解文章大意)2.Skim reading1)Introduce this step for the students, then let them read the article andfind out the words on the screen2)Introduce the reading strategy in the book for the students, guidethem to guess the meanings of those words3)Get students to read the sentences in 2c, let them finish the activity bythemselves4)Check the answers together.(设计意图：通过略读，让学生快速的找到出示的单词，运用课本中使用上下文猜测词义的阅读策略猜测词义，并完成2c部分词义和单词匹配的活动)3.Scan readingIntroduce this step and show the students how can do.1)Let students read the 2nd paragraph and finish the two tasks2)Check the answers together.3)Get the students read the 3rd paragraph and finish the tasks.4)Check the answers together.5)Get the students to read the 4th paragraph and answers the questions.6)Find 4 student to say out their answers.(设计意图：细读每个段落，使学生在细读的过程中理解每个段落的内容，并在此基础上完成阅读任务。

英语人教版八年级下册unit4-Reading教学设计及课后总结反思

新目标英语八年级下unit4 Reading教学设计及课后总结反思1．教学背景分析【教学内容分析】Do you remember what you were doing?是义务教育课程改革实验教材新目标八下第四单元reading，学习掌握过去进行时与when/while引导的时间状语从句连用这一语法现象。

第一课时主要是通过阅读来了解故事的第一部分，通过听力来获取信息，了解故事的结尾。

在读、听故事的过程中学习词汇；在理解故事的基础上，掌握词汇并提炼出语法现象，总结出语法结构，进而在真实的语言环境中自然地运用所学新知，进行真实交际。

【学生情况分析】学生刚刚学过用过去进行时的简单句描述过去某一时刻正在进行的事情，本课又以故事为载体，呈现并学习过去进行时与when/while引导的时间状语从句连用这一语法结构，将知识扩展。

教师要紧紧抓住学生的年龄特征和喜爱读故事这一特点，利用图片，将故事情节形象化、生动化，使学生在读故事中自然地接触语言现象，进行新知识的输入，并且帮助他们有效地内化语言。

根据初二学生的认知特点，将学生熟悉的教室和办公室的片断录像在课堂上播放，为学生提供使用语言的情景，激发他们的表达欲望，以达到最佳的教学效果。

2．教学设计理念根据新课程理念，只有树立以学生发展为本的思想，全方位、多角度地设计阅读教学过程，调动学生参与阅读教学的积极性，英语阅读课教学才能焕发生命的活力。

本课以学生感兴趣的故事为主要内容，为了能充分发挥故事吸引力的作用，我精心设计了导入，利用课本中的图片资源，既学习了词汇，为下一步的阅读故事扫清了障碍，又达到了介绍故事背景的目的，调动了学生读故事的欲望，从而积极主动地参与到阅读学习中来。

根据由易到难的认知规律和第二语言学习的渐进性规律，本节课课堂教学设计由易到难，由浅入深，教学呈阶梯式层层推进，逐步加深学生对故事的第一部分的理解。

在此基础上，引导学生以听力的方式弄清故事的结尾。

人教八年级下册英语Unit4教学设计

3.针对写作部分，教师提供写作框架，让学生仿写一篇关于名人成功故事的小短文。
（五）总结归纳，500字
1.教师引导学生回顾本节课所学内容，总结一般过去时态的用法、词汇的含义和用法。
2.学生分享自己在课堂上的收获和感受，教师给予肯定和鼓励。
3.教师布置课后作业，包括复习词汇、完成短文写作等，并提醒学生预习下一节课的内容。
1.任务型教学法：教师通过设计任务，引导学生参与课堂活动，提高学生的英语实际运用能力。
2.情境教学法：教师创设情境，让学生在真实的语境中学习英语，提高学生的学习兴趣和积极性。
3.小组合作学习：教师组织学生进行小组讨论、展示等活动，培养学生的合作精神和团队意识。
4.自主学习：教师鼓励学生课前预习、课后复习，培养学生自主学习的能力。
1.学生在八年级上册及本册前三个单元的学习中，已经掌握了基本的英语语法、词汇和句型，具备了一定的英语听说读写能力。
2.在此之前，学生已经学习过一般过去时态，但对于一些不规则动词的过去式变化仍需巩固。
3.学生在阅读方面，对于故事性较强的文章能够产生兴趣，但部分学生在提取关键信息、理解文章深层含义方面存在一定困难。
（2）在篇章层面，如何使文章结构清晰，逻辑性强。
（3）口语表达中，如何使语言流畅、自然，富有表现力。
（二）教学设想
1.教学方法：
（1）采用情景教学法，通过图片、视频等多媒体手段，创设真实语境，帮助学生更好地理解词汇和语法。
（2）运用任务型教学法，设计各种听说读写任务，引导学生主动参与，提高实际运用能力。
（1）形成性评价：关注学生在课堂上的表现，包括参与度、合作精神、口语表达等。
（2）终结性评价：通过单元测试、作文、口语测试等形式，全面评估学生的学习成果。

人教版八年级英语下册Unit 4 Section B 2b Reading 教学设计

Unit 4 Section B 2b Reading 教学设计1教学目标Language and ability goals:1) Students can understand the main idea and the structure of the passage.2) To be able to guess the meaning of words according to the context.3) To learn to give advice on how to relax.4) They will be able to keep a balance between study and relaxation, then enjoy school life.Emotional goals:1) Students can work together to have teamwork spirit.2) They can feel relaxed and happy after learing the class.2学情分析现在的中学生利用周末和假期参加课外班学习,导致劳累、压力大。

本节课的阅读贴近学生生活。

我所授课的班级是普通班, 学生课堂较活跃，善于表达，但不能很好的概括文章大意和作者观点。

本课意在引领学生学会依托阅读文本，学会分析、通过提建议来解决实际问题的能力，从而提高阅读理解能力。

3重点难点Language key points and difficulties:1) To learn to share opinions with others.2) To be able to give proper advice about how to lower the stress from after-scho ol classes.4教学过程教学活动活动1【导入】Pre－reading1. Ask students about their 3-day holiday.2. What do you often do on weekends/holidays? (Show some pictures of their after -school activities or write on the blackboard).3. Ask them how they feel about the activities.活动2【讲授】While－reading——1st ReadingSkim the passage.1. Match the key words of each paragraph.2. Then lead them to sum up the structure.活动3【讲授】While－reading———2nd ReadingScan the passage to finish the following tasks.Read P1:1. Underline the answers to the questions.2. Guess the meaning of the word compete.Read P2:1. Get to know the detailed information.2. Guess the meaning of the words typical/training/cut out/.3. Ask them the Cathy Taylor’s opinion.4. Guide them to understand the implied meaning of the Cathy Taylor’s.5. Students conclude and write down the present situation in China and America.Read P3&4:1. Judge T or F about P3&P4.2. Paraphrase 4 words.3. Students conclude and write down Linda Miller and Dr. Alice Green’s opinions.4. Ask them if they have time to relax and think for themselves?活动4【测试】Internalization(内化)1. Make a summary about the whole passage.2. Tell the result of survey on stress and after-school classes, we should learn to r elax.(概括全文，内化所学语言知识。

八下英语u4阅读教学设计

能够理解文章的主旨和细节
添加标题
添加标题
添加标题
添加标题
能够根据上下文猜测生词的意思
能够根据阅读材料进行推理和分析
增强学生的跨文化意识和交流能力
培养学生对英语学习的兴趣和热情
帮助学生树立正确的学习态度和价值观
提高学生的团队合作和互助精神
主题：人与自然和谐共生
故事情节：主人公在自然中探险，与动物们建立友谊
通过提问、讨论等方式，激发学生的思维活跃性
利用学生已有的知识，引导他们进入新的学习内容
提供与学习内容相关的背景知识，帮助学生更好地理解
引导学生进行自主学习和合作学习，培养他们的学习能
力和合作精神
任务型教学法：通过完成真实任务来提高语言运用能力情景教学法：创设生动场景，激发学习兴趣和动力合作学习法：小组合作，培养学生的协作能力和团队精神探究式教学法：自主探究，培养发现问题和解决问题的能力
词汇和语法练习：通过例句和练习题，帮助学生巩固所学词汇和语法
知识。
听力和口语练习：通过听力材料和口语练习，提高学生的听力和口语
表达能力。
阅读理解练习：通过阅读文章和回答问题，提高学生的阅读理解能力。
写作练习：通过写作任务，让学生运用所学知识进行实际写作练习。
教学目标：培养学生的阅读能力和语言运用能力
和指导
鼓励学生积极参与反馈，提高他们的学习
积极性
根据学生的反馈调整教学策略，提高教学
质量
定期收集学生意见，不断改
进反馈策略
评价方式：采用多种评价方式，如考试、作品评定、口头表达等反馈内容：针对学生的表现和作品，提供具体、有针对性的反馈和建议实施过程：在课堂教学中及时进行，确保学生能够及时了解自己的不足和改进方向实施效果：通过及时、有效的评价与反馈，提高学生的学习效果和自信心

人教新目标版八年级英语下册Unit4 阅读课教学设计(公开课教案)

Unit4 Why don’t you talk to your parents.阅读课教学设计Teaching aims:Knowledge aims:Students can get familiar with the situation about after-class activities and get some detailed information of this passage.Ability aims:Students can use context to guess the bold words and use skimming skills to get the main idea of each part and use the scanning skills to get specific information.Students will express their opinions on how to relax.Emotional aims:Students will increase their interest in discussing with others together.Students will hold a correct attitude to after-class activities.Teaching key points and difficult points:Key points:Students can get familiar with the topic of after-class activities grasp the bold words in the passage. Students can apply reading strategies: making prediction, skimming and scanning.Difficult Points:Students can express their opinions on the topic freely and fluently.Teaching procedures:Step 1 Lead-in1.Greet students.2.Ask students questions “After school, what activities do you usually do?” and show some pictures about activities such as play basketball, play the piano and paint. Students often do a lot of things after class, may be theyneed relax. In this way, I will lead to today’s topic “ Maybe you should learn to relax”.(Justification: the teacher can lead the topic of “ Maybe you should learn to relax” very naturally and it can also arouse students’ interest.) Step 2 Pre-readingAfter free talk in the lead-in part, I will tell the pressure of my students. Then I ask a question “How about America students?” and show a short video about after-class activities of American students. Both Chinese students and American students have the same problems about after-school classes.(Justification: Students can be aware of the current situation ofafter-class activities and the pressure, it can also attract students’attention and lay a foundation for the following reading steps.) Step 3 While-reading1. Fast readingRead and match the main idea of each paragraph.Para1. A Life for Cathy taylor’s three children is very busyPara2. B Doctors say too much stress is not good for a child.Para3. C children today are busier because of too many after-school classes Para4. D Linda miller knows all about such stress(Justification: students’ skimming skills can be trained. Students will read the passage quickly and get the main idea of each paragraph.)2. Careful reading1) Read the first paragraph and fill the blank.Chinese Children are sometimes busier on weekends than weekdays because _____________.2)Read the second paragraph and fill the table.personactivitiesOne boyMy other sondaughter3) Read the third paragraph and answer “ what is the opinion of Linda milller?”Using the context to guess the meaning of words. And then explain the bold words.(Justification: These questions can help students understand this passage much better. This activity can also develop students’ scanning skills to grasp the detailed information. Using context to guess words will deepen the impression of the new words)Step 4 Post-readingGroup discussion: What should you do to relax?Divide students into 6 groups and make a discussion. Then ask the group leader to represent their ideas.(Justification: This discussion can achieve the emotional aims to increase their interest in discussing with others together and they can learn some methods to relax themselves. Also, they can develop critical thinking and speaking ability.)Step 5 Summary and homeworkSummary: Invite one student to summarize what we have learned today.Homework: Ask students to search for more ways to relax themselves. And show their ideas next class.Blackboard design:Maybe you should learn to relaxPara1. A Life for Cathy taylor’s three children is very busyPara2. B Doctors say too much stress is not good for a child.Para3. C children today are busier because of too many after-school classes Para4. D Linda miller knows all about such stress。

人教版英语八年级下册Unit4课教学设计

2.通过听力训练，让学生学会在真实的语境中捕捉关键信息，培养良好的听力习惯。
3.通过阅读课文，引导学生运用不同的阅读策略，提高阅读效率，培养批判性思维。
4.通过课堂讨论和课后作业，让学生运用所学知识分析和解决实际问题，提高学生的思辨能力和创新能力。
5.教师引导学生进行自我评价和同伴评价，培养学生自我反思和自我提高的能力。
2.利用例句和情景，引导学生学习一般过去时和现在完成时的用法，让学生在实际语境中感受这两种时态的区别和联系。
3.以课文为载体，教授阅读策略，如略读、寻读、精读等，帮助学生更好地理解课文内容。
4.对课文中的重点句子进行分析，让学生学会运用所学语法知识进行句子构建。
（三）学生小组讨论，500字
在学生小组讨论环节，我将组织以下活动：
2.语法练习：完成一般过去时和现在完成时的语法练习题，要求学生能够准确运用这两种时态描述过去的事情及其对现在的影响。
提示：学生可以通过写作或口头练习来巩固时态的运用。
3.阅读练习：阅读一篇关于人口问题的短文，运用课堂所学的阅读策略，如略读、寻读、精读，提高阅读理解能力。并回答相关问题。
提示：学生可以总结文章的主要观点，并用自己的话进行复述。
3.阅读策略运用不足：学生在阅读过程中，可能尚未形成有效的阅读策略，导致阅读效率低下。
4.口头表达能力有待提高：学生在进行课堂讨论和口头陈述时，可能存在表达不清、逻辑混乱等问题。
针对以上学情，教师在教学过程中应注重以下方面：
1.丰富学生的词汇量，通过拓展学习、词汇游戏等方法，提高学生的词汇运用能力。
6.家庭作业：要求家长参与，让学生向家长介绍本节课所学的知识，并讨论家庭所在地区的人口问题。
提示：家长可以提问，促进学生思考和表达，同时加强家校合作。

新目标英语八年级(下)Unit4_Reading教学设计

新目标英语八年级（下）Unit4 Reading教学设计She said helping others changed her life.Step 1 Warming up（5’）歌曲导入Listening to a song (2’) Let the world be full of love. 歌曲欣赏(设计说明)以学生喜闻乐见的形式导入新课，为学生创造轻松愉快的学习气氛, 激发学生的好奇心，为学习新课打下伏笔。

Show the picture of Yang Lei：(3’) I show the photo of Yang Lei to arise students’ interest and review the story of the passage. 任务（1）提出4个中心问题，Who is Yang Lei? What did she do? Why did she do that? How would it help?(设计说明)问题简单清晰易懂，在学习文章内容的同时，帮助学生在头脑中形成文章主线，巩固文章大意。

Step 2 Pre-task任务前活动(12’)1.任务（2）填表格Ask the students to fill in the chart to understand2.任务（3）Ask the students to find out the top sentence of eachparagraph.(设计说明) 1.利用Who, What, Why, How问题使学生掌握文章的基本事实,列出具体文中的句子,深化印象,了解文章结构..2找出每段大意Top sentence, 为书写summary 提供学习策略指导，使学生掌握阅读技巧。

由篇章落实到段落、句子、短语、词的用法，让学生更加理解文本内容，扫清阅读理解上的障碍，增强课堂实效性。

对文章当中出现的重点语句做详细分析。

【精选】人教版八年级下册Unit4（第四单元）优秀教案

【精选】人教版八年级下册Unit4（第四单元）优秀教案Unit 4 Why don't you talk to your parents?第一课时Section A (1a-2d)【学习目标】1.重点单词：allow，wrong，guess，deal2．重点短语：write him a letter，talk about，look through，work out 3．重点句式：Why don't you talk to your parents?My parents don't allow me to hang out with my friends.I got into a fight with my best friend.What's wrong?I don't want to surprise him.I don't want to talk about it on the phone.I had a fight with my best friend.You should call him so that you can say you are sorry.I found my sister looking through my things.But why don't you forget about it so that you can be friends again? Although she is wrong，it's not a big deal.Hope things work out.【学习重点】1．重点短语和句型2．用Why don't you...？向他人提出建议【学习难点】1．重点短语和句型2．用Why don't you...？向他人提出建议【自主学习】一、预习课本P25-26新单词并背诵，完成下面的汉译英。

英语人教版八年级下册Unit4 2b Reading教学设计

Unit 4 Why don’t you talk to your parents?Section B 2b Reading “Maybe you should learn to relax!”教学设计【教材分析】本节课是人教版八年级下册第四单元的一篇阅读。

本篇阅读的主要内容是围绕学生的课外活动这一话题而展开的，主要讨论现实生活中学生所承受的过重压力和负担以及找寻解决这些问题并能够放松自己的一些方法。

【学习目标】1.知识目标：掌握文章中的重点词汇；掌握略读、跳读、速读等基本阅读技巧；2.能力目标：提高利用阅读技巧阅读文章，提炼文章主旨大意的能力，以及写作能力；3.情感目标：通过对本课的学习，使学生们懂得学习要劳逸结合，并学会善于和父母沟通谈心，让孩子们要理解父母。

【学习重点】：1、掌握文章中的重点词汇；掌握略读、跳读、速读等基本阅读技巧；2、通过对本课的学习，使学生们懂得学习要劳逸结合，并学会善于和父母沟通谈心，让孩子们要理解父母。

【学习难点】：1、在阅读时善于使用简单的工具书及阅读技巧查找信息，帮助理解文章大意。

2、灵活掌握本课遇到的句型和短语，并能学以致用，把输入的知识变成语言的输出。

【教学过程】Step 1: Lead-in Make a survey1. What after-school activities do you do?2. I wonder how many of you take after-school classes.As we can see, it’s very common for most students in big cities to take after-school classes on weekends .(设计意图：通过做调查，了解学生的课外的活动安排，为引入话题作铺垫。

) Step 2: Pre-reading Key words and sentencesPresent a picture in which a girl is playing the piano.T: Like most of you, This girl takes a lot of after-school activities on weekends.Ask a student a question, what after-school activities do you take on weekens? L:T: As we can see this girl is a typical example.(write typical on the Bb)T: Do you know why does her mother send her to so many after-school classes?S: (answers will vary widely)Present the picture to explain the first reason: Because her mom likes comparing her with other children. (write compare on the Bb)T: Any other reasons? OK. Let's list more reasons for that.Start to present the cartoonsT: What are the kids doing in the cartoon?S:….T: They are competing with other kids. Don't you see that competition starts very young in China?Present “competition starts very young in China” on PPT, write competition on the Bb.T: Even when you finish your college, you have to face the competition.Present the picture in which graduates compete for jobs.Present “competition continues until you get older” on PPT. then conclude the reasons why Chinese parents send their children to after-school activities.T: Do you think it is good for a child’s development?S: ….T: In my opinion, I think it’s not good . It causes a lot of pressure/stress for children. Present the sentence above on the Bb. Write “development, cause, pressure, stress on the Bb.T: Is there the same problem in America?Ok. Let’s read the article on Page30.(设计意图：这一环节的设计是为了扫清阅读障碍，让学生能顺利完成阅读。

新人教版八年级英语下册unit4全单元教案

新人教,新,人教,版,八年级,英语,下册,unit4,全,SubjectEnglishTeachingClassTeachingTime主备教师辅备教师Teaching articleUnit 4 Why don’t you talk to your parents?Section A 1 (1a-2d)Teaching aimsKnowledge goals1) 能掌握以下单词：allow, wrong, guess, deal, work out2)能掌握以下句型：① —What’s wrong?—I’m really tried because I studied until midnight last night.② You could give him a ticket to a ball game.③ I think you should ask your parents for some money.④ Why don’t you talk to him about it?Ability goals(1）能够运用所学知识谈论问题和困难、提出建议并做出选择；（2）能根据对方所提出的问题，给出一些合理的建议。

Moral goals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。

正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。

Teaching keys1) Talk about the problems.2) Learn the new language points.Teaching difficult1、能根据对方所提出的问题，给出一些合理的建议。

2、学会表达建议的一些方式。

Teaching aidsA tape recorder. Some picturesTeaching methodsListening and practicing methods, pair work, Task-Based Learning method.Teaching proceduresItemsTeacher ActivityStudents, ActivityTeaching proceduresStep 1 Warming up1. 导入学生们平时在学校和生活中存在的问题。

英语人教版八年级下册Unit4 八下教学设计

Unit 4Why don’t you talk to your parents?Period 1Section A 1a-1cLecturer: Zhu Bangqing (朱帮清)School: Tiantang Middle School, Y uexi CountyTime: Saturday, April 1st, 2017Ⅰ. Analysis of the teaching materialThis class is the first period of this unit. So it’s a new lesson. In this class, we will talk about students’ normal problems and how to give advice. Based on that students have been able to talk about health problems and accidents and how to give related advice in Unit1 in this book, it’s not difficult for students to master the target language in this class. And the topic is related to the students’ own life, so it’s easy to arouse their interest and lead them to take an active part in class activities. After the class, students can get a general understanding of expressing life problems and suggestions. The importance should be placed on the sentence patterns of giving advice. In addition, to develop students’skills of communicating with others should also be a focus.Ⅱ.Teaching objectives:A.Knowledge objectives:After the class, students will be able to1.Know and use the words: allow wrong2.Know and use the sentence patterns:What's wrong?What's the matter?What's the trouble/ problem?Why don't you ……?Why not ……?You could/ should ……B. Ability objectives:1. Students will be able to talk about their life problems and give otheradvice to improve their listening and speaking skills;2. Students will be able to write the problems they have and the advice theyoffer.C. Emotion objectives：1. Students will know it’s normal to have problems in life,2. Students will try their best to communicate with others for advice if theyhave problems;3. Be optimistic to life.Ⅲ. Teaching key points:The sentence patterns to express life problems and advice.Ⅳ.Teaching difficult points：The sentence pattern: Why don't you ……?/ Why not ……? / You could/ should ……Ⅴ.Teaching aids:Multi-media, tape recorder, blackboard, cards。

人教版八下英语Unit4全单元教案(经典建议收藏)

人教版八下英语Unit4全单元教案(经典建议收藏)课时1 教学目标1. 学生能够认读并理解本单元的新词汇和短语。

2. 学生能够听懂并理解有关周末活动的对话。

3. 学生能够用英语描述自己和他人的周末活动。

4. 学生能够根据对话内容完成相关练。

5. 学生能够根据提示写出与周末活动相关的句子。

课时2 教学目标1. 学生能够根据图片和提示对周末活动进行描述。

2. 学生能够听懂并理解有关借和还物品的对话。

3. 学生能够通过对话内容完成相关练。

4. 学生能够根据对话提示写出与物品借还相关的句子。

课时3 教学目标1. 学生能够听懂并理解有关约会的对话。

2. 学生能够运用所学句型和词汇进行对话练。

3. 学生能够根据对话内容完成相关练。

4. 学生能够用英语描述自己的约会经历。

5. 学生能够根据提示写出与约会相关的句子。

课时4 教学目标1. 学生能够听懂并理解有关邀请的对话。

2. 学生能够根据对话内容完成相关练。

3. 学生能够根据提示写出与邀请相关的句子。

课时5 教学目标1. 学生能够听懂并理解一篇有关暑假计划的短文。

2. 学生能够运用所学句型和词汇进行短文理解和书面表达练。

3. 学生能够根据短文内容完成相关练。

4. 学生能够用英语描述自己的暑假计划。

5. 学生能够根据提示写出与暑假计划相关的句子。

课时6 教学目标1. 学生能够运用词汇和句型描述日常生活中的活动。

2. 学生能够运用所学句型和词汇进行对话练。

3. 学生能够根据对话内容完成相关练。

4. 学生能够根据提示写出与日常活动相关的句子。

课时7 教学目标1. 学生能够听懂并理解有关节日庆祝的对话。

2. 学生能够用英语描述自己喜欢的节日。

3. 学生能够运用所学句型和词汇进行对话练。

4. 学生能够根据对话内容完成相关练。

5. 学生能够根据提示写出与节日庆祝相关的句子。

课时8 教学目标1. 学生能够听懂并理解有关健康惯的对话。

2. 学生能够根据对话内容完成相关练。

3. 学生能够用英语描述自己和他人的健康惯。

人教版八年级下册英语Unit4教学设计

二、学情分析
八年级下册的学生已经具备了一定的英语基础，他们对英语学习有较高的热情，但个体差异较大。在Unit 4的教学中，我们需要关注以下学情：
1.学生在词汇和语法方面存在一定程度的掌握不平衡，部分学生对新词汇的记忆和运用能力较弱，需要通过多样化的教学活动加以巩固。
2.学生的听说能力相对较强，但读写能力有待提高。在教学过程中，应注意培养学生的阅读理解和写作能力，提高他们的综合语言运用水平。
（五）总结归纳
1.教师引导学生回顾本节课所学的内容，总结一般现在时和一般过去时的用法，以及如何用所学词汇和句型描述兴趣爱好。
2.学生分享自己在课堂上的收获和感受，反思学习过程中的优点和不足。
3.教师对学生的表现给予积极的评价，鼓励他们在课后继续练习，提高英语水平。
4.布置课后作业，要求学生运用所学知识编写一篇关于自己兴趣爱好的小短文，巩固课堂所学。
2.学会使用一般现在时和一般过去时描述兴趣爱好及经历，例如：“I like collecting stamps.”、“I visited the museum last week.”等。
3.能够运用所学句型进行对话，如：“What's your hobby?”、“Do you have any hobbies?”等，并能进行简单的自我介绍和话题交流。
3.口语表达能力的提升：学生在表达个人观点时，有时会出现思路不清晰、语言表达不准确的问题。
教学设想：开展课堂讨论、小组合作等活动，鼓励学生大胆开口，培养他们的口语表达能力。同时，给予学生适当的反馈和指导，帮助他们提高语言表达的准确性。
（二）教学设想
1.采用情境教学法，将学生置身于真实的语境中，让他们在实际交流中学习英语，提高语言运用能力。
6.定期进行课堂评价，关注学生的学习进度，及时调整教学策略，以提高教学效果。

新目标人教版初中英语八年级下册《Unit4 Reading》教案

新目标人教版初中英语八年级下册《Unit4 Reading》精品教案She said helping others changed her life一. 教材分析(Teaching analysis):本单元主要围绕”He said I was hard-working ” 这一话题展开，主要通过一部肥皂剧来引出间接英语的用法。

并通过本单元的学习使学生培养成努力学习的良好习惯。

本节课是本单元的阅读课，主要是通过本节课的学习继续加强对间接引语的认识。

并能掌握基本的阅读技巧，提高阅读能力。

学生在学习了本单元SectionA 和SectionB后，已经有了一定的基础，学习本篇阅读应该没有很大的障碍。

二. Teaching goals1. knowledge goal:Key words and phrases: thin/ poor /ate/ decision/ influence/ return.sound like /be started by/make sb do sth/three times a day/agreewith one’s decision/op en up/be over.2. Ability goal: Improve students ’ ability of reading comprehension with reading strategies.3. Emotion goal: Students can help the people who need help around them.三. Key points and difficult pointsKey points: How to i mprove students’ ability of reading . Difficult points: How to retell the passage after reading it.四. Teaching methodTask-based teaching method and cooperative learning/ learning in groups五. Teaching aids: Multimedia六. Teaching procedures.Ⅰwarm-upTask1:check the prevision(1) Divide this reading into three parts.(2) Put the words in the box into the correct space as you read.(on P32 of TB)Task2: Make a survey:(3) Make a survey about people who need help and your feelings after helping them.参考句型：A: What kind of people do you think need help?B: I think old people need help.A: What do you feel after helping them.B :I feel happy.Task3. Report your survey to the class.eg:Sally said she felt happy after helping the old people. Jim said he felt excited after helping the sick people. Lily said she felt proud after helping the dame people.Ⅱclassify reading:Task1: Fast reading(Reading strategy1: First read for meaning , not for detail)Read the passage quickly and match the paragraph with their best main idea of each paragraph.___Part1(paragraph1) a.Yang Lei enjoy her time as a volunteer.___Part2(paragraph2,3,4) b.The life in the mountain village is very hard for Yang Lei and her students. ___Part3(paragraph5) c.Yang Lei went a poor mountain village in GansuProvince as a volunteer to teach.d.Yang Lei like the children in the mountain village very much.Task2.careful reading:(Reading strategy2: You can understand the meaning of a word you don’t know from the context.)1. eg: Her village was 2,000 merters above sea level , and at first the thin air made her feel sick.1) Teaching high school students in a poor mountain village in Gansu Province may not sound like fun to you.( ) 2）The food was very simple---teachers ate porridge three times a day.( )3)Fortunately, Yang Lei’s mother agreed with her daughter’s decision. ( )4)She Said she likes being a good i nfluence in children’s lives. ( )5)When her year was over, she said that she could return to the area after finishing her studies.( )2.(1) Read Part1 carefully and answer one question. What did Yang Lei do?( 2) Read Part2 carefully and complete the table.(4) Read Part3 carefully and write true(T) or false(F) to each statement.( )1. Yang Lei didn’t like the life as a v olunteer in the mountain village.（）2. Yang Lei would go back to Gansu Province after finishing her studies.TaskⅢIntensive reading:(1)Students read this passage again and find out some expressions they don’t understand, try to solve them in groups.(2)Teacher show some expressions and explain them Important and difficult points:•sound like听起来像……•be started by被……创立•make sb do sth使某人做某事•three times a day每天三次•agree with one’s decision同意某人的决定•open up打开•be over结束•return(go back to)返回Make sentences using these phrases after class:eg: It sounds like interesting.TaskⅣReading aloud:Let students listen to the tape and then read aloud. TaskⅤ: Retell the passage according to the question of part1, the table of patr2 and the matching of part3.eg: Yang Lei was a graduate of the PeckingUniversity and she was a volunteer in a mountain village on a one-year program. The life of her students was very hard. They ate…Yang Lei likes the life as a volunteer in the mountain village. So she would go back to GansuProvince after finishing her studies.ⅢPost-readWriting: write a summary of the reading according to your retelling.(no more than 100 words)ⅣHomework:1. (1) Survey: Make a survey about what volunteer work they want to do and how can they do that. Key structures:A: What do you want to do for volunteer work?B: I want to help the old people.A: How can you help them.B: I can clean their room.(2)Report your survey.eg:Su Lin said that she wanted to help the old people and she could clean their room. …2.Preview the new words of Unit5.。

初中英语人教版八年级下册UNIT4Reading教学设计

Unit 4: Why don’t you talk to your parents？Section B 2a–2e 教学设计海晏县寄宿制民族中学田慧Ⅰ.Teaching aims1.学会通过联系上下文猜测生词的词义2. 能够熟练运用提供建议的句型Ⅱ.Language points要求掌握以下句式：You/He ... should + 动词原形You/He ... shouldn’t + 动词原形You/He ... could + 动词原形Why don’t you/they ... + 动词原形要求掌握以下词汇及词组：(1) 词汇：compete, typical, training, stress, continue, compare, development(2) 词组：learn exam skills, cut out, a mother of three, compare ... with ..., push ... hard, toomuch pressureⅢ. Difficulties学会通过上下文猜测生词的词义Ⅳ. Teaching stepsStep 1. Warm-up and review（1）RevisionReview the new words, let students speak out the Chinese meaning and spell the words, in order to master the key vocabularies.（2）Free talkT: What after-school activities do you usually do?Ss: Do homework, read books ...Have Ss finish 2a: Check the after-school activities you and your classmates usually do.教学设计说明：复习环节是课本这一课时中的重点词汇typical, skill, continue, usual, opinion, compare, cause等.自由谈论环节是读前的热身活动，目的是为了调动学生已有的知识储备和激发学生学习的兴趣。

人教版八年级英语下册Unit4教学设计

接着，我会引入一般现在时，讲解如何使用这个时态描述个人喜好和日常生活习惯。通过呈现典型例句，如：“I like/don't like...”, “I usually...”等，让学生学会运用一般现在时进行表达。同时，我会让学生进行模仿练习，巩固所学知识。
（三）学生小组讨论，500字
在学生小组讨论环节，我会将学生分成若干小组，每组四人。我会给每个小组发放一张包含不同国家美食的图片，让学生结合所学词汇和句型，讨论以下问题：
1.学生对英语学习仍保持较高兴趣，但学习积极性存在一定程度的差异，部分学生需要更多的鼓励和支持。
2.学生在口语表达方面有一定基础，但在实际运用中，词汇和句型的运用仍不够熟练，需要加强练习。
3.学生的阅读理解能力有待提高，对于文章中细节信息的捕捉和推断能力需要进一步培养。
4.在写作方面，学生能够完成简单句子的编写，但文章结构、逻辑性和表达能力仍有待提高。
人教版八年级英语下册Unit4教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.掌握并运用本单元的词汇和短语，如：dish, delicious, spicy, favor, taste, ingredient, recipe等，能将这些词汇运用到日常交流中。
2.学会使用一般现在时描述个人喜好和日常生活习惯，如：“I like/don't like...”, “I usually...”等。
（一）教学重难点
1.重点：本章节的重点在于使学生掌握描述饮食喜好和日常饮食习惯的词汇、短语和句型，以及运用一般现在时进行表达。
难点：学生在实际对话中灵活运用词汇和句型，以及阅读文章时对细节信息的捕捉和推断。
2.重点：培养学生跨文化交际意识，了解不同国家的饮食文化。

八年级英语下册(人教版).docxUnit4第四课时教学设计

五、作业布置
为了巩固本节课所学知识，提高学生的英语综合运用能力，特布置以下作业：
1.写作练习：请运用一般过去时态，描述自己的一个梦想及其实现过程。要求使用本节课所学的词汇和短语，不少于80词。
2.阅读理解：阅读一篇关于梦想实现的文章，完成相关的阅读理解题目。要求学生在阅读过程中，注意文章的主旨、结构以及一般过去时态的运用。
4.通过学习英语，拓展学生的国际视野，增强对中外文化差异的敏感度，提高跨文化交际能力。
5.激发学生的爱国情怀，培养民族自豪感，使学生在学习英语的过程中，传播中国文化，弘扬民族精神。
二、学情分析
八年级的学生已经具备了一定的英语基础，对英语学习有了一定的了解和认识。在此基础上，他们对本单元关于“实现梦想”的主题表现出浓厚的兴趣。通过对前三课时的学习，学生对一般过去时态的用法有了初步的了解，但在实际运用中仍需加强巩固。此外，学生在词汇量和词汇运用方面存在一定差距，部分学生对新词汇的掌握程度不高。
5.通过任务型教学，培养学生解决问题的能力，使学生在完成任务的过程中，提高英语综合运用能力。
（三）情感态度与价值观
1.培养学生树立正确的人生观、价值观，明确自己的目标和梦想，并为之努力奋斗。
2.培养学生积极向上的心态，面对困难和挫折时，要有勇气和毅力去克服，不轻言放弃。
3.培养学生学会尊重他人，学会倾听、理解和关心他人，形成良好的人际交往能力。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于学生能够熟练运用一般过去时态描述过去的事情，掌握并运用所学词汇和短语进行情景交流。
难点：学生在实际语境中灵活运用一般过去时态，以及正确使用动词过去式形式。
2.重点：培养学生通过阅读获取信息、分析问题和解决问题的能力。

人教版英语八年级下册Unit4阅读课教案

explain v.解释；说明
1. explain + that / what/ why等从句
2. explain sth. (to sb.)（向某人）解释某事
e.g. Can you explain what this means?
你能解释一下这个的意思吗？
Please explain it to me.
3．老师讲解蓝色方框中的阅读技巧，然后播放课文录音，学生边跟读边运用学习到的阅读技巧理解课文，找到问题的答案，并标记出生词、重要短语及难句。
4．老师核对答案，并对学生标记出的知识点进行讲解。
5．再播放一遍录音，让学生逐句跟读，整体感知。学生注意文中的黑体单词，试着猜测其意思。
6．让学生独立完成2c和2d的练习，老师核对答案。
e.g. She offered me a cup of tea.她给我端了杯茶。
He offered to go instead of me.他主动提出代替我去。
4. Secondly, why don’t you sit down and communicate with your brother?
S2: I don’t agree with his advice. I think their parents should fight any more. They should care more about their children and spend more time with them.
Work on 3b:
1.让学生们讨论罗波特先生对问题的建议，并发表自己的看法。
2.学生们分小组讨论，发表自己的意见，由小组长汇总。
3.让小组长并汇总的意见和其他同学汇报。