八年级英语上册第六单元说课稿、反思讲课教案

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新目标英语8年级上册全英文说课稿 Unit 6

Unit 6 Section A Grade Eight 《GO FOR IT》Good morning, everyone. My name is Wuxuejun from Yucai Middle school in Longjiang county. Now I’ll talk about how to teach Section A of Unit 6 in Go For It for the students of Grade Eight. I’ll say it in four parts.I、Analysis of teaching materialII、Teaching methodsIII、Guide of studying waysIV、Teaching precedure.Part I Analysis of the Teaching Material1. Status and FunctionThe conversation of this unit is about comparing people and personal traits. It is useful for the students. I’ll finish this section in two periods. This lesson I’ll teach Part 1, Part 2. In Part 1, all the activities introduce the simple key vocabulary and the target language. These activities can help students learn how to compare people and tell some personal traits while practicing their skills of speaking, listening, shorthand, acting. In Part 2, all the activities help students learn the difficult key vocabulary and use the target language more fluently. So it’s very important to learn this lesson well.2. Analysis of the studentsStudents of their age are very active. They have strong thirst for knowledge and like to be challenged.3. Teaching Aims and DemandsThe teaching aims and demands are established according to Junior School English syllabus’ provision and the teaching material.(1) Knowledge Object:Simple key vocabulary: calm, wild, thin, heavy, than.Difficult key vocabulary: smart, outgoing, athletic.Target language: Is this Sam?No, that’s Tom. He has shorter hair than Sam.And he’s calmer than Sam(2) Ability ObjectTo train the students’ ability of listening, speaking, reading, and writing.To train the students’ ability of shorthand, acting, thinking, conclusion, etc.(3)Moral ObjectEveryone has its own traits, whether you like or not, you should show respect and find their beauties.4. Teaching ImportanceTo master the key vocabularyTo understand and use the target languageTo master the grammar of adjective and comparative adjective5. Teaching Difficulties.To enable the students to understand that they are the sentence patterns to talk about personal traits and compare people. To enable the students to use the target language.6. Teaching AidsMulti-media computer, school things and so on. They will be needed in this lessonPart II The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3.”Task-based”teaching methodAs we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method,”Audio-visual” teaching method and “Task-base d” teaching method.That is to say, I’ll let the students to get a better understanding of the target language, master the vocabulary and grammar better. I’ll give the students some tasks and arrange several kinds of activities: watching pictures, writing, listening, making conversations, acting, group work and so onTeaching special features: To use these methods is helpful to interest students and develop their thoughts.Part III Studying ways1. Let the students master the key vocabulary better by guessing, acting, listening, using.2. Enable the students study English language by Communicating, Describing, Listening.3. Let the students understand the grammar well by summarizing the grammar rules by themselves. Part IV Teaching ProcedureStep 1 Warm up:Show a picture of Yaoming and a picture of a man, and say Yaoming is taller than him. Then give another picture, let them find the differences. While the student want to express their thought in English ,and they do not have learned the expressions, raise their desire for learning this part of knowledge.(purpose: To attract the student s’ attention and to create a relaxed atmosphere.)Then, show the students the goals :1.We must master the words in section A.2. We can use the adjective and comparative adjective to describe a person.Step2.Check oneLet the studengts do 1a. Practise the target language with long hair and tall. Students are allowed to speak slowly at the first time and a little faster at the second time.This part, I give the student the chance to practice the target language. Improve their speaking skills with comparative adjective.(Purpose: To begin with the review of adjective can enable the students easily master the key points including its regular information and irregular one as well as to learn to make statements by choosing the right adjectives.)Step3. Practice listening 1b—2bListen to the tape, and shorthand the key words. Then, write down the main information in the form of using the target language according to their own shorthand notes. When all have done with the work, I’ll give them the correct answers. And once again I will tell them the skills of shorthand. As shorthand is a useful skill in listening comprehension and modern society, students can learn and practise it from now on.(Purpose: In order to improve students’ listening and writing skills,by playing the recording of the text and repeating,students can further consolidate what they have just learned.)Step4.Performance and communicationDeskmates make a group. Let them act the dialogue with the information in the chart on page 81.Acting makes students understand the meaning of the key vocabulary better and attract the whole class. Making a conversation while some are acting, gives the student the chance to communicate with each other. Repeating the dialogues not only helps the rest of students’ discipline but also makes them practice the target language as well. Grading their own performance is a new way and will make the students try their best to perform well.(Purpose: Through comparison of description of parnter’s appearance and personality can easily arouse students’ learning desire and interests. So they can master difficulties and key points of the text and describe others well.)Step5 ConsolidationDiscuss the two people in the picture. Which one do you like better? why? Then, gradually let them understand we should respect everyone, because every one has its good merits and shortcoming. We should find people’s beauties not only look at their short comings. Good teachers teach not only the students knowledge, but also how to be a man and behave.Write the 3 lists of adjective and comparative adjective are on the blackboard, let one in each group summary the regualaries.It comes to grammar teaching. This part, students are trained to use their own wit to summarize some principles. It is designed to gain points, and students’ wit is cha llenged, so this activity willra ise the students’ interest.Step 6 Check TwoCover the blackboard for 30seconds, and let the students close their eyes and review what they have just learnt. Make a better use of the difficulties and important information on the blackboard. Reviewing at the end of the class can help students’ memory, This part also practice the reading ability and check the pronunciation.Step7 Homework .Make a list of top 10 obvious traits or comparison about your best friend or your parents. When it comes to the homework part, teachers should have enough time to explain their assignment clearly to avoid misunderstanding of demands. At the meantime, the teacher can give students some advice to finish their homework efficiently. Homework which is related to the students’ life can surely trigger their interest to finish the homework earnestly. The homework can help the students to consolidate the target language and train their writing ability.(Purpose: it’s necessary for students to do some extensive exercise after class to consolidate the knowledge they learnt.)Step 8 Blackboard designUnit 6 I’m more outgoing than my sister-er -ier more ~ -Is that Sam?calm-calmer funny-funnier athletic-more athletic -No, that’s Tom, he has shorter hairtall-taller heavy-heavier outgoing-more outgoing than Sam. And he’s calmer than Sam smart-smarter happy-happier interesting-more interestingwild-wilder thin-thinner。

八年级上册英语第六单元教案(新目标、带教学反思和说课稿)

八年级上册英语第六单元教案（新目标、带教学反思
和说课稿）
I. 教学内容
•本课时学习基本情态动词 can 和 must 的用法
•学习表示能力、许可和义务的句型
•学习如何提出请求和提建议的句型
II. 教学目标
语言知识目标
•学会正确使用情态动词 can 和 must
•掌握表示能力、许可和义务的句型
•学会用英语提出请求和提建议的句型
情感态度价值观目标
•培养学生独立思考、合作学习的意识
•培养学生尊重他人的观点和听取建议的意识
III. 教学重点
•学习情态动词 can 和 must 的用法
•学习表示能力、许可和义务的句型
IV. 教学难点
•学会用英语提出请求和提建议的句型
V. 教学准备
•教材：《新目标八年级上册英语》
•教具：投影仪、课件、白板、笔
VI. 教学过程
Step 1: 导入新知
1.学生观看一段关于能力的短视频，引发学生对能力的讨论。

Step 2: 学习情态动词 can 和 must
1.教师通过示范和要求学生模仿的方式，向学生介绍情态动词 can 和 must 的用法。

2.教师给出一些例句，让学生用 can 和 must 填空，巩固所学内容。

Step 3: 学习表示能力、许可和义务的句型
1.教师介绍表示能力、许可和义务的句型，如。

初二英语上册第六单元Unit 6 I’m going to study computer science (4)

Unit 6 I’m going to study computer science.Period 1 Section A 1a-2cTeaching aims1. Students learn to talk about future intentions.2. .The students will be able to learn the words and phrases:grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot,pianist, scientist, be sure about, make sure3. The students will be able to use the expressions:①─What do you want to be when you grow up?─I want to be a basketball player.② ─How are you going to do tha t?─I’m going to practice basketball every day.③Where are you going to work?Ability aims:1.The students can use the questions to get information to improve their listening andspeaking abilities.2.To train the students’ cooperation with their partners.Key and important difficult points:A. VocabularyB. Target language1. What do you want to be when you grow up?I want to be a computer programmer.2. How are you going to do that?I’m going to study computer science.C.StructuresFuture with going to, Want to be, What, How questionsD.GrammarThe simple future tense.Emotional aims:To help the students to make their future plan and get them to know they should do lots of thing to make their dreams come true.Teaching procedures:Step 1 Warming up.1.GreetingsT: Good afternoon, boys and girls. How are you ? Are you happy today? I’m reallyhappy that we can have a class here today. First, can you show me your hands,clap it loudly.2. Enjoy a video and chant together.T: Now, let’s enjoy a video together. Clap your hands to the music and chanttogether. So what jobs can you see from the video? Can you tell me? Do you wantto know any other jobs? Let’s see together.Step 2 Presentation1. Do you know any other jobs?2. Can you guess these jobs?T: If you know the answer, please stand up quickly. Say it loudly.3. Read the words.Step 3 Work on 1a.1. Read the words.2. Do you think these jobs are interesting? Which job do you think is the mostinteresting?Which job do you think is the least interesting?3. Students answer.To be a computer programmer is the most interesting.To be a bus driver is the least interesting. Step 4 New language presentation.1. T: What do you want to be when you grow up? When I was a child, I wantedto be a trader. So what about you ? What do you want to be when you grow up?2. Explain “grow up”3.Help Ss to answer it.Then show some more pictures to help Ss learn professions 2. T: Now take out a piece of paper. Think about your dreams and write your dream down on the paper. So what do you want to be when you grow up?4. T: Do you want to make your dream come true? It’s time for us to have agame. “Try your luck.” Take out the paper, fold it. Then try to throw into the box.If you throw into it, your dream maybe come true. Say out your dream loudly.I will call some of you to come to the stage to try your luck, any volunteers?Ask other Ss, let them answer” What does he/she want to be when he/she grows up?”.5. T: But How are you going to do that if you want to be a teacher when you grow up? Let’sanswer together. Boys ask girls answer.6. How is she/he going to do that ?Step 5 Pair work.T: Now I want to know something about you ? What do you want to be when you grow up?How are you going to do that ?An example:-What do you want to be when you grow up? --I want to be a/an…--How are you going to do that? --I’m going to…--What does he/she want to be when he/she grows up? --He/She wants to be a/an…--How is he/she going to do that? --He/She is going to…T: Now it’s time for you to talk with your deskmates. One asks and one answers.Step 6 Work on 1b.1. T: We know our plans, do you want to know other Ss’ plans ? Now open your books, let’ssee the picture, listen to four conversations and answer questions. You should match and fill in the blanks. Now let’s check the answers.2. Check the answers:So in conversation 1, what does the girl want to de ? How is she going to do that?3.T: Let’s have a relax, I want to tell your a story.4. T: I want some of you to tell the story again. Can you ? Who wants to try? Do you want tohave a try?Step 7 Work on 2a.2b. .T: You all know Xiao Wanzi’s story. There is another boy, his name is Cheng Han. he hasanother story, too.T:Chen Han has a future plan .Listen ,What is Cheng Han going to do? Check the correct boxes in the picture.2.What are Cheng Han’s plans for the future?Fill in the chart.3. Let’s listen together. Let’s check the answers.Step 8 Make a survey.Do you want to know your classmates’ plans. Now let’s make a survey ask your classmates.Three Ss a group. Then choose one Student to make a report here.Step 9 Summarize and homework.1. Today, you have done a very good job.Your dream maybe come true. But remember youshould work very hard and take actions, you will be successful.2. Summarize3. homework.Bb designUnit 6 I’m going to study computer science.Period 1 (1a -2c)What are you going to be/What do you want to be when you grow up?Why are you going to be a basketball player? a pianistWhere are you going to move/work? a violinistHow are you going to do that/ become …?an engineerWhen are you going to start? a computer programmertake acting lessons a race car driverfinish college first. a pilotPeriod 2 Section A 2d-3cTeaching aims:Knowledge aims:●The students will learn the new words: be sure about , make sure , college , education,medicine , university , London, article , send●The students will go on using the expressions:What are you going to be /What do you want to be when you grow up ?How are you going to become …?Where are you going to move/ work?When are you going to start?Ability aims:1.The students can use the questions to get information to improve their listening , speaking,reading and writing abilities.2.To train the students’ cooperation with their partners.Emotional aims:The students will share their future plans and talk about how to achieve their dreams. Teaching important points:The students will use the expressions in this period to get the information.Teaching difficult points:The students will make a survey about their future plans and do some writing.Teaching procedures:Step1 Warming up1 .Sing the song . Que , Sara, Sara with the students.3.Tell Ss : Not everyone knowswhat they want to be!Step 2 Review1 Say the jobs.2. Ss work in pairs and revise the expressions that they learned in Period 1.What do you/they… want to be when you/they… grow up ?Why do you/they… want to be a/an…?How are you/they… going to do that ?Where are you/they… going to move?When are you/they… going to start?Step 3 Presentation.T present the new words and phrases.What is your sister going to become when she grows up ?Step 4 Reading .1. Ss read 2a and answer the questions.What does Ken want to be when he grows up?How is he going to become a writer?What is Andy going to be when she grows up?Step 5 Role play.First let Ss read after the tape and the work in pairs . At last ,role play the conversation.Step 6 Learning and exercises.Ss learn Grammar focus and do 3a and 3bThen check the answers.Step 7 Emotional teaching .Ss will know :Make sure you try your best. You can be anything you want.Bb designUnit 6 I’m going to study computer science.Period 2 ( 2d-3c)What is your sister going to become when she grows up ?1.write articles and send them to newspapers and magazines2.be not sure about that3.study education4.a writer5.be interested in writing stories6.keep /go on writing storiesPeriod 3 Section B 1a-1eKnowledge aims:1. Ss are able to read and use these words:New Year’s resolution, make the soccer team, foreign language2. Ss are able to use these sentences:(1)What are you going to do next year?--I’m going to...(2)How are you going to do that?--I’m going to...(3)Sounds interesting/ like a good plan.Ability aims:1. Ss learn to talk about their New Year’s resolutions.2. Ss practice listening in class.Emotional aims:Ss learn the importance to make a plan at the beginning of the year. Work hard to maketheir dreams come true.Teaching important points:1. Ss ask and answer about their New Year’s resolutions.2. Ss finish the listening in 1c and 1d.Teaching difficult points:Ss make a survey and report about the resolutions in their group.Teaching procedures:Step 1 Review.1. Say the words about the jobs.2. Ask and answer.What do you want to be when you grow up?How are you going to do that?Where are you going to ...?When are you going to start?Step 2. Presentation1. T: The New Year is coming. What are you going to do next year? How are you going todo that?2. Ss talk about their plan in the new year with the key sentences and key phrases.Step 3 Work on 1a.1. Go through the pictures in 1a on the screen with the Ss.2. Then ask them to match the pictures with the correct resolution in 1a.Step 4 Work on 1b.1. Have Ss get into pairs and discuss what they are going to do next year with their partners.2. Then, have some pairs come to the front and present their discussion to the class.What are you going to do next year?---Well, I’m going to take guitar lessons. I really love music.Sounds in teresting. I’m going to learn another foreign language.---Are you? Great! But foreign languages are not for me.Step4. Listening。

英语人教版八年级上册Unit6说课稿

英语人教版八年级上册Unit6说课稿Unit 6 I’m going to study computer science.（Period1）说课稿一、教材分析：本单元的教学内容是人教版新目标八年级上Unit 6 I’m going to study computer science Section A的第一课时1a-2a , 是本单元的第一部分，主要内容是学习关于职业的单词以及be going to 的用法，用一般将来时谈论未来自己和他人理想的职业，为实现理想做出的打算和安排，目的是通过对人生理想的讨论使学生不仅对未来的憧憬，而且要从现在起为自己的理想而奋斗。

二、总体目标：1、知识目标：学习以下词汇，并要求学生能熟练运用。

computer programmer, engineer, bus driver, cook, pilot, scientist, violinist, pianist2、能力目标：要求学生熟练运用以下句型来谈论未来自己理想的职业，为实现理想做出的打算和安排，提高学生综合运用语言的能力。

A: What do you want to be when you grow up?B: I am going to be a/an…A: How are you going to do that ?B: I’m going to …3、情感目标：激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。

三、教学重难点：1) 学习一般将来时态的构成方式。

2) 学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将来时态。

四、学情分析：本次教学面对的是普班学生，他们基础普遍薄弱，对学习没有很大信心。

所以本次教学中练习比较多，突出学生为主体，引导他们对未来生活的憧憬，培养学习英语的信心。

五、教学策略选择与设计基础英语阶段课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现学习目标，感受成功。

八年上英语unit6说课稿

八年上英语unit6说课稿Unit 6 "I'm going to study computer science." 是八年级的英语课程中一个重要的单元，它主要围绕未来规划和职业选择进行讨论。

以下是本单元的说课稿：教学目标：1. 知识目标：学生能够理解并运用本单元的关键词汇和句型，如“be going to”结构来表达将来的计划和意图。

2. 技能目标：学生能够通过听力和阅读材料获取信息，提高预测和推理能力。

3. 情感态度价值观目标：激发学生对未来职业的思考，培养他们规划自己未来的兴趣和能力。

教学重点：1. 掌握“be going to”结构的用法。

2. 学习与职业相关的词汇，如“doctor”, “pilot”, “singer”等。

3. 能够运用所学知识进行简单的职业规划和讨论。

教学难点：1. “be going to”结构的使用，尤其是在不同情境下的准确运用。

2. 学生对职业规划的理解和表达。

教学方法：1. 任务型教学法：通过设计相关任务，让学生在完成任务的过程中学习和使用语言。

2. 合作学习：鼓励学生小组合作，共同探讨和完成学习任务。

教学过程：1. 导入（Lead-in）- 通过展示不同职业的图片，激发学生对职业的兴趣。

- 提问学生他们未来想成为什么样的人，引入“be going to”结构。

2. 呈现（Presentation）- 教授“be going to”结构的用法，并通过例句进行演示。

- 介绍与职业相关的词汇，并通过图片或实物加深学生的理解。

3. 练习（Practice）- 学生个人或小组练习使用“be going to”结构描述自己的未来计划。

- 通过角色扮演或情景对话，让学生在实际语境中运用所学知识。

4. 应用（Application）- 学生根据所学知识，完成一个关于未来职业规划的写作任务。

- 组织一个小型的职业展览会，学生可以展示自己的职业规划，并与其他同学交流。

英语人教版八年级上册unit6说课稿及反思

Unit6 I’m going to study computer science.说课稿Section A (1a-1c)褚新梅一、教材分析本课是新目标英语八年级上册《Unit 10 I’m going to be a basketball player.》的第一课时，主要内容是通过复习一些旧的职业名词和学习一些新的职业的词汇，并使用be going to 谈论长大以后打算做什么工作以及打算怎样实现目标。

二、教学设计Teaching procedures and waysStep I Lead-inT: Hello, boys and girls. Nice to see you again. Would you like to tell me your parents’ jobs? Please tell me like this: “My mother is a ...; My father is a ...”S: My father is a doctor. My mother is a teacher.S: My father is a policeman. My mother is a nurse.S: ...T: Good. Please write their jobs on the board.Draw a chart with two columns on the board, with “father”and “mother”as the headings. And let students write their parents’ jobs on the board.In this way, help them to review the words they have learned about job before such as doctor, teacher, policeman, waiter, driver and so on.Step II New words learning (Section A: 1a)Show some word cards to students and help them to learn some new jobs.T: Now please look at these cards. Do you know what jobs they are doing?First get students to identify the jobs by themselves, then read each word and explain both in English and Chinese. Students repeat after the teacher.T: Computer programmer is a person whose job is to write programs for a computer (Introduce computer games)Pilot - a person who flies a planeBaseball player - a person who plays baseball (introduce basketball player, volleyballplayer ...)Engineer - someone whose job is to design or build roads, bridges, machines etc Actor - a man who plays a role in a play or a film or television programs (introduce actress）Ask some students to read each new word to the class, correct their pronunciations. T: Do you think these jobs are interesting? (Students may have all kinds of responses.) Now rank them please. 1 is the most interesting and 6 is the least interesting.Check their answers and find out the most interesting job in the students’ eyes.T: Who made engineer number 1? Hands up! ...Step III Function presentationT: (Ask one of the students) Would you like to be a computer programmer in the future?S: Yes. I like to be a computer programmer.T: That is to say, “You are going to be a computer programmer in the future.”(On the board)Circle “are going to” on the board.T: Tod ay we’ll learn to talk about future intentions using “be going to”. Future intention means something you want to do or plan to do in the future. Clear?Ss: Yes.T: We learned to talk about future plans using “be +v-ing” structure in unit 3. Remember? Could you give me an example?S: I’m buying a new bike. (Write on the board and circle the “-ing”word)S: —Where are you going next week?—I’m going to my grandmother’s home next week.T: Very good. We can use “be+v-ing”to talk about future events. Today we’ll talk about future intentions using “be going to”structure. Look at this sentence:I’m going to be a computer programmer when I grow up. (On the board)Circle “when I grow up” and point out that it is not a question but means time.T: Please read after me.Students repeat the sentence after the teacher. Then let them practice making moresentences with the words in activity 1a, using the structure: I am going to be a ... Step IV Listening (Section A: 1b)Call attention to the items in activity 1b. Let students read the items before listening to the tape. Then tell them what they are supposed to do.T: Look at the example given. “computer programmer” is connected with “study computer science”. That is to say, if you are going to be a computer programmer, you should/need to study computer science. Clear?Then play the tape, students do the match work.Play the tape again and students check their answers.After listening, ask students to practice reading the phrases in activity 1b and explain what a professional basketball player is.Step V Oral practice (Section A: 1c)First get students to practice the conversation in 1c on page 59 in pairs.Call attention to the two questions:What are you going to be when you grow up?How are you going to do that?T: What-question asks about the jobs and how-question asks about the actions you will take. Is that clear? Now look at the conversation in the picture. Let’s read it. Boys play role A. Girls play role B. Together, OK?Then let them work in pairs and make more conversations about the other jobs.Get several pairs to demonstrate their conversations to the class.Step VI Summery and HomeworkT: Now let’s come back to the key words and sentences we have learned today. Pointing to the board, let boys read the key words first and ask girls if they have made some mistakes, and then let girls ask and boys answer using the sentences on the board.Call attention to the word order, pointing out we should say “what are you” not “what you are”, “how are you” not “how you are”.On the board:Homework:Have a conversation about your future job with your partner and write down your conversation on your exercise book. Please use what and how questions.三、课后反思对于本节课内容来说，重点就是职业词汇和两个句型，掌握一般将来时be going to +V (动词原形)。

【人教版】新目标八年级英语上册：Unit6单元说课稿

【人教版】新目标八年级英语上册：Unit6单元说课稿一. 教材分析人教版新目标八年级英语上册Unit6主要围绕着“节日”这一主题展开，通过学习本单元，学生能够掌握关于节日的词汇和表达方式，了解不同国家的节日习俗，提高自己的跨文化交际能力。

教材内容丰富，包括主课文、语法、听说、读写等多个部分，旨在全面提升学生的英语综合运用能力。

二. 学情分析八年级的学生已经具备了一定的英语基础，对于学习新的词汇和表达方式有一定的掌握。

但同时，学生在语法、听说、读写等方面的能力参差不齐，需要针对性地进行教学设计。

此外，学生对于不同国家的文化背景了解有限，需要通过课堂拓展来提高他们的跨文化交际意识。

三. 说教学目标1.知识目标：学生能够掌握关于节日的词汇和表达方式，了解不同国家的节日习俗。

2.能力目标：学生能够运用所学知识进行简单的跨文化交际，提高自己的英语口语表达能力。

3.情感目标：培养学生对不同文化的尊重和理解，拓宽国际视野。

四. 说教学重难点1.重点：掌握关于节日的词汇和表达方式，了解不同国家的节日习俗。

2.难点：运用所学知识进行实际的跨文化交际，提高英语口语表达能力。

五. 说教学方法与手段1.交际法：通过模拟真实场景，让学生在实际语境中运用所学知识进行交流。

2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的实践能力。

3.多媒体教学手段：运用PPT、视频等教学辅助材料，丰富课堂形式，提高学生的学习积极性。

六. 说教学过程1.导入：以一段关于节日的视频导入，激发学生的学习兴趣，同时引导学生思考：你们知道哪些节日？最喜欢哪个节日？2.新课呈现：通过PPT展示本节课的主要内容，包括节日词汇和表达方式，不同国家的节日习俗等。

3.课堂实践：模拟真实场景，让学生分组进行角色扮演，运用所学知识进行跨文化交际。

4.语法讲解：针对本节课的语法点，进行详细的讲解和示例，让学生在理解的基础上进行运用。

5.听力训练：播放一段关于节日的听力材料，学生听后进行问答，检查学生对听力材料的理解程度。

人教版英语八年级上册Unit6SectionB(Reading)说课稿教案与反思

Unit6I’mgoingtostudycomputerscience 人非圣贤，孰能无过？过而能改，善莫大焉。

《左传》原创不容易，【关注】，不迷路！SectionBReading说课稿一、教材简析1教材简介本单元的话题为“I’mgoingtostudycomputerscience”，文本节课的阅读材料是关于“决心”。

本节课为阅读课，这节课的目的就是从文本中提取有用的信息来完成练习，以及培养学生的基本技能中的的说和读两方面，帮助他们谈论不同的新年决心。

与此同时，我认为情感教育也应正常进行。

2教学目的和要求：根据新课程标准和教学大纲，我认为教学目标如下：1）知识目标:在这节课中，学生将能够：（1）掌握单词和短语：resolution,improve,self-improvement,pakepromises,writedown,takeup.（2）能有使用“begoingto…”结构谈论新年的决心。

2）能力目标:在这节课中，学生将能够：（1）读课文并提取有用的信息，提高他们的综合阅读能力。

（2）能够利用本节课所学的内容，进行交谈及辩论，学会发表自己的观点。

3）情感目标:在这节课中，学生将能够：（1）知道决心可能很难保持，但我们应该采取更多的行动来实现我们决心要做的事情。

（2）情感教育：每个人都有自己的梦想和未来的计划。

人们经常谈论他们的决议，但大多数人几乎从不执行。

在这节课中，学生应该明白，行胜于言。

3教学重点和难点:1)教学重点:（1）掌握知识目标中提到的单词和词组。

（2）读课文并提取有用的信息,提高学生的综合阅读能力。

（3）能有使用“begoingto…”结构谈论新年的决心。

2）教学难点：（1）读课文并提取有用的信息,提高学生的综合阅读能力。

（2）能够利用本节课所学的内容，进行交谈及辩论，学会发表自己的观点。

二、学情分析初二年级的学生大约15岁，他们对未知的事物充满好奇的，并能够享受学习中轻松的气氛。

新目标初中英语八年级第六单元说课稿

新目标初中英语八年级第六单元说课稿一、教学内容概述本单元主要内容为“Unit 6 My day”，教学重点为时间和日常活动的表达，旨在培养学生日常交流的能力和熟练运用英语 expressing time 以及 talking about daily routines 的能力。

本单元的学习任务主要包括：1.学习表达时间的基本方式，如 what time is it? 以及 on/ in + 时间表达方式；2.掌握表示日常活动的单词和短语，如 get up, have breakfast, go to school 等；3.学习问答句型，如what time do you…? 以及have you …yet? 等；4.学习口语技巧，如礼貌用语、语音语调等。

二、教学目标1.学生能够准确地询问时间并告知时间；2.学生能够流利地使用本单元所学单词和短语表达日常活动；3.学生能够熟练运用what time do you…? 和have you …yet? 两种问答句型进行交流；4.学生能够在口语表达中积极使用礼貌用语和正常语音语调。

三、教学重点和难点1.教学重点为时间和日常活动的表达；2.难点为“几点几分”时间的表达以及日常活动短语的灵活使用。

四、教学过程1. Warm-up通过观看主题视频，让学生了解并思考人们每天的日常活动及时间顺序，引导学生开展话题讨论。

2. Presentation通过图片、音频、视频等多种媒体语言让学生掌握时间和日常活动的表达方式，培养学生口语表达能力。

3. Practice1.针对时间问答部分，设计所需问题进行练习；2.针对日常活动，设计所需情景进行问答练习，如“请对方告知自己最近的日常生活”等。

4. Consolidation通过作业练习巩固本单元所学知识。

5. Extension1.针对本单元所学内容，设计生活实践任务；2.设计游戏、竞赛、角色扮演等多种形式的课堂活动，激发学生学习兴趣。

八年级英语上unit-6说课稿

八年级英语上unit 6说课稿Unit 6 I am going to study computer science今天我所说的是人教版初中英语新目标八年级（上）Unit 6 I am going to be a basketball player.（Section A）的内容。

下面我将从教材、教学目标、教学重难点、教法和学法、教学过程以及设计理念来说说本节课的教学设计。

首先，我想对本节教材进行一些分析：一、教材的结构与内容简析：本节内容在全书及单元的地位：本节课的内容属于初中英语八年级（上）第六单元Section A的内容，其中心话题是学习用be going to谈论理想的职业。

它本课时的学习是为后面Section B及一般将来时的学习做铺垫，所以它在教材中起着承上启下的作用。

通过本节课的学习学生要能对be going to表示“将来”这一结构有一个基本的了解，并能初步运用这个结构进行交谈。

根据上述的分析，考虑到学生已有的认知结构，我制定如下的教学目标：二、教学目标：1）知识目标：目标词汇：engineer、pilot 、computer programmer、professional、act、grow up目标语言: What are you going to be when you grow up? I’m going to be a\an…How are you going to do that? I’m going to…及be going to +动词原形这个结构的用法。

2）能力目标：英语教学的目的是使学生获得英语基础知识，培养学生为交际，运用英语的能力。

学完本节课我要求学生达到：听——基本听懂教材上所要求的听力内容；说——初步运用所学的目标语言谈论自己喜欢的职业；读——能正确地朗读出单词和句型。

写——基本应用正确的语言结构写一篇有关理想职业的短文。

3）情感目标：英语的课堂形式多以小组交流学习为主，这可以使学生形成良好的学习策略养成合作交流的好习惯。

人教新目标英语八年级上册unit6SectionA(1a2c)课时说课稿

1.小组活动：分组让学生用新学的词汇和句型描述组内成员的外貌，然后进行角色扮演，相互提问、回答。
2.口语练习：组织一个“Find Your Partner”的活动，学生需要找到与自己描述相符的同学，用英语进行交流。
3.写作练习：让学生用新学的词汇和句型，写一篇描述人物外貌的短文。
（四）总结反馈
在总结反馈阶段，我将引导学生自我评价，并提供有效的反馈和建议：
教学内容主要包括以下知识点：
1.新词汇：tall, short, thin, fat, medium build, glasses, straight, curly, brown, black, blond, hair等，以及How do you describe...? He/She is...等表达方式。
（二）学习障碍
学生在学习本节课之前，已经具备了一些前置知识，如基本的英语词汇、语法和口语表达能力。但在本节课中，学生可能面临以下学习障碍：
1.形容词的使用和顺序：学生可能对如何正确使用形容词描述人物外貌感到困惑，特别是形容词的顺序问题。
2.口语表达：部分学生可能因为害羞、紧张等原因，在口语表达方面存在一定困难。
2.趣味游戏：组织一个“Guess Who”的游戏，让学生通过提问和回答的方式猜测某个同学描述的人物是谁。游戏过程中，学生需要用到本节课的新词汇和句型，为新课的学习做好铺垫。
（二）新知讲授
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
1.呈现新词汇：通过PPT展示新词汇，让学生跟随老师朗读，注意观察单词的拼写和发音。同时，结合图片和肢体语言，帮助学生理解和记忆单词。
3.课堂游戏：设计一些与教学内容相关的游戏，如猜词游戏、接龙游戏等，让学生在轻松愉快的氛围中学习，提高课堂参与度。

人教版英语八年级上第6单元英文说课稿

人教版英语八年级上第6单元英文说课稿Unit 6 It’s raining!Page 35 Section B 3a~4Good morning, everyone. I’m glad to stand here to share my ideas about the lesson with you. I hope that you will give me some advice for my presentation. I will analyze the lesson from the six aspects:analysis of teaching material, studentanalysis, teaching methods, learning methods, procedures and blackboard design. Part One :Analysis of teaching material1 .Status And FunctionThis unit focus on a very interesting topic—Will people have robots? it can raiselearning interest of students and it’s also helpful to improvetheir spoken English.2. Teaching Aims and Demandsnowledge Objects: K(1)The first one, students can listen, read, say and spell the new words and phrases.(2) The second one is to know the usage of some phrases.Avility Objects(1)To improve the ability of getting information by reading.(2)To develope the ability of speaking and writing, and the abilityof working in groups and communication..Moral Object :3. Teaching Key Points1(To help Ss communicate with each other using the new sentence pattern.2(To enable Ss to study in groups and co-operate skillfully.3. To develop Ss’interest in English. I think, it’s the most important .4.Teaching DifficultiesI think the most difficult point is to make sure the Ss use the sentence pattern correctly and to finish the task by themselves.Part Two Analysis of studentsSs have learned the Present Progressive Tense in the last unit. They can understand some words and some simple sentences. And ,this lesson are about weather and what people usually do in the different weather. It’s related to our daily life,so Ss must havetaken a great interest in this lesson now.Part Three Teaching methodsIn this topic,I will use Task-based Method, Communicative Method, Group Co-operate method. I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is “Learning bydoing,learning by using”.Part Four Teaching ProceduresStep 1 Lead-inThe purpose is to arouse the students’ interest of study. I’lltalk about dreams with students for minutes. What jobs do you want to have in the future? A doctor or an actor? Maybe some boys want to be soldiers? Do you want to work as a journalist? OK, if you are a journalist and you want to give a report, how can you express yourself clearly? Now there is a report on our book, please turn to Page 35.Step2 PresentationFirst let’s look at the new words. Show the new words of Page 35 on the screen. Read them and students repeat. At the same time, talk about the Chinese meaning together.Step3 3a1.Now turn to Page 35.Look at 3a. This is a report. Yuan Yuan is reporting for CCTV’s Around The World show. She talks about the things from several aspects. Ask students to read the report loudly and I’ll divide the students into groups of 4people. Talk about the questions on the blackboard with their partner. Write the questions on the blackboard. Thanks:(what does she thank for?) When:(when does the thing happened?)Where:(where is it?) Weather:(what’s the weather like?) Who:(whoare there?) Why:(why are they there?) What:(what are they doing?)su rprised: (what are they surprised for?)summary:(what’s the summary of the report?)In a while, ask the presenter of each group answer the questions. W rite the best answer on the blackboard. The purpose is to develop the skills of skimming and how to gain the different information of the articles. And their ability of co-operation will be well trained.2.Then go back to the question in the title. Underline the things that people are doing. Circle the words that describe the weather.We’ll do the job on th e blackboardtogether.3.Next we read the report carefully and talk about the grammarpoints in it. Show the grammar points on the screen. By this way, students can comprehensive the article better. And it’s also helpful to improve the writing skills of students.Step4 3bLook at the pictures of France. Encourage students to describe the pictures by themselves. Don’t be worried about making mistakes. Ask several students to show their description to the whole class. The purpose is to improve students’ o ral English.Then fill in the blanks. Try to finish it by themselves. Check the answer on the blackboard . Read the article and translate it for the whole class at last.tep5 Survey SIn this part, I’ll ask students to practice the conversation in pairs. Ask your classmates what they do in different kinds of weather. Make a list.eg. A: What do you usually do when it’s raining?B: I usually read a book.A: What do you usually do when it’s sunny?B: I usually swim in a river.By this way, students can get enough chance to practice their oral English and develop students’ interest of English.Step6 SummaryDuring my teaching，I’ll try my best to get my class alive and encourage the studentsto talk with each other in English.I think the general aim of English teaching is to improve the ability of using English. And I’ll teach students the writing skills in a lively way. Make the students to love the interesting English and the lovely English teacher.Part7 HomeworkRecite the article of 3a and write an article about what the weather is like in your hometown and what the people are doing.。

初中：八年级上册英语第六单元教案(新目标、带教学反思和说课稿)

新修订初中阶段原创精品配套教材八年级上册英语第六单元教案（新目标、带教学反思和说课稿）教材定制 / 提高课堂效率 /内容可修改The sixth grade English Volume 6 lesson plan (new goals, withteaching reflection and lectures)教师：风老师风顺第二中学编订：FoonShion教育八年级上册英语第六单元教案（新目标、带教学反思和说课稿）unit 6 i’m more outgoing than my sistera good friend … has cool clothes is popular in schoollikes to do the same things as me is good at sportis good at school work makes me laughthe fifth periodi. teaching aims and demands1. knowledge objectskey vocabulary. reading passage. oral pratice. reading and writing practice.2. ability objectsreading skill. writing skill. communicative competence.3. moral objecttake an activity part in all kinds of social activities.get a chance to train your intergrating skills.ii. teaching importance and difficultyoral pratice. writing and speaking praticeiii. teaching methodslistening and writing methods. reading and writing methods.communicative approach. pairwork.iv. teaching aidsa projector. pieces of paper on which students write the five statements.v. teaching procudruesstep i greet the class as usual and check the homework.step ii show the new words on the blackboard.read the new words to students and ask them to repeatunit6 i’m more outgoing than my sistera good friend … has cool clothes is popular in schoollikes to do the same things as me is good at sportis good at school work makes me laughthe fifth periodi. teaching aims and demands1. knowledge objectskey vocabulary. reading passage. oral pratice. reading and writing practice.2. ability objectsreading skill. writing skill. communicative competence.3. moral objecttake an activity part in all kinds of social activities.get a chance to train your intergrating skills.ii. teaching importance and difficultyoral pratice. writing and speaking praticeiii. teaching methodslistening and writing methods. reading and writing methods.communicative approach. pairwork.iv. teaching aidsa projector. pieces of paper on which students write the five statements.v. teaching procudruesstep i greet the class as usual and check the homework.step ii show the new words on the blackboard.read the new words to students and ask them to repeat.step iii 3ain this activity first read the article to students. then answer any questions students any ask. for example,s: what’s view?t: it’s what you think about something. it’s how you feel about something.step iv 3bfirst let students look at the chart in activity 2a on page 38. then ask students to write their own sentences about holly’s friend and some sentences about maria’s friend.step v 3cin this activity first ask students to say some of the words and phrases from this unit they can use. for example,tall, short, thin, heavy athletic, intellectual, shy outgoing, seriousstep vi 2ain this activity first ask students to look at the names and the first column of the talbe.tell students they will hear an interviewer talking to holly and maria. they are talking about what they like about their best friends.step vii pairwork find someone for the job!focus students on the job ad. ask students if they know the word—abacus. if they don’t know, explain it to them.abacus—a frame with balls that was used to do arithmetic, long before calculators.step viii homework and summarytoday we’ve reviewed the key vocabulary in this unit by reading pratice.. and we’ve learnt to write about our bestfriends.now homework, write down the words you underlined in activity 3a in your exercise book.step ix blackboard designunit 6 i’m more outgoing than my sistersentences students write: the name of a student who should get the jobthe sixth periodi. teaching aims and demands1. knowledge objectsreviewing the key vocabulary in this unit. writing pratice. just for fun.2. ability objectsself check skill. writing skill.3. moral objectstudy hard and make great progress.ii. teaching importance and difficultywriting pratice. reviewing the key vocabulary quiet, funny, outgoing kind, athleticiii. teaching methodsself check method. writing method. communicative method.iv. teaching aidsa projector. a tape recorder.v. teaching procudruesstep i greet the class as usual and check the homework.step ii self check 1after students finish writing their sentences, write a number of student’s answers on the blackboard.(1) my friend likes sports. she’s very athletic.(2) paul is never quiet! he can’t stop talking.(3) mr. wang is a kind man. he always helps others.(4) mary is a funny girl. she always makes me laugh.(5) jane isn’t very outgoing. she likes to stay at home and rest.step iii 2first ask different students to read the questions on the left. students read.are you taller now? are you more intellectual? are you more popular?are you a better student?then ask students to think of themselves two years ago. how are they different now?step iv just for fun!ask two students to read the dialogue to the class. two students read.a: i think i see the twins. is that juva?b: no, that’s jala. jala has curlier hair than juva.a: and juva is taller than java.write the words curly—curlier on the blackboard. explain the words curly to students or draw a simple picture what curlier hair means.step v workbookread this article about ali and ahmet. then answer the questionsstep vi summarythis class we’ve reviewed the key vocabulary of the unit. and we’ve learnt how to compare ourthemselves between now and two years ago. i hope you can make great progress.step viii homeworkfinish off the exercises of the workbookstep ix blackboard designunit 6 i’m more outgoing than my sistercurly curlier curly hairFoonShion教育研究中心编制Prepared by foonshion Education Research Center。

八年级上册unit6说课稿

八上Unit 6 I’m more outgoing than my sister.说课稿一、教材分析：１、教材的地位及作用：本单元围绕表述个人特征，对人物进行比较这个题材开展多种教学活动。

谈论个性特征学会使用形容词的比较级比较人的个性特征是本单元的重点；另外本单元的词汇和短语是学生在复习过程中必须学习和掌握的基础知识，形容词的比较级是学科说明中明确规定的必考知识，因此本单元在复习过程中占有非常重要的地位。

２、教学目标：知识目标：(１)学习单词：opposite, view, interest, most of, though, opinion, really more, than,/ more athletic, more popular,/ twin, both, be good attaller, shorter, thinner, longer, heavier ,calmer, wilder, quieter, funnier,smarter(２)掌握句子：Is that Sam? No, that’s Tom,He has shorter hair tha n Sam. He’s calmer than Sam.能力目标：提高学生听、说、读、写及知识自学的综合能力。

情感目标：①通过形象、生动的教学使学生掌握如何去比较两个人，并从中学会欣赏别人中，享受与不同的人交往的乐趣。

②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。

３、重点与难点：重点：本单元的词汇、短语和句子。

难点：学会用形容词的比较级和文章中较难句子的理解及应用。

二、说教法：为了更好地突出重点，突破难点，我主要遵循人类认识过程的普遍规律和学生认识活动的特点，让学生自主学习、合作探讨，以教师为主导，学生为主体教学的理念去复习本节课。

三、说学法：1.让学生抓住重点，充分感知，积极体验，大胆实践。

2.积极参于，善于合作。

例如，本课设计了几个任务，学生一定很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。

初二英语上册unit6说课稿

初二英语上册unit6说课稿Unit 6 说课稿尊敬的各位老师，大家好。

今天，我将就初二英语上册的第六单元进行说课。

本单元的主题是“购物”，旨在通过与购物相关的语言点和活动，提高学生的英语交际能力。

一、教学目标1. 知识目标：学生能够掌握购物相关的词汇，如“size”, “color”, “price”, “discount”等，并能够使用这些词汇进行基本的购物对话。

2. 能力目标：通过模拟购物场景，学生能够运用所学词汇和句型进行实际的购物交流。

3. 情感目标：培养学生的购物礼仪和消费观念，理解并实践公平交易和诚信购物。

二、教学重点1. 购物相关的词汇和表达方式。

2. 如何询问物品的价格、颜色、尺寸等信息。

3. 表达购买意愿和拒绝购买的礼貌用语。

三、教学难点1. 学生能够灵活运用购物相关的句型进行交流。

2. 理解并运用购物时的礼貌用语和交际技巧。

四、教学方法1. 情景教学法：通过模拟购物场景，让学生在实际情境中学习和使用语言。

2. 合作学习法：鼓励学生分组合作，通过角色扮演等形式，共同完成购物任务。

3. 任务型教学法：设置具体的购物任务，让学生在完成任务的过程中学习和运用语言。

五、教学过程1. 导入（Lead-in）：- 通过展示一些购物图片或视频，激发学生对购物话题的兴趣。

- 简单讨论学生平时的购物经历，引导学生思考购物时可能用到的英语表达。

2. 呈现（Presentation）：- 教授购物相关的词汇和句型，如“Can I help you?”, “What size/color do you want?”, “How much is it?”等。

- 通过图片或实物，帮助学生直观理解词汇。

3. 练习（Practice）：- 学生两人一组，进行角色扮演练习，模拟购物对话。

- 教师提供一些购物场景，让学生用所学句型进行对话。

4. 应用（Application）：- 组织一个模拟购物活动，学生需要使用英语完成购物任务。

教案人教版八年级上册unit6英语教案（共5篇）

教案人教版八年级上册unit6英语教案（共5篇）第一篇：教案人教版八年级上册unit6英语教案Unit6I’m going to study computer science Section A 1a-1c一、教学准备:多媒体课件二、Teaching aims：1、Knowledge aim:要求学生掌握关于职业的名词：computer programmer , engineer, bus driver, basketball player, cook, teacher, pilot, scientist, doctor, violinist, pianist, Actor.., Sentence patterns：what do you want to be when you grow up?I want to be a/an...How are you going to do that?I’m going to...语法：be going to...表示一般将来时2、Ability aims：能听懂有关人生理想的词汇及表达；能听懂有关未来计划的表达；能进行有关人生的谈话；能进行有关将来计划的讨论；培养学生应用英语谈论将来计划；提高学生听、说、读、写等能力。

3、Emotion aims：通过对人生理想的讨论，让学生从小就树立自己的人生理想，并且现在就下定决心，为理想而努力奋斗，使他们成为有理想，有抱负，有动力，健康成长的新一代青少年。

三、Teaching keys and difficulties：1、重点词汇：computer programmer , engineer, bus driver, basketball player, cook, teacher, pilot, scientist, doctor, violinist, pianist, Actor...2、重点句型：what do you want to be when you grow up?I want to be a/an...How are you going to do that?I’m going to...3、难点：语法：一般将来时be going to 中be的具体形式和后面接动词原形的用法学生容易混淆，学生根据自己喜欢的职业，运用所学知识谈论自己打算怎样做来实现目标则既是难点，有时能力训练点。

八年级上册英语第六单元教案(新目标、带教学反思和说课稿)

八年级上册英语第六单元教案（新目标、带教学反思和说课稿）Unit6I’mmoreoutgoingthanmysisterAgoodfriend…HascoolclothesIspopularinschoolLikestodothesamethingsasmeIsgoodatsportIsgoodatschoolworkmakesmelaughThefifthperiodI.TeachingAimsandDemands.knowledgeobjectskeyvocabulary.Readingpassage.oralpratice.Readingandwritingpractice.2.AbilityobjectsReadingskill.writingskill.communicativecompetence.3.moralobjectTakeanactivitypartinallkindsofsocialactivities.Getachancetotrainyourintergratingskills.II.TeachingImportanceandDifficultyoralpratice.writingandspeakingpraticeIII.TeachingmethodsListeningandwritingmethods.Readingandwritingmethods.communicativeapproach.Pairwork.IV.TeachingAidsAprojector.Piecesofpaperonwhichstudentswritethefivestatements.V.TeachingProcudruesStepIGreettheclassasusualandcheckthehomework.StepIIShowthenewwordsontheblackboard.ReadthenewwordstostudentsandaskthemtorepeatUnit6I’mmoreoutgoingthanmysisterAgoodfriend…HascoolclothesIspopularinschoolLikestodothesamethingsasmeIsgoodatsportIsgoodatschoolworkmakesmelaughThefifthperiodI.TeachingAimsandDemands.knowledgeobjectskeyvocabulary.Readingpassage.oralpratice.Readingandwritingpractice.2.AbilityobjectsReadingskill.writingskill.communicativecompetence.3.moralobject Takeanactivitypartinallkindsofsocialactivities. Getachancetotrainyourintergratingskills.II.TeachingImportanceandDifficultyoralpratice.writingandspeakingpraticeIII.TeachingmethodsListeningandwritingmethods.Readingandwritingmethods.communicativeapproach.Pairwork.IV.TeachingAidsAprojector.Piecesofpaperonwhichstudentswritethefivestatements.V.TeachingProcudruesStepIGreettheclassasusualandcheckthehomework.StepIIShowthenewwordsontheblackboard.Readthenewwordstostudentsandaskthemtorepeat.StepIII3aInthisactivityfirstreadthearticletostudents.Thenans weranyquestionsstudentsanyask.Forexample,S:what’sview?T:It’swhatyouthinkaboutsomething.It’showyoufeelaboutsomething.StepIV3bFirstletstudentslookatthechartinActivity2aonpage38. ThenaskstudentstowritetheirownsentencesaboutHolly’sfriendandsomesentencesaboutmaria’sfriend.StepV3cInthisactivityfirstaskstudentstosaysomeofthewordsan dphrasesfromthisunittheycanuse.Forexample, Tall,short,thin,heavyAthletic,intellectual,shyoutgoing,seriousStepVI2aInthisactivityfirstaskstudentstolookatthenamesandth efirstcolumnofthetalbe.Tellstudentstheywillhearanin terviewertalkingtoHollyandmaria.Theyaretalkingabout whattheylikeabouttheirbestfriends.StepVIIPairworkFindSomeoneforthejob!Focusstudentsonthejobad.Askstudentsiftheyknowthewor d—abacus.Iftheydon’tknow,explainittothem.Abacus—aframewithballsthatwasusedtodoarithmetic,longbeforecalculators.StepVIIIHomeworkandSummaryTodaywe’vereviewedthekeyvocabularyinthisunitbyreadingpratic e..Andwe’velearnttowriteaboutourbestfriends.Nowhomework,writ edownthewordsyouunderlinedinActivity3ainyourexercis ebook.StepIXBlackboardDesignUnit6I’mmoreoutgoingthanmysisterSentencesstudentswrite:Thenameofastudentwhoshouldge tthejobThesixthperiodI.TeachingAimsandDemands.knowledgeobjectsReviewingthekeyvocabularyinthisunit.writingpratice. justforfun.2.AbilityobjectsSelfcheckskill.writingskill.3.moralobjectStudyhardandmakegreatprogress.II.TeachingImportanceandDifficultywritingpratice.ReviewingthekeyvocabularyQuiet,funny ,outgoingkind,athleticIII.Teachingmethodsmunicativemethod.IV.TeachingAidsAprojector.Ataperecorder.V.TeachingProcudruesStepIGreettheclassasusualandcheckthehomework.StepIISelfcheck1Afterstudentsfinishwritingtheirsentences,writeanumb erofstudent’sanswersontheblackboard.myfriendlikessports.She’sveryathletic.Paulisneverquiet!Hecan’tstoptalking.mr.wangisakindman.Healwayshelpsothers.maryisafunnygirl.Shealwaysmakesmelaugh.janeisn’tveryoutgoing.Shelikestostayathomeandrest.StepIII2Firstaskdifferentstudentstoreadthequestions ontheleft.Studentsread.Areyoutallernow?Areyoumoreintellectual?Areyoumorepo pular?Areyouabetterstudent?Thenaskstudentstothinkofthemselvestwoyearsago.Howar etheydifferentnow?StepIVjustforFun!Asktwostudentstoreadthedialoguetotheclass.Twostuden tsread.A:IthinkIseethetwins.Isthatjuva?B:No,that’sjala.jalahascurlierhairthanjuva.A:Andjuvaistallerthanjava.writethewordscurly—curlierontheblackboard.Explainthewordscurlytostuden tsordrawasimplepicturewhatcurlierhairmeans.StepVworkbookReadthisarticleaboutAliandAhmet.Thenanswerthequesti onsStepVISummaryThisclasswe’vereviewedthekeyvocabularyoftheunit.Andwe’velearnthowtocompareourthemselvesbetweennowandtwoye arsago.Ihopeyoucanmakegreatprogress.StepVIIIHomeworkFinishofftheexercisesoftheworkbookStepIXBlackboardDesignUnit6I’mmoreoutgoingthanmysistercurlycurliercurlyhair。

八年级英语上册第六单元说课稿反思

八年级英语上册第六单元说课稿反思为达到以上的教育教学目标，根据英语“课标”中强调课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程以及我校学生的实际，我将在教学中採用多**辅助教学、任务型教学模式，结合听说法、竞赛法以循序渐进的方式来进行教学。

首先，採用听说法和多**辅助教学来汇入和呈现本节的基本词彙和句型，目的在于用师生、学生与学生互动的方式，共同观察**、视屏，启用学生对所学知识的已有体验，使学生对新词语的识记经过一个由形象思维到抽象思维的转化过程，因此记忆效果更好。

其次，採用任务型教学途径，在活动中以循序渐进法、竞赛法来突破重点，培养学生综合语言运用能力，这样不仅启用学生的主体意识，而且启用了英语语言，这样在活学活用知识的过程中，学习的自信感逐步增强，从而体验到成功的喜悦。

教法的选择固然重要，但学法也是必不可少的，我们都知道，学生的学习过程并不是只孤立与课堂教学之中，应遵循学生的身心发展规律和学习规律，指导学生进行个性化的学习，让学生在活动与交流中产生个性化的体验。

教师在教学的过程中要倡导学生体验、实践、参与、合作与交流的学习方式，瑞士心理学家让皮亚杰的“建构主义理论”指出：学习是获取知识的过程，但知识不是通过教师传授得到的，而是学习者在一定的情景即社会文化背景下，藉助他人（包括教师和学习伙伴）的帮助，利用必要的学习资料，通过意义建构的方式而获得的，以及结合我校的学情，在本节教学中主要採用小组自由合作学习的方式，全班学生自由组合4-6人一小组（但原则上各小组要有各个层次的学生），因为这样的合作学习方式能突出以人为本的教育思想，符合教育的宗旨，能激发学生求真、向善的潜能，使学生会用心去体验集体的力量，去感悟合作的无穷魅力，在活动中体验合作成功的快乐，体验实现自我价值的幸福。

初二英语上册第6单元SectionA说课稿

初二英语上册第6单元 Section A 说课稿一、教材分析本单元主要讲述了关于节日和活动的话题，通过学习了解了节日的起源、庆祝活动以及人们参与活动的方式。

本单元的教学旨在提高学生的英语听、说、读、写能力，帮助他们学会谈论自己最喜欢的节日，分享活动的体验，以及提供建议和邀请他人参加活动。

二、教学目标1.通过听说读写的活动，培养学生的英语交际能力，让他们能够用英语描述节日和活动。

2.培养学生的阅读理解能力，通过阅读文章了解不同节日的起源和庆祝方式。

3.提高学生的写作能力，让他们能够用英语写一篇关于自己最喜欢的节日的文章。

4.培养学生合作学习的意识和能力，通过小组活动促进学生之间的合作与交流。

三、教学重点1.学习并掌握重要词汇和短语，如festival, celebration, decorate, enjoy等。

2.学习并能理解关于节日和活动的听力材料，如听取他人对节日的描述，以及询问他人对活动的意见。

3.通过阅读文章，了解不同节日的起源和庆祝方式。

四、教学难点1.比较和对比不同节日的庆祝方式。

2.提供建议和邀请他人参加活动的表达方式。

五、教学方法与学时安排本单元的教学将采用任务型教学法和合作学习法相结合的方法来进行。

教学安排如下：•第一课时：学习并掌握重要词汇和短语，进行听力训练，培养学生的听说能力。

•第二课时：阅读掌握单元中的文章，通过阅读理解活动提高学生的阅读能力。

•第三课时：学习如何描述自己最喜欢的节日，进行听说训练，培养学生的口语表达能力。

•第四课时：进行写作训练，让学生用英语写一篇关于自己最喜欢的节日的文章。

•第五课时：小组合作活动，让学生在小组中讨论并向其他小组提出建议和邀请参加活动。

六、教学资源准备1.PowerPoint 简介介绍节日和活动的图片和文字资料。

2.单元课文的复印件或投影仪投影片。

3.学生用书和练习册。

4.小组合作活动所需的讨论纸和笔。

七、教学步骤第一课时1.导入新课，用图片展示一些节日和庆祝活动的图片，引导学生谈论他们对这些节日的了解和想法。

八年级英语上册第六单元说课稿、反思讲课教案

新目标英语8年级上册全英文说课稿 Unit 6

八年级上册英语第六单元教案(新目标、带教学反思和说课稿)

初二英语上册第六单元Unit 6 I’m going to study computer science (4)

英语人教版八年级上册Unit6说课稿

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