仁爱版八年级下册英语讲课稿
仁爱版八年级英语下册unit8topic2_sectionB说课稿
仁爱英语八年级Unit8 Topic2 Section B说课稿一、说课标在新课程条件下，随着教师角色的转变和学生学习方式的改变的要求，教学设计不再是教材内容的简单的诠释、教学过程的简单的安排、教学方法的简单的展示，它的性质、功能、方法已经发生了很大的变化。
它要求教师从新课程理念出发，在落实学生主体学习地位上下功夫，在落实每一个学生自主学习上下功夫，在落实学生合作学习上下功夫，在充分调动每一个学生的学习积极性上下功夫，在防止学生的学习活动流于形式、切实提高课堂效益上下功夫。
因此教师的教学设计已升华为教师教学研究的一个重要内容。
本人选取了自己在这方面做得比较好的一节课，与大家共同分享。
二、说教材（一）、教材的地位和作用：本节课是《仁爱英语》八年级下册Unit8Topic2 Section B。
本课是本单元的核心教学，重点学习由特殊疑问词引导的宾语从句和不定式的复合结构，带领学生练习口语。
不同场合穿不同的衣服，又为本单元后面的教学提供了话题和语境。
（二）、重点与难点基于对教材的地位和作用的分析及本班学生大部分都羞于开口讲英语这一实际情况，结合本节课考点。
我把本节课的重点和难点定为：重点：新句型的理解和操练。
难点：宾语从句的灵活运用。
（三）、教学目标：根据课标的要求：八年级学生能用听懂有关熟悉话题的谈话，并从中获取信息和观点；能就简单的话题提供信息，表达简单的观点和意见，参与讨论；能与他人沟通信息，合作完成任务；能根据话题进行情景对话；能简单描述人物或事件。
且英语教学的目的是培养学生运用语言进行交际的能力，为用而学，在用中学，学了就用。
因此，结合教学重难点我把本课的教学目标定为以下三个方面：1、知识目标①宾语从句的语序。
②“It’s + adj + to do sth”and“It’s + adj +that…。
③服装文化的学习和正确着装的引导。
2、能力目标在连贯的听、说、读、写活动中，训练学生的逻辑思维能力、快速反应能力和实践能力，使学生能熟练应用宾语从句。
仁爱英语八年级下册unit8topic2sectionA说课稿
Good morning. My name is . I am from School. I am going to share with you my teaching plan for Unit 8 Topic 2, Section A. My introduction consists of three parts: the analysis of the teaching materials, the analysis of the teaching approach, and the teaching procedure.Part Ⅰ The analysis of the teaching materials1.Status and functions:This lesson is Section A of topic 2 in this unit. Topic 1 talks about the clothes we wear each day and the materials of the clothes we wear made of, so the Ss have already known something about the topic. In this section, students will know some types of uniforms, the clothes worn by professionals and learn more about the Object Clause.2. Teaching aims and demands#1) Knowledge goals:△To learn some useful words and expressions (everyday, simple, be famous for, folk song)△To learn more about the Object Clause△To learn the sentence pattern “It is + adj. + that ……”2) Ability goals:△To develop the ability of listening for information;△To develop the ability of making up short dialogues.3) Moral goals:,△To form the concept of dressing properly for a certain occasion.Part Ⅱ The analysis of the teaching approachThe communicative approach is adopted in the teaching process. By providing real-life situations, the Ss get an opportunity to apply what they are learning, which is the basic aim of any language teaching. The Ss not only learn about the language, but also learn to use the language in this class. In accordance with the notion of “learning through doing” and “learning through using”, enough chances to practice, such as pair work, group work are provided so that the Ss take an active part throughout the teaching process.Part III The analysis of the teaching procedure@Step 1 Review (5’)Present the Ss with a picture of a coat, and ask the Ss to talk about the color, size and material of the coat. Then invite one student to talk about the clothes he wears and another student to decide whether it’s proper for the student to wear clothes like that, and then naturally lead to the topic ofuniforms. Then present the Ss with more pictures of people wearing uniforms. Ask the Ss who usually wear each uniform and why they wear uniforms.Step 2 Presentation (8’)to 1a and answer the following question: can Miss Wang allow her students to design their own uniformsto 1a again, and ask the Ss to mark the key words and phrases. Explain the usage of the key words and phrases.3. Ask the students to find out sentences with Object Clause.？Step 3 Consoli dation (15’)1. Ask the Ss to act out 1a with the help of the key words.2. Activity: what does he/she askAsk the students to study the example in 1b to make sure all the students know what they are expected to do. Divide the class into groups of three. One student asks a question, the second student asks the third student “what does he/she ask”, and the third student answers the question. Then they switch roles. This activity aims to practice the Object Clause beginning with wh- words. Invite one group to act out their dialogue in front of the class.3.Activity: what should he/she wear …Now the students know that on different occasions, different kinds of clothes should be worn. List as much kinds of clothes as possible. Imagine six occasions, at the office, in winter, at home, on the Great Wall, in the park, on windy days. Ask the students what kind of clothes should people wear on those occasions. Divide the class into groups of two. Ask the students to make up dialogues following the example in 3 and act them out. Then invite some groups to act out their dialogue in front of the class.Step 4 Practice (12’)$1. Listen to 2a and answer the question: when do the police wear uniforms2. Read the dialogue and find out the reasons why the police wear uniforms when they are at work.3. Mark the key words, “suitable”, “find us easily”, “stop … from…”. Ask the students to repeat the policewoman’s answer with the help of the key words.Step 5 Project (5’)Divide the class into pair of three. Imagine one student is a doctor/teacher/soldier … The second student interviews his partner by asking “Is it important for you to wear uniforms at work”The third student repeats the answer by saying “He/she says …”That’s all for my introduction. I sincerely welcome your suggestions. Thanks for your time.。
仁爱版八年级英语下册说课稿：Unit8Topic2SectionC
1.新词汇：cloudy, sunny, windy, rainy, weather, forecast, change等；
2.新句型：How's the weather today? What will the weather be like tomorrow? It will...；
（2）运用多媒体资源，培养观察、分析和解决问题的能力；
（3）通过任务型教学，提高自主学习、合作学习和探究学习的能力。
3.情感态度与价值观目标：
（1）关注天气变化，增强环保意识；
（2）学会关爱他人，乐于助人；
（3）培养乐观向上的生活态度。
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
（二）媒体资源
在教学过程中，我将使用以下教具、多媒体资源和技术工具：
1.教具：实物、图片、卡片等，用于展示和描述天气情况，激发学生的学习兴趣；
2.多媒体资源：PPT、视频、音频等，展示不同天气的实景，帮助学生更好地理解教学内容；
3.技术工具：电子白板、投影仪等，实现课堂教学的现代化，提高课堂效率。
这些媒体资源在教学中的作用主要有：提供丰富的教学情境，增强课堂趣味性；直观展示教学内容，便于学生理解和记忆；实现师生互动，提高学生的参与度。
1.教学重点：
（1）掌握新词汇和新句型；
（2）运用现在进行时态和Байду номын сангаас般将来时态；
（3）根据天气情况提出合理的活动建议。
2.教学难点：
（1）一般将来时态的构成和运用；
（2）进行时态和将来时态的区分；
（3）在实际情境中灵活运用所学知识。
二、学情分析导
（一）学生特点
仁爱版八年级下册unit2英语说课稿范文
仁爱版八年级下册unit2英语说课稿范文Unit 2 in the Renai version of the eighth-grade English textbook focuses on the topic of festivals. In this unit, students will learn about different festivals celebrated in different countries, their cultural significance, as well as the traditions and activities associated with each festival.To begin the lesson, I will introduce the topic of festivals to the students by asking them about their favorite festivals or holidays. This will be a good way to engage the students and activate their prior knowledge on the topic.Next, I will introduce the new vocabulary words related to festivals that students will come across in this unit. I will provide them with definitions, examples, and use them in sentences to help students understand and remember the words better. Some of the key vocabulary words include "celebrate," "tradition," "custom," "ritual," and "festive."After introducing the vocabulary words, I will present the students with information about different festivals celebrated around the world. This will include festivals such as Chinese New Year, Diwali, Thanksgiving, Christmas, and Easter. I will provide the students with background information about each festival,the traditions associated with it, as well as the activities people engage in during the festival.I will also incorporate listening and reading activities into the lesson to help students improve their listening and reading skills. For the listening activity, I will play recordings of people talking about their favorite festivals and ask students to answer questions based on what they hear. For the reading activity, I will provide students with passages about different festivals and ask them to answer comprehension questions.To assess students' understanding of the material covered in the lesson, I will assign them writing tasks where they will have to write about their favorite festival, including the traditions, customs, and activities associated with it. This will allow students to practice their writing skills and demonstrate their understanding of the material.Overall, this unit will provide students with a deeper understanding of the cultural significance of festivals celebrated around the world and help them develop a greater appreciation for different cultures and traditions. Through engaging activities and assessments, students will have the opportunity to enhance their language skills and broaden their knowledge of the world.。
仁爱版英语八年级下册英语教案5篇
仁爱版英语八年级下册英语教案5篇仁爱版英语八年级下册英语教案篇1教学目标一、知识与技能1. 复习、巩固表示委婉请求和应答的句型。
2. 培养阅读理解能力。
3. 完成相关练习。
二、过程与方法将抽象知识具体化，帮助学生总结规律，系统地学习语法。
调动学生的积极性，引导他们积极参与课堂。
三、情感态度与价值观认识到做家务的意义和重要性，养成常做家务的好习惯。
教学重点复习、巩固表示委婉请求和应答的句型。
教学难点培养阅读理解能力。
教法导航通过大量练习让学生主动掌握语法知识。
学法导航练习、讨论、主动探求规律。
教学准备多媒体。
教学过程Step 1 GreetingsGreet the students as usual.Step 2 A GameShow a list of chores on the blackboard：do the dishes clean your roomtake out the trash sweep the floorfold your clothes make your bedGive them a set of blank cards.T：Let’s play a game. You will work in groups of four. First each group writes the chores on the cards. Put them face down. The first student turns over a card，and asks the student next to him/her to do this chore. That student says “no” and gives a reason. Each student should give a reason that has not been given before. The one who can’t give a proper reason will be out of the game. Those who can keep coming up with reasons will be the winner.Step 3 Role playAsk some pairs to role play the dialogue in 2d.Step 4 PresentationSay：As we all know，Mother does almost all the housework in the house. She is always tired. Should we help Mother? What we can do to help her? Ask some students to report their answers.Step 5 ReadingSay：Now let’s read an article about Nancy and her mother. Please read quickly and answer the questions：1. Why was Nancy’s mom angry with her? 2. Did they solve the problem? How?Then ask some students to report their answers.Now let’s read the sentences in 3b，try to understand and translate them. Then read the passage again carefully and try to underline the sentences from the reading that mean the same thing. After several minutes， ask some students to report their answers and translate the sentences into Chinese.Step 6 Language points1. You watch TV all the time and ...all the time(在该段时间内)一直;向来，一向;时时刻刻;每时每刻e.g. I do this all the time. 我一直是这么做的。
仁爱版英语八年级下unit8的说课稿[1]
![仁爱版英语八年级下unit8的说课稿[1]](https://img.taocdn.com/s3/m/1b2e369651e79b8968022662.png)
仁爱版英语八年级下unit8 Topic2 SectionC 说课稿一、教材分析：１、教材的地位及作用：本单元围绕各种服装名称、日常穿着及在特定场合的得体穿着这个题材开展多种教学活动，学会由特殊疑问词引导的宾语从句。
本节课是本话题的第三节课，它承接前一节课学习的在不同场合穿不同服装和It′s+adj.+ for sb. to do sth .句型。
进一步加深对特殊疑问词引导的宾语从句的语法现象的理解和运用，同时学习和掌握在不同场合穿不同服装的必要性及得体性，进一步提高学生听、说、读、写的综合素质能力。
２、教学目标：（知识目标、能力目标、情感目标、学习策略目标）知识目标：1、Learn that different jobs require different uniforms.2、Learn the functions of different uniforms: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着装。
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。
学习策略目标：①、善于抓住用英语听说交际的机会。
②、积极参于，善于合作。
３、重点与难点：重点：Object clause（宾语从句）难点：The functions of different uniforms:二、说教法：为了更好地突出重点，突破难点，我主要采用了：1、任务型教学法：带着问题去听说课文。
2、竞赛教学法：根据初中生争强好胜的性格特征，进行适当的竟赛，激发学生兴趣，培养学生集体荣誉感。
三、说学法初二的学生已具备一定的认知能力，有自我的观点和看法，不满足于教科书的内容，而希望通过课本获取更多的知识和信息，开拓视野。
因此，我们不能把知识直接交待给学生，而是引导学生自主参与学习、交流合作，倡导体验、实践和自主探究的学习方式，注重学生实际与课文主题的结合，激发学生学习兴趣，使他们自主地寻找信息，获取信息、使用信息。
仁爱版八年级英语下册说课稿：Unit7Topic3SectionD
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将采用以下方式进行新课导入：
1.播放一段关于地球资源现状的短片，让学生直观地了解地球资源的有限性，引发他们对环保话题的关注。
2.短片结束后，提出问题：“What do you think of the video? Do you think it's important to protect our earth?”引导学生思考并展开讨论。
仁爱版八年级英语下册说课稿：Unit7Topic3SectionD
一、教材分析
（一）内容概述
本节课为仁爱版八年级英语下册Unit7 Topic3 Section D的教学内容。在整个课程体系中，本单元主要围绕“生活与环保”主题展开，通过前一阶段的学习，学生已经掌握了一定的环保知识，了解了环保的重要性。本节课将继续深入探讨环保话题，重点关注地球资源的有限性和如何保护地球。
本节课的主要知识点包括：1.学习新的词汇和短语，如"limited", "resource", "waste", "recycle"等，帮助学生更好地理解和表达环保相关概念；2.学习一般现在时的被动语态，让学生能够描述自然界中事物的变化及其原因；3.掌握课文中的重点句型，如"The earth's resources are limited.", "We should recycle waste paper."等，以便在实际语境中运用。
可能存在的学习障碍包括：1.对新语法点的恐惧心理，导致学习积极性受挫；2.学习兴趣不高，对环保话题缺乏关注；3.学习方法不当，难以适应课堂节奏。
仁爱版八年级英语下Unit8Topic1SectionB说课稿
2.语法：运用一般现在时态描述生活习惯，如I eat...，He/She eats...等。
3.交际用语：学会如何用英语谈论饮食健康，如“How can we keep healthy?”，“What should we do to keep healthy?”等。
4.在每个环节结束后，我会进行简单的问答，检查学生对知识点的掌握情况，并给予及时的反馈和指导。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：
1.小组讨论：学生分组讨论如何保持健康的生活方式，并分享各自的计划和策略。
2.角色扮演：学生模拟医生和病人的对话，用英语询问和建议健康饮食。
2.编写一个短小的对话，描述两个朋友讨论如何保持健康的生活方式。
3.复习本节课的词汇和句型，并记录下自己每天的健康饮食实践，下周课堂分享。
这些作业旨在让学生在实践中运用英语，同时培养他们的健康意识和自我管理能力。
五、板书设计与教学反思
（一）板书设计
我的板书设计将注重布局的合理性、内容的条理性和风格的清晰性。板书布局分为三个部分：左侧为词汇表，中间为句型结构，右侧为课堂活动记录。主要内容包括本节课的核心词汇、重要句型以及课堂讨论的要点。风格上，我会使用清晰的字体，并使用不同颜色的粉笔区分不同类别的内容。板书在教学过程中的作用是帮助学生梳理知识点，形成知识结构。为确保板书清晰简洁，我会在课前准备详细的板书草图，并在教学过程中适时更新内容，避免过度拥挤，同时引导学生关注板书内容，以加强记忆和理解。
（二）教学目标
1.知识与技能：
a.学生能够掌握与饮食健康相关的词汇和句型；
仁爱英语八年级说课稿 下册 unit 6
仁爱英语八年级说课稿下册unit 6
《仁爱英语》八年级（下）Unit6Topic1
Wearegoingonaspringfieldtrip
SectionA说课稿
教材分析（说教材）
1、教材的地位和作用：
本节课是《仁爱英语》八年级下册Unit6Topic1SectionA的第一课时。
本课是本单元的核心教学，主要学习“使用哪种交通工具去春游”这一话题的交际用语，训练学生的口头表达能力。
承接上单元“如何调节自己的心情”这一话题，又为本单元后面的教学提供了话题和语境。
2、重点与难点
基于对教材的地位和作用的分析及本班学生大部分都羞于开口讲英语这一实际情况，结合本节课考点。
我把本节课的重点和难点定为：
重点：①掌握、运用新的词汇及重点词组（cost,atwo-dayvisit,decideon等） ②能熟练应用What’sthebesttimetogothere? ／Howmuchdoesitcosttogoby…?Itcosts…/Howlongdoesittaketoreach…?Ittakes…
参与讨论旅游的话题。
难点：①使学生真正掌握重要语言点并内化为自己的知识
②让每个学生都开口说英语；养成说英语的习惯
3.教学目标...。
英语教案-仁爱版英语八年级下册教案5篇
仁爱版英语八年级下册教案5篇教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。
下面是小编给大家整理的仁爱版英语八年级下册教案5篇，希望对大家能有所帮助!仁爱版英语八年级下册教案1教材分析1.本节内容就是为了进一步巩固主句为一般过去时的宾语从句，是对上一节课的巩固，并为以后的学习做了铺垫。
这节课学的知识是本册书的重点之一。
学情分析1，通过练习发现学生宾语从句并不是很懂，做起题来很蹩脚。
2，由于宾语从句是新学的语法项目，学生在日常学习中也接触，但由于在语文中并不涉及，这为英语中宾语从句的学习设置了障碍。
所以学生学起来有一定的难度。
教学目标知识与能力目标：1，学习新单词和主句为一般过去时的宾语从句;2，继续谈论时装表演，了解各民族服装;3，通过本课学习，使学生对中国服装文化能有更深刻的了解。
过程与方法：让学生在反复练习的基础上，能够很自然的掌握宾语从句。
情感态度和价值观：通过対本课的学习，让学生了解民族服装文化，加强对民族服装文化的了解，增进民族感情。
教学重点和难点主句为一般过去时的宾语从句教学过程(本文来自优秀教育资源网斐.斐.课.件.园)Step 1. Review the object clauses of which the main clauses are in the pastsimple tense..Step 2. Lead in the new lesson and learn new words.Step 3.Presention:1.Listen to the tape and pay attention to the pronunciation. Read 1a indifferent ways to learn it2. Let the students answer some questi___. And then fill in blanksaccording to 1a.Step 4. PracticeLead into Part 2and practice the object clauses of which the main clausesare in the past simple tense.Step 5.C___olidation :Step 6.Homework:教学环节一，复习二，导入三，呈现四，练习五，巩固六，作业复习宾语从句，然后利用宾语从句引入新课，并展示图片，学习生词，进而学习少数民族服装，处理第三部分。
说课稿(仁爱英语八年级下册U7T1SB)
说课稿仁爱英语八下Unit 7, Topic 1, Section B胡萍It’s my great honor to stand here and present my lesson to you. The lesson I present today is from the second section of Topic 3, Unit 6 Bicycle riding is good exercise. It’s in the second book for grade 8, published by Popular Science Press. Now I will share my teaching plan with you from the following six aspects: the analysis of teaching materials, the analysis of students, teaching method, learning method, teaching procedure, and blackboard layout. Now, I will begin with the analysis of teaching materials.Part One Analysis of Teaching MaterialsFirstly, let me analyze the status and functions of this section.First, Status and FunctionsThe main activities of this section is 1a and 2a.This section starts with a discussion between Kangkang and Michael about a serious traffic accident, and as bicycle riders, what we should do to prevent traffic accidents from happening. And the whole section continues to talk about the topic of traffic safety. Also, this section furthers the study of adverbial clauses of condition. So we can see that this section serve as a bridge of the whole topic not only in terms of the theme, but also grammatically. By learning this part, ss will be able to cultivate a strong awareness of traffic safety.Therefore, it is of great importance of master this part.Secondly, I will talk about the teaching aims, namely the three dimensional objectives. Second, Teaching Aims and Demands1.Knowledge Objectives:(1)Ss will learn about the expression of traffic rules.(2)Ss will understand the usage of adverbial clauses of condition better.(3)Ss will be able to judge the focus of a sentence by listening to the stress.2.Ability objectives:Ss will be able to understand conversation about traffic rules and to talk about such topic.Ss will be able to read and write about traffic rules using if sentences.My teaching procedure is designed to improve students’abilities of listening, speaking, reading and writing.3.Emotional objectives:Ss will learn to obey the traffic rules, and pay more attention to traffic safety after learning this section.Third, on account of the above analyses, the Key points and Difficult points:Key points: 1.the expression of traffic rules using if sentences.Difficult point: the tense of adverbial clauses of conditionsPart Two The analysis of studentsNow, let’s move on to the second part of my presentation. Since students are the center of modern class, an analysis of them is necessary.1.The students of Grade 8 have learned English for a few years, they have accumulated somewords and expressions. But many of them are too shy to speak english in public. As a result, they are relatively weak in english speaking and listening.2.Students of this age have very active mind, so they can still be easily distracted. On the otherhand, they can be extremely creative.3.In Chinese big size class, differences exist among students. That is, their different levels ofenglish, personalities and interests.Therefore, all of these will be taken into consideration in my class. More encouragement will be given to build up their confidence in speaking english. Diverse and interesting activities will be arranged to catch their attention while catering to the needs of different students.Part Three Teaching methodsBased on the analyses of teaching materials and students, I will mainly adopt two teaching methods:1.task-based Language Teaching method: by applying TBLT, I will make ss the main doers ofclassroom activities, which will help to cultivate their learning autonomy. Tasks can help them to focus, and enables every student to participate and find out what they can do. It will build up ss’ confidence in learning English.2.situational teaching method: with this method, scenes close to real life will be created tohelp the ss feel and understand the language better.Besides, I will use multimedia and a variety of classroom activities to activate the classroom atmosphere.Part Four Learning MethodsNow, I will talk about ss’ learning methods. Eight graders have already formed their own views on everything; they want to know more than what’s written on the book. So we should provide them with a more open and interactive learning atmosphere. And let them take the initiative in study. In my class, I will direct my ss to1.Study autonomously and independently. They should make full preparation for a lesson bypreviewing it or doing some research. During class, they are supposed to find out the mainlanguage points by themselves. And at the end of the class they will be asked to make a summary.2.Learn in groups. Discussions and brainstorming will be employed for the ss to learn englishcooperatively, which will help to bring out their potential and develop their team spirit.During discussion, I will walk around to give aid when necessary.Next is the most important part: teaching procedures. I will finish this lesson in six steps.Part Five Teaching ProceduresStep 1 Lead-in with a picturePresent a picture of a traffic accident.Ask ss to discuss a topic：Have you seen or experience any bicycle accidents before, if yes, please describe it.PPT：If we______________________, we may have a bicycle accident.Ask ss to summarize the cause of the accident using the sentences of adverbial cause of condition.（this step will draw ss’ attention to the topic of this part, and will get ss to think over the causes of bicycle riding, and prepares them to the study of 1a. moreover, the grammar of adverbial clauses of condition is reviewed）Step 2 Listening1.Guess the main idea of 1a after listeningplete the sentences of 1b after second listening3.Follow the tape sentence by sentence4. ss discuss to find out the key and difficult points(guessing the main idea of 1a by looking at the picture will help to inspire ss’enthusiasm of learning the new dialogue. Second listening help to train ss’ability of listening for the detail. Reading sentence by sentence is important for ss to get more familiar with the dialogue, and finding out the main language point by themselves can cultivate ss’ learning autonomy.)Step 3 consolidation1. Use If-clause to write about the consequences of breaking traffic rules according to the pictures and hints in 2a.ss will be asked to imitate the example sentence, and pay attention to the tense of main clause and the subordinate clause: that is when we apply simple future tense in the main clause, simple future tense should be applied in the subordinate clause. (主将从现)（this task will help ss to fully understand the difficult part of adverbial clause of condition. The exercise is also beneficial for the ss in that it continues to talk about the importance of traffic safety.）2 . finish 2bpresent the sentences in ppt：If you ride at night, what should you do?If you ride on the street, what should you wear?……After ss give their answer, I will let them finish exercise 2b, to match two parts of sentences to make more traffic rules. ( this task also benefit the ss in the study of if sentence and in learning more about traffic rules.)Step 4 learning about stress of a sentenceTeacher set an example:My parents bought me a nice bike yesterday.My parents bought me a nice bike yesterday.Ask different groups of ss to read with stress on different places.Step 5 practise with a gameIf chain game. One s makes up a sentence with if, the next student says an if sentence starting with the first sentence’s result.Step 6 Summary and homeworkHomework：1.research online to find out more about traffic rules and write 5 more traffic rules using if sentences.2.Review and previewPart Six Blackboard LayoutUnit 6 Topic 3 Section BBicycle riding is good exercise.Main language points:1．when riding=when we are riding2. why don’t we/why not3. get a fine4. if we ride at night, we should…(writing the main points on the blackboard helps ss to betterunderstand the lesson, and it’s easier for them to remember the main points at the end of the class)。
仁爱版初中英语八年级下册Unit 8 Topic1 What a nice coatSection A全英文说课稿
Unit 8 Topic1 What a nice coat！Section AT o t a l D e s i g nA. Analysis of the Teaching MaterialB. The Teaching MethodsC. The Instruction of LearningD. Teaching Procedures and Purpose ofMy Designing二、Teaching Aims and Demands1.1、Knowledge Objects(1). To study the new words : costume , silk , plastic , cotton , wool , T-shirt , scarf , jeans , shorts , raincoat , handbag , sportswear .(2). Let the Ss continue to learn how to express exclamatory sentences.(3). Learn different types of clo thes and the structure “ be made of ”.2. Ability Objects(1). To develop the Ss’ abilities of listening,speaking,reading,and writing.(2). To train the Ss’ ability of working in pairs \groups.(3). To develop the Ss’ abilities of communication by learning the useful structures3. Moral Objects(1). To foster the Ss’ consciousness of good co-operation and proper competition.(2). To enable the Ss to love life.三、Teaching Key and Difficult Points1.1、Key points(1). Learn different types of clothes.(2). Learn the structure “ be made of ”.2、Difficult points(1). How to communicate with others about clothes by using simple sentences.(2). How to make dialogues and act them out.四、Teaching Aids1.Multi-media computer2.Tape recorder3.Software4.Some real objectsPart Two The Teaching Methodsmunicative teaching method2.Listening and speaking teaching method3.Situation teaching method4.“task-based” teaching method4、activities: playing chain games , listening ,acting out their dialogues , having a competitionPart Three The Instruction of LearningThe students have different levels of learning English. So I’ll tell them to pay attention to the knowledge first. I’ll give them the tasks and ask them to work in pairs or in groups. They can help each other. This can encourage most students to join in our activities. And they will learn more easily .At the same time, they also will be happy when they learn.Part FourTeaching Procedures and Purpose of My DesigningStep 1. Review(7 minutes)Play chain games by using some pictures. I’ll ask them to make a short dialogue like this one by one without repetition.Teacher:What’s this?S1:It’s a coat.Teacher: Oh! What a nice coat!S1:What’s this?S2: It’s a hat.S1:Wow! What a beautiful hat!S2: …..Purpose of my designing: Provide situations to review the name of clothes and exclamatory sentences.The dialogue between the teacher and the SsT: Hi! Xiaolin .You look so smart today. What a nice coat!S: Thank you!T: What’s i t made of?S: It’s made of cotton. ect(If the student can’t answer the question, the teacher can help him\her do it)1.Step 2 Presentation(10 minutes)This course is very important .I’ll use the pictures and some real objects to present the dialogue. A rrange some situations to help the Ss understand the structure “be made of “.Then I’ll teach them to read the new words. Make sure they can read them well.What’s it made of ?It’s made of silk.Purpose of my designing:To present this part by showing pictures and real objects is much easier for the Ss to learn the new words ,the structure and grasp the meanings.Step 3 . Consolidation(8 minutes)• Questions:①.What are Jane and Maria talking about ?②.What is Maria’s Chinese Tang costume made of?③.What will they do after talking?• Listen and answer,then imitate the dialogue.• Act out their dialogues according to 1a and 1b.Purpose of my designing: Let the Ss have a chance to practise their listening and spoken ability.Step 4 . Practice(10 minutes)First have a competition to finish 2. Choose the one who finishes first and does best. Then check up the answers by listening to the tape.1. Retell 3b and write the key words on the blackboardCould you t ell me …… \ over there \ What about …… \ Shoes ＆ Hats Section \ on the first floorHelp them retell it by using the key words.Purpose of my designing:I think proper competition can arouse the Ss’ interests in English learning . And “Task -based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. sunglasses What are they made of ? They are made of plastic ＆glass. scarfThey’re made of wool .Tang costumeStep5 Project(7 minutes)Suppose our classroom is a big shop. Then I’ll divide the whole class into 4 parts. Each part stands for a floor.The first floor sells Shoes＆Hats , the second floor sells Sportswear, the third one sells Women’s Wear and the fourth one sells Men’s Wear.Some students act as the salesgirls, the others are customers.Now let’s go shopping. You can choose sth to buy for yourself \ your parents \brother\s ister…ect.After arranging the tasks. Let them make similar dialogues and then act them out.Step 6 Homework(3 minutes)1.Recite the new words as many as possible after class .2.Make a survey about sth in their daily life.--- What is\are… made of ? --- It’s\ They are made of…as much as possible in or after class. It’s necessary for them to do some extensive exercises after class to consolidate the knowledge they learnt.Blackboard DesignUnit 8Topic 1 What a nice coat!Section AWhat is \ are … made of ? over thereIt’s \ They’re made of … Shoes ＆Hats SectionCould you tell me … ? on the first floorWhat about …? What a nice coat!Post-class Evaluation Form(课后评价表)Class _____ Name ______ Date_________1. Did you like this lesson?2. Are you satisfied with your own performance in class? Why?3. Do you think you reap in this class? If have, please write down your harvest briefly?4. What do you think of the cooperation in your group? What about your classmates’ performance?5. Through this lesson, what do you think you should improve yourself in the further studying English?。
仁爱英语八年级下册unit8topic2sectionA说课稿
仁爱英语八年级下册unit8topic2sectionA说课稿Good morning. My name is . I am from School. I am going to share with you my teaching plan for Unit 8 T opic 2, Section A. My introduction consists of three parts: the analysis of the teaching materials, the analysis of the teaching approach, and the teaching procedure.Part Ⅰ The analysis of the teaching materials1.Status and functions:This lesson is Section A of topic 2 in this unit. Topic 1 talks about the clothes we wear each day and the materials of the clothes we wear made of, so the Ss have already known something about the topic. In this section, students will know some types of uniforms, the clothes worn by professionals and learn more about the Object Clause.2. Teaching aims and demands1) Knowledge goals:△To learn some useful words and expressions (everyday, simple, be famous for, folk song) △T o learn more about the Object Clause△To learn the sentence pattern “It is + adj. + that ……”2) Ability goals:△To develop the ability of listening for information;△To develop the ability of making up short dialogues.3) Moral goals:△To form the concept of dressing properly for a certain occasion.Part Ⅱ The analysis of the teaching approachThe communicative approach is adopted in the teaching process. By providing real-life situations, the Ss get anopportunity to apply what they are learning, which is the basic aim of any language teaching. The Ss not only learn about the language, but also learn to use the language in this class.In accordance with the notion of “learning through doing” and “learning through using”, enough chances to practice, such as pair work, group work are provided so that the Ss take an active part throughout the teaching process.Part III The analysis of the teaching procedureStep 1 Review (5’)Present the Ss with a picture of a coat, and ask the Ss to talk about the color, size and material of the coat. Then invite one student to talk about the clothes he wears and another student to decide whether it’s proper for the student to wear clothes like that, and then naturally lead to the topic of uniforms. Then present the Ss with more pictures of peoplewearing uniforms. Ask the Ss who usually wear each uniform and why they wear uniforms.Step 2 Presentation (8’)1.Listen to 1a and answer the following question: can Miss Wang allow her students to design their own uniforms?2.Listen to 1a again, and ask the Ss to mark the key words and phrases. Explain the usage of the key words and phrases.3. Ask the students to find out sentences with Object Clause.Step 3 Consolidation (15’)1. Ask the Ss to act out 1a with the help of the key words.2. Activity: what does he/she ask?Ask the students to study the example in 1b to make sure all the students know what they are expected to do. Divide the class into groups of three. One student asks a question, the second student asks the third student “what does he/she ask?”, andthe third student answers the question. Then they switch roles. This activity aims to practice the Object Clause beginning with wh- words. Invite one group to act out their dialogue in front of the class.3.Activity: what should he/she wear …?Now the students know that on different occasions, different kinds of clothes should be worn. List as much kinds of clothes as possible. Imagine six occasions, at the office, in winter, at home, on the Great Wall, in the park, on windy days. Ask the students what kind of clothes should people wear on those occasions. Divide the class into groups of two. Ask the students to make up dialogues following the example in 3 and act them out. Then invite some groups to act out their dialogue in front of the class.Step 4 Practice (12’)1. Listen to 2a and answer the question: when do the police wear uniforms?2. Read the dialogue and find out the reasons why the police wear uniforms when they are at work.3. Mark the key words, “suitable”, “find us easily”, “stop …from…”. Ask the students to repeat the policewoman’s answer with the help of the key words.Step 5 Project (5’)Divide the class into pair of three. Imagine one student is a doctor/teacher/soldier … The second student interviews his partner by asking “Is it important for you to wear uniforms at work?” The third student repeats the answer by saying “He/she says …”That’s all for my introduction. I sincerely welcome your suggestions. Thanks for your time.。
(完整word版)仁爱版英语八年级下册整册教案
仁爱版英语八年级下册整册教案Unit6 Enjoying CyclingTopic 1 We’re going on a spring field tripSection A说课稿一、说教材1. 教材分析仁爱版初中英语教材共六册,每册由四个模块组成，每个模块由单元-———话题————功能——-任务构成,编写思路清晰，符合学生的认识发展规律.八年级英语下册第六单元Topic1 Section A讲述了让学生学习如何用英语谈论旅游，并收集旅游信息。
它由３部分组成,用１课时完成。
通过学习Section A，学生可以更多的了解旅游知识并提高实际能力；动词不定式是本节课的重点语法项目。
2．教学目标（１）．知识目标要求学生牢记Section A所有新学的四会单词．短语和重点句型；掌握不定式“to do"的用法。
（２）．技能目标：能用英语与他人谈论关于旅游的话题。
培养学生提高语言交际能力,能在小组中积极与他人协作,从而开阔自己的视野，扩大知识面.（３）．情感目标培养学生爱护大自然，热爱旅游．积极参与课堂上各种英语实践活动的兴趣.培养学生分工合作和团体协作精神.3.教学重点和难点（1）。
重点：谈论关于旅游的话题。
（2）。
重点和难点:不定式“to do”的用法。
二。
说学情1.学生对旅游较感兴趣，但对旅游知识了解较少.2。
学生的词汇量掌握不多.3. 学生平时较少用英语与他人交谈并表达信息..三。
说教法学法按照课程改革的要求，遵循“老师由主演变导演，学生由配角变主角”的角色转换，采用把课堂交给学生的教学理论,我运用自由讨论。
分组工作.结对练习。
问答练习等方法,借助多媒体、录音机，图片等教学手段，设置特定的语言环境，使学生在轻松愉快的气氛中理解.运用英语。
四.说教学程序我设计了以下的步骤来训练学生的听.说。
读。
写的能力,尤其是他们“说”的能力。
（一）温故知新（1）.请两位学生用上节课重点句型号，分别复述Unit 5 Topic3 Section D 1a(2）.教师与学生之间进行问答对话,让学生谈论关于他们最喜爱的旅游方式.设计意图：巩固上节课学过的知识,为学习新课铺垫.（二）情景导入用多媒体展示一些关于旅游和交通的图片,来引起学生的兴趣，并由此教学本节课的新单词,如:field ,trip ,cycle ,vehicle ,airline等。
仁爱版八年级下册英语讲课稿
仁爱版⼋年级下册英语讲课稿仁爱版⼋年级下册英语7年级U3T1Come from=be from 来⾃Speak Chinese/English 讲汉语/英语No problem 没问题Help sb.. with sth.... =help sb.. do sth.... 帮助某⼈做某事Know about=learn about 了解Know/learn a lot about Chinese 对中国很了解Want to do=would like to do 想要做某事Live in +地点住在某地Live with+⼈和某⼈住在⼀起In the letter 在信中Help each other 互相帮助Like…a lot/very much⾮常喜欢….Like…a little有点喜欢…Do n’t like…at all ⼀点也不喜欢⼀般现在时表⽰1)表⽰现在的状态He is twelve.(2)表⽰经常性的或习惯性的动作,常与often, usually, sometimes, always, every day等表⽰经常性的或习惯性的时间状语连⽤.I go to school every day.(3)表⽰主语具备的性格和能⼒She likes apple.（4）表⽰客观、普遍的真理.The moon goes around the earth.动词变化：s，动词词尾加 -s变化规律1⼀般情况加-s reads, writes, says 2以ch, sh, s, x, 或o收尾的词加-es teaches, washes,3以“辅⾳字母+y”结尾的词变y为i再加-es try－tries 注意和名词单数变复数对⽐三句型肯定句结构:主语+be动词/⾏为动词+宾语/表语(1) ⾏为动词:a. 主语为第⼀、⼆⼈称、复数⼈称时（I, you, we, they, the boys），主语+动词原形+宾语. They go to school every day.b.主语为第三⼈称单数时(it, he,she, Lily)，主语+动词s/es+宾语.Lily often likes singing.(2)系动词(be): 主语+系动词+表语.I am… They/We/You are… He/She/It is…2.否定句结构: 主语+be动词/⾏为动词+宾语/表语(1) ⾏为动词:a. 主语为第⼀、⼆⼈称,复数⼈称时，主语+don't+动词原形.They don't go to school every day.b.主语为第三⼈称单数时，主语+doesn't +动词原形.Lily doesn't like singing.(2)系动词(be): 主语+is/am/are后加not+表语I am not a worker.3.⼀般疑问句结构:（1）⾏为动词主语为第⼀、⼆⼈称,复数⼈称时，Do+they/we/you+动词原形Do they go to school every day? （Yes, they do. No, they don't.）b.主语为第三⼈称单数时， Does +he/she/iIt+动词原形Does Lily often like singing? (Yes, she does. No, she doesn't.)（2) 系动词(be): is/am/are+主语+表语Are you a worker? (Yes, I am. No, I'm not.)4.特殊疑问句结构特殊疑问词（what, how often, which, where,who）+⼀般疑问句？（1）⾏为动词What do they do every day?How often does Peter go fishing?（2) 系动词(be):Who is the girl at that gate?⼋年级下册U5T2S a1.You look excited. 主系表结构1）系动词：系动词本⾝有⼀定的词义，但不能独⽴作谓语，必须与表语⼀起构成谓语.表语通常由名词、形容词，或相当于名词或形容词的词或短语等充当，说明主语是什么或怎么样.1：“存在”类：表⽰存在或具有某种特征或状态.这类连系动词强调“存在”.常见的有：be (是)，seem(似乎是)，a p p e a r(似乎、显得)，p r o v e(证明是)等2：感官（动词）类表⽰感情状态的五个感官动词：look看上去, feel摸起来, taste尝起来, smell闻起来, sound听起来: （它们⼀般不⽤进⾏时，也不⽤被动态）3:“持续”类：表⽰某种情况或状态的持续.这类连系动词强调“持续”.常见的有：remain(依然)，keep(保持)，stay(保持)，continue(继续、仍旧)，stand(处于某状况或情形)等4:“变化”类：表⽰由⼀种情况或状态变化成另⼀种情况或状态.这类连系动词强调“变化”后的情况或状态.常见的有：become (变成)，turn (变成)，grow (变得)，go (变得)等2 ）句型1.系动词 + adj.He looks very handsome（英俊的）.They are tall.The cake tastes delicious（美味的）.The store remains closed.Leaves turn yellow.2.系动词+n.We are good friends.You become a scientist.Yao Ming is a famous athlete（运动员）.Anything wrong?=Is there anything wrong? 有什么⿇烦吗? Seem to be 似乎是Do badly/ well in 在某⽅⾯做得糟糕/好Be bad /good atBe strict with 对….严格Have a talk with sb.. 与某⼈谈话Be worried about =worry about 担⼼....Be interested in 对 ... 感兴趣Be pleased with 对..满意Be afraid of 对..害怕Be sorry for 对..抱歉Be angry with sb./about sth... 对..很⽣⽓I am sorry to hear thatSb.How are you feeling？你现在感觉怎么样？Fail the exam 考试不及格Why don’t you do..？=why not do？为什么不做At one’s age 在某⼈的年纪Make friends with 和..交朋友Tell sb.’s jokes 给某⼈讲笑话Feel better 感觉好多了Have a good rest 好好休息ScHow time flies！时光飞逝What’s more ⽽且What’s worse 更糟糕的是Used to do sth... 过去常常做某事Be used to do 被⽤来做某事Get/be used to doing 习惯做某事As adj./adv. as 和...⼀样Not as/so adj./adv. as 不和...⼀样Give my best wishes to sb. 向...问好SdAll the time ⼀直For example=such as 例如1多It is adj（for sb.）to do sth... 对某⼈来说做..怎么样Deal with=do with 解决，处理Learn ...from ... 从...学到....Refuse to do 拒绝做某事Fair--- unfairHappy--- unhappyNo longer 不再Go to the movies/cinema 看电影At first ⾸先U5t3SaAnything wrong 什么问题Have a rest 考试Get nervous 变得紧张Do well 做得好Give a speech 做演讲Follow one’s advice遵照某⼈的建议Practice doing sth... 练习做某事Feel more relaxed 感觉更放松⼀些Because+句⼦ because of +短语因为....Get frightened 变得害怕Go to the dentist 去看⽛医In public 在公共场合This is Michael speaking. 我是Michael.（电话⽤语）Sb.Be happy for sb.Be happy about sth... 感到开⼼Be happy to do sth...Be happy thatThat’s true. =that’s right. 对的True truly truth真实的真实地真理Be confident about sb. 对某⼈有信⼼Be/stay in a good/bad mood 处于⼀种好/坏⼼情What about+doing=how about +doing 做某事...样Be proud of sb. 为某⼈感到骄傲Be afraid to do sth... 害怕做某事Let’s go（do）. 让我们出发（做某事）吧. Give sb. a surprise 给某⼈⼀个惊喜Put on 穿（⾐服）；上演Put up 举⼿；张贴Put...away 把...收好Just as 正如Keep healthy 保持健康Be ready for/to do sth... 为某事做准备Prepare for/to do sth... 为某事做准备Prepare sth... for sb. 为某⼈准备某物ScAffect one’s moods 影响某⼈的⼼情Full moon 满⽉；圆⽉亮Get together with sb. 和某⼈在⼀起Feel lonely感到孤单-ly结尾的形容词friendly友好的 lovely可爱的 lonely孤独的Be Fill with=be full of 充满Have trouble in doing sth... 做某事有困难Cheer me up 使我振奋起来SdIn a good spirits 处于⼀个好⼼情Learn to do sth... 学习做某事Take care of = look after 照顾Remember to do sth... 记得要去做的事（未做）Remember doing sth... 记得做过的事（已做）Keep silent 保持沉默Think over 仔细考虑Think of 认为；想到Get help from sb. 从某⼈那获得帮助With the help of sb. 在某⼈帮助下Without the help of sb. 离开某⼈的帮助Make a decision 做决定A sense of .....（happiness）（幸福）.....感U6t1SaSpring field trip 春游Make the decision 做决定Find out 查明Decide on sth.. 对..做决定It takes （money/time）to do sth.. 做某事花费了...钱/时间Sth.. cost money/time to do 做某事花费了...钱/时间Where do you plan to visit？Why do you want to visit it？How will you get there?When are you going to start out?How much does it cost to get there?SbBook ticket 订票Arrive at 到达Hard /soft sleeper 硬/软卧Air conditioner 空调系统Standard room 标准间Can I help you ?What can I do for you?I’d like to do …..What about the price?Which kind do you want?May I have your name and telephone number? ScRaise money 筹钱Serve to 服务Look forward to doing 盼望做某事Hear from 收到...的来信Order lunch 订午餐U6t2SaReceive sth.. from sb收到某⼈某物Be busy doing sth.. 忙于做某事Prepare for ...为...做好了准备You bet ！当然On vacation 在度假Make a plan to do sth.. 制定⼀个做...的计划Look forward to （doing） sth.. 盼望做某事表征求意见，询问建议的常⽤句型. Would you like to do sth..？你愿意做...吗？Shall we do sth.. ？我们做...好吗？Why don’t you do=why not do 为什么不... How/what about doing sth.. 做....怎么样SbIn the center of 在...的中⼼In the south of 在...的南部Northwest 西北 southwest 西南Spread over 占地，蔓延An area of ⼀块...的⾯积Make the beginning of 标志着....的开始Start/begin to do sth.. 开始做某事On both sides of 在...的两边On each side of 在...的每⼀边Make sure 确保，确信Tell（分辨） good from bad 识别好坏Two hours and a half =two and a half hours 两个半⼩时In on to +⽅位名词+ ofScParking lot 停车场Be full of =be filled with 充满...Be surprised at 对...感到惊讶Take out 掏出Take some pictures/photos 拍⼀些照⽚Push one‘s way out 挤出来More and more 越来越Out of sight 在...的视线之外Can’t help doing sth.. 禁不住做某事Step on one’s toes 踩某⼈的脚Notice sb do/doing sth.. 看到某⼈做了/正在做某事SdA trip to ⼀次去..的旅⾏Have fun doing sth.. 从做某事中得到乐趣Pay attention to 注意Be famous for 因..⽽著名At last 最后语法时间状语从句○1when当…的时候,引导的从句中可以使⽤瞬间动词，也可以⽤延续动词. 所表达的动作有先后之分，也可同时进⾏与主句先后发⽣.When I grow up ， I want to be a scientist.○2while当…的时候，引导的从句中多⽤延续动词(进⾏时)While you were enjoying your trip, I was busy preparing for my exams.○3as强调at the same time, 指两个动作同时尤指短暂性的动作或事情同时发⽣She came along as she sang.她边⾛边唱歌○4before 在...之前Before he comes, would you help me make a plan to explore Beijing?After 在....之后After you finish your homework，you should do some cleaning in your bedroom.U6t3SaTraffic accident交通事故Get/be used to 习惯于Used to do 过去常常做某事Be afraid of doing 担⼼做某事Obey the traffic rules 遵守交通规则Rule n.规则 v.统治Ruler n.尺⼦Save energy 节约能源Ride bike 骑⾃⾏车Air pollution 空⽓污染Park n.公园；停车场 v. 停车Agree同意Disagree不同意SbBe in danger 在危险中。
仁爱版八年级下册英语教案大全5篇
仁爱版八年级下册英语教案大全5篇仁爱版八年级下册英语教案大全5篇英语教案可以给英语教师带来更多的反思，可以更好地促进教师的专业成长与发展。
下面是小编为你准备的仁爱版八年级下册英语教案，快来借鉴一下并自己写一篇与我们分享吧！仁爱版八年级下册英语教案精选篇1一、指导思想与教学总目标以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。
正确把握英语学科特点，积极倡导合作探究的学习方式。
培养学生积极地情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。
要求学生有较明确的英语学习动机和积极主动的学习态度。
能听懂教师对有关熟悉话题的陈述并能参与讨论。
能读供七至八年级学生阅读的简单读物和报纸杂志，克服生词障碍，理解大意。
能根据阅读目的运用适当的阅读策略。
能与他人合作，解决问题并报告结果，共同完成学习任务。
能在学习中互相帮助，克服困难。
能合理计划和安排学习任务，积极探索适合自己的学习方法。
在学习和日常交际中能注意到中外文化的差异。
二、教材简要分析八年级英语下册共十个单元，每单元设计一个话题，并以此为中心，通过语言结构、功能项目为主线展开，采用任务型语言教学方式，以循序渐进的生活化的学习程序引导学生学会运用英语，有目的地做事。
新教材中设计了许多活动，如填写问卷、调查、访谈、书信、邮件往来等，使学生在语言学习中更好地体验、实践、参与、合作与交流，同时增加了学生在课堂上的互动，为任务型教学创造了条件。
同一话题随着学习的深入，内容不断充实，通过“滚动”呈现学习，不断深化。
如提建议话题，在七年级出现，在本教材Unit8也“滚动”呈现，支持话题的“任务”、“活动”也不断“升级”，伴随语言学习不断从“低级”走向“高级”，贯穿于教材始终。
此外，教材中每个单元设计的Pairwork、Groupwork、Survey及Game为课堂活动提供了丰富的资源。
仁爱版八年级英语下Unit5Topic1Youlookexcited.SectionA说课稿
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：首先，通过设置有趣的教学情境，如播放与兴奋、开心、累等情感状态相关的英语歌曲，让学生在轻松愉快的氛围中进入学习状态；其次，采用任务型教学法，让学生在完成具体任务的过程中，自然地运用所学知识，提高他们的语言实的合作意识和竞争意识，从而提高他们的学习积极性和学习效果。
（二）媒体资源
为了辅助教学，我将使用多媒体课件、音频和视频材料以及在线学习平台。多媒体课件和音频视频材料可以帮助学生直观地感知和理解语言知识，提高他们的学习兴趣。在线学习平台可以提供额外的学习资源和练习，使学生能够根据自己的需要进行自主学习，提高他们的学习效果。
（三）互动方式
为了促进学生的参与和合作，我计划设计以下师生互动和生生互动环节：首先，在导入阶段，我会与学生进行简单的英语对话，了解他们的学习状态，激发他们的学习兴趣。其次，在听力练习环节，学生将分组进行讨论，共同完成听力任务，培养他们的合作意识。最后，在口语表达环节，学生将进行角色扮演，模拟真实情境，运用所学知识进行交流。通过这些互动环节，学生将能够积极参与课堂活动，提高他们的听、说、读、写的能力。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：1.听力练习：让学生听一段对话，然后回答相关问题，检验他们对方言和情感状态词汇的理解。2.口语表达：让学生进行角色扮演，模拟真实情境，运用所学知识进行交流。3.写作练习：让学生写一段话，描述一个人的情感状态和喜好。
五、板书设计与教学反思
（一）板书设计
我的板书设计将注重布局的合理性、内容的精炼性和风格的简洁性。板书将包括本节课的主要知识点，如一般现在时态的构成和用法，以及情感状态词汇的例子。在教学过程中的作用是提供一个清晰的视觉辅助工具，帮助学生理解和记忆所学知识。为了确保板书清晰、简洁且有助于学生把握知识结构，我将使用大号字体和清晰的书写，同时避免过多的文字和复杂的图表。
仁爱版八年级下英语说课稿：Unit5Topic1SectionB
4.课后作业：布置一些拓展性练习，如写作、阅读等，让学生在课后进行巩固。
（四）总结反馈
在总结反馈阶段，我引导学生自我评价，并提供有效的反馈和建议：
1.自我评价：让学生回顾本节课的学习内容，评估自己在课堂上的表现，找出自己的优点和不足。
1.呈现新词汇：通过图片、例句等形式，展示本节课的新词汇。让学生在具体的语境中理解词汇的含义，并学会正确运用。
2.讲解语法：结合新词汇，讲解一般现在时的用法，特别是动词三单形式的变化规则。通过例句、练习等形式，让学生掌握语法知识。
3.对话展示：展示一段关于描述问题、提出解决方案的对话，让学生在观看、模仿的过程中，学会用英语进行有效沟通。
（1）掌握本节课的新词汇和短语，并能正确运用到实际语境中；
（2）掌握一般现在时的用法，能熟练运用动词三单形式；
（3）能够运用所学知识进行对话，描述问题、提出解决方案并表达观点。
2.过程与方法：
（1）通过小组合作，培养学生的团队协作能力；
（2）通过课堂讨论，提高学生的英语口语表达能力；
（3）通过阅读理解，培养学生的阅读技巧和信息提取能力。
2.内容：板书内容包括本节课的核心知识点，如动词三单形式、一般现在时的用法、问题描述和解决方案的表达等。
3.风格：板书采用简洁、明了的风格，用不同颜色粉笔突出重点，使用箭头、框架等符号表示知识间的关联。
板书在教学过程中的作用：帮助学生梳理知识结构，突出重难点，强化记忆。为确保板书清晰、简洁且有助于学生把握知识结构，我在设计板书时注重以下几点：
（三）互动方式
我将设计以下师生互动和生生互动环节：
最新仁爱八年级英语下册-Unit-Topic-Section-C-说课稿
精品文档Unit 5 Topic 3 Section C 说课稿一、教材分析：1、教材的地位及作用：《仁爱英语》教材的语言教育理念是：强调语言的实际应用，培养学生的“创新、实践能力”，发展“学习策略”。
2、单元分析及教材处理本节课选自八年级下学期Unit5Topic3 Many things can affect our feelings .Section C。
这是第五单元第三课题的第三课时，在通过前两个情景对情感谈论的学习后本情景教学引出外界事物对情感的影响。
教学的内容以活动的形式呈现，密切联系生活实际，把英语教学和情感教育有机地结合起来。
由关心他人情感到注重自我心理健康，将英语知识和实际生活联系起来。
2、教学目标：（1）语言技能目标和学生能力发展目标：听：能听懂较熟悉的关于个人情感的话题材料并从中获取所需信息。
说：能在教师的帮助下或根据图片用简单的语言描述自己或他人的情感。
读：能读懂关于情感方面的语言材料。
写：能在教师的帮助下或通过小组讨论后起草作文。
3、情感目标：教育学生注意并理解他人的情感，同时保持乐观的心态。
4、重点与难点：重点：学生能够真确掌握本话题句式及复习巩固重点短语。
难点：运用综合语言知识对外界事物在情感上的影响进行准确的描述。
二、教学方法：精品文档．精品文档为充分调动学生的积极性，本节课我充分利用多媒体教学。
采用情景教学法和互动教学法来完成教学任务，通过我创设的情景画面展开师生之间、生生之间、生与媒体之间的全方位互动。
在整个教学过程中情景的创设、活动的开展、各种互动式的融合贯穿教学始终。
把学生置身于语言学习的浓厚氛围中，在活动中培养学生协作式的学习能力，使英语教学大容量、快节奏、高效率的特点得到充分体现。
三、教学流程1.视频发动，激发兴趣。
2.快速回顾，边演边说3.呈现课文，解决要点4.看图复述，巩固提高5.综合探究，主题升华四、板书设计SectionCWhenever you meet difficulties , try to smile at life!1. affect Review:精品文档．精品文档eg: Many things around us can affect our feelings. make + object+adj./v.2. fill with= be full of 充满fill with3. thoughteg: I always have interesting thoughts .精品文档．。
仁爱英语八下讲课稿范文
仁爱英语八下讲课稿范文Good morning, everyone.Today, I am going to talk to you about the topic of "Compliments and Advice."In our daily lives, it is important to be able to give compliments and advice appropriately. Compliments can make others feel good about themselves and can strengthen our relationships with them. Advice, on the other hand, can help others improve and overcome their weaknesses or challenges.First, let's talk about compliments. When we give compliments, it is important to be sincere and specific. Instead of just saying "You did a good job," we can say something like "I really liked how well you presented your ideas in the presentation. You were clear and confident." By being specific, we show that we are paying attention and truly appreciate the effort or talent of the person. Giving advice requires being sensitive and considerate. Before giving advice, it is crucial to understand the person's situation and needs. We should never force our opinions on others or sound judgmental. Instead, we can gently offer our suggestions or share our experiences to inspire and motivate them. For example, if someone is struggling with their studies, instead of saying "You are not studying enough," we can say "I noticed that you're having difficulty with your studies. Maybe you could try creating a study schedule to help you stay more organized."Additionally, it is important to use appropriate language when giving compliments and advice. We should always be respectful and choose our words carefully. Avoid using negative or hurtful language that could discourage or offend the person. Our goal should always be to encourage and support others, even when providing constructive criticism.In conclusion, giving appropriate compliments and advice requires sincerity, specificity, sensitivity, and respect. By doing so, we can help strengthen our relationships, build confidence in others, and promote personal growth. Let's always strive to uplift and inspire those around us through our words. Thank you for listening.。
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仁爱版八年级下册英语7年级U3T1Come from=be from 来自Speak Chinese/English 讲汉语/英语No problem 没问题Help sb.. with sth.... =help sb.. do sth.... 帮助某人做某事Know about=learn about 了解Know/learn a lot about Chinese 对中国很了解Want to do=would like to do 想要做某事Live in +地点住在某地Live with+人和某人住在一起In the letter 在信中Help each other 互相帮助Like…a lot/very much非常喜欢….Like…a little有点喜欢…Do n’t like…at all 一点也不喜欢一般现在时表示1)表示现在的状态He is twelve.(2)表示经常性的或习惯性的动作,常与often, usually, sometimes, always, every day等表示经常性的或习惯性的时间状语连用.I go to school every day.(3)表示主语具备的性格和能力She likes apple.（4）表示客观、普遍的真理.The moon goes around the earth.动词变化：s，动词词尾加 -s变化规律1一般情况加-s reads, writes, says 2以ch, sh, s, x, 或o收尾的词加-es teaches, washes,3以“辅音字母+y”结尾的词变y为i再加-es try－tries 注意和名词单数变复数对比三句型肯定句结构:主语+be动词/行为动词+宾语/表语(1) 行为动词:a. 主语为第一、二人称、复数人称时（I, you, we, they, the boys），主语+动词原形+宾语.They go to school every day.b.主语为第三人称单数时(it, he,she, Lily)，主语+动词s/es+宾语.Lily often likes singing.(2)系动词(be): 主语+系动词+表语.I am… They/We/You are… He/She/It is…2.否定句结构: 主语+be动词/行为动词+宾语/表语(1) 行为动词:a. 主语为第一、二人称,复数人称时，主语+don't+动词原形.They don't go to school every day.b.主语为第三人称单数时，主语+doesn't +动词原形.Lily doesn't like singing.(2)系动词(be): 主语+is/am/are后加not+表语I am not a worker.3.一般疑问句结构:（1）行为动词主语为第一、二人称,复数人称时，Do+they/we/you+动词原形Do they go to school every day? （Yes, they do. No, they don't.）b.主语为第三人称单数时， Does +he/she/iIt+动词原形Does Lily often like singing? (Yes, she does. No, she doesn't.)（2) 系动词(be): is/am/are+主语+表语Are you a worker? (Yes, I am. No, I'm not.)4.特殊疑问句结构特殊疑问词（what, how often, which, where,who）+一般疑问句？（1）行为动词What do they do every day?How often does Peter go fishing?（2) 系动词(be):Who is the girl at that gate?八年级下册U5T2S a1.You look excited. 主系表结构1）系动词：系动词本身有一定的词义，但不能独立作谓语，必须与表语一起构成谓语.表语通常由名词、形容词，或相当于名词或形容词的词或短语等充当，说明主语是什么或怎么样.1：“存在”类：表示存在或具有某种特征或状态.这类连系动词强调“存在”.常见的有：be (是)，seem(似乎是)，a p p e a r(似乎、显得)，p r o v e(证明是)等2：感官（动词）类表示感情状态的五个感官动词：look看上去, feel摸起来, taste尝起来, smell闻起来, sound听起来: （它们一般不用进行时，也不用被动态）3:“持续”类：表示某种情况或状态的持续.这类连系动词强调“持续”.常见的有：remain(依然)，keep(保持)，stay(保持)，continue(继续、仍旧)，stand(处于某状况或情形)等4:“变化”类：表示由一种情况或状态变化成另一种情况或状态.这类连系动词强调“变化”后的情况或状态.常见的有：become (变成)，turn (变成)，grow (变得)，go (变得)等2 ）句型1.系动词 + adj.He looks very handsome（英俊的）.They are tall.The cake tastes delicious（美味的）.The store remains closed.Leaves turn yellow.2.系动词+n.We are good friends.You become a scientist.Yao Ming is a famous athlete（运动员）.Anything wrong?=Is there anything wrong? 有什么麻烦吗? Seem to be 似乎是Do badly/ well in 在某方面做得糟糕/好Be bad /good atBe strict with 对….严格Have a talk with sb.. 与某人谈话Be worried about =worry about 担心....Be interested in 对 ... 感兴趣Be pleased with 对..满意Be afraid of 对..害怕Be sorry for 对..抱歉Be angry with sb./about sth... 对..很生气I am sorry to hear thatSb.How are you feeling？你现在感觉怎么样？Fail the exam 考试不及格Why don’t you do..？=why not do？为什么不做At one’s age 在某人的年纪Make friends with 和..交朋友Tell sb.’s jokes 给某人讲笑话Feel better 感觉好多了Have a good rest 好好休息ScHow time flies！时光飞逝What’s more 而且What’s worse 更糟糕的是Used to do sth... 过去常常做某事Be used to do 被用来做某事Get/be used to doing 习惯做某事As adj./adv. as 和...一样Not as/so adj./adv. as 不和...一样Give my best wishes to sb. 向...问好SdAll the time 一直For example=such as 例如1多It is adj（for sb.）to do sth... 对某人来说做..怎么样Deal with=do with 解决，处理Learn ...from ... 从...学到....Refuse to do 拒绝做某事Fair--- unfairHappy--- unhappyNo longer 不再Go to the movies/cinema 看电影At first 首先U5t3SaAnything wrong 什么问题Have a rest 考试Get nervous 变得紧张Do well 做得好Give a speech 做演讲Follow one’s advice遵照某人的建议Practice doing sth... 练习做某事Feel more relaxed 感觉更放松一些Because+句子 because of +短语因为....Get frightened 变得害怕Go to the dentist 去看牙医In public 在公共场合This is Michael speaking. 我是Michael.（电话用语）Sb.Be happy for sb.Be happy about sth... 感到开心Be happy to do sth...Be happy thatThat’s true. =that’s right. 对的True truly truth真实的真实地真理Be confident about sb. 对某人有信心Be/stay in a good/bad mood 处于一种好/坏心情What about+doing=how about +doing 做某事...样Be proud of sb. 为某人感到骄傲Be afraid to do sth... 害怕做某事Let’s go（do）. 让我们出发（做某事）吧. Give sb. a surprise 给某人一个惊喜Put on 穿（衣服）；上演Put up 举手；张贴Put...away 把...收好Just as 正如Keep healthy 保持健康Be ready for/to do sth... 为某事做准备Prepare for/to do sth... 为某事做准备Prepare sth... for sb. 为某人准备某物ScAffect one’s moods 影响某人的心情Full moon 满月；圆月亮Get together with sb. 和某人在一起Feel lonely感到孤单-ly结尾的形容词friendly友好的 lovely可爱的 lonely孤独的Be Fill with=be full of 充满Have trouble in doing sth... 做某事有困难Cheer me up 使我振奋起来SdIn a good spirits 处于一个好心情Learn to do sth... 学习做某事Take care of = look after 照顾Remember to do sth... 记得要去做的事（未做）Remember doing sth... 记得做过的事（已做）Keep silent 保持沉默Think over 仔细考虑Think of 认为；想到Get help from sb. 从某人那获得帮助With the help of sb. 在某人帮助下Without the help of sb. 离开某人的帮助Make a decision 做决定A sense of .....（happiness）（幸福）.....感U6t1SaSpring field trip 春游Make the decision 做决定Find out 查明Decide on sth.. 对..做决定It takes （money/time）to do sth.. 做某事花费了...钱/时间Sth.. cost money/time to do 做某事花费了...钱/时间Where do you plan to visit？Why do you want to visit it？How will you get there?When are you going to start out?How much does it cost to get there?SbBook ticket 订票Arrive at 到达Hard /soft sleeper 硬/软卧Air conditioner 空调系统Standard room 标准间Can I help you ?What can I do for you?I’d like to do …..What about the price?Which kind do you want?May I have your name and telephone number? ScRaise money 筹钱Serve to 服务Look forward to doing 盼望做某事Hear from 收到...的来信Order lunch 订午餐U6t2SaReceive sth.. from sb收到某人某物Be busy doing sth.. 忙于做某事Prepare for ...为...做好了准备You bet ！当然On vacation 在度假Make a plan to do sth.. 制定一个做...的计划Look forward to （doing） sth.. 盼望做某事表征求意见，询问建议的常用句型. Would you like to do sth..？你愿意做...吗？Shall we do sth.. ？我们做...好吗？Why don’t you do=why not do 为什么不... How/what about doing sth.. 做....怎么样SbIn the center of 在...的中心In the south of 在...的南部Northwest 西北 southwest 西南Spread over 占地，蔓延An area of 一块...的面积Make the beginning of 标志着....的开始Start/begin to do sth.. 开始做某事On both sides of 在...的两边On each side of 在...的每一边Make sure 确保，确信Tell（分辨） good from bad 识别好坏Two hours and a half =two and a half hours 两个半小时In on to +方位名词+ ofScParking lot 停车场Be full of =be filled with 充满...Be surprised at 对...感到惊讶Take out 掏出Take some pictures/photos 拍一些照片Push one‘s way out 挤出来More and more 越来越Out of sight 在...的视线之外Can’t help doing sth.. 禁不住做某事Step on one’s toes 踩某人的脚Notice sb do/doing sth.. 看到某人做了/正在做某事SdA trip to 一次去..的旅行Have fun doing sth.. 从做某事中得到乐趣Pay attention to 注意Be famous for 因..而著名At last 最后语法时间状语从句○1when当…的时候,引导的从句中可以使用瞬间动词，也可以用延续动词. 所表达的动作有先后之分，也可同时进行与主句先后发生.When I grow up ， I want to be a scientist.○2while当…的时候，引导的从句中多用延续动词(进行时)While you were enjoying your trip, I was busy preparing for my exams.○3as强调at the same time, 指两个动作同时尤指短暂性的动作或事情同时发生She came along as she sang.她边走边唱歌○4before 在...之前Before he comes, would you help me make a plan to explore Beijing?After 在....之后After you finish your homework，you should do some cleaning in your bedroom.U6t3SaTraffic accident交通事故Get/be used to 习惯于Used to do 过去常常做某事Be afraid of doing 担心做某事Obey the traffic rules 遵守交通规则Rule n.规则 v.统治Ruler n.尺子Save energy 节约能源Ride bike 骑自行车Air pollution 空气污染Park n.公园；停车场 v. 停车Agree同意Disagree不同意SbBe in danger 在危险中Traffic station 交通站Make a wrong turn 误转Cause trouble 引起麻烦Get hurt 受伤Get a fine 得到一个罚单Break the rules 违规ScOne of the most important vehicles 最重要的交通工具之一Help sb.doBe good for 对...有益Share...with...共享...Pay attention to 注意Traffic signals 交通信号灯In case （of）万一....In a word=in short 总之The best way to ...的最后方法SdEmpty into 倒进Begin in 开始于Go through 穿过语法条件状语从句引导词：if 如果；unless=if not 除非；as long as只要； in case万一egIf people obey the traffic rules，there will be fewer accident.Unless you get first, you don’t play phone games again.As long as you work hard, you must get a good grade.In case I forget, you should do it.时态：主将从现（主句用将来时，从句用一般现在）注意when 引导的时间状语从句（主将从现）When you grow up，you will understand the truth.U7t1SaRaise money筹钱Know about 了解Turn to sb. 向某人求助Turn on 打开Turn off 关闭Turn up 调大Turn down 调小Make a poster 做海报Get in touch with 与...取得联系Think about 思考Think over 仔细考虑Try one’s best to do 尽力做某事SbHave a sweet tooth=like eating sweet food 喜欢吃甜食Plan to 计划做某事Be easy to do sth.. 做某事很容易What’s more 而且Good enough 足够好形容词+enoughTalk about 谈论Decide to do 决定做某事ScThank you for... 因为..感谢Invite sb. to 邀请某人Take part in=join in 参加某活动Instead of 替代Fight against 同...斗争As a result 结果Would like to do =want to 想要In order to 为了...SdCome true 实现语法宾语从句定义：在句子从起宾语作用的从句为宾语从句时态：○1主句一般现在时，从句时态据实际情况使用The worker says （that） he works from Monday to Friday. ○2主句过去时态，从句过去时态He said （that）he was playing football at that time.○3从句表客观真理或事实时，用一般现在时The teacher told us （that） nothing is impossible.连接词○1 that 无实际意义，仅仅起连接作用，可省略.The teacher told us nothing is impossible.○2if/whether （是否）一般可互换I want to know if/whether he will help me.下列情形只能用whether1.介词之后I am not afraid of whether you will come or not.2.动词不定式之前We will decide whether to go for a trip.3.discuss后的宾语从句we discuss whether we should take part in long jump.4.与or not 连用We can’t say whether or not she arrives in Fangcheng on time.U7t2SaFood festival 美食节Be proud of 自豪Well done 干的好Need to do sth. 需要做某事Put ....in...将....放入....Add ...to...添加...到...Cut up 切碎句型Would you like me to help you？你愿意让我帮助你吗？It‘s kind of you. 你很有爱心.What do you think of ....你认为...怎么样？Sb表顺序单词first， second， next， then， finally Practice makes perfect.熟能生巧.ScThe first time 第一次Had better （not） do 最好（不）做某事Table manners 餐桌礼仪Start doing sth. 开始做某事Eat up 吃光Remember （not）to do sth. 记得做某事Raise cup or glass 举杯It‘s impolite to do sth. 做...是不礼貌的SdKnife-knives 刀Pick up 捡起In the southern part of China 在江南地区Not....at all 一点也不U7t3SaThanks for doing 感谢你做某事For sale 待售On sale 上市Send……to….把...送到...Enjoy oneself=have fun 玩的愉快Raise money 筹钱Have the bill=pay the bill 付账Here is your change. 这是找你的零钱.倒装句Here， there， then， now放句首，谓语动词为be， go，come 时，句子主谓倒装.SbHave/hold/organize a food festival 举办美食节Order=book 订货，预定Have a seat 请坐Take your order 点菜ScGo well 进展顺利Both...and...两者都Be worth ....值多少钱Be worth doing 值得做....Work hard 工作努力In the end 最后，最终Sd措施First，we need to do 首先，我们需要做....Second, we should do 第二，我们应该做....Third, we had better do 第三，我们最好做....Then, …..is good for….. 然后，对...来说，做....是有益的 Finally，it is very important for us to do最后，对我们来说，做...是重要的In short=in a word 总之U8t1SaWhat a nice coat! 多么好的帽子啊！感叹句What +名词词组How +形容词词组So…adj..that 如此以至于引导结果状语从句Go shopping 购物On the third floor 在第三层楼SbPrepare for 为....做准备So that 以至于引导目的状语从句Such ….n….that 如此以至于引导结果状语从句-What size do you take? 你穿多大号衣服-Size M. 中号S 小号， M 中号， L大号， XL加大号， XXL更大号Would like to=want to 想要ScOpen=found 创立It is adj. for sb. to do sth. 对某人来说做某事怎么样SdBe made of+看的出原材料Be made from+看不出原材料Be made in +地点Be made into 被做成..Protect...from...保护...免于...Different kinds of 不同种类的As the saying goes, “you are what you wear.”正如俗语所说，“衣如其人。