人教版八年级英语下册unit4说课稿
八下英语Unit4说课稿
八下英语Unit4说课稿Unit 4 He said I was hard-working各位同行，大家好！今天我说课的内容是新目标八年级下Unit 4 He said I was hard-working. 现在我就本单元的内容从以下几个方面进行分析：一、教材内容分析本单元的中心话题是：Report someone said. 围绕这一话题，主要涉及句型：—What did your math teacher say?—He said I was hard-working.—I can speak three languages.—What did she say?—She said she could speak three languages.本单元的语法项目是宾语从句，直接引语和间接引语，要注意在间接引语中，人称和时态的变化。
二、教学重点和难点1、教学重点A、能够正确转述他人话语，会报告自己和他人的成绩单。
B、掌握直接引语和间接引语的意义、功能和用法。
C、进一步熟练一般过去时和过去进行时。
2、教学难点直接引语和间接引语的相互转换。
三、教学目标1、语言知识目标立足语言实践活动，在完成任务的过程中掌握动词短语，核心词汇，直接引语和间接引语。
2、文化意识目标通过本单元的学习，让学生知道如何用英语正确转述他人话语。
3、语言技能目标1）能捕捉特定的信息，抓住关键词。
2）具备较熟练的运用英语转述他人话语的能力。
3）增强学生运用英语获取更多语言信息的能力并进行阅读策略的培养。
4、学习策略目标学生能在一定程度上形成自主学习、有效交际、用英语思维和收集信息的能力，使学生在做中学英语。
5、情感态度目标A、客观、合理的评价自己和他人。
B、能主动帮助有困难的人，有助人为乐的高尚情怀。
四、任务型活动Task 1：“我的最爱”大调查Task 2：“Young Lives”的现场秀Task 3：故事大王Task 4：“老师眼中的我”大采访Task 5：校园情景剧五、教学过程设计课时结构：Period 1：Section A—1a, 1b, 1c, 2a, 2b, 2cPeriod 2：Section A—3a, 3b, 4Section B—2a, 2b, 2cPeriod 3：Section B—3a, 3b, 3c, 4Self—checkPeriod 4：ReadingPeriod 1.Step 1. Warming upRead the chant.I am a girl, I am a girl.She said she was a girl.I can sing, I can sing.He said he could sing.I will be a doctor, I will be a doctor.He said he would be a doctor.通过琅琅上口的chant，让学生感知本单元的学习重点。
人教版八年级下 4单元说课稿
Unit 4 He said I was hard-working.Section B（3a—4）说课稿安仁初中娄丽花Unit 4 He said I was hard-working.说课稿Section B 3a—4说教材本节课是选自人教版新目标英语八年级下册第四单元“Unit 4 He said I was hard-working.”Section B 3a-4部分中的阅读与写作课，本节课主要围绕学生很熟悉的Report card (成绩单)这个话题，运用间接引语转述3a中Alan的成绩单内容，并运用所学的语言实现能力的迁移，能够向他人转述自己成绩单中的内容。
以此来培养学生的自我评价意识和能力，改进不足，争取全面发展。
本节课情境贴近生活，每次考完试，家长们都会询问成绩，孩子们则向家长汇报他们各科的情况，因而该语法功能非常实用，学生也乐学。
通过学生们的自主与合作学习，体现了以学生为主体的教育理念。
说学习目标1.知识目标：掌握文章中一些表个人评价的词汇hard-working（勤奋的）, can do better(有待提高), do well in, be good at以及重要词组report card ，get nervous ，have a hard time ，another disappointing news ，Luckily 等。
2.能力目标:用本节课的重点词汇能转述Alan的成绩单中的内容，并能够实现能力的迁移，学会向他人转述自己的成绩单中的内容。
3.情感目标：培养学生的自我评价意识和能力，改进不足，争取全面发展。
说重点、难点重点：用本节课的重点词汇转述成绩单中的内容。
难点：在向他人转述成绩单的过程中，人称与时态的转换是难点。
说学情、说教法学生到了初二有了明显的两极分化的现象，好学生单词和语言表达能力、听力都好，综合能力强；中等层次的学生单词掌握较好，语言表达能力欠缺；学困生无论单词、听力、语法、语言表达能力都很弱，即学生的语言表达能力尤其是阅读、说与写作的能力普遍较弱，并且学生的学习方法欠佳。
新目标人教版八年级下册英语第四单元说课稿教育文档
新目标人教版八年级下册英语第四单元说课稿一、教材教材地位与分析，我今天的内容是：八年下Unit4Whydon’tyoutalktoyourparents？SectionB〔1a-1e〕局部，人民教育出版社，2021年10月第一版，2021年第一次印刷。
是新目的新版。
本元教材以“及出建〞中心，着“什么不⋯⋯〞行。
学和运用几个常的句型：whydon'tyoutalktoyourparents？myparentsdon'tallowmetohangoutwithmyfriends，Ican'tgetonwithmyfriends等。
本SectionB局部一步拓了本元的内容，主要是探如何通各种活来减力，如何面力，通听、、、写，要求学生学会描述困，表达建。
二、教学目1.言知目〔1〕指学生掌握和熟运用重点、短，playsports/hangoutwithfriendsspendtimealone/givesbalotofpressure/haveenoughfreetimehaveafightwithsb/ competewithsb〔2〕whydon'tyou？⋯句型的熟掌握运用。
2.言技能目〔1〕学生能根据情境需要真正开口英。
〔2〕通听、、、写，能并出相建。
3.情感目〔1〕培养学生要学英、英、想英，英学生趣和情。
〔2〕通本的学，培养学生善于表达自己的，并能极主地找到解决的法。
三、教法了充分以学生主体的堂教学，并考到学生知特点和年特征，我主要采取了如下几种教法：1.听音。
听音是英学的重要方法，也是堂教学的重要步。
在听中可以感知，可以模仿。
2.重点解，个操。
在每一堂教学中，学生会遇到一些以理解的、句型、短、句子或某一法象。
如本出的whydon't/notyou ？⋯1/3句型的用法等都需要个别解释甚至创设语言情境进行操练和举例，以扫除自由交际过程中的障碍，为语言的进一步学习奠定根底。
人教版八年级英语下册Unit4SectionA说课稿
（3）通过听力训练，提高听力理解能力。
（4）通过口语练习，提高口语表达能力。
2.教学难点：听力训练中的信息捕捉，以及口语练习中的合作与沟通。
具体难点：
（1）在听力训练中，如何快速捕捉关键信息，理解听力材料。
学生在学习本节课之前，可能已经具备一些前置知识或技能，如基础的英语词汇量和简单的听力理解能力。然而，以下学习障碍可能存在：
前置知识不足：部分学生对自然灾害相关词汇的掌握可能不足，影响对听力材料和口语练习的理解。
学习方法不当：学生在听力训练中可能缺乏有效的信息捕捉策略，导致听力理解困难。
学习态度问题：学生对英语学习的态度可能影响学习效果，缺乏积极性的学生可能在口语练习中参与度不高。
4.口语练习：学生两两配对，使用所学词汇和句型进行对话练习。
（四）总结反馈
在总结反馈阶段，我将采取以下措施引导学生自我评价并提供有效的反馈和建议：
1.鼓励学生自我反思：让学生思考自己在课堂上的表现，包括学习态度、参与程度和知识掌握情况。
2.提供具体反馈：针对学生的表现，给出具体的表扬和建议，帮助他们认识到自己的优点和需要改进的地方。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我将设计以下巩固练习和实践活动：
1.小组讨论：学生分组讨论如何在自然灾害中保护自己和他人，鼓励他们使用所学词汇和句型进行交流。
2.角色扮演：学生扮演不同的角色，如救援人员、受灾群众等，进行情境模拟，练习使用所学知识进行对话。
3.听力任务：播放一段关于自然灾害的听力材料，让学生完成相关任务，如填空、回答问题等。
认知水平：学生的认知水平逐渐提高，能够理解抽象的概念，具备一定的逻辑思维能力，但在复杂问题的解决上仍需引导。
人教新目标版英语八下Unit4《Whydon’tyoutalktoyourparents》说课稿
人教新目标版英语八下Unit 4《Why don’t you talk to your parents》说课稿一. 教材分析人教新目标版英语八下Unit 4主要讨论了如何与父母沟通的问题，通过本节课的学习，学生能够掌握一定的沟通技巧，提高与父母交流的能力。
本单元的主题贴近学生的生活，有利于激发学生的学习兴趣和积极性。
二. 学情分析根据我对学生的了解，他们在学习过程中已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但部分学生在与父母沟通方面存在一定的困扰，可能因为害羞、害怕被批评等原因而不愿意与父母交流。
因此，本节课的教学目标在于帮助学生克服这些障碍，提高他们的沟通能力。
三. 说教学目标1.知识目标：学生能够掌握本节课的重点词汇和句型，如“Why don’tyou…?”，“Because…”等，并能够运用这些词汇和句型进行简单的交流。
2.能力目标：学生能够通过听力、口语、阅读和写作等多种方式，提高自己的英语应用能力。
3.情感目标：学生能够认识到与父母沟通的重要性，学会尊重和理解父母，提高与父母相处的质量。
四. 说教学重难点1.重点：本节课的重点是让学生掌握并运用句型“Why don’t you…?”和“Because…”进行交流。
2.难点：如何帮助学生克服害羞、害怕被批评等心理障碍，提高他们与父母沟通的勇气和信心。
五. 说教学方法与手段1.任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中运用所学知识，提高英语实际应用能力。
2.情境教学法：创设各种与父母沟通的情境，让学生在模拟实践中学会如何与父母交流。
3.小组合作学习：通过小组讨论、分享等方式，促进学生之间的互动，提高他们的合作能力和沟通能力。
六. 说教学过程1.导入：通过一个关于父子间沟通的小故事，引发学生对与父母沟通的思考，激发他们的学习兴趣。
2.呈现：介绍本节课的主题，展示相关的词汇和句型，让学生初步感知和学习。
3.实践：设计各种与父母沟通的情境，让学生在模拟实践中运用所学知识。
人教新目标八年级英语下册Unit4Whydon'tyoutalktoyourparents说课稿
人教新目标八年级英语下册Unit 4 Why don’t you talk to your parents说课稿一. 教材分析人教新目标八年级英语下册Unit 4 Why don’t you talk to your parents是一篇关于日常交流和沟通的文章。
本篇文章主要讲述了在遇到问题时，如何与父母沟通，寻求解决方案。
通过本节课的学习，学生能够掌握情态动词why not的用法，以及如何运用交际策略进行日常交流。
教材内容贴近学生生活，有利于激发学生的学习兴趣和积极性。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但在实际交流中，学生往往因为害羞、紧张等原因不敢开口说英语，本题正好可以引导学生学会如何与父母沟通，提高他们的交际能力。
同时，学生在这个年龄段开始关注家庭和社交问题，对本节课的内容会产生浓厚兴趣。
三. 说教学目标1.知识目标：学生能够掌握情态动词why not的用法，了解日常交际中的沟通策略。
2.能力目标：学生能够运用所学知识进行日常交流，提高口语表达能力。
3.情感目标：学生学会与父母沟通，增进家庭关系，培养良好的交际习惯。
四. 说教学重难点1.重点：情态动词why not的用法和日常交际策略。
2.难点：如何运用所学知识进行实际交流，克服羞涩、紧张等心理障碍。
五. 说教学方法与手段1.情景教学法：通过设定情景，让学生在实际语境中学习英语，提高交际能力。
2.任务型教学法：学生分组完成任务，激发学习兴趣，培养合作精神。
3.互动式教学法：教师与学生互动，引导学生积极参与课堂讨论，提高口语表达能力。
六. 说教学过程1.导入：用一段关于家庭沟通的短片引出本节课的主题，激发学生的学习兴趣。
2.新课呈现：教师展示文章，引导学生关注文章标题和关键词，预测文章内容。
3.课堂讲解：教师讲解情态动词why not的用法和日常交际策略，让学生通过例句理解并掌握。
4.实践环节：学生分组进行角色扮演，运用所学知识进行实际交流，教师巡回指导。
初二unit4说课稿
初二unit4说课稿尊敬的各位老师、同事们，大家好！今天我要为大家说课的是初二英语Unit 4的内容。
这一单元的主题是“Do it yourself”，通过这个单元的学习，学生们将能够了解并掌握有关自助服务和独立完成任务的相关英语表达方式。
接下来，我将从教材分析、教学目标、教学重点与难点、教学方法、教学过程和评价方式六个方面进行详细的说课。
一、教材分析本单元位于初二英语教材的第四单元，共有五个部分。
第一部分是对话，通过两个学生之间的对话，引入了DIY的概念，并展示了如何在家庭中进行一些简单的DIY项目。
第二部分是语法，重点讲解了现在进行时的用法，特别是用来描述正在发生的动作。
第三部分是阅读，介绍了一位著名的DIY爱好者和他的项目。
第四部分是写作，要求学生写一篇关于他们自己DIY经历的短文。
最后一部分是听力，通过一段关于DIY的访谈，让学生了解不同的DIY项目和人们对此的看法。
二、教学目标1. 知识目标：学生能够理解并掌握现在进行时的构成和用法，能够听懂、会说、认读和书写与DIY相关的词汇。
2. 能力目标：学生能够在实际情境中运用所学语言知识，进行有关DIY话题的听说读写活动。
3. 情感态度与价值观目标：培养学生的自主学习能力和动手能力，激发学生对DIY的兴趣，鼓励他们在生活中尝试解决问题。
三、教学重点与难点1. 教学重点：现在进行时的用法，DIY相关词汇的掌握和运用。
2. 教学难点：如何让学生在真实或模拟的情境中，灵活运用现在进行时描述正在进行的动作或状态。
四、教学方法1. 任务型教学法：通过设计一系列的DIY任务，让学生在完成任务的过程中学习和使用英语。
2. 合作学习法：鼓励学生分组合作，共同讨论和完成DIY项目，培养他们的团队协作能力。
3. 情景教学法：创设真实的DIY情景，让学生在情境中学习和使用英语。
五、教学过程1. 导入（5分钟）- 通过展示一些DIY项目的图片，激发学生的兴趣，并引入话题。
八下unit4说课稿
八下unit4说课稿一、说教材本文是八年级下册Unit 4的教学内容，本单元围绕“课外活动”的主题展开，旨在让学生在学习英语的过程中，了解并掌握与课外活动相关的词汇、句型以及表达方式。
本文在本单元中的作用和地位非常重要，它是单元的核心部分，主要通过对话和阅读材料，让学生在实际语境中运用所学知识，提高他们的英语交际能力。
主要内容：1. 对话部分：以学生讨论课外活动为背景，引出各种课外活动的名称，如篮球、音乐、绘画等，同时学习如何用英语表达参加某项活动。
2. 阅读部分：介绍了一篇关于参加课外活动的重要性的文章，让学生了解课外活动对个人成长的积极作用。
本文通过丰富的语言素材，帮助学生拓展课外活动的知识面，激发他们对英语学习的兴趣，提高他们的综合素质。
二、说教学目标学习本课，学生需要达到以下教学目标：1. 知识目标：a. 掌握与课外活动相关的词汇和短语，如basketball, music club, art club 等。
b. 学会使用一般现在时描述参加某项活动。
c. 理解并运用阅读材料中的重点句子和表达方式。
2. 能力目标：a. 能够运用所学词汇和句型进行简单的对话交流，讨论课外活动。
b. 提高阅读理解能力，抓住文章主旨，理解课外活动的重要性。
3. 情感目标：a. 培养学生对课外活动的兴趣，鼓励他们积极参与。
b. 培养学生的团队合作精神，提高他们的综合素质。
三、说教学重难点1. 教学重点：a. 与课外活动相关的词汇和短语。
b. 一般现在时的用法。
c. 阅读理解能力的培养。
2. 教学难点：a. 词汇的发音和拼写。
b. 一般现在时的正确运用。
c. 阅读材料中长难句的理解。
在教学过程中，要注意突破重难点，通过多种教学手段和活动，帮助学生扎实掌握所学知识，提高他们的英语能力。
四、说教法为了有效实现教学目标，突破教学重难点，我采用了以下几种教学方法，并在教学过程中凸显以下亮点：1. 启发法：在引入新课内容时，我通过提问方式启发学生思考，如：“What do youusually do after school?”, “Do you think after-school activities are important?”等，激发学生的好奇心和求知欲，使他们积极参与到课堂讨论中。
人教新目标英语八年级下册unit4第六课时说课稿
在学习本节课之前，学生已经掌握了描述人物的基本词汇和一般现在时的用法。但可能存在的学习障碍有：1.词汇量有限，不能灵活运用不同词汇描述同一人物特征；2.对一般现在时的用法掌握不够熟练，容易混淆；3.听说能力较弱，特别是在面对实际语境时，可能存在紧张、焦虑情绪，影响交流效果。
（三）学习动机
作业的目的是巩固课堂所学知识，培养学生的自主学习能力和实际运用能力，同时加强家校合作，促进学生的全面发展。
五、板书设计与教学反思
（一）板书设计
我的板书设计将遵循清晰、简洁、层次分明的原则。板书布局分为三部分：左边列出本节课的主要词汇，中间展示重点句型和语法结构，右边则是课堂活动的提示和总结。主要内容将包括人物描述的关键词汇、一般现在时的结构以及重要的问答句型。
（二）教学目标
知识与技能目标：学生能够熟练运用本节课所学的词汇和句型，描述自己和朋友的外貌和性格；学生能够理解并运用一般现在时描述人物特征。
过程与方法目标：通过小组合作、角色扮演等教学活动，培养学生的听说能力和团队合作精神；通过课堂互动，提高学生的英语思维能力和表达能力。
情感态度与价值观目标：激发学生对英语学习的兴趣，培养他们积极向上的学习态度；引导学生学会尊重他人，善于发现他人的优点，培养良好的人际交往能力。
3.征询学生的意见和建议，了解他们的学习需求。
反思和改进措施包括：
1.根据学生的反馈，调整教学方法和策略；
2.对课堂活动进行优化，提高学生的参与度和互动性；
3.针对学生的个性化需求，设计更多有针对性的教学活动，提升教学效果。
（二）媒体资源
我将使用以下教具、多媒体资源和技术工具辅助教学：
1.电子白板：展示教学课件，呈现词汇、句型及课文内容，方便学生观看和学习；
八下四单元说课稿英语
八下四单元说课稿英语在准备八年级下册第四单元的英语说课稿时，我们需要确保内容覆盖了该单元的核心知识点、教学目标、教学方法、学生活动以及评估方式。
以下是一份可能的说课稿内容：# 教学目标1. 学生能够理解并运用本单元的重点词汇和短语。
2. 学生能够熟练掌握并运用本单元的语法结构。
3. 学生能够通过阅读和听力材料，提高对英语语境的理解能力。
4. 学生能够在口语和写作中有效运用本单元的语言知识。
# 教学内容本单元的主题为“Travel and Places”，涉及旅行和地点的相关知识。
重点词汇包括交通工具、地点、旅游活动等。
语法点包括一般过去时和现在完成时的使用。
# 教学方法1. 导入新课：通过展示世界各地的图片或视频，激发学生对旅行话题的兴趣。
2. 词汇教学：使用图片、实物或情境对话来教授新词汇。
3. 语法点讲解：通过例句和练习题来讲解语法点，确保学生理解并能正确使用。
4. 听力训练：播放与旅行相关的听力材料，训练学生的听力理解能力。
5. 口语练习：组织角色扮演或小组讨论，让学生在实际对话中运用所学知识。
6. 阅读指导：指导学生阅读有关旅行的文章或故事，提高阅读理解能力。
7. 写作训练：让学生写一篇关于旅行的短文或日记，练习写作技巧。
# 学生活动1. 词汇游戏：通过词汇接龙或拼写比赛来巩固新词汇。
2. 语法练习：完成语法练习题，加深对语法点的理解。
3. 听力练习：听录音并回答问题，提高听力技能。
4. 口语交流：与同伴进行角色扮演或讨论，练习口语表达。
5. 阅读理解：阅读材料并回答相关问题，提高阅读能力。
6. 写作任务：完成写作任务，如写一篇旅行日记或描述一个理想旅行。
# 评估方式1. 课堂参与度：观察学生在课堂上的参与情况和互动能力。
2. 作业完成情况：检查学生的作业，评估其对知识点的掌握程度。
3. 口语表达：通过口语练习和角色扮演，评估学生的口语能力。
4. 写作能力：通过写作任务，评估学生的写作技巧和语言运用能力。
人教版英语八年级下册第四单元英文说课稿
人教版英语八年级下册第四单元英文说课稿全文共6篇示例，供读者参考篇1Unit 4 - A Brighter FutureHi everyone! My name is Lily and I'm going to teach you all about Unit 4 in our English textbook today. This unit is called "A Brighter Future" and it's all about looking ahead and thinking about our goals for the future. Get ready because we're going to learn lots of cool new words and ideas!First up, we need to talk about the crazy long reading passage on pages 42-45. Don't worry though, I'll break it down for you so it's easy to understand. The passage is called "Changing the World, One Step at a Time" and it's about this guy named William Kamkwamba who grew up in a village in Malawi, Africa.When William was 14 years old, there was a really bad famine in his country because of drought and poor harvests. His family didn't have enough food or money, so he had to drop out of school. But William was super smart and loved learning. Hewent to the library and read lots of books about physics, energy, and windmills.Using scrap materials like plastic pipes, a tractor fan, and a bicycle chain, William built his very own windmill! The windmill could generate enough electricity to power a few lights and a radio in his family's house. How awesome is that?! Building that windmill totally changed William's life.News about his invention spread all over the world. People were amazed that this teenage kid in a poor village could create something so cool and useful all by himself. William even got to go on talk shows and got a scholarship to go to a fancy school! His story shows that with hard work and determination, you can make your dreams come true no matter how tough things get.There are also some really inspiring quotes in the reading about having hope for a better future and never giving up. Like this quote that says: "If you have a goal, defy the odds and keep going for it." That means you should believe in yourself and keep trying your best even when things are difficult.After the reading, we learn tons of awesome vocabulary words related to the future like "goal", "resolve", "pursuit", and "aspiration". We practice using them in context by talking about our own future goals and dreams. For example, my goal is tobecome a professional soccer player and my aspiration is to play for the national team one day!Then we move on to the grammar focus which is about modal verbs like "will", "can", "may", "might", etc. These are super useful for talking about possibilities and predictions for the future. Like "I will train hard every day" or "I might get scouted by a big club". We do loads of practice exercises using modal verbs to discuss our plans and ambitions.There's also a part about writing a personal statement, which is an essay you have to write when applying for university or a job. We learn useful phrases and techniques for presenting our skills, experiences, and future aims in a persuasive way.For the project at the end of the unit, we get to make vision boards all about our hopes and dreams for the years ahead. We cut out inspiring pictures and phrases from magazines, draw symbols representing our goals, and get really creative! I'm putting photos of soccer trophies, the World Cup logo, and motivational quotes like "Shoot for the stars!" on my vision board.Overall, this unit is super inspiring and gets you pumped to work hard towards making your biggest dreams a reality one day. The key messages are: set ambitious goals, persevere throughchallenges, believe in yourself, and take steps every day towards a brighter future. What's your biggest dream that you want to achieve? Let's get visioning!篇2Title: A Day in the Life - Unit 4 Lesson PlanHi there! My name is Timmy, and I'm an 8th grader. Today, I'm going to teach you all about Unit 4 in our English textbook. It's called "A Day in the Life," and it's all about daily routines and activities. Get ready for some fun!We'll start with the warm-up activity on page 36. It's a word search puzzle with different daily activities like "get up," "have breakfast," "go to school," and "do homework." See if you can find all the words! This will help us get familiar with the vocabulary we'll be using in this unit.Next, we'll move on to the listening part on page 37. It's a dialogue between two friends, Amy and Bob, talking about their daily routines. As we listen, we need to fill in the blanks with the missing words or phrases. This will help us practice our listening skills and understand the context better.After that, we'll read the text on page 38 called "A Typical Day." It's about a girl named Emily and her daily schedule. While reading, we need to pay attention to the sequence words like "first," "then," "after that," and "finally." These words help us understand the order of events.On page 39, there's a fun activity where we have to match the pictures with the correct daily activities. For example, there's a picture of someone brushing their teeth, and we need to match it with the phrase "brush my teeth."Moving on to page 40, we'll learn about the present simple tense and how to form affirmative, negative, and interrogative sentences. For example, "I get up at 7 a.m. every day," "She doesn't go to bed late," and "Do you have breakfast before school?" We'll practice using this tense by making sentences about our own daily routines.The next activity on page 41 is all about adverbs of frequency, like "always," "usually," "often," "sometimes," and "never." We'll learn how to use these adverbs correctly in sentences and play a game to practice them.On page 42, we'll read a short passage about a boy named Tom and his daily routine. After reading, we'll answer some comprehension questions to check our understanding.The writing task on page 43 is really exciting! We'll get to write a short paragraph describing our own daily routine, using the vocabulary and grammar we've learned in this unit.Finally, on page 44, we'll have a group discussion about the importance of having a balanced daily routine. We'll talk about things like getting enough sleep, doing some exercise, and finding time for hobbies and leisure activities.Phew, that was a lot of fun activities! By the end of this unit, we'll have a solid understanding of daily routines and be able to talk about our own schedules confidently. I hope you're as excited as I am to dive into "A Day in the Life"!篇3Unit 4 - What a Wonderful World!Hi everyone! Today we're going to be learning about the awesome topic of the natural world around us. Get ready to go on an adventure exploring all the cool plants, animals, and places that make our planet so amazing!First up, let's look at the vocabulary. There are some really fun new words we get to learn:Bamboo - That's this tall woody grass/plant that grows straight up. Giant pandas just love munching on bamboo!Canopy - The canopy is the top layer of branches and leaves in a forest. It creates a green roof over the whole forest. Pretty neat, right?Deserted - If a place is deserted, that means there's nobody there. Like a deserted island with no humans!Footprint - This is the mark your foot leaves behind on the ground when you step somewhere. Animals have footprints too.Fossil - Fossils are the remains or traces of plants and animals that lived a really, really long time ago and turned into rock over millions of years.Species - A species is a group of living things that are all the same kind of animal or plant. Like humans are one species, and lions are another.Those are some of the highlight words from this unit's vocabulary list. I'm excited to use them as we read the texts and do the activities!The first reading passage is called "Adventure in the Amazon." It's about two kids who go on an awesome trip to explore the Amazon rainforest with their parents. They see allsorts of crazy plants and animals, like sloths, toucans, and piranhas! The Amazon is the biggest rainforest on Earth. I'd love to go there someday.Next up is a poem called "Whales' Playground." It describes whales swimming and playing in the ocean. Whales are the biggest animals that have ever existed! The poem uses great descriptive language to paint a picture in your mind of these giants of the sea.After that we have a informational text explaining what fossils are and how they form over millions of years when plants and animals die and get preserved in rock. It's so wild to think about creatures that lived back when dinosaurs roamed the Earth! We even get to see some cool fossil pictures.The last reading is a fable titled "The Ant and the Grasshopper." It has a moral lesson about being prepared and working hard. The lazy grasshopper doesn't store up food for winter, while the hardworking ant does. When winter comes, the grasshopper has to beg the ant for food! This fable teaches the importance of not procrastinating.Scattered throughout the unit are also little fun facts about different endangered species, like pandas, tigers, and blue whales. We篇4Unit 4: A Brighter FutureHey there, fellow students! It's me, your friendly neighborhood English learner, here to walk you through Unit 4 of our textbook. Get ready to embark on an exciting journey as we explore the theme of "A Brighter Future" and dive into some fascinating topics.First up, we have the warm-up section, where we'll get our brains warmed up and ready to tackle the unit ahead. We'll discuss our dreams and aspirations, sharing what we hope to achieve in the future. It's always fun to hear everyone's unique goals and ambitions!Next, we'll move on to the reading passages. Buckle up, because we've got some interesting stories coming our way! The first passage is all about a young girl named Maria who dreams of becoming a scientist. We'll follow her journey as she overcomes obstacles and works hard to make her dream a reality. It's a story that'll inspire us to chase our own dreams, no matter how big or small.But wait, there's more! The second reading passage introduces us to a talented young artist named Alex. We'll learnabout his passion for art and how he uses his creativity to express himself. Who knows, maybe some of us will discover a hidden talent for art after reading this!Once we've conquered the reading passages, it's time to flex our vocabulary muscles. We'll learn some new words and expressions related to the unit's theme. Words like "aspiration," "determination," and "perseverance" will become our new best friends. Trust me, knowing these words will make us sound super smart!Now, let's talk about the grammar section. This unit focuses on conditionals and modal verbs. At first, they might seem a bit tricky, but with a little practice, we'll be using them like pros. Imagine being able to say things like, "If I study hard, I could become a doctor" or "I must follow my dreams." Pretty cool, right?But English isn't just about reading and grammar; it's also about expressing ourselves. That's where the writing and speaking sections come in. We'll learn how to write persuasive essays and give presentations on our future goals. Who knows, maybe one of us will become the next great motivational speaker!And just when you thought it couldn't get any better, we have the project section! This is where we get to unleash our creativity and work on a group project. Maybe we'll design a vision board or create a short video showcasing our dreams for the future. The possibilities are endless!By the end of this unit, we'll not only have improved our English skills but also gained a deeper understanding of the importance of setting goals and working towards a brighter future. Who knows, maybe one of us will end up achieving something incredible and inspiring others along the way.So, are you ready to embark on this exciting journey? Let's dive into Unit 4 and discover the endless possibilities that await us! Remember, with hard work and determination, anything is possible. Let's make our dreams a reality, one English lesson at a time!篇5Certainly! Here's an English lesson plan for Unit 4 of the PEP (People's Education Press) Grade 8 English textbook, written from a student's perspective with a length of approximately 2000 words.Unit 4: Keeping Fit and HealthyHey there, fellow classmates! Welcome to my super cool lesson plan for Unit 4 of our English textbook. Get ready to dive into the world of fitness and health because that's what we'll be exploring in this unit. Aren't you stoked?First things first, let's talk about the warm-up activity. Our awesome English teacher always starts with something fun to get our brains warmed up and ready for action. This time, we'll be playing a game called "Fitness Charades." We'll split into teams, and each team will take turns acting out different fitness activities or sports. The other teams have to guess what we're miming. It's hilarious to see our classmates trying to act out things like running, swimming, or even doing yoga poses. Trust me, you'll be laughing your head off!After the warm-up, it's time to dive into the main lesson. The first thing we'll learn is the vocabulary related to fitness and health. Our teacher will introduce words like "exercise," "nutrition," "balanced diet," "cardio," and "strength training." We'll practice using these words in sentences and maybe even have a little vocabulary game to make it more fun.Next up, we'll work on our reading skills. There's a really interesting text in our textbook about the importance of staying active and eating healthy. We'll read it together as a class, andour teacher will ask us questions to check our understanding. It's always cool to learn about new topics, especially when they're so relevant to our daily lives.Once we've mastered the reading, it's time for some listening practice. Our teacher will play an audio clip about a teenager trying to get fit and healthy. We'll have to listen carefully and answer some comprehension questions. Sometimes the accents in these audio clips can be tricky, but our teacher always helps us out if we're stuck.Now, brace yourselves for the fun part – role-playing! We'll split into pairs or small groups and create our own dialogues about fitness and health. We can pretend to be personal trainers, nutritionists, or even fitness influencers on social media. It's a blast to act out these roles and come up with creative scenarios. Plus, it's great practice for our speaking skills.After all that hard work, we'll take a well-deserved break. Our teacher might even let us play a quick game or do some stretches to get our blood pumping again.In the second half of the lesson, we'll focus on writing. Our teacher will give us a prompt to write a short essay or story about our personal experiences with fitness and health. This is wherewe can really let our creativity shine! We can share our struggles, successes, or even funny anecdotes related to the topic.Once we've finished our writing assignments, we'll have the opportunity to share them with the class. It's always interesting to hear different perspectives and learn from each other's experiences.As we wrap up the lesson, our teacher will assign some homework. It might be finishing up any incomplete classwork or preparing for a quiz or test on the material we covered. Don't worry, though; our teacher is always willing to help if we're struggling with something.And there you have it, folks – a complete rundown of our Unit 4 lesson on keeping fit and healthy. It's going to be a blast! We'll learn so much valuable information while also having a ton of fun with our classmates. Who knows, maybe by the end of this unit, we'll all be inspired to start our own fitness journeys and become the healthiest class in the school!篇6Title: A Journey Through Unit 4 - Wonders of the WorldHello everyone! My name is Lily and I'm here to take you on an exciting journey through Unit 4 of our English textbook. Get ready to explore the wonders of the world and learn some amazing things along the way!First things first, let's talk about the warm-up activity. Do you know what it is? It's a game called "Guess the Wonder!" Here's how it works: your teacher will show you some pictures of famous landmarks or natural wonders, and you have to guess what they are. Sounds fun, right? I love this game because it gets my brain working and helps me learn about different places around the world.Now, let's dive into the first lesson: "The Seven Wonders of the Ancient World." Did you know that a long time ago, people made a list of the seven most amazing things they had ever seen? These were called the Seven Wonders of the Ancient World. We'll learn all about them in this lesson, like the Great Pyramid of Giza, the Hanging Gardens of Babylon, and the Colossus of Rhodes. Can you imagine how incredible these structures must have been?The second lesson is called "The New Seven Wonders of the World." This is a more recent list of seven amazing places that were chosen by people from all over the world. We'll learn aboutplaces like the Great Wall of China, the Taj Mahal in India, and the Christ the Redeemer statue in Brazil. I can't wait to see pictures of these incredible places and learn more about their histories and cultures.But wait, there's more! The third lesson is all about "Natural Wonders of the World." This is where we'll discover some of the most breathtaking natural places on our planet, like the Grand Canyon, the Great Barrier Reef, and the Northern Lights. Imagine seeing these wonders with your own eyes – it must be like stepping into a fairytale!After we've learned about all these amazing places, we'll get to practice our English skills through fun activities and exercises. We'll learn new vocabulary words, practice our reading and writing, and even have chances to speak and listen to our classmates.One of my favorite parts of this unit is the project we get to work on at the end. We'll get to choose one of the wonderswe've learned about and create a presentation or model to share with the class. I can't wait to see what everyone comes up with!Learning about the wonders of the world is so exciting because it opens our minds to the incredible diversity and beauty of our planet. From ancient structures to natural marvels,there's so much to discover and appreciate. And who knows, maybe one day we'll even get to visit some of these amazing places in person!So, what do you say? Are you ready to embark on this journey with me? Let's dive into Unit 4 and explore the wonders of the world together. I can't wait to see what we'll learn and experience along the way!。
人教版英语八年级下册Unit4sectionB阅读课说课稿
（2）一般将来时态的运用。
（3）阅读理解能力的培养。
2.教学难点：
（1）对未来生活相关词汇的掌握。
（2）一般将来时态的正确运用。
（3）通过阅读获取文章主旨大意和细节信息的能力。
二、学情分析
（一）学生特点
本节课所面向的学生为八年级学生，他们正处于青春期，年龄特征表现为好奇心强、求知欲旺盛、思维活跃。在认知水平上，他们已经具备了一定的英语基础，能够理解和运用基本的英语语法和词汇。在学习兴趣方面，学生对未来生活充满憧憬，对科技发展有着浓厚的兴趣，这为学习本节课提供了良好的情感基础。在学习习惯上，学生可能已经养成了通过阅读和听力练习来获取信息的学习习惯，但口语表达能力和自主探究能力有待提高。
板书的主要内容包括课程目标、新词汇、关键句型、语法规则以及课文结构。风格上，我使用大号字体和不同颜色的粉笔来突出重点，使用图表和流程图来帮助理解复杂概念。
板书在教学过程中的作用是提供视觉辅助，帮助学生理解和记忆课程内容。为确保板书清晰、简洁且有助于学生把握知识结构，我会在课前准备详细的板书草图，并在教学过程中逐步呈现，避免过度拥挤。
（二）新知讲授
在新知讲授阶段，我会按照以下步骤逐步呈现知识点，引导学生深入理解：
1.词汇教学：我会通过图片和实物展示引入新词汇，让学生在直观的情境中学习词汇，并鼓励他们尝试使用这些新词汇进行简单描述。
2.语法教学：我会通过例句展示一般将来时态的用法，并解释其结构和用法。随后，我会让学生尝试自己构造句子，以加深对语法知识的理解。
1.词汇：涉及未来生活的相关词汇，如flying car、virtual reality、robot等。
人教新目标英语八年级下册unit4第四课时说课稿
（一）导入新课
新课导入是激发学生兴趣和吸引注意力的关键环节。我将采用以下方式导入新课：
1.利用多媒体展示一幅描绘不同国家朋友交流的图片，引导学生观察并提问：“你们认为在不同国家之间交朋友需要注意什么呢？”
2.邀请几位学生分享他们与外国朋友交流的经历，让学生初步感知跨文化交流的意义。
3.通过一个简短的角色扮演活动，模拟寻找笔友的场景，让学生在轻松愉快的氛围中进入学习状态。
（三）教学重难点
1.教学重点：
（1）pen pal、correspond、exchange、stamp等词汇的掌握；
（2）一般现在时态的运用；
（3）实际交际能力的培养。
2.教学难点：
（1）如何引导学生将所学知识运用到实际交际中；
（2）如何激发学生对英语学习的兴趣和积极性；
（3）如何培养学生尊重他人、善于沟通的良好品质。
1.要求学生撰写一篇关于自己的英文介绍，并尝试用一般现在时态描述自己的喜好和背景。
2.布置学生在课后通过班级交流平台与同学交流，寻找潜在的笔友。
3.作业的目的是巩固学生对新词汇和语法的掌握，同时提高学生的写作能力和交际能力。
五、板书设计与教学反思
（一）板书设计
我的板书设计注重清晰性和逻辑性，布局分为三个部分：标题区、知识点区和总结区。标题区位于黑板顶部，清晰地标明本节课的主题。知识点区占据黑板中间大部分空间，依次列出本节课的主要词汇、语法点和例句。总结区位于黑板底部，用于总结本节课的重点内容和学习方法。板书风格简洁明了，使用不同颜色的粉笔突出关键词汇和重要信息。板书在教学过程中的作用是提供视觉辅助，帮助学生理解和记忆。为确保板书清晰简洁，我会提前规划板书内容，避免过多冗余信息，并在教学过程中适时更新板书内容，以帮助学生把握知识结构。
新人教版八年级英语下册Unit 4 Why don’t you talk to your parents 说课稿、教学设计及教后反思
Unit 4 Why don’t you talk to your parents? 说课稿一、教材分析（一）教材的地位和作用本课的中心话题是谈论同学们生活及学习中的问题和困难并提出合适的建议，从而展开教学活动。
学习本课的内容为整个单元打下基础，同时也是英语教学中拓展学生思维的重要环节。
（二）教学目标的确立和依据根据《新课程标准》的要求，为了完成正常的教学任务，有效地培养学生的自信，创新精神和合作互助的能力，我确立如下的教学目标：1、语言知识：学生能够使用以下词汇：too much, enough, allow, hang out, fight,wrong, midnight.句型：----What’s wrong?----I have to study too much so I don’t get enough sleep. ----Why don’t you talk to your parents?2、语言技能：（1）学完本课，让学生学会用英语说出学习和生活中的问题和困难，并能根据别人的问题给出合适的建议。
（2）能运用所学单词、短语及句型，结合实际生活进行灵活运用。
3、学习策略：（1）自主学习：要求学生采用自主学习的方式，能根据需要进行有目的的预习。
（2）合作学习：在活动中相互探讨，相互交流与合作，从而获得知识、技能和情感体验。
4、情感态度：（1）通过说出自己学习和生活中的问题和困难，让同学们学会释放压力，增加自信，热爱生活。
（2）通过给别人提建议，培养学生团结互助的精神，增进同学之间的感情。
5、文化意识：（1）了解中西方文化差异：我们比较委婉，而西方人则更直接一些，对学生进行不同文化意识的渗透。
（三）教学重点和难点：1.重点：让学生用英语说出学习和生活中的问题和困难，并且给出别人一些合适的建议，注意提建议的句型及用法和建议形式的多样化。
2.难点：用英语给出合适的建议是一大难点，词汇和短语搭配等基本功要扎实。
Unit4+SectionA+(3a-3c)+说课稿 人教版英语八年级下册
Oral Presentation Of The Teaching PlanGood afternoon,my dear judges.It’s really a great honor for me to be here sharing my lesson with you.I will divide the lesson into seven parts,that is analysis of the teaching material,analysis of the students,teaching aims,teaching important and difficult points,teaching methods,teaching procedures and blackboard design.Part1 Analysis of the teaching materialThe passage belongs to “Go For It”series.And the lesson is focused on activity 3a-3c,section A of Unit 4 “Why don’t you talk to your parents?”The content of the lesson is a reading material.As we know,a letter of advice is one of the most common forms of English writing in Middle school entrance examination,so this class plays an important part in students’ English learning.By learning the lesson, students will know how to express their problems and give advice to help others. It can also improve students’ reading and speaking abilities.Part2 Analysis of the studentsThe students of junior two are active and curious about new things. They like English and they want to know more about English,but they lack confidence and cooperation.And some of them are so shy that they are afraid of making mistakes in class.Thus,as an English teacher,I will try my best to encourage them to take an active part in activities in class. Part 3 Teaching aimsAs we know,reading belongs to the input which has a great effect on the output such as speaking and writing.According to the new standard curriculum and the syllabus,the teaching aims are as follows:1. Knowledge aimsAt the end of the class,students can grasp basic words and useful phrases such as communicate,explain ,get on with and so on.Besides,they can know the main idea of the passage and get information about problems that “sad and thirteen” has and advice given by Mr,Hunt from the reading material.2.Ability aimsThrough learning the passage,students can develop their reading and speaking abilities.What’s more,they can use sentence patterns to express their problems and give advice.For example “Why don’t you do......?”“Why not do......?”“You’d better do......”“You should do......” and so on.3.Emotion aimsStudents can be encouraged to share their problems with others and develop their spirit of cooperation through pair-discussion.Further,it can arouse students’ interest in learning English.Part 4 Teaching important and difficult pointsBased on the requirements of the syllabus,the teaching important points are to improve students’reading and speaking abilities and let students grasp basic words and useful expressions.Besides,the difficultpoint are how to make students fully understand the whole passage. Part 5 Teaching methodsIt’s known to us that a good teaching method requires the teacher to develop the students’good sense of English learning.For achieving the teaching aims,I will mainly use Task-Based Language Teaching,discussion and Computer-Assisted Instruction.Part 6 Teaching proceduresNow,let me talk about the teaching procedures which include lead-in,skimming,scanning,careful reading,discussion,conclusion and homework.Step1 Lead-in(5’)Firstly,students will review what they’ve learned last class by role-play and then I will show some pictures of problems existing among students. Secondly,I will ask some students to talk about some questions.Q1:Do you have the same problems or worries like them?Q2:What other problems do you have about your life or study?Q3:Whom do you often ask for help when you have problems? Purpose: to develop students’ interest and catch their attention to the topic of the passage.Step2 Skimming(7’)I will ask students to read the passage as quickly as they can and then try to match the main idea of each paragraph.Purpose:to develop students’reading skill of skimming and develop their good reading habits.Step3 Scanning(8’)In this part,I will give students 5 minutes to read the passage carefully with two questions(Q1:What do you know about Sad and Thirteen? Q2:Who is Mr,Hunt?)and then fill in the chart on the textbook.At last,we will check the answers together.Purpose: to help students to get specific information.Step4Careful reading(10’)I will let students read the passage again by listening to the tape and at the same time,I will show some questions on the screen to do T/F. Next, do a match game.At last,students can express themselves to the whole class by answering questions.Purpose: to help students to communicate with others.Step5 Discussion(10’)The students will be divided into 6 groups to discuss two topics.Topic 1:Do you agree or disagree with Mr Hunt’s advice?Topic2:What should they do?The leader of the group will choose one topic randomly.I will offer them useful words and expressions to help them make sentences.Purpose:to stimulate students’ creation and cooperation.What’s more,it really does good for their spoken language.Step6 Conclusion(4’)I will conclude by drawing a picture for students to review and students can try their best to finish a simple summary and make sentences with certain words.Purpose:to improve students’abilities of using words and expressions and help students to build up confidence.Step7 Homework(1’)Homework is very important and necessary for students to consolidate what they’ve learned.Firstly,students can review the important points of the passage,such as main idea of the passage and useful words and expressions. Secondly,students can express their deep love to their families in many ways as possible as they can.Next class,we will talk about it.Part 7 Blackboard designOn the left of the blackboard,I will list key words for students to remember and on the right of the blackboard,I will write down main idea of each paragraph for students to understand the whole passage. That’s all. Thank you for your listening!。
人教版八年级英语下册unit4英语版说课稿
Unit 4 He said I was hard-working.Good morning, ladies and gentlemen, nice to meet you here! I amZou Yanni from Qili Middle School, It’s my great honor to stand hereto share my teaching ideas with you. Today I am going to talk about the first period in Section A of Unit 4 He said I was hard-working, which is taken from Go for it, Book 4.My presentation consists of six parts: analysis of the teaching material, analysis of the students,teaching methods, guide of studying ways, teaching procedures and teaching reflections.I. Analysis of the teaching materiali)Status and functionThe topic of this unit is about telling a story. The first period serves as an introduction and a lead-in part. They willl learn to talk about what a soap opera is and report what people said. The materials in talking are mostly from the real life and are familiar to students, so they are very interested in it.A series of questions and a big picture are used to attracts student s’ attention. And listening and pairwork are also used in this period.ii) Teaching aims and demands1. Knowledge ObjectsIn this lesson, Ss should master the new word “mad” and the phrase“ be mad at”. At the same time, they should know how to use the key structures:--What did your math teacher say?—He said I was hard-working.2. Ability ObjectsIn this lesson, I’ll mainly train the Ss listening and speaking abilities and develop the Ss’ abilities of communication by learning t he useful structures.3. Moral ObjectsFrom this lesson, the Ss should learn how to work with others and help each other, how to express their own ideas during the communication.4.Teaching keys and difficultiesAccording to the teaching aims, I think the focus of this lesson is the new expressions and help the Ss to communicate with each other. The difficulty is to help the Ss make conversations freely using the target language.5．Teaching aidsA tape recorder and a computer for multimedia use.II.Analysis of the studentsThe Ss have learned English for one and a half years, they can express their thought and communicate with each other with English well. And all the Ss will be interested in the topic, which is related to their rea l life.. It’s helpful for our study of this lesson.III.Teaching methodsIn this lesson, I’ll mainly use the cooperating teaching method, and it will be used in the whole lesson. I think it’s helpful to develop the Ss’ thought. I’ll als o use “situation communicating” method. It can provide enough listening and speaking situations for Ss. I think good teaching methods are the keys to success.IV．Guide of studying waysIn order to guide the Ss better, develop the Ss’ ab ilities, in this lesson, the Ss will learn how to be a good language learner, and how to communicate with others. It will be very helpful for their learning in the future. I think good studying ways can help the Ss to be good language learners.V．Teaching proceduresStep1. Revision.First , have a dictation of Unit3.Purpose of my designing: I think it is important to review the knowledge we have learned.Step 2 PresentationAsk four students to stand in front of the class, and the teacher asks them the following questions as a reporter.1. What are you going to do when you grow up?2. What are you going to do next week?3. What are going to do after school?The students will give different answers, then ask a good student to report what they said.I am going to e a doctor.What did she say?----------She said she was going to be a doctor.I am going to have a party on Friday night.What did he say?-------He said he was going to have a party on Friday night.I am going to do my homework.What did she say ?------ She said she was going to do her homework.I am going home after school.What did she say?-----She said she was going home after school.Say In this unit we are going to learn to use words like to report what someone said. Purpose of my designing: This activity introduces some new vocabulary and provide oral practice using the target language. I think it is much easier for the Ss to learn if I present the key structures one by one and they can master the structures quickly by doing this.Step 3 GroupworkStudents read the instructions. Then ask a student to read the four questions. And write the words on the books. Explain what soap opera is and encourage Ss to say some soap operas in English or in Chinese.Help Ss form small groups. Ss begin to talk about the questions. .E.g. What did Marcia say? She said she said she was having a surprise party for Lana on Friday night. Repeat the other pictures in the same way.And explain the meaning of “be mad at sb”( here it means “be angry with sb”) Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practice their listening and spoken ability.Step4 Listening practiceListen and number the pictures in activity 1a.Task 1. Play the recording the first time. Students only listen.Task 2. Play the recording a second time. Students number the pictures. Then check the answers.Purpose of my designing: It gives Ss practice in understanding the target language in spoken conversations.Step5. Pairwork 1c1.Read the instructions.2.Ask the Ss to read the example in the sample dialogue. Let the Ss ask andanswer questions about each picture.3.Ask several pairs of students to say a question and answer to the class. Purpose of my designing: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.Step6. SurveyAsk the Ss to make a survey about thei r friends’ favorite TV shows, and report what their friends said.What’s your favorite TV show?Purpose of my designing: The purpose of English studying is to use English in real situation, if the Ss can do this part well, I think it’s a successful lesson then.Step7.Homework1. Make up your own conversations.2. Write down the sentences in 1a.Purpose of my designing: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard designUnit 4 He said I was hard-working.soap opera be mad at sb = be angry with sbHe said…She said…I am going to do my homework.What did she say ?------ She said she was going to do her homework.VI. Teaching reflectionThere is only one new word in this lesson: mad, and the phrase: be mad at .During my preparation, I prepared a lot of pictures to realize the revision and teaching of the new words. I found that they were quite attractive when students saw them during the teaching. In terms of my organization of the class, there were six steps in detail. They were revision, presentation, groupwork, listening, pairwork and survey. Revision occupied about 4 minutes; presentation occupied 5 minutes; groupwork and pairwork accounted for half of the class; listening lasted about 7 minutes, and I used 6 minutes to do the survey . I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. The feedback information was ideal at this point. Meanwhile, I was not satisfied with the listening part. If I had five more minutes, I would play the taperecorder for another time and let them repeat what they heard. Because of the limited time, I just let t hem listen and check the answers, I think it’s not enough if I want to develop their listening and speaking abilities.That’s all about my class. Thank you for listening.。
人教版八年级英语下册Unit4SectionA(3a4c)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，通过引入真实的自然灾害案例，如地震、洪水等，引起学生的情感共鸣，增强他们对学习内容的兴趣；其次，设计互动性强的课堂活动，如小组讨论、角色扮演等，让学生在实践中学习，提高他们的参与度和积极性；再次，通过设置明确的学习目标和奖励机制，激发学生的学习动力，让他们在学习过程中感受到成就感和自我效能感；最后，注重个性化教学，鼓励学生根据自己的兴趣和能力选择学习内容和方法，从而提高他们的自主学习能力。
开
四、教学过程设计
（一）导入新课
新课导入是激发学生学习兴趣的关键环节。我将采用以下方式导入新课：首先，播放一段关于自然灾害的新闻视频，让学生直观感受自然灾害的严重性，同时引出本节课的主题。接着，提出一些与自然灾害相关的问题，如“你们知道哪些自然灾害？”“遇到自然灾害时我们应该怎么办？”等，鼓励学生分享自己的知识和经验。这样的导入方式可以快速吸引学生的注意力，激发他们对学习内容的兴趣。
（三）互动方式
我计划设计以下师生互动和生生互动环节，以促进学生的参与和合作：1.开场讨论，让学生分享他们对自然灾害的个人经历或看法，激发学生的兴趣；2.小组合作活动，如角色扮演、小组讨论等，让学生在小组内共同完成任务，培养学生的合作精神和沟通能力；3.快速问答环节，教师提问，学生快速回答，提高学生的反应速度和语言表达能力；4.小组展示，每个小组展示他们的学习成果，增强学生的自信心和成就感。通过这些互动方式，学生将更加积极地参与课堂活动，提高学习效果。
人教版八年级英语下册Unit4SectionA(3a4c)说课稿
一、教材分析
（一）内容概述
本节课内容为人教版八年级英语下册Unit4 SectionA(3a-4c)。本单元的主题是“自然灾害”，旨在通过学习自然灾害相关的词汇和句型，帮助学生了解如何描述自然灾害以及如何在灾难中互相帮助。本节课在整个课程体系中的位置承前启后，起着过渡作用。主要知识点如下：
人教版八年级英语下册Unit4SectionB2a2b说课稿
（三）互动方式
在设计师生互动和生生互动环节时，我计划采取以下方式：1.提问与回答：教师提出问题，学生回答，以检查学生的学习效果。2.小组讨论：学生分成小组，讨论相关话题，促进学生的思考和交流。3.角色扮演：学生模拟真实情境，进行角色扮演，提高他们的口语表达能力和交际技巧。4.小组竞赛：学生分组进行竞赛，激发他们的学习积极性和团队合作精神。这些互动方式可以促进学生的参与和合作，提高他们的学习兴趣和动机，培养他们的语言运用能力和团队合作能力。
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：1.通过引入与学生生活密切相关的实例，激发他们的兴趣和好奇心。2.设计多样化的教学活动，如小组讨论、角色扮演等，让学生在实践中学习和运用英语。3.利用多媒体教学资源，如图片、视频等，丰富教学形式，提高学生的学习兴趣。4.设置合理的学习目标和任务，使学生感受到学习的成就感和进步。5.积极鼓励和表扬学生的努力和进步，增强他们的自信心和学习动力。
人教版八年级英语下册Unit4SectionB2a2b说课稿
一、教材分析
（一）内容概述
人教版八年级英语下册Unit4 Section B 2a2b是一篇关于日常生活的阅读材料。本节课的主要内容包括两部分：2a部分的阅读文章和2b部分的听力练习。文章主要讲述了一个关于Tom和他的朋友们去公园游玩的故事，通过这个故事，学生可以学习到一些关于日常活动、地点和方向的词汇，以及一些常用的英语表达方式。2b部分的听力练习则是对2a文章内容的延伸，学生需要听懂对话并根据所听内容完成相应的练习。
英语人教版八年级下册unit4说课稿
八年级英语下册第四单元说课稿Unit 4 Why don’t you talk to your parents?第一课时（Section A 1a-1c）一、教学理念《英语课程标准》明确提出了基础教育阶段的总体教学目标是“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，培养学生综合运用语言的能力”。
在新教学理念的指导下，我根据学习的内容，设计了一些交际任务活动，让学生在完成活动任务的过程中掌握目标语言，从而激发学生学习英语的积极性。
二、教材分析我今天授课的内容是八年级下册第四单元第一课时，本单元的话题是谈论生活中的困难和麻烦并针对这些问题提出合理化建议。
话题贴近生活，学生有话可说。
易于展开课堂活动。
三、教学目标1.知识与能力掌握征询建议的句型——What should I do?掌握提出建议的句型——Why don’t you...?Why not...?Maybe you should/could...2.过程与方法（1）通过free talk和图片导入话题（2）通过听力，让学生提高听力能力。
（3）通过小组活动等方式，进一步提高学生的语言综合运用能力。
3.情感态度及价值观能主动与他人交流探讨生活中遇到的问题并寻求帮助；会在日常生活中恰当理解他人的问题和有效表达自己的建议。
四、教学过程1.新课导入本单元话题贴近生活，所以直接引入话题——你生活中有烦恼吗？有什么烦恼？该怎样解决这些烦恼?2.目标语言学习（1）利用多媒体课件，展示相关话题图片，并给出句型模式，让学生小组编造句子对话，在实际运用中掌握学习重点。
（2）听录音，完成相应习题。
并且会模仿听力内容编写新对话。
3.拓展练习课后作业要求学生运用本节所学，谈论自己的生活烦恼，巩固所学，也能让学生形成生活中主动关注并尽己所能帮助家人与朋友的意识。
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Unit 4 He said I was hard-working.Good morning, ladies and gentlemen, I am Lai xiumei. It’s my great ple asure to stand here to interpret my lesson. Today I am going to talk abo ut the first period in Section A of Unit 4 He said I was hard-working, whi ch is taken from Go for it, Book 4.My presentation consists of six parts: analysis of the teaching material, analysis of the students, teaching metho ds, guiding of studying ways, teaching procedures and teaching reflection s.I. Analysis of the teaching materiali)Status and functionThe topic of this unit is about telling a story. The first period serves as an introduction and a warming up. They will learn to talk about what a soap opera is and report what people said. The materials in talking are mostly from the daily life and are familiar to students, so they are very interested in it.A series of questions and a big picture are used to attracts students’ attention. And listening and pair-work are also used in this period.ii) Teaching aims and demands1. Knowledge ObjectsIn this lesson, Ss should master the new word “mad” and the phrase“ be mad at”. At the same time, they should know how to use the key structures in this unit.2. Ability ObjectsIn this lesson, I’ll mainly train the Ss listening and speaking abilities and deve lop the Ss’ abilities of communication by learning the useful structures.3. Moral ObjectsFrom this lesson, the Ss should learn how to work with others and help each other, how to express their own ideas during the communication.4.Teaching keys and difficultiesAccording to the teaching aims, I think the focus of this lesson is the new expressions and help the Ss to communicate with each other. The difficulty is to help the Ss make conversations freely .5．Teaching aidsA tape recorder and a computer for multimedia use.II.Analysis of the studentsThe Ss have learned English for one and a half years, they can express their thought and communicate with each other with English well. And all the Ss will be interested in the topic, which is related to their real life.. It’s helpful for our study of this lesson.III.Teaching methodsIn this lesson, I’ll mainly use the cooperating teaching method, and it will be used in the whole lesson. I think it’s helpful to develop the Ss’ thought. I’ll also use “situation communicating” method. It can provide enough listeningand speaking situations for Ss. I think good teaching methods are the keys to success.IV．Guide of studying waysIn order to guide the Ss better, develop the Ss’ abilities, in this lesson, the Ss will learn how to be a good language learner, and how to communicate with others. It will be very helpful for their learning in the future. I think good studying ways can help the Ss to be good language learners.V．Teaching proceduresStep1. Revision.First , have a dictation of Unit3.Purpose of my designing: I think it is important to review the knowledge we have learned.Step 2 PresentationAsk four students to stand in front of the class, and the teacher asks them the following questions as a reporter.1. What are you going to do when you grow up?2. What are you going to do next week?3. What are going to do after school?The students will give different answers, then ask a good student to report what they said.I am going to e a doctor.What did she say?----------She said she was going to be a doctor.I am going to have a party on Friday night.What did he say?-------He said he was going to have a party on Friday night.I am going to do my homework.What did she say ?------ She said she was going to do her homework.I am going home after school.What did she say?-----She said she was going home after school.Say In this unit we are going to learn to use words like to report what someone said. Purpose of my designing: This activity introduces some new vocabulary and provide oral practice using the target language. I think it is much easier for the Ss to learn if I present the key structures one by one and they can master the structures quickly by doing this.Step 3 Group-workStudents read the instructions. Then ask a student to read the four questions. And write the words on the books. Explain what soap opera is and encourage Ss to say some soap operas in English or in Chinese.Help Ss form small groups. Ss begin to talk about the questions. .E.g. What did Marcia say? She said she said she was having a surprise party for Lana on Friday night. Repeat the other pictures in the same way.And explain the meaning of “be mad at sb”( here it means “be angry with sb”) Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practice their listening and spoken ability.Step4 Listening practiceListen and number the pictures in activity 1a.Task 1. Play the recording the first time. Students only listen.Task 2. Play the recording a second time. Students number the pictures. Then check the answers.Purpose of my designing: It gives Ss practice in understanding the target language in spoken conversations.Step5. Pair-work 1c1.Read the instructions.2.Ask the Ss to read the example in the sample dialogue. Let the Ss ask andanswer questions about each picture.3.Ask several pairs of students to say a question and answer to the class. Purpose of my designing: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.Step7.Homework1. Make up your own conversations.2. Write down the sentences in 1a.Purpose of my designing: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard designUnit 4 He said I was hard-working.soap opera be mad at sb = be angry with sbHe said…S he said…I am going to do my homework.What did she say ?------ She said she was going to do her homework.VI. Teaching reflectionThere is only one new word in this lesson: mad, and the phrase: be mad at .During my preparation, I prepared a lot of pictures to realize the revision and teaching of the newwords. I found that they were quite attractive when students saw them during the teaching. In terms of my organization of the class, there were six steps in detail. They were revision, presentation, group-work, listening, pair-work and survey. Revision occupied about 4 minutes; presentation occupied 5 minutes; group-work and pair-work accounted for half of the class; listening lasted about 7 minutes, and I used 6 minutes to do the survey . I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. The feedback information was ideal at this point. Meanwhile, I was not satisfied with the listening part. If I had five more minutes, I would play the tape recorder for another time and let them repeat what they heard. Because of the limited time, I just let them listen and check the answers, I think it’s not enough if I want to develop their listening and speaking abilities.That’s all about my class. Thank s for your listening.。