新目标英语八年级下Unit6：Reading 说课稿
新目标英语八年级下册第6单元reading
新目标英语八年级下册第6单元（Reading）说课稿教材分析：Reading部分是本单元（Unit 6 How long have you been collecting shells?）的最后一部分，通过学生的阅读，让学生更多地去了解中国的历史，甚至是其它国家的历史。
本部分重点在于对学生阅读方法和技巧的培养和训练，旨在进一步提高学生的阅读能力，这主要体现在3a。
另外，本部分的Section 1和Section 3 3c还注重对学生自学能力和口语表达的培养。
当然，作为本单元的其中一部分，在Section 2的安排上自然而然出现本单元的语法重点（现在完成进行时）和一些知识点。
我认为本课时的教学目标应该是：认知：dynasty, character, Jewish, emperor, be welcomed by, the Olympic games, European, Leo学生能够使用下列词汇：capital，Russian, thousand, foreigner, quite, certain, miss学生能够使用下列表达：be in…style, more than/over +一段时间, the more…, the more…, live/be far from…, be certain/sure to do sth./ (that)+从句,If…, …will….能力和技能：学生能够自觉去查找有关资料。
学生能够掌握快速浏览的阅读技巧。
学生能够在学习英语中既提高了阅读能力和听力，又能够享受到学习英语的乐趣。
学生可以用If…, …will….表达。
情感和态度：让学生感受到学习英语的乐趣，而不是干巴巴的词汇和语法。
让学生感受到他们是英语学习活动中的主体和中心，以此来激励他们在英语课上积极参与，追求创新。
学习策略：学生应学会用英语去思考问题，即用想象力表达自己的观点。
学生应该在英语阅读中学会如何快速查找信息。
八年级下册Unit6Reading说课稿
八年级下册Unit 6 Reading 说课稿一、教材分析（一）、教材所处的地位和作用本课为八年级下册第六单元阅读课文。
本课的topic是i have been studying history in china.本单元教学目标是学会使用现在完成进行时谈论从过去一直持续到现在的事情,并在此基础上培养学生自主学习和多种阅读技巧。
内容以激发学生的学习动机和兴趣为宗旨,紧密联系学生的生活和学习实际，让学生易学乐学,从而能够在丰富多彩的课堂活动中感知语言,习得语言。
（二）、教学目标1、知识目标：巩固现在完成进行时的用法，并能用其谈论学习生活中的相关事项。
掌握句型主+have/has+been+v.ing2、能力目标：通过不同的阅读方法的训练，让学生感知不同阅读策略及其作用，从而达到提升有效阅读能力的目的。
3、情感态度：激发学生热爱学习的积极情感；培养学生自主挖掘学习动机的学习态度；同时用课文中的具体事例引导学生克服困难努力学习的精神。
4、文化目标：了解犹太人在中国的有关历史及西方人对中国历史的态度。
5、学习策略：发展自主学习和有效阅读的能力；积极运用所学英语进行交流，加强合作式学习，共同完成学习任务。
（三）、教学重难点本课时的教学难点：the more…, the more….it's interesting for sb to do sth二、学情分析八年级学生已经具备了一定的语言知识和阅读技能，对学习生活中的事务也已经具备了一定的分析能力，并且开始有了自己的观点。
因此本堂课中的各种学习，合作，竞赛，讨论，提出观点等环节都将从各个方面激发学生的学习兴趣，满足学生的学习需要。
三、教法及学法分析《新课标》提倡以人为本，强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式。
因此，在教学设计中，我多方面考虑到学生的学习兴趣，情感态度，不同学习类型等多方面的需要，通过多种不同的设计优化课堂氛围，提高教学效果。
八下六单元英语说课稿
八下六单元英语说课稿在八年级下册的英语教学中，第六单元通常围绕特定的主题展开，例如日常生活、学校生活、节日等。
以下是一个英语说课稿的示例，假设第六单元的主题是“节日”。
八年级下册英语第六单元说课稿一、教学目标1. 知识与技能目标：- 学生能够理解并使用与节日相关的词汇和短语。
- 学生能够通过阅读和听力材料获取有关不同节日的信息。
- 学生能够运用所学语言描述自己对节日的看法和经历。
2. 过程与方法目标：- 通过小组讨论和角色扮演，提高学生的口语交际能力。
- 通过写作练习，锻炼学生的英语写作技巧。
3. 情感态度与价值观目标：- 培养学生对不同文化节日的兴趣和尊重。
- 增强学生对传统节日的认同感和自豪感。
二、教学重点- 节日相关的词汇和表达方式。
- 描述节日习俗和庆祝方式的句型结构。
三、教学难点- 学生对不同文化背景下节日的理解。
- 学生能够灵活运用所学语言描述自己的节日经历。
四、教学方法- 情景教学法：利用节日图片和视频，创设节日氛围，激发学生兴趣。
- 任务型教学法：设计与节日相关的任务，如制作节日卡片、撰写节日日记等。
- 合作学习法：鼓励学生在小组内交流节日知识和经验。
五、教学过程1. 导入（Lead-in）- 通过展示不同节日的图片，激发学生对节日话题的兴趣。
2. 呈现（Presentation）- 介绍节日相关的词汇和短语，并通过例句展示其用法。
3. 操练（Practice）- 学生通过填空、匹配等练习，巩固新词汇。
4. 应用（Application）- 学生在小组内讨论自己最喜欢的节日，并分享原因。
5. 产出（Production）- 学生撰写一篇关于自己最喜欢的节日的短文，并在班级前展示。
6. 总结（Summary）- 回顾本节课所学内容，强调节日的重要性和多样性。
7. 作业（Homework）- 学生准备一个关于自己国家传统节日的简短介绍，下节课进行分享。
六、教学反思- 反思学生在课堂上的参与度和学习效果。
新目标八年级英语下Unit6说课稿
《GO FOR IT》Grade Eight Unit 6(Part A)First, teaching material analysis第6单元、图书IV,这个题目是“你集贝壳有多长时间了?”,它是谈论“多久你一直在做的事情”,并回顾一般过去时态和现在进行时态,学习使用现在完成式的进步,让学生学会谈论和分享自身的爱好和收藏品。
这一课的内容等因素密切相关,学生实际生活容易引起学生使用简单的英语来沟通、交流的信息…在活动,学生交换的角度收集自己的爱好和情感描述,促进了老师和学生间的交流。
主要内容:回顾A部分一般过去时和现在进行时态,研究现在完美的进步及其基本模式的例句。
你滑了多长时间了?我已经滑了五个hours.等。
教材安排好闻一下,说、读、写,我将会使用这些活动灵活,一些活动,在他们中间的外人就必改变或组合,比如:1c,类似于4的源,我将把这一成一个面试1c和源。
（一）the position and function of the teaching material1,The summary of the new goal EnglishThe language education idea of " new goal English " is: Knowledge is used for taking action and emphasized " the language is used ", train " innovating , practising ability ", develop " studying strategies ". It adopts Task-based Language Teaching method. Design one or several tasks related to the topic in every unit , let students use English to obtain information , exchange in English during the process of finishing the task, cultivate the ability to use English to solve practical problem. It has the following characteristic :●with excellent pictures and texts. Opening the textbook, you can see every page is full of temperament and interest , humorous and vivid pictures .●practicability is strong. All materials are from Ss‟lives and ties closely with their age characteristics , cognitive structure , experience of life of students.●pay attention to communication.. It has a large number of listening , speaking , reading and writing materials so that we can avoid " deaf and dump English ".●the vocabulary is great enough. Book I has about 700 vocabularies, about 450 for Book II , Book III is about 450 , about 400 for the fourth book , about 500 for the fifth book , all is about 2500. This just reaches grade 5 of demands of " course standard of English ".2, The u nit’s teaching material analysisUnit 6, Book IV, the topic is“ How long have you been collecting shells?”, It is talking about" how long have you been doing things ", and review general past tense and present progressive tense, learn to use The Present Perfect Progressive, let students learn to talk about and share one's own hobby and collections. The content of the lesson is related closely to students' actual life , apt to cause students to use simple English to communicate and exchange the message.. In activities, students exchange view of one's own hobby and collection description, promote the emotion communication between students and teachers . Mainly content of Section A : review general past tense and present progressive tense , study The Present Perfect Progressive and its basic patterns e.g. How long have you been skating? I've been skating for five hours. etc. The teaching material has been arranged to be heard , say , read, written, I will use these activities flexibly , some activities among them will be changed or combined , for instance: 1c, 2c is similar to 4‟s pairwork , I will combine 1c and 2c into a interview.（二）Teaching goalsAccording to the concrete description about the total goal of " course standard of English " , combine the teaching material in Unit 6,I divide the goal into language knowledge, language skills, study tactics , attitude of emotion and consciousness of culture:1, Knowledge goal:Word: Learn to grasp vocabulary collect , marathon , skate, stamp, shell, globe, monster, particularly, run out of, be interested in ,etc..Function: Talking about “how long have you been doing”Structure: The Present perfect progressive ,review the general past tense and Present progressive tense .Target language: How long have you been skating? /I'v been skating since nine o'clock. /When did you start skating? /I started skating at nine o'clock. /Students are skating at the Hilltop School.2, Skill of the language:Listening : Can discern the intonation of the different type , and can change and judge the change of the meaning of sentences according to the intonation ,; Can understand the question in the activity , make correct answers.Speaking: Can make simple communicate in the task ,for instance: the role playing, investigating etc..Reading: Can read the lessons correctly ; Can consult the reference book and prepare for the task .Writing: Can write out word and sentence pattern they learnt this unit , can use simple sentence to show one's own hobby.3, Study the tactics: Catch the chance to use English communication, concentrate the attention on the expression in communication, draw support from the gesture and expression if necessary . Participate in studying English , is good at cooperating with others.4, Emotion goal:Through talking about the hobby and collection , express one's own view , make students respect and understand others in the communication, exchanges different views, find out others' taste , promote the friendly feelings .5, Cultural consciousness: Find out others' hobby in appropriate way; Understand the hobby of students in middle and primary schools of Great Britain and American, train the consciousness of the world.(Second, students analysis1.The junior middle school student's abstract thinking ability is relatively low, the thinkingability of the image is strong, but the attention can be scattered easily. This lesson plans to present the text through some activities, such as investigate ,role playing, game or the cartoon ,etc. mix it with abundant color , thus strengthen students' interest and attention.According to the educational psychology theory, if students have great interests to a piece of things, they will get rid of all sorts of subjective and objective negative factors , try one's best to put into study of knowledge whole-heartedly.Psychological characteristic of study of the junior school student: (1)Interest: Generally feel the interest about English, but there is very great unstability, curiosity is strong, curiosity is vigorous , already been unsatisfied with teacher repeating briefly to the text. (2)Memory: To stimulate memory means many knowledge memory deep , comply with the memory law.(3)Thinking : Overweight thinking in image, still lack certain generalization analytical capacity to the one-sided , scrappy material . (4)Appraise : Is it form appraisal to oneself tentatively to appraise through others mainly , lie in appraisal of others very much; Relatively fuzzy , one-sided when knowing oneself, but self- consciousness is being strengthened constantly . So, in the course of this lesson of teaching, here to pay attention to inspiration to guide, while training student's cooperation , analysis , summarizing ability , should pay attention to the flexibility of the teaching method even more, through task teaching method, scene communication method,Total Physical Response, excite the interest of student's study and make students glad to learn, easy to learn.2.Students in Grade Eight have been studying English for more than one year, student alsokeep strong interest in English study. Through the edifying and practising of the new course idea for more than one year, they have ability of preliminary acting on one's own , cooperation , probing into , experiment .3.The unit analyze : this unit is about " how long have you been doing things" , it can adoptactivity teaching method and study tactics of Role playing, study the new vocabulary, graspthe key sentence pattern , can apply it to practice better while talking about and sharing one's own hobby and collection, solve the similar problem. Make sure to impro ve the ability to solve problem and use language ability synthetically .Third, the teaching method1, Teaching designing and how to dealt with teaching material:The concrete language goal in " new goal English " was realized through various Tasks; Students need to use the concrete and specific action to finish certain communication task. In the whole teaching course, the various kinds of language structure and the function of the language combine organically with different study task. The result that the task activity seeks is not that a kind of mechanical language train, but also one kind of ability of finishing the task by oneself and the learning strategies; Pay attention to the form in the course of finishing the task and experience obtained in exchange activity. So in the class I will lead students to study language through finishing the concrete task all the time, let student use specific language for specific study purpose, obtain and accumulate study experience through finishing the specific communication task, let students Learning by using , learning for using.2, Teaching principle●The activity principle recommends student's participating in voluntarily, experience ,exchange, cooperate , probing into etc.. many kinds of language study.●Cooperative principle Relying mainly on student, teachers and students cooperate , growthe cooperation of Ss, reflect the interdynamic of learning aid and associate.●Task principle The task driving --- Excite the motive; The task finishing --- Encouragestudying enthusiasm; Execute the task --- Train the sense of responsibility and spirit of cooperation.●Emotion principle Excite student's interest to study English and remain good study moodthroughout3, The teaching method is used:This lesson will use " Task-based Language Teaching " mainly, scene communication teaching method, role playing activities and TPR teaching method.●Task-based Language TeachingIt let learners finish various communication activities through using languages. Learner study and master the language through express , communicate , carry on negotiations , explain, etc various kinds of language activity. It should has the following characteristic : (1)Regard task as the centre, but not regard drilling the form of languages as object. (2)The design focus of the task should solve some concrete communication problems closely related to student's life . Among the task , teacher must design the teaching activity from "learn" , make students have clear goals . In various kinds of " tasks " that the teacher design meticulously, students can obtain knowledge or draw the conclusion constantly , from pay attention to language itself topay attention to language practise. Thus obtained ability of the language usage instead of only knowing available language knowledge. With constant promotion of " task ", the whole course of language learning can more and more automatic and independent.In the task of this lesson, I will design the real task closely related to student's life according to the overall goal and combining the content of courses of course, attract and organize them to participate in actively, make students observe, thinking, discussion , exchange and cooperation ,etc. to realize and master the language in a kind of natural ,true situation.●Total Physical ResponseTotal Physical Response , abbreviates as TPR is made by a psychologist James J in California . Asher (James J. S, 1988). It pays attention to the interdynamic mode in the language learning, It thinks it is best for students to learn language among relax environment. It is bad for learner to learn English in a kind of nervous mood. In the concrete practice , let students do movements according to teacher's order, or imitate the sound. The child needn't make a response with the language, mainly train in listening, after waiting for listening and understanding ability is improved, then learn to read and write, it is a method of master a language naturally.●scene communication teaching methodIn the classroom, we must try our best to give student enough chance to listen , speak , read, So we can design the communication that contact the text reality. And when we design, we must pay attention to link up all kinds of scene naturally, and emphasize gradually and feasibility of language knowledge, noticing the cultivation of the emotion experienced and summarizing , reasoning thinking .4, Teaching means●The multimedia assisting：put cartoon , recording , picture , characters , chart and music needed into the courseware in powerpoint software, make the abstract language ocular , use English to carry on communication and make the communication scene for students, make teachers and students can communication in some ways, including T and Ss, Ss and Ss ,men and computer.●Not testing appraisal：The starting point of the traditional appraisal is the subject standard, only pay attention to subject, not students development. Is it reflect new course implementing effect of standard , the appraisal system should " reflect correctly essence and course of foreign language learning, meet demands of student's development ". In order to reach this goal , only pay attention to forming appraisal , fully play its positive role, promote the forming of the new appraisal system. So in this lesson I will design various kinds of group activities and launch group competition and fill in classroom appraise form etc. Help students to learn to study independently, learn to cooperate with others , train innovative consciousness and possess the scientific values.Fourth, The learning method guidingEnglish course standard that make newly put " train students‟ interest to learn English , establish self-confidence , train good to is it used to and form effective tactics to study , develop learning independently and the spirit of cooperation " in the first place. According to the spirit that course reform , I will give some instructions to Ss to learn English:1, The guidance of the learning method: trains student's outsight, imagination, memory and thinking ability. Carry on training of listening , speaking , reading and writing with vivid courseware.2, I will create a kind of open course of enthusiasm, harmonious, positive and interdynamic language atmosphere, change the classroom into an vivid and dramatic stage, make students happy to learn.3, The cultivation of the learning ability: By the consistent listening, speaking , reading and writing, the game, competition ,etc., train students' communication ability, develop their thinking ability.4, Learning strategy: I will divide student into four groups among the activity in class, let themcooperate to finish classroom task , probe into , exchange , cooperate with each other among the activity, thus obtain knowledge , skill ,and emotion experience , develop their ability . It is important to establish class which is open and probing , permeate the training of learning strategy. Let students observe the picture of the courseware, then answer the question , let students learn to use the cognitive strategy; Let student performance, is communication tactics; Guide students communication, initiative exercise and practice, embodiment, is one kind of control strategy. Fully utilizing multimedia, recording, card ,etc. are the resource strategies. Fifth, teaching program: (45 minutes for a period )。
人教新目标版八年级下册英语说课稿：Unit6
一、教材分析
（一）内容概述
本节课内容为人教新目标版八年级下册英语Unit6，主题为"I'm going to study computer science."。本单元在课程体系中属于语言实践与应用部分，旨在帮助学生掌握如何表达自己的计划和未来打算。主要知识点包括：
3.学习态度：部分学生可能对英语学习缺乏兴趣，导致学习动力不足。
（三）学习动机
为了激发学生的学习兴趣和动机，以下策略或活动将被采取：
1.创设情境：通过设计贴近学生生活的情境，如讨论未来的职业规划、兴趣爱好等，激发学生的兴趣和参与度。
2.小组合作：鼓励学生进行小组讨论和角色扮演，通过合作完成任务，增强学生的团队精神和成就感。
1.主题区域：在黑板顶部写上本节课的主题和目标。
2.内容区域：按照教学内容顺序，分条列出关键词汇、句型结构和语法规则。
3.总结区域：在黑板底部总结本节课的重点和难点。
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、简洁且有助于学生把握知识结构，我会：
-使用大号字体书写标题和关键词。
（3）通过听力训练和口语练习，提高学生的语言实际运用能力；
（4）通过阅读和写作任务，培养学生独立思考和解决问题的能力。
3.情感态度与价值观目标：
（1）激发学生对英语学习的兴趣，增强自信心；
（2）培养学生合作精神，提高团队协作能力；
（3）引导学生关注未来规划，明确学习目标；
（4）培养学生的跨文化交际意识，提高跨文化交际能力。
（三）教学重难点
1.教学重点：
（1）掌握与科目相关的词汇；
（2）学会运用一般将来时态表达未来计划和打算；
八下unit6说课稿
Unit 6 An old man tried to move a mountain. 说课稿黄素梅尊敬的各位评委，各位老师，大家好。
今天我说课的内容是人教版新目标八年级英语下册Unit 6 An old man tried to move a mountain的第一课时，我的说课包括：一、说教材（一）教材的地位的作用本单元讨论的主题是“传说和故事”，其功能项目是讲故事（tell a story）。
语言目标是要求学生用连词unless, as soon as, 以及so…that结构的用法。
分为SectionA, SectionB, Self Check 三个部分。
本单元内容与实际生活息息相关，是学生感兴趣的话题。
本单元是围绕story来展开话题的一个单元，分为五个课时。
本节课为本单元第一课时，主要以中国传统的故事愚公移山为主题，让学生能听懂故事，并能用英语为他人讲述故事。
（二）三维教学目标的设立《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效地学习策略，发展学生自主学习的能力和合作精神是中学英语教学的基本任务。
在认真分析教材的基础上，我又结合了学生实际，将本课时的教学目标确定如下：A .知识与能力：（1）words：shoot--shot, stone, weak, god, remind.(2) phrases：shoot the suns, move a mountain, once upon a time, work on doing sth, finish doing sth, conti nue to do sth, so …that, take… away, remind sb of sth, remind sb to do sth….(3) Sentences:①How does the story begin?②What happened next?B. 过程与方法：1.教师可以通过播放愚公移山的动画视频开启本单元的教学，从而激发学生的兴趣。
新课标英语八年级下Unit6说课稿
我今天说课的题目是Unit6 How long have you been collecting shells ?它是新目标英语八年级下册第六单元第一课的内容。
下面我就本课的教材、教法、学法、教学程序和板书设计五方面的教学加以说明。
一、说教材1、教材的地位和作用本课的中心话题是“谈论一直做某事”，主要围绕“How long have you been collecting shells ？”这个话题而展开的，话题以此为依托引进对现在完成进行时的学习和对一般过去时的对比学习。
谈论个人的爱好这一话题必定会引起学生的兴趣和讨论。
这一话题的引入恰到好处的为我们教师培养学生的创造性思维和发散性思维构建了一个良好的平台，为学生的探究和合作学习提供很好的素材。
本课在整个单元的学习中是一个重点，为下面现在完成时的学习打下一个很好的基础。
2、教学目标根据以上的分析，为了更好的实施目标导学，以提高教学效率，通过听、说、读、写的训练，使学生获得英语基础知识和运用基础知识进行交际对话的综合语言运用能力。
因此，根据教材特点，结合学生的实际情况，我把本课的教学目标设定如下：1.Target language--How long have you been skating?-- I have been skating for five hours.2. Ability objects:To train students ability of listening and speaking, writing, readingLet students master language goalsImprove students’ communicate ability3. Moral object1. To enable to cooperate with other students，help each other and complete the task together.2.To help the students enjoy the excitement of learning English and can also encourage them to spend their time meaningfully .3、教学重点与难点1. the difference between The Simple Past Tense and Present Progressive Tense2. the use of the word since and for以上二点既是本课的重点也是难点。
八年级 新目标下unit 6 Reading 课件
period well they can learn the importance of selfreliance and independence.
2. Teaching objectives
Knowledge objectives: 1. Ss understand the main idea of the passage. 2. Ss have a brief understanding of the text type. 3. Ss can tell a story.
Go through the passage, answer the questions below. 1.Who are the main characters? 2.How many times were H and G sent to the forest? Did they die in the forest?
Part3 Teaching methods
According to the analysis of the teaching material and the students, I'll mainly use communicative method and task-based method.
The 1st time went back home
The 2nd time
a wonderful house
Read scenes1-4 carefully . Find out some key words from each scene. And match each description with the correct scene in 2c. Discuss in pairs. Key
人教新目标八年级英语下册：第6单元Section B-英语阅读课-教案
Careful reading
通过让学生仔细阅读来完成判断正误题。提供阅读技巧--返回原文找信息法进行核对。
学生通过仔细阅读对文章的内容有了进一步的了解。同时了解故事的部分内容，进一步理解阅读材料。
播放试题，提供阅读技巧以及用动画等形式显示答案。
Post reading
四、教学环境
□简易多媒体教学环境□交互式多媒体教学环境□网络多媒体环境教学环境□移动学习□其他
五、信息技术应用思路（突出三个方面：使用哪些技术？在哪些教学环节如何使用这些技术？使用这些技术的预期效果是？）200字
1、通过对教材的细心领悟后，我将课堂讲学的大量信息用心做成了PPT，使教学内容更加直观，加快课堂教学节奏，想方设法去弥补教学中的不足。（应用于大部分教学环节）
根据思维导图，相互合作，共同讨论，复述出主人公的励志故事。
利用丰富的图片和结合当下娱乐节目形式，吸引学生的注意力和兴趣从而达到教学目标。
Critical thinking
教师在黑板上呈现攀登高山的图片寓意学生的学习实际上也像是在爬山。进一步鼓励学生树立信心和勇气，通过坚强的决心达到目标。与学生一起得出平凡人通过勇气和决心能达到成功的感悟.
二、学生分析
1、作为八年级的学生，他们掌握了一定的语言能力，英语的分析能力也有很大的提高。但阅读技能的培养还不能放松，所以我们在教学的环节里面除了注重学生的语言知识的学习外，还为学生设置了不同的阅读微技能提示。
2、学生能力程度不同，所以我充分发挥思维导图的优势，设置的任务台阶低、密度大、层次性强，力争给有差异的学生设置合适的教学目标，激发学生的求知欲。
4、在情感教育环节，结束时候在黑板上以攀登高山为背景，提示学生在求学之路上像主人公学习不怕困难，树立决心和勇气从而达到德育渗透的目标。
牛津译林版八年级英语下册Unit6reading说课稿
4.写作活动：让学生根据故事情节，编写自己的小故事，或续写故事结局。
（四）总结反馈
在总结反馈阶段，我将采取以下方式引导学生自我评价，并提供有效的反馈和建议：
1.自我评价：让学生回顾学习过程，评价自己在理解课文、运用语法和词汇方面的表现。
2.情境教学法：利用情境模拟，让学生在真实的语言环境中学习和使用英语，增强语言感知和运用能力。
3.互动式教学法：鼓励学生之间的交流与合作，通过讨论、分享等形式，提高学生的参与度和语言实践机会。
选择这些方法的理论依据是，它们能够激发学生的学习兴趣，促进学生的主动学习，帮助学生将理论知识与实际情境相结合，从而提高教学效果。
（二）媒体资源
我将使用以下教具、多媒体资源或技术工具来辅助教学：
1. PPT课件：用于展示课程内容、关键词汇和语法点，帮助学生更好地理解和记忆。
2.音频资源：播放与课文相关的音频，提高学生的听力理解能力，增强学习氛围。
3.视频资源：播放与课文内容相关的视频片段，帮助学生直观地理解故事情节，增强语言感知。
2.同伴评价：鼓励学生相互评价，分享学习心得，互相提供改进建议。
3.教师反馈：针对学生在课堂上的表现和作业完成情况，给予具体的表扬和改进建议，指导学生如何更好地学习。
（五）作业布置
课后作业将包括以下内容，目的是巩固课堂所学知识，培养学生的自主学习能力：
1.完成课文后的练习题，巩固词汇和语法知识。
2.根据课文内容，写一篇小作文，描述自己在类似情境下的行为和感受。
本节课所面向的学生为八年级学生，他们正处于青春期，具有以下特点：年龄特征上，他们好奇心强，善于模仿，但注意力容易分散；认知水平上，学生的英语基础相对扎实，具备一定的词汇量和语法知识，但阅读理解能力尚待提高；学习兴趣上，他们对于生动有趣的故事和活动表现出较高的热情，对英语学习有一定的兴趣；学习习惯上，学生可能已经养成了记笔记、朗读课文等习惯，但自主学习和合作学习的能力还有待加强。
Unit6 An old man tried to move the mountains阅读说课稿
fighting to help the
weak and never
gives up.
The monkey king
Can’t do Hide his tail Turn himself into a man.
02
情感态度价
能够多阅读中国传统文学名著，明白中国传统文化 的博大、精深，并激励学生学好英语，做好中西文化传
值观
播的使者。
教学重难点:
教学重点：阅读短文，获得相 关的信息，理解课文并能正确 熟练的掌握短语。
教学难点：通过阅读练习，来 提高阅读能力。
第
二说 章学
生
学情分析
1、八年级的学生已经有了一定的 语言基础，会使用简单句型造句，本单 元要求学生学会讲故事，通过学习本节 课重点短语，学生通过做海报的形输出 语言。
教学目标:
1.学生能够准确、流利的朗读文章。
02
知识与技能
2.识记并运用object, magic, stick, hide, tail, turn……into, excite, western等词的使用。
主要采用Task based教学策略，在阅读中设置各种任
02
过程与方法
务，在任务重贯穿阅读技能的渗透，利用教学图片、幻 灯片或制作多媒体课件来展开课堂。
3
教学重难点
教材解读：
（1）本课教学内容选自人民教育出 版社新目标英语Go for it! 这一主 题展开各种教学活动，本课时旨在创造一 个轻松、愉快、真实的学习、交流环境， 通过习得阅读方法和语言输出做海报的活 动来培养学生综合运用语言的能力。
Step6 Homework Your foreign friend Jack is very
八下英语第六单元说课稿
八下英语第六单元说课稿八年级下册英语第六单元的说课稿，将围绕单元的主题、教学目标、教学内容、教学方法、教学过程以及评价方式等方面进行详细阐述。
单元主题：本单元的主题是“Travel”，旨在通过学习与旅行相关的词汇、短语、句型和语法，提高学生的英语听说读写能力，同时培养学生的跨文化交际意识。
教学目标：1. 知识目标：学生能够掌握与旅行相关的词汇和短语，理解并能运用相关的句型和语法结构。
2. 技能目标：学生能够通过听力、阅读材料获取信息，并能够就旅行话题进行简单的口头和书面表达。
3. 情感态度与价值观目标：激发学生对不同文化的兴趣，培养学生的国际视野和跨文化交流能力。
教学内容：1. 词汇：包括旅行相关的词汇，如交通工具、旅游景点、旅行用品等。
2. 语法：重点学习一般过去时和现在完成时的用法。
3. 听力：通过听力练习，提高学生获取和理解信息的能力。
4. 阅读：阅读关于旅行的文章，理解文章大意，提取关键信息。
5. 口语：通过角色扮演和小组讨论，练习与旅行相关的对话。
6. 写作：撰写旅行日记或旅行计划，训练写作能力。
教学方法：1. 情景教学法：通过模拟旅行情景，让学生在实际语境中学习和使用英语。
2. 任务型教学法：设计旅行相关的任务，让学生在完成任务的过程中学习语言。
3. 合作学习：鼓励学生进行小组合作，共同完成学习任务。
4. 多媒体教学：利用多媒体资源，如图片、视频等，丰富教学内容，提高学生的学习兴趣。
教学过程：1. 导入：通过展示世界各地的旅游图片或视频，激发学生的兴趣，引入旅行主题。
2. 新课呈现：教授新词汇和语法结构，通过例句和练习，帮助学生理解并掌握。
3. 听力练习：播放与旅行相关的听力材料，训练学生的听力理解能力。
4. 阅读训练：指导学生阅读旅行相关的文章，提取关键信息，培养阅读技能。
5. 口语实践：组织角色扮演和小组讨论，让学生在实际交流中运用所学语言。
6. 写作指导：教授写作技巧，指导学生撰写旅行日记或旅行计划。
八下英语unit6reading 说课稿
八下英语unit6 reading 说课稿Wang Yuanshu Shuiyuesi Middle School Good morning, everyone. Today I’m going to talk about my teaching design. First, I will talk about the teaching content: I have been studying history in China.In this reading ,the knowledge Objects are :( 1 )The key words: capital, European, Australian, Jewish, Jew, more than, thousand, emperor, foreigner, quite, certain, the Olympic Games, far away.(２) The useful phrases and sentences:This is really an interesting city with a very colorful history.Be welcomed by the Song Emperor.I think if you study hard, you’ll be able to understand any culture.The more…, the more….I’m certain I will be here for ….If I move to a foreign country, I’ll miss Chinese food.Next I will talk about the ablilty Objects. In this class, the main aim is to improve students’reading skill. And the teaching key point is to mprove students’reading efficiency by using scanning for details. The teaching difficult points are that students can understand ,use the difficult sentences and learn about the different culture in different countries.Now it’s time to say about my teaching procedures.Step 1 Warming up1、Ask the students to say out the Poem of Chinese Dynasties quickly.2、Say out the capitals of the following provinces in the PPT.(The aim is to remind the students to remember the Chinese history dynasties and learn to love our country from childhood.)Step 2 CompetitionIn order to memory the famous characters in Chinese history, I design this period to let them say out the names of the characters in the pictures so as to review the Chinese history.Then let them read the following famous stories in Chinese history:Kong Rong gave the bigger pears to others.Si Maguang broke the water tank to save kids’ liv es.Liu Bei went to Zhu Geliang’s house for three times.Cao Chong tried to find the weight(重量) of the elephant.Step 3Before readingIn this period , I first show them some pictures and let them know these these places”It’s in English style.It’s in French style. It’s in Chinese style.Then preview the useful sentences that they may meet in the passage.Beijing is the capital of China.Harbin is the capital of Heilongjiang ProvinceThey’re in Russian style.There is some European influence in the city.Harbin is an old city with a colorful history .Step 4 While readingNow, the students will read the text with the following reading task:A. 3a “Scan” the text for information1. Leo has been teaching in China for ___________.2. Some of the old buildings in Harbin are_____________ .3. The ___________welcomed the first Jews to China.4. In Australia, students usually study _________ and _________history.5. The more Leo learns about ____________the more he enjoys __________in China.B. Read and answer the following questions:1.What does the writer do? Where?______________________________________________________2. In which dynasty did the first Jews come to China?______________________________________________________3. How long has Leo been studying Chinese history?______________________________________________________4.What did Leo’s friends think of Chinese history?______________________________________________________5. Why are there any European influence in Harbin?______________________________________________________Step 5 After readingAfter finishing the reading tasks, the students need to read the text deeply and master the useful phrases and language points in the reading1、Ask the students to find out the English phrases in the passage:1.对…感兴趣_________________________2.远离…_______________________________3.喜欢做_______________________________4.…的省会、首都_______________________________5.一千多年以前____________________________________6.越多…越好… ______________________________7.对某人来说做某事困难__________________________________2、Check their answers and let them read and recite them.3. Then, they need to translate some sentences to consolidate the useful language structure:句型：It is + adj.+for sb to do sth 对于某人而言，做某事很…1).对你来说算出这道数学题很容易.______________________________2). 对我们来说学会做事是很重要。
unit6Reading教案教学设计（人教版英语八年级）
unit6Reading教案教学设计（人教版英语八年级）教学内容 Unie6 Reading课时一课时教学对象八年级学生执教者田海燕一、教材内容分析本节课为一篇阅读课，介绍了一位名叫利奥的澳大利亚人在中国黑龙江省哈尔滨边任教边学中国历史的经历，表达了对中国的热爱的感情。
旨在培养学生的快速阅读法和对课文宏观把握的能力，以及了解中国各朝代的英语表达。
二、学习者特征分析初二的学生已有一定的语言基本功，比如：-Whth’s your hobby？-I like… -What sport do you play? – When did you start?等句型都已学过，在这基础之上再去学习新的目标语言，这样能够激发学生的学习欲望，从而乐于参与语言实践活动，为英语学习营造良好的课堂学习氛围，为完成教学目标奠定了良好的基础。
三、教学目标（知识，技能，情感态度与价值观）Knowledge Object 1.Vocabulary: capital,European, Russian ,Jewish ,Jew, more than, thousand,emperor,quite,certain,miss,the Olympic Games2.Reading a passage.Ability Object:1．To train students’reading and comprehensive ability.2. To train students scan the passage .3. Aims of emotion and evaluation:To be interested in learning about Chinese history and western history.三、重点难点Teaching important points:1.Vocabulary：capital,European, Russian ,Jewish ,Jew, more than, thousand,emperor,quite,certain,the Olympic Games2.Key structures: It iswas + adj.+ for sb. to do sth. The more... the more …Teaching difficult points: How to train students’reading and comprehensive ability.1. To train students scan the passage .四、教法选择、学法指导本节课采用任务型教学法，重在培养学生的阅读能力,以及质疑解疑的能力。
八下u6英语说课稿
八下u6英语说课稿在准备八年级下册第六单元的英语说课稿时，我们首先要明确本单元的教学目标、教学内容、教学方法以及教学过程。
以下是一份详细的说课稿：教学目标：1. 知识与技能：学生能够掌握本单元的核心词汇和语法结构，理解并运用相关表达。
2. 过程与方法：通过多种教学活动，培养学生的听说读写能力，尤其是口语交际能力。
3. 情感态度与价值观：激发学生学习英语的兴趣，培养跨文化交流意识。
教学内容：1. 词汇：包括本单元出现的重点词汇和短语。
2. 语法：本单元的语法重点，如时态、语态等。
3. 阅读：理解并分析本单元的阅读材料。
4. 口语：通过对话和讨论，提高学生的口语表达能力。
教学方法：1. 任务型教学法：通过完成具体的任务来学习语言。
2. 合作学习：鼓励学生小组合作，共同解决问题。
3. 情景教学：创设真实或模拟的情景，让学生在语境中学习语言。
教学过程：1. 导入（Warm-up）- 通过提问或展示图片，激发学生对本单元主题的兴趣。
2. 呈现（Presentation）- 介绍新词汇和语法结构，通过例句和解释帮助学生理解。
3. 练习（Practice）- 通过填空、转换句型、角色扮演等活动，让学生实践新学的语言点。
4. 应用（Application）- 学生通过小组讨论、情景对话等方式，将所学知识应用到实际交流中。
5. 产出（Production）- 学生完成一项综合性任务，如编写短文、进行口头报告等，展示学习成果。
6. 小结（Summary）- 回顾本节课的重点内容，强调易错点。
7. 作业（Homework）- 布置相关的练习题和阅读材料，巩固课堂所学。
教学评价：- 通过课堂表现、作业完成情况和口语测试等方式，对学生的学习效果进行评价。
教学反思：- 课后，教师应反思教学方法的有效性，学生的反应，以及教学过程中可能存在的问题，以便不断改进教学。
请注意，这只是一个说课稿的模板，具体内容需要根据实际教学情况和学生需求进行调整。
[英语]八年级下册《Unit6 Reading I’ve been studying history in China.》说课稿
![[英语]八年级下册《Unit6 Reading I’ve been studying history in China.》说课稿](https://img.taocdn.com/s3/m/f1d8c7200740be1e650e9af9.png)
Unit 6 Reading: I’ve been studying history in China.教学设计理念详述老师们，朋友们，我又回来了。
这两天，我能跟那么多的人在一起，我除了兴奋，更多的是感谢和感恩。
在说课前，我想感谢一个人。
就在昨天上午研讨会结束后，我遇见了我中学时的英语老师。
那时的我因为爱英语老师，所以才深深地爱上了英语。
我想对老师说，感谢您点燃了我学习英语的激情，而我也会把您的梦想传递下去。
老师，请接受我深深的感谢。
我还要特别感谢周老师。
谢谢您用一双善于发现美的眼睛，在茫茫人海中打捞到了我。
而我也更深切地体会到“世有伯乐然后有千里马，千里马常有而伯乐不常有。
”我知道现在的我还很浅薄，因为我更多地是站在巨人的肩膀上成长。
没有大家的帮助，我只能是一个默默无闻的nobody。
感谢学校对我的培养，感谢同事对我的帮助和呵护。
这两天你们一直在我身旁。
你们就是我最强大的后盾和进步的力量。
感谢在座各位老师对我的包容。
虽然我能力有限，但是我会keep moving，永不止步。
最后，让我一起感谢张教授能莅临指导我们的阅读课。
下面我就说一下本课设计思路。
设计理念：最近抽空在网上研读了《新课标》，这让我激动万分、受益匪浅。
其中英语课程具有工具性和人文性这一点让我深深折服。
所以我在准备这节课时，时时想着如何将本文的人文性挖掘出来，让学生在完成本课学习时不仅能获得一些知识储备，更重要的是能形成跨文化意识，使学生在今后的生活学习中都能够有意识地去学习借鉴外国文化充实中华文化，从而丰富壮大自我。
同时还要增强学生的爱国主义情怀。
本课主要讲了一个名叫Leo的外国人眼中的中国历史。
而通过本文的学习，我想要传递给学生一种思想：中国是一个有着悠久历史、灿烂文明古国。
因此，无论何时何地，我们永远不能忘记自己是中国人。
要一直热爱中国历史，热爱中国。
激励学生每天要努力学习，改变自己，创造更新更辉煌的中国历史，从而改变世界，让世界回眸看我们。
八年级下册Unit6教案及说课稿
八年级下册Unit6 How long have you been colleting shells?Section B 1a—2c 教案Learning aims:1.Knowledge Objects:(1)Key vocabulary: stamp, kite(2)Key structure:—What does Bob collect?—He collects kites.—How long has he been collecting kites?—He’s been collecting kites since he was ten years old .He’s been collecting kites for 5 years.—How many kites does he have?—He has 20.(3) Listening practice.2. Ability Object:(1) To train students’ listening skill.(2) To train students’ ability of comprehension.3. Sensibility and Value:To be able to share our own collections with others.Teaching important points:1.Master the words.2.Can talk about their collections with the structure.Teaching difficult points:1.Can make correct sentences using the structure.2.Can tell others your hobbies.Teaching methods:Listening and speaking methods.Teaching tools:A record and some pictures.Teaching procedures:Steps 1:Warming upGreetings.Step 2:Pre-taskShow the title; Unit 6 How long have you been colleting shells? Show students some things. Talk about what they are. Then learn the new words.Step 3: While-task1.Talk about students’ hobbies: What are your hobbies?2.Do 1a:Talk about the pictures: What are these in Picture 1?What things do you have?What things would you like to collect?Write down them in the chart.Then call some students to read their lists.3.Practice in pairs: What do you collect? Why?What would you like to collect? Why?4. Do 2a.Listen and fill in “What”:Play twice. The first time students only listen. The second time listen carefully and fill in the chart. Then call students to say their answers.5. Do 2b.Listen and fill in “How long” and “How many”.Call students to answers on blackboard.6. Interviewer game:Four students are in a team: One acts the reporter. Others answer his or her questions on blackboard.7. Match:Call some students to stand in front of others. Give them some pictures. The teacher asks them “What do you collect?” and “How long have you colleting them?”Others answer teacher’questions quickly. The person who is the quickest is the winner.Step 4: Pro-task:1.Summary : since +句子/时间点for + 时间段2.Test.Step 5: Homework:1.Make a dialogue about you.2.Survey 3 students about their hobbies. Try to write a small passageabout them.板书设计：Unit 6 How long have you been colleting shells?Section B (1a—2c)Words: stamps , kite, stuffedA: What do you collect?B: I collect...A: How long have you been colleting…?B: I’ve been colleting… since/ for …A: How many do you have?B: I have…金台区硖石一中晁小梅Unit 6 How long have you been colleting shells?Section B (1a—2c) 课堂教学反思在完成第六单元的教学中，我是以新课程为理念为依据进行教学设计和课堂活动的。
牛津译林版八年级英语下册Unit6reading说课稿
我将使用以下教具、多媒体资源和技术工具辅助教学：
1. PPT：展示教学内容、示例和练习题，方便学生直观地理解知识。
2.视频资源：播放与旅行相关的短视频，激发学生的学习兴趣，提供真实的语境。
3.电子白板：实时展示学生的回答和板书，便于讲解和分析。
4.网络资源：利用网络资源，拓展学生的知识视野，提高学习效果。
二、学情分析导
（一）学生特点
本节课面向的是八年级学生，这一年龄段的学生正处于青春期，精力充沛，好奇心强，喜欢探索新鲜事物。他们的认知水平逐渐从具体运算向形式运算转变，具备一定的抽象思维能力。在学习兴趣方面，学生对与实际生活紧密相关的话题较为感兴趣，如旅行经历分享等。此外，学生已养成良好的学习习惯，如合作学习、积极参与课堂讨论等，但仍有部分学生缺乏自主学习能力，需要教师引导和激发。
5.跨学科整合：结合地理、历史等学科知识，拓展学生的知识视野，提高学习兴趣。通过以上策略和活动，激发学生的学习动机，让他们在轻松愉快的氛围中学习英语。
三、教学方法与手段
（一）教学策略
我将采用任务型教学法、情境教学法和合作学习法作为主要教学方法。任务型教学法通过设计具体的任务，让学生在实践中学习语言，提高语言运用能力。情境教学法通过创设真实语境，让学生在情境中感知、体验语言，提高学习兴趣。合作学习法则强调学生之间的互动与合作，培养团队精神和自主学习能力。这些方法的理论依据是建构主义学习理论，认为学习是学生在原有知识体系的基础上，通过与外部环境互动，主动建构知识的过程。
3.教师反馈：教师针对学生的课堂表现和作业完成情况，给予针对性的反馈和建议，帮助学生找到提高的方向。
（五）作业布置
课后作业布置如下：
1.复习本节课所学的旅行相关词汇，进行词汇填空练习。
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新目标英语八年级下Unit6：ReadingI’ve been studying history in China说课稿一、教材分析：１、教材的地位及作用：这是第二册第六单元最后一节课，本单元围绕表述个人兴趣爱好及收藏这个话题开展多种教学活动，学会1.谈论人们做某事持续多长时间.2.谈论人们的业余爱好. 3.谈论人们收藏某物多长时间等。
本节课是堂阅读课，它通过阅读呈现前几节课学习的现在完成进行时，进一步加深对该语法现象的理解和运用。
同时通过对一个外国人在中国学习历史经历和感受的描述，进一步提高学生听、说、读、写的综合素质能力,使学生感受在不同语言文化背景下的生活。
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)学习单词：capital, European, Australian, Jewish, Jew, more than, thousand, emperor, foreigner, quite, certain, the Olympic Games, far away.(２)掌握句子：This is really an interesting city with a very colorful history.Be welcomed by the Song Emperor.I think if you study hard, you’ll be able to understand any culture.The more…, the more….I’m certain I will be here for ….If I move to a foreign country, I’ll miss Chinese food.能力目标：学会运用scanning for details的方法来提高阅读效率，提高学生听、说、读、写及知识自学的综合能力。
情感目标：①通过形象、生动的教学使学生掌握如何去应对生活中的困难，热爱生活，积极面对生活。
②增强集体意识，培养合作精神，学会关心他人，助人为乐。
③了解中西方不同文化背景下的生活，感受中西方文化差异。
学习策略目标：①善于抓住用英语交际的机会。
②积极参于，善于合作。
确立教学目标的依据：根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础，同时了解不同文化背景和语言情景下的交际运用。
此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
３、重点与难点：重点：学会运用scanning for details的阅读技巧来提高阅读效率，围绕problems in a foreign country进行阐述。
难点：文章中较难句子的理解及应用；对生活困难进行跨文化解释，商讨解决办法。
确立重点与难点的依据：根据课程标准的要求，本课在教材中所处的地位和作用，以及自己对这节课的构思和设计初衷。
二、说教法：为了更好地突出重点，突破难点，我主要采用了：1.合作与交际教学法:采用互动的课堂模式，提倡开放式教学。
2.视听教学法:巧引妙导，挖掘教学内容和教学方法的新颖性和艺术性，激发学生学习英语的兴趣。
3.任务型教学法:倡导“任务型”教学途径，让学生“做中学”或“用语言做事”。
三、说学法：1.善于抓住用英语交际的机会，充分感知，积极体验，大胆实践。
明确“熟能生巧”的原理，积极参与课堂活动；课前访谈调查，读写摘记，重视语言运用；2.积极参与，善于合作。
掌握科学的学习方法，通过不同的活动形式（小组活动、配对活动、班级活动等）共享资源，互助学习,在合作中取长补短。
四、说过程：1.总体设计：课前准备：分组采访interview－任务一：语篇阅读即课文处理passage reading （10分钟）－任务二：小组讨论group discussion（10分钟）－任务三：拓展阅读extensive reading（9分钟）－任务四：写作训练writing practice（10 分钟）－互动评价assessment ( 5 分钟) －作业布置homework (1 分钟)指导思想：多元化阅读教学理念，即目标多元化，策略立体化，资源多样化，活动开放化，过程任务化，评价互动化的要求。
依据：⑴遵循人类认识过程的普遍规律和学生认识活动的特点。
⑵教师为主导，学生为主体。
2.分步设计及依据(1)课前准备：采访学校的外籍教师，所在社区的外籍居民，外国笔友或在外留学居住的亲戚朋友，了解其在当地居住生活的感受以及所遇到的困难。
小组合作，自主设计问题进行提问。
问题设计范例：Where do you come from? Hong long have you been living in China? Are there any difficulties you’re facing? How do you deal with them? Do you enjoy living here? Why?依据：鼓励学生运用语言知识与外国人交流，创设语言交际的真实情景，同时为课堂任务做准备和铺垫。
(2)任务一:语篇阅读即课文处理passage reading（10分钟）Pre-task: leading-in 播放一段著名外籍演员大山的相声（cross talk）,同时呈现一些著名外籍在华人士的图片。
导入新课，激发兴趣。
Who is the actor of the cross talk? Do you know the men in the pictures? Are there any similarities between them?通过观察，学生很容易得出：T hey’re all famous foreigners. They all live in China.的结论，进而导入新课。
Today we’re going to learn a story about a foreigner in China.While-task: presentation 阅读①. 猜测Guessing：根据标题和图片猜测文章大意. look at the title and picture, and predict what you will read about。
复习运用UNIT1所学的阅读策略，为下一步阅读做准备。
②. 听音listening：听课文录音，完成表格。
Listen to the tape and fill the chart about③. 扫读 scanning : 扫读文章，查找所需的细节信息，完成3a 练习。
Scan the text quickly to find some details and finish exercise 3a . 训练阅读技巧 ，加深对文章的理解。
Post-task: 启发式问答ask and answer:What do you think of Leo? Do you think he will live happily in China? Why do you think so? 根据问题独立发表看法，自由发言，同时引入下一环节。
（3）任务二：小组讨论group discussion （10分钟）Pre-task: 热身准备 warming-up : What is a foreigner ’s life like in China? Do they have any problems 分小组报告课前采访内容, 介绍部分老外在华或华人在外的生活情况。
Share the interview feelings with other groups.While-task: 小组讨论group discussion: 根据采访内容，结合文章意思，分组讨论以下问题，完成表格：①. What problems might you have living in a foreign country?让学生体会真实情境，学会交际使用，训练说的能力。
（4）任务三：拓展阅读extensive reading （9分钟）People will certainly have different problems when they move to a new country. Lu visited England last week. But he was so worried and upset, because he always did the wrong things. Do you know why?限时阅读：5分钟内，阅读一篇《Old Customs 》的文章，回答问题。
Read an article “ Old Customs ”, answer the questions （Time limit ：5 minutes ）(见附件二) 这是一篇有关中学生Lu 在英国生活期间，因不了解当地习俗而做错事的文章。
紧扣上一任务环节，围绕话题进行拓展性阅读训练，提高阅读能力。
（5）任务四：Production 写作训练writing practice （10 分钟）根据上述文章的理解，针对Lu 所遇到的问题，写一封信给他提建议。
Write a short letter to Lu, give him some advice to help solve the problems.强化写作训练，提高学生运用语言知识解决实际问题的能力，培养关心他人、帮助他人的品质。
（6）互动评价assessment ( 5 分钟)学生自我检查评价表：我准备________________________________________________________来改善提高我的学习效率。
我希望老师在________________________________________________________方面加强指导。
我觉得这节课在__________________________________________________方面需要改进和调整。
通过合理的评价手段的运用，使老师和学生双方都得到提高。
(7)作业布置homework (1 分钟)为了巩固课堂上所学知识，给学生布置课外作业：继续完成写作并完成自测部分练习。
五本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用任务型教学，从听、说、读、写等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。