2019-2020年八年级英语下册 第六单元《Section A》说课稿
八年级英语下册第六单元《Section A》说课稿
2012.3 尊敬的评委：（早上好/下午好）我是**号，今天我说课的题目是*****，下面我就按说教材、说教法、说学法和教学流程四部份向各位评委陈述我对这课的教学设计和教学理念。
一、说教材1、教学内容分析教学内容为：《仁爱版八年级英语下册第六单元第一个话题 Section A》。
本课谈论如何用英语预订车票及旅馆以及如何为旅游筹集资金、制定出行计划。
它由三个部分组成，用１课时完成。
通过学习SectionA,学生可以更多的了解旅游知识并提高实际能力；语法内容主要有动词不定式作定语、表语、宾语、目的状语等，内容紧密相连，环环相扣。
为后面学习****做铺垫。
2、学生学习情况分析1.学生对旅游较感兴趣,但对旅游知识了解较少。
2.学生的词汇量掌握不多。
3. 学生平时较少用英语与他人交谈并表达信息.。
3、设计思想对于农村学生，学英语的最佳环境只有学校、英语课堂，他们的听说读写能力主要是在英语课堂上及校内的课外兴趣活动中得到训练、提高。
本节课重点在于通过引导、启发，让学生自主探讨、合作学习去感知对话内容，分析、比较、归纳对话中出现的语言点、语法现象。
并以此框架为借鉴去模仿编写类似的对话（中下学生）或创造性地根据自己实际情况编写新对话（能力较强的学生），培养学生自主学习的习惯和综合应用语言的能力。
4、教学目标新课标指出要从英语学科的特点出发，激发培养学生的兴趣，帮助学生树立学习英语的信心，克服学习中产生的畏惧心理和困难，建立语感，掌握语言基本知识和技能。
所以，本节课的教学目标为：（1 ）、知识目标：要求学生牢记SectionA所有新学的四会单词、短语和重点句型；掌握不定式“to do”的用法。
（２）、技能目标：能用英语与他人谈论关于旅游的话题。
培养学生提高语言交际能力，能在小组中积极与他人协作，从而开阔自己的视野，扩大知识面。
（３）、情感目标：培养学生爱护大自然，热爱旅游．积极参与课堂上各种英语实践活动的兴趣。
培养学生分工合作和团体协作精神。
八年级英语下册教学(人教版,河北专版)Unit6SectionA(3a4c)说课稿
情感态度与价值观：
1.学生对旅行和冒险产生兴趣，培养探索精神；
2.学生在合作学习中，培养团队意识和互助精神；
3.学生通过学习英语，增强自信心和跨文化交际能力。
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
教学重点：
2.培养学生的合作精神，提高团队协作能力；
3.增进师生之间的了解，建立良好的师生关系。
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将采用以下方式导入新课：
1.利用多媒体展示旅行图片和视频，让学生在视觉和听觉上感受到旅行的魅力；
2.提问：“Do you like traveling? Have you ever had any interesting experiences while traveling?”引发学生对旅行话题的思考，激发他们的表达欲望；
八年级英语下册教学（人教版，河北专版）Unit6SectionA(3a4c)说课稿
一、教材分析
（一）内容概述
本节课的教学内容来自人教版河北专版八年级英语下册Unit 6 Section A(3a-4c)。在这个课程体系中，本单元主要围绕旅行和冒险展开，旨在让学生掌握相关的词汇、语法以及听说读写技能。本节课在整个课程体系中起到了承上启下的作用，不仅复习了之前学过的动词时态，还引入了新的语法点——过去进行时。
三、教学方法与手段
（一）教学策略
我将采用以下主要教学方法：
1.任务型教学法：通过设置真实的语言任务，引导学生运用所学知识解决问题，提高学生的语言运用能力。
2.交际教学法：注重培养学生的听说能力，通过模拟真实的交际场景，让学生在实际交流中学习英语。
人教版八年级英语下册Unit6SectionA1a2c说课稿
在新知讲授阶段，我将采取以下步骤引导学生深入理解：
1.利用PPT展示本节课的关键词汇和句型，并给出中英文对照，帮助学生理解和记忆。
2.通过情境教学法，创设交通事故的场景，让学生在具体的语境中学习过去进行时态和一般过去时态。
3.逐步解释和演示两种时态的用法，通过例句和练习，让学生在实践中掌握。
（三）教学重难点
1.教学重点：
（1）生词和词组的掌握，包括拼写和运用。
（2）过去进行时态和一般过去时态的用法。
（3）听力练习中关键信息的获取。
2.教学难点：
（1）过去进行时态和一般过去时态的区分和运用。
（2）听力练习中，对于关键信息的捕捉和理解。
（3）口语交际中，灵活运用所学知识进行情景对话。
二、学情分析
4.听力技能：通过听力材料获取关键信息。
5.口语交际：运用所学知识进行情景交际。
（二）教学目标
1.知识与技能：
（1）掌握本节课的生词和词组，能够正确拼写和运用。
（2）理解和掌握过去进行时态和一般过去时态的用法，能够运用这两种时态描述过去发生的事情。
（3）通过听力练习，提高获取关键信息的能力。
2.过程与方法：
2.情境教学法：通过创设真实的交通事故场景，激发学生的学习兴趣，帮助他们更好地理解和记忆语言知识。
3.合作学习法：通过小组讨论和角色扮演，培养学生的团队协作能力和沟通能力。
选择这些方法的理论依据是，任务型教学法强调语言学习的实用性和交际性，符合语言学习的本质；情境教学法能够帮助学生在具体的语言环境中学习，提高语言的记忆和理解；合作学习法能够促进学生之间的交流互动，提高学习效率和团队合作能力。
1.前置知识或技能：学生可能对过去进行时态和一般过去时态的区分和使用不够熟练，需要进一步巩固。
仁爱版八年级英语下册课堂说课稿：Unit6Topic1SectionA
4.互动练习：通过师生互动，让学生尝试构造自己的句子，教师给予即时反馈和纠正。
5.实际应用：通过小组讨论或角色扮演等活动，让学生在真实语境中运用所学知识。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：
3.具备了一定的听说读写能力。
然而，以下学习障碍可能存在：
1.对一般过去时态的理解和运用可能不够熟练；
2.过去式动词的拼写和发音可能存在困难；
3.在实际语境中运用一般过去时态描述过去事件的能力有限；
4.部分学生可能因为基础薄弱，对英语学习缺乏信心。
（三）学习动机
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：
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，我会提前规划好板书内容，避免冗余信息，并在教学过程中适时更新板书，保持其条理性和逻辑性。我会使用简洁的图表和关键词，以帮助学生把握知识结构。
（二）教学反思
在教学过程中，我预见到可能出现的问题包括学生对过去式动词的拼写和发音困难，以及对一般过去时态的理解和应用不够熟练。我将通过提供额外的练习和个性化辅导来应对这些问题。同时，我可能会遇到学生参与度不高或小组合作不充分的情况，我会通过调整互动方式和增加激励措施来提高学生的参与度。
1.个人练习：学生独立完成一些书面练习，如填写过去式动词、改写句子等。
2.小组游戏：设计一些小组竞赛游戏，如“过去式动词接龙”或“猜猜我昨天做了什么”，让学生在游戏中复习和运用知识。
3.角色扮演：学生分组进行角色扮演，模拟不同的情景，使用一般过去时态进行对话。
4.课后作业：布置相关的课后作业，让学生在家中继续练习所学内容。
八年级下人教版英语unit-6-说课稿
八年级下人教版英语unit-6-说课稿Unit 6 “An old man tried to move the mountains”Section A (1a-2c)说课稿Ladies and gentlemen. It’s my pleasure to be here sharing my lesson with you. . The c ontent of my lesson is Junior English Grade Eight Book Two unit six.This unit is main ly about stories. Now, I will explain the lesson from the following aspects. Part1. Analysis of teaching material:The lesson is the first period of this unit. Such topic is very practical in real life. Good start is the half of success. And it has laid a solid foundation for the further study. Mo reover, this lesson is also tell the Ss to learn the spirit of Yu Gong.Part2. Analysis of students:The Ss have learnt English for many years, they have deep interests in it, and the m ost important is that the topic relates to their daily life. Well, how to achieve the teachi ng objects better, to stress the key point and break through the difficult point, the key i s how to make use of the proper teaching methods, I’ll talk about my teaching method s below.Part3. Analysis of teaching aims:on studying the teaching material and analyzing the re gulation of Ss’s growing of min d, I put forward the following three teaching objects according to my overall teaching idea.1. Teaching aimsA. Knowledge objects:To learn the target words: remind bit silly instead of in this lesson. The target sentence construction in this lesson is: How does the story begin?What happened next?What do you think of the story of Yu Gong?What could Yu Gong do instead of moving the mountains?B. Ability objects:(1).To develop the students’ abilities of listening,(2).To t rain the students’ ability of working in pairs and groups.(3).To develop the students’ ability of communication by learning the useful structures.C. Emotion objects:To train the students to learn the spirit of Yu Gong.Part4. Teaching method:According to the modern perception theories and social intercourse teaching theori es. I adopt the Total Situational Action and Task-based Language Teaching.At the same time, make use of all kinds of teaching means, such as ppt, flash-cards …it can mobilize the Ss’ enthusiasm and creativity in learning English.Part 5. Teaching proceduresAs to teaching procedures, I designed the following steps to achieve my teaching aim s. They are “ Lead-in ,presentation ,reading task, home work ,blackboard design.”Step One: Lead-in3. Teaching ProceduresI’ll finish this lesson in 7 steps.Step 1 Lead in1. Let the Ss watch the flash “Yu Gong Moves a Mountain” to lead the topic of the Unit. I will ask the questions like this: T: What’s the name of the story?S1：It’s Yu Gong move s a mountain.S2: It’s a traditional Chinese story.T: Do you know other traditional Chinese stories?… …Step 2 PresentationLead the Ss to read the new words and phrases and then the Ss try to remember them. Step 3 Writing1. Look at the pictures in 1a, and then read the names of the story in the box.2. Ss discuss with their partners and match the names of the stories with the pictures. Step 4 Listening1. T: Tell Ss they will hear a great Chinese traditional story. Listen and see who know the name of the story.2. Play the recording for the Ss to listen.3. Ss who know the name of the story may hand up.4. Play the recording again. Let Ss check the facts they hear.5. Check the answers.Step 5 Pair work1. Read the questions in the box in 1c.2. Ss discuss the questions with their partners.3. Let some pairs ask and answer the questions.e.g. A: How does the story happen?B: There were two very tall mountains in front of their house.A: What happened next?B: A very old man tried to move the mountains.A: Where would they put all the earth and stone from the mountains?B: They would put them into the sea.Step 6 ListeningWork on 2a:1. Look at the pictures in 2a. Discuss the things they are going to do. When you listen to the story, please number thepictures.2. Play the recording for the Ss to listen and number the pictures.3. Play the recording again to check the answers.Work on 2b:1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.2. Play the recording for the Ss to circle the correct words in the brackets.3. Play the recording again to check the answers.Step 7 Group work1. Tell Ss to make a story chain. Ss tell the story one by one with the pictures in 2a.2. Let some Ss tell the story to the class.Step 8 HomeworkTell the story Yu Gong Moves a Mountain in English to your parents.Once upon a time, there was a very old man…Step 8: Design of blackboardTo be a good teacher is my dream. I think a teacher is not only a guide for the Ss bu t also a friend of them. So I’d like to build close relationship with my Ss. Helping the m not only on their study but also on their life. In order to make our English classroo ms shine with vitality, we are laid with heavy burden, and we still have a long way to go.。
Unit6_An_old_man_tried_to_move_the_mountains说课稿
Unit6 An old man tried to move the mountainsSection A (1a-2d) 说课稿我的说课内容是人教版八年级下册英语Unit6 An old man tried to move the mountains。
整个说课我将分为七个部分进行讲述：即教材分析、教学目标、教学重难点、教学方法、学法、教学过程和教学反思。
一、说教材：本单元围绕“传说和故事”这个话题，谈论过去发生的事情，重点训练“讲故事”这个语言功能项目。
通过学习，要求学生掌握如何用过去时态讲述一个故事，描述古老的传说和有趣的故事，激发和培养学生学习英语的兴趣，理解并体会传说和故事的教育意义。
在了解目标语言的基础上，要求学生能理解优美的传说和有趣的故事，掌握故事的基本结构，讲述自己喜爱的故事。
二、说教学目标：1.知识与技能：让学生学会用英语讲述一个故事。
2.过程与方法：通过复述故事，让学生学会掌握一个故事的细节和人物，并能利用目标语言讲述一个传说或故事。
3.情感、态度与价值观：教育学生在生活中不怕困难，培养他们不言放弃的精神。
三、说教学重难点：1.教学重点：学习讲述故事中的人物和相关细节。
2.教学难点：学习本课时的目标语言，能用自己的语言讲述一个故事。
四、说教法：本课时主要采用任务型教学法和带问题自主探究等学习策略，让学生理解故事的基本结构，通过Groupwork 的形式引导学生谈论有趣的传说和童话故事进行口语交际和听力训练。
五、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。
2、积极参与，善于合作，培养团队精神。
六、说教学过程：Step1. Warming-up.以学生熟悉的一些故事为话题导入新课，许多古老的故事有一个共同的特点：以“once upon a time”开头。
Step2. Revision.提问本节课的重点单词和短语:射击_____ 石头______ 虚弱的____ 神_____ 上帝_____提醒，使想起____一点，小块____ 愚蠢的_____从前_____ 移山____有点儿____代替；反而______Step3. Presentation.1.Show the pictures in 1a, Have students point out the names of the stories.2.Ask students to match the names with the correct pictures.Step4. Listening.Have students finish 1b in books.Step5. Role-play.1.Ask students to read the conversation in pairs in 2d.2.Ask some students to role-play the conversation.Step6. Make up a story.1.Show some pictures about some Chinese traditional stories.2.Divide the class into 5 groups, and have them choose one of the stories, andthen, ask them to discuss the pictures. Finally, make them write several sentences about the pictures.3.Ask some groups to show their stories in the class.Step7. Summary.Step8. HomeworkTo tell a stories to your parents after school.七、教学反思：。
新目标八下Unit6SectionA英文说课稿
《GO FOR IT》Grade Eight Unit 6(Part A)First, teaching material analysis（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, grasp the 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 improve 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 principleThe 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 andcomputer.●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 them cooperate 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 )新目标英语八下任务型设计教案Unit 2 What should I do? (period 1)教材分析本节课要求学生学会should 和could在英语中的习惯用法。
人教版八年级英语下册Unit6SectionA3aGrammar说课稿
（3）学生能够区分过去式与现在完成时的不同。
2.过程与方法目标：
（1）通过讲解和练习，让学生在实际语境中运用一般过去时态；
（2）培养学生观察、分析和归纳的能力；
（3）引导学生通过合作学习，共同探讨和解决问题。
3.情感态度与价值观目标：
（1）激发学生对英语学习的兴趣，提高他们的积极性；
2.一般过去时态的用法：表示过去某个时间发生的动作或状态；
3.常用时间状语：yesterday, last week, two days ago等；
4.过去式不规则变化：go-went, see-saw等；
5.过去式与现在完成时的区别。
（二）教学目标
1.知识与技能目标：
（1）学生能够理解和掌握一般过去时态的构成及用法；
人教版八年级英语下册Unit6SectionA3aGrammar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Unit6 SectionA 3a Grammar，主要围绕一般过去时态进行讲解。本节课在整个课程体系中起到了承前启后的作用，是学习英语时态的重要环节。主要知识点包括：
1.一般过去时态的构成：动词过去式；
4.最后，我会通过问答和讨论的方式，检查学生对知识点的理解和掌握程度。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：
1.个人练习：学生独立完成一些填空、改写句子和翻译练习，以巩固一般过去时态的构成和用法；
2.小组活动：学生分组进行角色扮演，用一般过去时态描述一个共同经历的过去事件；
（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，用于展示语法规则、例句和练习题；2.视频或音频材料，用于提供真实的语言环境，帮助学生更好地理解和运用语法知识；3.白板，用于板书和即时反馈学生的答案。这些媒体资源在教学中的作用是：PPT课件能够系统、清晰地呈现教学内容，视频或音频材料能够提供直观的语言输入，白板则方便教师和学生进行互动和即时反馈。
8年级下英语unit6 全英文说课稿Section A
Good morning, everyone. My name is ..... It is my great honor to share my lesson with you here. In order to present my lesson clearly, I will explain my lesson plan in the following parts: My lesson plan concludes six parts:1 .Analysis of the Teaching MaterialThe material that I am going to say is from the New Goals Students’ book Grade 8 unit 6 how long have you been collecting shells? Section A, published by People’ Education Press. The topic of this lesson is talk about hobbies. In this lesson students learn to talk about How long you have been doing things. The main idea of this lesson is to develop students' language skills in listening and speaking. It also aims to develop students’ abilities of communicating and representing with each other.2. Analysis of the studentsThe students have already learned English for about several years. Because they have learned a lot of vocabularies and they are interested in learning new knowledge, they are eager to learn the new lesson. The basis and the interest of the student are good for the teacher to teach this new lesson.3. Analysis of the Teaching Aims and DemandsAccording to my understanding of the material, there are three teaching aims:(1).Knowledge goalsTo learn the new wordsTo learn the new sentence structure(2).Ability goalsTo improve students’ ability of listening,speakingTo improve students’ ability of communing and integrating skills.(3)Moral goalsTo raise the learning interest of students.To enable to take an active part in all kinds of activities in an English class.4. Analysis of the Teaching Important and Difficult Points(1). Teaching Important PointsTo learn the new words and structureTo learn to talk about how long you have been doing things.(2). Teaching Difficult PointsTo master the new structuresTo put new words and new sentence structure into practice by group work5. Analysis of the teaching methods and learning methods(1).Teaching methods: multimedia computer assisted instruction, task-based activities and the situational approach.(2).Learning methods: Co-operative learning, pair work and group work(3). Teaching equipment: CAI tape recorder, PPT6 Analysis of the Teaching ProceduresStep1.Warm-up(1).Greeting(2). Check the homeworkStep2.Presentation(1).Ask questions to lead inQ1: Do you like basketball?Q2: When do you play basketball?Q3: How long have you been playing basketball?This activity can catch the student s’ attention and make them be interested in the new lesson.(2) Check the answerAsk some students to say out their answers, and then give a big hand to the students who say out the answer. This activity can make the students be more confident in learning English, and let them learn to share others happiness by encouraging.And then, introduce the new structure how long have you been....the answer is I have been....(3).show some picturesAfter the students saying out their opinions, then let them see some pictures about some hobbies, ask them how long have they been..., and teach them use they/ I have been... sentence structure to answer the questions. This activities can make students hold a deeper understanding of the new sentence structure.(4).VocabularyUse some pictures to teach the student new words, the pictures can make the students learn the new words easier.(5). Group workLet students use the new structure to make new sentences and dialogues with several students and let them present the dialogues. This activities provide opportunities for students to role play. It can help students improve their ability of speaking English.Step3. Consolidate and SummaryLet the students write about what their said and make a summary about what their learn. It can consolidate the knowledge that the student learned.Step4. Homework(1). To practice the dialogues.(2). To make more predictionsStep5. Blackboard Writing DesignUnit 6 How long have you been collecting shells?Do you like basketball?When do you play basketball?How long have you been playing basketball?I have been .....How long have you been collecting shells。
人教版英语八年级下册Unit6SectionA(1a～2d)说课稿
在总结反馈阶段，我会引导学生进行自我评价，让他们回顾自己在课堂上的表现，包括对新知识的理解和运用。我会提出一些开放性的问题，如：“你觉得自己在过去时态的使用上有什么进步？”或“你还有什么地方感到困惑？”通过这种方式，学生可以自我反思，找出自己的不足之处。同时，我会提供具体的反馈和建议，指出学生的优点和需要改进的地方，帮助他们制定下一步的学习计划。
（五）作业布置
课后作业是课堂教学的延伸，我将布置以下作业：一是要求学生复习课堂上学习的过去时态规则，并记忆不规则动词的变化；二是编写一篇小故事，使用过去时态描述一个真实或虚构的事件；三是听录音并完成听力练习，检验对过去时态的理解。作业的目的在于巩固课堂所学，培养学生的自主学习能力和语言运用能力，同时为下一节课的学习打下坚实的基础。
三、教学方法与手段
（一）教学策略
本节课我将采用以下主要教学方法：任务型教学法、情景教学法、合作学习法和支架式教学法。任务型教学法通过设置实际的语言任务，让学生在实践中学习，这有助于提高学生的语言运用能力；情景教学法通过模拟真实的语言环境，帮助学生更好地理解和运用所学知识；合作学习法鼓励学生分组合作，共同完成任务，这有助于培养学生的团队精神和沟通能力；支架式教学法通过逐步引导和提供支持，帮助学生构建知识体系，这有助于学生自主学习和探索。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，促进学生的主动参与和知识内化，以及提高学生的语言实践能力。
（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：课堂提问、小组讨论、角色扮演、同伴评价和课堂反馈。课堂提问将鼓励学生思考和回答问题，小组讨论和角色扮演将促进学生之间的交流和合作，同伴评价将让学生相互学习，课堂反馈将及时调整教学进度和策略。这些互动方式的设计旨在创造一个开放、互动和合作的学习氛围，让学生在参与中学习，在学习中参与，从而提高教学效果和学生的学习积极性。
人教版八年级下册英语Unit6SectionA3a说课稿
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，年龄大约在14岁左右。他们处于青少年时期，具有以下特点：1.年龄特征：学生正处于青春期，个性逐渐显现，思维活跃，具有一定的独立思考能力；2.认知水平：经过一年多的初中学习，学生的英语基础知识已有一定积累，能够理解和使用基本的语法结构和词汇，但阅读理解能力尚待提高；3.学习兴趣：学生对新鲜事物充满好奇，喜欢探索，对英语学习有较高的兴趣，但兴趣可能因教学内容和方式的不同而有所波动；4.学习习惯：学生已形成一定的学习习惯，如按时完成作业、认真听讲等，但可能在自主学习、合作学习等方面有待加强。
（四）总结反馈
在总结反馈阶段，我会采取以下方式引导学生自我评价并提供有效反馈：1.我会让学生回顾本节课的学习内容，分享自己的学习收获；2.我会提出一些开放性问题，让学生思考自己的学习过程和方法；3.我会根据学生的课堂表现和练习情况，给予个性化的反馈和建议；4.我还会鼓励学生相互评价，通过同伴互助提高学习效果。
（2）教育学生珍惜时间，勤奋学习，为实现自己的理想而努力；
（3）培养学生热爱英语学习，增强跨文化交际意识。
（三）教学重难点
1.教学重点：
（1）词汇和语法知识的学习与运用；
（2）阅读策略的培养和提高；
（3）文章内容的复述与讨论。
2.教学难点：
（1）过去进行时态和过去完成时态的区分与运用；
（2）长句子的理解和分析；
（二）学习障碍
学生在学习本节课之前已具备一定的英语基础知识，如词汇、语法和简单的阅读理解能力。然而，可能存在以下学习障碍：1.词汇量不足：本节课涉及到一些专业词汇，如invention, experiment等，学生可能对这些词汇不太熟悉；2.语法理解困难：过去进行时态和过去完成时态的区分与运用可能对学生来说是一个挑战；3.阅读策略缺失：学生可能缺乏有效的阅读策略，如快速阅读、扫读、精读等，影响阅读效率和理解能力；4.文化背景知识不足：学生对托马斯·爱迪生及其发明可能不太了解，可能需要额外的文化背景知识补充。
人教版八年级英语下册Unit6SectionA(1a2c)说课稿
5.总结本节课的重点和难点，提醒学生注意复习。
（五）作业布置
课后作业的布置情况如下：
1.完成教材中的练习题，巩固词汇和语法知识。
2.编写一篇短文，用英语描述自己的难忘经历。
3.听一段英语对话或故事，完成听力练习。
4.准备下一次课的口语练习，如角色扮演或讨论话题。
3.底部为总结和作业提示，强调课程要点和后续学习任务。
板书在教学过程中的作用是提供视觉辅助，帮助学生梳理和记忆知识点。为确保板书清晰、简洁且有助于学生把握知识结构，我会：
-使用大号字体和清晰的标记；
-避免过度拥挤，保持足够的空间；
-使用颜色区分不同类别的内容；
-在板书过程中边讲解边书写，让学生跟随思路。
-提问与回答：教师提问，学生回答，鼓励学生积极参与。
-个性化指导：针对学生的学习情况提供个别化的指导和建议。
2.生生互动：
-小组讨论：学生分组讨论问题，共同伙伴活动：学生配对，进行听力和口语练习。
四、教学过程设计
（一）导入新课
新课导入是激发学生兴趣和注意力的关键环节。我将采用以下方式导入新课：
-分析学生的作业和测试结果，找出普遍问题；
-根据学生反馈调整教学方法和难度；
-定期与学生交流，了解他们的学习感受和需求；
-反思自己的教学行为，不断调整和优化教学策略。
（二）学习障碍
学生在学习本节课之前已经接触过一些英语基础知识，具备一定的词汇和语法能力。但可能存在以下学习障碍：1.前置知识或技能：学生对一般过去时态的掌握可能不够扎实，需要通过本节课的学习进一步巩固。2.词汇量不足：描述经历和感受的词汇可能对学生来说是新的，需要教师引导学习。3.听力理解能力：学生对英语听力材料的理解可能有限，需要通过练习提高。4.口语表达能力：部分学生可能害怕开口说英语，需要鼓励和支持。
人教版英语八年级下册Unit6SectionA(1a2d)说课稿
2.任务型教学法：设计具体的语言任务，让学生在完成任务的过程中自然地学习和使用语言。
3.合作学习法：鼓励学生分组合作，共同完成任务，培养他们的团队精神和沟通能力。
选择这些方法的理论依据是，情境教学法能够激发学生的学习兴趣，增强语言的实用性；任务型教学法能够促使学生在实际交流中自然习得语言；合作学习法能够促进学生的社会交往能力，提高学习效率。
（1）能够听懂并理解关于事故发生的对话和描述；
（2）能够运用所学词汇和句型描述和询问事故发生的情况；
（3）掌握过去进行时态的运用。
2.过程与方法目标：
（1）通过听力练习，提高学生的听力理解能力；
（2）通过小组讨论，培养学生的合作意识和交流能Байду номын сангаас；
（3）通过角色扮演，提高学生的口语表达能力和表演能力。
3.情感态度与价值观目标：
这些媒体资源在教学中的作用是，提高教学效率，增强学生的学习兴趣，以及帮助学生在多种感官参与下更好地理解和记忆知识。
（三）互动方式
我计划以下方式设计师生互动和生生互动的环节：
1.师生互动：
-提问：在讲解过程中，我会提出问题，鼓励学生积极思考并回答。
-点评：在学生回答问题或完成任务后，我会给予及时反馈和评价。
1.小组讨论：让学生在小组内讨论一个假设的事故场景，用所学词汇和句型描述事故发生的情况。
2.角色扮演：学生分组进行角色扮演，模拟事故发生后的对话，练习过去进行时态的口语表达。
3.填空练习：发放填空练习题，让学生填写正确的词汇和时态，巩固语法知识。
4.小组竞赛：组织一个小游戏或竞赛，如“True or False”，让学生在游戏中检验和巩固所学内容。
人教版八年级下册英语Unit6SectionA(1a2c)说课稿
（四）总结反馈
在总结反馈阶段，我会引导学生自我评价，并提供有效的反馈和建议。首先，我会让学生回顾本节课所学的知识点，总结自己的收获。然后，我会针对学生的回答进行点评，指出他们的优点和不足，并提供改进的建议。此外，我还会鼓励学生互相评价，分享彼此的学习心得和经验。
（五）作业布置
课后作业的目的是让学生巩固所学知识，提高自主学习能力。我计划布置以下作业：
（二）媒体资源
为了丰富教学内容和形式，我将使用多媒体课件、视频、录音机等资源。多媒体课件能够直观展示教学内容，帮助学生更好地理解和记忆；视频能够展示真实的语言环境，提高学生的听说能力；录音机能够让学生跟读并纠正发音。这些资源的作用在于提供丰富的感官刺激，激发学生的学习兴趣，提高教学效果。
（三）互动方式
二、学情分析导
（一）学生特点
本节课面向的是八年级下的学生，他们已经有一定的英语基础，对一般现在时态和一般过去时态有所了解，但可能不够深入。这个年龄段的学生求知欲强，好奇心重，善于模仿和参与活动，但同时也可能存在注意力不集中、自律性差等问题。他们的认知水平正处于从具体形象思维向抽象逻辑思维过渡的阶段，因此需要通过具体的情境和活动来帮助他们理解和掌握知识。
（二）教学反思
在教学过程中，我预见到可能出现的问题或挑战，如学生对一般过去时态的疑问句和回答的构成和用法的理解不够深入，以及动词的过去式的掌握不牢固等。我将通过提供更多的例子和实践活动，以及及时的反馈和指导，来应对这些问题。课后，我将通过学生的作业和课堂表现来评估教学效果。具体的反思和改进措施包括检查学生的作业完成情况，观察他们在实践活动中的表现，以及与学生进行交流，了解他们的学习困惑和需求，从而调整教学方法和策略，提高教学效果。
人教英语八下Unit6SectionA3a3c说课稿
3.白板和互动电子白板：用于板书、画图、注释等，方便教师和学生进行实时交流。
4.移动学习设备：如平板电脑或智能手机，用于学生小组合作时的信息搜索和成果展示。
这些媒体资源在教学中的作用是提高教学效率，增强学生的学习体验，以及促进学生的信息获取和处理能力。
1.学习并掌握有关海洋生物保护的相关词汇，如：save, protect, ocean, animal, etc.
2.学习并运用现在进行时态描述动作正在进行或近段时间的状态。
3.通过阅读一篇采访文章，了解ORCA（逆戟鲸）的生活习性和保护措施。
4.培养学生通过问答形式进行信息交流的能力。
（二）教学目标
-鼓励学生提出问题，解答他们的疑惑，确保他们真正理解所学内容。
（五）作业布置
课后作业的布置情况如下：
-书面作业：要求学生完成一篇关于保护海洋生物的短文，运用本节课所学的词汇和时态。
-口语作业：鼓励学生与家人或朋友用英语讨论海洋生物保护的话题。
作业的目的是巩固课堂所学知识，培养学生的写作和口语表达能力，同时增强他们对海洋生物保护的意识。
3.情境教学法：通过创造真实的语言环境，如角色扮演、情景模拟等，让学生在特定情境中学习并运用语言。情境教学法的理论依据是认知心理学，认为情境对学习者的认知过程有着重要的影响。
（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.多媒体课件：展示课程内容、生词、图片等，增强视觉效果，提高学生的学习兴趣。
-学习习惯：学生已形成一定的学习习惯，如课堂参与、作业完成等，但个别学生可能存在学习自觉性不足的问题。
（二）学习障碍
八年级下册英语《Unit 6 Section A 3a-3c》说课稿
Unit6 An old man tried to move the mountains.Period ThreeSection A (3a-3c)Good morning, everyone,Today, it’s my great honor to be here to present my lesson. First, let me introduce myself. I’m*** and I’m a junior high school teacher of ** Middle School. In my presentation, here are five parts. Let’s step into the first.Part one ---Analysis of the Teaching MaterialOne :S tatus and Function：1.This lesson we will learn the third period of Section A in Unit6 An old man tried to move the mountains, which is from Grade Eight of People’s Education Press in English. It includes three parts: Section A, Section B and Self-check. And my class starts with 3a and ends in 3c.2.In this part, we will learn some words, like object, magic, stick, hide, tail, excite and western; some new expressions, such as turn…into. In this period, the students have to learn how to retell a story fluently in English.3.To attain “four skills”request of listening, speaking, reading and writing, I will have the students do some exercise about the story.Two:Teaching Aims and Demands1.Knowledge aims(1). Learn some new words: object, magic, stick, hide, tail, excite and western.(2). Learn some phrases：turn…into2.Ability AimsLearn to describe a story fluently, and learn how to use the instructions.3.Moral Aims（1）Students can express their favorite characters vividly.（2）Students can be more interested in English study, and like to take part in different activities actively.（3）Students can learn from others like the Monkey King to be helpful and never give up.Three :Teaching key points1.The pronunciation and spelling of the new words.2.Learn to tell a story by using instructions.Teaching difficult points1.Learn to tell a story by using instructions.2.The usage of the instruction phrases, such as how to describe his abilities and quality.Part two--the analysis of teaching methods1.Self-learning2.Talking3.Pair work4.Real practicePart three--the analysis of learning methodsStudents should catch the chance to speak English, study hard. They can bravely speak out English and act out. Based on several easy tasks, each group can finish them quickly and very well.Part four---the analysis of teaching aids1.The objects, such as the picture of the magic stick.2.A computer.Part five--the analysis of teaching proceduresStep 1 A guessing game (2mins)Let Ss guess the name of the book and the mountain.Step 2 New words（3mins）According to the mountain picture, the teacher teaches the new words of this passage.Step 3 Pre-reading （6mins）1.Look at the pictures and learn the magic stick and the abilities of the Monkey King.2. Listen to the tape and finish the two questions about the passage.1) Which book is talked about?2)Who is the main character?Step 4 While-reading （13mins）Task 1 Read loudly and find out the topic sentence of paragraph one.Reading skills: The topic sentence is often in the first or last sentence of a paragraph.Task 2Read more carefully and finish the three true or false questions about paragraph one.Task 3Work on 3b.Work in groups to find out the abilities of the Monkey King and put them into the box.Task 4Ask the students to read paragraph 3 quickly and answer the question. Step 5 After-reading （10mins）Task 1 Retell the passageT helps the Ss to retell the passage according to the mind map.Task 2 Share some beautiful sentencesShare some beautiful sentences they like.Task 3 Free talkSs talk something about the Monkey King and know that they should learn from others like the Monkey King to be helpful and never give up. Step 6 Summary（5mins）Step 7Homework （1min）Write an article about the characters they like. Read 3a five times.Finally, this is the blackbord design of this class.Unit 6 An old man tried to moved the mountains.Section A (3a-3c)objectmagic Para. 1 the main character stickhide The Monkey King Para. 2 abilitiestailexcite Para. 3 qualitywestern。
2019-2020学年新人教版英语初中八年级下册Unit 6 Section A(1)教案.docx
Unit 6An old man tried to move the mountains Section A教材分析Section A 部分的主题是中国民间神话故事。
主题图呈现了女娲补天、后羿射日、大闹天宫、愚公移山四个家喻户晓的神话故事。
本部分以神话故事为主线，要求学生能够听懂用英语叙述的这几则故事，并能根据故事的相关信息发表自己的观点，模仿和运用语言。
Section A 的教学重点是让学生学习讲述故事，在讲述过程中恰当使用连词。
该部分的教学难点是将学生熟悉的中国神话故事内容转换为符合英语表达习惯和思维的语言表达。
教学目标教学目标【知识与能力目标】1. 词汇：shoot，remind，hide，excite，fit，smile，marry，cheat．shine．lead，god，bit，stick，tail，couple，object，etc2. 常用表达：once upon a time ，instead of，turn…into…，get married，as soon as3. 语法：学会在叙述故事中运用as soon as，unless，so…that 等连词，能借助how，what，who，why 等引导的疑问句完成故事的叙述。
How does the story begin?What happened next?Why was Yu Gong trying to move the mountains?Who is the Monkey King?4. 能力目标：流利地、正确地用英语讲述故事。
【过程与方法目标】灵活运用教材，从所教学生的实际水平和语言能力出发，调整和取舍教学内容，合理安排本单元的课时数，设计好每课时的教学内容。
【情感态度价值观目标】1．通过课堂的合作互动，增进同学间的了解，增进感情。
2．通过了解古代寓言故事和西方故事，学习故事中所蕴含的哲理。
3．了解自己的能力，培养情操。
仁爱版八年级英语下册Unit6Topic3-SectionA说课稿
Unit6Topic3 SectionA说课稿边艳丽一、教材分析1、地位与作用仁爱英语八年级下册的Unit6Topic3 Section A讲述了交通规则及交通安全，是本话题的核心，起着承上启下的作用。
今天我说课的具体容是Section A的1a.,1b，1c，and 2。
目的是学会识别更多的交通图标，进一步学习交通规则，语法是学习由if引导的条件状语从句。
2．教学目标（１）．知识目标1.Learn some words and phrases：Passenger,crazy,anywhere,pollution,advantage;disagree with sb,I think so.2.Learn more about adverbial clause of condition：(1)If everyone obeys the traffic rules，the road will be safe.(2)If we know more safe traffic rules，we will tell them to other people.(3)If you ride at night，don’t forget to use a bike light or wear light-colored clothes.3.Learn to express remindings and warnings:(1)People should obey the traffic lights.(2)Don’t rush when you corss the street!(3)Don’t forget to pay attention to the rules.4.Learn more useful expressions：(1)Why don’t we go to the traffic station to learn more traffic rules?(2)That’s a good idea.要求学生牢记SectioA所有新学的四会单词．短语和重点句型；掌握if引导的条件状语从句的用法。
人教版八年级英语下册Unit6SectionAGrammarFocus4c说课稿
4.学习习惯：学生可能已经养成了良好的学习习惯，如按时完成作业，但个别学生可能还存在拖延、注意力不集中等问题。
（二）学习障碍
学生在学习本节课之前，已经接触过一些基本的英语语法知识，具备以下前置知识或技能：
1.前置知识：学生已经学习过一般现在时和一般过去时，能够简单运用这两个时态。
3.提问与回答：在讲解过程中，提出问题并邀请学生回答，以及鼓励学生提出问题，促进师生之间的互动。
4.小组竞赛：组织小组竞赛活动，如快速回答问题或完成任务，增加学习的趣味性，促进生生互动。
这些互动方式旨在激发学生的参与度，增强其合作意识，同时通过实际操作来巩固语法知识。
四、教学过程设计
（一）导入新课
新课导入是激发学生兴趣和注意力的关键环节。我将采用以下方式导入新课：
这些媒体资源在教学中的作用是，提供直观的学习材料，增强学生对时尚话题的兴趣，以及促进语法知识的学习和应用。
（三）互动方式
我计划以下方式设计师生互动和生生互动的环节：
1.小组讨论：将学生分成小组，就时尚话题展开讨论，鼓励他们使用目标语法进行表达。
2.角色扮演：设计角色扮演活动，让学生在模拟的情境中运用所学的语法知识进行对话。
3.小组竞赛：组织一个关于时尚变化的问答竞赛，鼓励学生快速准确地使用目标时态。
（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反馈：
1.让学生自我总结本节课学到的内容，分享他们在学习过程中的困难和收获。
2.提供一个简单的自我评价表，让学生评估自己对一般现在时和一般过去时的理解和应用能力。
（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：
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2019-2020年八年级英语下册第六单元《Section A》说课稿尊敬的评委：（早上好/下午好）我是**号，今天我说课的题目是*****，下面我就按说教材、说教法、说学法和教学流程四部份向各位评委陈述我对这课的教学设计和教学理念。
一、说教材1、教学内容分析教学内容为：《仁爱版八年级英语下册第六单元第一个话题Section A》。
本课谈论如何用英语预订车票及旅馆以及如何为旅游筹集资金、制定出行计划。
它由三个部分组成，用１课时完成。
通过学习SectionA,学生可以更多的了解旅游知识并提高实际能力；语法内容主要有动词不定式作定语、表语、宾语、目的状语等，内容紧密相连，环环相扣。
为后面学习****做铺垫。
2、学生学习情况分析1.学生对旅游较感兴趣,但对旅游知识了解较少。
2.学生的词汇量掌握不多。
3. 学生平时较少用英语与他人交谈并表达信息.。
3、设计思想对于农村学生，学英语的最佳环境只有学校、英语课堂，他们的听说读写能力主要是在英语课堂上及校内的课外兴趣活动中得到训练、提高。
本节课重点在于通过引导、启发，让学生自主探讨、合作学习去感知对话内容，分析、比较、归纳对话中出现的语言点、语法现象。
并以此框架为借鉴去模仿编写类似的对话（中下学生）或创造性地根据自己实际情况编写新对话（能力较强的学生），培养学生自主学习的习惯和综合应用语言的能力。
4、教学目标新课标指出要从英语学科的特点出发，激发培养学生的兴趣，帮助学生树立学习英语的信心，克服学习中产生的畏惧心理和困难，建立语感，掌握语言基本知识和技能。
所以，本节课的教学目标为：（1 ）、知识目标：要求学生牢记SectionA所有新学的四会单词、短语和重点句型；掌握不定式“to do”的用法。
（２）、技能目标：能用英语与他人谈论关于旅游的话题。
培养学生提高语言交际能力，能在小组中积极与他人协作，从而开阔自己的视野，扩大知识面。
（３）、情感目标：培养学生爱护大自然，热爱旅游．积极参与课堂上各种英语实践活动的兴趣。
培养学生分工合作和团体协作精神。
5、教学重点和难点1）、重点及突破方法：谈论关于旅游的话题是本课的重点。
突破方法是采用情景教学的方式，把知识直观地展示给学生，并使学生得到充分的练习。
2)、难点及攻克方法：难点是不定式“to do”的用法。
攻克方法是反复练习、归纳总结，使学生在头脑中形成清晰的脉络。
二、说教法基于本课题的特点，我主要采用以下教学方法：1）直观演示法：利用图片等进行直观演示，激发学生学习兴趣，活跃课堂气氛，促进学生对知识的掌握。
2）活动探究法：引导学生通过创设情景等活动形式获取知识，以学生为主体，使学生的独立探索性得到充分的发挥，培养学生的自觉能力、思维能力、活动组织能力。
3）集体讨论法：针对学生提出的问题，组织学生进行集体和分组语境讨论促使学生在学习中解决问题，培养学生团结协作的精神。
三、说学法我在教学中特别注重学法的指导，让学生从“学会”到“会学”转变，成为学习真正的主人。
这节课在指导学生的学习方法和培养学生的学习能力方面主要采取以下方法：思考评价法、分析归纳法、自主探究法、总结反思法。
最后我来说说教学过程。
四、说教学过程设计作为教育工作者，一个很重要的任务就是要消除“理想的学习结构”与学生“原有的学习结构”之间的差异，设计出“实施的学习结构”。
下面，我根据教学需求及学生实际情况，为了消除结构差异而拟定的教学程序如下：教学环节教学设计学情预设设计意图检查预习、复习准备(Review) 1、Duty Report:One or more studentshave a duty report.2、Revise the words by competition:Learn the new words: field,vehicle, airplane, airline…3. Learn the phases/new word bymaking sentences:find / look for /find outdecide / decide on学生轮流造句，部分学生会有困难，或只能说一些简单句。
教师鼓励学习有困难的学生模仿课文语句，或只要能造出简单的句子就给以表扬。
1、检查复习、预习效果，引入竞争机制，活跃课堂气氛。
2、复习单词、应用词组，为学习新知识做铺垫，有利于新旧知识的接轨。
3、引导学生坚持值日生报告，为英语交际能力的培养提供舞台。
语言材料整体输入（Presen- tation）1. Talk about travellingbetween teacher and students:e.g.T: Do you like travelling?Ss: Yes, we do.T: Where have you been?S1: I’ve been to Mount Wuyi.T: How did you go?S1: By train. …Let’s listen to the tape, and answerthe question: where will Miss Wangtake her class for a spring fieldtrip.2. listen to 1a and answerthe question above.3. Listen to 1a again andread after the tape.从生活实际入手，讨论旅游的几要素：时间、地点、交通和费用，熟悉新的语言。
但是有的学生由于缺乏经验可能无法描述。
所以，我就提供一些信息，帮助他们有话可说。
多媒体辅助教学，从学生想象、视听说入手，拓宽信息接收渠道对对话进行整体理解，激发他们的兴趣，开拓思维空间。
制造气氛让学生感知语言材料，完成信息的输入和理解。
同时也训练了听力。
语言点探究(Dis- Ask the students to pick up thedifficulties or the importantlanguage points, then discuss them引导、鼓励学生自主探讨、分析课文语言点，先个别探究，后集体研1、对课文进行精要讲解，做到在文中讲词、句，突出重点，以讨cussion) individually od together:1. exciting news to tellyou2. go on a two-day visitto…3. But it will take us afew days to get there by bike.4. It’s too far tocycle.5. It’s hard to say.6. …other vehicles forus to choose7. the cost to go by train8. …your task is to findout the cost by bus9. I’d love to go10. …we’ll decide on the bestway to go on our field trip.Summarize the usage of infinitives. 究，集思广义。
采取竞争、鼓励及分组措施，激发他们参与活动。
论、解释等方式解决学生在课文内发现问题和提出问题。
使学生加深对课文的理解，促进语言知识的巩固和深化。
2、在探究活动中，培养学生分析、比较、归纳的思维能力。
3．语法随机集中教学，引导学生以旧引新，比较、分析、归纳动词不定式的多种用法。
口、笔头操练(Consolida tion) 1. Ask the students to read 1a inroles.2. Students discuss the sentences onBb, e.g(1) I want ot buy something to eat.(2) It took me two hours to finish thehomework last night.(3)His plan is to visit hisgrandparents this weekend.3．Ask some students to finish 1b inpairs. Then share theirconversations with the others.1、学生分角色朗读对话，再次感知文中意思。
2、学生分析动词不定式的用法，加强对新语法的理解。
3、在描述交通费用及旅游路途时间，会有一些学生感到困难，我采取分组合作方式，让每个学生先开口训练一遍，完成后请部分学生口头报告。
口、笔头操练，分组合作，给每个学生开口说话、动笔练习的机会。
巩固所学语言、语法。
整体综合应用（Practice）1. Finish 3 alone, according to theinfinitives that have been learned.Then ask the students to share theirdialogs with the others.E.g.What’s the baby learning?He is learning to walk.2．Discuss 2 in pairs or groups:Discuss which place is the best tovisit and make the similarconversation in pairs. Then sh owsome students’ writing on thescreen.学生在编写对话时，会有词汇、表达上的困难。
我的解决方法是：小组合作帮助；我在教室内巡走帮助。
模仿应用，培养学生举一反三、学会写作。
鼓励创新，呈现几篇学生的对话，一起分析讲评。
及时反馈、收集、评价，以鼓励为主。
3. Analyze the difficulties or theimportance on the Blackboard.4. Finish the exercises:1）There are many kinds of v____ i n our city.2) _____ is easy to work out this math problem.A .This B. That C. Its D. It3) Spring is the best time _____th ere .A. visiting B. visitC. visitsD. to visit4) It is not easy to learn English well.(同义替换)______English well is not easy.训练学生的“读＂．“写”能力及训练学生理解和应用重点、难点的能力。