八年级英语上册教学设计

篇一：八年级英语上册教学设计

Go for it! 八年级英语上册教学设计

Unit 10 I'm going to be a basketball player.

奉化市大堰镇初中 王月秋

一、前期分析

本教学设计方案内容属于义务教育课程标准实验教科书人民教育出版社八年级上册Unit 10 I'm going to be a basketball player.的第四教时。本单元主要是通过学习be going to, would like to be等句型掌握What, where, when, how questions。学会如何制订New Year’s Resolutions or New term’s Resolutions。

二、教学目标

1.Structures:

a)To learn the express future with going to; Want to be; What, where,

when, how questions

b)To talk and read about future intentions

c)To practice listening, speaking, reading and writing using the target

language.

d)To think about the future and make a decision about themselves.

2.Target language:

1) What are you going to be when you grow up? I’m going to be a

computer programmer.

2) How are you going to do that? I’m going to study computer science.

3) What are you going to do next year? I am going to take acting

lessons.

4) My new year’s resolution is to study hard at maths.

3.Vocabulary:

Computer programmer, professional, engineer, pilot, computer science, dream job, move to, fashion show, retire, save, resolution, get good grade, get a part-time job, make more friends

4.Learning strategies:

Using context, Role-playing, Cooperating

三、学习者特征分析

1. 八年级学生对一般将来时已经有了一定的了解，特别是一般将来时的时间状语学生在前几个教时就已经掌握了。eg：when you grow up、next year、next term等为学习本单元搭好了平台。

2. 八年级学生对英语已经不在陌生，已经有了一定的语言基础，刚接触时的不和谐音符已悄悄退去，为学习本单元提供了主观条件。

3. Make New Year’s Resolutions是新出现的任务，在学习过程中一定会有很大的难度，仍需要教师的引导。

4. Make a report of the members’ resolutions. 是任务的深化和提高，也需要教师的指导。

四、教学策略选择与设计

1、通过男女同学竞赛和猜谜游戏巩固单词。

2、在掌握单词的基础上，自编对话，成组练习。

3、调查问卷设计真实的情景，展开活动，交流各自的观点。

五、教学资源与工具设计

1. 人教版新目标go for it 八年级上册

2. 本课件配套的ppt课件，相关的图片、视频和音频

3. 录音机

六、教学过程（教师活动与学生活动）设计

Step 1Warming-up

Are you happy today? Let’s sing a song. ( The more we get together) Who will start the song for us?

The students sing the song together.(这首歌很好的活跃了课堂气氛)

Step 2Competition

Oh, I think girls sang better than boys, do you think so? Now, let’s see who will win in this competition? Say some sentences like I’m going to be a teacher or I want to be a basketball as many as you can. If you stand up, I’ll give you a star. (Draw two faces on the blackboard)(通过竞赛复习和巩固单词及句型)

Step 3Pair Work

1. Ask one student: What are you going to do when you grow up? Ask the other

students. Then tell them to ask and answer in pairs. Call several pairs to act out.

2. Ask more questions. What are you going to do when you grow up? How are you going to do that? （老师和学生用英语进行口语交际，然后上升一个层次，能和同伴进行对话练习。）

Step 4A Guessing Game

Look at the picture, do you know him? Yes, he is Kenea. He is a clever boy! Now, let’s play a guessing game. I need some help. Who can help me? Take an example for this action.（模仿幸运52你比画我猜的游戏。出示图片给予操作上的指导，用上面学生说出的词引出句型I’m going to be an engineer. 理解并掌握本单元的词汇及句型。再次活跃课堂气氛。最后一个词汇必须是singer, 为下一个步骤服务。）

Step 5Sing a song

Do you want to be a singer? Can you sing a song ? The new year is coming, let’s sing the song Happy New Year!(To sing a song is to have a rest.)

Step 6Task

New year is coming. What are you going to do next year? Ask your group members. Write down their New Year’s Resolutions. Then make a report. （把学生带入到实践中去，从表格中你能看出什么？自己尝试用英语阅读、归纳和总结。做报告是任务提升，教师应随时给予帮助和指导。）

Step 7Homework

Write a short composition about your group members’ resolutions on your exercise books.

评价过程：

1、Speak highly of the good students.

2、总结评价：对所有积极参与课堂活动的同学，送出第四份礼物：英语谚语 Knowledge is better than houses and land!（知识胜于财富！）邀请最终领先小组选举代表，上台装饰一张灿烂却有趣的笑脸。

设计反思：

1、这节课是在本单元自学完以后进行的，不存在词汇、句型、语法知识的新授

问题，重点在于英语知识的运用，交际能力的提高。在任务设计时，我是做的新授型，还是复习型教学设计？没有进行考虑。

2、根据教学需要，对内容进行整合、扩展，应用多媒体，运用情景教学、话题交流、小组竞争、小组合作、采访调查等任务活动设计教学任务，感觉较满意。但考虑教学环节，设计各环节的衔接过渡，制作、美化课件，搜图片等，长达好几天，费心思、费时间太多。如果按课本上的设计思路授课，要轻松的多。

3、想“听说读写”四种技能的培养都照顾全，在本课中只侧重了“听说”和“写”。在课后作业中，应安排一两篇有关理想的阅读链接，但没有及时搜材料。

4、 问卷调查活动为使课堂活动灵活多样而设计，其问题难度大，是否重复？是否在“表演”浪费时间，出现冷场？

6、鼓励学生写有真情实感、敢于发表自己见解的文章，但新年计划的操作难度考虑不够充分。

教后反思：

这一教学设计是一节公开课，借助多媒体上课，比较顺利。

1、教学导入环节，包括唱歌、陈述小组竞争机制、悬念和趣味相结合的猜谜导入，授课用时5-6分钟。

2、把单元重点设计为悬念和趣味相结合的猜谜，配以简单动作，利于学生记忆知识，激发学习兴趣和活跃课堂气氛。自认为要比上课前唱首英语歌单为活跃气氛要好。

3、任务设计时，应考虑学生的生活经历和英语语言表达水平，不然学生“有话说不出来”，任务再新鲜巧妙，也是白费。

4、课堂中间唱歌，能够舒缓竞赛一段后带来的紧张气氛。但不清楚这首歌曲是否合适？

5、给近段时期英语进步较快的几名学生拍了照片和一段录像，既作为了教学载体，又对他们的进步成功给予肯定和积极评价，这一“招”，自己有点沾沾自喜。同时利用竞争机制，分阶段及时肯定表扬评价，利于调动学生的参与积极性，利于提高大容量课堂的速度。

篇二：八年级英语上册教学设计

八年级英语上册教学设计

Unit 9 Can you come to my party?

Section A (Period 1)

一、教学目标：

1、知识目标：a：重点词汇：lesson ,another ,concert, have to,too much homework,have a piano lesson ,go to the doctor ,saturday afternoon

b：重点句型：Can you come to my party? Sure, I’d love to. Sorry ,I can,t. I have to go to the doctor.

2、技能目标：能够听懂向别人发出邀请，应答别人的邀请或委婉地拒绝邀请的话题。

3、情感目标：学习礼貌地发出、接受、拒绝邀请。

二、教学手段：

利用单词卡、词组卡和图片教学单词和词汇及句型进行教学，通过听录音和俩俩对话学会发出接受和拒绝邀请的句型，归纳总结语法，讲练结合。

三、教学过程：

Step 1:Revision

1、Word competition about unit8. use flashcards in groups.

2、Check the homework.

Step 2:presentation

Ask students to learn the words about kinds of invitations.check the answers in 1a on the screen.get students to pay attention to important sentences.can you…? and ‘Sure,I’d love to.I have to….

Step 3:Presentation

1、Let students look at pictures, then match the phrases with pictures[a-e].

2、Play the tape.get students to listen to 1b and the names in the pictures in P65.

3、Listen again and check the answers.

Step 4:Pairwork

1、Get students to work in groups using the information from 1a like this: a:Can you come to my party on wednesday?

b:Sure,I’d love to.

c:Sorry,I can‘t.I have to go to see the doctor.

d:I’m sorry,too.I have to have a piano lesson.

2、Look at students’book page25,1c.ask students to practice in pairs.then check some pairs.

Step 5:Presentation

Ask:I’m going to have a party next sunday.can you come to my party? Who can come to my party? Who can’t come to my party? Why? help students answer. Step 6:Listening

1、Get students to go through 2a、2b and understand the meaning and sentence pattern of each sentence.play the tape. listen to 2a and cirle.then check the answers.1、can’t 2、can 3、can’t 4、can’t 5、can.

2、Listen again.number the reasons why people can’t go

to the party .Then check the answers.

Step 7:Pairwork

Prensent this dialogue;

a: Hey, Dave, Can you go to the movies on saturday?

�敚攂: I'm sorry,I can't. I have too much homework this weekend.

�敚攁: That's too bad. Maybe another time.

�敚攂: Sure, Joe. thanks for asking.

1、Practice in pairs to using the information form 2a and 2b.

2、Ask some pairs to act it out.

Step 8:Summary

1、Go through the contents in grammar focus and get students to ask any questions about that they learned. 2、Ask Ss to read loudly together in grammar focus. 作业：

一、用动词的适当形式填空

1）I have __ (help) my mother. 2) She__ (have) a piano lessson now.

3) I would love ___(come) to your party.4) I am sorry___(hear) that.

5) Thank you for___(help) me.6) He___(have) to go to the doctor.

二、翻译句子、

（1）你能来参加我的宴会吗？（2）对不起，我得帮妈妈干活。

（3）我得去上吉他课。（4）我得为考试作准备。

（5）你能和我一起去上学吗？

九年级上 Unit5 It must belong to Carla.

Section B 教学课例分析

教学内容：

本节课是人教版初中英语九年级上 Unit Section B部分，它讲述了小区钟楼附近发生的一件怪事，不同的人对这件事的不同猜测，复习和巩固这一单元对事物进行推测，预测的句型must be, could be, may be, might be, can’t be

课例：

Unit5 It must belong to Carla.

Section B (3a—4)

Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

unhappy, extremely, interview, noise, wind, neighbor,

footstep, garbage, mystery, director, monkey, escape,

(2) Target Language

They think it might be the wind.

There must be something visiting the homes in our neighborhood.

2. Ability Objects

(1) Train students’ reading skill. (2) Train students’ writing skill.

(3) Train students’ integrating skills.

3. Moral Object

Everyone has had a dream. But don’t dream away your time.

Teaching Key and Difficult Points

1.to learn the passage and can make inferences.

2.to master the important phrases and language point

Teaching Procedures

Step1: Revision

Show a cellphone to the students, let them guess whose cellphone is it. Review the usage of “must/ could /may/ might/can’t be/ belong to...’’

Step 2: presentation

1. Show the new words, students read them one by one, then read the words follow the tape and check the pronunciation.

2. Before reading 3a,

Let students finish task1: look at the picture and answer the questions.

(1). What can you see in the picture？

(2). How may the person in the picture feel?

3. While reading 3a,

Let students finish task2: read, think and answer the following questions.

(1).Where is the article from?

(2).What is the passage about?

(3).What is the strange thing?

(4).What do the people think of it? Fill in the blank.

① Zhou Gu’s wife thinks _____________________.

② Zhou Gu’s friends and Zhou Gu think _____________________ ③ Zhou Gu’s parents think ___________________________.

④ Qi Hui thought _____________________________,

but he couldn’t see________________and he still heard_____________

4. After reading 3a,

Let students finish task 3: find out the phrases in 3a .

used to these days in our neighborhood be interviewed by

have fun call the police next door at first

Step 3.Consolidation.

1. Let students explain the usage of some important phrases and sentence structure.

(1) sth.+ happen +地点/时间

sth.+ happen+to sb.

sb.+ happen+ to do sth.

(2) called the police, anything strange

(3) there must be sb./sth.

there be sb./ sth doing sth

there must be sb./sth. doing sth.

(4) sound, noise 与 voice的区别

(5) escape from

(6) an ocean of

2. Discuss in groups, and finish 3c and 4.

Step4. Practice

Do some exercises, then check the answers, let the students explain the exercise that students are easy to make mistakes.

Step5.homework

Writing, finish 3b, offer the students some help if necessary.

课例分析：

教师在开始上课时，就设计了一个游戏，猜猜这个手机是谁的。这个活动本身也是课文对话，教师抓住课文对话为功能句创设活动，激发了学生的兴趣，创设了有利的情景。

九年级的学生对单词的拼读有一定的基础，不需要老师去带读，绝大部分学生其本上也能读正确，对于基础差的学生，他可以向同组会读的学生请教，因为课堂上老师会点每个学生读单词，而且他们的单词拼读会记入小组评分，因此每个学生都会利用课余时间把单词读好。在课堂上，老师采取词语接龙的形式让每个学生读一个单词，如有错误，其他的学生可以直接指读出来，为他们小组加分，因此，每个学生都会仔细聆听别人的发音。全班学生读完单词后，老师再让学生跟磁带读一遍，体验，模仿标准的美式发音。这一环节让每个学生都积极参与课堂，学会与人合作。

在教学3a阅读时，教师采取阅读前，阅读中，阅读后三步骤，并且每一步给出具体的任务。第一步，让学生通过观察图片，参与讨论，完成任务1，培养学生的发散思维和想象力。第二步，让学生通读文章，回答问题，填写表格，完成任务2，培养学生的阅读能力和小组合作能力。第三步，让学生再读文章，找出文中的重点短语，培养学生的归纳总结能力。

在合作探究这一部分，先让学生站立交流，然后，让每组选一名学生上讲台讲解重点句型，重点短语的用法。讲解不对或不周全的地方，其他学生可以更正，补充。这一环节，培养学生与人交流，合作，培养学生大胆发言，培养学生语言组织能力及对知识点的掌控。此外，学生上讲台讲解，当小老师，学生觉得很有趣，积极性很高，在讲台下听讲的学生也更愿意听同学的讲解。

3c是延续3a，让学生发挥想象，讲述一个故事，这一环节，小组先讨论，然后选一名学生讲，评一评哪个小组讲的最好。4部分的对话练习，尽可能让多的学生参与。

对于练习的处理，学生当堂完成，当堂核对答案，有难度的问题让学生探讨，讲解，学生的兴致很高，完成作业的效率也很高。

家庭作业是模仿3a写一篇作文，下次上课再进行评讲。

课例反思：

在这堂合作性英语课堂上，我特别注意以下三个方面：1，在实施合作学习的过程中，教师的任务要非常明确，精心组建合理安排各组成员。小组合作学习的分组是以组间同质，组内异质为基本原则。在将学生分组到小组的过程中，我总是要使各小组之间保持平衡。每个小组都包含学业成绩低，中，高的学生；使全班各小组的平均成绩大致相同；不允许学生自由选择本组成员，防止出现组内同质现象；另外，我还注意小组成员在性别，兴趣，能力等方面的合理搭配。2，创造合作学习的环境，小组合作学习中，教师的职能就是为学生创造合作学习环境。小组合作学习不仅仅是完成学习任务，更重要的是通过小组合作学习，培养学生的合作参与意思，与人友好相处共同完成任务的能力。因此我特别注意培养学生的合作意识，并教授合作技巧，使小组内学生之间密切合作，保持和谐的同伴关系，增强内部团结。3，在开展合作学习过程中，我加大指导力度，负担起更大的管理和调控职责。认真观察各小组的学习活动情况，积极启发和引导学生之间的互动，让学生共同探究，尝试合作学习知识的乐趣。我还对每个小组的合作学习进行现场的观察和介入，为他们提供及时有效的指导。

总而言之，实施有效的小组合作学习，有利于把学生从传统教学中被动的接受者转变为教学活动的积极参与者，给学生提供了实现自我满足需要的机会；实施有效的小组合作学习能很好地激发与增强学生的学习动机；实施有效的小组合

作学习能实现课堂教学活动中各动态因素的多边互动，活跃课堂气氛，增进师生友谊，更有利于促进学生健康个性的养成。

篇三：人教版八年级英语上册Unit 8 教学设计

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