讲学稿--unit 8 period 6

八年级英语下册unit8说课稿八年级英语下册unit8说课稿Presentatin f teahing fr G Fr It!Ss BkB Grade 8Gd rning, y dear udges and teahers.It’s y great hnr t present y lessn here. Tday, I’ging t talk abut unit 8 Have yu read Treasure Island yet? , whih is taken fr G Fr It! Ss BkB Grade 8. y presentatin nsists f the fllwing 4 parts: the analysis f teahing aterial; teahing ethds; studying ethds and teahing preduresNw, I’ll begin with the first part. It’s the first perid f this unit and it’s a listening and speaking lass. It plays a very iprtant rle in develping Ss’integrate language-using skills. The tpi is talking abut reent events and experienes .It’s lse t Ss’ daily life. S I believe it’s easy t raise their interest f learning English. Based n a full understanding funir shl English urriulu and teahing aterial, I ade the fllwing teahing ais.Fr the knwledge ais, they need t learn the key wrdsand phrases by using the target language Have yu read…yet?. The ability ai is t iprve their listening, speaking and uniative abilities. And the etinal ai is t ake the knw that bks are the ladder f huan prgress. And enurage the t read re bks n literature and eny reading.In this perid, I hse vabulary, sentene struture and listening as the teahing key pints. yu knw Re isn’t built in ne day. It’s neessary fr the English beginners t aster se basi language skills. Arding t the priniples f new nept f urriulu“Learning by ding, learning by using”, it’s ur task t fus n students and ake the the real asters in lass while the teaher hiself ats as a diretr and a guider. S I designed lts f ral pratie t break thrugh the diffiult pints.Then, let’s e t the analysis f teahing ethds. yu knw New urriulu standard require us t develping Ss’integrate abilities suh as listening, speaking, reading and writing. In rder t ahieve these three diensinal teahing ais, I ainly use the fllwing teahing ethds: task-based teahing apprah, brainstr, guessing gaes, listening and speaking, pair wrk, rle-play, interview and s n. I believe different kinds f teahingethds will ake y lass vivid and alive. f urse, it’s neessary fr Ss t aster the rret studying ethds. Ss are requested t study English reatively and independently. S I think listening and speaking, peratin in grups are the ain studying ethds fr the, whih will ake the tasks and ativities uh easier and whih an als ake the re nfident and ative in lass. The teahing aids I will ainly use are the text bk and se ards.Next let’s e t the teahing predures. It nsists f 6 parts.1. aring-up and lead-in (free talk t ake the relaxed befre lass, f urse it’s a best way t shrten the distane between us sine we’re unfailiar with eah ther. Then have a quik lead-in t raise their urisity and interest in learning English. )2. Free talk (It’s a language input. The purpse is t present the key wrds, phrases by using the target language)3. Pair wrk( t pratie the target language and iprve their listening ability and ral English )4. Grup-wrk (It’s a liax. Language utput, t reatea real situatin fr Ss t ake a survey then give a reprtin lass)5. Suary and hewrk(T have a brief suary and ephasis the etinal ai)6. Blakbard designUnit8 Have yu read Treasure Island yet?Setin A(1a~2)--Have yu read Little enyet?--yes, I have. I have already read it.--N, I haven’t. I haven’t read it yet.--hat’s it like?–It’s fantasti/wnderful/exiting/great/interesting/ bring/terrible/uninteresting.Strutures: have/has + Past Partiiple。

Unit 6 I’m going to study computer science.课题：period 1课型：新授课主备：慕萌审核：赵雪梅教学班级：教学时间：Ⅰ、【教学目标】：1、知识与能力目标：(1). 1. 口、笔头掌握以下句型：A: What do you want to be when you grow up ? B:I’m going to be a comp uter programmer.A :How are you going to do that ?B :I’m going to study computer science.A: What does Cheng Han want to be? B :He wants to be…(2).熟练掌握以下词汇：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist2、情感目标：通过谈论将来的计划打算和怎样实现这一目标，引导学生思考自己的人生目标，及早为将来做准备，树立正确的人生观。

3、过程与方法采用practicing, listening, saying and role playing 等多种策略，利用图片和游戏积极开展pair work等活动。

Ⅱ、【教学重难点】：正确使用when 引导的时间状语从句，并能用be going to 结构对将来的事做出计划。

Ⅲ、【教学方法】感知---合作探究---互动---发现---训练---反思Ⅳ、【教学课时】一课时Ⅴ、【教学步骤】【教前准备---感知】：一、你熟悉下列人物吗？通过学习，试着写出他们职业的英文表达方式。

Yang Liwei:_____________ Jackie Chen:______________Jay Chou: _____________ Yao Ming: ______________二、回忆并写出我们学过的有关职业的英文表达方式：___________________________________三、你知道更多的职业的英文表达方式吗？查资料写下来与同伴分享吧（可参考41页的1a）四、认读并书写本课单词1.个人自读，记忆单词．2.小组互相检查读、写情况．3 .写出下列单词并展示医生工程师小提琴手司机飞行员钢琴家科学家厨师学院4.在小组内核对答案.5.根据自己对各种职业的兴趣，将1a 的单词排序。

八年级英语下册Unit 8知识讲解Unit8hdn’tugetherasarf?【单元目标】Ⅰ．单词与短语suggestin hse enter advantage reeivebesides ent enurage present trendspeial albu persnal instead useperfet pan asleep prgress benhSeden native nearlfallasleep 入睡giveaa 赠送ratherthan 胜于hearf 听说suggest v提议；建议taeaninterestin 对……感兴趣aefriendsith 与……交友Ⅱ．目标句型：1hatshuldIgetfrsb…? 2Habutsth/dingsth?3Hduliesth?4hatabutsth/dingsth?hdn’tubu/get…? 6hntbu/get…?7The’retexpensive/heap/persnal…8Great!/Gdidea!/…I’llget/bu…9bestgiftis…10It’sgdfrsbt…11Itanaesb…Ⅲ．重点句型1hdn’tsbdsth? 2Habut结构3t…t结构【重点词汇】1iprve作不及物动词，表示“改进，改善”例如：Hisrisiprvingsll 他的工作提高得很慢。

Hishealthisiprving 他的健康正在好转。

也可作及物动词，表示“使某物改进，改善”。

例如：HestudieshardertiprvehisEnglish 他更加努力提高英语水平了。

ThisisntgdenughIanttiprveit 这还不够好，我要加以改进。

2reeber v记住，记起Ian’treeberurnae 我记不起你的名字。

AsfarasIanreeber，thisisthethirdtiee’veet我记得这是我们第三次会面了。

人教版英语八下第八单元说课稿范文The 8th grade English textbook published by People's Education Press covers a wide range of topics and language skills. Unit 8 in particular focuses on the theme of "Lifestyles and Traditions." This unit provides students with opportunities to explore different cultural practices and customs from around the world. As an English teacher, I believe this unit is crucial in helping students develop a greater appreciation and understanding of diverse global perspectives.The primary objective of this unit is to enable students to discuss and compare various lifestyle choices and traditional practices. Through a series of engaging lessons, students will not only expand their vocabulary and grammar knowledge but also cultivate their critical thinking and intercultural communication skills. By the end of the unit, students should be able to express their opinions on different cultural traditions, as well as demonstrate an ability to empathize with and respect alternative ways of living.The unit begins with a lesson that introduces the concept of "lifestyle" and encourages students to reflect on their own dailyroutines and habits. Students will be asked to share their typical daily activities, such as waking up, getting ready for school, having meals, and spending leisure time. This initial activity serves as a foundation for later comparisons with lifestyles in other cultures.The next few lessons focus on specific cultural traditions and practices. For example, one lesson might explore the traditional clothing and fashion styles of different regions, while another delves into various coming-of-age ceremonies and rituals. Students will have the opportunity to learn about the historical significance, symbolic meanings, and social functions of these cultural elements. Through reading comprehension exercises, discussions, and multimedia presentations, students will develop a deeper understanding of the diversity of human experiences and the rich tapestry of global traditions.To further engage students and promote cross-cultural exchange, the unit includes a project-based learning activity. Students will be divided into small groups and assigned to research a particular cultural tradition or lifestyle practice. They will be tasked with gathering information, analyzing the cultural context, and preparing a multimedia presentation to share their findings with the class. This collaborative project not only strengthens students' research and presentation skills but also encourages them to approach cultural differences with an open and curious mindset.Another key aspect of this unit is the inclusion of language skills development. Throughout the lessons, students will be exposed to a variety of text types, such as informative articles, personal narratives, and persuasive essays. They will practice reading comprehension strategies, analyze the structure and language features of these texts, and engage in guided writing exercises to improve their own academic and creative writing abilities.Additionally, the unit incorporates opportunities for oral communication practice. Students will participate in discussions, debates, and role-play activities to enhance their fluency, pronunciation, and pragmatic competence. These interactive tasks will encourage students to express their opinions, ask questions, and engage in respectful dialogue with their peers.To assess student learning, the unit will include a range of formative and summative assessments. Formative assessments, such as quizzes, short writing tasks, and classroom observations, will provide ongoing feedback to both teachers and students, allowing for timely adjustments and support. The summative assessment, which may take the form of a comprehensive project or a written exam, will evaluate students' overall understanding of the unit's content and their ability to apply the language skills they have acquired.Throughout the implementation of this unit, it is crucial for the teacher to foster an inclusive and culturally responsive classroom environment. This involves acknowledging and validating the diverse backgrounds and experiences of the students, as well as actively challenging stereotypes and promoting cultural sensitivity. By creating a safe and respectful learning space, the teacher can encourage students to share their own cultural perspectives, ask thoughtful questions, and engage in meaningful discussions.Furthermore, the teacher should incorporate a variety of instructional strategies and learning resources to cater to the diverse learning needs and preferences of the students. This may include the use of visual aids, audio-visual materials, collaborative activities, and differentiated assignments. By adopting a flexible and student-centered approach, the teacher can ensure that all learners are able to actively participate and derive valuable insights from the unit's content.In conclusion, the 8th grade English textbook's Unit 8 on "Lifestyles and Traditions" presents an excellent opportunity for students to develop a deeper understanding and appreciation of cultural diversity. Through a well-designed curriculum that combines language skill development with intercultural exploration, students will not only improve their English proficiency but also cultivate essential 21st-century skills, such as critical thinking, communication,and global awareness. By implementing this unit effectively, teachers can empower their students to become informed, empathetic, and responsible global citizens, ready to navigate the complexities of our interconnected world.。

初中英语八年级Unit8说课稿一、说教材1、目标要求（1）知识目标：话题：用一般过去时介绍学校集体出游及假日活动功能：描述过去发生的事语言结构：规则动词和不规则动词的一般过去式一般过去时的一般疑问句单词：Aquarium, science center, gift shop, seal, shark, octopus, autograph, won, ate, Chicago等句型：Did you go to the zoo? Yes, I did. No, I di dn’t.I went to the aquarium.Were there any seals? Yes, there were.No, there weren’t any sharks（2）能力目标：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化；能听懂本课学习活动中的问题，做出较得体的回答。

说：能在本课的任务型活动如：游戏、调查、故事接龙等中进行简单交流读：能正确朗读本单元对话和句型；能查阅工具书为完成任务做准备写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动和感受。

（3）情感目标：通过本单元的学习能引导学生关注自己身边的人、事物及自然界中与我们共同生活的其他生命。

并能培养学生分析观察的能力。

学会合理安排课外时间。

确立教学目标的依据：根据《英语课程标准》关于总目标的具体描述，结合第八单元的教材内容，确定目标。

2、教材的地位和作用本单元以 How was your school trip 为中心话题,围绕描述"过去发生的事情"展开,学习和运用一般过去时态的一般疑问句Did you … Were there any… 句型询问过去的事件,让学生学会谈论和分享过去发生的事件.从语法上来说,本单元是对七年级下册第9,10单元一般过去时用法的一个复习和延伸.从内容上来说,它呼应了本册第3单元What are you doing for vacation?学好本单元还将为进一步学习unit9 When was he born?打下良好的基础。

新目标初二英语同步说课稿Unit8各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢初中是人生的十字路口，不是避风的港湾，而是拼搏的战场。

初中的学习更紧张，竞争更激烈，尽快地掌握科学知识，迅速提高学习能力，特此中国（）为大家整理的新目标初二英语同步说课稿Unit8，供您学习参考!一、教材分析教材的地位及作用1、新目标英语教材概述《新目标英语》教材的语言教育理念是：知识用于行动强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。

它采用任务型语言教学模式。

教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。

《新目标英语》有以下几个特色:图文并茂。

翻开课本，你都能够在每一页上看到一幅副充满情趣，幽默生动的画面，令你眼睛一亮。

实用性强。

每个单元的选材都于学生的学习和生活，与学生的年龄特征、认知结构、生活经验密切联系。

注重交际。

针对中国学生学英语普遍存在的“聋哑病”，教材设计了大量的听说读写材料。

词汇量大。

第一册有词汇700个左右，第二册约450个，第三册约450个，第四册约400个，第五册约500个，合计2500个。

这一点正好达到《英语课程标准》5级的要求。

2、单元分析及教材处理本课是新目标英语八年级上册第8单元，教材以Howwasyourschooltrip?为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Didyougo/see/buy…?werethereany…?询问过去的事件，让学生学会谈论和分享过去发生的事件。

本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。

在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。

SectionA 的主要学习内容是：复习一般过去时态和动词的规则与不规则变化，学习一般过去时态的两种一般疑问句:Didyou…?werethereany…?教材安排了许多听，说，读，写的任务活动，我将灵活运用这些活动，将其中的一些活动进行变化或整合，如：1c,2c和3c的Pairwork活动内容相似，我将把2c和3c 整合成一个Interview的任务活动。

Unit8 How do you make a banana milk shake?Period 5 Revision【学习目标】1. 掌握本单元的单词和词组。

2. 会描述一种食物的制作过程。

重点：学会描述一种食物的制作过程。

难点：对基本句型的掌握。

【课前自主预习】一.请翻译下列短语1. a piece of …2. one by one3. a cup of yogurt4. traditional food5. the main dish6. at a very high temperature7. take one’s temperature 8. add … to ...9. pour …into… 10. make a list of …11. 把…放入…12.在这时13. 米粉14. 切碎15.接通；打开16. 好主意17.还有一件事18. 用...把...装满19.用...覆盖... 20. 一个接一个21. 让我想一想22. 剥三根香蕉课堂探究请熟练记住下列用法：1.First…Next…Then…Finally 首先……接下来……然后…….最后……2.one more thing = another one thing还有一件事3.in a different way 用一种不同的方式4. take out a book from the library = take a book out of the library 从图书馆里借出一本书5.how many+可数名词复数多少6.how much+不可数名词多少7.let sb.+ do sth. 让某人做某事8.want sb. to do sth. 想要某人做某事9.forget to do sth. 忘记要做某事10. how +to do sth. 如何做某事11.There are many reasons for... ...有许多理由12.一段时间+ago ...以前13.By+doing sth. 通过做某事14.Make sb./sth.+ adj. 使...怎么样15. It’s time (for sb.) + to do sth. 到（某人）做某事的时间了经典句型：1.How do you make a banana milk shake? 你怎样制作一份香蕉奶昔?2.Turn on the blender.打开搅拌机3.How many bananas do we need? 我们需要多少香蕉？4.How much yogurt do we need? 我们需要多少酸奶？5.Now, it’s time to enjoy the rice noodles! 现在就是享受米线美味的时刻了！课堂检测一.根据句意，用括号内单词的适当形式填空：1. How many ________(slice) of bread do weekend?2. I eat two_________（sandwich）for breakfast.3. Here are some bananas. Please cut________(they)up.4. I need _________(buy) some flowers.5._________(final),mix it all up.6. We need some _______(tomato).7. Here_______(be) some milk. Drink it please.8._______(not turn）on the blender.9. It’s time (enjoy) the dumplings.10.If you put some _______(butter)on the bread, it will taste more delicious.二．单项选择（)1.-----___are the apples?-----Two yuan a lilo.A.HowB.WhatC.How manyD.How much( )2.There are only three___in the room.A.basket of applesB.baskets of appleC.baskets of applesD.basket of apple ( )3.Remember to_____the lights before you leave the lab.A.turn onB.turn downC.turn upD.turn off( )4.---What can I do for you,madam?---I`d like two____.A.bottle of orangeB.bottles of orangeC.bottles of oranges ( )5.There is ______milk at home.We have to buy some this afternoon.A.a littleB.littleC.a fewD.few( )6.Don`t ___the milk into the cup.It`s full.A.peelB.pourC.leaveD.drink( )7.---The banana is too big.---you can_____first.A.cut up themB.cut them upC.cut it upD.cut up it( )8.Let`s make fruit salad.---____A.No, I`m notB.Thank youC.That`s rightD.That`s a good idea ( )9.I`v no time because I`v _work to do and_books to read.A.many,manyB.many muchC.much,manyD.much,much( )10.---Would you like__?---Yes,please.A.an apple milk shakeB.a apple milk shakeC.apple milk shake课后提升根据汉语意思完成英语句子，每空一词。

精选教课教课设计设计| Excellent teaching plan教师学科教课设计[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校精选教课教课设计设计| Excellent teaching plan八年级英语 Unit 8 讲课稿三中桂琪一、教材解析（一）教材的地位及作用1、元解析及教材理本是八年上册第 8 元，教材以 How was your school trip ? 中心，着描述“ 去生的事情”睁开，学和运用一般去的一般疑句 Did you go/see /buy ⋯? Were there any ⋯? 去的事件，学生学会和分享去生的事件。

本教课内容与学生的生活亲近相关，易于引学生运用的英行交和交流。

在学活中，学生通交去生的事情的描述及看法，促学生之和生之的感情交流，增情。

（二）教课目1、知目：：学掌握 day off , sleep late, take a class, go fora drive 等。

功能：描述去生的事情言构：和不的一般去式一般去的一般疑句句型： I went tothe aquarium. I saw some sharps/ I went to the aquarium.、2言技术：听：能不一样句式的，并能依据化，判断句子意的化；能听懂本学活中的，做出得体的回答。

：能在本的任型活如：游、、故事接等中行有交流。

：能正确朗本元和句型；能工具完成任做准。

写：能写出本学的和句型，能运用的句精选教课教课设计设计| Excellent teaching plan子写出过去的活动和感觉。

3、学习策略：抓住用英语交际的机遇，在交际中把注意力会合在乎思的表达上，必需时借助手势和表情。

主动参加学习活动，擅长和他人合作。

4、感情目标：经过描述过去所做的事，表达自己的看法，使学生在人际交往中学会尊敬和理解他人，学会交换不一样的看法，认识他人的喜好，增进友谊。