Go for it的教案分析

教学设计新目标英语八年级下册Unit 6 An old man tried to move the mountainsPeriod 4遂宁市安居区分水镇初级中学校张富1. Analysis of teaching material:The teaching material is from PEP go for it Grade 8 B unit 6 “An old man tried to move the mountains” section B, Period 4, and it is the first time students read the play, from learning this lesson, students’ should gain a brief understanding about play and be able to know the personality of a character from his/her lines. .2. Analysis of studentsThe students may not read the play before, it is crucial to let them feel the beauty of play. So I devided this lesson into 2 periods, the first period aims at enabling students to experience the charm of play.3. Teaching methodsIn this lesson, group-work teaching method is adopted, because the group-work teaching method is highly commended in new curriculum standard, and creating a real setting for Ss to practice what they have just learned is crucial to arouse their awareness of using English to solve problems.4. Teaching aims:(1) Knowledge and ability objectives:Knowledge objectives: enable students to master the new words such as stepmother, wife, husband and so on.Ability objectives: learn to act the play.(2) Emotion and attitude objectives: To experience the charm of play.5. The important and difficult point:(1)The important point:To arouse Ss’ awearness of enjoying the beauty of play.(2) The difficult point:1. To feel the personality of a character by reading his/her lines.2. To act the play.6. Teaching procedure:。

学期教学计划一. 指导思想注重素质教育，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和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。

为学生的充分发展创造条件，为继续学习打下基础。

二. 教材分析《新目标英语八年级（上）》共有十二个单元，每个单元都分为两个部分：A 部分和B部分。

新课通过听、说、读、写的全面训练，培养学生全面发展的能力。

配以适量练习，及时对所学内容进行复习巩固。

教材突出几个方面：1．语言功能项目（Functions）：Talk about how often you do things; Your health, give advice;Future plans; How to get to places;Make,accept and decline invitations; obligations;Personal traits; compare people; Describe a process; follow instructions;Events in the past; Famous people;Future intentions; Make polite requests; ask for permission;Discuss preferences; make comparisons.2．语法项目：形容词和副词的比较级和最高级；动词种类：情态动词can、could、must、have to、should；动词用现在进行时来表示按计划或安排将要进行的动作；用“be going to +动词原形”表示将要发生的事或打算；句子成份、句子的类型、简单句的五种基本句型。

三. 提高教学质量的措施1．遵循英语教学规律，寓思想教育于语言教学中；2．精讲多练，着重培养交际运用英语的能力；3．听、说、读、写全面训练，不同阶段有所侧重；4．尽量使用英语，适当使用母语；5．发挥教师的主导作用，采取多种教学方法，充分调动学生的主动性和积极性；6．对学生进行因材施教，全面提高学生素质；7．提高课堂教学质量，积极开展课外活动，培养学生学习英语的兴趣；8．充分利用直观教具，优化教学手段，努力创造英语学习环境，提高英语教学质量。

for Section A of Unit 3Good morning, everyone.My name is ***. I’m from *** Middle School of ***. Now I’ll talk about how to teach Section A of Unit 3 in Go For It for the students of Grade Eight. I’ll say it in four parts.PartⅠ. Analysis of the Teaching Material1. Status and FunctionThe topic of this unit is about vacation plans. This is an interesting topic for students.So all the activities in this unit are helpful to raise students’ learning interest.I’ll finishthis section in two periods. T his lesson, I’ll teach Part 1, Part 2 and Grammar Focus.N ext class, I’ll teach Part 3 and do som e exercises. In Part 1, all the activities introducethe key vocabulary and the target language. These activities can help students learn howto make vacation plans. In Part 2, all activities can give students listening, speaking andwriting practice. These activities can help students improve their integrating skills.Grammar Focus shows all the target language in this unit. It gives the students a wholeimage of the target language. The target language is the basic for Ss to learn the othercontents of this unit. So it’s very important to learn this lesson well.2. Analysis of the studentsThe students have learnt English for more than one year. They know some English, but some of them didn’t learn it well. Especially, most of them are afraid to speakEnglish. For this lesson, the students have known the pattern “be doing”. Half of themcan use “be” correctly. Half of them can change a verb to “verb+ing” correctly. But theydon’t know to use the pattern “be doing” as future. And this is what I te ach in thislesson.。

课程：中学英语教学理论与实践教案：Go for it Unit 3. This is my sister姓名：学号：年级：A.Unit overall<1> unit of teaching contentTopic: The familyFunctions: (1) introduces the characters(2) to identify the figureThe structure of language:1, the sentence: This is .... That is .... He is ....These are .... Those are .... She is ....2, nominative pronouns: I, he, she3, a simple Yes / No questions and their answer4, plural formKeywords: mother father sister brother grandmother grandfathers friend uncle. Auntcousin parents<2> unit teaching objectives:1, the ability to target: (1) learn to introduce their family and friends(2) In accordance with the relevant information to identify characters(3) to introduce their families be able to write in the form of 2, the goal of knowledge:(1) can be heard reading and writing texts outline the requirements to master the words(2) to know This is / That is followed by a singular noun, These are / Thoseare followed by a plural(3) To learn the format of letters(4) The master introduces the characters commonly used idioms Affective strategies, cultural and other relevant objectives:(1) description of the personalities of the identification picture(2) interdisciplinary learning: language arts, aesthetic education(3) understand their own families, and understanding of family, love of familyTeachingmethods: visual teachingmethods, situationalteaching, task-basedteaching method<3> unit heavy and difficult1, the focus of this unit of study introduces the character of sentence2, plural teaching is the difficulty of this unit<4> unit teaching hours proposed arrangement (4 hours)First class in Section AThe second class in Section AThird class in Section BFourth lesson: Self-check and deal with some workbooksSecond, the teaching process:Task1: Vocabulary Teaching:Essential vocabulary and sentencepatterns: mother father parents grandmother,grandfathers grandparents aunt uncle. Cousin daughter sonWho is this? Who is that? Who are these? Who are those?Expansion of vocabulary and sentence patterns:grandson granddaughter niece nephew husband wifeWho is he? Who is she?Who are they? They're my parents.Task: students before the lesson at home, learn English called father, mother, grandfather and grandmother, and then think about the home who what to say in English.Class task: the use of the word flash courseware teachingand practicing on family membersStep1: Use the slide to produce the Donald Duck and his friends, toteach a newword friend, and leads to the plural form.Step 2: listen to flash courseware Robin introduced theirfamilies. Teaching andpracticing family member words.Step 3: flash courseware activities in the family tree of family members to practiceand said that the relationship between wordsStep 4: game links in the flash courseware, haulage pictures ofpeople to theappropriate location of the left to complete a Robin's family tree, and further consolidate the vocabulary.Step5: teachers come up with their own family portrait, guide studentsto learn thewords to guess the general question figures in the photo.Needed to complete the task structure of language:1 Is he / she your ...?2Yes, he / she is No, he / she isn'ta3 Is this / that your ...?4 Yes, it is. / No, it is not.Can add the sentence: such as:5How many people are there in your family?6. What's her / his the name?7How do you spell it?8 Who is he / she?9 What's her / his telephone number?Task2: design and production of genealogical tablesGoal: To exercise the students 'English ability and improve students' aesthetic taste,and enable students to master the members of the family title. Material: cartoon characters, paper cutting, watercolor pens, cardboard, etc. Form of activity: the four-member team to completeOperation:1,teachers tostudents to design requirements of the genealogical chart: clearly reflect the various kinship, the limitation of the style and tone of the map.2, teams of students collaborate to produce a family tree diagram:(1) provide teachers with the necessary materials.(2) The studentgroup todiscuss the arrangement of the character position. An dfixed to the cardboard. Canadian border landscaping.(3) Each group will choose a students up to introduceTask3: task-based readingObjectives: to review vocabulary about familymembers, and students to access andthe ability to handle information.Language skills: Reading and writingIngredients: for some articles about family membersHello! I am a teacher. My name is, Jane, Bruce. The I have (with) a happy bigfamily. My grandparents have two sons and a daughter. I have a brother. The Hisname is, Jack. I have a sister her name is is by Lucy My husband (her husband) andI have a son anda daughter. their (their) names are Tom and Ann. Can you the drawmyfamily tree?1, in accordance with the contents of the article to supplement the family spectrum.2, in accordance with the contents of the article, complete sentences.Expansionof vocabulary: grandparents grandparents nephew nephew, nephew,niece nie cehusband husband wife wife1. My parents are my daughter's___________.Tom is Jack's__________.Ann is Lucy's__________.4. My _________ is Tom's father.5. My mother is my father's__________.Third, micro-grid classroom(A), Flash courseware leads to vocabulary teaching.Task1: slide to produce the Donald Duck and his friends to teach a new word friend,and leads to the plural form.Task2: listen to the flash courseware Robin introduced his family. Teaching andpracticing family member words.Task3: the family tree in flash courseware to practice family members and said the relationship between wordsTask4: game links in the flash courseware haulage pictures of people left the appropriate location tocomplete the genealogy of Robin, a further consolidate thevocabulary.Task5: teachers come up with their own family portrait, guide students to learn thewords to guess the generalquestion figures in the photo.( B), design and production of family tree diagram(C), task-based reading.(D) Just for fun. English song "the Finger the Family(E), production of celebrity genealogy chart.(F) wrote a letter to pen pal, to introduce their families.(G) family questionnaireFourth, we are confused:How to deal with variations in the basis of students' English2, how to deal with the problem of convergence of the primary andsecondary schoolEnglish3, how to solve the problem of students' reading and writingare laggingGo for itUnit 3. This is my sister一．单元总揽<一>单元教学内容话题：The family功能：(1)介绍人物(2)辨别人物语言结构：1、句型：This is …. That is ….He is….These are …. Those are…. She is….2、主格代词：I、he、she3、Yes/No问句及其简单回答4、名词的复数形式重点词汇：mother father sister brother grandmother grandfather friend uncle aunt cousin parents<二>单元教学目标：1、能力目标：(1)学会介绍自己的家人和朋友(2)根据相关信息辨别人物(3)能够用写信的形式介绍自己的家庭2、知识目标：(1)能听说读写课文中出现大纲要求掌握的单词(2)要知道This is ／That is后跟单数名词，These are／Those are后跟复数(3)要学会书信的格式(4)掌握介绍人物时常用的习惯用语3、情感策略、文化等有关目标：(1)通过对人物个性化的描述，识别图片(2)跨学科学习：语言艺术、审美教育(3)了解自己的家庭，理解家人，热爱家人4、教学方法：直观教学法、情景教学、任务型教学法5、教学用具：录音机、电脑、卡通图片<三>单元重难点1、本单元重点学习介绍人物的句型2、复数教学是本单元的难点<四>单元教学课时安排建议(4课时)第一课时Section A第二课时Section A第三课时Section B第四课时：Self-check及处理一些练习册第1页二、教学流程：Task1：、词汇教学：必备词汇与句型：mother father parents grandmother grandfather grandparents aunt uncle cousin daughter sonWho is this? Who is that? Who are these? Who are those?扩展词汇与句型：grandson granddaughter niece nephew husband wifeWho is he? Who is she?Who are they? They’re my parents.课前任务：学生在家学着用英语叫爸爸、妈妈、爷爷和奶奶，然后想一想家里还有谁，用英语怎样说。

人教版七年级上册英语s t a r t e r教案G o_f o r_i t__U n i t1Go for it! Book IUnit 1 Good morning!一．教材分析Go for it!学生用书每个单元包括Section A, Section B 和 Self Check三个部分。

它将话题，功能和交际巧妙地融合在一起，用一种循序渐进的生活化的学习程序引导学生把所学的语言知识和实际运用结合起来。

Section A 为基本的语言内容，并为目标句型提供分步示例和指导性练习；Section B是知识的扩展和综合的语言运用，使学生能够对已经学过的目标句型运用自如；Self Check 供学生用来自我检测本单元所学的语言知识，使学生对现阶段的英语水平，即对本单元的语言目标有较为明确的认识。

它的编排虽然仍以单元为单位，但是以TBL语言教学模式的板块设计，为课堂教学的灵活组织留下了更大的空间。

Starter Unit 1是Go for it!预备篇三个单元的第一单元。

预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。

它的主要内容为26个字母和最基本的英语日常用语。

本单元的教学内容为：1．学习Aa --- Hh八个字母。

2．学习八个人名。

Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen3．学习打招呼的用语：Hello!/ Good morning!/ Good afternoon!/ Good evening!4．学会问候熟识的朋友和应答：-- How are you?-- I’m fine, thanks. How are you? -- I’m OK.二．教学设计思路Go for it!是以«英语课程标准»为依据，以培养学生的英语语言综合运用能力为目标，每个单元的教学内容都围绕一个话题，让学生在完成各项任务的过程中学会语言，真正体现：“Learn by doing. Learn by using.”这一教学原则。

英语教学设计
教材：《GO FOR It》八年级下册教材第四单元阅读材料
分析：在课改的背景下，本套教材避免了传统课程的缺点，强调了学生的兴趣、经验等，能结合实际，贴近生活，重视了学生的情感。

本节课的教材是一篇阅读材料，重点讲述大学生支教情况，所以本节课我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和任务型的教学途径，发展学生的综合语言运用能力。

设计理念：重点通过阅读训练为主线，通过看，说，以及以话题主线，拓展学生思维能力以及英语表述能力的培养，作等一系列教学活动，使学生获得最基本的英语听说能力，并在教学中充分激发学生强烈的学习愿望，在注重学生知识能力发展的同时，特别强调学生人格的发展和思维的发展。

设计特色：导入课文主题时，利用发生在身边的事情作为主线，学习过程中强调学生自主学习与合作学习相结合，培养学生学习英语的习惯。

如：小组合作阅读材料，就所提出的问题共同商讨，选择性回答问题。

教案流程图：
Free talk
Answer the quesions
While reading
Repeat the text Post reading Talking。

Starter Unit 2 What’s this in English?一、教材分析Go for it! 学生用书（七年级上册）的每个单元包括Section A、Section B和Self Check。

Section A为目标句型提供分步示例和指导性练习；Section B使学生能够对已经学过的目标句型运用自如；Self Check使学生对自己现阶段的英语水平，即对本单元的语音目标的掌握程度有较为明确的认识。

Starter Unit 2是Go for it! 预备篇三个单元中的第二单元。

预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。

它的主要内容为26个英文字母和最基本的英语日常用语。

本单元的教学内容为：1, 学习letters（Ii——Rr）10个字母；2, 学习words（ruler、map、quilt、jacket、key、pen 、orange）7个单词；3, 学习如何identify things 确认物体What’s this in English? 及其回答。

4, 冠词a\an以及指示代词this\that 的初步用法二、教学设计思路Go for it! 是以《英语课程标准》为依据，以培养学生的英语语言综合运用能力为目标。

每个单元的教学内容都围绕一个相对集中的主题，让学生在完成各项任务的过程中学会语言，真正体现“Learn by doing. Learn through doing.”的教学原则。

所以我想，教师在教学设计时，首先因根据自己学生的实际水平和语言能力，排出整个单元的总课时数，然后安排好每个课时的教学内容，设计好相应的教学步骤，以及运用相应的教学策略。

由于农村学生基础相对较差，字母都写不全。

需要对其进行学习方法和习惯的培养，故在教学过程中没有安排专门的生词课。

在教授完字母后方可进行单词拼读。

Starter Unit 2 教学重点：letters（Ii——Rr）的字母教学；What’s this in English? It’s a/an…句型教学难点：a/an 的正确使用整个单元的内容，我把它分配在五个课时中完成。

人教版go for it七年级英语下教学设计人教版Go for it七年级英语下教学设计一、教学目标1. 知识目标：掌握本单元的重点词汇和句型，如“playground”，“library”，“dining hall”等地点名称，以及“Where is the...?”，“It’s on/in/behind/next to...”等基本方位表达。

2. 能力目标：能够运用所学知识进行简单的方位描述，进行有关位置的对话交流，并能够读懂地图并描述物体的位置。

3. 情感目标：通过学习，让学生认识到学校各个场所的位置关系，增强对校园环境的了解和熟悉，提高对英语学习的兴趣。

二、教学内容1. 重点词汇：playground，library，dining hall等学校常见场所的名称。

2. 重点句型：“Where is the...?”，“It’s on/in/behind/next to...”等基本方位表达。

3. 课文内容：阅读短文，理解并描述学校各个场所的位置关系。

三、教学难点与重点1. 难点：方位介词的准确使用，如“on”，“in”，“behind”，“next to”等。

2. 重点：熟练运用方位词描述物体的位置，进行简单的方位对话。

四、教具和多媒体资源1. 投影仪及PPT课件2. 教学卡片3. 学校平面图模型五、教学方法1. 激活学生的前知：通过提问学生校园内的场所名称，激活学生的前知。

2. 教学策略：采用讲解、示范、小组讨论、情境模拟等多种教学方法，帮助学生理解并掌握知识点。

3. 学生活动：组织学生进行角色扮演、地图标注等活动，提高学生的学习参与度和实践能力。

六、教学过程1. 导入（5分钟）通过提问学生校园内的场所名称，激活学生的前知。

然后展示学校平面图模型，让学生对学校各个场所的位置关系有初步了解。

2. 讲授新课（15分钟）通过PPT展示本单元的重点词汇和句型，进行讲解和示范。

然后介绍课文内容，引导学生理解并描述学校各个场所的位置关系。

Unit 8《Go for it》第五课时教案教学目标：1.学会阅读英国业余摄影家的野生动物摄影作品；2.了解野生动物的种类和生活习性，进一步拓展学生的知识面；3.学会用英文写动物的生活习性和习惯；4.拓展学生英语口语能力，提高其阅读和写作能力。

教学重点：1.学会阅读英国业余摄影家的野生动物摄影作品；2.学会用英文写动物的生活习性和习惯；3.拓展学生英语口语能力，提高其阅读和写作能力。

教学难点：1.如何引导学生深入思考动物的种类和生活习性；2.如何提高学生的英语口语表达能力。

教学方法：1.任务型教学法；2.互动式授课法。

教学过程：一、导入（5分钟）1.引导学生观察课堂布置、数字画等教具，让学生猜测今天的教学内容。

2.通过PPT展示具有代表性的野生动物图片及其习性，激发学生热情。

二、完成任务（35分钟）任务一：观看视频，阅读图文并茂的文章进行思考1.请学生观看视频，并配合PPT分析讲解。

2.请学生阅读图文并茂的文章，分析英国业余摄影家拍摄此类照片的技巧及拓展知识点。

3.引导学生思考：野生动物都有哪些种类？它们的生活在哪里？它们的食性如何？...让学生根据问题拓展更多的野生动物知识。

任务二：分享和表达1.请学生按照老师的安排，分组讨论，为组内成员分配不同的动物，让学生用英语描述该动物的生活习性和习惯。

2.引导学生互相检查和修改，并让学生向全班展示自己的讲解。

三、巩固练习（10分钟）1.请学生打开教材上的相应练习题，进行小组讨论和答题。

2.教师给出答案，引导学生思考如何进一步提高自己的语言表达能力。

四、收尾（5分钟）1.请学生回答课前的问题，并对本堂课所学内容进行总结。

2.老师结合学生问题和总结点作出回答，并布置下一课的课堂作业。

教学反思：本次课的任务型教学法和互动式授课法相结合，使学生能在带有实际任务的情境中进行英语语言应用，能发挥主动学习的作用，提高了学习效果。

同时，解开了学生学习英语时缺乏兴趣和情怀的问题，提高了学生的英语学习兴趣和学习效率。

<<Go for it>>七年级上音标教学设计教学课题：音标设计者：罗海红审核：高纤瑞质检组长：张晓梅第一部分：设计思路设计目的：学生学习音标普遍感到枯燥乏味，音标学习常常无法激起学生学习的潜能和积极性，音标学习不能十分有效的为单词认读、单词记忆服务。

针对以上两方面主要问题，以创造音标学习的趣味性和让音标学习更好更有效的为单词认读和记忆服务为目的，设计以下教案。

设计思路：（分三条线索教授音标，分七课时完成教学）1、以字母发音为线，引出对应的元音音素。

2、以辅音字母在单词中的发音教授对应的辅音音素，加强字母、字母发音与相对应因素之间的联系，为学生运用音标认读单词记忆单词做铺垫。

3、以长短音，请浊辅音和鼻辅音为线教授相对应的因素。

设计特点：自创了部分音标手势教学法和音标趣味分类法，以及采用音标游戏教学，根据字母发音去头法，掐尾法等提高学生学习音标的趣味性。

第二部分：教学设计参考教学课题：音标第一课时设计者：罗海红审核：高纤瑞质检组长：张晓梅一、教学目标与要求：1．会认读音标[ei]/ i:/ [ai] [əu] [ju:] [e] [a:]，并拼读相应例词。

2．完成连线活动，建立音、形、义之间的联系。

二、教学重、难点：1．重点：认读音标、朗读例词、完成连线活动2．难点：音标[ei]、[e]的发音区别。

三、课前准备：音标卡片、单词卡片、录音机四、教学方法：模仿及手势教学五、教学步骤Step1 Warm-up and lead in英语中共有26个字母，48个音标（素）。

请同学们正确朗读下列字母：1、Aa—/eI/ Ee—/i:/ Ii—/aI/ Oo—/əu/ Uu—/ju:/ Rr—/ a:/2、Bb—/bi:/ Cc—/si:/ Dd—/di:/ Pp—/pi:/ Tt—/ti:/ Vv—/vi:/ Gg —/ dʒi ：/3、Ff—/ef/ Ll—/el/ Mm—/em/ Nn—/en/ Ss—/es/ Xx—/eks/4、Jj—/dʒeI// Kk—/keI/5、Hh—/eit∫/ Qq—/kju:/ Ww—/'dΛblju:/ Yy—/waI / Zz—/zed/或/zi:/6.R / a: /Step2 Presentation1、每组字母的读音都自成一个音素，只要我们能正确地朗读这些字母，就很容易地认识这些音素。

Go for it! Book IUnit 1 Good morning!一．教材分析Go for it!学生用书每个单元包括Section A, Section B 和Self Check三个部分。

它将话题，功能和交际巧妙地融合在一起，用一种循序渐进的生活化的学习程序引导学生把所学的语言知识和实际运用结合起来。

Section A 为基本的语言内容，并为目标句型提供分步示例和指导性练习；Section B是知识的扩展和综合的语言运用，使学生能够对已经学过的目标句型运用自如；Self Check 供学生用来自我检测本单元所学的语言知识，使学生对现阶段的英语水平，即对本单元的语言目标有较为明确的认识。

它的编排虽然仍以单元为单位，但是以TBL语言教学模式的板块设计，为课堂教学的灵活组织留下了更大的空间。

Starter Unit 1是Go for it!预备篇三个单元的第一单元。

预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。

它的主要内容为26个字母和最基本的英语日常用语。

本单元的教学内容为：1．学习Aa --- Hh八个字母。

2．学习八个人名。

Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen3．学习打招呼的用语：Hello!/ Good morning!/ Good afternoon!/ Good evening!4．学会问候熟识的朋友和应答：-- How are you?-- I‟m fine, thanks. How are you? -- I‟m OK.二．教学设计思路Go for it!是以«英语课程标准»为依据，以培养学生的英语语言综合运用能力为目标，每个单元的教学内容都围绕一个话题，让学生在完成各项任务的过程中学会语言，真正体现：“Learn by doing. Learn by using.”这一教学原则。

Go For It八年级上册Unit 4教案执教：陕西省镇巴县碾子初中朱先友Teaching subject （教学课题）：Unit 4 how do you get to school ?Teaching Background （教学背景）：在学生基本掌握了unit 4 Section A的内容后，学生能用所学的目标语言自由谈论各自上学、回家或上班的方式。

然后通过目标语言来阅读，了解世界各地的学生上下学的不同方式。

Researching of the Teaching Materias （教材分析）：本节课的教学内容是这一单元Section B，它是在在学生基本掌握了unit 4 Section A的内容后，学生能用所学的目标语言自由谈论各自上学、回家或上班的方式的基础上，来进行阅读训练和做调查写作的教学活动。

3a 是一篇小短文，介绍了世界各地的学生上学的方式，文段浅显易懂，能重在让学生读懂并完成一定任务。

3b是一段调查上学方式结果的报告，首先让学生有充分的时间去调查（可以作为上节课的课后作业放在课外完成。

），然后填写报告结论，理解most，many，some，a few，few等表示量的程度副词的使用。

3c是让学生去习作的一个活动，可以让学生去展开，去实践练习。

Teaching pointes(教学重点)：在课堂消化并背诵课文，理解3个语言点（in the north of ……，also与too，depend on）Teaching Methods（教学方法）：任务型洋思教学法，多媒体教学法，互动学习并消化课文Teaching precedure (教学过程)：Ⅰ. Lead in(导入)，First we will talk about how do we get to school, and thengo in to the new lesson ----How do shudents get to school?.(首先谈论我们自己怎样达到学校，然后进入今天的新课《世界各地的学生怎样去上学》。

Unit 11 What do you think of game shows?一、教学目标1、知识目标：学习本单元的词汇和句型结构1）词汇：think of, soap, soap opera, situation, sitcom, nothing, ha, listing, mind, How about…?, super, host, agree, clip, hair clip, key ring, belt, wallet, fashion, opinion, idea, colorful2）句型结构：What do you think of soap operas?I can’t stand them.I don’t, either.I love “Tell it like it is!”I do ,too.2、能力目标：1) 学会陈述自己的看法和意见。

2) 学会谈论自己的喜好。

3) 谈论流行文化，了解各类电影和电视节目的名称。

4) 了解一些日常生活用品，描述对其喜好程度。

正确运用What do you think of …? 及I like/love/don’t like/can’t stand…等句型结构来表达对客观事物的评价。

三、难点注释：1、think of = think about 认为What do you think of this movie?What does your father think of his boss?2、I don’t mind them. 我不介意他们。

mind: 介意；在乎；反对。

多用于以下句型：（表示请求或征求意见）Would you mind doing …? Would you mind open ing the door?Do you mind …? Do you mind my dog?3、I can’t stand it! 我不能忍受它/我受不了它！stand: 顺利接受；忍受（多用于否定句、疑问句）I can’t stand the movie! It is too boring!4、I do, too. / I don’t, either. 我也… / 我也不…too 与either的区别：too“也”，表示肯定意义，与肯定的表达方法连用；而either “也不”，表示否定意义，与否定的表达方法连用。

08号外国语言文化学院张钕清课题名称：I am going to be a basketball player Teaching Material: 人教版Go for it 八年级上册Ⅰ. Analysis of the teaching material1. This is the tenth unit of Book 1 used for Grade Eight students in middle school.2. The language function of this unit is to talk about future intentions. The topic deals with life goals and students will learn the form, meaning and use of “be going to” to express the future, including How and Wh-questions. The students will learn to talk about their dream jobs and make life goals based on their hobbies.3. Such a topic is related to their daily lives, and it’s very int eresting and useful tostudents. So it’s helpful to raise their learning interests and improve their spoken English.Ⅱ. Teaching ObjectivesBy the end of the lesson, students are expected to be able to: Language knowledge：1. Review the vocabularies about jobs they learnt in last lesson.2. Master a new structure “be going to do something”, and understand its from, meaning, and know how to use it.Language skills：1. Listening: learn to catch the key words while listening.2. Speaking: learn to express intentions and future plans by using “be going to do something”.3. Speaking: learn to ask others’ dreams and future plans by using How and Wh-questions with what, why, where, when.Affect：1. Arouse interest and enhance confidence in learning English.2. Learn to cooperate with others through group works, and foster teamwork spirit.3. Know how to plan their future reasonably and strive for it.Learning strategies：1. Learn to detect and discover language features by summarizing the examples.2. Learn to cooperate with each other to solve problems, and appreciate each other to learn from others’ strength.3. Learn to communicate actively with others in English through classroom activities. Cultural awareness：1. Learn how to make career planning.2. Realize the language and cultural differences between China and English countries; develop intercultural communicative competence.3. Have a deeper understanding of our Chinese culture through the comparison. Ⅲ.Analysis of the important and difficult points Important points:1. The form, meaning and use of “be going to” to express the future.2. How to ask others’ dream jobs and future plans by using How and Wh-questions with what, why, where, when, and how to answer it.What are you going to be when you grow up?I am going to be a/an…Where are you going to work?How are you going to do that?When are you going to start?Teaching difficulties:Students may not have a clear goal of what they are going to be in the future. Even they have one; they may not know how to plan it. Therefore, teacher should offer more guidance and suggestion in this aspect.Ⅳ. Analysis of the teaching methodsCentere d on “Task-based L anguage T eaching”, “Communicative” teaching method and “Situational Language Teaching” method, I’ll give students some tasks and arrange different kinds of activities: small competition, pair work, group activity, listening practice and c ommunicative task to cultivate students’ abilities of listening, speaking, reading and writing.Ⅴ. Analysis of the learning methodsStudents will learn to discover the language features through observing and summarizing the examples, and work cooperatively with desk mates and group mates to finish the tasks, and also learn from each other.Ⅵ. Teaching Procedure (for 40 min)Step 1: Warm up and lead in(3 min)Step 2: Presentation of the new grammar (4 min)Step 3: Practice of the new grammar:Controlled Practice (6 min)Step 4: Practice of the new grammar:Semi-Controlled Practice 1 (8min)Step 5: Practice of the new grammar:Semi-Controlled Practice 2 --- Listening Task (5 min)Step 6: Production of the new grammar:Communicative Task (13 min)Step 7: Assignment (1min)中文版教案步骤五（13分钟）交际性活动前言：哈利波特授予了同学们魔法力量，同学们被邀请到著名的电视节目做客---“中国梦想秀”。

初中英语Go For It! 教材八年级（下）Unit 6的教学设计一、教学内容分析本课时的内容是以慈善活动“滑冰马拉松”的新闻报道为主题，通过以读促说的教学目的展开话题。

二、教学目标1、语言目标词汇：skater raise several句型：How long have you been doing something?I have been doing something for/since….When did you start doing something?2、情感目标通过阅读使学生树立和加强积极参加慈善活动的意识，了解马拉松作为慈善活动之一的文化内涵。

3、能力目标以读促说，培养学生的读说能力。

通过对以滑冰马拉松这一慈善题材的阅读，促进学生在一定的语境中运用现在完成进行时和一般过去时进行语言的输出和交流。

阅读中渗透阅读策略，培养学生分析问题、解决问题的能力。

三、教学重、难点1、在特定的语境中正确运用现在完成进行时和一般过去时进行语言交流。

2、对发生的事情进行现场报道。

四、教学方法任务型教学法，情景教学法，交际法。

五、教学步骤------------------------------WorkSheet--------------------------A. It’s 2 pm. Read the passage and plete the following table.B.GroupworkDo a survey about what charity activities your classmates take part in.1.Show your survey.2.Give a news report.I’m talking to you from HuandongSchool. Here,students are making a survey….In m y group,...Thank you for joining us.课后反思遵循原则，解读文本，渗透策略，培养以读促说能力---2010省初中英语阅读教学展示与研讨活动有感这次有幸参加了某某省初中英语阅读教学展示与研讨活动，并亲自承担了展示课的任务。