八年级上册英语Unit 6 1a-1e评课稿

初中英语人教版八年级上册Unit6《Section B 1a—1e》省级名师优质课教案比赛获奖教案示范课教案公开课教案【省级名师教案】1教学目标知识目标a. 学会单词和词组:resolution, team, foreign, make the soccer team,take guitar lessons,get go od grades,get lots of exercise,study hard,NewYear’s Resolutions并会运用。

b. 复习巩固be going to及want to do 的用法。

c. 谈论自己在新的一年中的打算,并为实现计划怎样去做。

情感目标:①通过本节的教学使学生掌握如何去谈论新年的决心及如何去实现它们,教育学生对未来生活的憧憬和计划需要付诸实施,增强学生对理想的追求和向往。

②培养学生学习英语的强烈兴趣,乐于计划各种活动的积极情感。

学习策略目标:①善于抓住用英语交际的机会。

②积极参于,善于合作。

2学情分析通过对sectionA的学习,学生基本能用相关职业的词汇谈论理想的职业和实现理想的举措。

能用want to be 和 be going to进行相关话题的对话,从而在内心激发起对未来生活的憧憬;能基本听懂带有want to be 和 be going to的听力材料并进行语言模仿交流和输出活动。

初二学生正处于有各种各样的梦想,但是还不太坚定,通过学习这一课,正好能激发学生对梦想的某种坚持,从而为梦想而奋斗。

3重点难点重点:学会用be going to 描绘新年的决心和打算及举措.能听懂材料中的关键信息,完成1c和1d,能运用目标语言谈论新年的决心。

难点:对听力材料的灵活运用确立重点与难点的依据:根据课程标准的要求,及本课在教材中所处的地位和作用。

4教学过程4.1第一学时一，自主预习，明确目标1. 单词借助单词表准确读、译出并记住下列单词。

resolution team foreign make the soccer team。

新目标英语八年级上册Unit 6 I’m going to study computer science.Section A 1a--- 1c 评课稿授课教师：评课教师：在此次英语课堂教学达标活动中，马老师所授课的教学内容选自人教新目标Go for it! 八年级上册unit 6 I’m going to study computer science. Section A 第一课时（1a-1c）.主要围绕未来“job”这一主题展开各种教学活动，本课时旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用语言。

1a中罗列出学生之前学过的以及本单元新学的关于职业的词汇，通过问题What do you want to be when you grow up? How are you going to do that来导入对话，呈现出本单元want to be和be going to的重点句型，并由此引出学生对自己职业理想的打算和思考。

1a—1c通过大量的对话训练和听力练习，以my dream job为话题学习相关的生词和基本句型，并进而引出本单元的重要话题---- 生活目标（life goals）本课时旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用语言。

教材Section A 中出现的难点在于学生对未来憧憬多种多样，表达的时候会受到词汇的限制，不利于学生对部分形容词的理解和学习。

基于以上情况，在这堂课的设计中，马老师就提前做好准备，帮助学生能正确应用相关职业的词汇来谈论自己的职业理想，并在知识教学的过程中，将本堂课的情感目标贯彻始终，鼓励学生为实现自己的人生理想而努力。

马老师所授的这一节课，教师的备课重难点突出，层次性强，设计合理。

下面我想谈谈这节课的优点：一、教师素养马老师教学基本功扎实，能够正确使用英语进行教学，语言清晰，表达准确。

教学态度真诚，师生关系融洽。

Unit6 I’m going to study computer science.说课稿Section A (1a-1c)褚新梅一、教材分析本课是新目标英语八年级上册《Unit 10 I’m going to be a basketball player.》的第一课时，主要内容是通过复习一些旧的职业名词和学习一些新的职业的词汇，并使用be going to 谈论长大以后打算做什么工作以及打算怎样实现目标。

二、教学设计Teaching procedures and waysStep I Lead-inT: Hello, boys and girls. Nice to see you again. Would you like to tell me your parents’ jobs? Please tell me like this: “My mother is a ...; My father is a ...”S: My father is a doctor. My mother is a teacher.S: My father is a policeman. My mother is a nurse.S: ...T: Good. Please write their jobs on the board.Draw a chart with two columns on the board, with “father”and “mother”as the headings. And let students write their parents’ jobs on the board.In this way, help them to review the words they have learned about job before such as doctor, teacher, policeman, waiter, driver and so on.Step II New words learning (Section A: 1a)Show some word cards to students and help them to learn some new jobs.T: Now please look at these cards. Do you know what jobs they are doing?First get students to identify the jobs by themselves, then read each word and explain both in English and Chinese. Students repeat after the teacher.T: Computer programmer is a person whose job is to write programs for a computer (Introduce computer games)Pilot - a person who flies a planeBaseball player - a person who plays baseball (introduce basketball player, volleyballplayer ...)Engineer - someone whose job is to design or build roads, bridges, machines etc Actor - a man who plays a role in a play or a film or television programs (introduce actress）Ask some students to read each new word to the class, correct their pronunciations. T: Do you think these jobs are interesting? (Students may have all kinds of responses.) Now rank them please. 1 is the most interesting and 6 is the least interesting.Check their answers and find out the most interesting job in the students’ eyes.T: Who made engineer number 1? Hands up! ...Step III Function presentationT: (Ask one of the students) Would you like to be a computer programmer in the future?S: Yes. I like to be a computer programmer.T: That is to say, “You are going to be a computer programmer in the future.”(On the board)Circle “are going to” on the board.T: Tod ay we’ll learn to talk about future intentions using “be going to”. Future intention means something you want to do or plan to do in the future. Clear?Ss: Yes.T: We learned to talk about future plans using “be +v-ing” structure in unit 3. Remember? Could you give me an example?S: I’m buying a new bike. (Write on the board and circle the “-ing”word)S: —Where are you going next week?—I’m going to my grandmother’s home next week.T: Very good. We can use “be+v-ing”to talk about future events. Today we’ll talk about future intentions using “be going to”structure. Look at this sentence:I’m going to be a computer programmer when I grow up. (On the board)Circle “when I grow up” and point out that it is not a question but means time.T: Please read after me.Students repeat the sentence after the teacher. Then let them practice making moresentences with the words in activity 1a, using the structure: I am going to be a ... Step IV Listening (Section A: 1b)Call attention to the items in activity 1b. Let students read the items before listening to the tape. Then tell them what they are supposed to do.T: Look at the example given. “computer programmer” is connected with “study computer science”. That is to say, if you are going to be a computer programmer, you should/need to study computer science. Clear?Then play the tape, students do the match work.Play the tape again and students check their answers.After listening, ask students to practice reading the phrases in activity 1b and explain what a professional basketball player is.Step V Oral practice (Section A: 1c)First get students to practice the conversation in 1c on page 59 in pairs.Call attention to the two questions:What are you going to be when you grow up?How are you going to do that?T: What-question asks about the jobs and how-question asks about the actions you will take. Is that clear? Now look at the conversation in the picture. Let’s read it. Boys play role A. Girls play role B. Together, OK?Then let them work in pairs and make more conversations about the other jobs.Get several pairs to demonstrate their conversations to the class.Step VI Summery and HomeworkT: Now let’s come back to the key words and sentences we have learned today. Pointing to the board, let boys read the key words first and ask girls if they have made some mistakes, and then let girls ask and boys answer using the sentences on the board.Call attention to the word order, pointing out we should say “what are you” not “what you are”, “how are you” not “how you are”.On the board:Homework:Have a conversation about your future job with your partner and write down your conversation on your exercise book. Please use what and how questions.三、课后反思对于本节课内容来说，重点就是职业词汇和两个句型，掌握一般将来时be going to +V (动词原形)。

Unit6 Section B (1a-1e)New Year’s Resolutions Teaching Material:1课文标题Section B 1a-1e New Year’s resolutions单元名称Unit6 I’m going to study computer science.授课年级八年级The general design:I. Analysis of the teaching materialUnit6 Section B 1a-1e 是本单元的第三课时，围绕“新年计划（New Year’s resolutions）”话题展开，语言输入量多。

它是学生对Section A中所学知识的巩固、拓展和提升运用。

1a-1b通过图文匹配和对话练习帮助学生复习谈论自己将来的打算。

1a中出现的短语是SectionA中未出现过的，它们为后面的1c-1d的听力材料的呈现提供了词汇储备。

1c-1d以“谈论新年计划”为话题展开听力练习，自然贴切地运用了1a中刚学的词组，能让学生进一步体会目标语言在真实语境中的运用。

1e是一个两人问答活动，学生可以自行组织对话，灵活度较大。

本课是Section B的开篇之课，也是下一课的铺垫和基础。

因此，本课在整个单元中，尤其在Section B中地位比较重要，对学生来说，学好本课对于Section B后面的阅读和写作课的学习将起到极大的促进作用。

基于以上分析，本课的整体设计思路如下：在导入环节，教师通过歌曲We Wish You A Merry Christmas和介绍自己的近期打算，引出“New Year’s Resolutions”这一主题。

在听前任务中设计了四个活动，分别是：Watch a video(人机对话引出七个目标短语)；Look and say(利用课本1a中的图片强化学生的识记)；Memory challenge(测试和巩固上述目标语言)；Talking time(创设情境练习和运用目标语言)。