人教版八年级英语上册讲学稿unit3

【人教版】新目标八年级英语上册：Unit 3 单元说课稿（2）一. 教材分析人教版新目标八年级英语上册Unit 3的主题是“Let’s play sports!”，通过学习本单元，学生能够掌握关于体育运动的词汇和表达方式，学会如何用英语描述自己的兴趣爱好和体育活动。

教材以生活中的体育运动为线索，引导学生运用英语进行交流和表达，培养他们的语言运用能力。

本单元包括两个部分，第一部分是关于体育运动的词汇和短语的学习，第二部分是听力、口语、阅读和写作的训练。

通过本单元的学习，学生能够掌握一定数量的体育运动词汇，提高听说读写的能力，同时培养他们的团队合作精神和体育意识。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语句子进行交流。

但是，他们在语言表达的准确性和流畅性方面仍有待提高。

此外，部分学生对体育运动感兴趣，有较强的体育意识，但也有部分学生对体育运动了解不多，可能影响他们对本单元的学习兴趣。

三. 说教学目标1.知识目标：学生能够掌握关于体育运动的基本词汇和短语，如swimming, running, playing basketball等。

2.能力目标：学生能够用英语描述自己的兴趣爱好和体育活动，提高听说读写的能力。

3.情感目标：通过学习本单元，学生能够培养团队合作精神和体育意识，激发他们对英语学习的兴趣。

四. 说教学重难点1.重点：体育运动词汇的掌握和运用，如swimming, running, playingbasketball等。

2.难点：如何用英语准确地描述自己的兴趣爱好和体育活动。

五. 说教学方法与手段本节课采用任务型教学法，通过小组合作、互动交流的方式，让学生在实践中学习英语。

同时，运用多媒体教学手段，如课件、视频等，为学生提供丰富的学习资源，提高他们的学习兴趣。

六. 说教学过程1.热身（5分钟）：引导学生进行简单的体育活动，如跑步、跳绳等，激发学生的体育兴趣。

人教版英语八上第三单元说课稿范文The third unit of English in the eighth grade of People's Education Press focuses on the theme of "Travel". 这本教材的第三单元关注的主题是“旅行”。

In this unit, students will learn vocabulary related to travel, such as modes of transportation, tourist attractions, and travel activities. 在这个单元里，学生们将学习与旅行相关的词汇，比如交通工具、旅游景点和旅行活动。

One of the key language points in this unit is the use of comparative and superlative adjectives to describe different travel experiences. 这个单元的一个关键语言点是使用比较级和最高级形容词来描述不同的旅行经历。

Through a variety of activities, exercises, and listening tasks, students will have the opportunity to practice using these language points in context. 通过各种各样的活动、练习和听力任务，学生们将有机会在实际情境中练习使用这些语言要点。

Furthermore, this unit incorporates cultural aspects of travel, exposing students to different customs, traditions, and tourist destinations around the world. 此外，本单元融入了旅行的文化方面，让学生了解世界各地的不同风俗、传统和旅游目的地。

Unit 3 What are you doing for vocation ?Section A 说课稿Unit 3 What are you doing for vocation ?Section A 说课稿李涛一、本课时教学设计的教学理念和特点本课是我在开学初期学校安排领导示范课活动中的一堂课，下面就我对本课的一点认识向大家简单介绍一下。

首先，教学要面向全体学生，要有利于各种层次的学生参与和发展。

通过合作交流，要发展同性，更要注意保持个性。

对于一幅图，每个同学都有不同的看法或表达法，教师要尽量给他们机会互相交流，互相促进。

注意设计一些“弹性”大的任务和问题。

从一个词，到几句话，从一个表情到一系列表演，使任何学生都有话可说，有事可做。

要做好这一点，教师不但要布置任务，更要帮助学生完成任务。

如，学生在描述本活动的几幅图时，教师要提供给学生一些思考问题的方法及新的表达法或词语。

因为这样的学习是主动的，会收到较好的效果，第二，注意挖掘潜能，为学生的综合能力发展搭设平台。

看图说话可促进听说能力的发展。

这一发展会使学生产生更大的学习信心和动力。

以此活动为切入点，布置一些后续任务还可促进学生表演、写作等多元智能的发展。

第三，设计本课时教学时，我们还十分注意英语学科教学与德育渗透及情感教育的原则。

我们以vocation(假期)为线索，既对学生进行英语能力的培养，又对学生进行尊老爱幼、互相帮助和助人为乐的道德情感教育。

其方式贴切、自然，犹如春雨入土，润物细无声。

第四，注意本看图说话的教学设计可操作性强、适应面广。

1）其故事可以用现在时态叙述，也可以用过去时态叙述；2）适其学生水平，教师既可用英语，也可用汉语布置任务；3）媒体手段简单、实用、可操作性和适用性强。

本课时媒体即可以用现代手段，也以可用传统方法。

如，六幅图即可以用幻灯投影，也可以自己画图或用简笔画展示。

对教师口头布置的任务、所问问题以及重要讲述都有中英文字幕显示。

Unit 3 What are you doing for vacation?（Period 1）课型：新授主备：陈宝娟审核：班级：姓名：时间：学习目标：1．讨论未来计划；2．进行时态表示计划或安排将要发生的动作.课前准备：1．识记本课新单词；2．预习并完成1a.3．翻译并熟记下列短语：去游泳去钓鱼多长时间去野营 on Monday next week4．讨论预习中存在的问题.课前检测：1．用适当的形式填空：1) Are you (go) for a trip to the seaside?2) The shoes are too dirty, I’m going to (清洗) them.3) (get) up or we’ll be late for class.4) They are going to do some (shop).疑难摘录__________________________________________________________________________ ___________________________________________________学习过程：1．师生交流，探究预习中存在的问题.2．找出本节课的重要句型：3．听录音，完成1b，2a和2b.4．读下列对话，探讨并总结：－What are you doing for vacation? －I’m visiting my grandmother.－When are you going? －I’m going on Monday.上述句子都是时态，其结构为，由部分构成，谈论计划.5．双人进行下列对话练习，并编写新对话.A: What are you doing for vacation?B: I’m going camping.A: That sounds nice. Who are you going with?B: I’m going with my parents.A:B:A:B:课堂检测：1．按要求变换下列单词：visit(名词) shop(现在分词) it(复数)family(复数) hear(同音词) mine(主格)five(序数词) a re not(缩写)2．根据答语，补充问句：1) for vacation?We’re going swimming.2) for vacation?She’s visiting her grandparents.3) ?He’s going on September 10th.4) ?They are going home next week.5) ?I’m going camping with my friends.3．连词成句1）do ,on , you, what, weekends, usually, do, ?__________________________________________________2) often, Cheng, TV, how, does , watch, ?____________________________________________________3)matter, you , what, is, the, with?_____________________________________________________ 错题集____________________________________________________________________ _________________________________________ ________________(学)教后记_____________________________________________________________________________________________________________________________Unit 3 What are you doing for vacation?（Period 2）课型：新授主备：陈宝娟审核：班级：姓名：时间：学习目标：1．复习正在进行时态并正确运用；2．识记本课重要单词和短语：课前准备：1．复习现在进行时态；2．预习3a，并完成数据.课前检测：根据句意及汉语提示完成句子.1) Linda is (临时照顾) her little brother.2) The boys went (野营) last year.3) What are you doing for (假期).4) Hong Kong (回归) to China in 1997.5) How about (去散步)？疑难摘录__________________________________________________________________________ ___________________________________________________教学过程：1．师生共同探究预习中存在的问题.2．双人分角色练习对话3a，3b.其中：(1) I’m going hiking in the mountains. 我要去山里远足. go hiking “去远足”，“go+动词的-ing形式”，表示体育运动或娱乐消遣，类似的短语有：go fishing 去钓鱼go sightseeing去观光，游览go skating 去滑冰(2) That sounds nice. 那听起来很好. sound 在句中作连系动词，后面跟形容词、名词、介词短语作表语. 例如：The song sounds wonderful. 那首歌听起来美妙动听.That sounds a good idea. 那听起来是一个好主意.(3) How long is he staying? 他将待多久？how long 意为“多久，多长”，用来询问一段时间. 例如：还可用于询问物体的长度. 例如：How long is the ruler?课堂检测：1．单项填空：( ) 1. are you going for summer vacation?A. WhatB. WhenC. WhereD. How( ) 2. –Who are you going ? –My mother.A. toB. withC. forD. at( ) 3. He’s for Beijing next week.A. leaveB. to leaveC. leavesD. leaving( ) 4. You’d better a rest when you finish it.A. haveB. to haveC. havingD. had( ) 5. Would you like with us tomorrow?A. goB. to goC. goingD. went( ) 6. What is she doing vacation?A. inB. withC. atD. for( ) 7. We are going to Beijing July I7.A. inB. onC. atD. for( ) 8. –do you do sports every day?–About two hours.A. How longB. How oftenC. How muchD. How( ) 9. This music beautiful.A. listensB. hearsC. soundsD. are( ) 10. The tourists should take with them.A. something necessaryB. necessary somethingC. necessary everythingD. anything necessary2．句型转换.1．I’m going to stay in America for a year．(对画线部分提问)are you going to stay in America?2．How is the weather in Lanzhou?(同义句转换)is the weather in Lanzhou?3．I go to see the dentist twice a year．(对画线部分提问)do you go to see the dentist.4. When did you return from your vacation? (同义句)When did you from your vacation?5. She is babysitting her sister. (同义句转换)She is her sister.错题集____________________________________________________________________ _________________________________________ ________________(学)教后记_____________________________________________________________________ ________________________________________________________Unit 3 What are you doing for vacation?（Period 3）课型：新授主备：陈宝娟审核：班级：姓名：时间：学习目标：1．学会制定度假计划，2．正确使用现在进行时表将来，.3．区别现在进行时表将来与be going to表将来，4. 重要词语：take a vacation / vacations, go camping, go fishing.课前准备：1．识记新单词；2．预习并完成section B 中的1a；3．预习2c，注意句子时态. 课前检测：单项选择：1. What are you this weekend?A. doB. goingC. to do2. are you talking with?A. WhoB. who’sC. Whose3. His plan very interesting.A. looksB. soundsC. hears4. She is going to the classroom English books.A. to readB. readingC. reads5. I’ll write to you as soon as I to school.A. goB. goingC. to go疑难摘录__________________________________________________________________________ ___________________________________________________学习过程：1．预习情况交流，共同探讨存在的问题.2．听对话，完成2a，2b.3．读句子，探讨并总结：1) Ben Lambert, the famous French singer is taking a long vacation this summer. 法国著名歌星Ben Lambert在这个夏季要休一个长假.the famous French singer在这句话中作Ben Lambert的同位语，是对它的一个补充说明，对整个句子的时态没有任何影响. 例如：Zhang chaoyang, the CEO of Sohu Company, told the reporters yesterday that company would have a big change this year. 搜狐总裁张朝阳于昨日向记者发表声明，搜狐公司今年将有一个很大的转变.2) I hope I can forget all my problem. 我希望能忘记所有的烦恼.hope 作及物动词，表示“希望”，其后可跟不定式作宾语. 例如：I hope to see you soon；若要表示“希望别人做某事”，则后需跟宾语从句. 例如：I hope that you have a good time.forget用于forget to do sth. 中，表示“忘记要做某事”，但forget doing sth表示“忘记做过了某事”. 例如：I forget to post the letter. (忘了要把信寄出) I forget posting the letter. (忘了把信寄出了)课堂检测：1．补全对话。

人教版英语八上第三单元说课稿范文全文共3篇示例，供读者参考篇1Unit 3: A Better Future for the EarthLesson PlanIntroduction (200 words)What's up, everyone? It's time to talk about Unit 3 - A Better Future for the Earth. This unit is all about environmental protection and sustainable development. As students in the 8th grade, we've been learning about the environment and climate change for years now. But this unit really dives deep into the issues and explores ways we can create a better, greener future for our planet.Personally, I find this topic super interesting and important. Climate change is one of the biggest challenges facing humanity, and we need to take action now to protect the Earth for future generations. This unit will teach us about the causes of environmental problems like pollution, deforestation, and waste. But it also shows us ways to reduce our carbon footprint and live more sustainably.I'm really excited to learn some new English vocabulary and expressions related to the environment. It will be great to discuss these critical issues in English and get an international perspective. I'm curious to see what solutions are proposed and how people in different countries are working towards sustainability. With the knowledge from this unit, I hope we can all become more environmentally conscious and do our part to create positive change.Section 1: Causes of Environmental Problems (500 words)The first part of Unit 3 focuses on understanding the root causes behind major environmental issues like air pollution, water contamination, habitat destruction, and resource depletion. We'll learn lots of relevant vocabulary like "emissions," "deforestation," "fossil fuels," and "greenhouse gases."One of the key readings is about the growth of cities and urban sprawl. With more and more people moving to cities, there is increasing demand for housing, transportation, energy, and resources. If this urban development is not well-planned and eco-friendly, it can seriously damage the environment through air pollution from vehicles, destruction of green spaces, overuse of water resources, and production of excess waste.We'll also look at the environmental impact of farming, manufacturing, mining, and other human activities. Certain agricultural practices like overuse of pesticides and fertilizers can contaminate soil and water systems. Factories that improperly handle chemicals and waste products are a major source of pollution. And extractive industries like mining, drilling, and logging are responsible for widespread habitat loss.Another major focus will be on overconsumption,non-sustainable use of resources, and our throwaway culture. We'll learn about the massive amounts of waste produced by excessive packaging, food waste, fast fashion, single-use plastics, and electronic waste. It's pretty shocking to see the statistics on how much reusable material ends up in landfills and oceans each year.The readings also cover rapid population growth as a driving factor behind many environmental problems. With more people on the planet consuming resources and producing waste, the strains on the environment increase exponentially unless we embrace sustainable policies and technologies.Throughout this section, we'll discuss and debate the roles that governments, corporations, and individuals play in causing or preventing environmental destruction. There's plenty of roomfor critical thinking about shared responsibilities and accountability.Section 2: Solutions and Sustainable Living (700 words)Okay, so we learned about all the environmental problems humans have caused through our unsustainable modern lifestyles and overexploitation of natural resources. That was pretty heavy stuff - I know I felt kind of overwhelmed by all the gloom and doom statistics on extinction rates, ice cap melting, and pollution levels.But don't lose hope yet! The second half of Unit 3 is all about solutions for protecting the environment and working towards sustainability. We'll learn about the latest clean energy technologies like solar, wind, geothermal, and nuclear power. We'll explore sustainable architecture and urban design that minimizes environmental impact. And we'll discuss economic and political policies aimed at conservation and combating climate change.One of the coolest parts is when we get to learn about real individuals, companies, and countries that are pioneers in environmental protection and sustainability. From teenage activists and non-profit organizations, to green tech startups andnation-leading sustainable initiatives, it's inspiring to see how many people are working hard to create a better future.We'll learn tons of useful vocabulary for talking about environmental solutions like "renewable energy," "carbon neutral," "reforestation," "eco-friendly," "sustainable agriculture," "conservation efforts," and "recycling initiatives." Understanding this green terminology will allow us to communicate more effectively about important environmental issues.A big focus will be on how we can apply these sustainable practices to our own lives and reduce our personal carbon footprints. We'll calculate our environmental impact and learn simple ways to live greener through actions like:Reducing consumption and wasteReusing and recycling materialsEating more plant-based foodsUsing renewable energy sourcesWalking, biking or taking public transitConserving water and electricityWe'll get plenty of practical advice for making our homes, schools, and communities more eco-friendly through sustainablelifestyle changes. Even small individual actions can collectively make a big positive impact when multiplied across the whole society.The readings also emphasize the importance of civic engagement and activism in pushing for pro-environment policies, corporate responsibility, investment in green technology, and international cooperation on climate issues. We'll learn how to effectively raise awareness, voice our concerns, and demand action from leaders and decision-makers.As young people, we have a huge stake in environmental protection since we'll be dealing with the consequences for decades to come. This unit will empower us with the knowledge and communication skills to be part of the solution in creating a sustainable future for our planet.Conclusion (200 words)By the end of Unit 3, we'll have a comprehensive understanding of major environmental threats like climate change, pollution, habitat loss, and resource depletion. More importantly, we'll know the key causes and be able to identify unsustainable human behaviors that need to change.But we'll also learn about so many positive solutions, from renewable energy to sustainable agriculture to recycling initiatives to green business and technology. We'll gain insight into amazing individuals, organizations, and innovators who are working hard for a better environmental future.On a personal level, we'll have the tools to reduce our own carbon footprints through sustainable lifestyle adjustments. And we'll know how to use our voices, activism, and civic engagement to demand bolder environmental policies and corporate responsibility.This is such a crucial topic that impacts the entire planet and every species, including humans. By learning about sustainability in English, we can join the global conversation and movement. I'm excited to apply my new eco-conscious knowledge and do my part to create positive change for the environment!篇2Unit 3: A Hole in OneIntroductionThis unit is all about sports, competition, and achieving goals through hard work and determination. The main text is about a young girl named Lucy who dreams of becoming a professionalgolfer one day. Through her story, we'll learn lots of great vocabulary related to golf and sports, as well as see examples of the grammar points we need to master.Section AVocabulary: The unit starts off with some key vocabulary for talking about sports and competition. Words like "opponent", "individual", "spectator", and "self-disciplined" will be really useful. The reading has lots of examples of these words in context.Language Notes: Pay close attention to the language notes about using "play", "go", and "do" with different sports. For example, you play tennis but do gymnastics. Getting this right will help us sound more natural when discussing sports.Passage 1 - Lucy's HopeThe first reading passage introduces us to Lucy and her passion for golf. A few key points:Lucy started playing golf at age 8 after watching it on TVHer parents supported her interest and got her lessonsShe practices intensively after school, determined to go proLucy's coach says she has incredible natural talent and mental focusWe can see Lucy's strong desire and self-discipline. The passage sets up her storyline nicely that we'll follow through the unit.Section BGrammar: The first grammar point explains how to use the present perfect tense to talk about experiences up to the present. For example:"Lucy has played golf for 6 years.""She has won many junior tournaments."Understanding present perfect is crucial for describing someone's activities and achievements over a period of time leading up to now.Passage 2 - Lucy's determinationThis passage continues Lucy's story, showing her steadfast determination despite setbacks:She tried out for the provincial team but didn't make it at firstInstead of getting discouraged, she increased her training even moreA year later, she made the team through sheer hard workEveryone admires how she never gave up on her dreamWe can learn a lot from Lucy's resilient and hard-working attitude. The passage showcases more examples of present perfect tense too.Section CGrammar: The second grammar lesson covers making comparisons using degrees of adjectives:Forming comparatives with "-er" and superlatives with "-est"Using "more" and "most" with longer adjectivesIrregular comparative and superlative forms like"better/best"Being able to compare skills, abilities, and achievements is essential when discussing sports and competition.Passage 3 - The big tournamentThe third reading is about Lucy competing in a篇3Unit 3 - A Brighter FutureIntroductionThis unit is all about looking ahead to the future and the different paths we can take in life. As students, we're at an age where we start thinking more seriously about our goals and aspirations. The readings and activities in this unit will help guide us in exploring different career options and envisioning the lives we want to create for ourselves.Section A: On the Way to SuccessThe first part focuses on understanding what factors contribute to a successful life and career. We'll read some inspiring stories about people who overcame challenges to achieve their dreams. There are also some motivational quotes that remind us to stay determined and have faith in ourselves.One reading that really resonated with me was the biography of J.K. Rowling. Despite facing poverty, depression, and rejection from publishers, she persevered with her passion for writing and ended up creating the beloved Harry Potter series. Her story shows that even if the road is difficult, our dreams are attainable as long as we refuse to give up.The activities get us thinking critically about our own strengths, values, and what "success" truly means beyond just wealth or fame. We'll have discussions about balancing different priorities like family, personal growth, and contributing to society. It's an important reminder that we each need to define success for ourselves.Section B: The World of WorkThis section dives into exploring different career paths and the skills needed for various professions. One of the most interesting readings describes the careers of the future – jobs that may become popular or emerge entirely due to technological and social changes. Things like drone pilots, virtual reality designers, and personal memory curators! It's exciting to imagine all the possibilities ahead.There are also practical tips on researching careers, writing resumes and cover letters, and presenting ourselves in interviews.I found the sample dialogues very useful for practicing how to promote my abilities confidently yet humbly. The unit even touches on entrepreneurship and what it takes to start your own business venture.One activity has us interview adults in our communities about their career journeys – the highs, the lows, the challengesthey faced. It's an eye-opening way to gain real-life perspectives beyond just reading about different jobs. Getting this firsthand advice will undoubtedly help me make more informed decisions later on.Section C: In the Pursuit of DreamsThe final texts look at nurturing our inner selves and passions beyond just academics or careers. One story is about an artist who found peace and meaning by appreciating the simple beauty around him. Another highlights the benefits of giving back through volunteering. These readings remind us that there is more to life than just making money or achieving status.I really enjoyed the creative writing tasks where we get to envision our ideal futures – not just the career aspects, but the whole lifestyle we aspire to. Where will we live? What hobbies or causes will we pursue in our free time? What kind of person do we hope to become? Imagining these vivid details somehow makes these future dreams feel more tangible.Overall, this unit has been extremely thought-provoking so far. While the future can seem daunting, I feel more prepared to start mapping out potential paths thanks to the diverse resources and activities covering every angle of building a fulfilling life. The key insights I've gained are:Define your own success based on your values and passions Explore many different careers to find the right fitNurture all parts of yourself – mind, body, spiritPersevere through difficulties with determinationLive with purpose beyond just workWith this guidance, I'm feeling motivated to continue pursuing my dreams with open-minded curiosity and resilience. The future is filled with exciting possibilities if we have the courage to create the life we envision for ourselves.。

Unit 3 I am more outgoing than my sister Section B 2a-2e说课稿尊敬的各位评委老师们：大家好，今天我说课的内容是新人教版英语八年级上册Unit 3 Section B2a-2e，课题是I’m more outgoing than my sister.现在我将会从教材分析，教学目标分析，学生学情分析，教法设计，教学过程，板书设计等几个方面来阐述我对这节课的理解和设计。

一、教材分析教材充分体现“以人为本”的科学发展观，即面向全体又关注并体现学生的个体差异。

教材内容的安排符合学生的认知水平，联系学生的生活实际，注意激发学生的学习兴趣，促进学生综合平衡发展。

重视语言学习策略的培养，帮助学生提高英语学习效率。

教材让学生通过体验、实践、参与、探究和合作第方式感悟、发现并总结语言规律，有效学习语言知识，培养语言学习的策略和能力。

Unit3主要是形容词比较级的学习和运用，在整套教材中占有重要地位。

本节课是unit 3 section B第二课时的内容，其中心话题围绕Talk about personal traits and compare people这个题材开展多种教学活动。

Section B主要是语言的学习、巩固和运用阶段。

这节课是以阅读为核心整体设计的。

2a是阅读前的预热活动，2b-2c是读中理解活动。

2b让学生快速阅读文章并理解其大意，2c让学生细读文章并获取细节信息，2d是阅读后的检测活动，让学生讲所读信息转化成正误判断题。

2e是对阅读文章的拓展，让学生读后关注语言的使用。

2a-2e的活动设计体现了阅读前、阅读中和阅读后的完整阅读教学过程。

话题贴近学生日常生活，容易激起学生学习兴趣。

二.教学目标：1、知识目标: 学习、掌握生词serious ,mirror, kid, both, grade, etc以及短语It’s+adj+for sb. to do sth.,both …and，as long as, in fact,as…as, bring out, the same as, be similar to ,etc.2、能力目标：培养学生的阅读能力，能读懂文章完成相关习题；能用比较级谈论自己和朋友的相同点和不同点。

学科：英语专题：Unit3 I'm more outgoing than my sister重难点精讲题一题面Tina is __________________than Tara.Tina比Tara更外向。

Lisa sang __________________ than Nelly.Lisa唱歌比Nelly更好。

请写出这些词的比较级quicker fatterfiner ugliermore interestingbetter强势比较This painting __________________________.这幅画比那幅要更贵。

He ____________________________.他比我工作更努力。

The air in Beijing is getting much ______ now than a few years ago.A.cleanB.cleanerC.cleanestD.the cleanestWe are glad to see that Shanghai is developing ______ these years than ever before.A.quicklyB.less quicklyC.more quicklyD.the most quicklyJim runs ______ than his brother.A.fastB.fasterC.fastestD.the fastestThe…,the… 结构The older I get, the happier I am.The more exciting it is, the more I like it.题二题面The ____________, the ____________. 越早越好。

比较级+and+比较级The weather is getting colder and colder.She felt herself becoming more and more nervous.I began to feel ___________________. (越来越健康)程度副词修饰比较级She’s a little more outgoing than me.Is your mother any more relaxed?You’ve got far more (much more) opportunities than I have.After taking the medicine, he did not get any better.I’m feeling __________________. (好多了)题三题面Tara works as ____________ as Tina. (hard)Are you as ____________ as your sister? (friendly)同级比较This painting is _______________________ that one.这幅画与那幅同样贵。

Oral Presentation of the T eaching Plan forLesson 1, Unit 3, GO FOR IT Book 2AI. Teaching Material AnalysisThis is the first lesson of 3rd unit in GO FOR IT Book 2a, and the topic is “What are you doing for vacation?”The contents are: word study, speaking, oral practice and presentation. Such a topic is related to our daily life, so it is easy to arouse the Ss‟learning interests and it will be also helpful to improve their spoken English.While I‟m teaching, I‟m also calling their imaging of holidays. What‟s more, it arouses their desires for traveling. By means of group work, I can make them understand the importance of cooperation. Therefore this lesson is in the important position of the teaching material.II. Teaching Objectives1. Language Objectives(1) To make the students know the important words, such as vacation, plan,fishing…(2) To make the students know the important phrases, such asTake a vacation, get back, go sightseeing…Sentence patterns, such asWhat are you doing for vacation?2. Abilities Objectives(1) To develop the Ss‟ abilities of listening, speaking, reading.(2) To train the Ss‟ abilities of cooperation.(3) To develop Ss‟ abilities of communication by learning useful sentence patterns.3. Moral Objectives(1) To enable students know vacation release the pressure of study.(2) To enable students know vacation brings us much pleasure.III. Important pointsThe teaching important and difficult points‟ basis is established according to lesson one in the teaching material‟s position and function.(1) Help students communicate with each other properly.(2) Enable students study in groups and cooperate skillfully.IV.Difficult Points(1) Help students talk with others with newly-learned words and sentence patterns forvacation plans.(2) Help students how to make a vacation plan.V.Teaching Methods(1)The main teaching methods include: Task-based language teaching, activity-basedteaching (individual work, pair work, group work…)According to the teaching material analysis above and the New National English, curricular, I‟ll use explanation to teach the dialogue. In order develop Ss‟communicative and cooperative skills and implement the important points, I‟ll adopt Activity-based teaching methods. To solve the difficult points, I‟ll adopt Task-based language teaching methods to teach them how to use the new words, phrases,sentence patterns.(2)Teaching Aids: Multi-media computer, PowerPoint, pictures, chalk, and blackboard. VI. Learning MethodsIn order to let Ss master more knowledge and promote Ss‟ intelligence, I‟ll teach Ss how to learn, rather than what to learn, so the first thing I should do is to help Ss pick up the skills of study and develop their interests. Second, I should try my best to let them open their mouth to speak. According to these above, I‟ll encourage Ss to use the following learning methods:(1)Picture reading discovery methods:Let the Ss to give the names of vacation activities according to looking at thepictures.(2) Summary methodLet the Ss to give the grammar rule according to the sentence patterns.(3) Communicative and cooperative methodsAsk the Ss to work in pairs and groups to practice their oral English andcommunicative and cooperative abilities.VII. Teaching ProceduresThere are eight steps in my teaching procedures.Step I GreetingsPurpose: Arouse the Ss‟ attentionStep II V ocabulary Learning (3mins)Purpose: Let students learn some new words and know the meaningsOf the wordsStep III Lead in, talk about vacation plans (The whole class, 2mins)First, I‟ll the Ss my vacation plans, then present the sentences on the Bb…What are you doing for vacation? I‟m traveling.‟ Second, I‟ll teach them andask them read following me, and then I will ask the Ss‟ vacation plans usingthe sentence patterns …what are you doing for vacation?‟Purpose: Activate the Ss to realize the topic of “What are you doing forvacation?” and create a relaxing atmosphere.Step IV New sentence patterns learning (12mins)(1) Ask students‟ vacation plans (work in chain)(2) Show some pictures to students and introduce them to students one byone (Let Ss to give grammar rules according the sentence, then write thesentence pattern on the Bb)(3)Show some pictures on screen. To let them imitate the sentence patterns tosay what they see in the pictures.Purpose: Let Ss master the sentence pattern (What are you doing forvacation?)Step V Do exercises in the textbook (16mins)(1)Ask Ss to speak out the names of vacation activities in the page1.activiry1a.The teacher writes the answers on the Bb and tells Ss to write them down.(2)Group work: write down their vacation plans in page2.(3) Read the conversation in the book, and then fill the chart in page3.(4)Make a conversation in the book, role play, and then exchange roles inpage3.Purpose: Let Ss know how to say the name of activities. Through the groupwork, cultivate their communication abilities and the spirit of cooperation.Train the ability of solves problems by themselves. In class, the teacher is justa guide, while the Ss are the center, offering help when they need. Get Ss learnmore useful words phrases and sentence patterns about vacation, such aspostcard, get back, Who are you going with?...Step VI Practice Work (8mins)(1)Make a survey, ask students to make their vacation plans and fill in thechart on the Bb.(2)Ask a student to read a note about vacation plans, and then ask the wholeclass some questions according to the note.Purpose: Let Ss know how to make a vacation plan. Check if they havemastered the sentence patterns, and overcome their shyness.Step VII Grammar Focus and Consolidation (2mins)Stress the important words and phrases on the Bb.Purpose: To let them know these sentence patterns are very important. Step VIII Summary and Homework (2mins)1. Summary: We have learned some important words, phrases, sentencepatterns, ask students if they can make vacation plans.2. Homework: (1) Make a survey. (2) Copy the new words. (3) Recite theconversation in page 3.Purpose: Consolidate the language points, and it is necessary for the Ss todo some extensive exercise after class to consolidate the knowledge theylearned.VIII. Blackboard DesignAs for my blackboard-design, I‟d like to give a brief introduction.It‟s divided into three parts. Title is in the top middle. Left part is important words and phrases. Middle part is important sentence patterns. Right part is homework.So much for my oral presentation, thank you! Bye-bye!Important, words and phrases, sentence patterns: V acation, camp, takes vacation……Unit 3What are you doing for vacation?I‟m traveling.Where are you going for vacation?How long are you staying there?I‟m staying for a week…Homeworka)make a surveyb)copy the newwords andsentence patternsc)recite theconversation。

人教版八年级英语上册说课稿《UNIT 3 Period 1 （Section A 1a-2c）》一. 教材分析《人教版八年级英语上册》第三单元Period 1（Section A 1a-2c）主要讲述了关于不同人物的不同职业和爱好。

通过本节课的学习，学生能够掌握职业和爱好的相关词汇，以及询问和描述他人职业和爱好的交际用语。

教材内容贴近学生生活，有利于激发学生的学习兴趣，提高学生的实际运用能力。

二. 学情分析八年级的学生已经具备了一定的英语基础知识，对日常生活中的一些职业和爱好有所了解。

但部分学生对英语学习的积极性不高，课堂参与度有待提高。

此外，学生的英语水平参差不齐，教学过程中需要关注全体学生，尽量让每个学生都能参与到课堂活动中来。

三. 说教学目标1.知识目标：（1）能够听懂、会说、会读职业和爱好相关的词汇，如teacher, doctor, actor, singer, swimmer, reader等。

（2）能够运用所学交际用语询问和描述他人的职业和爱好。

2.能力目标：（1）能够正确使用一般现在时描述自己的职业和爱好。

（2）能够听懂、会说、会读一般现在时的句子。

3.情感目标：培养学生热爱生活、积极向上的心态，提高学生对英语学习的兴趣。

四. 说教学重难点（1）职业和爱好相关词汇的掌握。

（2）运用所学交际用语询问和描述他人的职业和爱好。

（1）一般现在时态的运用。

（2）听力理解能力的提高。

五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中学习语言，提高学生的实际运用能力。

2.运用多媒体教学手段，如图片、视频等，丰富教学内容，激发学生的学习兴趣。

3.采用分组合作学习，提高学生的团队协作能力，使课堂更加生动有趣。

4.注重个体差异，因材施教，让每个学生都能在课堂上得到锻炼和提高。

六. 说教学过程利用图片展示不同职业的人物，引导学生谈论他们的职业，为新课的学习做好铺垫。

2.新课呈现：（1）展示1a图片，让学生观察并说出图中人物的职业。