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人教版英语八年级（上册）Unit8SectionA说课稿Interpretation: Hello, welcome to our vocabulary class of unit 8 How do you make a banana milk shake? I’m Raziye from Karamay Number Three Middle School. I prepare lots of interesting words and useful expressions so just enjoy yourself and try your best. L et’s start.First of all, the language education philosophy of go for it is using the task-based language teaching model to let students learn by using, learn for using. So in this lesson I will guide students with some tasks to develop their self-learning and cooperative abilitiesLet’s move on to the analysis of teaching material and studentsPart a teaching materials analyzing and rearrangingThis is an interesting lesson in this book. It is the first period of Unit8. The topic is cooking. Such a topic is related to daily life, so it is helpful to raise learning interests of students. In this unit, it is talking about imperative and adverbs of sequence, the structure is describing a process and following instructions. So I use some interesting topics to practice the students’ skills of listening, reading, speaking and writing.Part b is about Aims 1.Aim in knowledge（知识目标）Describe a process using the target language and enable students to follow the instructions.Words and expressions are like here that I presented.2.Aim in ability（能力目标）To train the Ss' ability of working in pairs. To develop the Ss' abilities of communication by learning the useful structures.3.Aim in emotion（情感目标）To appreciate their parents' love from their cooking, show love to their parents. Analysis of Students (分析学生）1. For our students, they have learned English in middle school for about one and halfa year so far. It is necessary to use assistant teaching methods to arouse their attention. It is also very important to respect variety of students' ability. So in my class, I will design some activities to improve students’ cooperative learning skills.2. The students from west part of Xinjiang are eager for knowledge, especially for the things that they haven’t seen before. So t he topic of this lesson is brand new to them, they probably be interested in it. Students study by observation, imitation, operation and exploration the real language context which makes English learning more real and useful.Part 3 I will talk about the Important and difficult points（重难点）1. The use of verbs. Like peel, pour, cut up, add2. The use of imperatives.3. To describe a process and follow instructions4. Use new languages to talk about activities freely and wonderfully.Next, I’m going to focus on my teaching design and teaching methods.According to the teaching material I design the content of this lesson in three levels. For the first level, students should master the new words and phrases, so I design the background of PPT in red. For the second level, students can use sentence structures and grammar freely, so I design the background of PPT in yellow. For the third level, students can output what they have learned in English, I design the background of PPT in blue.I will start the class with some pictures of homemade food during the epidemic period in 2020 to warm up the new words of this lesson. I show them the materials of homemade food to lead in the topic of this class, let students make the shopping list to focus on the key sentence patterns and grammar. To practice the basic structure first, next, then and finally with pair work, group work activities. Let students use the key sentence patterns for real. Finally let students create their signature dishes to appreciate their parents’ lo ve to achieve emotional aims.I use three methods here:1. Communicative teaching method: I use pair work, group work, and free talk to help students talk more about the process of making something.2. Audio-visual teaching method: I use pictures to show signature dishes, use a video about food to make students talk about their signature dishes.3.”KWL”teaching method: Although I design many activities, the main sentence structure is what I learn to let the Ss get a better understanding of the key structure. Teaching special features to use these methods are helpful to develop the Ss' thought. Study methods（学法）1. Teach Ss how to get chances to communicate with others in English.Let students have real experiences in learning English.2. Develop students’ S elf-motivated learning skill and Cooperative learning skill.3. Encourage Ss to study for real.Now, I will show you my teaching steps.Step one, what I know period---the materials of homemade food, I will start the class with some pictures of homemade foodfrom WeChat during the epidemic period,then lead them to make a shopping list to learn the new words. The purpose of shopping games is to create relaxing classroom atmosphere, and the most important thing is to draw student’s attention to my class.I design three tasks in this step to develop students’ self-learning, reading, cooperative learning abilities, meanwhile let students warm up new words and phrases.The first task is asking Ss to buy some food and ingredients.I give three baskets to let Ss make lists of something to eat, something to drink, some ingredients which appeared in this lesson. When they play shopping games, I prepare different kinds of cards for the best and fastest game player. At last I will award the winners. This is the way of evaluation appears in different parts of this lesson.The second task is shopping for tools; then students will have a spelling competition to consolidate the new verbs and phrases. The purpose of this step is to provide student’s language context, so that they can think in English.Step two, lead-in, show students how to make banana milk shake by listening and then matching the words with pictures. The purpose of this is practicing students’ listening and self-learning.Step three, cooperative practiceFirst, I will ask students to perform how to make banana milk shake in groups, some students give the instruction in English, and other students follow the instructions and repeat. This is the show time for students. The aim of this part is to check students’cooperative and practical abilities, to develop their exploration abilities.After students can make the banana milk shake naturally, I design another nounsmatching game to explain countable nouns and uncountable nouns which presented in this section. According to some exercises let Ss find the rules of how many and how much. Students can study by observation and exploration.Then, I give students some recipes to guess in groups what kind of food it is, then students read the passage together, and act out. The aim of this is to improve their reading and self-learning skills. Then I will show students a video of making sandwich, ask them questions, then students can use the recipes freely according to the video. I will ask students to write down the recipes of their signature dishes. This step is training of students’ writing and self-learning abilities.At last, lead them to the highlight of the class; show them the picture of cold noodles, deep fried dough sticks, bubble tea which were popular during the epidemic period, and lead them to appreciate the love from family. After that, ask them to give reports about their signature dishes. It reminds students of their parents’ love, everyone should have the feeling of thanks to family. It is also the output of students what they have learned from this class, and use English freely.。
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 8一.词语知识（尝试英汉互译）。
1.支持2.理发师_______________3.信息，要旨__________________4.长度_______________5.标准____________________6.传统的_______________anization _____________ 8.business________9.style ___________ 10.position_________二．固定搭配1、catch up with “赶上，追上”catch 作”赶上”解时，主要指“赶上汽车、火车等交通工具”或“赶上看…节目”2、get sth. Across (to sb)解释清楚，使人了解，使….被理解，传播3、It’s likely/probable…possible 表示客观上潜在的可能性，实际发生的可能性并不大，一般不用表人的词作主语It is possible (for sb) to do sthIt is possible that 从句Probable 表示有实际的依据或逻辑上合乎情理的推测，比possible表示的可能性大。
一般不用表人的词作主语Sth is probableIt is probable that 从句likely 强调表面上看起来有可能，与probable 意思相近，有时可以互换，但likely常暗示从表面迹象上来判断。
主语是人或物主语（人或物）be likely to do sthIt is likely that 从句4、plenty of “大量的，充裕的”，用来修饰可数名词和不可数名词，用法同a lot of / lots of5、apply to 适用于，应用于Apply for 申请…..6、have self-confidence in 对….有自信be self-confident of7、dress vi 穿衣，打扮The girl dressed fashionably.Vt①给…..穿衣，打扮②使穿着Dress sb./oneself(sb) be /get dressed in…dress up 盛装打扮，乔装打扮三．单元检测.( ) 1. It is that she will win the prize.A .likely B. lovely C . lively D. lonely( ) 2. Mom, my coat is dirty.It needs _____ .A.washingB.being washedC.to be washedD.A and C( ) 3.He reied his best to get his ideas to him .A. acrossB. throughC.overD.down( ) 4.In some parts of London,missing a bus means for another one.A.waitingB. to waitC.waitD. to be waiting( ) 5.He is going to apply a job in the bank.A.inB.forC.atD. to阅读理解AIf you see a group of people dancing and singing on the street or in the railway station, you don’t need to feel surprised. They are a flash mob （快闪族）, which is a group of people who come together suddenly in a public place, do something unusual for a brief period of time, and then quickly break up. They are usually organized with the help of the Internet or other digital communication network. At a predetermined time, they gather and perform some distractions （消遣）such as waving their hands and exchanging books. Then, they quickly break up before the police can arrive. Using mobile phones, the flash mob can change its location if the first one has been replaced for any reason.Bill Lasik, senior editor of Harper’s Magazine, organized the first fl ash mob in Manhattan in May 2003 and the first successful flash mob came together on June 3, 2003 —after the first attempt was foiled at Macy’s department store. Lasik claimed that the activity was designed to make fun of hipsters （起时髦的人）, and call attention to the cultural atmosphere.Flash mob gatherings can sometimes shock people. Such an activity might seem amusing and untrue, but it also might frighten people who are not aware of what is taking place. Undoubtedly, flash mobs can serve as good political tools in any direction. They also have great economic potential, such as using flash mobs to advertise a product.The flash mob is now becoming more and more popular. People use it to do many things. For example, i n 2009, Michael Jackson’s fans took part in a flash mob to remember him. Hundreds of his fans gathered singing and dancing Michael’s famous song “Beat It” together. Flash mobs give people from all walks of life an opportunity to come together to create a memory.21. The underlined word “foiled” in Paragraph 2 can be replaced by _.A. forgottenB. preventedC. announcedD. confirmed22. What can you learn about the flash mob from the passage?A. The flash mob usually breaks up quickly for lacking enough time.B. Once the place for the activity is determined, it can’t be changed.C. The flash mob can be made use of in many fields just for fun.D. It gives people the chance to come together to do something unusual.23. The main purpose of the passage is _______.A. to entertainB. to encourageC. to informD. to persuade24. The writer’s attitude towards the flash mob is _______.A. negativeB. objectiveC. favorableD. doubtful21―24 BDCBBCThe story is about two old people named David and Rosy Jackson. Both of them had very bad memories. For example, Rosy would forget to cook dinner or take vegetables home after paying for them. David would show up for work on Sundays, thinking it was Monday. One winter they were to take a long plane trip. When they arrived at the airport, there were only ten minutes left. In that situation, anyone would get into the plane right away. But David and Rosy didn’t do so. They went to buy so me flight insurance instead. Immediately after they put a two-pound note into a machine, their policy (保险单) came out.“Who would get the money if the plane crashed, I wonder?” asked Rosy. “My mother, of course,” her husband replied. “We should post th e policy to her. Now, be quick! Give me a stamp, will you?” he said to Rosy. “The plane is going to take off in another minute.” David put the stamp on the envelope, dropped it into a postbox, and suddenly he let out a cry.What do you suppose happened to him? He had posted their plane tickets to his mother.57. Rosy is David’s ______.A. friendB. motherC. sisterD. wife58. This passage tells us that David and Rosy ______.A. were always short of timeB. always did everything in a great hurryC. were very forgetfulD. usually worked on Sundays59. Mr Jackson made such a foolish mistake because ______.A. he was worried about his motherB. he had forgotten to buy a stampC. he was worried about this flightD. his memory was poor and he posted the letter in a great hurry。
Unit 8 Dolls（第一课时）（说课稿）-2022-2023学年英语四年级上册-译林版（三起）一、教学背景本节课是英语四年级上册Unit 8 Dolls中的第一课。
在本单元中，我们将通过学习与娃娃相关的词汇和句型，以及观看一些与娃娃相关的视频，来培养学生的语言表达能力和文化意识。
二、教学目标1.语言知识目标：–学习娃娃、洋娃娃、公主娃娃、士兵娃娃、木偶等与娃娃相关的词汇。
–学习How many …?问句和There are …个数回答。
2.技能目标：–培养学生对娃娃感兴趣的情感态度，并通过制作娃娃来锻炼学生的动手能力和创造力。
3.情感目标：–培养学生对娃娃文化的认识和兴趣，增强学习英语的欲望。
三、教学重难点1.语言重点：娃娃、洋娃娃、公主娃娃、士兵娃娃、木偶等与娃娃相关的词汇和How many …?问句、There are …个数回答。
2.语言难点：How many …?问句和There are …个数回答的拓展。
四、教学准备PPT、录音、幻灯片、单词卡片、娃娃图片、教材等。
五、教学过程Step 1 自我介绍通过自我介绍，了解学生的前置知识和英语水平。
Step 2 课前导入播放与娃娃相关的视频，让学生听音乐、唱歌、认识娃娃，并让学生集体讨论“Do you like dolls?”。
Step 3 新课讲解1.引出新单词doll，教授其发音和意思。
可展示图片辅助理解并由学生跟读。
2.介绍其它与娃娃有关的单词，如How many dolls?、There are three dolls.等。
3.课堂练习，要求学生使用与娃娃相关的单词，完成老师提出的问句和回答。
Step 4 制作娃娃1.分发工具，让学生使用提供的素材制作娃娃。
2.教材中给出“我想制作一个……娃娃”句型，学生可结合自己所制作的娃娃完善句子。
3.学生制作完成后，进行展示和分享。
Step 5 课堂总结1.教师与学生一起对本节课进行总结。
Unit8unit8说课稿XXXUnit8 How do you make a banana milk shake?SectionA1a-1c说课稿各位领导、老师们，你们好！今天我要进行说课的内容是Unit8 How do you makea banana milk shake?SectionA1a-1c。
一、说教材(一)教学内容分析：本课是《义务教育课程标准实验教科书英语》（XXX）八年级上册第八单元How do you make a banana milk shake?第一课时。
本单元中心话题是研究询问和描述一种食物的制作过程，本课时研究询问和描述香蕉奶昔的制作过程。
主要语言结构为：祈使句的运用; how many /how much引导的特殊疑问句。
本单元同样是七年级祈使句的一个延伸。
通过本课的研究进一步培养学生的跨文化意识和综合语言运用能力。
（二）教学目标：1.语言知识目标：经由过程研究使学生把握并能熟练运用一些词语和句型。
Sentences: How many …/ How much… do we need ?2．语言技能目标：能运用所学词汇句型描述奶昔的制作过程，能在真实情景中熟练运用。
3.文明意识目标：相识西方人的饮食文明。
（三）、依据新课程尺度及本单元总目标确定本课的教学重点为：重点：研究制造奶昔所需的相关词汇和句型。
many …/How much… do we need ?难点：学会利用“ first, next, then and finally”等顺序副词来描述制作奶昔过程。
二、教法1．《英语课程标准》强调课程从学生的研究兴趣，生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的研究方式和任务型的教学途径，发展学生的综合语言运用能力，使语言研究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研究能力的过程。
基于上述实际和英语课程尺度对八级学生的要求及学生的心理特性和认知开展规律，联合任务型语言教学模式，采用多元智能实际的教学设想战略，经由过程对祈使句型的练，听力的锻炼，让学生为完成任务取得必须的知识、能力、信息和文明了解，最后学生自主完成多种水果奶昔制造并描述其过程，实现了任务目标、感受到成功。
The first period (What Is It?)Step1: GreetingsGreet the students as usual.Step2: Lead-inShow them lots of pictures and ask them to pay attention to what’s the meaning of the picturesStep3: Warm-upActivity1: Ask the students to look at the pictures and understand what they stand for.Students have difficult in describing in English. The teacher gives them some expressions to choose.A sandwich biscuit A wrist watchBrushing teeth A colorful fish Activity2: Divide the students into four groups Ask them to match the pictures with the slogans in the box.Aims: 1. To make our students be familiar to the words of images2. To attract our students’ interests.The teacher shows the answers with pictures. Step4: SpeakingActivity1: Look at the picture and try to guess what it is. Tick the answer. Then listen to the conversation between Jack and Lily to check their answer.Activity2: Listen again.Then underline sentences talking about making a guess in the conversation. Suggested answers:1) Have you got any idea?2) Is it a small toilet-plunger just for fun? (Teacher analyses the main content of the dialogue and then move on to the next activity.) Activity3: Make dialogues about the following products. Use the expressions you’ve learned.The teacher shows the expressions on the screen and asks the students to act it out before the class. After the students mastered useful expressions let them play a game.Example:----I have brought something new and interesting.Do you want to have a look?----Really? Of course, show me!----Guess what it is.----Er… Let me see. It may be a paper-cut.----No. It’s a cup pad.Activity4:Work in pairs and complete the conversation below.Aims: 1. To practice their speaking ability2. To help them master the expressions to guess the meaning.After playing the game and then ask the students to finish the exercise.Step5: SummaryThe teacher shoule conclude how to talk about the image and the possible responses.Step6: Homework Read the conversation.。
初中英语九年级 Unit 8 Section A(3a-3c) 说课稿一. 教材分析本文选自人教版初中英语九年级Unit 8 Section A(3a-3c)。
本节课的主要内容是讨论关于不同国家的人们的日常生活。
通过阅读文章，学生可以了解不同国家人们的生活习惯和风土人情，提高他们的跨文化交际意识。
文章主要包括三个部分：3a. 介绍英国人的日常生活，如他们喜欢喝茶、看报纸，喜欢谈论天气等。
3b. 介绍美国人的日常生活，如他们喜欢喝咖啡、吃快餐，注重效率等。
3c. 介绍澳大利亚人的日常生活，如他们喜欢户外活动、烧烤等。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。
但是，对于一些复杂的语法结构和词汇，他们可能还不是很熟悉。
因此，在教学过程中，教师需要帮助学生巩固所学知识，提高他们的语言运用能力。
同时，学生应该具备一定的跨文化交际意识，能够了解并尊重不同国家的文化差异。
三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和短语，如“tea time”，“weather forecast”，“fast food”等。
2.能力目标：学生能够读懂文章，理解文章的主旨大意，提高他们的阅读理解能力。
3.情感目标：学生能够了解并尊重不同国家的文化差异，提高他们的跨文化交际意识。
四. 说教学重难点1.重点：学生能够掌握文章中的关键词汇和短语，理解文章的主旨大意。
2.难点：学生能够运用所学知识，进行实际的跨文化交际。
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、讨论等方式，激发学生的学习兴趣，提高他们的参与度。
同时，教师会运用多媒体教学手段，如图片、视频等，帮助学生更好地理解文章内容。
六. 说教学过程1.导入：教师通过展示不同国家的图片，引导学生谈论各自对这些国家的印象，激发学生的学习兴趣。
2.阅读理解：学生独立阅读文章，完成相关练习题，教师进行讲解和辅导。
人教版七年级英语下册说课稿UNIT 8 Period 1 （Section A 1a-1c）一. 教材分析人教版七年级英语下册Unit 8 Period 1（Section A 1a-1c）主要介绍了有关日常生活中的穿着打扮的话题。
本节课通过描述两个人的着装风格，让学生学会使用一般现在时来描述一个人的习惯或特点。
本节课的主要语言点是一般现在时态的运用，以及形容词和副词的比较级。
通过学习本节课，学生能够提高自己的听说读写能力，更好地运用英语进行日常交流。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，对本节课的一般现在时态有所了解。
但是，他们在运用英语进行表达时，还存在一定的困难。
因此，在教学过程中，我将以学生为主体，引导他们通过观察、思考、实践等方式，掌握一般现在时态的运用，以及形容词和副词的比较级。
三. 说教学目标1.知识目标：（1）能够正确运用一般现在时态描述一个人的习惯或特点。
（2）学会使用形容词和副词的比较级进行描述。
2.能力目标：（1）提高学生的听说读写能力，能用英语进行日常交流。
（2）培养学生的观察力、思维能力和合作精神。
3.情感目标：（1）激发学生学习英语的兴趣，增强自信心。
（2）培养学生积极向上的生活态度，注重自己的穿着打扮。
四. 说教学重难点（1）一般现在时态的运用。
（2）形容词和副词的比较级的使用。
（1）一般现在时态的运用，尤其是主语为第三人称单数时，动词的变化。
（2）形容词和副词的比较级的运用，以及其在句子中的位置。
五. 说教学方法与手段（1）情境教学法：通过设置生活情境，让学生在实际语境中学习英语。
（2）任务型教学法：引导学生参与各种实践活动，提高他们的英语实际运用能力。
（3）合作学习法：鼓励学生分组讨论，培养团队精神。
2.教学手段：（1）多媒体课件：运用图片、视频等资源，直观展示教学内容。
（2）实物教学：利用衣服、鞋子等实物，帮助学生更好地理解和学习。
六. 说教学过程（1）展示两张不同风格的穿着打扮的图片，引导学生观察并说出他们的特点。
