人教版八年级英语上册 集体备课

八年级上英语集体备课计划人教版一、指导思想本学期我们英语组以学校教学工作为指导，以学生全面发展为根本，以提高教学质量为目标，进一步推进“先学后教，当堂训练”课堂教学模式。

在新的教学理念的指导下，努力提高课堂教学效率，全面提高学生英语成绩。

二、工作目标1. 积极开展“有效教学”之“先学后教，当堂训练”课堂教学研讨活动。

努力做到：向课堂40分钟教学要质量，提高课堂效率。

2. 积极开展教研活动，通过集体备课，研究教学内容，研究学生，进度，研究教学方法，提高教学质量。

3. 配合班主任，做好学生的思想工作，培养学生自主学习能力，发扬乐观向上、积极进取的精神，让学生在学习中体验成功的快乐。

三、具体措施（一）加强备课，优化课堂教学，提高课堂效率1. 坚持每周三上午第三节课进行集体备课，全体英语老师认真研读教材，分析学情，确定教学目标及重难点，制定合理、有效的教学方案。

在教学中根据我校学生的实际情况来安排自己的教学活动。

教学中既要以教材为依据，注重教材的整体性，又要根据实际情况对教材进行重新审视整合，使教材真正成为自己教学的可资利用资料。

努力做到备课标、备教材、备学生、备教具、备学具。

确保每节课生动活泼具有实效性。

2. 认真积极参加各级部门组织的各种英语教研活动。

活动要全心投入，真学、真做、真思考，真反思。

把活动的情况及反思体会都记录下来作为资料保存。

3. 相互听课、评课，学习别人的优点，弥补自己的不足。

做好听课记录，取长补短。

以集体利益为重尽量提供机会让所有组员开公开课。

本学期将继续上一节组内研究课和一节校内公开展示课。

人人参与讲课、评课，在切磋中共同进步。

在研修活动中做到三个落实（时间、地点、人员）。

使教研活动真正发挥其作用。

（二）加强教师自身学习作为教师，除了要为学生的发展型创造型的创造奠基外，自身还应有不断进步的要求。

本学期我组将力抓学习不放松，积极用先进的教育教学理论指导自己的教学。

多角度多方位地做好学习笔记和听课笔记。

初二英语组集体备课活动全纪录为了提高教学质量，提高教师的教学水平，我们初二英语组于2022年10月15日在备课室进行了集体备课活动。

此次活动主要围绕人教版新目标英语八年级上册Unit 7 How do you make your porridge?进行。

以下是本次活动的全纪录。

活动时间2022年10月15日上午9:00 - 11:30活动地点备课室参与人员1. 张老师2. 李老师3. 王老师4. 赵老师5. 刘老师活动内容1. 教学目标分析1.1 知识目标- 能听懂、会说、会读本课的生词和短语。

- 能正确运用情态动词can描述能力。

- 能运用所学知识进行简单的日常交流。

1.2 能力目标- 培养学生的听力、口语和阅读能力。

- 培养学生运用英语进行表达和交流的能力。

1.3 情感目标- 培养学生对英语学习的兴趣。

- 培养学生团结协作、积极参与的精神。

2. 教学内容分析2.1 教材内容- 课文：How do you make your porridge? - 生词：stir, slowly, bring to a boil等。

- 短语：make porridge, add...to...等。

2.2 重难点分析- 情态动词can的用法。

- 祈使句的构成及用法。

- 描述做某事的句子结构。

3. 教学方法及策略3.1 教学方法- 情境教学法- 任务型教学法- 交际法3.2 教学策略- 利用多媒体课件，激发学生兴趣。

- 分组讨论，增强学生合作意识。

- 课堂实践，提高学生实际应用能力。

4. 教学步骤4.1 导入- 利用图片引导学生谈论食物。

4.2 新课呈现- 播放课文音频，让学生跟读。

- 讲解生词和短语。

4.3 课堂活动- 分组讨论：如何做粥。

- 学生展示：各组分享讨论成果。

4.4 巩固练习- 完成课本练习题。

- 进行听力练习。

4.5 课堂小结- 总结本节课所学内容。

- 强调情态动词can的用法。

5. 作业布置- 抄写生词和短语。

八年级英语备课组集体备课记录一、备课时间。

[具体时间]二、备课地点。

[具体地点]三、参与人员。

[列出备课组全体成员名字]四、备课主题。

八年级英语教学内容的备课，涵盖教材分析、教学目标、教学重难点、教学方法、教学进度安排以及教学资源准备等方面。

（一）教材分析。

1. 教材版本。

人教版八年级英语教材，该教材内容丰富，注重培养学生的综合语言运用能力，从听、说、读、写四个方面全面提升学生的英语水平。

教材内容贴近学生生活实际，有助于激发学生的学习兴趣。

2. 单元结构。

- 每个单元围绕一个主题展开，包含Section A、Section B和Self - check三个部分。

- Section A主要通过各种活动引入新的词汇和句型，以听说训练为主，让学生初步感知本单元的重点内容。

- Section B则在Section A的基础上，进一步拓展词汇、句型的运用，加强读写训练，提高学生综合运用语言的能力。

- Self - check部分主要用于学生自我检测，帮助学生巩固本单元所学知识。

（二）教学目标。

1. 语言知识目标。

- 学生能够掌握本单元的重点单词、短语和句型，如[列举一些重点单词、短语和句型]。

- 能够正确运用一般现在时、现在进行时等语法知识进行简单的语言表达。

2. 语言技能目标。

- 听：学生能听懂有关[单元主题相关内容]的简单对话和短文，获取主要信息。

- 说：能够运用所学词汇和句型就[单元主题相关话题]进行简单的交流和讨论，语音、语调基本正确。

- 读：能够读懂与[单元主题相关]的文章，理解文章大意，掌握文章中的关键信息，并能根据上下文猜测词义。

- 写：能够根据所给提示或话题，写出简单的英语短文，内容完整，语法正确，书写规范。

3. 情感态度目标。

- 通过学习本单元内容，培养学生对[单元主题相关事物]的兴趣，激发学生学习英语的积极性。

- 引导学生关注[单元主题相关的积极情感内容，如文化、友谊等]，增强学生的跨文化意识和积极的情感体验。

人教版八年级英语上册整体备课教学设计一．学生情况分析：本班学生虽经一年的教学，但本地因属农村地区，且所有同学都是少接触英语，接受能力较差，在听、说、读、写各个方面的基础都比薄弱。

另外，学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。

例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累；有些同学任然不敢开口，或者是声音太小。

二．教材分析本套八年级教材共分十个单元，每单元分Section A和Section B 以及Selfcheck三部分。

SectionA : 1a呈现本单元的重点单词，语法结构与功能；1b呈现任务型听力练习；1c结对练习核心对话；2a,2b是多种听力练习；2c 呈现不同的任务。

Grammar Focus 呈现语法功能重点；3a-4b提供多种课堂活动。

Section B: 1a词会扩展；1b新旧知识综合运用，同时在原有基础上有所扩展；2a,2b为听力练习；3a-3c提供各类练习形式，随着所学内容的加深，逐步扩展成阅读和写作练习。

4a为创造性活用所学知识提供各类课堂活动。

Selfcheck:使学生对自己的英语水平有明确的认识。

自我评价，包括词汇知识的评价，语言应用能力的评价和幽默卡通。

三．教学措施1.俗话说，兴趣是最好的老师，要培养学生学习英语的兴趣。

2.注重发音教学，加强语音教学的趣味性。

课堂中采取多种多样的教学形式，改变传统的教学模式，提高课堂效率。

多进行“口语交际”、“情景对话”等活动。

3.以旧引新，重视中小学英语知识的联系。

初中英语课本有许多词汇是在小学阶段已学过的，重现率高。

在讲授单词时，可采用以旧词解释新词，以新词套用旧句型，以新词造句重温旧词，达到温故而知新的目的，做到词不离句，活学活用。

人教版八年级英语上册unit3第一课时集体备课教案2、He speaks ___________（大声地）than XXX.3、She works ___________（勤奋地）than her classmates.4、He is ___________（安静的）than his friends.5、She is a ___________（好的）student XXX.Ⅱ语法诊断1、形容词比较级的构成方法是___________。

2、比较级的用法是___________。

3、不规则变化的比较级有哪些？请列举___________。

备注：学生在课前完成预任务后，教师进行诊断，及时发现问题并解决。

）二）合作探究设计：1、听力训练1）听1a录音，回答问题：Who is more outgoing。

Amy or Lily?2）听1b录音，回答问题：What does Amy say about herself?3）听2a录音，回答问题：What does Jim think of his sister?4）听2b录音，回答问题：What does Jim say about himself?备注：通过听力训练，让学生在听中学，提高学生的听力理解能力。

）2、口语练1）Pair work：根据1a中的单词，两人轮流描述自己和对方，比较差异和相同点。

2）Group work：在小组内，讨论并总结出自己小组内每个人的特点，并进行比较，最后选出最特别的人。

备注：通过口语练，让学生在说中学，提高学生的口语表达能力。

）三）达标检测设计：1、阅读理解1）阅读2c，回答问题：What does Jim think of himself and his sister?2）阅读2d，回答问题：What does Jim think of his friends?备注：通过阅读理解，检测学生的阅读能力和对比较级的理解掌握程度。

Unit 10集体备课教案首备人八年级组复备人课型听说课课时第一课时授课人授课时间授课班级备课组课题Unit 10 If you go to the party, you’ll have a great time!第一课时Section A(1a~2d) 二次备课学习目标1. 语言知识目标：1) 能掌握以下单词：meeting, video, organize, potato chips, chocolate, upset, taxi, advice能掌握以下句型：①─I think I’ll go to the party with Karen and Anna.─If you go to the party, you’ll have a great time!②─What will happen if they have the party today?─Half the class won’t come.2) 能了解以下语法：掌握含if条件状语从句的主从复合句的用法。

3) 能用if 引导的条件状语从句作出假设，用will谈论结果。

2. 情感态度价值观目标：学习因果关系的表达和做出合理的建议。

谈论自己的感受，同时使学生在英语交流中注意并观察他人的情感。

由于本单元话题贴近学生生活，符合他们热爱休闲的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。

重点难点. 教学重点、难点：（1）重点句型：—I think I’m going to go to the party with Karen and Ann.—If you do, you’ll have a great time.（2）正确使用if 引导的条件状语从句教法学法情景教学法任务型教学法教学过程Ⅰ. Warming upAsk some questions.T: If you are happy, what will you do?S: If I am happy, I will smile.T: If you become sad, what will you do?S: If I become sad, I will cry.T: What will happen if you are going to do too much work?S: If I am going to do too much work, I will get tired. Ⅱ. Presentation1．Think the following situation and answer the questions.(1) I’d love to go to my brother’s 18th birthday教 学 过 程教party. What will happen if I give him a new suit? (2) I look forward to attending my friend’swedding. What will happen if I sing a song —all good things come to an end?2. Work on 1a, match the statements with the pictures [a-d].1. ___ I think I’ll wear jeans to the party.2. ___ I think I’ll stay at home.3. ___ I think I’ll take the bus to the party.4. ___ I think I’ll go to the party with Karen and Anna. Ⅲ. Listening Work on 1b:1. Point out the statements and the responses in activity 1a. Tell Ss to listen to the recordings and complete the responses.If you do, the teachers won’t ________ If you do, you’ll _______________ If you do, you’ll _______________学过程If you do, you’ll _______________2. Play the recording for the first time, Ss only listen.3. Play the recording again the try to complete the responses.4. Check the answers.5. Listen to the tape pay attention to the important sentences.Ⅳ. Pair work1. Let Ss read the model with a partner.2. Look at the pictures above. Use the information in 1b. Ask and answer with a partner.3. Let some pairs ask and answer about the pictures. Ⅴ. New wordsLearn some new words: video, potato chips, chocolate, meeting, organizeⅥ. ListeningWork on 2a:1. The students are talking about having a party. Guess what they will discuss.2. Let Ss read the two sentences below. Make sure they know what to do.The students are talking about when to have (a class party/ a class meeting / a birthday party).They plan to have it on (Friday evening /Saturday afternoon/ Saturday evening).3. Play the recording for the Ss to listen and circle the right answers.4. Play the recording again to check the answers.Work on 2b:1. Let Ss read the phrases and questions below. Tell Ss that they should answer the questions with the proper phrases.1) What will happen if they have the party today?2) What will happen if they have the party tomorrow?3) What will happen if they watch a video at the party?4) What will Mark organize?5) What will Nelly do?2. Play the recording for the Ss to write the correct answers.3. Play the recording again to check the answers.4. Read the conversation after the tape. Pay attention to the pronunciation,intonation and sentence stress.Ⅶ. Pair work1. Tell Ss role-play a conversation between Nelly and Mark.2. Give a model to the Ss.3. Ss work in pairs and practice the conversation.4. Ask some pairs to act out their conversations. Ⅷ. Role-play1. Discuss the following question: If you are going to hold a party, how will you prepare for it?2. Listen to the conversation and answer the question.What are Jeff and Ben talking about, regarding the party preparations?3. Read the conversations and answer the questions below.(1) What will happen if we ask people to bring food?___________________________________(2) What will happen if we give people some small gifts if they win?____________________________________4. Practice the conversation with their partner. Then let some pairs to act out the conversation.5. Explain some new words and main points in the conversation.ⅨExercises根据汉语意思完成英语句子，每空一词。

Unit 3 I’m more outgoing than my sister一、教材分析本单元以描述某人的个性特征为中心而展开, 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 A主要谈论人物之间外貌和个性特征的对比，从外表和性格两方面比较人物之间的相同与不同点, 让学生运用形容词和副词比较级。

语言侧重形容词和副词比较级的训练和学习。

要求听说读三个方面比较不同双胞胎之间外表和性格的区，由此引出taller, shorter, thinner, longer, heavier, quieter, funnier,more outgoing 等词汇, 以及“S + be + adj.比较级+than+被比较对象”这个重要的句子结构。

附带着在3a也提出了as,.as 结构the same as结构表达两人的相同之处。

Section A 主要内容有：向学生介绍有关形容词和副词比较级的概念及用法；拓展学生相关的形容词和副词词汇；训练学生比较级句型的运用以及培养他们的语言结构意识。

Section B部分则深入到比较自己和朋友的相同与不同之处, 并提出了“选择朋友”这个话题, 引导学生正确评价朋友, 引导学生结识真正的好朋友。

二、学情分析在这部分的教学中，学生对形容词和副词的比较级概念及其构成形式的理解并不太困难，且英语中more与汉语中的“更加”表示方式接近，than 几乎等同于汉语的“比”因此教师在教学中应当注意利用这些特点辅助教学，顺势突破-er，设法在学生的脑海中建立起英语-er和more 相当于汉语的“更”的概念。

这样的概念一旦确立，学生每当想用英语表达”更,”时，就会使用-er或more 的意识，同时向准确表意及英语的流畅交流进了一步。

在初一时学生学习了个人外貌和性格的表达，弹奏乐器的表达，为本单元个性比较的表达奠定了基础。

人教版八年级英语集体备课活动记录范文The group lesson preparation activity for the 8th grade English textbook was a valuable and enriching experience for all the teachers involved. As we gathered together to collaborate and plan our lessons, we were able to share our insights, exchange ideas, and collectively work towards enhancing the learning experience for our students.The activity began with a thorough review of the curriculum and the specific learning objectives for the 8th grade English course. We carefully examined the textbook, the supplementary materials, and the assessment strategies to ensure that we had a comprehensive understanding of the content and the desired outcomes. This initial phase allowed us to identify the key areas of focus and the potential challenges that our students might face.One of the most productive aspects of the activity was the opportunity to engage in peer-to-peer discussions. Each teacher brought their unique perspectives, teaching styles, and experiences to the table, and we were able to learn from one another. Wediscussed effective teaching methodologies, shared successful lesson plans, and brainstormed innovative ways to engage our students.For instance, one of the teachers shared a creative approach to teaching vocabulary that involved incorporating interactive games and multimedia resources. This sparked a lively discussion, and we were able to collectively refine and adapt the strategy to suit the needs of our diverse classrooms. By sharing our best practices and collaborating on lesson plans, we were able to create a more cohesive and comprehensive learning experience for our students.Another valuable aspect of the activity was the focus on assessment. We carefully reviewed the assessment tools and strategies outlined in the textbook and discussed ways to align them with our teaching objectives. We explored alternative assessment methods, such as project-based learning and performance-based assessments, to ensure that we were accurately measuring our students' progress and providing them with meaningful feedback.Throughout the activity, we also addressed the challenges and obstacles that we might face in the classroom. We discussed strategies for differentiated instruction, catering to diverse learning styles, and providing additional support for students who might struggle with the content. By anticipating these challenges and developing proactive solutions, we were better equipped to createengaging and effective lessons.One of the highlights of the activity was the collaborative development of lesson plans. Working in small groups, we were able to design comprehensive lesson plans that incorporated a variety of teaching methods, learning activities, and assessment tools. This process not only allowed us to share our expertise but also fostered a sense of camaraderie and teamwork among the teachers.As we finalized our lesson plans, we also discussed the importance of ongoing professional development and the need to continuously refine our teaching practices. We acknowledged that the field of education is constantly evolving, and we committed to staying informed about the latest research, trends, and best practices in English language teaching.Overall, the group lesson preparation activity for the 8th grade English textbook was a valuable and enriching experience. It allowed us to collaborate, share our expertise, and collectively work towards enhancing the learning experience for our students. By engaging in this process, we not only improved the quality of our lessons but also strengthened our professional relationships and our commitment to providing the best possible education for our students.。