人教版英语八年级上册Unit-3说课稿

【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。

八上人教版英语U3说课稿教学设计：八上人教版英语Unit 3一、教学目标本单元的教学目标旨在通过各种教学活动，帮助学生掌握和运用本单元的核心词汇、句型和语法结构。

同时，培养学生的听说读写能力，提高他们用英语进行日常交流的能力。

二、教学内容1. 词汇：本单元的词汇主要围绕日常生活话题，包括家庭、朋友、学校生活等。

2. 句型：通过对话和短文，学习和练习使用一般现在时和一般过去时描述人物和事件。

3. 语法：重点讲解一般现在时和一般过去时的构成和用法，以及形容词的比较级和最高级。

三、教学方法1. 导入新课：通过图片、视频或情景模拟，激发学生对话题的兴趣。

2. 呈现新知：通过听力练习、角色扮演和小组讨论，让学生在实际语境中学习和运用新词汇和句型。

3. 巩固练习：通过填空、连线、翻译等练习形式，帮助学生巩固所学知识。

4. 产出活动：组织学生进行小组合作，完成项目任务，如制作海报、进行演讲等，以提高学生的综合语言运用能力。

四、教学步骤1. 热身活动：通过自由交谈或小游戏，让学生进入英语学习的状态。

2. 导入新课：展示与本单元话题相关的图片或视频，引导学生讨论相关话题。

3. 呈现新知：播放听力材料，让学生跟随录音学习新词汇和句型，并进行模仿练习。

4. 练习活动：分发练习题，让学生独立完成，然后进行讲解和订正。

5. 产出活动：组织学生进行小组合作，完成与本单元话题相关的项目任务。

6. 总结反馈：回顾本课所学内容，对学生的表现进行评价，并提出改进建议。

五、教学评价1. 过程评价：观察学生在课堂上的参与程度和表现，及时给予反馈和鼓励。

2. 形成性评价：通过课堂小测、作业和项目任务，评估学生对知识的掌握情况。

3. 总结性评价：在单元结束时，进行单元测试，全面评价学生的学习成果。

六、教学反思在教学结束后，教师应反思教学过程中的得失，如教学方法的有效性、学生的反馈、课堂管理等方面，以便不断改进教学方法，提高教学质量。

七、教学辅助材料1. 多媒体课件：包含本单元的词汇、句型和语法点，以及相关的图片、音频和视频材料。

人教版英语八年级上册Unit 3《I’m more outgoing than my sister》说课稿一. 教材分析《人教版英语八年级上册Unit 3 I’m more outgoing than my sister》是一篇关于人物性格和生活习惯的阅读文章。

本节课主要通过讲述两个人的性格特点和生活习惯，让学生学会如何用英语描述人的性格和生活方式。

教材内容丰富，插图生动，贴近学生生活，有利于激发学生的学习兴趣。

二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

但学生在描述人的性格和生活习惯方面还存在一定的困难，需要通过本节课的学习来提高。

此外，学生对于西方的生活方式和文化还比较陌生，需要通过本节课的学习来了解和拓展。

三. 说教学目标1.知识目标：学生能够掌握描述人的性格和生活习惯的常用词汇和句型，如 outgoing, quiet, friendly, read books, watch movies等。

2.能力目标：学生能够用英语流畅地描述人的性格和生活习惯，提高阅读和写作能力。

3.情感目标：学生能够了解和尊重不同的生活方式和文化，培养跨文化交际意识。

四. 说教学重难点1.重点：描述人的性格和生活习惯的词汇和句型。

2.难点：如何正确运用所学词汇和句型，流畅地描述人的性格和生活习惯。

五. 说教学方法与手段1.任务型教学法：通过设定各种任务，让学生在实践中学会描述人的性格和生活习惯。

2.情境教学法：通过创设各种情境，让学生在真实的语境中学会运用所学词汇和句型。

3.合作学习：学生分组进行讨论和交流，共同完成任务，提高团队协作能力。

4.多媒体教学：利用多媒体课件和视频，丰富教学内容，提高学生的学习兴趣。

六. 说教学过程1.导入：通过展示两张人物图片，让学生猜测他们的性格和生活习惯，激发学生的学习兴趣。

2.读前活动：让学生预览文章标题和插图，预测文章内容，激发学生的阅读欲望。

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.。

人教版八年级英语上册说课稿《UNIT 3 Period 4 （Section B 2a-2e）》一. 教材分析人教版八年级英语上册Unit 3 Period 4（Section B 2a-2e）主要讲述了一家人去动物园游玩的故事，通过这个故事，让学生们掌握一般过去时态的运用，以及如何描述过去发生的事情。

本节课的主要内容包括阅读理解、词汇学习、语法讲解和口语练习等。

二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，对一般过去时态有所了解，但运用起来还不够熟练。

此外，学生们在阅读理解、口语表达和写作方面还存在一定的困难。

因此，在教学过程中，需要注重引导学生运用所学知识进行实际操作，提高他们的英语应用能力。

三. 说教学目标1.知识目标：让学生掌握一般过去时态的构成和用法，了解固定短语“go to”的用法；2.能力目标：提高学生的阅读理解能力，培养他们运用英语进行口语交流的能力；3.情感目标：培养学生热爱动物，保护环境的意识。

四. 说教学重难点1.重点：一般过去时态的构成和用法，固定短语“go to”的用法；2.难点：一般过去时态在实际语境中的运用，阅读理解能力的提高。

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，自然地学习和运用英语；2.运用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，提高他们的学习积极性；3.小组讨论，鼓励学生积极参与，提高他们的口语表达能力。

六. 说教学过程1.导入：通过展示动物图片，引导学生谈论自己喜欢的动物，激发学生学习兴趣；2.阅读理解：让学生阅读文章，回答相关问题，培养他们的阅读理解能力；3.词汇学习：讲解文章中的重点词汇和短语，让学生掌握一般过去时态的构成和用法；4.语法讲解：通过实例讲解，让学生理解一般过去时态的用法，并进行口头练习；5.口语练习：学生进行角色扮演，运用一般过去时态描述过去发生的事情；6.总结：对本节课的内容进行总结，强调一般过去时态的用法和重要性。

人教版初中英语说课稿模板八上unit3尊敬的各位评委、老师，大家好！今天，我将为大家说课人教版初中英语八年级上册Unit 3的话题——“我理想中的学校”。

本单元旨在通过对理想学校的描述和讨论，帮助学生运用英语表达自己对未来学习环境的期望和设想，同时培养学生的创新思维和语言表达能力。

一、教学目标1. 知识与技能目标：- 学生能够掌握描述学校设施和教学活动的词汇和句型。

- 学生能够通过听说读写四项技能，运用所学语言知识进行交流。

- 学生能够理解并运用比较级和最高级形式来描述事物。

2. 过程与方法目标：- 通过小组合作和角色扮演，培养学生的合作能力和交流技巧。

- 通过讨论和演讲，提高学生的批判性思维和创造性表达。

3. 情感态度与价值观目标：- 激发学生对英语学习的兴趣和热情。

- 培养学生对美好学习环境的向往和对未来的规划意识。

二、教学内容与学情分析本单元围绕“理想中的学校”这一主题，通过对话、短文和图片等多种教学资源，让学生了解不同学校的设施和活动，并引导学生思考自己心目中理想的学校。

学生已经掌握了一些基本的英语词汇和句型，但对于一些描述性的词汇和表达方式可能还不够熟练。

因此，教学中需要设计多样化的活动，帮助学生巩固和拓展语言知识。

三、教学重点与难点1. 教学重点：- 掌握描述学校设施和活动的词汇。

- 学会使用比较级和最高级形式进行描述。

2. 教学难点：- 运用所学语言知识，流利地表达自己对理想学校的设想。

- 在口语表达中正确运用比较级和最高级。

四、教学方法与手段1. 教学方法：- 采用任务型教学法，通过实际情境模拟，让学生在完成任务的过程中学习和使用英语。

- 利用多媒体教学资源，如图片、视频等，增强学生的视觉感受，提高学习兴趣。

2. 教学手段：- 使用PPT展示理想学校的图片和描述，激发学生的想象力。

- 通过小组讨论和角色扮演，让学生在互动中练习语言技能。

五、教学过程1. 导入新课：- 通过展示不同学校的图片，引导学生谈论自己现在的学校，并过渡到理想学校的讨论。

人教版八年级英语上册说课稿《UNIT 3 Period 3 （Section B 1a-1e）》一. 教材分析《人教版八年级英语上册》第三单元第三课时，主要内容为Section B 1a-1e。

本节课的主要话题是关于不同国家的节日，通过对比中西方节日的不同，让学生了解和尊重不同的文化背景。

教材内容丰富，既有读写任务，又有听力练习，还有口语交流，能够全面提高学生的英语综合运用能力。

二. 学情分析八年级的学生已经具备一定的英语基础，对于日常生活中的话题能够进行简单的交流。

但是，对于一些特定的文化背景知识，可能还不够了解。

因此，在教学过程中，教师需要帮助学生建立起文化背景知识与语言技能之间的联系。

三. 说教学目标1.知识目标：学生能够掌握关于节日的词汇和表达方式，了解中西方节日的不同。

2.能力目标：学生能够听懂、说清、读准关于节日的对话，能够运用所学知识进行简单的交流。

3.情感目标：培养学生尊重和了解不同文化的态度。

四. 说教学重难点1.重点：学生能够掌握关于节日的词汇和表达方式，能够进行简单的交流。

2.难点：学生能够理解并运用语法结构“how special/ important/interesting”进行表达。

五. 说教学方法与手段本节课采用任务型教学法，通过设置各种任务，引导学生主动参与学习过程。

同时，运用多媒体教学手段，如图片、视频等，帮助学生更好地理解和掌握知识。

六. 说教学过程1.导入：教师通过展示中西方节日的图片，引导学生谈论各自喜欢的节日，激发学生的学习兴趣。

2.新课呈现：教师通过播放视频，介绍中国的春节和西方的圣诞节，让学生了解两者的不同。

3.课堂活动：学生分组进行角色扮演，模拟中外朋友谈论节日的场景。

4.听力练习：学生听录音，完成相关的练习题。

5.口语练习：学生运用所学知识，进行小组讨论。

6.总结：教师引导学生总结本节课所学内容，强调尊重和了解不同文化的态度。

七. 说板书设计板书设计简洁明了，主要包括课题、教学内容和关键词。

八年级英语上册-人教版-Unit 3 说课稿（2）一. 教材分析人教版八年级英语上册Unit 3的主题是“How do you get to school?”，主要让学生掌握一般疑问句的构成及其回答方式，同时学习与日常生活相关的交通工具和地点的词汇。

通过对教材的分析，我们可以发现，本单元的教学内容紧密联系学生的实际生活，有利于激发学生的学习兴趣和积极性。

二. 学情分析根据我对学生的了解，他们在七年级已经学习了简单的日常英语交际，对本单元的主题有一定的认识。

但部分学生对一般疑问句的构成和回答方式还不够熟练，同时他们的词汇量和语法知识也需要进一步拓展。

因此，在教学过程中，我需要关注学生的个体差异，因材施教。

三. 说教学目标1.知识目标：让学生掌握一般疑问句的构成及其回答方式，学会使用本课中的交通工具和地点词汇进行日常英语交际。

2.能力目标：培养学生用英语询问和描述日常生活中的地点和交通方式的能力。

3.情感目标：激发学生学习英语的兴趣，培养他们积极向上的学习态度。

四. 说教学重难点1.重点：一般疑问句的构成及其回答方式，本课中的交通工具和地点词汇。

2.难点：一般疑问句在实际交际中的应用，以及词汇和语法知识的拓展。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成实际任务的过程中学习和运用英语。

2.教学手段：利用多媒体课件、图片、地图等教学资源，以及课堂互动、小组讨论等教学活动。

六. 说教学过程1.导入：以学生日常上学交通工具为主题，引导学生谈论各自的交通方式，为新课学习做好铺垫。

2.呈现：通过展示一张学校的地图，引导学生找出学校附近的交通地点，同时板书关键词汇。

3.practice：让学生两人一组，用一般疑问句询问对方的交通方式，并回答。

4.扩展：通过小组讨论，让学生思考其他可能的交通方式，丰富词汇和语法知识。

5.巩固：设计一个角色扮演活动，让学生模拟在机场或车站询问和描述交通方式的情景。

八年级英语上册-人教版-Unit 3 说课稿（1）一. 教材分析人教版八年级英语上册Unit 3的主题是“My hero”，通过介绍英雄人物，让学生学会表达人物的特征、外貌、喜好等。

本单元的词汇和句子结构较为复杂，学生需要掌握一些形容词和副词来描述人物。

此外，本单元还涉及到了过去进行时态的用法。

二. 学情分析八年级的学生已经掌握了英语学习的基本语法和词汇，但部分学生在口语表达和写作方面还存在困难。

针对这一情况，教师在教学过程中要注重培养学生的口语表达能力和写作能力，同时激发学生的学习兴趣。

三. 说教学目标1.知识目标：学生能够掌握本课的生词、短语和句型，学会用英语描述人物的外貌、特征和喜好。

2.能力目标：学生能够运用所学知识进行口语交流和写作，提高英语实际运用能力。

3.情感目标：通过学习本单元，学生能够激发对英雄人物的敬仰之情，培养正确的价值观。

四. 说教学重难点1.重点：本课的生词、短语和句型。

2.难点：过去进行时态的用法以及如何用英语描述人物的外貌、特征和喜好。

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运用所学知识。

2.运用多媒体教学手段，如图片、视频等，直观地展示人物形象，激发学生的学习兴趣。

3.小组讨论，鼓励学生积极参与，提高口语表达能力。

4.注重个体差异，给予学生个性化的指导和反馈。

六. 说教学过程1.导入：展示一些英雄人物的照片，让学生猜测并介绍这些人物。

2.新课呈现：通过图片和视频，展示本课的生词、短语和句型。

3.学生讨论：分组讨论，用英语描述自己喜欢的英雄人物。

4.口语练习：学生模拟介绍英雄人物，其他学生进行评价。

5.写作练习：让学生写一篇关于自己喜欢的英雄人物的短文。

6.课堂小结：总结本课所学内容，强调重点。

7.作业布置：让学生完成课后练习，巩固所学知识。

七. 说板书设计板书设计要简洁明了，突出本课的重点。

可以设计如下板书：Unit 3 My hero1.生词：hero, brave, kind, smart, doctor, nurse, artist, musician, athlete,champion2.短语：be famous for, have a good sense of humor, be strict with, workhard3.句型：How would you describe a hero?What does he/she look like?What does he/she like to do?八. 说教学评价1.口语评价：评价学生在课堂上的口语表达能力和参与程度。

说课稿说课的主题：Unit3：What are you doing forvacation? Section A Part说课的提纲：一、说学生二、教材分析三、说教法四、教学过程一、说学生我现在所教的一位八年级的女生，活泼开朗较天真，对英语毫无兴趣不学习英语，成绩在三十分左右，在教学中我以两人比赛、角色英语对话、表扬的评价等来激励她学习英语。

八年级入学后，成绩在六十分左右，基础知识不牢，英语各方面有待提高。

因此上课内容以课本知识为主，浅入深出，将基础知识打牢。

这一类学生通常对英语没有兴趣，词汇量少，无有效的学习英语的方法和知识迁移能力。

所以在教学中以收集图片、歌曲、利用多媒体和激励的方法，努力营造一种轻松活泼的学习氛围，激发学生学习英语的兴趣，培养学生学习的意识，提高学生自主学习的能力。

二、教学内容分析（一）教材的地位与作用1.本单元的特点：本单元以What are you doing for vacation?”为中心话题，围绕“谈论假期计划”展开，学习礼貌用语的表达和人际交往的基本常识。

本单元内容与实际生活息息相关，是学生感兴趣的话题，是对be+doing形式的句子的进一步学习,又是对本册Unit3所学的用现在进行时表将来的巩固，谈论已有的计划或安排。

2.本课时的特点：我要说的Section A是新授课，是本单元知识的导入和呈现课，同时也包括了本单元重点语法知识的学习。

本课时作为整个单元的开始部分，对学生提出了很高要求，体现了“在用中学，在学中用，学了就用”的新课标理念，在教材中占有重要地位和作用。

(二）教学重点及难点重点：掌握词汇babysit、camp、bike、ride sightseeing等。

掌握重点句型：-What are you doing for vacation?-I'm visiting my cousin's house.并学以致用。

难点：1、能运用重点句型进行简单的对话。

Unit 3 I’m more outgoing than my sister.Analysis of the teaching materialThis part is for listening comprehension, which is about personal traits and how to compare friends. It helps the Ss to learn further to describe personal traits and compare people by using the target language: the comparative degree of adjectives. It also trains and improves the Ss’ ability of listening comprehension.Analysis of the studentsThe students have had some listening and oral experience about what good friends are. But it’s not enough for the Ss to understand the listening content easily. So in the process of teaching, I will preset some easier speaking and listening practice. Analysis of the teaching aims:According to the new standard curriculum, the syllabus, and the analysis of the students, teaching material, so I set the teaching aims as follows:1. Knowledge object : to use the target language to describe personal traits and compare people.2. Ability object: can improve the ability of listening comprehension.3. Emotional objects: to learn to discover others’ advantages and learn from others; Analysis of the important and difficult points:Teaching key point: to train the Ss’ ability of listening comprehension.Teaching difficult point: to try to make the Ss understand the listening material and finish the listening task successfully.In order to make full practice of students listening ability, I will use the following Teaching methods:1) Extensive listening method2) Intensive listening methodTeaching Aids: A tape recorder and multi-mediaNext is the main part—teaching procedures:Step 1. Pre-listening(1)Let the Ss listen and sing an English song---“the more we get together”.(2)Ask the Ss to look at the chart and capture the relative information about the listening material.Purpose: Here I take a English song aiming to rise their enthuses about learning English so that they can keep a positive attitude at beginning of class. When they look at the chart , they may have a general idea about the listening material, which can help them to understand it well.Step 2. While-listening1. Finish 2a⑴Extensive listening: Play the recorder the first time and ask Ss to get the main information about what Tina and Tara like about and write it down in the chart.⑵Intensive listening: Play the recorder again. The Ss are expected to get more specific and crucial information about Tina and Tara, so they can finish 2a part step by step.Purpose: I divide listening process into two parts: extensive listening and intensivelistening. In extensive listening part, students can grasp the main idea of listening material, while in intensive listening part, they can capture detail information. It is very important to develop those two abilities of students.2. Finish 2b(1)Play the recorder for the third time. Ask the Ss to listen to get the general information about the differences and similarities between Tina and Tara and finish the task as much as possible.(2)Play the recorder once more, get the Ss into intensive listening for 2b and ask the Ss to finish their incomplete parts.Purpose: Here the text book change chart into a more specific table, so that the Ss can understand how to express comparative with –er and more both and as…asStep 3. After-listeningDo a Group work. One student looks at the chart on the right and another one looks at the chart on page 81. Ask and answer questions about Sam and Tom with usage of traits, like this: Is Tom …. than Sam? ---No, he isn`t. Sam is …than Tom. Purpose: I give them chance to finish task by cooperation and in this process, they not only can consolidate the key point, but also develop a strong sense of responsibility and cooperation.Summary: let them to sing the song we have sang before.Homework: write a short passage about things that are the same and different between you and your friend.Purpose: At last of class, I ask students to sing a song instead of conclude what we have learned, which can give them relaxation and train students’ interest for English. At last is the blackboard design;this can help them master the rules and the key points.Tina TaraTina is more outgoing than Tara.Tara works as hard as Tina.。