人教版八年级英语上册第六单元说课教案

人教版八年级英语上unit6说课稿人教版八年级英语上册Unit 6 I am going to study computer science说课稿各位老师，大家下午好：今天我所说课的内容选自人教版初中英语新目标八年级（上）Unit 6 I’m going to study computer science中的Section A (1a-1c) .下面我将从说教材、说教法、说学法、说教学过程以及说板书设计五个方面来说说本节课的教学设计。

一、说教材：a. 教材的地位及作用：本节课是这个单元的第一课时，其主要内容是学习用be going to 谈论理想的职业。

本课时的学习是为后面Section B及一般将来时的学习做铺垫，所以它在教材中起着承上启下的作用。

通过本节课的学习学生要能对be going to表示“将来”这一结构有一个基本的了解，并能初步运用这个结构进行交谈。

本堂课所学内容与学生的实际生活密切息相关，易于提高学生的学习兴趣。

结合第六单元的教材内容，我制定如下的教学目标：b、教学目标：1）知识目标：词汇：engineer、pilot、computer programmer、violinist、pianist、actor、basketball player、driver等句型: ─What do you want to be when you grow up?─I want to be a\\an.....─How are you going to do that?─I’m going to...语法：一般将来时（be going to+动词原形）2）能力目标：能用一般将来时态表达将要做的事情。

能初步运用所学的目标语言谈论自己喜欢的职业，进一步提高听说读写的能力3）情感目标：本节课通过对职业的谈论和学习，让学生有一个自己的目标和计划，并对能他们的梦想有个积极的态度。

c、教学重、难点：1）重点：掌握本节课中表示职业的新词汇和句型，学生根据自己喜欢的职业，运用所学知识谈论自己打算怎样做来实现目标一般将来时中be going to的用法2) 难点：一般将来时be going to 中be 的具体形式和后面接动词原形的用法学生容易混淆.二、说教法为了顺利地完成教学目标，更好地突出重点、突破难点，我重点采用任务型教学法，听说法，将布置任务进行小组交流活动贯穿整堂课。

英语人教版八年级上册Unit6说课稿Unit 6 I’m going to study computer science.（Period1）说课稿一、教材分析：本单元的教学内容是人教版新目标八年级上Unit 6 I’m going to study computer science Section A的第一课时1a-2a , 是本单元的第一部分，主要内容是学习关于职业的单词以及be going to 的用法，用一般将来时谈论未来自己和他人理想的职业，为实现理想做出的打算和安排，目的是通过对人生理想的讨论使学生不仅对未来的憧憬，而且要从现在起为自己的理想而奋斗。

二、总体目标：1、知识目标：学习以下词汇，并要求学生能熟练运用。

computer programmer, engineer, bus driver, cook, pilot, scientist, violinist, pianist2、能力目标：要求学生熟练运用以下句型来谈论未来自己理想的职业，为实现理想做出的打算和安排，提高学生综合运用语言的能力。

A: What do you want to be when you grow up?B: I am going to be a/an…A: How are you going to do that ?B: I’m going to …3、情感目标：激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。

三、教学重难点：1) 学习一般将来时态的构成方式。

2) 学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将来时态。

四、学情分析：本次教学面对的是普班学生，他们基础普遍薄弱，对学习没有很大信心。

所以本次教学中练习比较多，突出学生为主体，引导他们对未来生活的憧憬，培养学习英语的信心。

五、教学策略选择与设计基础英语阶段课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现学习目标，感受成功。

人教版八年级英语上册说课稿UNIT 6 Period 1 （Section A 1a-2c）一. 教材分析人教版八年级英语上册Unit 6 Period 1（Section A 1a-2c）的主要内容是关于野生动物的保护。

通过本节课的学习，学生可以掌握野生动物的名称以及保护野生动物的重要性。

本节课的主要语言点是野生动物的名称和形容词比较级。

本节课旨在提高学生的语言运用能力，培养学生的环保意识。

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，具备一定的英语听说读写能力。

但是，对于某些野生动物的名称和保护野生动物的重要性可能还不够了解。

因此，在教学过程中，教师需要帮助学生建立起新的语言知识结构，提高他们的语言运用能力，同时也要注重培养他们的环保意识。

三. 说教学目标1.知识目标：学生能够掌握Section A 1a-2c中关于野生动物的名称和形容词比较级。

2.能力目标：学生能够在真实情境中运用所学语言知识进行交流。

3.情感目标：学生能够认识到保护野生动物的重要性，培养环保意识。

四. 说教学重难点1.重点：学生能够掌握野生动物的名称和形容词比较级。

2.难点：学生能够在真实情境中运用所学语言知识进行交流，并能够理解保护野生动物的重要性。

五. 说教学方法与手段1.交际法：通过小组讨论、角色扮演等方式，让学生在真实情境中运用所学语言知识进行交流。

2.情境教学法：通过展示野生动物的图片和视频，引导学生理解和掌握野生动物的名称和形容词比较级。

3.任务型教学法：通过完成保护野生动物的计划，培养学生的环保意识。

六. 说教学过程1.导入：教师展示一些野生动物的图片，引导学生说出这些动物的名称，为新课的学习做好铺垫。

2.新课呈现：教师通过展示野生动物的图片和视频，引导学生学习和掌握野生动物的名称和形容词比较级。

3.课堂练习：学生通过完成练习题，巩固所学知识。

4.小组讨论：学生分组讨论如何保护野生动物，并完成一个保护野生动物的计划。

Unit 6I'm going to study computer science.Language Goal 【语言目标】Talk about future intentions：in this unit，students learn to talk about future intentions and express future with be going to；want to be；what，where，when，how questions.KnowledgeGoals 【知识目标】Key Wordscook，doctor，engineer，violinist，driver，pilot，pianist，scientist，college，education，medicine，university，London，send，team，foreign，question，meaning，discuss，promise，beginning，improve，physical，hobby，weekly，schoolwork，agree，own，personal，relationshipKey Phrasesgrow up，be sure about，make sure，write down，have to do with，take up，agree with，try one'sbest，have…in common，make promise，for thisreasonKey Sentences1.—What do you want to be when you grow up?—I want to be a basketball player.2．—How are you going to do that?—I'm going to practice basketball every day. Key GrammarLearn to express future with be going to，want tobe，what，where，when，how questions.Ability Goals【能力目标】Use the structure “be going to” to express your future intentions.Moral Goals 【情感目标】1. Talk about your golden dream about future freely.2．Work hard and you'll achieve your dream some day in the future.Teaching Time 【课时】Five periodsPeriod 1 Section A(1a－2d)Period 2 Section A(Grammar Focus－3c)Period 3 Section B(1a－1e)Period 4 Section B (2a－2e)Period 5 Section B (3a－Self Check)Section A 1a呈现了几种不同的职业，要求学生根据趣味性为其排序。

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

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