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人教版(2013版)初中八年级英语下册说课稿

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人教版（2013版）八年级英语下册全册说课稿（版权所有，违法必究）八年级下册目录：Unit1What’s the matter?说课稿（1） (3)Unit1What’s the matter?说课稿（2） (6)Unit2I’ll help to clean up the city parks.说课稿（1） (11)Unit2I’ll help to clean up the city parks.说课稿（2） (13)Unit3Could you please clean your room? 说课稿（1） (17)Unit3Could you please clean your room? 说课稿（2） (23)Unit4Why don’t you talk to your parents? 说课稿（1） (26)Unit4Why don’t you talk to your parents? 说课稿（2） (33)Unit5What were you doing when the rainstorm came? 说课稿（1） (37)Unit5What were you doing when the rainstorm came? 说课稿（2） (42)Unit6An old man tried to move the mountains. 说课稿（1） (45)Unit6An old man tried to move the mountains. 说课稿（2） (52)Unit7What’s the highest mountain in the world? 说课稿（1） (56)Unit7What’s the highest mountain in the world? 说课稿（2） (61)Unit8Have you read Treasure Island yet? 说课稿（1） (65)Unit8Have you read Treasure Island yet? 说课稿（2） (69)Unit9Have you ever been to a museum? 说课稿（1） (72)Unit9Have you ever been to a museum? 说课稿（2） (76)Unit10I’ve had this bike for three years说课稿（1） (79)Unit10I’ve had this bike for three years说课稿（2） (84)Unit1 What’s the matter ?说课稿（模板一）一、说教材1、教材内容及地位本节课的主要内容是新目标英语八年级下册第1单元第一课时，教材是以What’s the matter ?为中心话题，描述身体不适和提出建议展开，学习和运用“What’s the matter ?”和“What should…do?”让学生学会描述身体的不适和提出建议，本课教材内容与学生的实际生活密切相关,易于引出学生运用简单的英语进行交际和交流，在学习活动中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。

第一课时主要学习的内容是学习有关身体部位的单词，学习“What’s the matter ?”和“What should …do?”句型。

2、说教学目标1) 知识目标：学习掌握有关身体的词汇以及有关疾病的词汇，并学会描述身体的不适和提出建议。

2) 能力目标：听懂本课学习活动中的问题及回答，能在本课的任务型活动中进行简单的交流，能正确朗读本的对和句型，能写出本课的单词和句型。

3) 情感目标：通过描述自己的身体的不适提出建议，表达自己的看法，使学生在人际交往中学会关心别人，增进情谊。

4) 文化意识目标：用恰当的方式表达自己的看法，增进人际交往中学会关心别人的能力，了解英美国家询问和表达身体不适的习惯,培养世界意识。

3、说教学重难点重点：本节课主要学习身体部位的单词和一些疾病的词汇，以及身体不适的表达及建议。

难点：身体不适的表达及建议二、说学情初二年级的学生对英语已经有了一定的基础，但本地区部分学生对学习英语的兴趣不是很浓，在学习中，他们更喜欢从游戏中或活动中学习，这样更能提高他们的学习兴趣，让他们更轻松地掌握英语知识。

三、说教法作为教学的引导着，我遵循新课程“学生是学习的主人，一切的教学活动设计在以学生为本”的教学理念，坚持“为学生的发展，必须培养学生的自主性、能动性、独立性和创造性”的教学原则。

课堂教学中利用图片，单词卡片等直观的教学手段，通过任务型教学法，游戏教学法，情景教学法等教学法引导学生学习，使枯燥的单词教学变得生动有趣，激活课堂，最终达到预期的教学目标。

四、说教学流程Step 1 GreetingT: How are you?Ss: I’m fine. Thank you. How are you?T: I’m OK. But I have a cold. (我感冒了)What should I do?(我该怎么做)学生提建议：看医生(see a doctor)休息(have a rest) ,吃药(take some medicines)等，教学以上词汇，为以下对话做铺垫。

Step 2 Lead-in 直接导入新课，引出课题。

Today we’re going to talk about the matters. Let’s learn Unit 2 What’s thematter? (板书并教学课题)Step 3 New words1、Now let’s look at the picture. This is a body. We’re going to learn the part of the body. (利用图片、单词卡片进行教学)2、Game.(叫几个学生上讲台，其余的学生在下面通过卡片抽读，上面的学生迅速指出身体部位)通过游戏让学生更好地掌握单词，这样可以加强对单词的巩固。

3、通过老师的表情，动作让学生用“What’s the matter?”询问，引出疾病的单词，如：sore throat, sore back=backache, toothache, stomachache等，并利用卡片进行教学。

同时让学生用You should…提出建议。

Step 4 Practice (利用图片问答)1、Game (学生抽图片，表演，进行问答)A: What’s the matter ?B: I have a cold./ a stomachache/ backache…A: You should see a doctor./ have a rest/ take some medicine…2、A: What’s the matter?B: She/He has a cold. /a stomachache/ backache…A: what should she do?B: She/He should see a doctor./ have a rest/ take some medicine…Step 5 pair work (让学生和同伴练习对话，抽查几对学生对话)A: What’s the matter?B: I have a cold. /a stomachache/ backache…A: You should see a doctor./ have a rest/ take some medicine…Step6 listening通过上面一系列的对话练习，学生对1b的对话已经很熟悉了，所以更好的把握。

Step 7 小结(这节课主要学习掌握有关身体的词汇以及有关疾病的词汇，并学会描述身体的不适和提出建议。

)Step 8 Homework 记单词和用所学单词句型跟同学进行对话练习五、说板书设计Unit 2 What’s the matter?①A: What’s the matter ?B: I have a cold./ a stomachache/ backache…A: You should see a doctor./ have a rest/ take some medicine…②A: What’s the matter?B: She/He has a cold/ sore throat /stomachache…A: She/He should see a doctor./ have a rest/ take some medicine…单词已经利用卡片学习了，本课我只板书这两个对话，这样让学生更一目了然，知道这课主要学习的句型，对话。

Unit1What’s the matter?英文說課稿（模板二）1. Ability ObjectsEnable students to talk about health problems and give a dvice with the language points.2. Moral Objects(1)Improve the cooperative spirit through pair work and r ole playing. (2)Students care more about themselves and their family members’health. Teaching Key Points1. Learn and master the parts of the body, the names of the illness and the expressions of giving advice. 2. Lear n to talk about health problems by using “What’s the matter? I have a…”and give advice by using “shou ld”.Teaching Difficult Points1.Learn to talk about health problems by using “What’s the matter? I have a…”.2.Learn to give appropriate advice to the certainhealth problems.Teaching MethodsTask-based language teaching method, the cooperative learni ng method, and multimedia-assisted teaching and learning metho d.Teaching AidsThe picture about illness; PPT.Teaching ProceduresStep 1 Warming-up (about 3 minutes)Sing the English song If you’re happy.Step 2 Presentation (about 6 minutes)T: This is really a beautiful song. What can you do if you are happy?Ss: Clap our hands and stamp our feet.T: Yes. Hands and feet are parts of our body; do you know other parts of our body in English?Ss: Eye, head…T: You’re great. Today, let’s learn the names of thee body parts.The teacher touches the parts of the body one by on e and says them. While teaching each one, let students touc h or show it.Present a picture of Pan Changjiang on the screen. L et students say each part of the body.Play the game: Touch the parts of your body. Let th e whole class touch the parts of their body when teacher say: Touch yourAsk six students to come to the front and do as the teach er tells them: Touch our…If one does wrong, let him or he r go back, the last one wh o’s in the front is the winner Step 3 Presentation and Practice (about 8 minutes) The teacher mimes having a stomachache with an action of touching his stomach, and asks, “What’s the matter?”(Write it on the blackboard), then says, “I’m not feelin g well, I have a stomachache.”(Students repeat with teache r.)Then show some pictures on the screen and ask studen ts to practice. Have students look at the picture and a sk: What can we say to him?Ss: What’s the matter?T: Yes. And what should the boy say?Ss: I have a stomachache.Let students repeat with other pictures about other i llness.Ask some students to use gestures to show the illnes s, and have others to guess. Make a model dialogue. (S1 does an action to express an illness.) T: What’s the matter? Ss: He/ She has a headache. Let students p ractice other illness. A: What’s the matter?B: He/ She has a headache/ toothache/ a sore back/a sore throat/ a cold and a cough.Show other pictures, and ask students to talk about health problems of the persons in the pictures in pairs.Step 4 Consolidation (about 5 minutes)Teacher pretends to cough and asks: T: What’s the m atter with me? Ss: Do you have a cough/ a sore throat?T: Yes, I have a sore throat. Can you give me some advice? What should I do?Ss: You should drink hot tea with honey/ shouldn’t talk too much/ go to a doctor…(Students can give different advice as they like)Show different pictures to students, have them practic e in pairs. S1: What’s the matter with him/ her?S2: Yes, he/ she has a/ an toothache/ fever/ headach e…(Teach the new words)What should he/ she do? S2: He/ She should go to see a dentist/ lie down and rest/ drink a lot of water./ see a doctor…He/ She shouldn’t drink cold water/ play basketball…Work in groups, and have students role-play between a do ctor and a patient. Ask them to talk about the health problems and give advice in groups.Step 6. Summary (about 3 minutes)Ask students to sum up the parts of a body and the names of illness. If there is enough time, ask Ss to do the exercises on workbook page 10,11.Period 21. Ability ObjectsEnable students to talk about health problems and give a dvice with the language points.2. Moral Objects(1)Improve the cooperative spirit through pair work and r ole playing. (2)Students care more about themselves and their family members’health.Teaching Key Points1. Learn and master the parts of the body, the names of the illness and the expressions of giving advice. 2. Lear n to talk about health problems by using “What’s the matt er? I have a…”and give advice by using “should”.Teaching Difficult Points1.Learn to talk about health problems by using “What’s the matter? I have a…”. 2. Learn to giveappropriate advice to the certain health problems.Teaching MethodsTask-based language teaching method, the cooperative learni ng method, and multimedia-assisted teaching and learning metho d.Teaching AidsThe picture about illness; PPT. Teaching ProceduresStep 1 Warming-up. (5’)Greet the class as usual, then have students play gu essing game.T: (Ask one student to choose a card of illness and do an action, then asks) What’s the matter with him/her?The other students guess according to the actioin. T: Wh at’s the matter with him/ her? S2: Did you have a toothac he? S1: No, I didn’t.S3: Did you have a headache?S1: Yes, I did.Show a picture of the body. Ask students to say each p art of the body.T: (Touches his own head and says) I have a headache, then write “headache”next to the head. Then point to the teeth and asks: What’s the matter with his teeth? Help s tudents to answer: Oh, His tooth has a hole. He has a toothache. Then have students to finish Self Check 1 alone. Ch eck the answers and have them say more health problems.Step 2 Grammar Focus (about 7 minutes)Have students to read and remember the sentences of Grammar Focus by themselves, and then have them work in gro ups to sum up how to talk about health problems and give right advice.T: (Show a picture of the boy that has a sore back , and say to the class) This is Mark. He hurt himself pla ying soccer. Now make a conversation to talk about his prob lem and give him some advice. (Practice using should/ should n’t)A: What’s the matter with Mark? B: He has a so re back. A: Does he have a fever? B: No, he doesn ’t.A: What should he do?B: He should lie down and rest./ He shouldn’t exerc ise, etc.Show some pictures about other health problems and as k students to work with their partners. Have two pairs talk about different problems in class.Step 3 .Practice (about 7 minutes)Work in groups. Have students do a survey in groups about their health problems, then discuss in groups and gi ve some right advice and make a conversation. Ask each group to report their conversations.Step 5. Summary (about 3 minutes)Help students to sum up how to give advice by using “should”and “shouldn’t”,then ask them to give the r ight advice about different problems.Homework1.Finish the exercises on workbook page 19-21.2.Dictate the words of Unit 1.Unit 1 What’s the matter? 说课（模板三）一、教材分析1、教材的内容和地位本节课采用人教版新目标八年级下册Unit21What’s the matter 第一节。

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人教版八年级英语下册Unit3SectionA1a~2d说课稿

人教版八年级英语下册Unit3SectionA1a~2d说课稿

（二）媒体资源
我将使用以下教具、多媒体资源和技术工具：
1.多媒体课件：展示打扫房间的图片、动画和视频，帮助学生直观地理解和记忆词汇、语法和句型。
2.教学卡片：制作包含词汇、句型的卡片，用于课堂游戏和小组活动。
3.录音机：播放听力材料，帮助学生提高听力理解和口语表达能力。
4.电子白板：方便在课堂上展示和标注重点内容，提高课堂教学效果。
反思和改进措施包括：
1.根据学生的反馈调整教学方法和内容，提高教学效果；
2.加强对学生的个别辅导，帮助他们克服学习难点；
3.不断更新多媒体资源和教学活动，保持教学的趣味性和互动性。
二、学情分析导
（一）学生特点
本节课面向的八年级学生，年龄大约在14至15岁之间。这一年龄段的学生正处于青春期，思维活跃，好奇心强，对于新鲜事物有较高的探索欲望。他们的认知水平逐渐从具体运算向形式运算转变，具备一定的抽象思维能力，但仍然依赖于具体情境和直观经验。在学习兴趣方面，他们通常对与生活密切相关的主题感兴趣，喜欢通过互动和游戏等方式进行学习。然而，学生的学习习惯参差不齐，部分学生可能缺乏自主学习能力和良好的学习计划。
4.写作任务：要求学生编写一段关于打扫房间的短文，使用所学词汇和句型，以巩固写作能力。
（四）总结反馈
在总结反馈阶段，我将采取以下措施：
1.引导学生进行自我评价，思考本节课学到了什么，哪些地方做得好，哪些地方需要改进。
2.邀请部分学生分享他们的学习心得和经验，鼓励他们互相学习，互相鼓励。
3.教师针对学生的表现给予有效的反馈和建议，强调优点，指出不足，并提供改进的方法。
这些媒体资源在教学中的作用主要包括：提供丰富的视觉和听觉刺激，帮助学生更好地理解和记忆知识；增加课堂趣味性，激发学生的学习兴趣；便于教师实时展示和调整教学内容，提高教学效果。
人教版8年级初中英语说课稿（共5篇）

人教版8年级初中英语说课稿（共5篇）

人教版8年级初中英语说课稿（共5篇）第一篇：人教版8年级初中英语说课稿Presentation of English Teaching Design Good morning, dear judges Today it’s my great honor to be here and share my lesson （teaching）plans with all of you.The lesson we are(I am)going to share today is from Unit 10, Section B(Part 2b), Go for it!It’s a reading material.And I’ll present this lesson from the following（可删除）five parts.Part 1 Teaching Material and learners Part 2 Teaching ObjectivesPart 3 Teaching Methods and Studying MethodsPart 4 Teaching Procedures Part 5 Reflection Part OneAnalysis of teaching material and learners.Go for it stresses the concept “learn by using ,use by learning”and adopts task–based teaching method.In each unit ,many activities are carried out to help the students get information and communicate with each other in English so as to develop their ability to solve real problems step by step.The topic of this unit is decision making and it aims to help students learn to talk about consequences using if conditional clause and modal verb should.The reading material plays a very important role in this unit,（其重要作用，太宽泛，要说说经过学习sectionA 的内容，练习了什么知识的情况后，再学习这篇阅读材料，对于练习本单元的语言目标起到什么样的具体作用）it mainly talks about “If people have problem s, they should talk to other people.”The main task of this period is to train students’ reading sub-skill of skimming and scanning to improve their reading speed and develop their ability of reading comprehension as well.As junior middle school students in Grade Eight, the students are curious about all kinds of things related to their daily life, so real life situations can help arouse theirinterest and enthusiasm.（此处学生对各种事物的好奇，可具体到学生的实际生活，会遇到各种困惑的问题那么通过本课课文的阅读可以给他们带来什么实际意义）Part Two Teaching ObjectivesAccording to the analysis above, I set the following teaching objectives: First, knowledge aims.The students will（will be able to use）use the following expressions properly: teenager;expert, unless, careless, careful experience, keep…to oneself, in half etc.and understand some important sentences such as “Unless we talk to someone, we’ll certainly feel worse.” “So you’re halfway to solving a problem just by talking to someone about it.”Second, ability aims.By the end of the class, the students will be able to skim(skim for the general idea)and scan for the specific information form the passage.Third, emotional aims.During the class, students’ cousciousness of sharing problems with others will be inspired.Among these points, I think the useful expressions and improvement of reading ability are the key and difficult teaching points.Part 3 Teaching Methods and Studying Methods According to modern teaching theories and the new curriculum standards, I will adopt task-based language teaching method, I will set the following activities such as : individual work , pair work and group work to achieve the teaching goals.(In order to achieve the teaching goals , the following activities such as : individual work , pair work and group work will be used)I will try my best to make students the real masters of the class, while teachers only as directors.(Independent study method)and the students will learn in a relaxing atmosphere by reading, speaking, thinking and discussing in groups.(Cooperation study method) And I’ll use the blackboard and the multi-media during myteaching.Part 4 Teaching Procedures To achieve the objectives above, I design several activities with the aid of PPT.The teaching procedures will follow PWP model(pre-reading,while-reading and post-reading).Step 1 Greetings T o begin the class, I’ll greet my students as usual.Step 2 Pre-readingI will lead in this lesson by showing the students a video(it is about a quarrel between my student and her best friend).In this video, the students will hear some new words for the first time, such as unless, angry, understanding.Then I will try to get advice from the students(possible answers: say sorry to her friend, give her a gift…..)After that I will show a photo of myself and tell them after talking to me, she feels better now.Then we can go into the topic of this lesson “If people have problems, they should talk to other people.”(The topic related to the students’ daily life closely, so they should be glad to disscuss it with me.) Step 3 while-reading During the while-reading process, I will design some activities for them to understand the passage better.Activity（可否换为task？）One: In order to improve their reading sub-skill of skimming, I’ll ask them to read the whole passage as quickly as possible and find out the answer to the following question: There are two persons（添加who）agree with the idea “If people have problems, they should talk to other people.” Who are they?(Through the question, students will get the main idea of this passage more clearly).Activity Two: In order to improve their reading sub-skill of scanning.The students will be asked to read Paragraph 1-2 and find some details about Laura.(They should use scanning----a process of searching for specific information.Here I’ll explain it to them first.)And during the activity, I want to show the difference between “careful” and “careless”(Let the students know something about theword-building, such as “home” and “homeless”, “help” and “helpless”….此处提出 ful，less 是两个相反的后缀，了解了这两个后缀对解决生词有很大帮助)Activity Three: Read Paragraph 3 and Tell T or F about Robert Hunt.（换换说法：check if some statements about Hunt are ture or false）(The students will practice the scanning skill again.)★(The answers to Activity Two and Three will use the key words and expressions in this lesson)★（这句话貌似Chinglish）★(The students will work in pairs or groups to finish Activity Two and Three)★Activity Four: I will ask the students to read the whole article （passage）again and raise questions to each other.(In this way, the students will be encouraged to think on their own.This can also give them a chance to share problems with other students).（任务不具体）Step 4 Post-reading After the students finish the reading, I’ll prepare an open-ended（是不是 open-minded？）activitiy.The students work in groups of 4 and talk about their own problems first, then they could write a short letter for（to）each other, in order to solve the problems.Then it’s sharing time!(They should know helping others is a good thing.)（step4 开放性问题和step3 中的活动四似乎有点重复，单纯的说看不出多少文章的升华和学以致用。

八下人教版英语说课稿

八下人教版英语说课稿

八下人教版英语说课稿八年级下学期的英语教学，我们将继续深化学生对英语语言的理解和应用能力，同时注重培养学生的跨文化交际意识和批判性思维能力。

以下是针对人教版英语八年级下册的说课稿内容：# 教学目标：1. 知识与技能：学生能够掌握本单元的词汇、短语、句型和语法结构，能够正确使用这些语言知识进行听、说、读、写活动。

2. 过程与方法：通过多种教学活动，如小组讨论、角色扮演、情景模拟等，培养学生的合作学习能力和语言实践能力。

3. 情感态度与价值观：激发学生学习英语的兴趣，培养学生的国际视野和跨文化交流能力。

# 教学内容：1. 词汇：教授本单元的重点词汇，确保学生能够正确发音、拼写，并理解其在不同语境中的含义。

2. 语法：介绍并练习本单元的语法点，如时态、语态、从句等，帮助学生构建完整的语法体系。

3. 听力：通过听力练习，提高学生的听力理解能力，培养学生捕捉关键信息的能力。

4. 口语：通过对话练习和角色扮演，提高学生的口语表达能力和语言交际能力。

5. 阅读：引导学生阅读不同类型的文本，如故事、说明文、议论文等，培养学生的阅读理解和分析能力。

6. 写作：教授学生如何写不同类型的文章，如记叙文、议论文、应用文等，提高学生的写作能力。

# 教学方法：1. 情景教学法：创设真实的语言使用环境，让学生在情景中学习和使用英语。

2. 任务型教学法：设计具有实际意义的语言任务，让学生在完成任务的过程中学习语言。

3. 合作学习法：鼓励学生进行小组合作，通过交流和讨论，共同解决问题，提高语言能力。

4. 多媒体教学法：利用多媒体教学资源，如视频、音频、PPT等，丰富教学内容，提高教学效果。

# 教学过程：1. 导入：通过提问、图片、视频等方式，激发学生的兴趣，引入新课主题。

2. 呈现：清晰地呈现新词汇、语法结构，确保学生对新知识有初步理解。

3. 练习：设计多样化的练习活动，如填空、转换句型、对话练习等，巩固学生对新知识的理解。

4. 应用：通过情景模拟、角色扮演等活动，让学生将所学知识应用到实际语境中。

人教版英语八年级下册Unit2《I’llhelptocleanupthecitypark》说课稿

人教版英语八年级下册Unit2《I’llhelptocleanupthecitypark》说课稿

人教版英语八年级下册Unit 2《I’ll help to clean up the city park》说课稿一. 教材分析人教版英语八年级下册Unit 2的主题是“I’ll help to clean up the city park”，通过本节课的学习，学生将掌握一般将来时的用法，学会如何表达将来的计划和承诺。

教材内容丰富，包括听力、口语、阅读和写作等方面，旨在培养学生的综合语言运用能力。

此外，本节课还涉及了环保意识的教育，引导学生关注环境保护，培养他们的社会责任感和公民意识。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用一般现在时、一般过去时和一般将来时。

但在实际运用中，部分学生对时态的掌握还不够熟练，容易混淆。

此外，学生的词汇量和语法知识有限，对于一些复杂句型的理解和运用还需加强。

因此，在教学过程中，教师需要关注学生的个体差异，针对不同层次的学生进行有针对性的指导。

三. 说教学目标1.知识目标：学生能够掌握一般将来时的用法，学会如何表达将来的计划和承诺。

2.能力目标：学生能够听懂、会说、会读、会写关于将来的计划和承诺的句子。

3.情感目标：学生能够关注环境保护，培养他们的社会责任感和公民意识。

四. 说教学重难点1.教学重点：一般将来时的用法，如何表达将来的计划和承诺。

2.教学难点：一般将来时的句子结构，以及如何正确运用相关词汇和语法知识。

五. 说教学方法与手段1.教学方法：采用任务型教学法、情境教学法和交际法，引导学生参与课堂活动，提高他们的语言运用能力。

2.教学手段：利用多媒体课件、图片、卡片等辅助教学，创设真实情境，激发学生的学习兴趣。

六. 说教学过程1.导入：通过展示城市公园的图片，引导学生谈论自己对公园的印象和感受，引出本节课的主题。

2.新课呈现：讲解一般将来时的用法，展示相关句子和例句，让学生感知和理解一般将来时的结构。

3.操练环节：通过听力练习、角色扮演、小组讨论等形式，让学生在实际语境中运用一般将来时。