新目标英语八年级上册unit 6说课稿[整理]

八年级上册英语第六单元教案（新目标、带教学反思
和说课稿）
I. 教学内容
•本课时学习基本情态动词 can 和 must 的用法
•学习表示能力、许可和义务的句型
•学习如何提出请求和提建议的句型
II. 教学目标
语言知识目标
•学会正确使用情态动词 can 和 must
•掌握表示能力、许可和义务的句型
•学会用英语提出请求和提建议的句型
情感态度价值观目标
•培养学生独立思考、合作学习的意识
•培养学生尊重他人的观点和听取建议的意识
III. 教学重点
•学习情态动词 can 和 must 的用法
•学习表示能力、许可和义务的句型
IV. 教学难点
•学会用英语提出请求和提建议的句型
V. 教学准备
•教材：《新目标八年级上册英语》
•教具：投影仪、课件、白板、笔
VI. 教学过程
Step 1: 导入新知
1.学生观看一段关于能力的短视频，引发学生对能力的讨论。

Step 2: 学习情态动词 can 和 must
1.教师通过示范和要求学生模仿的方式，向学生介绍情态动词 can 和 must 的用法。

2.教师给出一些例句，让学生用 can 和 must 填空，巩固所学内容。

Step 3: 学习表示能力、许可和义务的句型
1.教师介绍表示能力、许可和义务的句型，如。

八年上英语unit6说课稿Unit 6 "I'm going to study computer science." 是八年级的英语课程中一个重要的单元，它主要围绕未来规划和职业选择进行讨论。

以下是本单元的说课稿：教学目标：1. 知识目标：学生能够理解并运用本单元的关键词汇和句型，如“be going to”结构来表达将来的计划和意图。

2. 技能目标：学生能够通过听力和阅读材料获取信息，提高预测和推理能力。

3. 情感态度价值观目标：激发学生对未来职业的思考，培养他们规划自己未来的兴趣和能力。

教学重点：1. 掌握“be going to”结构的用法。

2. 学习与职业相关的词汇，如“doctor”, “pilot”, “singer”等。

3. 能够运用所学知识进行简单的职业规划和讨论。

教学难点：1. “be going to”结构的使用，尤其是在不同情境下的准确运用。

2. 学生对职业规划的理解和表达。

教学方法：1. 任务型教学法：通过设计相关任务，让学生在完成任务的过程中学习和使用语言。

2. 合作学习：鼓励学生小组合作，共同探讨和完成学习任务。

教学过程：1. 导入（Lead-in）- 通过展示不同职业的图片，激发学生对职业的兴趣。

- 提问学生他们未来想成为什么样的人，引入“be going to”结构。

2. 呈现（Presentation）- 教授“be going to”结构的用法，并通过例句进行演示。

- 介绍与职业相关的词汇，并通过图片或实物加深学生的理解。

3. 练习（Practice）- 学生个人或小组练习使用“be going to”结构描述自己的未来计划。

- 通过角色扮演或情景对话，让学生在实际语境中运用所学知识。

4. 应用（Application）- 学生根据所学知识，完成一个关于未来职业规划的写作任务。

- 组织一个小型的职业展览会，学生可以展示自己的职业规划，并与其他同学交流。

Unit6 I’m more outgoing than my sisterSection A(1a-1c)说课稿各位评委，大家好。

今天我说课的内容是人教版新目标英语八年级上册的第六单元I’m more outgoing than my sister.的第一课时。

教材分析本节课承接上一单元的邀请话题谈论人物个性特征和比较人物，主要语言结构是形容词比较级的用法。

本节课的教学目标为谈论人物个性特征以及比较人物，掌握目标语言“Is that Sam? No, t hat’s Tom .Tom has s horter hair than Sam, and he’s calmer than Sam .本堂课的知识目标是指导学生学习有关人物特点的单词以及学习人物比较的重要句型。

本堂课的能力目标是培养学生运用形容词比较级的口头表达能力。

情感目标是通过本课的知识学习，使学生在介绍朋友时要尊重对方，实事求是地评价自己及朋友，从而更好地珍惜朋友之间的友谊。

教学重点是学生能够对人物外貌进行描绘，个性进行比较。

教学难点是形容词比较级的规则变化和不规则变化，形容词比较级的用法。

教学方法本堂课教学对象是八年级学生。

这一阶段的学生思维能力发展较快，自我意识增强，在情感方面他们能进行自我教育。

经过一年的新课程理念的熏陶及实践，学生已有了初步的自主、合作、探究和实践的能力。

所以我以英语新课标为理论，根据现阶段我校学生英语教学的基本学情为依据，结合八年级学生的心理特点和认知发展规律，采用了1.听说法。

利用多媒体课件上英语课，使学生视听感受明显，激发学生的学习兴趣，并在轻松愉快的环境下学习英语。

2.课堂互动法。

通过师生交流，生生交流，实现师生互动。

鼓励学生大胆发言，营造平等交流气氛，让学生成为课堂学习的主体。

3 .直观教学法。

通过用图片展示教学生词，加深学生对单词以及形容词比较级的认识，使抽象的语言变得直观。

4.任务型教学法即按学生需要取材，由内容决定形式以及以任务为载体，以完成任务为动力。

新目标八年级上Unit 6全英语说课稿初中英语A teaching plan speech for Section A of Unit 6Good morning, everyone.My name is Luo Beibei. Now I’ll talk about how to teach Section A of Unit 6 in Go For It for the students of Grade Eight. I’ll say it in four parts.Part I Analysis of the Teaching Material1. Status and FunctionThe conversation of this unit is about comparing people and personal traits. This is an useful expression_r for students.All the activities in this unit are helpful to raise students’ learning intere st. I’ll finish this section in two periods. This lesson I’ll teach Part 1, Part 2 and Grammar Focus. In Part 1, all the activities introduce the simple key vocabulary and the target language. These activities can help students learn how to compare people and tell some personal traits while practicing their skills of speaking, listening, shorthand, acting. In Part2, all the activities help students learn the difficult key vocabulary and use the target language more fluently. These activities can train their thinking, listening, speaking, writing, cooperating, etc. Grammar Focus shows 3 lists of adjectivesand comparative adjectives. The activities in this part can give students a chance to summarize the principles between adjective and comparative adjective by using their own wit. The grammar and the target language is the basis for students to learn the other contents of this unit. So it’s very important tolearn this lesson well.2. Analysis of the studentsStudents of their age are very active. They have strongthirst for knowledge and like to be challenged.3. Teaching Aims and DemandsThe teaching aims and demands are established according to Junior School English syllabus’ provision and theteaching material.(1) Knowledge ObjectIn this unit students learn to talk about personal traits andcompare people.Simple key vocabulary: calm, wild, thin, heavy, than.Difficult key vocabulary: smart, outgoing, athletic.Target language: Is this Sam? No, that’s Tom. He hasshorter hair than Sam.And h e’s calmer than SamGrammar: The comparative adjective(2) Ability ObjectTo train the students’ ability of listening, speaking, reading,andwriting.To train the students’ ability of shorthand, acting, thinking,conclusion, e(3)Moral ObjectEveryone has its own traits, whether you like or not, youshoudshow respect and find their beauties.4. Teaching ImportanceTo master the key vocabularyTo understand and use the target languageTo master the grammar of adjective and comparativeadjectiveOral practice5. Teaching DifficultiesHe has shorter hair than Sam. And he’s calmer than Sam.To enable the students to understand that they are the sentence patterns to talk about personal traits and comparepeople.To enable the students to use the target language.6. Teaching AidsMulti-media computer, Tape recorder, Software: PowerPoint or Author ware, clothes and masks. school thingsand so on. They wilbe needed in this lessonPart II The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3.”Task-based”teaching methodAs we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense ofthe E nglish language. So in this lesson I’ll mainly use “Communicative” teaching method,” Audio-visual”teaching method and “Task-based” teaching method.That is to say, I’ll let the students to get a better understanding of the target language master the vocabulary and grammar better. I’ll give the students some tasks and arrange several kinds of activities: watching pictures, writing, listening, making conversation, acting, group work and so on Teaching special features: To use these methods is helpful interest students and develop their thoughts.Part III Studying Ways1. Let the students master the key vocabulary better byguessing, acting, listening, using.2. Enable the students study English language byCommunicating, Describing, Listening.3. Let the students understand the grammar well bysummarizing the grammar rules by themselves.Part IV Teaching ProcedureStep 1 Chant and slogan before the class (1 minute) Ss: la la la ~~~Happy English! I enjoy, we enjoy!Step 2 Introduction (4 minutes)Show one picture which obviously shows one tallest students in our class. The picture has photoshopped to make the student seemed short in the picture. Then show another picture which shows one student who has the longest hair. And the picture is also photoshopped to make the student’s hairmuch shorter.Say: Is this Bella?No/YesWhy?（here students can use Chinese to express their reasons）While the student want to express their thought in English ,and they do not have learned the expression_rs, their desire for learning this part of knowledge will strongly beraised.Then, introduce the target language and give it an explanation in 2 aspects: grammar and the change of thepronunciation.After explanation, they can have rational knowledge to thetarget language.Step3 Using the target language (4 minutes)Practise the target language with long hair and tall. Students are allowed to speak slowly at the first time and alittle faster at the second time.This part, I give the student the chance to practice the target language. Improve their speaking.Step4 Simple key vocabulary and usage of target language(4 minutes)Guess the meaning of the simple key vocabulary (calm, wild, thin, heavy) while enjoying pictures. Describe the pictures by using the target language (that’s Tom. He has shorter hair than Sam. And he’s calmer than Sam) and the simple key vocabulary. I will choose some students to give their description of the picture, and the student can get 1 point as he dare to speak. Whether they are correct or not, I will encourage, praise them or give some pertinent suggestions.Pictures can attract students’ attention and guessing the meaning of the words help train the students’ thought. Using the target language by describing a picture shows another way of studying English. Giving students pertinent praise or advice will make the assessment worthwhile, cause different students get different assessments, not just good, excellent, wonderful.Step5 Listening and shorthand (4 minutes)Listen to the tape, and shorthand the key words. Then, write down the main information in the form of using the target language according to their own shorthand notes. When all have done with the work, I’ll give them the correct answers.And once again I will tell them the skills of shorthand.As shorthand is a useful skill in listening comprehension and modern society, students can learn and practise it fromnow on.Step6 Performance and communication (5 minutes)Divide the whole class into two parts. one part is for acting ,another part is for making a conversation. Deskmates make a group. Every performing group has a information card on which I have written down the key vocabulary and some hints about how to act. With a information card, the actors decide how to act well. While the actors are acting in front of the class, one of the groups from another part should make a conversation according to the performance. When the speaking group has finished their talk, the rest of the students which has divided into boys and girls are asked to repeat their dialogue. After all the students has showed and have gone back to their seats, there is one minute to grade all the groups with a chart on which there are 3 items (self-discipline, performing skills, speaking ) The chart is required to hand in, for I will conclude which group is the champion and will bring the result back the next class.Acting makes studentsunderstand the meaning of the key vocabulary better and attract the whole class. Making a conversation while some are acting, gives the student the circumstance to communicate with each other. Repeating the dialogues not only helps the rest of students’ discipline but also makes thempractice the target language as well. Grading their own performance is a new way and will make the students wannatry their best to perform well.Step7 Learn the difficult vocabulary by using the targetlanguage (4 minutes)Say: wanna watch flash?Learn difficult vocabulary (smart, outgoing, athletic) by watching short flash or DV. After each short video, student describes it by using the target language.Flash or DV will bring the climax of excitement. And considering about diversity I am not using pictures again.Step8 listening (8 minutes)Listen to the tape and finish the part 2a in the textbook. Before listening I will give a brief explanation of the question, and some advices for them to finish this task well.Step9 Consolidation of step4 and step7 (4 minutes)Show picture and ask the students to discover 8 different traits on two people in a picture within 2 minutes. You can discuss in groups and in English. And write the 8differences down in paper. At last, each group asks their representative to show their results in full sentence. Before the class I will repeat the rules that student and I all familiar with. Rules: 1) keep your voice at a moderate decibel so as to not disturb other classes, and learn to respect and listen attentively.2) discuss in English, Chinese is not allowed here.3) you canleave your seat to help discuss with your groupmates.Students practse their all the key vocabulary and target language in one task.As the students are challenged, they have the strong desire to win, that is to say, the students have great interest and will become quick-minded and exalted whilefinishing this task. This part practise their teamwork spirit,socializing ability speaking, writing.Step10 Moral education (3 minutes)Discuss the two people in the picture. Which one do youlike better? why?Then, gradually let them understand we should respecteveryone, because every one has its good merits and shortcoming. We should find people’s beauties not only look attheir shortcomings.Good teachers teach not only the students knowledge, but also how to be a man and behave.Step11 Grammar (3 minutes)While the 3 lists of adjective and comparative adjective are on the blackboard, students only have 1.5 minutes to find the rules .After 30 seconds I will give one hint, after another 30 seconds I’ll reveal the second hint, and one by one after each30 seconds. Without a hint, if a student can spill out the rules ,then he can get 5 points, with a hint, 3 points; with two hints, 2 points; with three hints, 1 point.It comes to grammar teaching. This part, students are trained to use their own wit to summarize some principles. This practised their thinking, meanwhile, the students will memorize this part of grammar better. This activity guides the students to study grammar by thinking hard and conclusion. After that they can have a rational knowledge to the grammar. It is designed to gain points, and students’ wit is challenged, so this activitywill arise the students’ interest.Step12Revison (1 minutes)Cover the blackboard for 30seconds, and let the students close their eyes and review what they have just learnt.Then uncover the blackboard, and scratch each key vocabulary and target language after the whole class has readit aloud and correctly.Make a better use of the difficulties and important information on the blackboard. Reviewing at the end of the class can help students’ memory，and let the students know that closing eyes and reviewing knowledge in their minds is a good way of revision. This part also practice the reading abilityand check the pronunciation.Step12 Homework (2 minutes)There are 3 choices for the students to choose.1.make a list of top 10 obvious traits or comparison aboutour classmates.2.make a list of top 10 obvious traits or comparisonbetween you and your best friend.3.make a list of top 10 obvious traits or comparisonbetween your parents.When it comes to the homework part, teachers shouldhave enough time to explaintheir assignment clearly to avoid misunderstanding of demands. At the meantime, teacher can give students some advices to finish their homework efficiently. And that’s why I spare two minutes. Homework which is related to the students’ life can surely trigger their interest to finish the homework earnestly. The homework can help the students to consolidate the target language and train their writing ability.Step13.Blackboard designUnit 6 I’m more outgoing than my sister-er -ier more ~ -Is that Sam?calm-calmer funny-funnier athletic-more athletic -No, that’s Tom, he has shorter hairtall-taller heavy-heavier outgoing-more outgoing than Sam. And he’s calmer than Samsmart-smarter happy-happier interesting-more interestingwild-wilder新目标英语八年级上册Unit 4((1a—2d)说课稿Hello, everyone. I’m Jiang Congling, I come from Zi Gui County .I have been an English teacher for 7 years in Yi Zhibi Middle School. Now I’ll say Section A(from 1ato 2d) of Unit 4 in Go For It. I’ll say the lesson from five parts.Part One : Analysis of the teaching materials1 Status and functionThis is an important lesson in this unit even in this book. This lesson is the first one of Unit 4 .So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit. In this lesson, the Ss learn the ways of transportation, such a topic is related to their daily life, so it can raise their learning interests and improve their spoken English.2 Analysis of the studentsStudents of Grade Eight have learned English for more than 4 years. They have a good foundation in words and sentences. They have mastered some skills of listening, speaking, reading, and writing. Most students have taken a great interest in English now, they enjoy learning English.3 Teaching aims and demandsa. Knowledge Objects(1)To make the Ss know how to use the sentences “How do you get to school? How does he get to school? How long does it take?”Let the Ss be able to answer the questions above.(2)To study the new words “take, subway, train, forty, fifty ……”etc. by learning the dialogue of this lesson.b. Abillity Objects(1) To develop the Ss’abilities oflistening ,speaking ,reading and writing.(2) To train the Ss’ability of working in pairs.(3) To develop the Ss’abilities of communication by learning the useful structures.c. Moral ObjectsTo enable the Ss to work with others and help each other.4 .Teaching key and difficult pointsa. Key points(1) To help the Ss to communicate with each other.(2) To enable the Ss to study in groups and co-operate skillfully.b. Difficult pointsDistinguish the use of “take”.5 Teaching AidsA tape recorder, cards, the multi-media computer.Part Two: The teaching methods1. Communicative teaching method.2. “Audio-visual”teaching method.3.Task-based teaching method.To use these methods is helpful to develop the Ss’thought. As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative”teaching method, “Audio-visual”teaching method and “Task-based”teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange fivekinds of activities: listening, guessing games, watching CAI, acting out dialogues and making a survey.Part Three: Studying methodsI request the students to study English independenly cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Study becomes more relaxed and pleased in this kind of environment.Part Four: Teaching proceduresStep 1 Warm-upFree talk between the Ss. What are you doing this Sunday? What is he doing tomorrow ? In this course, I’ll ask them to make a dialogue group by group, find out which group makes the best dialogues.Purpose of my designing: I think it’s important to form a better English surrounding for Ss, and it’s necessary to provide situation to review learnedknowledge.Step 2 Presentation1.Let the Ss look at the pictures on the screen and answer the following questions: What is the girl doing? Does she often ride a bike to get to school? How do you get to school? Then I write down the sentence on the blackboard. I help the students to answer “take the subway, take the train”2.Play a guessing game. How does he\she get to work? I’ll ask them about the famous stars, such as Yao Ming, Liu Yifei, Zhang Weijian, Zhou Jielun, Liu Xiang, etc. They are popular among the Ss in China. The Ss must be interested in them.3.Ask the Ss to complete 1a, then check the answers with them.Purpose of my designing: To present transportations by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.Step 3 listeningBefore I play 1b for the Ss, I ask the Ss “How do you get to school?”, I want them to remember the ways of transportation. So I ask the Ss to listen to the sound of the transportations and guess what kind of transportation it is. And then I ask one student to read the names of 1b, and I play 1b, let the Ss complete 1b, then check the answer. And then Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation.Step 4Pair work and group workAsk two Ss to read the conversation, then let the Ss practice in pairs. After that , ask them to practice in groups like this: A: How do you get to school? B: I take a subway. C: How does B get to school? D: He takes a subway.Encourage them to use different words and find out the best group. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample. Then find out which group will actit out well. I’ll give them some cards with numbers as a prize.Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability. “Task-based”teaching method is used here to develop the Ss’ability of communication and also their ability of co-operation will be well trained. I think proper competition can arouse the Ss’interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.Step 5presentationTell the Ss that different ways of transportation takes different time . If I take a bus , it takes me 20 minutes; If I ride a bike , it takes 40 minutes; If I walk, it takes 50 minutes. Then let the Ss listen and repeat 2a.Make sure the Ss read the words correctly.Then let the Ss complete 2b, and read the numbers aloud. Check one by one. And then ask the Ss: Can you read the following time? Let’s read together.Step 6Listening practice -2cIn this step, first I ask the Ss to name the five ways of transportation, next just listen to the tape, listen again, check the kinds of transportation that you hear. Listen for the third time, match the time with the kinds of transportation. While the Ss listening, I go around the classroom and help the Ss who have trouble in listening.Step 7Pair work -2dLet two Ss read in pairs, make sure they have no problems in understanding the conversation. Maybe they can’t distinguish the use of “take”. Ask them to discuss in groups, then find out the difference between them. Write down “How long does it take ?”on the blackboard.After that, let the Ss make a conversation about how they get to school and how long it takes.In this way , the Ss can learn how to communicate with each other.Step 8 Make a survey and give a reportInterview your classmates or our teachers here by using the following questions: How do you get to school? How long does it take? And then ask some Ss to give reportsto us.Purpose of my designing: I think survey is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to investigate the others to consolidate the knowledge they learned.Step 9 Sum and tell the lucky numbersPart Five: Blackboard designUnit 4 How do you get to school?take the train forty How do you get to school?ride the bike fifty I ride my bike.take the subway sixty How does he get to school?take the bus seventy He walks to school.eighty How long does it take?ninety It takes about forty minutes.教学反思：In this lesson, I mainly adopt the Task-Based Learning Method. Try to have students learn by guessing, by having a competition, by investigation. I design many various activities that close to students’life so as to help students solve the difficulties and importance. I also arrange individual work, pair work, group work for students to practice English. I think if I want the student to improve their oral English, I must give them more chances to practice. That is “Learning by doing, Learning by using ”. In this case, I designed tasks according to the《New English Curriculum Criterion》, I will lead my students to study and cooperate with each other. Because the《New English Curriculum Criterion》points out that the general aim of English teaching in this stage of Junior Education is to cultivate students’comprehensive ability of using English. So I think my teaching methods are in line with the requirement of《New English Curriculum Criterion》.Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say thelesson from four parts.Part One Analysis of the Teaching Material(一) STATUS AND FUNCTION1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(二)ANALYSIS OF THE STUDENTSThe Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.(三)TEACHING AIMS AND DEMANDSThe teaching aim/'s basis is established according to JuniorSchool English syllabus/' provision.1.Knowledge objects(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I/'m sorry”“That/'s all right”. (2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.(3) To finish some exercises.2.Ability objects(1) To develop the Ss’ abilities of listening, speaking, reading and writing.(2) To train the Ss’ ability of working in pairs.(3) To develop the Ss’ abilities of communication by learning the useful structures.3.Moral objects(1) To enable the Ss to be polite and love life.(2) To enable the Ss to look after their things well.(四)TEACHING KEY AND DIFFICULT POINTSThe teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material/'s position and function.1.Key points:(1).To help the Ss to communicate with each other.(2).To enable the Ss to study in groups and co-operate skillfully.(3).To develop the Ss’ interest in English.2.Difficult points:(1) How to make dialogues and act them out.(2) How to write the right whole sentences.(五) TEACHING AIDSMulti-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.Part Two The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3. Task-based” teaching methodAs we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English l anguage. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue.I’ll give the S s some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.Teaching special featuresTo use these methods are helpful to develop the Ss’ thought.Part Three STUDYING WAYS1.Teach the Ss how to be successful language learners.2.Let the Ss pass /"Observation—Imitation—Practice /" to study language.3.Teach the Ss how to master dialogues and how to communicate with others.Teaching special features:Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.。

新目标英语八年级上册第六单元知识精讲新目标英语八年级上册第六单元知识精讲新目标英语八年级上册第六单元说课稿一、教材分析这是第六单元的第一课时的内容，其中心话题围绕Talk about personal traits and compare people这个题材开展多种教学活动，本节课是本单元的重点，通过听、说、读、写来培养学生综合运用知识的能力，通过有限的课堂实践活动，能准确地用英语在交际中运用本单元的话题对自己与他人进行描述，作出比较并进行判断。

并让学生能在“做中学。

”通过听、说、读、写来学习比较等级，加深对比较等级的语法现象的理解和运用，培养学生综合运用知识的能力能初步运用这一语言结构进交谈，为后面Section B 的学习打下基础，在本单元中起着承上启下的用。

通过本课时的学习，能培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。

在此之前，学生已掌握部分形容词的用法。

所以，这些对学生来说并不难，学生很容易掌握基于上述对教材的分析，我确定本单元的教学重点为词汇、形容词比较级的构成、形容词比较级的用法。

教学难点为the comparatives with –er/ier and more的结构及读音，能在交际中准确地运用本单元的话题对自己与他人进行描述，作出比较并进行判断重点与难点Important points ：1形容词比较级的用法Is that Sam? No, that's Tom. He has shorter hair than Sam.He's calmer than Sam.主语（sb / sth）+ be +形容词比较级+ than +…Difficult points; 形容词比较级的构成：the comparatives with –er/ier and more二教学目标分析：1. 知识目标：（1）语言知识：掌握本课时的目标词汇：outgoing, more, than, calm, wild, athletic, twin,tall, short, thin.目标语言Is that Sam? No, that’s Tom. He has shorter hair than Sam. Is Tom smarter than Tim ? He’s calmer than Sam.（2））语言技能:能对人物的外表进行描绘，个性进行比较，能在日常生活中恰当理解和运用本单元的话题对自己与他人进行描述，作出比较并进行判断（3）情感目标：体会英语学习的乐趣，做到在“用中学，在学中用”（4）能力目标：培养学生自学能力，阅读能力，提高听的能力，锻炼学生交际能力与他人合作的能力提高学生听、说、读、写及知识自学的综合能力。

说课稿Unit6 I’m going to study computer science. Section A (1a--1c)一教材分析（一）教材的地位本课时是新版新目标八年级上册unit6的第一部分，教材内容围绕着理想职业展开，让学生学会用be going to 的句型来谈论自己及他人的理想职业。

并为后面几个课时对未来的计划和打算做好铺垫。

本课的内容与学生的实际生活密切相关，也易于学生运用简单英语进行交流。

在学习中，学生能够通过交换不同职业的看法，促进学生之间的情谊，也能通过对自己未来职业的憧憬，培养学习的主动性。

（二）教学目标1 掌握不同的职业名词2 能通过听说表达对不同职业的描述，并能表达理想及如何让梦想成为现实。

3情感目标：通过表达自己的看法，学生在人际交往中学会相互尊重，畅谈理想的同时，别忘了当下要刻苦努力，才能接近自己的理想工作。

（三）教学重难点1 掌握并运用描述职业的词汇：2 运用简单的英语交际句型：难点：二教法渗透首先，我主要采用任务型教学法，我在本课时设计了4个任务，任务也是阶梯式的，从简单到复杂，期中第二任务中，我分了几个小任务，依次是连一连，听一听，说一说，也是根据学生的思维习惯，同学们在怎样做去实现自己理想的句型上会有障碍，表述上会单一，或是表达不出来，因此我认为可以先进行语言的输入，有视觉，听觉做基础，然后在表达，这样会比较顺利些。

其次，我采用了创新教学策略，本堂课主要以听说为主，我对教材做了适当的整合，比如，我利用同学们的一些照片引到第三人称，为下个课时打下一个良好的基础。

任务三和任务四都在巩固同学们的所学知识，也是知识输出的一个体现，通过同学们的表述可以掌握这堂课的效果。

三学情分析1 缺少语言基础和特定的语言环境，对某些任务的完成有一定难度2 记忆力强，也有一定的模仿能力，但知识拓展有待提高根据学生的实际情况，我觉得本课时是否能达到高效，学生的预习是非常重要的，而且要预习到位，平日里同学们的预习只停留在读读单词，看看对话，总停留在表面上。

八年级上册英语第六单元教案（新目标、带教学反思和说课稿）Lesson plan for unit 6, Volume 1, Grade 8八年级上册英语第六单元教案（新目标、带教学反思和说课稿）前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

unit 6 i’m more outgoing than my sistera good friend … has cool clothes is popular in schoollikes to do the same things as me is good atsportis good at schoolwork makes me laughi. teaching aims and demands1.knowledge objectskey vocabulary. reading passage. oral pratice. reading and writing practice.2.ability objectsreading skill. writing skill. communicativecompetence.3.moral objecttake an activity part in all kinds of social activities.get a chance to train your intergrating skills.ii. teaching importance and difficultyoral pratice. writing and speaking praticeiii. teaching methodslistening and writing methods. reading and writing methods.communicative approach. pairwork.iv. teaching aidsa projector. pieces of paper on which students write the five statements.v. teaching procudruesstep i greet the class as usual and check the homework.step ii show the new words on the blackboard.read the new words to students and ask them to repeatunit 6 i’m more outgoing than my sistera good friend … has cool clothes is popular in schoollikes to do the same things as me is good at sportis good at schoolwork makes me laughi. teaching aims and demands1.knowledge objectskey vocabulary. reading passage. oral pratice. reading and writing practice.2.ability objectsreading skill. writing skill. communicative competence.3.moral objecttake an activity part in all kinds of social activities.get a chance to train your intergrating skills.ii. teaching importance and difficultyoral pratice. writing and speaking praticeiii. teaching methodslistening and writing methods. reading and writing methods.communicative approach. pairwork.iv. teaching aidsa projector. pieces of paper on which students write the five statements.v. teaching procudruesstep i greet the class as usual and check the homework.step ii show the new words on the blackboard.read the new words to students and ask them to repeat.step iii 3ain this activity first read the article to students. then answer any questions students any ask. for example, s: what’s view?t: it’s what you think about something. it’s how you feel about something.step iv 3bfirst let students look at the chart in activity 2a on page 38.then ask students to write their own sentences about holly’s friend and some sentences about maria’s friend.step v 3cin this activity first ask students to say some of the words and phrases from this unit they can use. forexample,tall, short, thin, heavy athletic, intellectual, shy outgoing, seriousstep vi 2ain this activity first ask students to look at the names and the first column of the students they will hear an interviewer talking to holly and maria. they are talking about what they like about their best friends.step vii pairwork find someone for the job!focus students on the job ad. ask students if they know the word—abacus. if they don’t know, expl ain it to them.abacus—a frame with balls that was used to do arithmetic, long before calculators.step viii homework and summarytoday we’ve reviewed the key vocabulary in thisunit by reading pratice.. and we’ve learnt to write about our best homework, write down the words you underlined in activity 3a in your exercise book.step ix blackboard designunit 6 i’m more outgoing than my sistersentences students write: the name of a student who should get the jobthe sixth periodi. teaching aims and demands1.knowledge objectsreviewing the key vocabulary in this unit. writing pratice. just for fun.2.ability objectsself check skill. writing skill.3.moral objectstudy hard and make great progress.ii. teaching importance and difficultywriting pratice. reviewing the key vocabulary quiet, funny, outgoing kind, athleticiii. teaching methodsself check method. writing method. communicative method.iv. teaching aidsa projector. a tape recorder.v. teaching procudruesstep i greet the class as usual and check the homework.step ii self check 1after students finish writing their sentences, writea number of student’s answers on the blackboard.（1）my friend likes sports. she’s very athletic.（2）paul is never quiet! he can’t stop talkin g.（3） mr. wang is a kind man. he always helps others.（4） mary is a funny girl. she always makes me laugh.（5）jane isn’t very outgoing. she likes to stayat home and rest.step iii 2first ask different students to read the questions on the left. students read.are you taller now? are you more intellectual? are you more popular?are you a better student?then ask students to think of themselves two years ago. how are they different now?step iv just for fun!ask two students to read the dialogue to the class. two students read.a: i think i see the twins. is that juva?b: no, that’s jala. jala has curlier hair than juva.a: and juva is taller than java.write the words curly—curlier on the blackboard.explain the words curly to students or draw a simple picture what curlier hair means.step v workbookread this article about ali and ahmet. then answer the questionsstep vi summarythis class we’ve reviewed the key vocabulary of the unit. and we’ve learnt how to compare ourthemselves between now and two years ago. i hope you can make great progress.step viii homeworkfinish off the exercises of the workbookstep ix blackboard designunit 6 i’m more outgoing than my sistercurly curlier curly hair-------- Designed By JinTai College ---------。

新目标英语八年级上Unit6：I’m more outgoing than my sister Section B 3a说课稿一、说教材：１、教材的地位及作用：本节课是第六单元第五课时，本单元围绕表述个人特征，对人物实行比较这个题材展开多种教学活动，学会用形容词的比较级来对两个人的外貌及个性实行比较。

本节课是堂阅读课，它通过前几节课学习的比较等级，进一步加深比照较等级的语法现象的理解和使用。

同时通过对与朋友间的相同及不同之处的描绘，进一步提升学生听、说、读、写的综合素质水平。

2、教学目标：（知识目标、水平目标、情感目标、学习策略目标）知识目标：(1)学习单词：opposite, view, interest, most of, though, necessary, beat, care, friendship（2)掌握句子：Should friends be different or the same?I like to have friends who are like me.I like to have friends who are different from me.It’s not necessary to be the same.I don’t think differences are important in a friendship.水平目标：提升学生听、说、读、写及知识自学的综合水平。

情感目标：①通过形象、生动的教学使学生掌握如何去比较两个人，并从中学会欣赏别人中，享受与不同的人交往的乐趣。

②培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感。

确立教学目标的依据：根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步使用英语的水平，激发学生的学习兴趣，为进一步学习打好初步的基础。

此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语水平的培养、非智力因素的培养等四方面。

新目标八年级上册Unit 6 说课稿
新目标八年级上册Unit6
各位老师：
大家好，今天我要说课的内容是初二英语上册第6 单元SectionA 的前部分，Title（题目）是I`mmoreoutingthanmysister.其主要的内容是：“Talkaboutpersonaltraitsandhowtocomparepeople.”一话题。

由于本单元具有两部分：SectionA 和SectionB，从教材的整合来说本部分即有形容词用法的延续，又为后面形容词最高级的学习打下基础，具有承上启下的作用；再则，
从本单元来说它既是本单元的基本语言内容，又为本单元知识扩展和综合语
言运用奠定坚实的基础。

因此，上好SectionA 的前部分，既可让知识学习具有一定的延续性，又可为下面的教学做好铺垫，对完成本单元和今后的英语
教学具有重要的意义。

对于SectionA 前部分的教学，我预备把对词汇的把握和听力的理解作为重点，把结对活动的核心对话（即学生说的能力培养）作为难点。

这是因为我
校地处农村，学生在英语学习方面没有一个好的语言氛围，有些学生不能拥
有自己的一套磁带，更不用说拥有其他的听力辅助材料，因此解决这一重
点，能让学生进一步感受英语语言的美，激发他们的学习爱好，这为突破难
点作好铺垫；而难点的确立是由于本套教材的特点是采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习
程序并结合我校“新课程与学习方式的转变”课题实践，从而突出学生参与探
究活动的主体作用。

基于以上的分析，本节的教学要达到以下几个目标：
在“知识目标”中，通过教学让学生把握本课的词汇运用；“能力目标”方。