篇一：人教版八年级英语下册说课稿
人教版八年级英语下册说课稿
一、教学课题：unit2what should i do?
the first period
二、教学设计思路：
结合多媒体，利用图片、实物、简笔画等帮助学生记忆本节相关词汇；设置情境，帮助学生通过听说练习学会谈论日常问题及给出建议。
三、教材分析：
in this unit students learn to talk about problems at school and at home and how to give advice to solve them. the first period serves as an introduction and lead-in part. activity 1a introduces some key vocabulary. activity 1b gives students practice in understanding the target language in spoken conversation. activity 1c gives students an opportunity to practice their speaking skill using the target language. in this period students can learn to explain their problems in their daily life.
四、教学目标：
(一)知识目标
1.key vocabulary：
keep out; play; argue; wrong; what’s wrong?; style; out of style
2. key structures:
what’s wrong?
my clothes are out of style.
maybe you should buy some new clothes.
(二)能力目标
to train students’ ability of communication and listening skill.
(三)情感目标
1. to be interested in taking part in all kinds of activities in an english class.
. 培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。
2. train students’ communicative conscious. to speak out their thinks
s(3): her brother plays his cds too loud.
??
t: now listen to a conversation to check what you guess and circle the problems you hear the girls talking about.
play the recording for the first time. students only listen. and then play it a second time. this time students circle the problems they hear. correct the answers.
answers:
the following problems should be circled:
my parents want me to stay at home every night.
my brother plays his cds too loud.
i don’t have enough money.
my clothes are out of style.
step 6 pairwork
first ask two students to read the sample dialogue.
s(1): what’s wrong?
s(2); my clothes are out of style.
s(1): maybe you should buy some new clothes.
t: make conversations like this about the problems in activity 1a. after a while, i’ll ask several pairs of students to say their conversations to the class.
step 7 summary
t: this class we’ve learned some key vocabulary. and we’ve learnt how to give somebody advice if he or she has some problems. if you are interested in joining all kinds of activities in class, you’ll make great progress. step 7.homework
talk about one’s problems and give advice in groups.
step8 the design of the blackboard
篇二：八年级英语下册说课稿unit1-unit10
八年级英语下册Unit1说课稿
尊敬的老师，大家好。我说的课是《新目标英语》八年级下册第一单元阅读理解部分。题目为Do you think you will have your own robot?本课是学生初次接触的较长的阅读课文。无论在知识含量还是在阅读技能的培养上都是重点，课文的冗长，对机器人知识的匮乏都是教师上课的难点。因此需扩展相应知识，教授阅读方面技巧，从而提高阅读能力。
二、教学对象分析：学生已达到新课标三级阅读水平的要求
三、教学目标分析：
知识目标：了解机器人的外形和功能；根据标题，推测文章内容。
能力目标：运用快速阅读和精读技巧，学会迅速并准确找到所需信息
情感目标：使学生关注国际高科技的发展；能够看到事物的两面性：全面看待科技发展给我们带来的利弊。
四、教学重点：根据标题推测文章内容的阅读方法,了解机器人的外形和功能。
五、教学难点：对某些单词、词组和长句理解就“未来是否愿意和大量机器人共存”的论题陈述观点，时间1分钟左右。
六、教学方法与手段：
1、讨论法。
2、采用直观法. 导入播放机器人的视频，引起学生共鸣，激发学生学习兴趣；
3、教学用具：多媒体、黑板
七、学法
1、自主学习：这一节是阅读课，所以我指导学生在不同的要求下进行快速阅读和深层阅读，要求学生运用自主学习法从整体上把握课文，同时鼓励那些怕开口的同学，都参与到课堂的中，动手完成一些基础的学习任务，培养他们学习英语的信心，培养团结合作的精神
2、合作学习：积极参与活动，相互交流，互帮互助，合作完成任务，培养团队精神，更好地掌握本课所学知识。
八、教学过程
（一） 导入新课（1’）
运用多媒体课件，播放有关机器人的视频，引起学生共鸣，激发学生学习兴趣。 边看边展示与课文相关的新单词。让学生想像机器人都是什么样的，机器人能做什么？
（这样导入新课，自然创设学习情景，引起学生共鸣，引起学生的兴趣。）
（二）快速阅读（skimming）(4’)
任务：让学生带着要求快速阅读课文：
Get the main idea of the whole passage.
这个环节是让学生初读课文，目的是训练快速阅读技巧，学生以较快的速度完成阅读，迅速找到答案。（学法指导：注意:用浏览、跳读和快读的技巧，培养自己快速获有用信息的能力---抓住关键词、主题句和中心大意的能力。
Tips: Reading for meaning , not for details(细节).不必逐行阅读
（三）深层阅读(5’)
任务一：默读文章，回答下列问题，我利用多媒体出示2个问题，（把2个问题打出来）然后让学生带着问题进行有目的阅读。（这样做可以充分利用课本资源，而且化难为易.在全班校对答案之前我让学生先进行同桌相互校对，充分发挥生生互动。）
让学生学会有目的进行阅读，同时通过问题的巧妙设计，让学生在语境中理解本文的重点词汇，比教师直接的讲授效果要好。
学生首先是在书上查找信息，属于知识输入阶段，然后回答是输出的过程，在这里真正做到把知识转换为能力。第二次阅读文章是解决重点内容的部分。通过上面二次阅读和训练。学生对课文的大意及细节的关注已经有了一定的认识。充分发挥合作学习的方法让学生一起完成阅读任务应该是水到渠成。但有些学生基础薄弱，缺乏信心和毅力，所以让他们在优生的帮助下，做力所能及的，和大家一起进行热烈的讨论，让他们感觉没有被班级抛弃，英语学习对他们并不是高不可攀，增强他们学习的勇气和信心。同时培养全体同学的合作精神和竞争意识。
任务二：(10’)要求学生再次对课文进行深入细致阅读。我这样做的目的是为了指导学生理解文章的细节，段落大意，段与段之间的联系，使学生对篇章结构有更深层次的理解，为此设计了几项具体的操练形式。
首先由四人一组，分组讨论，给文章分段并归纳出段落大意，找出topic sentences。这样以来不仅体现了学生之间合作与探索意识，同时又有助于培养学生分析归纳能力与合作解决问题能力。 然后是解释explaining: (15’)
这一部分主要是对学生在阅读中遇到的问题进行排疑解难，同时提出文章中的语法点，让学生学习语言知识。设计步骤：重新回到文章当中，学生自主独立学习，找到并画出自己认为难懂、不会的词、短语与句子，提出问题，让其他学生帮助解决问题，如若有疑义，老师在进一步讲解。这样做的目的是学生能做的让他们去做，让每一个学生都主动投入到课堂活动中来，始终坚持以学生为本，教师起主导作用
这一理念。
（四）听音并抢答(5’)
让学生听磁带仔细听课文，通过分组比赛的形式让学生做对、错练习一方面检测学生对该篇章的理解程度，另一方面活跃气氛。
（五）拓展延伸： (4’)
讨论：你认为机器人将来可以帮助你和你的家人做什么？未来是否愿意和大量机器人共存？
这个练习是课文的延伸，是学生对所学知识的再创造，充分发挥学生的主观性和创造性，提高学生的自身素质，也激发了学生对未来生活的热爱。
（六）作业(1’)
1． Read the passage.读课文要求：要求B层的学生要求能流利朗读；其余的学生会读并能熟练读出部分段落（可以自选段落但要求能占课文的三分之一）。
2. Write a letter to a robot scientist. Tell him what other things you think robots can do. Or tell him why you think robots are dangerous and help them to improve robots.(A层要求)
根据学生掌握知识层次的不同，我采用了分层作业，让学生都能尽其所能，完成一定的任务，满足学生的成就感和自豪感，增强学生学习的信心和兴趣。
八年级下册说课稿
各位领导、老师:
大家好!
我说课的内容是人教版八年级下册unit2,Section A，课题是“What should I do ?”本节说课内容分五个步骤：一、说教材 二、说教法 三、说学法 四、说教学过程 五、教学反思。
一、说教材
（一）教材分析
教材的地位和作用：
第二单元承接八年级上册What’s the matter?中有关情态动词should 的用法，并作进一步的扩展和综合运用；本课是本单元的第一课时，集中呈现了本单元的基本词汇和语言结构，因此，本课教学有着承上启下的重要作用。
（二）教学目标
1 Knowledge Objects: 学会使用情态动词should、could.掌握本课重点词汇keep out , play, loud, argue, wrong, What's wrong ? out of style , could, should,
2 Ability Objects 培养学生应用英语谈论日常生活问题，提高学生听、说、读、写等能力。
3 Moral Objects：通过谈论问题以及给出别人建议，培养学生学习英语的强烈兴趣。
4、Teaching important and difficult points：
根据教学目标和学生特点，我确立本课的教学重点为：学会使用情态动词should、could。难点为：能够运用所学谈论问题和困难，选择或提出建议。
本课主要句型：What should I do?? Why don't you talk to him about it?
二、说教法与手段
根据本课实用性强、涉及面广、语言运用量大的特点，我确立了如下教学方法和手段：
1.情景教学法，赋予知识和技能训练以真实的情景和语境，调动学生的参与热情。
2.听说读写综合训练，培养语言运用能力。
3.知识导入和任务设计由浅入深、由易到难、循序渐进。
4.采用多媒体教学手段或自制教具，增强直观性和趣味性。
三．说学法
篇三：八年级下人教版英语unit 6 说课稿
Unit 6 “An old man tried to move the mountains”
Section A (1a-2c)说课稿
Ladies and gentlemen. It’s my pleasure to be here sharing my lesson with you. . The content of my lesson is Junior English Grade Eight Book Two unit six.This unit is mainly about stories. Now, I will explain the lesson from the following aspects. Part1. Analysis of teaching material:
The lesson is the first period of this unit. Such topic is very practical in real life. Good start is the half of success. And it has laid a solid foundation for the further study. Moreover, this lesson is also tell the Ss to learn the spirit of Yu Gong.
Part2.Analysis of students:
The Ss have learnt English for many years, they have deep interests in it, and the most important is that the topic relates to their daily life. Well, how to achieve the teaching objects better, to stress the key point and break through the difficult point, the key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.
Part3. Analysis of teaching aims:
on studying the teaching material and analyzing the regulation of Ss’s growing of mind, I put forward the following three teaching objects according to my overall teaching idea.
1. Teaching aims
A. Knowledge objects:
To learn the target words: remind bit silly instead of in this lesson. The target sentence construction in this lesson is:
How does the story begin?
What happened next?
What do you think of the story of Yu Gong?
What could Yu Gong do instead of moving the mountains?
B. Ability objects:
(1).To develop the students’ abilities of listening,
(2).To train the students’ ability of working in pairs and groups.
(3).To develop the students’ ability of communication by learning the useful
structures.
C. Emotion objects:
T(本文来自：WWw.DXF5.com 东 星 资 源 网:新人教版八年级英语下册说课稿)o train the students to learn the spirit of Yu Gong.
Part4. Teaching method:
According to the modern perception theories and social intercourse teaching theories. I adopt the Total Situational Action and Task-based Language Teaching.
At the same time, make use of all kinds of teaching means, such as ppt, flash-cards…it can mobilize the Ss’ enthusiasm and creativity in learning English.
Part 5. Teaching procedures
As to teaching procedures, I designed the following steps to achieve my teaching aims. They are “ Lead-in ,presentation ,reading task, home work ,blackboard design.”
Step One: Lead-in
3. Teaching Procedures
I’ll finish this lesson in 7 steps.
Step 1 Lead in
1. Let the Ss watch the flash “Yu Gong Moves a Mountain” to lead the topic of the Unit. I will ask the questions like this:
T: What’s the name of the story?
S1：It’s Yu Gong moves a mountain.
S2: It’s a traditional Chinese story.
T: Do you know other traditional Chinese stories?
… …
Step 2 Presentation
Lead the Ss to read the new words and phrases and then the Ss try to remember them. Step 3 Writing
1. Look at the pictures in 1a, and then read the names of the story in the box.
2. Ss discuss with their partners and match the names of the stories with the pictures. Step 4 Listening
1. T: Tell Ss they will hear a great Chinese traditional story. Listen and see who know the name of the story.
2. Play the recording for the Ss to listen.
3. Ss who know the name of the story may hand up.
4. Play the recording again. Let Ss check the facts they hear.
5. Check the answers.
Step 5 Pair work
1. Read the questions in the box in 1c.
2. Ss discuss the questions with their partners.
3. Let some pairs ask and answer the questions.
e.g. A: How does the story happen?
B: There were two very tall mountains in front of their house.
A: What happened next?
B: A very old man tried to move the mountains.
A: Where would they put all the earth and stone from the mountains?
B: They would put them into the sea.
Step 6 Listening
Work on 2a:
1. Look at the pictures in 2a. Discuss the things they are going to do. When you listen to the story, please number the pictures.
2. Play the recording for the Ss to listen and number the pictures.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Play the recording for the Ss to circle the correct words in the brackets.
3. Play the recording again to check the answers.
Step 7 Group work
1. Tell Ss to make a story chain. Ss tell the story one by one with the pictures in 2a.
2. Let some Ss tell the story to the class.
Step 8 Homework
Tell the story Yu Gong Moves a Mountain in English to your parents.
Once upon a time, there was a very old man…
Step 8: Design of blackboard
To be a good teacher is my dream. I think a teacher is not only a guide for the Ss but also a friend of them. So I’d like to build close relationship with my Ss. Helping them not only on their study but also on their life. In order to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have a long way to go.
“An old man tried to move the mountains”
Section A (1a-2c)说课稿
濮阳油田实验学校
八年级英语组 冯漫利2015年4月